Harry created a production diary to document his work on creating a video for his final major project. In the first week of production, he did research on several comedy TV shows to influence his project, created storyboards, floor plans, and a shooting schedule. He conducted experiments filming scenes and adding effects in Premiere Pro. On the first scheduled filming day, certain props were not working so shooting had to be rescheduled for the following week. Harry documented what went well in his planning and preparation, as well as areas that needed further work or contingency planning in case of issues during production.
This document is a development diary for a student's film production major project (FMP). It summarizes the student's progress over multiple weeks of pre-production. It documents their initial plans, skills audit, mood board creation, research on relevant TV shows to influence their project (The Big Bang Theory, Young Sheldon, etc.), experimentation filming mock scenes, and proposal writing. For each task, the student reflects on what went well, what didn't go well, and how they can improve. Overall, the diary shows the student thoroughly planning various elements of their project through research, experimentation, and iterative development during the pre-production phase.
Kieran Bradley evaluated their short film project. They found strengths in their research exploring existing films and surveys of their target audience. Weaknesses included not researching concepts more. For planning, strengths were everything planned helped production, but weaknesses were not planning the concept enough. For time management, strengths were meeting deadlines, weaknesses were not having time for all planned sound effects. Based on peer feedback, Kieran would spend more time on editing effects to look more professional and change the genre, as the film was not seen as horror.
The peer feedback provided insights into both the poster and film produced by the student. For the poster, feedback noted that it looked professional but could have been improved by including additional context like a DVD case. Some felt the black bars were overwhelming. For the film, peers appreciated the camera work and sound effects but noted some audio issues and unnatural dialogue. Improvements suggested were reducing the American Psycho parody, fixing audio levels, and clarifying the genre. The student agreed that more context for the poster and addressing issues like unique script, composition, and genre clarification could strengthen the work.
Hannah created a horror film trailer for her final major project. She filmed with a Nikon DSLR camera and used close-ups, medium shots, and different angles. She edited the footage in Adobe Premier Pro, using slow then fast-paced music to build tension. Feedback noted she could have edited footage more and added effects, but overall the trailer was effective at not revealing too much while building tension through sound. Moving forward, Hannah would improve lighting and editing, but is pleased with how the trailer engaged its intended young adult horror fan audience.
Josh Eastham reflects on the process of creating a short horror film for his FMP (Final Major Project) over several weeks. In week 1, he filled out initial planning documents, creating mind maps of potential film ideas and a mood board. He found generating the mind maps and analyzing the mood board easiest. In weeks 2-3, he researched existing horror films and conducted audience research through surveys and interviews. Weeks 4-5 involved production experiments with titles, sound design, and short films. In weeks 6-7, he completed pre-production documents like scripts, storyboards and schedules. He filmed footage on weekends. In week 8, he began editing and adding visual/color effects. By week 9, he
The document provides an evaluation of the production process for a short horror film. It discusses the strengths and weaknesses of the author's research, planning, time management, filming, audio, editing, aesthetics, and final product. Peer feedback praised the story, lighting, music, and visual storytelling, while noting the film could have been shortened and included more point-of-view shots and transitional shots. The author agrees with most of the feedback but disagrees that the volume was too loud, as they intended jump scares.
The document provides an evaluation of Jay Birkin's production process for their final project. It summarizes the research conducted, including analyzing existing products and films to gather ideas. Planning involved mind maps and mood boards to develop ideas and choose a thriller film concept involving a time loop and masked man. Time was well managed according to a schedule, though more time would have allowed improvements. Shots were generally well composed to suit the thriller genre despite some continuity errors. Sound effects added mystery and realism. Editing took a week and resulted in a unique, original thriller, though color grading and layout could be improved with more time.
The document provides feedback on a student film project. It discusses whether the film met the criteria of the brief, which asked for a 1-5 minute film without dialogue aimed at a 16-19 year old audience and filmed on campus. The feedback notes that most criteria were met but more footage could have been filmed on campus. It also discusses whether the finished film matched the original idea, which was for a horror trailer, and notes some minor differences in shots. Areas for improving planning, strong shots, and weaknesses like unsteady camerawork are identified. With more time, the opening shots and additional scenes would be changed or reshoot.
This document is a development diary for a student's film production major project (FMP). It summarizes the student's progress over multiple weeks of pre-production. It documents their initial plans, skills audit, mood board creation, research on relevant TV shows to influence their project (The Big Bang Theory, Young Sheldon, etc.), experimentation filming mock scenes, and proposal writing. For each task, the student reflects on what went well, what didn't go well, and how they can improve. Overall, the diary shows the student thoroughly planning various elements of their project through research, experimentation, and iterative development during the pre-production phase.
Kieran Bradley evaluated their short film project. They found strengths in their research exploring existing films and surveys of their target audience. Weaknesses included not researching concepts more. For planning, strengths were everything planned helped production, but weaknesses were not planning the concept enough. For time management, strengths were meeting deadlines, weaknesses were not having time for all planned sound effects. Based on peer feedback, Kieran would spend more time on editing effects to look more professional and change the genre, as the film was not seen as horror.
The peer feedback provided insights into both the poster and film produced by the student. For the poster, feedback noted that it looked professional but could have been improved by including additional context like a DVD case. Some felt the black bars were overwhelming. For the film, peers appreciated the camera work and sound effects but noted some audio issues and unnatural dialogue. Improvements suggested were reducing the American Psycho parody, fixing audio levels, and clarifying the genre. The student agreed that more context for the poster and addressing issues like unique script, composition, and genre clarification could strengthen the work.
Hannah created a horror film trailer for her final major project. She filmed with a Nikon DSLR camera and used close-ups, medium shots, and different angles. She edited the footage in Adobe Premier Pro, using slow then fast-paced music to build tension. Feedback noted she could have edited footage more and added effects, but overall the trailer was effective at not revealing too much while building tension through sound. Moving forward, Hannah would improve lighting and editing, but is pleased with how the trailer engaged its intended young adult horror fan audience.
Josh Eastham reflects on the process of creating a short horror film for his FMP (Final Major Project) over several weeks. In week 1, he filled out initial planning documents, creating mind maps of potential film ideas and a mood board. He found generating the mind maps and analyzing the mood board easiest. In weeks 2-3, he researched existing horror films and conducted audience research through surveys and interviews. Weeks 4-5 involved production experiments with titles, sound design, and short films. In weeks 6-7, he completed pre-production documents like scripts, storyboards and schedules. He filmed footage on weekends. In week 8, he began editing and adding visual/color effects. By week 9, he
The document provides an evaluation of the production process for a short horror film. It discusses the strengths and weaknesses of the author's research, planning, time management, filming, audio, editing, aesthetics, and final product. Peer feedback praised the story, lighting, music, and visual storytelling, while noting the film could have been shortened and included more point-of-view shots and transitional shots. The author agrees with most of the feedback but disagrees that the volume was too loud, as they intended jump scares.
The document provides an evaluation of Jay Birkin's production process for their final project. It summarizes the research conducted, including analyzing existing products and films to gather ideas. Planning involved mind maps and mood boards to develop ideas and choose a thriller film concept involving a time loop and masked man. Time was well managed according to a schedule, though more time would have allowed improvements. Shots were generally well composed to suit the thriller genre despite some continuity errors. Sound effects added mystery and realism. Editing took a week and resulted in a unique, original thriller, though color grading and layout could be improved with more time.
The document provides feedback on a student film project. It discusses whether the film met the criteria of the brief, which asked for a 1-5 minute film without dialogue aimed at a 16-19 year old audience and filmed on campus. The feedback notes that most criteria were met but more footage could have been filmed on campus. It also discusses whether the finished film matched the original idea, which was for a horror trailer, and notes some minor differences in shots. Areas for improving planning, strong shots, and weaknesses like unsteady camerawork are identified. With more time, the opening shots and additional scenes would be changed or reshoot.
