Development diary fmp film weeek five part two
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The filmmaker finished filming and began editing their short film using Premiere software. Some shots were filmed at angles that tilted the camera, so the tutor asked them to refilm those scenes, but they disagreed due to time constraints. They created subtitles in different colors for each character to identify who is speaking. Based on feedback from their tutor, they will shorten the slow opening credits scene and chop an overly long chatting scene. They need to edit the film down to 5 minutes maximum and refilm the opening credits involving a knife stabbing a cake to look more professional.
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Development diary fmp film week five part 2 new
The document summarizes a film student's progress editing their short film over five weeks. In the first two weeks, they finished filming and began editing in Premiere, selecting the best shots despite some being filmed at awkward angles. They added subtitles in different colors for each character but initially had issues with readability against backgrounds. After feedback from their tutor, they shortened the opening credits sequence and a long chatting scene. Overall edits are going well, though they need to restabilize a prop knife for the opening credits and refilm that part to look more professional within the 5 minute limit.
Skill development
Research and planning are essential to filmmaking. Researching film genres and conventions allows one to plan a more professional film. Planning every aspect of the film from the story to shots to costumes ensures it will look professionally produced rather than improvised. Construction skills improved from the preliminary project to the final one thanks to practice with editing software. Choosing appropriate locations and actors is also important, as is addressing issues like sound quality which wind can impact.
Evaluation question 7
The document discusses the author's experience making a preliminary film and subsequent final product. For the preliminary film, the author lacked planning and storyboarding skills and did not understand important concepts like framing, mise-en-scene, and editing. For the final product, the author improved their skills in planning, camerawork, mise-en-scene, editing, collaboration, and time management. Overall, the author gained valuable experience and developed many new skills in film production from the preliminary film to the final product.
5. Production Reflection.
During the first 5 weeks of production for their short film, the student:
1) Learned the basics of filmmaking techniques and their brief of creating a film with no dialogue, a prop clock, and the phrase "That wasn't supposed to happen".
2) Created initial ideas, a mind map, and mood board to develop their experimental genre short film.
3) Planned and completed required documents for their film and booked equipment.
4) Filmed their short film using a DSLR and tripod with a handheld microphone.
5) Spent weeks editing their film and applying some final color grading touches.
5. production reflection sf 2017
This document contains weekly reflections from the production of a short film. It describes the initial planning stages, including researching other films for inspiration and developing ideas for the film's style and story. Later weeks were dedicated to pre-production tasks like surveying for feedback, equipment preparation, and creating a production plan. Filming took place, though some shots had to be adjusted due to equipment issues. Editing and evaluation followed, with reflections on making the film too complicated and receiving feedback to simplify aspects of the final video.
Swot analysis
This document contains a SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis of a preliminary music video project. Some strengths identified include being comfortable performing on camera and enjoying it, as well as getting familiar with video editing software. Weaknesses include feeling awkward during performances and a lack of shot variation. Weather and equipment quality posed threats. Opportunities include further developing skills and finding a unique style.
Prelim task evaluation 2
The student found choosing a comedy genre and coming up with a short, funny story about pregnancy for their film prelim to be mostly easy, though storyboarding camera angles was challenging. Filming went well until one high-angle clip had muffled sound due to a covered microphone. Editing was easy as clips flowed together well with little needed trimming. If filming again, the student would change to a less cluttered location and more dramatically expressive actors.
Preliminary task evaluation
The document summarizes the preliminary task evaluation of a short film project. It notes that having a script went well and made filming efficient. The acting was also good despite having to use accents. However, difficulties finding actors delayed filming, and the creator had to star in their own film rather than operating the camera. Areas for improvement include reducing visible laughter in the acting and adding more camera angles and shots.
Recommended
Development diary fmp film week five part 2 new
The document summarizes a film student's progress editing their short film over five weeks. In the first two weeks, they finished filming and began editing in Premiere, selecting the best shots despite some being filmed at awkward angles. They added subtitles in different colors for each character but initially had issues with readability against backgrounds. After feedback from their tutor, they shortened the opening credits sequence and a long chatting scene. Overall edits are going well, though they need to restabilize a prop knife for the opening credits and refilm that part to look more professional within the 5 minute limit.
Skill development
Research and planning are essential to filmmaking. Researching film genres and conventions allows one to plan a more professional film. Planning every aspect of the film from the story to shots to costumes ensures it will look professionally produced rather than improvised. Construction skills improved from the preliminary project to the final one thanks to practice with editing software. Choosing appropriate locations and actors is also important, as is addressing issues like sound quality which wind can impact.
