Devan Camera Positions2
•Download as PPT, PDF•
0 likes•204 views
The document discusses tips for capturing good video footage, including framing shots with the subject's head and shoulders in view and both eyes visible to create a connection with viewers. It stresses the importance of leaving space around the subject and considering the background image, as extra or distracting elements can take away from the message. Finally, it notes that sound quality is the most crucial factor, as photos but not sound can be added later.
Report
Share
Report
Share
![Learning About Video ,[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Preliminary task evaluation
Josh evaluated his group's preliminary task process. They planned thoroughly using storyboards and considered location options, though could have brainstormed more. They filmed using an iPad, but it picked up background noise. Josh learned to choose locations without excess light and to use a tripod. They edited in iMovie, which helped produce a better final product than other software. Overall, Josh felt the task met its criteria and he learned various filming techniques and skills in editing through iMovie that will help with future projects.
Last minute-blogging (2)
The document provides instructions for a student to write blog posts about their expectations, plans, and experiences for a media course project involving group work to create a music video or film trailer. The student is asked to introduce themselves, explain what they will have to make, describe their group's roles and progress, include storyboards and scripts, discuss their filming location and process, and research similar works and production companies.
What have you learnt from your audience feedback
The document discusses feedback received from audiences on various projects. It describes pitching music video and print product ideas to classes and receiving suggestions to consider lighting, locations, and design simplicity. Feedback from a BTEC group confirmed understanding of the music video concept but noted more lip syncing could be added. An online survey provided positive feedback on print product inserts linking to the music video. Overall, the feedback helped improve the projects and see different perspectives.
Evaluation question 3 - What have you learned from your feedback
The document summarizes feedback received from students on a short horror film. Students were interviewed immediately after viewing the film and asked about their impressions, favorite parts, and areas for improvement. Strengths of this feedback method included the film being fresh in students' minds and honest opinions. Weaknesses included potential blanking from sudden questions and lack of professional review. Feedback highlighted acting as an area to improve and camera work as effective. Audience feedback is important for filmmakers to better appeal to viewers and identify mistakes.
Presentation review
1) The group created a promotional video for Haverstock School aimed at future year 7 students and their parents. They conducted research through questionnaires to understand what students and parents were looking for.
2) They applied conventions of professional promotional videos, such as interviews, fades, and L-cuts. Research on other school promotional videos and factual media formats helped them understand how to effectively convey information.
3) Through collaboration and assigning roles, the group was able to complete the project on time despite some challenges meeting deadlines. Their finished video successfully portrayed the school in an appealing way to their target audiences.
Evaluation
The document summarizes the process of creating a short promotional film for a college campus. A group of students were assigned roles and worked as a team to film footage around campus, conduct an interview, and edit the video together. They encountered some challenges during filming but overcame them by problem solving as a group. The editing process utilized video editing software and basic tools to cut footage and add transitions. In the end, the finished video met the goal of informing and persuading viewers despite some changes from the original plans. The project provided the students with experience making a film and collaboration skills.
First day of filming
The first day of filming for the group's music video project encountered some problems. Their originally planned location at King's Cross station could not be used due to construction, so they quickly chose a new location at Barbican. Additionally, needed lighting equipment was unavailable due to other students already using it, forcing them to postpone night scenes. The performer also struggled with learning all the song lyrics and feeling comfortable on camera during their first filming session. Despite these issues, the group was able to adapt and view it as a learning experience to improve their filming for future sessions.
Todo de nuevo
Production involves several stages of filmmaking including initial story/idea, casting, shooting, editing, and makeup. The document discusses learning about various filmmaking techniques through a school project of creating a film opening. These techniques include lighting, location, angles, camera movements, camera shots, editing, actors/recruitment, and costume design. The author reflects on improving their skills in these areas and their importance for film production.
Recommended
Preliminary task evaluation
Josh evaluated his group's preliminary task process. They planned thoroughly using storyboards and considered location options, though could have brainstormed more. They filmed using an iPad, but it picked up background noise. Josh learned to choose locations without excess light and to use a tripod. They edited in iMovie, which helped produce a better final product than other software. Overall, Josh felt the task met its criteria and he learned various filming techniques and skills in editing through iMovie that will help with future projects.
Last minute-blogging (2)
The document provides instructions for a student to write blog posts about their expectations, plans, and experiences for a media course project involving group work to create a music video or film trailer. The student is asked to introduce themselves, explain what they will have to make, describe their group's roles and progress, include storyboards and scripts, discuss their filming location and process, and research similar works and production companies.
What have you learnt from your audience feedback
The document discusses feedback received from audiences on various projects. It describes pitching music video and print product ideas to classes and receiving suggestions to consider lighting, locations, and design simplicity. Feedback from a BTEC group confirmed understanding of the music video concept but noted more lip syncing could be added. An online survey provided positive feedback on print product inserts linking to the music video. Overall, the feedback helped improve the projects and see different perspectives.
Evaluation question 3 - What have you learned from your feedback
The document summarizes feedback received from students on a short horror film. Students were interviewed immediately after viewing the film and asked about their impressions, favorite parts, and areas for improvement. Strengths of this feedback method included the film being fresh in students' minds and honest opinions. Weaknesses included potential blanking from sudden questions and lack of professional review. Feedback highlighted acting as an area to improve and camera work as effective. Audience feedback is important for filmmakers to better appeal to viewers and identify mistakes.
Presentation review
1) The group created a promotional video for Haverstock School aimed at future year 7 students and their parents. They conducted research through questionnaires to understand what students and parents were looking for.
2) They applied conventions of professional promotional videos, such as interviews, fades, and L-cuts. Research on other school promotional videos and factual media formats helped them understand how to effectively convey information.
3) Through collaboration and assigning roles, the group was able to complete the project on time despite some challenges meeting deadlines. Their finished video successfully portrayed the school in an appealing way to their target audiences.
Evaluation
The document summarizes the process of creating a short promotional film for a college campus. A group of students were assigned roles and worked as a team to film footage around campus, conduct an interview, and edit the video together. They encountered some challenges during filming but overcame them by problem solving as a group. The editing process utilized video editing software and basic tools to cut footage and add transitions. In the end, the finished video met the goal of informing and persuading viewers despite some changes from the original plans. The project provided the students with experience making a film and collaboration skills.
