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The document discusses the filmmaker's pre-production process for their film opening and title sequence about boxing. They began by researching boxing films to get ideas for camera shots, storytelling, and editing. They decided to tell a real-life boxing story to engage audiences. Location and equipment research was also conducted. Test footage was shot to evaluate lighting and equipment choices. Minor revisions were made to locations and equipment based on the test footage, but actors remained the same.
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2. research mv 2018 1
The document summarizes the research and experimentation stage of creating a music video. It discusses researching production techniques from other videos, analyzing 3 example products, and experimenting with camera angles and transition shots. The goals are to highlight the life of a video game character through cinematic shots and meaningful imagery that relates to the mood of the R&B track being used. Cinematic angles from the game and footage of the sun through trees are identified as elements that will be included in the final video to keep the audience engaged and match the deep themes of the genre.
What have i learnt
1) For their prelim project, the author's group did little planning and research before filming and everyone was new to using the camera equipment, which led to problems during filming.
2) Their filming skills improved for the final project, as they planned locations, costumes, and storyboarded their film in advance. Their camerawork was better with different shot types.
3) The author's editing skills were not very developed for the prelim but improved for the final project, where they learned to use Final Cut Pro more effectively and add motion graphics.
1. initial plans (1)
The document outlines an initial plan to make a horror film. The student enjoys horror films and is good at filming and editing to create powerful and frightening scenes. They have previously made a horror film but want to improve on it by focusing on extra details and high quality camera shots. The plan includes ideas for the film, a mind map, and mood board analysis to influence the final product's presentation and recreate techniques from inspirational horror movies.
3. Proposal sf 2017
This proposal outlines a 1-minute horror/comedy short film aimed at males aged 15-19 from lower to middle socioeconomic classes. Primary research through an audience survey and statistics on genre preferences informed the target demographic and genre. The film will be shot with available equipment like a camera and tripod, using accessible outdoor locations. Limited lighting equipment will require improvisation. Multiple takes of shots will be filmed and evaluated on camera before full filming. Post-production editing in Premiere Pro will assemble clips and audio. The work will be evaluated through screening.
Interview task 2 1
The document discusses creating an interview or music video project on a topic of their choice. They chose to do an interview about modeling since they are interested in the fashion industry. They will be working alone on the project, so they will take on the roles of director, camera operator, and editor. They watched a 15-minute documentary on YouTube about the evolution of models. The documentary used voiceovers, pictures, videos and interviews with models and photographers but no presenter. It took a subjective approach by featuring people in the industry sharing their experiences and perspectives. This documentary influenced their ideas, and they will discuss plus-size modeling and how the industry has become more accepting in their own interview. Their interview will feature several famous models and
Evaluation
The group had to make a short film using techniques from TV shows like Prison Break and Making a Murderer. Their analysis of the chosen theme of comedy was helpful for planning the film. However, procrastination by one group member caused issues in the pre-production process. Production was difficult due to the main character dropping out and limited locations. Audience feedback praised the music but noted needs for improved editing and a longer film. Areas for improvement include more comedy, steadier camerawork, and better planning to overcome challenges.
Evaluation question 7
From their preliminary task, the student learned how to improve their editing, camera work, narrative planning, and storyboarding skills. They were able to implement techniques like match on action cuts, shot/reverse shot, and the 180-degree rule better in their final product compared to the preliminary. The student also learned how to select music that matches the tone of the film and how to write a more informative script.
Evaluation question 7
By completing a full film opening rather than just a preliminary task, the student learned several important lessons. They gained a deeper understanding of film conventions and genres through extensive research. Improved planning allowed them to fully realize their vision. Using better equipment like a DSLR camera and microphones resulted in higher quality footage and audio. Increased practice led to stronger filming skills. Learning new editing software and techniques enabled more polished post-production. Overall, the progression from a preliminary task to a full film opening helped the student expand their filmmaking knowledge and abilities.
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2. research mv 2018 1
The document summarizes the research and experimentation stage of creating a music video. It discusses researching production techniques from other videos, analyzing 3 example products, and experimenting with camera angles and transition shots. The goals are to highlight the life of a video game character through cinematic shots and meaningful imagery that relates to the mood of the R&B track being used. Cinematic angles from the game and footage of the sun through trees are identified as elements that will be included in the final video to keep the audience engaged and match the deep themes of the genre.
