Day 2 of filming review
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Day 2 of filming saw some changes to the film's concept and locations. Scenes were shot at a family member's home depicting prayer and a headscarf. Filming finished earlier than planned due to low light and memory card issues, though the storyboard was followed closer.
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Day 4 of filming review
We finished filming one main character but had to refilm scenes for another character after the intended actor was unavailable. Scenes filmed at Fatma's house included praying, head scarf, and hugging scenes. After the replacement actor arrived, street scenes of a conversation were filmed, showing the characters walking away. Overall filming went smoothly due to preparation, though some scenes like catching a bus were difficult to film continuously.
Day 3 of filming review
Day 3 of filming had some challenges. Scenes needed to be re-filmed because the battery died and footage from the memory cards had to be deleted. They also had to re-film some scenes because it started raining heavily, wetting the camera equipment. By the end of the long, cold day, they were happy with the footage captured despite the technical difficulties experienced.
Day one filming review
The first day of filming was exhausting and faced several issues. The actors arrived an hour late, delaying filming. With only two group members, everything took longer. When they started filming inside at 2pm, they got distracted and didn't follow the storyboard. They then filmed outside scenes in the dark from 4pm, but the footage was poor quality. They ended at 7pm with only the outside shots completed, needing to refilm those scenes. Overall, timing issues, lack of preparation, and distractions hindered their first day of filming.
Shooting and Acting Schedule
This document outlines the shooting and acting schedule for a film project over multiple days. It provides the aims and goals for each filming day and a summary of what was accomplished. On some days complications with actors, illness, or weather prevented completion of scenes. However, on other days the corridor scene, toilet scene, canteen scenes, night scenes, and kidnapping scene were all fully or partially filmed within the scheduled timeframes.
Location Recce - Unit 17
The document summarizes 3 potential filming locations for a short film:
1. A bedroom will be used to film shots of the main actor's morning routine and waking up, as most of the indoor filming will take place there.
2. Outdoor shots will include the actor walking to and from school, and later with friends, to bookend the film. Additional outdoor shots near the actor's home are also planned.
3. A classroom will be used to film a scene where the socially anxious main character observes other students interacting from a distance, wishing to do the same.
Front couver rejected images
The document discusses various photos that were rejected from being used on the front cover of a magazine. The photos showed the model in different poses, angles, and outfits but were not selected for reasons such as the pose looking uncomfortable, the lighting being too dark, parts of the model like fingers being cut off, the outfit not looking flattering, and some photos being blurry or having poor quality. Alternative photos were taken from different angles and distances to try to capture the perfect shot for the front cover.
Filming
The filming process involved using different equipment to interview people about their mobile phone usage. The student worked with partners Andrea and Jack to film interviews and learn teamwork skills by contributing different ideas and tasks. They had to find the right subjects and locations to film, adjust lighting, and take various photos and video shots from different angles to select the best footage for the project. Some challenges included not having a tripod, so they improvised a stable camera mount using books and blue tack.
Movie stills
The document summarizes the steps taken during the filming of a movie, including preparing the set and tent, practicing lines and blocking, beginning the actual filming without needing retakes for the first scene, and continuing to film additional scenes while also taking still photos from different angles.
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Day 4 of filming review
We finished filming one main character but had to refilm scenes for another character after the intended actor was unavailable. Scenes filmed at Fatma's house included praying, head scarf, and hugging scenes. After the replacement actor arrived, street scenes of a conversation were filmed, showing the characters walking away. Overall filming went smoothly due to preparation, though some scenes like catching a bus were difficult to film continuously.
Day 3 of filming review
Day 3 of filming had some challenges. Scenes needed to be re-filmed because the battery died and footage from the memory cards had to be deleted. They also had to re-film some scenes because it started raining heavily, wetting the camera equipment. By the end of the long, cold day, they were happy with the footage captured despite the technical difficulties experienced.
Day one filming review
The first day of filming was exhausting and faced several issues. The actors arrived an hour late, delaying filming. With only two group members, everything took longer. When they started filming inside at 2pm, they got distracted and didn't follow the storyboard. They then filmed outside scenes in the dark from 4pm, but the footage was poor quality. They ended at 7pm with only the outside shots completed, needing to refilm those scenes. Overall, timing issues, lack of preparation, and distractions hindered their first day of filming.
Shooting and Acting Schedule
This document outlines the shooting and acting schedule for a film project over multiple days. It provides the aims and goals for each filming day and a summary of what was accomplished. On some days complications with actors, illness, or weather prevented completion of scenes. However, on other days the corridor scene, toilet scene, canteen scenes, night scenes, and kidnapping scene were all fully or partially filmed within the scheduled timeframes.