Evaluation question 7
The document discusses the author's experience making a preliminary film and subsequent final product. For the preliminary film, the author lacked planning and storyboarding skills and did not understand important concepts like framing, mise-en-scene, and editing. For the final product, the author improved their skills in planning, camerawork, mise-en-scene, editing, collaboration, and time management. Overall, the author gained valuable experience and developed many new skills in film production from the preliminary film to the final product.
5. Production Reflection.
During the first 5 weeks of production for their short film, the student:
1) Learned the basics of filmmaking techniques and their brief of creating a film with no dialogue, a prop clock, and the phrase "That wasn't supposed to happen".
2) Created initial ideas, a mind map, and mood board to develop their experimental genre short film.
3) Planned and completed required documents for their film and booked equipment.
4) Filmed their short film using a DSLR and tripod with a handheld microphone.
5) Spent weeks editing their film and applying some final color grading touches.
5. production reflection sf 2017
This document contains weekly reflections from the production of a short film. It describes the initial planning stages, including researching other films for inspiration and developing ideas for the film's style and story. Later weeks were dedicated to pre-production tasks like surveying for feedback, equipment preparation, and creating a production plan. Filming took place, though some shots had to be adjusted due to equipment issues. Editing and evaluation followed, with reflections on making the film too complicated and receiving feedback to simplify aspects of the final video.
Swot analysis
This document contains a SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis of a preliminary music video project. Some strengths identified include being comfortable performing on camera and enjoying it, as well as getting familiar with video editing software. Weaknesses include feeling awkward during performances and a lack of shot variation. Weather and equipment quality posed threats. Opportunities include further developing skills and finding a unique style.
Prelim task evaluation 2
The student found choosing a comedy genre and coming up with a short, funny story about pregnancy for their film prelim to be mostly easy, though storyboarding camera angles was challenging. Filming went well until one high-angle clip had muffled sound due to a covered microphone. Editing was easy as clips flowed together well with little needed trimming. If filming again, the student would change to a less cluttered location and more dramatically expressive actors.
Preliminary task evaluation
The document summarizes the preliminary task evaluation of a short film project. It notes that having a script went well and made filming efficient. The acting was also good despite having to use accents. However, difficulties finding actors delayed filming, and the creator had to star in their own film rather than operating the camera. Areas for improvement include reducing visible laughter in the acting and adding more camera angles and shots.
Editing diary
This document is an editing diary detailing the process of editing a documentary over several weeks. It describes tasks like creating a rough cut, finishing the opening sequence which involved stop motion animation, adjusting audio levels on interviews, replacing poor quality footage with new recordings, and adding titles and music. Issues that came up included footage not fitting frames properly and backgrounds interfering with text readability. The diary shows iterative improvements were made such as adjusting interview spacing and using effects to balance audio volumes.
Reflective diary week 5
During week 5 of their filmmaking project (FMP), the student began production. They planned to finalize casting and music creation. Using GarageBand, the student created suspenseful string music to fulfill the thriller purpose. Filming of the trailer went well, though some shots did not meet quality standards and need re-shooting. Additional planning of shots and music creation could have saved time and allowed focus on weaker areas.
New microsoftworddocument.docx
Adam enjoyed completing his film opening title sequence project over the past few months as he learned new skills in editing, filming, and motion graphics that will help him in future projects and potentially in a media career. While some edits did not go exactly as planned due to limitations of the software, Adam was happy with the final product. He found creating credits sequences with motion graphics to be particularly enjoyable and a chance to experiment. Filming was the most stressful but also most enjoyable part, though working with friends led to distractions. Overall, Adam felt he managed his time well and was pleased with how the project turned out as an introduction to an indie film.
Peeeeerod reflect
Freddie Fullman reflects on the production of their fashion film. They experimented with fonts for the title and selected one that reflected the elegance they wanted to portray. They enhanced lighting digitally in Premiere Pro by adjusting saturation, brightness, and color levels. They included overlay edits with blurring and contrasting images to focus attention on design details. Audio was transitioned between songs using a constant power tap effect to make the transition seamless. Zooming in established a clear shot for the second part. The brightness of the first clothing shot was increased to draw attention to Freddie's designs.
Question 7
The document summarizes the tasks completed for a film project on "Life on Mars". It describes copying scenes from the TV show to learn camera techniques. It then discusses planning shots and storyboarding scenes. Final tasks included editing the film opening, where the importance of intriguing audiences and establishing genre in the first few minutes was learned. Though challenging, creating the opening helped improve filmmaking skills and gain knowledge about the filmmaking process.