First day of filming
The first day of filming for the group's music video project encountered some problems. Their originally planned location at King's Cross station could not be used due to construction, so they quickly chose a new location at Barbican. Additionally, needed lighting equipment was unavailable due to other students already using it, forcing them to postpone night scenes. The performer also struggled with learning all the song lyrics and feeling comfortable on camera during their first filming session. Despite these issues, the group was able to adapt and view it as a learning experience to improve their filming for future sessions.
Todo de nuevo
Production involves several stages of filmmaking including initial story/idea, casting, shooting, editing, and makeup. The document discusses learning about various filmmaking techniques through a school project of creating a film opening. These techniques include lighting, location, angles, camera movements, camera shots, editing, actors/recruitment, and costume design. The author reflects on improving their skills in these areas and their importance for film production.
Evaluation question 7
The student learned several things from their preliminary task to the final product. They improved their use of continuity editing by ensuring consistent clothing and props. Sound quality was better by using a boom microphone rather than a small table microphone. Camera work and shots were more innovative by having more space to film. Image composition was higher quality by adjusting color, lighting, and image clarity. Continuity editing rules were followed and an eye line match was properly used in the final product.
Radio advert evaluation
We had to make several creative changes to our original radio advert plan. Originally, part of the recording sounded bland and we rushed it. We lowered the vocal levels which made it quieter but more pleasant. We also had to tone down some slang words to make it appropriate for school. Working with a partner was challenging as it was hard to stay focused. Recording with others present caused embarrassment and ruined takes, taking more time. The advert uses techniques like direct address to hook the target audience and uses a relatable situation about not using a condom, though it relies on negative stereotypes. Feedback showed the advert was poor quality and needed reworking of many elements like acting, effects, and stereotypes used.
Preliminary task feedback
The media teacher provided feedback on the student's first advert. The teacher noted positives like the effective use of music to add comedy and youthful editing with quick cuts. However, negatives included poor lighting that resulted in silhouettes, cutting off parts of actors' heads which looked unprofessional, and overusing handheld camerawork which made the video inconsistent and messy.
Preliminary task evaluation
The group worked well together to complete the preliminary task on time. They filmed from various angles but some shots were shaky and had to be refilmed. They used Premiere Pro to edit the shots together smoothly. Sound quality needed improvement as the camera picked up background noise that could not be eliminated in editing. Overall the group was pleased with their first attempt and will focus on improving sound quality in future tasks.
Q7
The document discusses the improvements made between a preliminary task and a final task for a film project. For the final task, more planning was done for organization, camera work, mise-en-scene, setting, costumes, and overall planning. More complex props and locations were used. Lessons from problems encountered in the preliminary helped produce a higher quality final product.
Media studies powerpoint
- The group is pleased with their final film product, feeling it looks very professional with a range of shots.
- They chose to make a film opening sequence over a music magazine. They scouted a location and divided roles - one as camera operator, three as actors.
- To make the film seem more like a British film, they studied films like "Kidulthood" and "28 Days Later" for clothing styles and kept the costumes natural looking.
Presentation
We only showed a video for our presentation instead of the full power point presentation we had prepared, as we were told by Nikki not to use the power point. This made the context for the video unclear. It also made it awkward when each person tried to describe their individual contributions without visual aids to refer to, as we had not prepared what we would say about each part of the project. Overall, the presentation did not go well due to last minute changes and a lack of preparation for an alternate format.
Evaluation tv advert
The document provides feedback from focus groups on a TV advertisement. Key points:
- Focus groups approved of the ad, found it funny and engaging for the target audience. Actors and themes appealed to the right demographic.
- The only suggested improvement was adding a voiceover and branding at the end.
- Challenges included lack of clear leadership, scheduling issues with actresses, and having to change locations. These were overcome through improved organization and finding replacements.
- Technical skills learned included camera techniques, file conversion, and YouTube uploading to create and share the final product. Location scouting was enhanced through varied shots of each site.
Audience Feedback
1) The filmmakers received feedback on their music video from three reviewers - their media teacher Mr. Zaidi, teacher Mr. Hammond, and technician Michael Casson.
2) The common feedback was that some of the camera shots were too long and could be shortened. Additional filming was suggested to add more footage.
3) Michael Casson also noted that the editing needs to match the rhythm and pace of the song better. Based on the feedback, the filmmakers plan to shorten shots, add more footage, and sync the editing to the beat of the song.
Evaluation
1) The document evaluates the opening sequence of a student film project. It discusses whether the opening follows conventions like being gripping, including credits, and using fast-paced music.
2) Feedback from test audiences is discussed. They felt the varying shots were effective but the narrator sounded like he was reading a script and needed more emotion.
3) If remaking the opening sequence, the student would try to make shots less shaky and re-record the voiceover with more emotion to better reflect the story.
Evaluating your preliminary task
The document discusses a group's evaluation of their pre-production process and filming of a movie for a task. It describes how the group worked well together despite some disagreements. It suggests areas for improvement like better planning of camera shots and costumes. The group was hindered by an unexpected change in location but found a suitable alternative. Filming went smoothly using iPads but the group will secure a location earlier in the future. Overall, the document reflects on lessons learned about filmmaking techniques and skills gained through completing the project.
Evaluation: Question 7
The document summarizes the learning and improvements from the author's preliminary task to their final opening sequence project. They improved camerawork by using more shot types and better equipment for clearer footage. Lighting and use of tripods enhanced video quality. Music and sound effects were added to set atmosphere. Continuity between filming sessions ensured a cohesive sequence through consistent location, costumes, actors and lighting.
Media studies powerpoint fin
1) The group is pleased with their final film product, feeling it looks very professional with a range of shots.
2) They chose to make a film opening sequence over a music magazine. They scouted locations and divided roles, with the author as camera operator.
3) Though there are some negatives like poor lighting in a few shots and unclear ending, the author feels the film is realistic with a good range of shots and editing, fast-paced music, and different lighting.