Location Recce - Unit 17
The document summarizes 3 potential filming locations for a short film:
1. A bedroom will be used to film shots of the main actor's morning routine and waking up, as most of the indoor filming will take place there.
2. Outdoor shots will include the actor walking to and from school, and later with friends, to bookend the film. Additional outdoor shots near the actor's home are also planned.
3. A classroom will be used to film a scene where the socially anxious main character observes other students interacting from a distance, wishing to do the same.
Front couver rejected images
The document discusses various photos that were rejected from being used on the front cover of a magazine. The photos showed the model in different poses, angles, and outfits but were not selected for reasons such as the pose looking uncomfortable, the lighting being too dark, parts of the model like fingers being cut off, the outfit not looking flattering, and some photos being blurry or having poor quality. Alternative photos were taken from different angles and distances to try to capture the perfect shot for the front cover.
Filming
The filming process involved using different equipment to interview people about their mobile phone usage. The student worked with partners Andrea and Jack to film interviews and learn teamwork skills by contributing different ideas and tasks. They had to find the right subjects and locations to film, adjust lighting, and take various photos and video shots from different angles to select the best footage for the project. Some challenges included not having a tripod, so they improvised a stable camera mount using books and blue tack.
Movie stills
The document summarizes the steps taken during the filming of a movie, including preparing the set and tent, practicing lines and blocking, beginning the actual filming without needing retakes for the first scene, and continuing to film additional scenes while also taking still photos from different angles.
'We are the Uninvited': Occupation, Activism, and the Canadian Media
Abstract
The Canadian media, especially independent media, has played a pivotal role in counterculture insurgency in the last few years. Adbusters, the Canadian magazine, created the hashtag #occupywallstreet in 2011 and called on its network to implement the “Shift in Revolutionary Tactics” that had been seen in Spain with the Indignados and #15M Movement and in Egypt with the Arabian Spring. The call went viral after it was taken up as a cause by Anonymous and other protest groups. The origin of the revolution and the spirit that fired it, of course, was not from the Middle East or from Spain, but from Mexico, from the Zapatistas. The Zapatistas, who initially rose up to protest NAFTA, “envisioned an international activist communications network as an alternative to a corporate-dominated media landscape” (Stringer 5981). The philosophy and practice of Zapatismo has been tremendously admired, imitated and influential in Canada, the United States and elsewhere.
“[T]ransnational Zapatismo has generated new political imaginations and political subjectivities,” and a narrative framework for “radical expressions of political possibility” (Khasnabish 697). These narrative frameworks operate through the use and subversion of memes, easily reproduced ideas that seed the imagination. Memes are an analytical tool and a change agent for creating new narratives as alternative grassroots models come to the fore. The sincerest form of flattery in memetics is imitation and that is what the Zapatista “movement of movements” has generated. It has birthed the self-replication of occupation narratives, “collectives of collectives” (Stringer) and protests all over the world. The #occupy movement invites people to intervene through direct action as a means of telling their own stories. These new locally-situated, global networks are collaborative and leaderless, and put forward indigenous strategies to achieve their ends via media, as with the “Idle No More” movement and “Blue Dot” meme that have recently emerged out of Canada. Focusing on the protest campaigns originating in Canada and Mexico, I will explore how “The Uninvited” are using digital media to tell stories that seek to enable radical change.
Evaluation Of My Media Text
The document discusses the evaluation of a media product created by the author for a media studies course. It summarizes the ways the media product uses and challenges conventions of the psychological thriller genre. It represents lower-class teenagers involved in gang culture and knife crime. The target audience is males aged 16-25. A small independent British film company like Film4 would be suited to distribute the product. The author learned editing skills and how to improve camerawork and shot composition from the preliminary task to the final product.
Texture
This document defines texture and describes the two main types: physical and visual texture. It also provides instructions for a leaf printing craft activity where students can create prints on fabric or paper using real leaves. The task is to make leaf prints on either fabric or paper and gift wrap one item in each medium.
Final idea jessika bloomfield
This document outlines plans for a short film about the dangers of online communication. It discusses potential filming locations, including a town center, bedroom, and other rooms. Two main characters are described - a 17-year-old girl named Saffron and a late 20s man named Mark, who may be played by the filmmaker's friend and brother. Props like a knife, computer, and webcam are also noted. The target audience is seen as teenagers and young/older adults. The film aims to both entertain and warn about online safety. Key elements include themes of kidnapping and murder, with various camera techniques employed.
Actividad ciencias de la información
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Έρευνα σε ευρωπαϊκό επίπεδο για την καταγραφή και επεξεργασία των σύγχρονων μ...