The conversation task evaluation
The document summarizes the evaluation of a conversation task video project. It went well in that match on action, shot reverse shot, and the 180 degree rule were successfully used, and sound effects and music fit well and added to the comedy. The camera quality was lower than hoped for. Shot types were sometimes randomly jumping around. For next time, higher camera quality would be used and exact shot types planned to avoid random jumping. Careful planning of all aspects is key to creating a good film.
3. fmp production experiments 2
Jordanne conducted an experiment to create a makeup tutorial video demonstrating a broken nose look. She filmed the tutorial on a model and edited it together with background music in Adobe Premier. Some challenges included poor video quality from using an iPad and issues with the editing software. For her final product, Jordanne plans to include tutorial videos like her experiment but add subtitles or a voiceover to explain steps and products used.
Ig3 evaluation on keepsake
Carrie Deans evaluated her work on the short film "Keepsake". She learned many new skills in pre-production, production, and post-production. In pre-production, she storyboarded ideas and planned the shoot. During production, she took on roles like sound and acting. In post-production, she gained confidence using Adobe Premiere but found room for improvement in areas like editing techniques, lighting, and sound quality. Overall she acquired new skills but would improve areas like sound, camerawork, lighting, and editing if making the film again.
Ig3 evaluation on keepsake
Carrie Deans evaluated her work on the short film "Keepsake". She felt she performed well in pre-production by completing tasks on time and storyboarding her ideas clearly. During production, she took an active role by assisting with sound and acting. For post-production, she gained confidence using Adobe Premiere but felt some shots could be improved. Overall, the technical quality was adequate though some lighting and editing could be enhanced. She learned new skills like audio syncing and would make changes like improving sound quality and camera work if filming again.
First draghth reviwe
Daniel Harrison reviewed the rough edit of his music video for the song "Wake Me Up" by Avichi. He acted in the video and assisted the director by ensuring they had the proper equipment, shots, and crew for filming. While he thought his first edit was good overall, he identified several things that needed improvement for the final edit, such as fading clips more smoothly, shortening longer shots, fixing a clip that didn't fit, and adjusting the brightness of some clips. He also noted that using a professional actor could make future music videos seem more professional.
Qs#7
After completing his full movie, the student reflects on what he has learned compared to his preliminary task. In his preliminary task, he only knew basic camera handling and shots but had no screenplay or proper dialog. This led to difficulties like his actor not knowing what to say. Additionally, he did not have a tripod and the audio had loud background noise drowning out dialog. However, for his full movie, he conducted research like making a storyboard and shot list. He used better camera equipment which allowed HD video and clearer sound. He also employed techniques like depth of field and used a lapel mic to improve audio quality. Having a screenplay meant the actors knew their lines, improving the film overall.
Evaluation Question#7
The student learned several important improvements from their preliminary task to the full product. In the preliminary task, they only knew basic shots and had no screenplay or proper dialogues. This led to difficulties like the actors not knowing what to say and loud background noise obscuring dialogues. For the full product, the student did extensive research like making a storyboard and shot list. They also upgraded their camera equipment and used a microphone to improve audio quality. By implementing depth of field and having a screenplay, the dialogues were clearer and the actors knew their lines, representing significant improvements over the preliminary task.
Q6
The document discusses technologies and skills learned during the process of making a media product. It covers filming techniques like using a tripod and lighting; editing skills like storyboarding, multi-trimming, and keeping original clips; sound editing like fading music in and out and adding background noise; and titling like font, color, positioning and timing. The creator learned the importance of steady footage, filming scenes multiple times, editing in sections, and ensuring titles are clear and timed properly. Overall the document reflects on the technical skills and knowledge gained from creating a media production.
Prelim evaluation
1) The document describes the filmmaker's original idea for their preliminary film project, which involved a hostage situation in a car.
2) They then decided to create a new script about a businesswoman keeping her sister hostage after realizing the original plan would not be as effective.
3) While filming, the filmmaker focused on incorporating different shots like shot reverse shot but struggled with following the 180 degree rule, which caused some confusion at the end.
Presentation evaluation
The document discusses the author's experience giving a class presentation. They wrote notes on the strengths and weaknesses of their work to help structure their presentation. However, when presenting, they were very nervous and forgot parts of their prepared script. Though they described their work clearly, their voice got quieter and they glossed over some details. Based on this experience, the author plans to be more prepared with visual aids for future presentations to help with confidence and staying calm. Feedback suggested they speak louder and more in depth about their work, while also holding materials so others could see. Overall it was a good first presentation, but nerves hindered their ability to fully explain ideas.