Preliminary task
The document summarizes research done on previous student media projects and the development of a new project idea. It discusses how the initial concept was influenced by horror films but had to be altered due to a changed task requirement involving dialogue. The group then improved their narrative and storyboard to keep the horror theme while incorporating the new dialogue elements. They assigned roles and prepared to film.
evaluation q 7
In the progression from the preliminary task to the full product, the group learned the importance of effective planning. For the preliminary task, there was little planning but for the main task, the group created a WhatsApp group to discuss filming dates, locations, costumes and props. Additionally, the group improved filming quality by using a tripod and better camera, and conducted actor auditions to cast the best actors for each role. Overall, the planning and production quality was much higher for the main task compared to the preliminary task.
Frame project
This document provides guidance on video recording and editing techniques. It discusses preparing equipment, lighting, framing subjects, managing audio quality, and conducting practice recordings. Editing tips include using free software for tasks like merging clips, adding soundtracks, and creating subtitles. Animation editing is also addressed, with a recommendation to use Animaker drag-and-drop software. Overall the document offers practical technical tips for planning, shooting, and assembling quality video projects.
6ps Pdf
The document provides an overview of the 6P process for creating corporate videos: Plan, Practice, Perform, Production, Publish, and Promote. It discusses important considerations for each stage such as determining goals, practicing presentations, filming logistics, publishing videos online, and using search engine optimization to promote videos. The goal is to help companies create effective videos that achieve their communication objectives.
Evaluation
The document summarizes the process of creating a short promotional film for a college campus. A group of students were assigned roles and worked as a team to film footage around campus, conduct an interview, and edit the video together. They encountered some challenges during filming but overcame them by problem solving as a group. The editing process utilized video editing software and basic tools to cut footage and add transitions. In the end, the finished video met the goal of informing and persuading viewers despite some changes from the original plans. The project provided the students with experience making a film and collaboration skills.
Evaluation
The document summarizes the process of creating a short promotional film for a college campus. A group of students were assigned roles and worked as a team to film footage around campus, conduct an interview, and edit the video together. They encountered some challenges during filming but overcame them by problem solving as a group. The editing process utilized video editing software and basic tools to cut footage and add transitions. In the end, the finished video met the goal of informing and persuading viewers despite some changes from the original plans. The project provided the students with experience making a film and collaboration skills.
Evaluation
The document summarizes the process of creating a short promotional film for a college campus. A group of students were assigned roles and worked as a team to film footage around campus, conduct an interview, and edit the video together. They encountered some challenges during filming but overcame them by problem solving as a group. The editing process utilized video editing software and basic tools to cut footage and add transitions. In the end, the finished video met the goal of informing and persuading viewers despite some changes from the original plans. The project provided the students with experience making a film and collaboration skills.
Video CV
This document discusses the benefits of using a video resume instead of a traditional paper resume. It argues that video is a more engaging medium that allows applicants to showcase 93% of communication that is non-verbal. With advances in phone technology, applicants can easily create a quality video resume using smartphones without needing professional filming equipment. The document provides tips for creating an effective video resume, including having good lighting, attire, and script. It offers video coaching and marketing services to help applicants create and promote their video resumes.
2014 NSPRA Video Boot Camp
Video editing workshop from 2014 National School Public Relations Association. Includes 12 Tips to Instantly Create Better Video.
More Related Content
What's hot
Evaluation question 7
The student learned several things from their preliminary task to the final product. They improved their use of continuity editing by ensuring consistent clothing and props. Sound quality was better by using a boom microphone rather than a small table microphone. Camera work and shots were more innovative by having more space to film. Image composition was higher quality by adjusting color, lighting, and image clarity. Continuity editing rules were followed and an eye line match was properly used in the final product.
Radio advert evaluation
We had to make several creative changes to our original radio advert plan. Originally, part of the recording sounded bland and we rushed it. We lowered the vocal levels which made it quieter but more pleasant. We also had to tone down some slang words to make it appropriate for school. Working with a partner was challenging as it was hard to stay focused. Recording with others present caused embarrassment and ruined takes, taking more time. The advert uses techniques like direct address to hook the target audience and uses a relatable situation about not using a condom, though it relies on negative stereotypes. Feedback showed the advert was poor quality and needed reworking of many elements like acting, effects, and stereotypes used.
Preliminary task feedback
The media teacher provided feedback on the student's first advert. The teacher noted positives like the effective use of music to add comedy and youthful editing with quick cuts. However, negatives included poor lighting that resulted in silhouettes, cutting off parts of actors' heads which looked unprofessional, and overusing handheld camerawork which made the video inconsistent and messy.
Preliminary task evaluation
The group worked well together to complete the preliminary task on time. They filmed from various angles but some shots were shaky and had to be refilmed. They used Premiere Pro to edit the shots together smoothly. Sound quality needed improvement as the camera picked up background noise that could not be eliminated in editing. Overall the group was pleased with their first attempt and will focus on improving sound quality in future tasks.
Q7
The document discusses the improvements made between a preliminary task and a final task for a film project. For the final task, more planning was done for organization, camera work, mise-en-scene, setting, costumes, and overall planning. More complex props and locations were used. Lessons from problems encountered in the preliminary helped produce a higher quality final product.
Media studies powerpoint
- The group is pleased with their final film product, feeling it looks very professional with a range of shots.
- They chose to make a film opening sequence over a music magazine. They scouted a location and divided roles - one as camera operator, three as actors.
- To make the film seem more like a British film, they studied films like "Kidulthood" and "28 Days Later" for clothing styles and kept the costumes natural looking.
Presentation
We only showed a video for our presentation instead of the full power point presentation we had prepared, as we were told by Nikki not to use the power point. This made the context for the video unclear. It also made it awkward when each person tried to describe their individual contributions without visual aids to refer to, as we had not prepared what we would say about each part of the project. Overall, the presentation did not go well due to last minute changes and a lack of preparation for an alternate format.
Evaluation tv advert
The document provides feedback from focus groups on a TV advertisement. Key points:
- Focus groups approved of the ad, found it funny and engaging for the target audience. Actors and themes appealed to the right demographic.