Josh Eastham conducted production experiments to practice techniques for his filmmaking project. He created title cards inspired by 1980s Stephen King novels but felt they lacked originality. For the soundtrack, he wanted to incorporate unsettling low frequencies used in classic horror films. He experimented with color grading and visual effects to create a sci-fi style heads-up display using stock footage. In another experiment, he practiced filming techniques and added a color grade, letterbox format, and lens flare to footage of himself to give it a horror film aesthetic. He reflected that he would use color grading and letterboxing in his project but reconsider lens flares and finding original alternatives to stock footage for jumps scares.
The document provides an overview of the production process for a film evaluation project. It describes the various research, planning, and time management steps taken. For research, trailers for "Get Out" and "We Need to Talk About Kevin" were analyzed to understand editing techniques. Surveys and interviews were also conducted for audience research. Planning included mind maps, mood boards, and poster layout designs to refine ideas. Shooting was difficult to schedule due to time constraints from work and other commitments. Overall, more preparation and scheduling would have allowed for improved filming and a stronger final product.
The document provides an evaluation of Harry Morton's proposal, contextual research, experiments, problem solving, planning, and production posters and trailer for his film project. Some key points:
- The proposal generated initial ideas for the FMP and identified research topics that informed the research document. It outlined the planned tone, camera techniques, and practical effects.
- Contextual research examined films by directors like Tarantino and Nolan that influenced aspects of the project like camerawork, practical effects, and plot twists. Film theories were found to be too complex to incorporate.
- Experiments conducted at home with limited equipment and software were not very practical but informed one element in the final film.
- The
Georgia Brown summarizes her work over the first four weeks of her final major project. In week 1, she generated several film ideas and ultimately decided on a psychological thriller about a girl who realizes she is dead. She created mind maps and mood boards to plan the idea. In week 2, she finished research including audience surveys and film analysis. In week 3, she conducted production experiments with filming, editing in Premiere Pro, color grading, and sound editing in Audition. She reflected on how these experiments will help with her actual film production. In week 4, she began pre-production planning by creating a contingency plan and organizing various production elements.
This document discusses the filmmaker's research and production process for their documentary project. Some key points:
- The filmmaker researched different documentary styles from films like "A Beautiful Struggle" and directors Lucy Walker and Asif Kapadia to inform their presentation.
- Challenges included technical issues during filming requiring rescheduling, and not finding enough relevant photos to accompany some interview segments.
- Successes included smoothly syncing audio during post-production using clapper boards, and receiving positive feedback that the story was told effectively while complementing it with music.
- Overall the intentions of telling the story well were met, though more graphics/images could have enriched it further. Clear roles
The student received feedback on a film project from peers. Key points from the feedback included:
1. The cinematography and use of different shots was a strength. Shots were well executed.
2. The music worked well and added suspense.
3. The plot was difficult to follow at times due to some long shots.
The student agreed the shots and actress' performance were strengths. They also agreed the plot could be harder to follow but with more time would have added more context. For future projects, the student would shorten gaps between scenes to improve pacing and clarity.
This document contains a strengths, weaknesses, and improvements analysis of the various stages of creating a horror film trailer project, including research, existing products, audience research, planning, locations, style sheets, titles, time management, and more. Some key strengths identified are that the research helped inform trailer elements and target audience, and planning helped ensure all elements were considered. Weaknesses included the limited scope of some research and locations not working out as planned. Improvements would be gathering more data, considering additional ideas, and allowing more filming time. In general, the document reflects on what went well and could be improved at each stage of the project.
The document provides details about the evaluation of Judy Milner's media project. It discusses how her trailer, poster, and magazine cover for her horror film followed conventions of real media products in the genre. It also describes how effective the combination of these pieces was, highlights feedback received from audiences, and reviews the media technologies used at different stages of the project, including Photoshop, iMovie, Blogger, Prezi, and her camera.
The student learned several important skills when progressing from their preliminary task to the full product:
1) They did much more planning, research, and preparation for the main task compared to the preliminary task. This included researching genre conventions, creating detailed scripts and storyboards, and planning locations, costumes, props, and actors.
2) Their organization, time management, and technical skills improved greatly. For the main task they created schedules and shot lists to stay on track and learned how to use video editing software independently.
3) They paid closer attention to realism, conventions, and audience experience. For the main task they considered appropriate locations, costumes, music, and lighting to better match the narrative and make
This document summarizes Edan Burrows' final media production project evaluation. It discusses the research, planning, time management, technical qualities, aesthetic qualities, audience appeal, and peer feedback sections of the evaluation. The research involved investigating similar ideas and conducting a questionnaire. Planning addressed fonts, colors, mood boards, and schedules. Time management discussed finishing early. Technical qualities focused on lighting and color correction. Aesthetic qualities analyzed strengths like creativity and weaknesses like lack of internet aspect. Audience appeal assessed target age range. Peer feedback provided suggestions to improve lighting and add background information.
The document provides a self-evaluation by Alfie Ingram of various aspects of a production process, including research, planning, time management, technical and aesthetic qualities, audience appeal, and peer feedback. For research, Alfie notes strengths like experiments informing products but weaknesses in limited audience size. For planning, Alfie highlights knowledge gained of needed items but weaknesses in the pro-formas. Alfie acknowledges poor time management. Aesthetically, Alfie's trailer and poster receive praise and criticism. Peer feedback positively notes visuals and story but suggests fixes like consistent aspect ratios and lengthening "Coming Soon." Alfie agrees some points need addressing and disagrees about wanted poster image quality.
The document provides an evaluation of Amy Watson's production process for a video. It summarizes her research, planning, time management, technical qualities of filming and editing, aesthetic qualities, audience appeal, and feedback from peers. The evaluation covers the strengths and weaknesses of each part of the process, and what Amy could improve. Based on the feedback, Amy agrees she should have ensured clearer camera focus and provided more context about the story in her video.
This document contains an evaluation of a student's film production project. It includes sections on the strengths and weaknesses of the student's research, planning, time management, and final product. The student received peer feedback on their work as well. The key strengths noted were the use of color effects to make the film seem like it was shot at night and the creative story idea. However, the filming quality was identified as a weakness, as the camera work was shaky without using a tripod. The student agrees better camera work was needed but disagrees the story was hard to follow.
Luke Headland reflects on his experience making a short film production. He enjoyed the process overall but faced challenges with time management and overestimating his capabilities under COVID restrictions. Filming the first scene took multiple reshoots which wasted time. However, he learned from this and improved his planning for subsequent scenes. Sound design during editing took the most time and was frustrating at times to get right. He is proud of aspects like directing, cinematography, and sound design but feels the narrative could be confusing. He discusses addressing problems during production like weather issues and having limited help. Luke also reflects on enjoying the colour correction, sound design, and poster creation aspects of his project.
Harry T. Docwra conducted research on shot compositions and lighting techniques from 4 horror/psychological films to utilize in his own work. He analyzed his research and identified common features like independent projects and similar aspect ratios. He also noted specific shots and imagery he would replicate, like a character positioning from "Us" to symbolize differences between characters in his film. Docwra also analyzed responses from audience questionnaires and interviews to understand preferences and appeal to his target viewers, such as including suspense, minor jump scares, and relatable teenage issues.
George Wetton evaluates the strengths and weaknesses of his film project, including initial plans, research, and planning. Some strengths included thorough research covering different media and choosing two sets of survey results. Weaknesses included not having enough storyboards to clearly convey his vision and not planning technical aspects like audio quality earlier. With more time, he would have improved filming quality, included more scenes to explain the narrative, and made it a more professional production.