Media preliminary task evaluation
The document summarizes the results of a preliminary media task evaluation. It notes that some things went well, including that the script did not need changing, the actors knew their lines and completed all shots in one or two takes. Something that did not go well was finding a room to film in, as they had to wait for a classroom to become available. Overall, the production process was efficient aside from some minor issues like background noise. Feedback suggested using a tripod to avoid shakiness, adding background music, and improving the ending in future tasks.
Editing diary
The student was assigned to create a thriller movie trailer for class. They had to do research on thriller film conventions before beginning production. While initially unsure how to use the video editing software, the student learned techniques by watching tutorial videos and receiving help from their teacher. They created a logo for their production company and organized their video clips into folders to stay organized during the editing process. The student edited scenes, added effects and audio, and shortened parts to make the trailer fast-paced and dramatic as required for the thriller genre.
Prelim task evaluation
The student found generating ideas and scripting came easily. Some issues arose during filming with low camera light and actor laughter, but these were overcome. Editing required finding suitable background music and cutting actor mistakes. Reflecting, the student would create a storyboard first and ensure the script is followed exactly. They would also make the background music slightly quieter to better hear the actors. Overall classmates provided positive feedback, noting the need to balance audio levels between music and dialogue.
production diary
This production diary details Hope Smith's work over 13 weeks to create a short horror film for a class project. In the initial weeks, Hope conducted research on horror films, artists, and psychological concepts to inform her project. She created surveys and analyzed responses to learn about audience interests. During planning, Hope storyboarded shots and created floor plans, equipment lists, and character designs. Principal filming occurred in Week 9, though reshoots were needed. Weeks 10-12 focused on editing, color grading, and transitions. In the final weeks, Hope added audio effects, end credits, and other finishing touches before exporting the completed film.
FMP pre production
Adam is planning the cinematography for his film project. He notes that the lighting will be challenging as it involves bright colors in dark settings. He wants the scene to feel like one continuous shot so lighting placement is important. Primary colors like red, green and blue will be used to reference Dario Argento films and create an unnatural, sinister atmosphere. Due to lockdown, Adam has had to change his plans and will not be able to use actors other than family. He will edit in color filters instead of using colored lighting gels. His goal is to still achieve a similar visual result despite not being able to execute his original vision.
Production Reflection FMP Year 2
Harry Morton produced a short film over 4 weeks. In week 1, he filmed initial scenes but had to reshoot some parts due to background issues. He created opening credits using transparent font. In week 2, he created posters in Photoshop and finished principal filming. In week 3, he edited footage, added audio, and created a second poster. In week 4, he made trailers by syncing clips to music, applying color effects, and creating animated title cards. He also did pickup shots to improve continuity.
Evaluation question 1
The document provides details about the opening sequences, titles, credits, locations, costumes, props, camera work, editing, fonts, and genres used in the film "An Epic Love Story." The film uses the student's home and school as locations. It features casual clothing for costumes. Props include glasses borrowed from the student's dad and books carried by the main characters. The student received help with camera work from their dad and used video editing software to edit the film. The opening sequence introduces the title without dialogue to set up the romantic story, suggesting the genre is romantic comedy through the romantic interaction between the main characters.
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What's hot
Editing diary
This document is an editing diary detailing the process of editing a documentary over several weeks. It describes tasks like creating a rough cut, finishing the opening sequence which involved stop motion animation, adjusting audio levels on interviews, replacing poor quality footage with new recordings, and adding titles and music. Issues that came up included footage not fitting frames properly and backgrounds interfering with text readability. The diary shows iterative improvements were made such as adjusting interview spacing and using effects to balance audio volumes.
Reflective diary week 5
During week 5 of their filmmaking project (FMP), the student began production. They planned to finalize casting and music creation. Using GarageBand, the student created suspenseful string music to fulfill the thriller purpose. Filming of the trailer went well, though some shots did not meet quality standards and need re-shooting. Additional planning of shots and music creation could have saved time and allowed focus on weaker areas.
New microsoftworddocument.docx
Adam enjoyed completing his film opening title sequence project over the past few months as he learned new skills in editing, filming, and motion graphics that will help him in future projects and potentially in a media career. While some edits did not go exactly as planned due to limitations of the software, Adam was happy with the final product. He found creating credits sequences with motion graphics to be particularly enjoyable and a chance to experiment. Filming was the most stressful but also most enjoyable part, though working with friends led to distractions. Overall, Adam felt he managed his time well and was pleased with how the project turned out as an introduction to an indie film.