- The only suggested improvement was adding a voiceover and branding at the end.
- Challenges included lack of clear leadership, scheduling issues with actresses, and having to change locations. These were overcome through improved organization and finding replacements.
- Technical skills learned included camera techniques, file conversion, and YouTube uploading to create and share the final product. Location scouting was enhanced through varied shots of each site.
Audience Feedback
1) The filmmakers received feedback on their music video from three reviewers - their media teacher Mr. Zaidi, teacher Mr. Hammond, and technician Michael Casson.
2) The common feedback was that some of the camera shots were too long and could be shortened. Additional filming was suggested to add more footage.
3) Michael Casson also noted that the editing needs to match the rhythm and pace of the song better. Based on the feedback, the filmmakers plan to shorten shots, add more footage, and sync the editing to the beat of the song.
Evaluation
1) The document evaluates the opening sequence of a student film project. It discusses whether the opening follows conventions like being gripping, including credits, and using fast-paced music.
2) Feedback from test audiences is discussed. They felt the varying shots were effective but the narrator sounded like he was reading a script and needed more emotion.
3) If remaking the opening sequence, the student would try to make shots less shaky and re-record the voiceover with more emotion to better reflect the story.
Evaluating your preliminary task
The document discusses a group's evaluation of their pre-production process and filming of a movie for a task. It describes how the group worked well together despite some disagreements. It suggests areas for improvement like better planning of camera shots and costumes. The group was hindered by an unexpected change in location but found a suitable alternative. Filming went smoothly using iPads but the group will secure a location earlier in the future. Overall, the document reflects on lessons learned about filmmaking techniques and skills gained through completing the project.
Evaluation: Question 7
The document summarizes the learning and improvements from the author's preliminary task to their final opening sequence project. They improved camerawork by using more shot types and better equipment for clearer footage. Lighting and use of tripods enhanced video quality. Music and sound effects were added to set atmosphere. Continuity between filming sessions ensured a cohesive sequence through consistent location, costumes, actors and lighting.
Media studies powerpoint fin
1) The group is pleased with their final film product, feeling it looks very professional with a range of shots.
2) They chose to make a film opening sequence over a music magazine. They scouted locations and divided roles, with the author as camera operator.
3) Though there are some negatives like poor lighting in a few shots and unclear ending, the author feels the film is realistic with a good range of shots and editing, fast-paced music, and different lighting.
Preliminary task
The document summarizes research done on previous student media projects and the development of a new project idea. It discusses how the initial concept was influenced by horror films but had to be altered due to a changed task requirement involving dialogue. The group then improved their narrative and storyboard to keep the horror theme while incorporating the new dialogue elements. They assigned roles and prepared to film.
evaluation q 7
In the progression from the preliminary task to the full product, the group learned the importance of effective planning. For the preliminary task, there was little planning but for the main task, the group created a WhatsApp group to discuss filming dates, locations, costumes and props. Additionally, the group improved filming quality by using a tripod and better camera, and conducted actor auditions to cast the best actors for each role. Overall, the planning and production quality was much higher for the main task compared to the preliminary task.
What's hot (15)
Similar to Devan Camera Positions2
Frame project
This document provides guidance on video recording and editing techniques. It discusses preparing equipment, lighting, framing subjects, managing audio quality, and conducting practice recordings. Editing tips include using free software for tasks like merging clips, adding soundtracks, and creating subtitles. Animation editing is also addressed, with a recommendation to use Animaker drag-and-drop software. Overall the document offers practical technical tips for planning, shooting, and assembling quality video projects.
6ps Pdf
The document provides an overview of the 6P process for creating corporate videos: Plan, Practice, Perform, Production, Publish, and Promote. It discusses important considerations for each stage such as determining goals, practicing presentations, filming logistics, publishing videos online, and using search engine optimization to promote videos. The goal is to help companies create effective videos that achieve their communication objectives.
Evaluation
The document summarizes the process of creating a short promotional film for a college campus. A group of students were assigned roles and worked as a team to film footage around campus, conduct an interview, and edit the video together. They encountered some challenges during filming but overcame them by problem solving as a group. The editing process utilized video editing software and basic tools to cut footage and add transitions. In the end, the finished video met the goal of informing and persuading viewers despite some changes from the original plans. The project provided the students with experience making a film and collaboration skills.
Evaluation
The document summarizes the process of creating a short promotional film for a college campus. A group of students were assigned roles and worked as a team to film footage around campus, conduct an interview, and edit the video together. They encountered some challenges during filming but overcame them by problem solving as a group. The editing process utilized video editing software and basic tools to cut footage and add transitions. In the end, the finished video met the goal of informing and persuading viewers despite some changes from the original plans. The project provided the students with experience making a film and collaboration skills.
Evaluation
The document summarizes the process of creating a short promotional film for a college campus. A group of students were assigned roles and worked as a team to film footage around campus, conduct an interview, and edit the video together. They encountered some challenges during filming but overcame them by problem solving as a group. The editing process utilized video editing software and basic tools to cut footage and add transitions. In the end, the finished video met the goal of informing and persuading viewers despite some changes from the original plans. The project provided the students with experience making a film and collaboration skills.
Video CV
This document discusses the benefits of using a video resume instead of a traditional paper resume. It argues that video is a more engaging medium that allows applicants to showcase 93% of communication that is non-verbal. With advances in phone technology, applicants can easily create a quality video resume using smartphones without needing professional filming equipment. The document provides tips for creating an effective video resume, including having good lighting, attire, and script. It offers video coaching and marketing services to help applicants create and promote their video resumes.
2014 NSPRA Video Boot Camp
Video editing workshop from 2014 National School Public Relations Association. Includes 12 Tips to Instantly Create Better Video.
Instructional video
This document provides instruction for students to design and create a 1-3 minute instructional video about how to achieve something related to a film they have studied. It outlines the learning intention, success criteria, and why the task is being assigned. Students are provided guidance on brainstorming ideas, writing a script, creating a storyboard, and developing a production plan and schedule. Areas to demonstrate in the video include describing steps to achieve a goal, explaining completion of steps, providing examples, and addressing problems. Students will be evaluated on the quality of their pre-production materials and final instructional video.