What have i learnt
1) For their prelim project, the author's group did little planning and research before filming and everyone was new to using the camera equipment, which led to problems during filming.
2) Their filming skills improved for the final project, as they planned locations, costumes, and storyboarded their film in advance. Their camerawork was better with different shot types.
3) The author's editing skills were not very developed for the prelim but improved for the final project, where they learned to use Final Cut Pro more effectively and add motion graphics.
1. initial plans (1)
The document outlines an initial plan to make a horror film. The student enjoys horror films and is good at filming and editing to create powerful and frightening scenes. They have previously made a horror film but want to improve on it by focusing on extra details and high quality camera shots. The plan includes ideas for the film, a mind map, and mood board analysis to influence the final product's presentation and recreate techniques from inspirational horror movies.
3. Proposal sf 2017
This proposal outlines a 1-minute horror/comedy short film aimed at males aged 15-19 from lower to middle socioeconomic classes. Primary research through an audience survey and statistics on genre preferences informed the target demographic and genre. The film will be shot with available equipment like a camera and tripod, using accessible outdoor locations. Limited lighting equipment will require improvisation. Multiple takes of shots will be filmed and evaluated on camera before full filming. Post-production editing in Premiere Pro will assemble clips and audio. The work will be evaluated through screening.
Interview task 2 1
The document discusses creating an interview or music video project on a topic of their choice. They chose to do an interview about modeling since they are interested in the fashion industry. They will be working alone on the project, so they will take on the roles of director, camera operator, and editor. They watched a 15-minute documentary on YouTube about the evolution of models. The documentary used voiceovers, pictures, videos and interviews with models and photographers but no presenter. It took a subjective approach by featuring people in the industry sharing their experiences and perspectives. This documentary influenced their ideas, and they will discuss plus-size modeling and how the industry has become more accepting in their own interview. Their interview will feature several famous models and
Evaluation
The group had to make a short film using techniques from TV shows like Prison Break and Making a Murderer. Their analysis of the chosen theme of comedy was helpful for planning the film. However, procrastination by one group member caused issues in the pre-production process. Production was difficult due to the main character dropping out and limited locations. Audience feedback praised the music but noted needs for improved editing and a longer film. Areas for improvement include more comedy, steadier camerawork, and better planning to overcome challenges.
Evaluation question 7
From their preliminary task, the student learned how to improve their editing, camera work, narrative planning, and storyboarding skills. They were able to implement techniques like match on action cuts, shot/reverse shot, and the 180-degree rule better in their final product compared to the preliminary. The student also learned how to select music that matches the tone of the film and how to write a more informative script.
Evaluation question 7
By completing a full film opening rather than just a preliminary task, the student learned several important lessons. They gained a deeper understanding of film conventions and genres through extensive research. Improved planning allowed them to fully realize their vision. Using better equipment like a DSLR camera and microphones resulted in higher quality footage and audio. Increased practice led to stronger filming skills. Learning new editing software and techniques enabled more polished post-production. Overall, the progression from a preliminary task to a full film opening helped the student expand their filmmaking knowledge and abilities.
Media evaluation question 7
The student feels they have improved their skills in using software, operating a DSLR camera, and film production since their preliminary task. For their horror film, the student researched successful horror films and developed their own storyline. They spent three weeks filming, compared to only half an hour for the preliminary task, improving their camera skills. Extensive editing incorporated sound effects, camera shots, and transitions to build atmosphere and variation. Working alone allowed the student to fully control creative decisions, though they solicited classmates for feedback.
Main task evaluation final
This document discusses various aspects of the student's media product project. It describes how the opening sequence compares to the urban drama genre. It discusses how the media product represents particular social groups through the characters' ages, races, genders, classes and costumes. Finally, it identifies Channel 4 as a media institution that might distribute the product due to its similar target audience and genres.