This document summarizes the evaluation of a filmmaking project (FMP). The strengths of the student's research included analyzing movies with relevant backgrounds and ideas. A weakness was initially struggling to find similar movies. Planning provided a clear structure but could have involved more film analysis. Time management was good but left no time to film clips. The student's film is similar to "IT" but with different scenes and a surprise ending. Peer feedback suggested improving photo realism and including indoor scenes. The student agreed opacity could improve one photo but not making them lighter overall.
Karl Shepherd evaluated his production process for creating a horror film trailer and poster. For research, he analyzed existing horror products, conducted audience surveys, and practiced editing skills in Photoshop. His planning included storyboards, shot lists, flat plans, and schedules. For the poster, he focused on font size and color to draw attention. Feedback noted he could have asked more detailed questions and researched more examples. During production, filming was delayed due to scheduling but editing was completed on time. Overall, the research informed his technical skills but he could have benefited from more planning contingencies and practical experiments.
The document describes taking a photo and converting it to a text file, where the text was then edited by removing some words before converting it back to a JPEG file to see what changed. The process taught the student how to convert between file formats and edit text-based image files.
Hope Smith created a psychological horror short film called FMP Evaluation. The film uses a point-of-view perspective to build tension as the main character is stalked and followed around her home. Smith undertook research on fears of being watched and developed her initial mirror-based idea into a film incorporating windows as a major plot point. She created additional promotional materials including a trailer, teaser, and merchandise to complement the film. While happy with the overall outcome, Smith acknowledges areas for improvement such as developing the story more and addressing lighting inconsistencies in her mirror scene. Feedback from peers praised creative shots and unease created but suggested exploring the concept more and improving consistency.
This document provides a template for evaluating creative media projects at the third year level. It includes sections for an overview of the project, research undertaken, ideas developed, personal response, evaluation of the project, analysis, and an action plan. The template guides the user to focus on key points, make judgements about the work, and identify areas for future improvement in a concise and analytical manner.
Millie felt confident at the start of her paranormal film project but motivation declined over time. She learned from mistakes with lighting and improved her trailer by reshooting in daylight and editing to appear nighttime. Her colorful, unique posters stood out and showed strong graphic design skills. Overall research was thorough, helping her develop interesting ideas despite challenges along the way.
Josh Eastham conducted production experiments to practice techniques for his filmmaking project. He created title cards inspired by 1980s Stephen King novels but felt they lacked originality. For the soundtrack, he wanted to incorporate unsettling low frequencies used in classic horror films. He experimented with color grading and visual effects to create a sci-fi style heads-up display using stock footage. In another experiment, he practiced filming techniques and added a color grade, letterbox format, and lens flare to footage of himself to give it a horror film aesthetic. He reflected that he would use color grading and letterboxing in his project but reconsider lens flares and finding original alternatives to stock footage for jumps scares.
The document provides an overview of the production process for a film evaluation project. It describes the various research, planning, and time management steps taken. For research, trailers for "Get Out" and "We Need to Talk About Kevin" were analyzed to understand editing techniques. Surveys and interviews were also conducted for audience research. Planning included mind maps, mood boards, and poster layout designs to refine ideas. Shooting was difficult to schedule due to time constraints from work and other commitments. Overall, more preparation and scheduling would have allowed for improved filming and a stronger final product.
The document provides an evaluation of Harry Morton's proposal, contextual research, experiments, problem solving, planning, and production posters and trailer for his film project. Some key points:
- The proposal generated initial ideas for the FMP and identified research topics that informed the research document. It outlined the planned tone, camera techniques, and practical effects.
- Contextual research examined films by directors like Tarantino and Nolan that influenced aspects of the project like camerawork, practical effects, and plot twists. Film theories were found to be too complex to incorporate.
- Experiments conducted at home with limited equipment and software were not very practical but informed one element in the final film.
- The
Georgia Brown summarizes her work over the first four weeks of her final major project. In week 1, she generated several film ideas and ultimately decided on a psychological thriller about a girl who realizes she is dead. She created mind maps and mood boards to plan the idea. In week 2, she finished research including audience surveys and film analysis. In week 3, she conducted production experiments with filming, editing in Premiere Pro, color grading, and sound editing in Audition. She reflected on how these experiments will help with her actual film production. In week 4, she began pre-production planning by creating a contingency plan and organizing various production elements.
This document discusses the filmmaker's research and production process for their documentary project. Some key points:
- The filmmaker researched different documentary styles from films like "A Beautiful Struggle" and directors Lucy Walker and Asif Kapadia to inform their presentation.
- Challenges included technical issues during filming requiring rescheduling, and not finding enough relevant photos to accompany some interview segments.
- Successes included smoothly syncing audio during post-production using clapper boards, and receiving positive feedback that the story was told effectively while complementing it with music.
- Overall the intentions of telling the story well were met, though more graphics/images could have enriched it further. Clear roles
The student received feedback on a film project from peers. Key points from the feedback included:
1. The cinematography and use of different shots was a strength. Shots were well executed.
2. The music worked well and added suspense.
3. The plot was difficult to follow at times due to some long shots.
The student agreed the shots and actress' performance were strengths. They also agreed the plot could be harder to follow but with more time would have added more context. For future projects, the student would shorten gaps between scenes to improve pacing and clarity.
This document contains a strengths, weaknesses, and improvements analysis of the various stages of creating a horror film trailer project, including research, existing products, audience research, planning, locations, style sheets, titles, time management, and more. Some key strengths identified are that the research helped inform trailer elements and target audience, and planning helped ensure all elements were considered. Weaknesses included the limited scope of some research and locations not working out as planned. Improvements would be gathering more data, considering additional ideas, and allowing more filming time. In general, the document reflects on what went well and could be improved at each stage of the project.
The document provides details about the evaluation of Judy Milner's media project. It discusses how her trailer, poster, and magazine cover for her horror film followed conventions of real media products in the genre. It also describes how effective the combination of these pieces was, highlights feedback received from audiences, and reviews the media technologies used at different stages of the project, including Photoshop, iMovie, Blogger, Prezi, and her camera.
The student learned several important skills when progressing from their preliminary task to the full product:
1) They did much more planning, research, and preparation for the main task compared to the preliminary task. This included researching genre conventions, creating detailed scripts and storyboards, and planning locations, costumes, props, and actors.
2) Their organization, time management, and technical skills improved greatly. For the main task they created schedules and shot lists to stay on track and learned how to use video editing software independently.
3) They paid closer attention to realism, conventions, and audience experience. For the main task they considered appropriate locations, costumes, music, and lighting to better match the narrative and make
This document summarizes Edan Burrows' final media production project evaluation. It discusses the research, planning, time management, technical qualities, aesthetic qualities, audience appeal, and peer feedback sections of the evaluation. The research involved investigating similar ideas and conducting a questionnaire. Planning addressed fonts, colors, mood boards, and schedules. Time management discussed finishing early. Technical qualities focused on lighting and color correction. Aesthetic qualities analyzed strengths like creativity and weaknesses like lack of internet aspect. Audience appeal assessed target age range. Peer feedback provided suggestions to improve lighting and add background information.
The document provides a self-evaluation by Alfie Ingram of various aspects of a production process, including research, planning, time management, technical and aesthetic qualities, audience appeal, and peer feedback. For research, Alfie notes strengths like experiments informing products but weaknesses in limited audience size. For planning, Alfie highlights knowledge gained of needed items but weaknesses in the pro-formas. Alfie acknowledges poor time management. Aesthetically, Alfie's trailer and poster receive praise and criticism. Peer feedback positively notes visuals and story but suggests fixes like consistent aspect ratios and lengthening "Coming Soon." Alfie agrees some points need addressing and disagrees about wanted poster image quality.