Peeeeerod reflect
Freddie Fullman reflects on the production of their fashion film. They experimented with fonts for the title and selected one that reflected the elegance they wanted to portray. They enhanced lighting digitally in Premiere Pro by adjusting saturation, brightness, and color levels. They included overlay edits with blurring and contrasting images to focus attention on design details. Audio was transitioned between songs using a constant power tap effect to make the transition seamless. Zooming in established a clear shot for the second part. The brightness of the first clothing shot was increased to draw attention to Freddie's designs.
Question 7
The document summarizes the tasks completed for a film project on "Life on Mars". It describes copying scenes from the TV show to learn camera techniques. It then discusses planning shots and storyboarding scenes. Final tasks included editing the film opening, where the importance of intriguing audiences and establishing genre in the first few minutes was learned. Though challenging, creating the opening helped improve filmmaking skills and gain knowledge about the filmmaking process.
The conversation task evaluation
The document summarizes the evaluation of a conversation task video project. It went well in that match on action, shot reverse shot, and the 180 degree rule were successfully used, and sound effects and music fit well and added to the comedy. The camera quality was lower than hoped for. Shot types were sometimes randomly jumping around. For next time, higher camera quality would be used and exact shot types planned to avoid random jumping. Careful planning of all aspects is key to creating a good film.
3. fmp production experiments 2
Jordanne conducted an experiment to create a makeup tutorial video demonstrating a broken nose look. She filmed the tutorial on a model and edited it together with background music in Adobe Premier. Some challenges included poor video quality from using an iPad and issues with the editing software. For her final product, Jordanne plans to include tutorial videos like her experiment but add subtitles or a voiceover to explain steps and products used.
Ig3 evaluation on keepsake
Carrie Deans evaluated her work on the short film "Keepsake". She learned many new skills in pre-production, production, and post-production. In pre-production, she storyboarded ideas and planned the shoot. During production, she took on roles like sound and acting. In post-production, she gained confidence using Adobe Premiere but found room for improvement in areas like editing techniques, lighting, and sound quality. Overall she acquired new skills but would improve areas like sound, camerawork, lighting, and editing if making the film again.
Ig3 evaluation on keepsake
Carrie Deans evaluated her work on the short film "Keepsake". She felt she performed well in pre-production by completing tasks on time and storyboarding her ideas clearly. During production, she took an active role by assisting with sound and acting. For post-production, she gained confidence using Adobe Premiere but felt some shots could be improved. Overall, the technical quality was adequate though some lighting and editing could be enhanced. She learned new skills like audio syncing and would make changes like improving sound quality and camera work if filming again.
First draghth reviwe
Daniel Harrison reviewed the rough edit of his music video for the song "Wake Me Up" by Avichi. He acted in the video and assisted the director by ensuring they had the proper equipment, shots, and crew for filming. While he thought his first edit was good overall, he identified several things that needed improvement for the final edit, such as fading clips more smoothly, shortening longer shots, fixing a clip that didn't fit, and adjusting the brightness of some clips. He also noted that using a professional actor could make future music videos seem more professional.
Qs#7
After completing his full movie, the student reflects on what he has learned compared to his preliminary task. In his preliminary task, he only knew basic camera handling and shots but had no screenplay or proper dialog. This led to difficulties like his actor not knowing what to say. Additionally, he did not have a tripod and the audio had loud background noise drowning out dialog. However, for his full movie, he conducted research like making a storyboard and shot list. He used better camera equipment which allowed HD video and clearer sound. He also employed techniques like depth of field and used a lapel mic to improve audio quality. Having a screenplay meant the actors knew their lines, improving the film overall.
Evaluation Question#7
The student learned several important improvements from their preliminary task to the full product. In the preliminary task, they only knew basic shots and had no screenplay or proper dialogues. This led to difficulties like the actors not knowing what to say and loud background noise obscuring dialogues. For the full product, the student did extensive research like making a storyboard and shot list. They also upgraded their camera equipment and used a microphone to improve audio quality. By implementing depth of field and having a screenplay, the dialogues were clearer and the actors knew their lines, representing significant improvements over the preliminary task.