Question 7
I learned that different camera shots can portray characters differently and used various shots to show aggression or undermine characters. My camera skills improved significantly from the preliminary task - I am now more confident using different camera modes and ensure each shot is in focus to maintain quality. I also included more varied shot types like low-angle, high angle, and close-up shots to enhance the film's variety and quality. My editing abilities improved as well - I was better able to efficiently piece footage together while adding special features to enhance the film's pace and quality. Overall, I feel my media skills have significantly improved and I am proud of the progress made in my filming.
Evaluation Question 7
The student learned many important lessons when progressing from their preliminary film to the full film. They realized issues like camera shaking due to not using a tripod, background noise, and loose editing. They learned skills like using different camera angles and shots, following the 180 degree rule and using match on action. They also learned the importance of sound quality, dubbing dialogue, and adding sound effects. Additional lessons included understanding mise-en-scene, representation, and using better editing software. Overall, the student learned that filmmaking requires extensive planning, research, storyboarding, and more than just shooting and editing.
Plans for image taking
I have chosen Katherine Grubb, a 17-year-old girl with previous modelling experience, to portray the lead singer for my band. I want her long dark hair to convey the femininity I envision for the singer. I would like Katy to wear a short, skin-tight dress to question why a silhouette on the album cover appeared naked. I will need studio lights, a camera, and a tripod for the first photoshoot and natural light for the second. I want Katy to pose with her back bent and head facing the ceiling, mimicking the silhouette on the album cover, to emphasize her feminine figure and allow her hair to flow back.
2. research mv 2018
This document provides guidance for stage 2 of a research and experimentation process. It instructs the reader to research potential production techniques for their project by looking at a minimum of 3 related products and collecting supporting materials. The reader is then asked to assess whether each technique could be used or adapted for their intentions and production. Specific experiments are described, including planning fight choreography, creating realistic fire lighting, and simulating a wall explosion with visual effects. The document concludes by asking the reader to consider music video conventions and genre characteristics for their chosen artist in order to plan how these elements will be employed in their final video.
2. fmp proposal (1) copy
The document is a project proposal for a zombie apocalypse horror film trailer. The main activities will be filming shots and editing the final product. The rationale provided is that the student enjoys filming, editing, and wants to create a horror film about zombies. The project concept is to create an intriguing zombie horror trailer to draw audiences to want to see the full film. The project will be evaluated based on what was learned over the academic year and how it has improved from previous attempts.
Question 7
The student learned many skills from their preliminary task to the final product that improved the quality of their work. Specifically, they learned how to storyboard, use camera equipment properly, incorporate editing techniques like cutting and adding effects, improve acting, and add elements like sound design and music to enhance the viewer experience. For the final product, they conducted more research on film techniques, developed their script further through revisions, and applied more advanced cinematography concepts. While not as polished as a professional film due to time and budget constraints, the student believes their final thriller was a success given the limitations of their school project.
7
The document discusses what the author has learned from filming a pre-production video with their group. They realized they need to frame shots properly and not cut actors' heads off. They also learned editing techniques like slow motion and how to use it effectively. Through the pre-production, the author gained experience with filming techniques like the 180 degree rule and match on action. They improved their teamwork and planning skills. Overall, the author feels they have learned a lot about film production through this experience.
Pitch proposal
This document provides examples from a student's project analyzing and creating advertisements for mascara. It includes examples of a questionnaire analysis, storyboards, scripts, schedules, titling, packaging drafts, and equipment needed. The student discusses plans to air the ads in the evening on ITV to target their intended audience.
3. Production Experiments
The document summarizes experiments Dan Corr conducted on editing images. It describes the following:
1) The first experiment involved removing the plain background and replacing it with an image more representative of the sport. The performer was also recolored to stand out more against the darker background.
2) The second experiment again removed the background and added a company logo and sponsor relevant to the sport to make the image more relatable. Colors were also recolored to make the poster design look better.
3) Elements that will be included in the final product are editing backgrounds to make them more relevant and adding logos, though custom logos will replace those used in the experiments. Recoloring images to fit backgrounds and
Mediaaaaaaaa
Since creating the preliminary task, the document discusses several key things the author has learned. The author learned that using a steady tripod is important for clean shots. Tracking and panning shots are useful techniques that the author learned how to execute. Additionally, the author learned that sound is important for creating tension and that minor details like props and location selection can improve realism and overall quality.