The document provides an evaluation of Amy Watson's production process for a video. It summarizes her research, planning, time management, technical qualities of filming and editing, aesthetic qualities, audience appeal, and feedback from peers. The evaluation covers the strengths and weaknesses of each part of the process, and what Amy could improve. Based on the feedback, Amy agrees she should have ensured clearer camera focus and provided more context about the story in her video.
This document contains an evaluation of a student's film production project. It includes sections on the strengths and weaknesses of the student's research, planning, time management, and final product. The student received peer feedback on their work as well. The key strengths noted were the use of color effects to make the film seem like it was shot at night and the creative story idea. However, the filming quality was identified as a weakness, as the camera work was shaky without using a tripod. The student agrees better camera work was needed but disagrees the story was hard to follow.
Luke Headland reflects on his experience making a short film production. He enjoyed the process overall but faced challenges with time management and overestimating his capabilities under COVID restrictions. Filming the first scene took multiple reshoots which wasted time. However, he learned from this and improved his planning for subsequent scenes. Sound design during editing took the most time and was frustrating at times to get right. He is proud of aspects like directing, cinematography, and sound design but feels the narrative could be confusing. He discusses addressing problems during production like weather issues and having limited help. Luke also reflects on enjoying the colour correction, sound design, and poster creation aspects of his project.
Harry T. Docwra conducted research on shot compositions and lighting techniques from 4 horror/psychological films to utilize in his own work. He analyzed his research and identified common features like independent projects and similar aspect ratios. He also noted specific shots and imagery he would replicate, like a character positioning from "Us" to symbolize differences between characters in his film. Docwra also analyzed responses from audience questionnaires and interviews to understand preferences and appeal to his target viewers, such as including suspense, minor jump scares, and relatable teenage issues.
George Wetton evaluates the strengths and weaknesses of his film project, including initial plans, research, and planning. Some strengths included thorough research covering different media and choosing two sets of survey results. Weaknesses included not having enough storyboards to clearly convey his vision and not planning technical aspects like audio quality earlier. With more time, he would have improved filming quality, included more scenes to explain the narrative, and made it a more professional production.
This document summarizes the evaluation of a filmmaking project (FMP). The strengths of the student's research included analyzing movies with relevant backgrounds and ideas. A weakness was initially struggling to find similar movies. Planning provided a clear structure but could have involved more film analysis. Time management was good but left no time to film clips. The student's film is similar to "IT" but with different scenes and a surprise ending. Peer feedback suggested improving photo realism and including indoor scenes. The student agreed opacity could improve one photo but not making them lighter overall.
Karl Shepherd evaluated his production process for creating a horror film trailer and poster. For research, he analyzed existing horror products, conducted audience surveys, and practiced editing skills in Photoshop. His planning included storyboards, shot lists, flat plans, and schedules. For the poster, he focused on font size and color to draw attention. Feedback noted he could have asked more detailed questions and researched more examples. During production, filming was delayed due to scheduling but editing was completed on time. Overall, the research informed his technical skills but he could have benefited from more planning contingencies and practical experiments.
The document describes taking a photo and converting it to a text file, where the text was then edited by removing some words before converting it back to a JPEG file to see what changed. The process taught the student how to convert between file formats and edit text-based image files.
Hope Smith created a psychological horror short film called FMP Evaluation. The film uses a point-of-view perspective to build tension as the main character is stalked and followed around her home. Smith undertook research on fears of being watched and developed her initial mirror-based idea into a film incorporating windows as a major plot point. She created additional promotional materials including a trailer, teaser, and merchandise to complement the film. While happy with the overall outcome, Smith acknowledges areas for improvement such as developing the story more and addressing lighting inconsistencies in her mirror scene. Feedback from peers praised creative shots and unease created but suggested exploring the concept more and improving consistency.
This document provides a template for evaluating creative media projects at the third year level. It includes sections for an overview of the project, research undertaken, ideas developed, personal response, evaluation of the project, analysis, and an action plan. The template guides the user to focus on key points, make judgements about the work, and identify areas for future improvement in a concise and analytical manner.
Millie felt confident at the start of her paranormal film project but motivation declined over time. She learned from mistakes with lighting and improved her trailer by reshooting in daylight and editing to appear nighttime. Her colorful, unique posters stood out and showed strong graphic design skills. Overall research was thorough, helping her develop interesting ideas despite challenges along the way.
The document provides an evaluation of an FMP project. It discusses research, planning, time management, technical qualities, aural qualities, audience appeal, and peer feedback. For research, the strengths were knowing what to search for, while keeping old and new audio files organized was a challenge. Planning helped with preparing a script, songs, and effects. Time management was good, finishing in 4 hours. Technical qualities drew inspiration from other audio projects. Peer feedback noted that balancing audio levels could improve and disagreeing that pauses were to pause and reflect.
The document discusses the construction and research of a documentary about greyhounds. New media technologies used include iMovie to edit footage, a Sony camera to film interviews, YouTube to find archive footage, and Blogger to share work, though Blogger had technical issues. Research involved using Microsoft PowerPoint and uploading to sites like SlideShare and PhotoBucket. Audience feedback was mixed, praising editing but noting lighting issues in interviews. Overall the feedback helped identify areas for improvement.
The document provides details about the student's evaluation of a comedy production project. It includes sections summarizing the student's research on different comedy shows and genres, practical experiments conducted, planning and scheduling, time management, technical qualities of the final video, and feedback received from peers. The student analyzed similarities and differences between their video and an episode of The Big Bang Theory. They also discussed technical problems encountered and ways to improve the aesthetic qualities and audience appeal of the video.
This document summarizes Emily Grace Porter's reflections on her production process for a short thriller film. In the first week, she created a mind map of ideas from the film's prompt and conducted audience research through a questionnaire. She also researched techniques from films like "Room" and "Contagion" to inform her production. In subsequent weeks, she storyboarded, planned shots and casting, and completed her proposal. She filmed over two nights but lost editing time due to camera issues. Finally, she edited the footage and conducted an evaluation that reviewed her process and responded to feedback.
The document provides an evaluation of a student's media production project on comedies. It summarizes the student's research on American and British comedy shows and trailers. It also describes the student's practical experiments with filming, editing, sound, and planning. The evaluation discusses both the strengths and weaknesses of the project, including technical difficulties encountered. Peer feedback on the project appreciated the visual effects but suggested improving the music selection and timing of the explosion scene.
The student enjoyed practical tasks like photography and filming the most. Challenges included tight deadlines and learning new editing software. Their strongest skill is editing, as demonstrated on their best project - a music video. They aim to specialize in directing, filming, and editing future projects and eventually work for a major film studio after gaining experience through college coursework and independent projects. Further research on filmmaking processes and studio operations is needed to pursue these career goals.
Luke Ross conducted an experiment filming a fake fight scene between two friends. He used different camera angles and takes to try and edit it into a fight scene or trailer. However, the footage did not work as intended so he changed it into a blooper montage. He used various editing tools in Adobe Premiere like cutting, organizing footage into bins, and adding title cards to represent different takes. In the end, he created a humorous montage set to royalty-free music to represent the experiment's process and outcomes.
This document contains weekly reflections from a student on their process of creating a video production over 5 weeks. In week 1, the student learned camera skills and filmed initial clips with their group. They struggled with storyboarding and keeping the camera focused. In week 2, they conducted research and worked on their proposal. They felt they need to apply their research more. In week 3, they continued planning but struggled with storyboarding and shot lists. Risk assessment was easier. In week 4, they began filming and editing but found it time consuming. They need to improve time management and editing skills. In week 5, they continued editing but struggled with specific tools and recording clear audio.