Q6
The document discusses technologies and skills learned during the process of making a media product. It covers filming techniques like using a tripod and lighting; editing skills like storyboarding, multi-trimming, and keeping original clips; sound editing like fading music in and out and adding background noise; and titling like font, color, positioning and timing. The creator learned the importance of steady footage, filming scenes multiple times, editing in sections, and ensuring titles are clear and timed properly. Overall the document reflects on the technical skills and knowledge gained from creating a media production.
Prelim evaluation
1) The document describes the filmmaker's original idea for their preliminary film project, which involved a hostage situation in a car.
2) They then decided to create a new script about a businesswoman keeping her sister hostage after realizing the original plan would not be as effective.
3) While filming, the filmmaker focused on incorporating different shots like shot reverse shot but struggled with following the 180 degree rule, which caused some confusion at the end.
Presentation evaluation
The document discusses the author's experience giving a class presentation. They wrote notes on the strengths and weaknesses of their work to help structure their presentation. However, when presenting, they were very nervous and forgot parts of their prepared script. Though they described their work clearly, their voice got quieter and they glossed over some details. Based on this experience, the author plans to be more prepared with visual aids for future presentations to help with confidence and staying calm. Feedback suggested they speak louder and more in depth about their work, while also holding materials so others could see. Overall it was a good first presentation, but nerves hindered their ability to fully explain ideas.
Media preliminary task evaluation
The document summarizes the results of a preliminary media task evaluation. It notes that some things went well, including that the script did not need changing, the actors knew their lines and completed all shots in one or two takes. Something that did not go well was finding a room to film in, as they had to wait for a classroom to become available. Overall, the production process was efficient aside from some minor issues like background noise. Feedback suggested using a tripod to avoid shakiness, adding background music, and improving the ending in future tasks.
Editing diary
The student was assigned to create a thriller movie trailer for class. They had to do research on thriller film conventions before beginning production. While initially unsure how to use the video editing software, the student learned techniques by watching tutorial videos and receiving help from their teacher. They created a logo for their production company and organized their video clips into folders to stay organized during the editing process. The student edited scenes, added effects and audio, and shortened parts to make the trailer fast-paced and dramatic as required for the thriller genre.
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Similar to Development diary fmp film weeek five part two
Prelim task evaluation
The student found generating ideas and scripting came easily. Some issues arose during filming with low camera light and actor laughter, but these were overcome. Editing required finding suitable background music and cutting actor mistakes. Reflecting, the student would create a storyboard first and ensure the script is followed exactly. They would also make the background music slightly quieter to better hear the actors. Overall classmates provided positive feedback, noting the need to balance audio levels between music and dialogue.
production diary
This production diary details Hope Smith's work over 13 weeks to create a short horror film for a class project. In the initial weeks, Hope conducted research on horror films, artists, and psychological concepts to inform her project. She created surveys and analyzed responses to learn about audience interests. During planning, Hope storyboarded shots and created floor plans, equipment lists, and character designs. Principal filming occurred in Week 9, though reshoots were needed. Weeks 10-12 focused on editing, color grading, and transitions. In the final weeks, Hope added audio effects, end credits, and other finishing touches before exporting the completed film.
FMP pre production
Adam is planning the cinematography for his film project. He notes that the lighting will be challenging as it involves bright colors in dark settings. He wants the scene to feel like one continuous shot so lighting placement is important. Primary colors like red, green and blue will be used to reference Dario Argento films and create an unnatural, sinister atmosphere. Due to lockdown, Adam has had to change his plans and will not be able to use actors other than family. He will edit in color filters instead of using colored lighting gels. His goal is to still achieve a similar visual result despite not being able to execute his original vision.
Production Reflection FMP Year 2
Harry Morton produced a short film over 4 weeks. In week 1, he filmed initial scenes but had to reshoot some parts due to background issues. He created opening credits using transparent font. In week 2, he created posters in Photoshop and finished principal filming. In week 3, he edited footage, added audio, and created a second poster. In week 4, he made trailers by syncing clips to music, applying color effects, and creating animated title cards. He also did pickup shots to improve continuity.
Evaluation question 1
The document provides details about the opening sequences, titles, credits, locations, costumes, props, camera work, editing, fonts, and genres used in the film "An Epic Love Story." The film uses the student's home and school as locations. It features casual clothing for costumes. Props include glasses borrowed from the student's dad and books carried by the main characters. The student received help with camera work from their dad and used video editing software to edit the film. The opening sequence introduces the title without dialogue to set up the romantic story, suggesting the genre is romantic comedy through the romantic interaction between the main characters.
Evaluation question 1
The document provides an evaluation of a student film project. It summarizes the key elements of the student's film including:
- The title of the film "An Epic Love Story" is shown at the beginning rather than the end.