In what ways does your media product use question 1
The document discusses how the media product follows and challenges conventions of real media. It follows conventions through its studio ident inspired by MGM, use of unknown actors, variety of shots and angles, quick edits to build tension, inclusion of a BBFC certificate, and poster design drawing from other posters. It challenges conventions by having a panning opening shot rather than a conventional static shot, telling its story at a slower pace than similar films, using very fast fade edits between angles, and not including background music. Overall, it strives to balance following audience expectations with innovative techniques.
Senior project photo album
This document describes the process of preparing models for a photo shoot, including having them attend posing classes, selecting outfits, and getting their hair and makeup done before the shoot. It also mentions testing lighting and focus for the photographer before taking photos of the models, with the document creator and others involved in organizing the shoot.
Théa main task evaluation final
My group's opening sequence for our media product compares to the urban drama genre in some ways, as our characters are dressed similarly to those in the film Anuvahood. We constructed our characters to represent particular social groups by considering their ages, races, genders, classes, and disabilities. Channel 4 would be a suitable media institution to distribute our product because they show similar teen urban/drama content that has been popular. Our target audience would be mainly people aged 15-30 of mostly white race, as we attracted this group through the use of colloquial language and typical clothing styles shown in our research. Through making this product, I learned how to use technologies like cameras, Final Cut editing software, and improved
Evaluation Q1
This document discusses how the media product uses conventions of real documentaries. It does so by using the rule of thirds technique for shots, which positions interviewees off-center to make the shots more interesting. It also varies the setting by interviewing a driver in a car to add interest. Cutaways are included to keep the audience focused, just as in professional documentaries.
Fmp proposal
Abbie Nicholls proposes creating alternative film posters using her own photography. She will take portraits, street, and night photographs and edit them on Photoshop to be the cover art for mainstream movies. Abbie will research existing alternative posters for inspiration and evaluate her work through peer and self-review. She plans to display the posters on a website to sell prints. The project will help Abbie develop her photography and Photoshop skills for future university study.
Jake and Charlie's question 7
The students learned several skills from completing their preliminary filmmaking task. They learned how to effectively research material online using search engines like Google as well as YouTube and Art of the Title. In pre-production, they learned how to use scriptwriting software and format scripts like professional filmmakers. During production, they learned important camera techniques like tracking and angle shots that enhanced their opening title sequence. In post-production, they learned effects like film grain and how to create titles and transitions, such as dissolves.
Proposal adv project 2020
The document proposes a game called "The Viewfinder" where players control a Japanese samurai exiled from his clan. He must take the perfect photo with his large format camera to impress his clan, while fighting bandits and monsters. The creator will research Japanese films and games for style inspiration. Posters will imitate 1970s Japanese film posters for simplicity. Production techniques will watch similar designs and films to feel familiar but original. The creator will evaluate fairly to improve for next time. A 10-week schedule is provided to plan, produce, and evaluate with specific tasks each week.
HNC unit 7 & 34 evaluation
This document contains summaries and analyses of 8 images created for a student film project. Each image is described in terms of its original purpose, the visual and technical codes used, and a critical reflection on how well it achieved its purpose and the quality of execution. The images include posters, character headshots and full body shots, and screenshots from scenes. Overall, the analyses indicate that the images generally fulfilled their intended purposes to showcase characters, wardrobe, and convey the film's narrative, though some had issues with contrast, lighting, or use of post-production effects like vignettes.
Equipment list
The document lists equipment for a film project, including an iPhone 6 for photos and test footage from the audience perspective of a boxing match, a Nikon 3300 camera to give the film a professional appearance and shoot the opening scene, and a drone to capture an establishing shot of a character walking towards a window in the wake up scene.
Audience results write up
The document summarizes audience feedback from a survey about expectations for a film about a boxer. Respondents expected the boxer's clothing to be authentic brands like Everlast, Nike, or Adidas. Most wanted to see both a love story and for the boxer to win but some to lose. They anticipated the main character would be aggressive, strong, and determined. In terms of scenes, respondents envisioned the gym as either modern or old-fashioned and wanted the film opening to show a fight, training, or glimpses of the character's life.