Graphic Guidelines For Media Shout Scripters
This document discusses common mistakes churches make when using media like graphics, videos, and slideshows during services and provides solutions. Some key mistakes include using inconsistent backgrounds for songs that distract viewers, projecting lyrics that don't match the timing of the songs, using hard to read fonts, and including too much text on slides. The solutions are to choose a single background style per service, meticulously time lyrics to lead the singing, use simple, bold fonts, and break long texts across multiple slides. Proper preparation and quick, smooth transitions between media are also important to avoid disrupting the flow of the service. The overall goal is for media to enhance rather than distract from the message and worship experience.
York college corporate project proforma
The client, York College, has requested a promotional video for potential students aimed at 15-16 year olds. The video must be filmed on site at the college and showcase the facilities, equipment, and coursework. It should include an interview highlighting the digital creative media course. Motion graphics and the college branding must also be included. Existing promotional videos from similar clients were reviewed for inspiration. An initial proposal was created, outlining the content, purpose, target audience, production roles, and schedule. Resources, a structural breakdown, and contingency plan were also created to prepare for the shoot.
Mv process log form 2019
The student filmed footage for their music video using their phone. Some footage turned out well but other footage from a friend's phone was low quality and couldn't be used. The locations worked well and the crew was available as planned. However, the student did not stick to their filming plan which caused issues. In editing, the student slowed down clips to match the slow song, identified poor quality footage, and reused clips to fill time since they didn't film enough original footage. The student exported the final video at a high quality H.264 format.
Smartphone Video Marketing
Create powerful promotional videos with your smartphone, and then upload to YouTube to maximize your rankings on Google.
www.bescene.digital
About Us
Sheena - digital marketing
Originally from Los Angeles, Sheena has over 15 years in the digital marketing industry. She spent her first few years building financial institution websites and learning about digital marketing channels.
Sheena moved to London in 2003, where she worked primarily as an email marketing consultant, and became passionate about B2C and B2B communications for all stages of the customer and client life cycle.
After moving to Australia in 2011, and with a new perspective on the social media landscape, Sheena has focused her efforts on the evolution of email marketing and the ever-growing importance of client retention through a more effective platform – video marketing.
Adam - video production
Originally from Sydney, Adam has over 15 years in the photography and film industry. He started his career in the professional wake board industry where he won awards for best photographs and films.
Though still interested in filming water sports, Adam has now moved on to the corporate world where he has worked for many large brands such as: Porsche, Jeep, Rip Curl, Sportscraft and Target...just to name a few.
Adam has a keen eye for detail and is highly regarded by his peers with his camera, lighting and sound capturing skills. He is also a video editor, which helps him direct scenes and create a professional video with high production values.
Heather Close Evaluation (New)
The student evaluated their media project which was a thriller film opening. They analyzed how their opening used conventions from films like Firewall, Face Off, and Phone Booth. Their opening represented social groups through its mainly male cast and portrayal of a black teenage boy being shot. As an independent low-budget film, it would likely be distributed online or by a small distributor. They aimed it at their surveyed target audience of 17 year old males and kept them engaged through suspense and unanswered questions. In creating the project, they learned editing and camera skills using Adobe Premier and Canon cameras.
Pre production planning- Cheyenne
The document summarizes the pre-production, production, and post-production process for a short video project. It discusses how the group planned locations, costumes, props, and storylines before filming. On the day of shooting, the group was well prepared and able to efficiently film all necessary shots according to their plan. In post-production, the document reflects on how planning editing during pre-production helped streamline the editing process. It also notes that filming each shot multiple times provides more options during editing. Overall, the brief for the project was met, with the exception of one difficult shot that will be improved upon for their next video project.
Pre production planning
The document summarizes the pre-production, production, and post-production process for a short video project. It discusses how the group planned locations, costumes, props, and story in pre-production. On the day of shooting, the planning helped the process go smoothly. The only challenge was lighting. In post-production, the learner realized how planning shots and editing helps speed up the editing process. For their next project, they will plan shots better and repeat shots more to have options in editing.
Malinao
Film, video, and TV are powerful tools that can transmit audio and visual models of excellence to viewers. However, they are one-way communication devices that can encourage passivity in students due to their small screen sizes. When using these tools in the classroom, teachers should prepare the environment, set goals for pre-viewing activities, avoid interrupting during viewing, and follow up with questions to assess what students learned and summarize the lesson.
Mv process log form 2021 finished
The document summarizes the production process for a student's music video project. It includes sections on technical aspects, logistics, personnel, planning, and editing. For filming, some shots came out blurry due to changing weather. Locations had to be altered due to transportation issues. Personnel changes meant using a tripod for most shots. Planning with a shot list and storyboard helped structure the filming. For editing, lip-syncing was perfectly synced but some clips were low in brightness. The editor also had to learn video editing software skills. Variety of shots could be improved. Lessons learned include thorough planning, backup personnel, footage quality checks, editing skills, and effective shot types.
Noah’S Ark Photography Class 3 Jan 20, 2010
Noah’S Ark Photography Class 3 Jan 20, 2010Joe Boisvert Adjunct Professor of History, Gulf Coast State College Encore Program, Director of Compassionate Care, Amherst First Baptist Church, NH, Stephen Minister, Instructor Noah's Ark, Panama City, Florida
Digital Photography Class 3 covered various composition techniques including lighting, perspective, facial expressions and cropping to focus attention on the subject. It discussed using multiple similar images to tell a story in a slideshow, with consideration for theme, timing, and looping capabilities. The document emphasized learning photo editing software like Windows Live and Picasa to create slideshows combining titles, narration, photos and video, then burning them to CD/DVD or linking to music tracks. Students were instructed to go take photo stories and organize them into presentations.4. pre production storyboard
This PowerPoint presentation template provides guidance for students to plan their film production project. It includes sections for visual planning, organizational planning, location information, risk assessments, schedules, and sound planning. Students are instructed to fill in details of their production in each section, such as storyboards, shot lists, crew contacts, location permits, and plans for acquiring sound effects and music. The template is intended to help students fully plan all elements of their short film before beginning production.