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We kept the praying scenes, changing scenes, and hugging scene the same from the rough cut. We added distribution and ident scenes, a Quran scene, and different sound effects. We also added extra preparation scenes and titles. Potential improvements with more time include changing the opening music, adding more shots, slowing shots down, and using motion for opening text like a film opening.
Why we changed the plan
The filmmakers decided to use split screens to give two characters equal screen time and have their actions follow in parallel. This led them to change most of their storyboard, including removing scenes of the characters meeting at college and interacting with siblings to stay within the time limit. Based on feedback, they added Islamic elements like the call to prayer and nasheed, and chose more rebellious contrasting music to add cultural context and tension.
Final outcome
The document describes the storyboard for a new film. It shows various scenes: shots of a Quran where the title appears; pans of a room showing characters praying which switches between people; the characters going downstairs and saying goodbye before leaving for college. It then shows the characters meeting in an alleyway and getting changed, with different shots of each character's face. This sequence takes up half the time as the main characters hug before leaving for college. The document also describes the soundtrack, including the opening distribution logo, an instrumental song for 10 seconds, an Azaan starting when the song fades, followed by a voiceover and anasheed as the characters walk out of their houses shutting doors before rebellious music starts
Original plan
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.
Props
The document discusses props and costumes used in a Cinderella story, including Cinderella typically wearing casual clothes like a baseball cap to avoid standing out, and later wearing a beautiful white dress. A key prop is a mask Cinderella uses to hide her identity at a ball in order to create tension. Other characters like the popular girls are described as dressing to impress in slutty, underdressed looks, while Cinderella and other ordinary girls prefer more casual wear. Princess-like, very girly shoes are also mentioned as an important prop in the original film.
Characters
The document summarizes the main characters in a Cinderella story:
Cinderella is an unpopular girl who works as a slave for her stepmother. She is in love with the popular footballer Prince Charming. Her only friend is Gordon, who helps her with her social and love life.
Prince Charming is the popular and confident male footballer, breaking stereotypes by also being quiet and smart.
The ugly step sisters and stepmother are mean-spirited characters who only care about popularity, money, and themselves. They bully Cinderella.
Rhonda is a helpful friend to Cinderella who tries to support her against the stepmother.
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Abstract
The Canadian media, especially independent media, has played a pivotal role in counterculture insurgency in the last few years. Adbusters, the Canadian magazine, created the hashtag #occupywallstreet in 2011 and called on its network to implement the “Shift in Revolutionary Tactics” that had been seen in Spain with the Indignados and #15M Movement and in Egypt with the Arabian Spring. The call went viral after it was taken up as a cause by Anonymous and other protest groups. The origin of the revolution and the spirit that fired it, of course, was not from the Middle East or from Spain, but from Mexico, from the Zapatistas. The Zapatistas, who initially rose up to protest NAFTA, “envisioned an international activist communications network as an alternative to a corporate-dominated media landscape” (Stringer 5981). The philosophy and practice of Zapatismo has been tremendously admired, imitated and influential in Canada, the United States and elsewhere.
“[T]ransnational Zapatismo has generated new political imaginations and political subjectivities,” and a narrative framework for “radical expressions of political possibility” (Khasnabish 697). These narrative frameworks operate through the use and subversion of memes, easily reproduced ideas that seed the imagination. Memes are an analytical tool and a change agent for creating new narratives as alternative grassroots models come to the fore. The sincerest form of flattery in memetics is imitation and that is what the Zapatista “movement of movements” has generated. It has birthed the self-replication of occupation narratives, “collectives of collectives” (Stringer) and protests all over the world. The #occupy movement invites people to intervene through direct action as a means of telling their own stories. These new locally-situated, global networks are collaborative and leaderless, and put forward indigenous strategies to achieve their ends via media, as with the “Idle No More” movement and “Blue Dot” meme that have recently emerged out of Canada. Focusing on the protest campaigns originating in Canada and Mexico, I will explore how “The Uninvited” are using digital media to tell stories that seek to enable radical change.
Evaluation Of My Media Text
The document discusses the evaluation of a media product created by the author for a media studies course. It summarizes the ways the media product uses and challenges conventions of the psychological thriller genre. It represents lower-class teenagers involved in gang culture and knife crime. The target audience is males aged 16-25. A small independent British film company like Film4 would be suited to distribute the product. The author learned editing skills and how to improve camerawork and shot composition from the preliminary task to the final product.