- Titles are shown after the name of the film rather than during an opening sequence.
- Credits are kept in a larger font for readability.
- The film was shot at the student's home and school due to limited resources. Costumes were casual clothes and props included glasses and school books.
- The student received help with camera work but edited the film using video editing software and added background music.
- The opening sequence sets up
Question 7
The document summarizes the tasks completed for a film project on "Life on Mars". It describes copying scenes from the TV show to learn camera techniques. It then discusses planning shots and storyboarding scenes. Final tasks included editing the film opening, where the importance of intriguing audiences and establishing genre in the first few minutes was learned. Though challenging, creating the opening helped improve filmmaking skills and gain knowledge about the filmmaking process.
Question 7
The document summarizes the tasks completed for a film project on "Life on Mars". It describes copying scenes from the TV show to learn camera techniques. It then discusses planning shots and storyboarding scenes. Final tasks included editing the film opening, where the importance of intriguing audiences and establishing genre in the first few minutes was learned. Though challenging, creating the opening helped improve filmmaking skills and gain knowledge about the filmmaking process.
Question 7
The document summarizes the tasks completed for a film project on "Life on Mars". It describes copying scenes from the TV show to learn camera techniques. It then discusses planning shots and storyboarding scenes. Final tasks included editing the film opening, where the importance of intriguing audiences and establishing genre in the first few minutes was learned. Though challenging, creating the opening helped improve filmmaking skills and gain knowledge about the filmmaking process.
Evaluation
Ross created a short film for his final project. He began by brainstorming ideas and creating a production schedule. Then he wrote a script and proposal describing his film. Ross felt the interrogation and flashback scenes went well because the team worked cooperatively. However, he started filming late and had to change some scenes, which didn't always improve the original plans. Ross was happy with his project overall but thinks he could have added more special effects and started earlier to allow more editing time. He learned new skills in Premiere Pro, camera angles, and camera usage.
6. evaluation sf 2017
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.
Music video process log
The document provides guidance for tracking the production process of a music video. It is broken into two sections - Filming and Editing.
For the Filming section, the student describes some technical challenges with the camera battery life and using a tripod. Location was not an issue as filming took place in the studio. The cast and crew of three people worked well together. Planning with a storyboard helped but some additional shots were added. Some reshoots were needed to fix out of focus shots.
For the Editing section, footage and audio were properly stored and organized. Transitions were added and clips were refined to better match the song. Color correction was applied to most clips in the form of a '
Question 7
The document summarizes the student's progression and learning from preliminary filmmaking tasks to creating a full film opening scene. It discusses the various tasks completed along the way, including copying scenes from Life on Mars to learn camera techniques, storyboarding, and editing. Through these exercises, the student gained skills in shooting, lighting, editing, adding titles and effects, and incorporating film techniques. For the opening scene task, the student applied these new skills but also learned the importance of intriguing audiences, establishing characters and genre, and ending on a cliffhanger to motivate further viewing. Though challenging, the process helped the student better understand filmmaking.
Evaluation
The filmmaker evaluates their short film project. They believe the editing and soundtrack were strengths, making the film look professional. However, production was disorganized, with planned shots missed due to scheduling issues. If they were to remake the film, the filmmaker would improve the script, filming quality, organization, and continuity to create a higher quality, more professional product. Overall, they gained skills like planning, improvisation, and editing, but feel the project could have gone more smoothly with teamwork improvements.
4. Production Experiments
The document summarizes experiments the author conducted with camera angles, editing software, color correction, and sound editing. For the camera experiment, the author practiced different angles, handheld shots, and lighting. In the editing experiment, the author edited together various shots on Premier Pro and added transitions, titles, and color correction. For color, the author adjusted hues in Premier Pro to create different moods. In sound editing on Audition, the author adjusted volume, trimmed audio, and edited multiple tracks together. The author intends to apply techniques from these experiments, like varied angles, transitions, and subtle color/sound adjustments, to their final film project.
Prelim task evaluation
The filmmaker found getting ideas and scripting easy, while storyboarding was difficult since it was done after filming. During filming, there were some issues with lighting and actors laughing that required re-shooting and editing out. Editing involved finding suitable music, cutting extra footage, and adjusting audio levels. If repeating the task, the filmmaker would storyboard first and ensure the script is followed word for word, while keeping the same actors but changing the setting.