Mv production assignment form 2021
This document provides a template and guidance for a student's music video assignment. It includes sections for idea generation, research, pre-production planning, visual planning, organizational planning, and risk assessment. The student is directed to complete slides with their own work, including storyboards, shot lists, schedules, and risk assessments. Planning elements like locations, equipment, and contingencies are also addressed. The template is meant to guide students through all stages of pre-production for their music video projects.
Similar to Devan Camera Positions2 (20)
More from donnadye
Photography group work & reflections
The document contains feedback from several students (Mrs. D, Austin, Ethan, Jennifer, Alicia, Crisna) on photos taken by their classmates that experimented with framing techniques using things like hands, feet, bars, and light. The students reflected on what framing techniques they found most effective and things they would like to improve on for next time such as taking more photos to choose from or making larger posters.
Triathlon thinking skills in room 3
We used our thinking skills and the HATS method to reflect on and evaluate a triathlon event, considering what went well and what could be improved. This helped us generate ideas for planning an even better triathlon next year by looking at the event through different perspectives represented by the colors of the thinking hats. The most important takeaway was applying all of our thoughts to enhancing the triathlon experience for future participants.
Alesha is
The document describes the Tifish, an unusual fish that resembles a tiger. It has a wiggly body to move quickly through water and sharp teeth for hunting prey. Tifish have four tusks that easily break off when stabbing but regrow from eating korus from rare Rainbow Koru trees, except the poisonous red ones. Tifish live in the ocean around Diamond Island and come onto rocks to bask in the sun. The document also briefly describes the Rainbow Koru tree, which only grows on Diamond Island and has special juice that helps Tifish regrow their tusks.
Investigating characters
The document discusses how students developed characters for a school production by considering their physical appearance, natural setting, and motivations. The students put themselves in their characters' shoes to help deepen their understanding for their writing. It then lists the characters and brief descriptions that various students created, with most characters coming from science fiction worlds or battling aliens.
C:\fakepath\all about room 3!
This short document discusses a reading program called Scholastic Reading Achievements that students are participating in. It also mentions looking at a coat of arms that has different symbols and colors, and notes an enthusiastic teacher, Mrs. Chamberlain.
All about room 3!
This short document discusses a reading program called Scholastic Reading Achievements that students are participating in. It also mentions looking at a coat of arms that has different symbols and colors, and notes an enthusiastic teacher, Mrs. Chamberlain.
How many words can we read and spell
This text is a collection of random words with different phonetic patterns such as "-at", "-in", "-ing", "-and", and rhyming words. It does not form a coherent story or have any clear meaning or purpose beyond exposing the reader to different word patterns.
Snails
1) The narrator gets annoyed at a voice from a tree and kicks it, accidentally crushing a snail underneath. They fall asleep and find a note saying they must spend an hour as a snail.
2) They transform into a snail and shout, waking their brother Tom, who only sees a snail on the pillow.
3) The snail is then zapped to a snail laboratory, where an ugly scientist examines it, saying the transformation worked. A tribe of snails comes to see but tries to eat the narrator, until the chief tells them to stop.
Wearable Arts - School
This document summarizes St. Joseph's School's wearable arts evening, where each student made an outfit following their class's theme. The evening featured many weird and wacky fashion moments as the students showed off their creative designs. The school hopes attendees enjoyed the wearable arts evening and will return in the future.
School Wearable Arts
This document summarizes St. Joseph's School's wearable arts evening, where each student made an outfit following their class's theme. The evening featured many weird and wacky fashion moments as the students showed off their creative designs. The school hopes attendees enjoyed the wearable arts evening and will return in the future.
Huntly Middle School Syndicate
This document provides examples of how various middle schools in New Zealand are using ICT tools to enhance learning. It describes tools like solo-coded rubrics, questioning using Blooms taxonomy, and websites used for topics like typing, juggling, current events, music, and history. Reflections note that ICT helps engage students, develop thinking and language skills, and make learning more meaningful when combined with discussion. Next steps include having students create their own rubrics and questions.
Huntly Primary School Junior School
This document summarizes how Huntly Primary School in New Zealand has integrated information and communication technology (ICT) across several subject areas and classrooms. It provides examples of how teachers have used ICT to support learning objectives in shared reading/writing, math, virtues, social sciences, and communication. Students participated in interactive online stories, took photos of shapes around the school for a geometry lesson, wrote poems and drew pictures about virtues, communicated via email and video call with other schools, and more. Teachers found that ICT engagement increased students' knowledge, confidence, and participation in lessons.
Ict Presentation
The document summarizes changes to technology integration and use at Tahuna school for years 4-6. Key changes include:
1) Increased use of laptops and online tools like Google Maps, Sketch Up, and digital cameras to enhance classroom activities.
2) Explicit teaching of metacognition and learning intentions to help students be more aware of their own learning.
3) Development of a private class wikispace to allow safe online collaboration and feedback.
4) Use of movies and subtitles through the Availl program to interweave literacy skills with viewing films.
Mangaohoi Stream Project
Proposal for a Community Project involving students from all local schools working in an authentic learning environment, supported by community expert guidance.
Change & Leadership Discussion Points
Points to provoke discussion around educational change, identification and strategies to deal with resistance...
Musicshane
The document discusses the importance of music education in schools and how music programs have changed and may change in the future. It notes that music helps with brain development, time management, cultural appreciation, and academic success. It also provides opportunities to perform and represent the school. The document then explains that 50 years ago, more students learned piano, while now schools may teach using simpler instruments like recorders, ukuleles, and guitars. Finally, it predicts that new digital instruments will be created and older ones upgraded, more people will compose digital music, and students will keep personal music on devices like MP3 players.
Teaching Opportunities
The document discusses several different classroom setups and their benefits:
1) A boys-only class focuses on reading, math, sports, and meeting boys' specific needs without distraction. The students have thrived in this environment.