The student created a film trailer for a course assignment. They conducted research like a questionnaire to understand audience preferences. Extensive pre-production included a storyboard, schedule, and risk assessment. Filming had some challenges like lighting but went well overall. Editing was a learning process, but the student was able to add effective elements like titles and sounds. While some original ideas changed, the finished trailer included conventions like characters and shots that will appeal to the target audience.
The document discusses conventions of art house and independent films. It notes that interesting camera shots, black and white, subtitles in different languages, unusual music focused on one character are some conventions. The author's film aimed to follow some conventions but also create their own. Audience feedback showed unusual shots drew viewers closer to the character and music impacted emotions. Overall, 88% of viewers were satisfied with the film.
This document is a project proposal from Adam Lepard, a student at York College, for his Film and Media Production project. The proposal outlines Adam's plan to film a horror scene and accompanying trailer exploring the theme of love within a cult setting. He intends to film one long tracking shot for the scene to challenge himself technically. Adam provides a detailed schedule across 19 weeks for pre-production, production, evaluation, and presentation. The schedule includes research, experiments, planning, risk assessments, filming, editing, peer feedback, and evaluation. Adam aims to show growth in his storytelling abilities and technical skills through this ambitious project.
The document discusses the evaluation of a film trailer project. It provides feedback on the strengths of the trailer, including the effective location and use of first and third person perspectives. It also discusses lessons learned about improving the script and planning of shoots. The feedback received from audiences is presented, noting praise for the editing and how it made them want to watch more, while also identifying areas for improvement like the font and lighting. The effectiveness of ancillary texts like a film magazine and poster are examined, highlighting how they follow conventions and relate back to the trailer.
The document discusses the process of creating a media project and what was learned. It describes changes made to the opening scene's location and script. Research was conducted on romantic comedy conventions regarding music, titles, and character introductions. One convention challenged was the delayed introduction of characters. Technologies learned about include camera operation, editing software, file types, and removing background noise. Organization, research, and adapting to challenges were also highlighted.
The document provides a summary of the research, planning, production, and technical qualities of Samuel Schottner's film trailer project. Some key points:
- Extensive research was done on film trailers by analyzing conventions, pacing, and styles. This informed the planning and shooting of footage.
- Planning included storyboards, style sheets, mood boards, and production schedules. Footage was shot to fit within a trailer structure.
- Production went smoothly with an enthusiastic cast, though scheduling issues led to a condensed shooting timeframe.
- Technical aspects like aspect ratio, color grading, and flat profiles were used to enhance the cinematic quality and give flexibility in post-production.
The document summarizes the student's research and planning for their film trailer and poster products. They spent significant time researching conventions of different film trailer genres by watching many trailers. They also researched trailer editing, sound design, and 3D tracking in After Effects. For posters, they analyzed some examples but focused more research on the trailer as the main product. Planning included story development, style sheets, mood boards, and a production schedule. Time management went well until some rescheduled shooting dates due to actor exam schedules, but production then went according to the new schedule.
The document provides a summary of the research, planning, production, and technical qualities of Samuel Schottner's film trailer project. Some key points:
- Extensive research was done on film trailers by analyzing conventions, pacing, and styles. This informed the planning and shooting of footage.
- Planning included storyboards, style sheets, mood boards, and production schedules. Footage was shot to fit within a trailer structure.
- Production ran into delays due to exam schedules but was completed on time. Actors were enthusiastic and helped motivate completing the project.
- Technical aspects like aspect ratio, color grading, and flat profiles were used to give the trailer a cinematic look and allow creative control
The document is a proposal for a video project on mythical creatures. It will be aimed at older teens and younger adults aged 15-26. The video will be the first in a weekly series exploring different myths and creatures. Each 2-5 minute episode will include background images and artwork with narration and music. Interviews may also be included. Filming will involve online research and using basic camera techniques. Editing in Premiere Pro will add effects and adjust colors/brightness. Sound effects and mostly original music will be used. Progress and the final project will be evaluated through daily reflections and a final self-evaluation.
TV Studio Production Critical Evaluation.docxHarryBorwell
This document discusses the evolution of global TV quiz show formats. It provides background on how formats become global through adaptation and gives examples like Strictly Come Dancing. Game shows originated in the 1930s and grew popular on radio and TV in the 1950s as prizes increased. Formats now earn over $200 billion annually. The document also evaluates a student TV pilot for "Are You Smarter Than An AI?" and the roles of production coordinator and vision mixer played by the author.
Are You Smarter Than An AI Planning Document (1).pptxHarryBorwell
The document outlines the planning for a TV show called "Are You Smarter Than An AI?". It details the pre-production tasks and schedule, production schedule, job roles and equipment needed. Contingency plans are provided to address potential issues during pre-production, production and post-production such as contestants pulling out or equipment failure. The resource list details the filming equipment and software that will be used such as cameras, microphones, lighting and editing software.
Analysis - Jim Parson's Performance In The Big Bang Theory.pptxHarryBorwell
The document analyzes Jim Parsons' performances as Sheldon Cooper in the pilot episode and final episode of The Big Bang Theory. In the pilot episode, Sheldon is portrayed as arrogant and nervous when meeting his new neighbor Penny. In the final episode, Sheldon gives a heartfelt Nobel Prize acceptance speech that shows his character development into someone more caring and inclusive. Parsons immerses himself in both performances, but seems more confident in the final episode after playing the character for 12 years.
The document summarizes characters from the 1997 Disney film "Tower of Terror". It describes Buzzy Crocker, a journalist investigating mysterious disappearances at an abandoned hotel, as ambitious but exploitative. His boss Jill Perry is described as no-nonsense and wanting to avoid distractions from Buzzy. Buzzy's sister Patricia is depicted as wanting commitments to be followed through and easily let down.
The document outlines a shooting script with 13 shots describing the camera angles, movements, framing, and interactions between characters Ellie and Johnathon. The shots include Ellie opening the door for Johnathon, them talking in the hallway and living room, the phone ringing twice with Ellie telling Johnathon not to answer, and their reactions to realizing who is calling.
This document summarizes the student's reflections on various directing assignments they completed. For their first assignment analyzing Jim Parsons' performance in The Big Bang Theory, they compared the pilot and final episodes but found it challenging to analyze without full scripts. They then applied Konstantin Stanislavski's acting method to understand Parsons' performances. For their next assignment visualizing a film scene, they chose the opening of Tower of Terror and created a shot list to explain their vision. In working with actors, they choreographed a scene from Happy Valley. They applied Stanislavski's techniques to create believable objectives. Overall, they felt directing went well but they lacked confidence and used too many adjectives with actors. They
The document describes 6 shots for a film scene. Shot 001 shows Johnathon entering Ellie's house and looking around as Ellie lets him in. Shot 002 shows them sitting on the sofa chatting as the camera stays still. Shot 003 shows the ringing phone from a high angle. Shot 004 shows them turning to look at the ringing phone. Shot 005 again shows the ringing phone from a high angle. Shot 006 shows them turning back to the phone ringing and Johnathon acting strangely as Ellie explains her job.
The TV or Film producer oversees the financial, creative, and practical sides of a production. They require strong planning skills like budgets and schedules, leadership to manage crews, and flexibility. Duties include pitching ideas, securing locations and resources, and hiring crew members.
For a music video, the group pitched song ideas and chose "Absolutely Smitten." They filmed establishing shots along a riverbank in autumn colors to set a warm, calming tone. Interior shots used yellow lighting for coziness, while exterior used natural light. Costumes were neutral autumn tones to look subtle. Pre-production included schedules, budgets, storyboards, and casting actors. Strong planning gave a clear vision.
This document outlines the planning and scheduling for a short film challenge. It includes:
- A filming schedule across three days in December for rehearsals, practice shoots, and scenes to be filmed both inside and outside the studio.
- A props list including a watch and kitchen knife.
- Contingency plans for potential filming issues like actor availability, delays, or COVID-19, and solutions like scheduling backups or rearranging.