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Media evaluation question 7
The student feels they have improved their skills in using software, operating a DSLR camera, and film production since their preliminary task. For their horror film, the student researched successful horror films and developed their own storyline. They spent three weeks filming, compared to only half an hour for the preliminary task, improving their camera skills. Extensive editing incorporated sound effects, camera shots, and transitions to build atmosphere and variation. Working alone allowed the student to fully control creative decisions, though they solicited classmates for feedback.
Main task evaluation final
This document discusses various aspects of the student's media product project. It describes how the opening sequence compares to the urban drama genre. It discusses how the media product represents particular social groups through the characters' ages, races, genders, classes and costumes. Finally, it identifies Channel 4 as a media institution that might distribute the product due to its similar target audience and genres.
Question 7
I learned that different camera shots can portray characters differently and used various shots to show aggression or undermine characters. My camera skills improved significantly from the preliminary task - I am now more confident using different camera modes and ensure each shot is in focus to maintain quality. I also included more varied shot types like low-angle, high angle, and close-up shots to enhance the film's variety and quality. My editing abilities improved as well - I was better able to efficiently piece footage together while adding special features to enhance the film's pace and quality. Overall, I feel my media skills have significantly improved and I am proud of the progress made in my filming.
Evaluation Question 7
The student learned many important lessons when progressing from their preliminary film to the full film. They realized issues like camera shaking due to not using a tripod, background noise, and loose editing. They learned skills like using different camera angles and shots, following the 180 degree rule and using match on action. They also learned the importance of sound quality, dubbing dialogue, and adding sound effects. Additional lessons included understanding mise-en-scene, representation, and using better editing software. Overall, the student learned that filmmaking requires extensive planning, research, storyboarding, and more than just shooting and editing.
Plans for image taking
I have chosen Katherine Grubb, a 17-year-old girl with previous modelling experience, to portray the lead singer for my band. I want her long dark hair to convey the femininity I envision for the singer. I would like Katy to wear a short, skin-tight dress to question why a silhouette on the album cover appeared naked. I will need studio lights, a camera, and a tripod for the first photoshoot and natural light for the second. I want Katy to pose with her back bent and head facing the ceiling, mimicking the silhouette on the album cover, to emphasize her feminine figure and allow her hair to flow back.
2. research mv 2018
This document provides guidance for stage 2 of a research and experimentation process. It instructs the reader to research potential production techniques for their project by looking at a minimum of 3 related products and collecting supporting materials. The reader is then asked to assess whether each technique could be used or adapted for their intentions and production. Specific experiments are described, including planning fight choreography, creating realistic fire lighting, and simulating a wall explosion with visual effects. The document concludes by asking the reader to consider music video conventions and genre characteristics for their chosen artist in order to plan how these elements will be employed in their final video.
2. fmp proposal (1) copy
The document is a project proposal for a zombie apocalypse horror film trailer. The main activities will be filming shots and editing the final product. The rationale provided is that the student enjoys filming, editing, and wants to create a horror film about zombies. The project concept is to create an intriguing zombie horror trailer to draw audiences to want to see the full film. The project will be evaluated based on what was learned over the academic year and how it has improved from previous attempts.
Question 7
The student learned many skills from their preliminary task to the final product that improved the quality of their work. Specifically, they learned how to storyboard, use camera equipment properly, incorporate editing techniques like cutting and adding effects, improve acting, and add elements like sound design and music to enhance the viewer experience. For the final product, they conducted more research on film techniques, developed their script further through revisions, and applied more advanced cinematography concepts. While not as polished as a professional film due to time and budget constraints, the student believes their final thriller was a success given the limitations of their school project.
7
The document discusses what the author has learned from filming a pre-production video with their group. They realized they need to frame shots properly and not cut actors' heads off. They also learned editing techniques like slow motion and how to use it effectively. Through the pre-production, the author gained experience with filming techniques like the 180 degree rule and match on action. They improved their teamwork and planning skills. Overall, the author feels they have learned a lot about film production through this experience.
Pitch proposal
This document provides examples from a student's project analyzing and creating advertisements for mascara. It includes examples of a questionnaire analysis, storyboards, scripts, schedules, titling, packaging drafts, and equipment needed. The student discusses plans to air the ads in the evening on ITV to target their intended audience.