Texture
This document defines texture and describes the two main types: physical and visual texture. It also provides instructions for a leaf printing craft activity where students can create prints on fabric or paper using real leaves. The task is to make leaf prints on either fabric or paper and gift wrap one item in each medium.
Final idea jessika bloomfield
This document outlines plans for a short film about the dangers of online communication. It discusses potential filming locations, including a town center, bedroom, and other rooms. Two main characters are described - a 17-year-old girl named Saffron and a late 20s man named Mark, who may be played by the filmmaker's friend and brother. Props like a knife, computer, and webcam are also noted. The target audience is seen as teenagers and young/older adults. The film aims to both entertain and warn about online safety. Key elements include themes of kidnapping and murder, with various camera techniques employed.
Actividad ciencias de la información
Este documento presenta los objetivos y contenido de una actividad sobre las ciencias de la información. Los objetivos incluyen definir bibliotecología, archivística, documentación y ciencia de la información; conocer el origen de la bibliotecología en Colombia; analizar la interdisciplinariedad de la ciencia de la información; y diferenciar la ciencia de la información de la informática y la computación. El documento luego procede a cubrir cada uno de estos objetivos a través de varias secciones y oraciones.
Έρευνα σε ευρωπαϊκό επίπεδο για την καταγραφή και επεξεργασία των σύγχρονων μ...
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Rough cut
We kept the praying scenes, changing scenes, and hugging scene the same from the rough cut. We added distribution and ident scenes, a Quran scene, and different sound effects. We also added extra preparation scenes and titles. Potential improvements with more time include changing the opening music, adding more shots, slowing shots down, and using motion for opening text like a film opening.
Why we changed the plan
The filmmakers decided to use split screens to give two characters equal screen time and have their actions follow in parallel. This led them to change most of their storyboard, including removing scenes of the characters meeting at college and interacting with siblings to stay within the time limit. Based on feedback, they added Islamic elements like the call to prayer and nasheed, and chose more rebellious contrasting music to add cultural context and tension.
Final outcome
The document describes the storyboard for a new film. It shows various scenes: shots of a Quran where the title appears; pans of a room showing characters praying which switches between people; the characters going downstairs and saying goodbye before leaving for college. It then shows the characters meeting in an alleyway and getting changed, with different shots of each character's face. This sequence takes up half the time as the main characters hug before leaving for college. The document also describes the soundtrack, including the opening distribution logo, an instrumental song for 10 seconds, an Azaan starting when the song fades, followed by a voiceover and anasheed as the characters walk out of their houses shutting doors before rebellious music starts
Original plan
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.
Props
The document discusses props and costumes used in a Cinderella story, including Cinderella typically wearing casual clothes like a baseball cap to avoid standing out, and later wearing a beautiful white dress. A key prop is a mask Cinderella uses to hide her identity at a ball in order to create tension. Other characters like the popular girls are described as dressing to impress in slutty, underdressed looks, while Cinderella and other ordinary girls prefer more casual wear. Princess-like, very girly shoes are also mentioned as an important prop in the original film.
Characters
The document summarizes the main characters in a Cinderella story:
Cinderella is an unpopular girl who works as a slave for her stepmother. She is in love with the popular footballer Prince Charming. Her only friend is Gordon, who helps her with her social and love life.
Prince Charming is the popular and confident male footballer, breaking stereotypes by also being quiet and smart.
The ugly step sisters and stepmother are mean-spirited characters who only care about popularity, money, and themselves. They bully Cinderella.
Rhonda is a helpful friend to Cinderella who tries to support her against the stepmother.
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Day 2 of filming review
- 1. Day 2 of filming review: By Madihah Hussain
- 2. Day 2 of filming: part 1 • We looked over the footage and knew that we had to redo some things. One of our group member (Fatma) suggested that we should have two main actors, which are best friends- and see both of their lives on a split screen. Me and Tahmina really liked the idea, so from then on, our idea changed. It was a very quick change, but we managed to film the way we wanted.
- 3. Day 2 of filming: part 1 • We went to Archway- to film Tahmina’s sister. We started to film around 4- This was because it was a very short notice .We first started to film the praying scenes in the living room, and the head scarf scene. This was filmed by all three of us.
- 4. Day 2 of filming: part 2 • One of the group members had to leave, so it was just me and Tahmina left. From around 5- we started to film the main character coming down the stairs and the kitchen scene- where the main character hugs her mum. This continued until about 6-30.
- 5. Evaluation: • Because we started to film late- it got dark quicker, and some of the footage lacked quality and we knew it had to be re-done. • We had storage problems- when the memory card was full up. This meant we had to delete some stuff- essentially some bloopers. • The shots used were quite similar- However this time we used the story board and changed a few bits.