- Contingency plans for technology problems during editing like corrupted files, computer crashes, or failed storage devices, and solutions like taking extra shots or saving work in multiple locations.
The document outlines the nine key stages of the pre-production process: 1) finalizing the script, 2) creating storyboards and shot lists, 3) recruiting the crew, 4) scouting locations, 5) creating a budget, 6) selecting equipment, 7) clearing red tape, 8) recruiting cast, and 9) rehearsals. It also discusses four common headings used to organize pre-production tasks (scripting/pitching, legal/budgets, creative planning, and logistics) and provides details on various pre-production sub-processes like script writing components, budgeting sections, and the five steps of the logistics process.
Chris and his son Jack are bored on a rainy summer day. While sitting on the sofa in their living room, Jack looks up activities on his iPad and notices a new nearby water adventure park they would both enjoy. He shows Chris, and they excitedly decide to go.
Max, Harry, and Rob are students living together in London. They are sitting on their balcony discussing their coursework when Harry receives a notification about an upcoming Lego Festival. Rob and Harry want to attend, but Max is unsure due to worries about large crowds. Harry and Rob reassure Max that they will go with him and he decides to attend with his friends.
Sheldon and Amy receive their Nobel Prizes for discovering Super A-Symmetry as their friends travel to Stockholm to see them. The scene uses classical filmmaking techniques and comedy in a light-hearted way, such as when Sheldon accidentally reveals Penny's pregnancy to the audience. It also uses psychoanalytic theory, with Amy encouraging others to pursue their dreams. The scene symbolizes Sheldon's gratitude for the people in his life.
The document discusses the role of a production manager in the television industry. A production manager oversees the business, financial, and recruitment aspects of a production. They draw up budgets, schedules, and risk assessments. They are also responsible for hiring crew and sourcing equipment and props. The document then outlines the skills needed for the role, such as communication, organization, problem-solving, and computer literacy. It discusses the current skills gap in the television industry and efforts being made to attract new talent, such as training programs. Finally, it provides a case study of one production manager's career progression over 10 years from graduation to obtaining her current role.
Transmedia storytelling allows consumers to experience a story through various entry points to attract attention and expand the market. The Big Bang Theory offers products like a Monopoly board game that let fans experience the story differently. A proposed transmedia project is a trivia game where players answer science questions as Leonard to view more of the apartment where he first met Sheldon. The game aims to educate and entertain fans by exploring this point in the story through interactivity and immersion.
Three Minute Wonder Filming Schedule.pptxHarryBorwell
Harry Borwell created a filming and editing schedule for his three minute wonder project about his Lego collection. The filming schedule spanned four days in December 2020 and included filming an introduction, showing parts of his Lego collection, building a Lego town, and interviewing Matthew. The editing schedule occurred in January 2021, with tasks including putting together introduction, collection, interview, and town building footage, and adding music and voiceovers to complete the project.
This document outlines a filming plan that includes 7 shots of a Lego model display in a dining room. Shot 001 will introduce the host sitting by the display for 10 seconds. Shot 002 will do a pull focus on the Lego models for 5-10 seconds. Shots 003 and 004 will each pan upwards to reveal different rows of the Lego model display over 10 seconds each.
This document outlines the filming schedule, equipment and props list, and contingency planning for a music video production. It includes:
- A filming schedule from November 4th to 21st with locations and tasks completed.
- An equipment list including camera, lighting kit, and tripod. A props list of a water bottle, coffee cup, and board games.
- Contingency plans for potential problems like actors being unavailable, weather issues, and COVID-19 isolation. Backup solutions involve scheduling extra filming days or finding replacement crew members.
- Contingency plans for technology problems like corrupted files, computer crashes, and hard drive failures. Solutions center around creating multiple copies and backups of footage and project files
I have accepted offers from Futureworks and York St John universities, with Futureworks being my first choice and York St John my second. Both universities want me to achieve at least a Merit grade in my final exams.
This document contains pre-production plans and details for a film project, including locations, floorplans, set designs, crew roles, equipment needs, and deadlines. Locations include a newsroom, prison cell, and areas around York. Floorplans show lighting and camera placements for filming in a newsroom set. Crew roles include actors and those operating camera and lighting. A Gantt chart lists tasks and deadlines, with production scheduled from late April to mid May.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
2. Production reflections
• This proforma is to record how you worked on your production
• You should complete this each week during production
• Consider all relevant areas that you covered that week
• Think about what worked/what didn’t work/how you can improve
and actions for the following sessions/weeks
4. Pre-proposal
• This is my pre proposal from the
initial ideas of my FMP.
• I used word to write it up and
copied it into PowerPoint in case
anything needed changing.
What went well
What went well was choosing what I
wanted to do for my FMP. I knew I
wanted to make a video because it
would help me learn new skills and
build on the skills I have, which will
help for my chosen career path.
5. Process – skills audit
• I filled out a skills audit using
colour code showing what I
can do and what I struggle
with. Most of the things on the
list I can do.
What went well
Choosing the skills I’m good at
and skills I’m not good at was
easy. This will give me the
chance to build on the skills I’m
not good at as well as the ones I
am good at.
6. Process – Mood board
• I made a mood board which includes characters and sets from
comedy shows. I’m really happy with it and I think it will help me
to create characters and sets for my video.
• The mood board includes images like Officer Crabtree from Allo
Allo to help me create my characters. It has images of sets used
on comedy shows which will influence my idea to be set in a
bright setting.
• Most of the Images are from comedy shows like The Big Bang
Theory, Young Sheldon and Allo Allo. I included an image of an
explosion because I want to add a stunt to my video.
• I found images of posters because after filming, I want to make a
poster which has the title of the video and all the characters on it.
What went well
What went well was choosing the characters and comedy shows
which will have a big influence on my video. The shows and
characters I picked have big personalities and are really well known.
What didn’t go well
What didn’t go well was finding the real life sets of comedy shows.
Most of the images were stage sets, but because my video will be set
in real life setting, I wanted images of real life sets.
What I’ve learnt
That I won’t always find everything I want so I need to be prepared
to use images that might not be the real thing.
7. Key influences
What went well/What I've
learnt
Picking the key influences
for my video was easy
because they are well
known characters from
well known sitcoms. I’ve
learnt about the characters
in more detail, which will
help me to create my
characters and there
personalities.
8. Plot
I updated the plot to the
latest version of my video
idea. I feel this idea is better
because it sounds more
entertaining than the
previous version. It has a
better story to it and is more
suitable for the target
audience.
9. Mind Map
What went well
I was able to make a detailed
mind map of things I could
include in the video (e.g sound
effects, music, lighting). This will
help so I know what to include in
the video to make it effective.
What I’ve learnt
If I come up with more ideas
later, I can update the mind map
at any point.
11. Research – The Big Bang Theory
• I started researching ‘The
Big Bang Theory’, looking at
what it’s about, who there
target audience is, what
storylines they’ve done and
wrote about the
characters.
• I looked at the relationships
between the characters
and how the relationships
grew.
• I copied an image of the set
and annotated it, looking at
what they use on set and
why they use it.
• I compared the similarities
and differences between
The Big Bang Theory and
Young Sheldon.
12. Research Young Sheldon
• I researched ‘Young
Sheldon’, again looking
at what it’s about, why
they made it and who
the characters are.
13. Research Allo Allo
• I looked at Allo Allo, looking at the
Characters and the storyline. I also looked
at the set and annotated it to say what
something is and why it’s there.
What went well
What went well was I was able to get a better
understanding of the show because I found it
hard to understand the storyline.
What didn’t go well
I couldn’t find an image of the proper set, only
a stage set. This I found irritating because
there was no image of the Allo Allo set with
cameras, lighting, microphones and props.