2) A technology-focused class uses computers, laptops, an interactive board, and internet resources to engage some students who learn better with technology.
3) A science-focused class has half the room as a lab and the other half as a classroom, allowing students to explore science in more depth than a regular classroom.
Changes In Teaching
Teaching methods have changed significantly over the past 100 years. In the past, teachers focused on whole-class instruction with large class sizes, making it difficult to meet individual student needs. Now, teachers focus more on individual and group learning to accommodate different learning styles. Additionally, questioning was once limited to answers the teacher could provide, while curiosity was discouraged. Current approaches emphasize developing useful questions and organizing thinking, using diagrams and encouraging curiosity. Technology is now integrated into classrooms to facilitate communication, access software, and take advantage of online resources to enhance learning in a fun way.
Technology Timeline
Schools have changed significantly over the past century in terms of technology, resources, and discipline. Teaching resources have evolved from chalkboards and slates to modern smartboards and laptops. Disciplinary practices have also modernized, moving away from physical punishment like whipping or caning towards detention. While the physical aspects of schools have clearly changed, the transformations in teaching methods and learning may be even more important developments that are less visible.
More from donnadye (20)
Recently uploaded
Main news related to the CCS TSI 2023 (2023/1695)
An English 🇬🇧 translation of a presentation to the speech I gave about the main changes brought by CCS TSI 2023 at the biggest Czech conference on Communications and signalling systems on Railways, which was held in Clarion Hotel Olomouc from 7th to 9th November 2023 (konferenceszt.cz). Attended by around 500 participants and 200 on-line followers.
The original Czech 🇨🇿 version of the presentation can be found here: https://www.slideshare.net/slideshow/hlavni-novinky-souvisejici-s-ccs-tsi-2023-2023-1695/269688092 .
The videorecording (in Czech) from the presentation is available here: https://youtu.be/WzjJWm4IyPk?si=SImb06tuXGb30BEH .
"$10 thousand per minute of downtime: architecture, queues, streaming and fin...
Direct losses from downtime in 1 minute = $5-$10 thousand dollars. Reputation is priceless.
As part of the talk, we will consider the architectural strategies necessary for the development of highly loaded fintech solutions. We will focus on using queues and streaming to efficiently work and manage large amounts of data in real-time and to minimize latency.
We will focus special attention on the architectural patterns used in the design of the fintech system, microservices and event-driven architecture, which ensure scalability, fault tolerance, and consistency of the entire system.
AppSec PNW: Android and iOS Application Security with MobSF
Mobile Security Framework - MobSF is a free and open source automated mobile application security testing environment designed to help security engineers, researchers, developers, and penetration testers to identify security vulnerabilities, malicious behaviours and privacy concerns in mobile applications using static and dynamic analysis. It supports all the popular mobile application binaries and source code formats built for Android and iOS devices. In addition to automated security assessment, it also offers an interactive testing environment to build and execute scenario based test/fuzz cases against the application.
This talk covers:
Using MobSF for static analysis of mobile applications.
Interactive dynamic security assessment of Android and iOS applications.
Solving Mobile app CTF challenges.
Reverse engineering and runtime analysis of Mobile malware.
How to shift left and integrate MobSF/mobsfscan SAST and DAST in your build pipeline.
"Scaling RAG Applications to serve millions of users", Kevin Goedecke
How we managed to grow and scale a RAG application from zero to thousands of users in 7 months. Lessons from technical challenges around managing high load for LLMs, RAGs and Vector databases.
Session 1 - Intro to Robotic Process Automation.pdf
👉 Check out our full 'Africa Series - Automation Student Developers (EN)' page to register for the full program:
https://bit.ly/Automation_Student_Kickstart
In this session, we shall introduce you to the world of automation, the UiPath Platform, and guide you on how to install and setup UiPath Studio on your Windows PC.
📕 Detailed agenda:
What is RPA? Benefits of RPA?
RPA Applications
The UiPath End-to-End Automation Platform
UiPath Studio CE Installation and Setup
💻 Extra training through UiPath Academy:
Introduction to Automation
UiPath Business Automation Platform
Explore automation development with UiPath Studio
👉 Register here for our upcoming Session 2 on June 20: Introduction to UiPath Studio Fundamentals: https://community.uipath.com/events/details/uipath-lagos-presents-session-2-introduction-to-uipath-studio-fundamentals/
ScyllaDB Tablets: Rethinking Replication
ScyllaDB is making a major architecture shift. We’re moving from vNode replication to tablets – fragments of tables that are distributed independently, enabling dynamic data distribution and extreme elasticity. In this keynote, ScyllaDB co-founder and CTO Avi Kivity explains the reason for this shift, provides a look at the implementation and roadmap, and shares how this shift benefits ScyllaDB users.
A Deep Dive into ScyllaDB's Architecture
This talk will cover ScyllaDB Architecture from the cluster-level view and zoom in on data distribution and internal node architecture. In the process, we will learn the secret sauce used to get ScyllaDB's high availability and superior performance. We will also touch on the upcoming changes to ScyllaDB architecture, moving to strongly consistent metadata and tablets.
"What does it really mean for your system to be available, or how to define w...
We will talk about system monitoring from a few different angles. We will start by covering the basics, then discuss SLOs, how to define them, and why understanding the business well is crucial for success in this exercise.
"Choosing proper type of scaling", Olena Syrota
Imagine an IoT processing system that is already quite mature and production-ready and for which client coverage is growing and scaling and performance aspects are life and death questions. The system has Redis, MongoDB, and stream processing based on ksqldb. In this talk, firstly, we will analyze scaling approaches and then select the proper ones for our system.
QA or the Highway - Component Testing: Bridging the gap between frontend appl...
These are the slides for the presentation, "Component Testing: Bridging the gap between frontend applications" that was presented at QA or the Highway 2024 in Columbus, OH by Zachary Hamm.
The Microsoft 365 Migration Tutorial For Beginner.pptx
This presentation will help you understand the power of Microsoft 365. However, we have mentioned every productivity app included in Office 365. Additionally, we have suggested the migration situation related to Office 365 and how we can help you.