3. Production Experiments
The document summarizes experiments Dan Corr conducted on editing images. It describes the following:
1) The first experiment involved removing the plain background and replacing it with an image more representative of the sport. The performer was also recolored to stand out more against the darker background.
2) The second experiment again removed the background and added a company logo and sponsor relevant to the sport to make the image more relatable. Colors were also recolored to make the poster design look better.
3) Elements that will be included in the final product are editing backgrounds to make them more relevant and adding logos, though custom logos will replace those used in the experiments. Recoloring images to fit backgrounds and
Mediaaaaaaaa
Since creating the preliminary task, the document discusses several key things the author has learned. The author learned that using a steady tripod is important for clean shots. Tracking and panning shots are useful techniques that the author learned how to execute. Additionally, the author learned that sound is important for creating tension and that minor details like props and location selection can improve realism and overall quality.
In what ways does your media product use question 1
The document discusses how the media product follows and challenges conventions of real media. It follows conventions through its studio ident inspired by MGM, use of unknown actors, variety of shots and angles, quick edits to build tension, inclusion of a BBFC certificate, and poster design drawing from other posters. It challenges conventions by having a panning opening shot rather than a conventional static shot, telling its story at a slower pace than similar films, using very fast fade edits between angles, and not including background music. Overall, it strives to balance following audience expectations with innovative techniques.
Senior project photo album
This document describes the process of preparing models for a photo shoot, including having them attend posing classes, selecting outfits, and getting their hair and makeup done before the shoot. It also mentions testing lighting and focus for the photographer before taking photos of the models, with the document creator and others involved in organizing the shoot.
Théa main task evaluation final
My group's opening sequence for our media product compares to the urban drama genre in some ways, as our characters are dressed similarly to those in the film Anuvahood. We constructed our characters to represent particular social groups by considering their ages, races, genders, classes, and disabilities. Channel 4 would be a suitable media institution to distribute our product because they show similar teen urban/drama content that has been popular. Our target audience would be mainly people aged 15-30 of mostly white race, as we attracted this group through the use of colloquial language and typical clothing styles shown in our research. Through making this product, I learned how to use technologies like cameras, Final Cut editing software, and improved
Evaluation Q1
This document discusses how the media product uses conventions of real documentaries. It does so by using the rule of thirds technique for shots, which positions interviewees off-center to make the shots more interesting. It also varies the setting by interviewing a driver in a car to add interest. Cutaways are included to keep the audience focused, just as in professional documentaries.
Fmp proposal
Abbie Nicholls proposes creating alternative film posters using her own photography. She will take portraits, street, and night photographs and edit them on Photoshop to be the cover art for mainstream movies. Abbie will research existing alternative posters for inspiration and evaluate her work through peer and self-review. She plans to display the posters on a website to sell prints. The project will help Abbie develop her photography and Photoshop skills for future university study.
Jake and Charlie's question 7
The students learned several skills from completing their preliminary filmmaking task. They learned how to effectively research material online using search engines like Google as well as YouTube and Art of the Title. In pre-production, they learned how to use scriptwriting software and format scripts like professional filmmakers. During production, they learned important camera techniques like tracking and angle shots that enhanced their opening title sequence. In post-production, they learned effects like film grain and how to create titles and transitions, such as dissolves.
Proposal adv project 2020
The document proposes a game called "The Viewfinder" where players control a Japanese samurai exiled from his clan. He must take the perfect photo with his large format camera to impress his clan, while fighting bandits and monsters. The creator will research Japanese films and games for style inspiration. Posters will imitate 1970s Japanese film posters for simplicity. Production techniques will watch similar designs and films to feel familiar but original. The creator will evaluate fairly to improve for next time. A 10-week schedule is provided to plan, produce, and evaluate with specific tasks each week.
HNC unit 7 & 34 evaluation
This document contains summaries and analyses of 8 images created for a student film project. Each image is described in terms of its original purpose, the visual and technical codes used, and a critical reflection on how well it achieved its purpose and the quality of execution. The images include posters, character headshots and full body shots, and screenshots from scenes. Overall, the analyses indicate that the images generally fulfilled their intended purposes to showcase characters, wardrobe, and convey the film's narrative, though some had issues with contrast, lighting, or use of post-production effects like vignettes.