This doesn’t help me for my video because it
isn’t going to be set on stage. It’s going to be
set in real life settings.
What can I work on/Improve
Describe the characters in more detail. I can
do this by watching episodes of the show
rather than clips on YouTube. This will help me
to understand the story more and understand
the characters in even more detail.
14. Research Fawlty Towers
I looked at Fawlty Towers, again looking at the storylines
and the characters personalities.
What went well
I was able to get a better understanding of the show. I
was able to describe the big main characters in detail.
What didn’t go well
I found it hard to describe the main characters with small
parts because there not seen as often as the other main
characters
What needs work
Analysing the set because it wasn’t the real set image I
used, it was a stage set. I found it difficult to find an
image of the real set with the equipment used to make
the show..
What I’ve learnt
That I won’t always find what I want and I might have to
use something different, but close enough to what the
real set looks like.
15. Research Mrs Browns Boys
I researched Mrs Browns Boys because
it’s another well known popular
comedy. I looked at the story and each
characters personality.
What went well
What went well was I was able to
describe what the show is about in
detail.
What didn’t go well
Even though all the characters are main
characters, I still found it hard to
describe some of them because they
don’t have much of a personality.
16. Research The Big Bang Theory Trailer
I watch the trailer of the twelfth series of
‘The Big Bang Theory’. I looked at the fonts,
colours, effects, camera angles, lighting,
sounds and Post production.
What went well
I was able to describe how the trailer had
been made and what elements had been
used in the trailer to draw the audience’s
attention in.
What didn’t go well
I found it difficult to describe the lighting
because it was the same throughout.
What to improve
Describe the lighting in more detail about
why it’s the same throughout the video.
17. Mrs Brown Trailer research
I watched the Mrs Brown’s Boys trailer
on YouTube. I talked about how they
made the trailer using different scenes
from each episode of the series. I
looked at the different effects, sounds,
lighting, camera angles and fonts.
What went well
I was able to describe why the trailer
appeals to the audience, and I was able
to describe the different elements in
detail.
What didn’t go well
I found it difficult to find sensible
images to support what I wrote about
because the trailer is very graphical.
18. Young Sheldon trailer
I watched the ‘Young Sheldon’
series one trailer on YouTube. I
looked at the fonts, styles, post
production, effects, props.
What went well
I was able to support what I’ve
written with different shots of the
trailer. I was able to write about
the different elements in detail.
19. Experiment
• I did an experiment trying to remake a scene from The Big Bang
Theory. I filmed the lift door shutting, then added the footage to
premiere pro. I found an exploding effect on YouTube, downloaded
and added it to premiere pro. I cut the green screen out using key
colour and colour tolerance. I moved the colour tolerance up 187
which cut the green screen out completely. If I set it to 255 it
distorted the effect.
20. Experiment 2
I filmed the lift doors shutting
from inside the lift, then added
an explosion effect in premiere
pro.
This experiment didn’t go as
well as expected because
although the green screen has
been cut out, you can still see
the shape, and the effect
doesn’t cover the whole screen,
making it less effective.
21. Experiment 3
For this experiment, I had two actors which really helped make the
scene better.
For this experiment I filmed the actors putting an ‘explosive’ item in
the lift, then added an explosion effect in premiere pro.
I’m happy with this experiment because the acting was great, but the
explosion effect is still not effective because it doesn’t cover the whole
screen. You can still see the outline of where the green screen was.
22. Experiment 4
I did a photoshoot experiment because I want to make a poster
promoting the new show.
I used a white backdrop which I cut out in photoshop, and replaced it
with a blue and a red background.
I’m happy with this experiment because it gave me the chance to get
more experience with the camera for a different purpose.
23. Experiment 5
I cut together two scenes from ‘The Big Bang Theory’, one from season
9 and another from the season 12 trailer. This was to try and make
Howards reaction to Bernadette's news funny.
I’m happy with the experiment because it’s funny and it makes sense,
but I’m not happy with it because the costume changes, making it look
odd.
24. Experiment 6
I did a font experiment to see which fonts would stand out on the
poster. I collected a range of Photoshop fonts and design fonts from
flamingtext.com and put them together in photoshop. I changed the
colours to see which colours would look good too.
I’m happy with this experiment because it let me see which fonts
would look good on the poster, but it would have been better if I put
them at the top of the poster experiment, which would have helped
make the choice even easier.
26. Process – proposal
• I wrote a proposal saying what
I plan to make.
• I wrote about the idea of the
trailer, and what I will do/use
for research.
• I wrote up a schedule with
every task I need to do. I
organised my work into what
days to do it and when it
should be finished by. This
helped me prepare for my
FMP.
28. Planning
What worked well
What went well was making the storyboard because it helped me see what the video will look like.
Writing the script went well because it helped me see the characters personalities more clearly and in more detail. It helped to make the story be told in the right way.
What I still have to work on
The storyboard because there are some scenes which I’m struggling to see.
Production schedule
I have made a production schedule showing when I’m going to start something and when it should be finished by. It will be useful because I will know what to do and when to do it.
How often will I review the planning
For filming, I’m going to print out the script and shot list. This will help the characters to learn there lines before filming and the shot list will help with camera positioning and what the characters should be doing.
Has anything gone wrong because of poor planning before
No because I plan quite far ahead so I know what to do.
Is anything likely to go wrong because of poor planning now?
I’m worried the make up artists won’t have time to do the characters make up. This will have a big impact on the video because it will make it less effective.
What I’ve learnt in the planning stages
Even though I knew how to make a floorplan, I learnt about annotating it with what/where everything is, and labelling where the camera’s and microphones will go. This helps making the layouts clearer.
I learnt about health and safety because there were something I didn’t think to be aware of like electrical appliances (e.g lights) giving people an electric shock. I learn’t how to deal with this by just having to
expect it at anytime
29. Floorplans
I made several floorplans of the locations I plan
on using. I copied and pasted them twice. The
first one shows what everything is, and the
second one shows where I want the equipment
to be placed.
What didn’t go well
Drawing the floorplan for the studio was difficult
because I couldn’t picture in my mind where I
wanted the equipment to be placed, and some
of the equipment might be difficult to move.
Has anything gone wrong
In most of the floorplans I forgot to draw where
the windows are. This is something vital for the
video because some of the equipment is going to
be placed in the window area.
What I’ve learnt
I’ve learnt how to draw a floorplan and label
where I want the equipment to be placed. This is
important because then everyone knows where
everything should be. I’ve also learnt not to
leave anything out of a floorplan (windows)
because they could be an important place for
filming or equipment.
33. Storyboard
I made a storyboard
showing the sequence my
video will go in. I found
using the website
(storyboardthat.com)
useful because I find it
hard drawing a scene by
hand. If I drew it by hand it
would be difficult to see
what’s happening because
I struggle drawing scenes.
The websites has helped
make it look more detailed
and it’s easy to see what’s
going on in the scenes.
34. Shot list
I made a shot list by writing about each shot/scene, and
choosing what type of shot would be the best for that scene.
What went well
When I was writing about what would be happening in each
shot, it made it easier to decide what type of shot to use.
What have I learnt
That making a shot list is very important for any filming
project because then the camera people know what shot
they need to use.
What still needs work
I need to think of something to go in between the ‘falling out
of the window’ scene and the ending. This is something I will
add to the storyboard, script and shot list when I think of it.
Is anything likely to go wrong
Some of the shots might need changing because they might
not be right or something could go wrong with the original
shot.
35. Sound effects
I made a list of all the sound effects I need. Some of them I will record
myself and some I will download from YouTube. This will help so I know
what sounds to put in my video to make it effective
36. Resource List
I made a list of all the resources I
need, and which locations I will
need to use them in.