You can also read: https://www.systoolsgroup.com/updates/office-365-tenant-to-tenant-migration-step-by-step-complete-guide/
Day 2 - Intro to UiPath Studio Fundamentals
In our second session, we shall learn all about the main features and fundamentals of UiPath Studio that enable us to use the building blocks for any automation project.
📕 Detailed agenda:
Variables and Datatypes
Workflow Layouts
Arguments
Control Flows and Loops
Conditional Statements
💻 Extra training through UiPath Academy:
Variables, Constants, and Arguments in Studio
Control Flow in Studio
From Natural Language to Structured Solr Queries using LLMs
This talk draws on experimentation to enable AI applications with Solr. One important use case is to use AI for better accessibility and discoverability of the data: while User eXperience techniques, lexical search improvements, and data harmonization can take organizations to a good level of accessibility, a structural (or “cognitive” gap) remains between the data user needs and the data producer constraints.
That is where AI – and most importantly, Natural Language Processing and Large Language Model techniques – could make a difference. This natural language, conversational engine could facilitate access and usage of the data leveraging the semantics of any data source.
The objective of the presentation is to propose a technical approach and a way forward to achieve this goal.
The key concept is to enable users to express their search queries in natural language, which the LLM then enriches, interprets, and translates into structured queries based on the Solr index’s metadata.
This approach leverages the LLM’s ability to understand the nuances of natural language and the structure of documents within Apache Solr.
The LLM acts as an intermediary agent, offering a transparent experience to users automatically and potentially uncovering relevant documents that conventional search methods might overlook. The presentation will include the results of this experimental work, lessons learned, best practices, and the scope of future work that should improve the approach and make it production-ready.
JavaLand 2024: Application Development Green Masterplan
My presentation slides I used at JavaLand 2024
zkStudyClub - LatticeFold: A Lattice-based Folding Scheme and its Application...
Folding is a recent technique for building efficient recursive SNARKs. Several elegant folding protocols have been proposed, such as Nova, Supernova, Hypernova, Protostar, and others. However, all of them rely on an additively homomorphic commitment scheme based on discrete log, and are therefore not post-quantum secure. In this work we present LatticeFold, the first lattice-based folding protocol based on the Module SIS problem. This folding protocol naturally leads to an efficient recursive lattice-based SNARK and an efficient PCD scheme. LatticeFold supports folding low-degree relations, such as R1CS, as well as high-degree relations, such as CCS. The key challenge is to construct a secure folding protocol that works with the Ajtai commitment scheme. The difficulty, is ensuring that extracted witnesses are low norm through many rounds of folding. We present a novel technique using the sumcheck protocol to ensure that extracted witnesses are always low norm no matter how many rounds of folding are used. Our evaluation of the final proof system suggests that it is as performant as Hypernova, while providing post-quantum security.
Paper Link: https://eprint.iacr.org/2024/257
Mutation Testing for Task-Oriented Chatbots
Conversational agents, or chatbots, are increasingly used to access all sorts of services using natural language. While open-domain chatbots - like ChatGPT - can converse on any topic, task-oriented chatbots - the focus of this paper - are designed for specific tasks, like booking a flight, obtaining customer support, or setting an appointment. Like any other software, task-oriented chatbots need to be properly tested, usually by defining and executing test scenarios (i.e., sequences of user-chatbot interactions). However, there is currently a lack of methods to quantify the completeness and strength of such test scenarios, which can lead to low-quality tests, and hence to buggy chatbots.
To fill this gap, we propose adapting mutation testing (MuT) for task-oriented chatbots. To this end, we introduce a set of mutation operators that emulate faults in chatbot designs, an architecture that enables MuT on chatbots built using heterogeneous technologies, and a practical realisation as an Eclipse plugin. Moreover, we evaluate the applicability, effectiveness and efficiency of our approach on open-source chatbots, with promising results.
Recently uploaded (20)
"$10 thousand per minute of downtime: architecture, queues, streaming and fin...
"$10 thousand per minute of downtime: architecture, queues, streaming and fin...
AppSec PNW: Android and iOS Application Security with MobSF
AppSec PNW: Android and iOS Application Security with MobSF
"Scaling RAG Applications to serve millions of users", Kevin Goedecke
"Scaling RAG Applications to serve millions of users", Kevin Goedecke
Session 1 - Intro to Robotic Process Automation.pdf
Session 1 - Intro to Robotic Process Automation.pdf
Nordic Marketo Engage User Group_June 13_ 2024.pptx
Nordic Marketo Engage User Group_June 13_ 2024.pptx
"What does it really mean for your system to be available, or how to define w...
"What does it really mean for your system to be available, or how to define w...
QA or the Highway - Component Testing: Bridging the gap between frontend appl...
QA or the Highway - Component Testing: Bridging the gap between frontend appl...
The Microsoft 365 Migration Tutorial For Beginner.pptx
The Microsoft 365 Migration Tutorial For Beginner.pptx
From Natural Language to Structured Solr Queries using LLMs
From Natural Language to Structured Solr Queries using LLMs
Poznań ACE event - 19.06.2024 Team 24 Wrapup slidedeck
Poznań ACE event - 19.06.2024 Team 24 Wrapup slidedeck
JavaLand 2024: Application Development Green Masterplan
JavaLand 2024: Application Development Green Masterplan
zkStudyClub - LatticeFold: A Lattice-based Folding Scheme and its Application...
zkStudyClub - LatticeFold: A Lattice-based Folding Scheme and its Application...
Devan Camera Positions2
- 1. Camera Positions By Devan H
- 4. Framing the Person Head and shoulders plus both eyes look better when shooting video. I think it’s because people feel more connected with the person speaking or being interviewed.
- 5. The frame should always have space for the person to look into. Otherwise you have wasted space and it just looks dippy. This is not good No Space Think About Your Space
- 6. Thinking About Space Good space.
- 7. Background Images Always think about the background in your camera frame Person in the front Sign at the side School buildings behind person in shot TAI 50 th Jubilee
- 8. What About Sound ? Sound is the most important factor! We can always add photos. .
- 9. Made by Devan