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In what ways does your media product use question 1
In what ways does your media product use question 1
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Equipment list
The document lists equipment for a film project, including an iPhone 6 for photos and test footage from the audience perspective of a boxing match, a Nikon 3300 camera to give the film a professional appearance and shoot the opening scene, and a drone to capture an establishing shot of a character walking towards a window in the wake up scene.
Audience results write up
The document summarizes audience feedback from a survey about expectations for a film about a boxer. Respondents expected the boxer's clothing to be authentic brands like Everlast, Nike, or Adidas. Most wanted to see both a love story and for the boxer to win but some to lose. They anticipated the main character would be aggressive, strong, and determined. In terms of scenes, respondents envisioned the gym as either modern or old-fashioned and wanted the film opening to show a fight, training, or glimpses of the character's life.
02 camera shot matching game
The document defines and describes various types of camera shots and angles used in filmmaking. It explains that establishing shots are wide exterior shots that set the scene, while crane and aerial shots capture dynamic action from above using cranes or helicopters. Close-ups focus on details or a character's face to convey emotion or importance. Point-of-view and over-the-shoulder shots put the viewer in a character's perspective. Shot reverse shots show a conversation between two characters. High and low angle shots manipulate the viewer's perspective to influence how they view the characters.
01. mise en scene notes sheet
Mise-en-scene refers to elements of film production and theater that tell a story, including set design, lighting, costumes, location, acting, and space. The six key areas of mise-en-scene are set design, lighting, costume, location, acting, and space. Color and costumes are used to match characters' personalities, whether good or bad. Lighting is used to focus viewers' attention on specific characters or create mood. Props, location, blocking/performance, and lighting are all elements that directors manipulate to tell visual stories through their films.
Prop list
The document lists props needed for a film opening including boxing equipment such as headgear, gloves, shorts, and shoes as well as a bedroom and gym equipment including a skipping rope, practice bag, and pads for a workout.
Media homework
Mise-en-scene refers to all the visual elements that appear within the frame of a film, including actors, costumes, lighting, and composition. These elements help set the time, space, and mood of a scene, and can suggest a character's state of mind. The director and production designer work closely together to plan and perfect all aspects of mise-en-scene before and during filming to help tell the story.
Audience questionare
This document appears to be a target audience questionnaire for a film about a boxer, asking questions about brand preferences, storyline expectations, character traits, preferred ending, gym aesthetic, and desired opening scene. Respondents are given multiple choice answers to determine what a target audience for a boxing film would want to see.
Location plans
This document outlines 3 filming locations for a boxing movie. Location 1 is a gym that will be used to film training sequences with close-up and medium shots of the boxer. Location 2 is a bedroom that will show the boxer waking up to reveal his character. This will be filmed with a continuous drone shot. Location 3 is a boxing ring where the previous fight will be shown from high and low angles to immerse the audience.
Target audience considerations
The document discusses how the intended audience would engage with and respond to a film opening about a young amateur boxer. It suggests that the target audience would be males ages 10 and older, especially athletes and sports fans, as they would be interested in the fighting and action elements. The opening is intended to engage audiences through fast-paced rap music, exciting fighting scenes showing blood and muscles, and creating suspense around whether the main character wins their boxing match. Viewers would expect conventions of the sports and action genres like training montages and fights occurring in a boxing ring.
Shot list narrative part of film opening
The document is a shot list for the opening of a film about a boxer. It outlines 17 shots, many of which show the boxer waking up, training at the gym, and fighting in the ring. The shots include high angles, low angles, close ups, and medium close ups to follow the boxer through his daily routine and show him training and fighting as he prepares for his next match in the ring.
Analysis of tv show and film openings
The opening establishes the narrative by showing the main character, a girl, playing with a toy soldier in the rain, indicating the story will be about her wanting to be a soldier. Mise-en-scene creates atmosphere through shots focused on the girl, the use of props like the toy soldier, and stormy weather that suggests a sad and complicated plot. Characters are introduced by showing the main character's name in the opening. Various film techniques like lighting, music, camera shots and the intriguing story hinted at through the weather aim to engage audiences and make them want to watch the show to learn more.