The list includes what I need for
filming and where it will be used,
and what software and hardware I
need to edit the footage, and
where it is available.
37. Script
What went well
What still needs work
I need to think of something to
happen between the ‘falling
out the window’ scene and the
end. For the video to end with
someone falling out the
window wouldn’t be good
because it’s not a good place to
stop. The audience will want to
know whether the character is
still alive or was killed.
What I’ve learnt
That script writing takes a lot of
time and anything could
change at any point in case
something doesn’t sound right.
38. Contingency plan
What I’ve learnt
To plan ahead. If one of my actors isn’t
available, I will need to ask one or more
people if they’re available to play the
part, or ask one of the actors already in
the video to play two characters.
The studio might not be available at a
time I need it, meaning I need to book it
a few days or a week in advance, and
check with the actors if that time is ok.
Certain props might not work meaning
filming could/will be delayed. This could
affect the video as time is running out.
What could I do
Recharge or replace the prop I plan to
use.
39. Production Schedule
Making a production schedule is
something I found really useful
because it will help me to manage the
time more.
What went well
I was able to plan when I wanted to
film and the actors were ok with the
time.
What I’ve learnt
That all the plans might not go the way
I want meaning I need to make a back
up production schedule.
Anything that could go wrong
The locations I want to use might not
be available when I want to use them,
meaning I need to pick another day to
film as a backup or make a backup
location list so there’s more than one
option.
42. Filming day 1
Today, I wanted to film the first scene of the video, but because certain props
weren’t working, I had to delay filming to next week because the studio has
been booked for the rest of the week.
What went well
We managed to set everything up trouble free. I took a photo of where the
camera is positioned so we know where it is for next time we film.
What didn’t go well
The prop we needed didn’t work – the battery was flat, so filming this scene
had to be delayed to next week.
Has anything gone wrong
Yes, the laptop needed in the film wasn't working. It needed to be working in
the first few seconds of the scene.
What I’ve learnt
To make sure any props that are electrical are either charged up and working
properly. This will make sure filming isn’t delayed any further.
43. Filming day 2
Today I managed to get the first scene of my video filmed. It went well because
nothing went wrong. I wanted to use the boom mic, but the sound quality was
really good without using it.
I made a logo for my new show on canva.com. This gave me the chance to learn
something new. Although it went fairly well, I struggled positioning and sizing the
cog wheels because there was one square that would let you resize the shape, and
another that would make the visibility bigger or smaller, cutting part of the shape
out.
I started making a TV channel logo in Photoshop. Although this went well, I
struggled to make it because when I zoomed into the page, no pixel layout came
up, making it difficult to draw the letters and shapes evenly. I will make this the
next time I’m in a mac room because the pixel layout normally works on a mac.
I booked an audio recorder out and took it home to record my sound effects. This
went well because it prepared me more for editing, and it picked up the sound
really well.
44. Filming day 3
Today I practiced filming the
second and third scenes. Because
they involve stunts I thought it
would be best to practice them
before filming the real thing. I’m
happy I did this because it the
actor the chance to practice the
stunt and it gave me the chance to
see what worked and what could
be better.
We decided that the stunt would
be better in the whole shot as it
happens, instead of him bouncing
out of the shot. The camera will
have to move as the character
jumps back after the explosion.
45. Filming Day 4
Today I filmed the final scene of the video. Although this went well, I
wasn’t happy because one of the shots was too blurry, meaning it
needs to be redone.
I wanted to film the rest of the scenes today, but because of certain
things happening, I didn’t manage to film everything I wanted.
I’ve made a timetable of everything I want to film tomorrow. Hopefully
this will help make everything run smoother.
46. Filming Day 5
Today I filmed the final scene again because the lighting in the previous
version wasn’t great. Although the room was bright, you couldn’t see
the characters brilliantly.
I also managed to get the photo for the poster taken. I will edit this at
home because I have Photoshop there, and the video I will edit at
college.
I’m really happy with how today has gone, but I’m not happy with the
whole filming process because it’s been slower than what I hoped.
Tomorrow I’m hoping to get scenes 2 and 3 filmed.
47. Filming Day 6
I finally got scenes two and three filmed. We did a number of takes so
we could get it right.
I’m happy now that I’ve got the filming finished and now I can focus on
editing. I’m not happy with how long the filming process took, but I
thought if I want to work in TV, I will have to expect things like filming
delays will happen.
48. Editing Day 1
I started editing the video by putting each scene in the right order. I
then added some sound effects.
49. Editing day 2
I continued editing the video. The actors re recorded some of
there lines because it one scene, you couldn’t hear what they
were saying because there was too much background noise.
I put the voices into premiere pro. I’m happy with the way
they sound now because they can be heard loud and clearly.
The thing I found difficult was timing it with the lip
movements, but overall I’m happy with it.
I added in two songs as background music. I used the audio
gain to turn the volume down so it would play in the
background. This is so the actors voices can still be heard.
I added the explosion effect to the ‘blowing up the lift scene’.
I used Chroma key to cut the green screen out and adjusted
the size to make it bigger and had to move it to the floor to
make it look more real. I had to unlink the explosion sound
because it was delayed – the sound happened after the
explosion happened. I moved it back a bit and it worked
better at the start of the explosion.
Overall I’m happy with todays progress. Tomorrow I will edit
the logo and put it at the start of the video.
50. Editing Day 3
I put the logo and title in at the start of the video, and added the
credits to the end.
I adjusted the timing of the music at the end because it was out of
tune.
I exported the video and put it on my blog.
51. Poster
I made a poster promoting the
new show.
I took a photo against a white
background, and cut it out in
photoshop so I could replace
the background with fire.
I chose the text from
flamingtext.com because I
wanted to use a design text.
I’m happy with the way the
poster looks because it doesn’t
have too much colour, and all
the colours blend in together to
make it look good and effective.
I will add the TV logo to the
bottom left corner when it has
been edited.
52. TV logo
I made a TV channel logo so people know
what channel the show is going to be
broadcast on.
I’m not happy with the logo I made in
photoshop because it didn’t look very neat
and it was very difficult to draw, so I hand
drew one, scanned it in and edited it in
photoshop.
I’m happy with the way the hand drawn
logo looks because it looks a lot neater and
tidier.
53. TV logo edit I put the logo into photoshop and
used the poloygon lasoo tool to cut
out the white background.
I put a smoke background in so it
shows what it is.
55. Script Tuesday 14th May
Instead of filming, I changed
the script because it was
going to be too difficult to
film two people with one
playing two characters. The
costumes would need to
change a lot.
I changed the storyline
slightly to the laptop blowing
up, the owner of the laptop
finding out and them having
a fight, instead of a story that
delays the reaction.
56. Shot list Wednesday 15th May
I spent today updating the shot list
because the story has changed slightly,
meaning the shots have changed. I
decided to do this so when filming, I
know what shots and equipment to
use.
I’m not sure how some shots will work
so I put two options in (either distance
or close up). In filming I will try both to
see which one works the best. I will
update the shot list again later.
I printed out the script and wrote on
what shots I will use for each
line/stage direction. This helped
because I could see what shots to use
when looking at each line of the script.
57. Resource List 15th May
I updated the resource list because of the
change in the story.
I removed some of the equipment I don’t need
and added some new equipment I do need.
I feel happier with the new list because for the
old one, I needed too many things. The new list
is a lot simpler because not as much stuff is
needed.
Editor's Notes
Discuss the tools and processes used in your production. Log your thoughts and feelings about your work.
Discuss the tools and processes used in your production. Log your thoughts and feelings about your work.
Discuss the tools and processes used in your production. Log your thoughts and feelings about your work.
Discuss the tools and processes used in your production. Log your thoughts and feelings about your work.
Discuss the tools and processes used in your production. Log your thoughts and feelings about your work.