Audience theory
This document discusses the importance of considering the target audience when creating media. It explains that all media is produced with a specific audience in mind, whether it's magazines targeting certain demographics or films targeting audiences interested in certain genres. The document also discusses using audience questionnaires and investigating audience expectations to help plan a film opening targeting the male action/sports audience. Finally, it summarizes some media theories about how audiences interpret and debate the meanings encoded in media texts.
Analysis of tv show and film openings copy
The Deadpool film opening establishes the narrative through the Marvel title sequence and logo. It starts with a black screen and accelerating Marvel logo, then reveals the logo which slowly shrinks. The opening scene features calm jazz music and a pullback shot from a lighter to show the faces of characters, possibly the main character. Extreme close-up and wide shots are used to set the atmosphere and outline the scene. The lighting looks natural and falls on objects and characters. While many characters are shown, the focus is not immediately on Deadpool but other random characters to open the film. The characters' scared facial expressions and outfits matching the action theme, along with makeup and blood, help create a dangerous ambience. The opening will
Final ideas sheet
The opening will show a flashback to the main character, an amateur boxer, losing his previous match due to cheating. It will then show him waking up determined to train harder for his upcoming fight. The training sequence at the gym will be intercut with shots from the previous match to show he is motivated to avenge his loss. Key shots will focus on the boxer's face as he thinks back to the cheating in the previous fight while training intensely with his trainer and gym partner to prepare for his next opponent.
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The documentary begins with the sounds of a boxing match followed by shots of a fighter winning a fight in the ring to the cheers of the crowd. It then cuts to the boxer waking up from an alarm and stretching after sleeping. Drone footage shows the boxer looking out the window, contemplating his day. The summary alternates between scenes of the boxer's intense training at the gym and his fighting in the ring, with a title sequence running.
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Decisions and revisions
- 1. ‘BRAWL’ Film Opening and Title Sequence DECISIONS AND REVISIONS DURING MY PRE PRODUCTION PROCESS
- 2. DECISIONS MADE IN STAGE 1 – DECIDING ON THE IDEA How I began with making initial decisions in the pre production phase • I started thinking of ideas from my own film opening by linking my real life interests in sport and boxing to this project. • I then began watching boxing films to get ideas about how to construct my film opening, what camera shots to use, how to tell a story to the audience, how to use editing to create a interesting film opening, what types of soundtrack to use for example. • I decided on my film opening because I wanted to use a real life story – I felt telling a real life story would be engaging for the audience and allowed me to use my creativity and something I am really interested in together. • I researched how to film a real boxing match at my gym and thought of creative camera shots to use.
- 3. • I researched existing film and TV program openings such as BBC ‘Our Girl’ – a war TV Show. This TV Show used green screen graphics something I thought of using for my own film opening. • I also researched the film opening to Southpaw – a popular boxing movie. I looked closely and analyzed the camera shots used in the film opening to use a similar types of conventions of genre / mise-en-scene in my own film opening DECISIONS MADE IN STAGE 2 – RESEARCHING SIMILAR PRODUCTS
- 4. • These are screenshots of my inspiration DECISIONS MADE IN STAGE 2 – RESEARCHING SIMILAR PRODUCTS These camera shots and props and use of actors show the audience what the genre of the film is and that a ‘fight’ is important to the plot
- 5. • I researched the audience to find out what kind brands of boxing equipment they might expect to see in a film. • I asked the audience what locations in Dubai or in a boxing film they might want to see. • I also thought about having a plot twist with the boxer loosing but from audience feedback it showed they would want my character to win. DECISIONS MADE IN STAGE 2 – AUDIENCE RESEARCH
- 6. Locations • Gym – I have made no changes to where I have planned to shoot film. The gym shown in the location plans is still my decision but the title sequence might may be shot in a different gym because of time issues for my film opening. Also lighting in my first choice of gym might be an issue or it could give the film a good effect – I am completing test footage to test this out. Equipment • iPhone – I have used an iPhone to shoot some test footage on but I have changed my mind to shoot all my film opening on this, I will use the school proper equipment. Actors • I have not changed my mind or had problems with my actors – as I am starring in my film and shooting it with stationary cameras. This area of pre production is fine. CHANGES / REVISIONS I MADE PREPARING TO SHOOT