Question 7
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
7. evaluation
The student received peer feedback on their final product, a short horror film titled "Stalker." The peer feedback praised aspects of the film such as the effective color grading that created atmosphere, the ominous music score, and the intimidating gas mask worn by the killer. However, the peer also noted some areas for improvement, such as parts where the main character's voice was drowned out by the music, unclear scenes that needed more explanation, and some slow-paced visuals that could have benefited from cut scenes to the killer. The student agreed with portions of the feedback, acknowledging room for improving audio clarity and pacing in some scenes.
Rough edit evaluation
The document discusses the creator's rough edit of a music video. After planning, filming, and editing, the creator had different ideas than the original storyboard and changed elements during editing. Some shots did not work out as planned and extra shots were filmed to fill gaps. The rough edit was done without transitions or effects to get a simple view first. There was a lack of some clips due to deleting them during import, which the creator regrets. The rough edit changed the story in a simpler way than originally planned.
Fmp reflections
This document summarizes a student's work on their Final Major Project (FMP) over several weeks. It includes:
- Initial plans for a fashion magazine FMP were changed to a music video due to financial constraints.
- Time was spent redoing planning and research for the new music video project.
- Early filming included shots at a park of two characters on swings and a roundabout to portray them having fun.
- Footage was edited and color graded in Premiere Pro to brighten the darker clips.
- A script was written for an intro skit but it was unable to be filmed due to scheduling issues.
- A "confetti scene" was
Similar to Development diary fmp film weeek five part two (20)
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Fmp context
This document contains biographies of several famous comedians from the silent film era: Charlie Chaplin, Harold Lloyd, Laurel and Hardy, and Marie Dressler. It discusses their careers and influential films. The document influences the writer because they want to be both an actor and director like these early comedy pioneers, and focus on physical comedy and facial expressions without dialogue.
Problem solvings
Jack plans to film a slapstick comedy short film over Easter holiday at Rowntree Park in York. He has created a schedule that includes warm-up, filming, and break times. Potential issues include weather affecting outdoor filming locations and interrupting members of the public. Jack has backup indoor rehearsal space and outdoor park locations in case of problems. He will provide transportation and refreshments for his actors and crew.
Fmp context
This document contains summaries of several famous comedians from the silent film era: Charlie Chaplin, Harold Lloyd, Laurel and Hardy, and Marie Dressler. It describes their backgrounds, careers, notable films, and commercial successes. The author indicates they are interested in being both an actor and director of comedic films without dialogue, and cites Chaplin and Dressler as influences for their physical comedy skills and ability to convey emotion through body language and facial expressions.
Fmp proposal (checked) 2
Jack Bevens proposes creating his first comedy silent film called "Flirt!" to develop his skills in a new genre. He will explore slapstick comedy through scenarios of couples competitively showing affection. Some planned physical comedy includes slapping, kicking, hair pulling and falling. Research on silent films and slapstick will help him learn techniques while avoiding injuries. He will seek actors for melodramatic and exaggerated performances. Feedback from audiences on YouTube will help Jack evaluate and improve his filmmaking skills going forward.
Problem solvings
This document discusses planning for a slapstick comedy film shoot. It addresses:
- Ensuring slapstick scenes look realistic without harming actors by rehearsing and using camera angles.
- Potential issues of filming outdoors like weather, noise, and dirtying actors' clothes.
- Having backup actor groups in case of dropouts and old clothes/shoes for physical scenes.
- Transport for actors, parking, and lunch/breaks to keep energy up.
- Safety by a river and facilities at the filming location, Rowntree Park.
- Budgeting time, roles, and following health and safety procedures.
Reflection journal week three (checked)
The student continued researching melodrama and slapstick comedy for their pre-production. They discovered actress Marie Dressler who influenced them with her physical acting style and melodramatic flair. The student also considered asking either Deaf friends or performing arts students to act in their film, but were nervous about communicating with hearing students without an interpreter. After discussing intimacy guidelines with a friend who studied performing arts, the student agreed they must respect actors' decisions regarding kissing. The student struggled to find information on safely executing slapstick stunts and comedy. They are now happy with the research collected from various sources without needing to make up information.
Research
Jack Bevens conducted surveys to gather ideas for his comedy film. He received answers about embarrassing situations and slapstick comedy that gave him ideas for scenes involving characters failing in amusing ways while trying to impress each other, such as one character slamming their head on a table. Bevens researched melodramatic acting styles seen in films like Young Frankenstein to incorporate exaggerated facial expressions and body language into his characters. He also looked at slapstick scenes from Charlie Chaplin films for physical comedy ideas. Bevens will focus on rehearsing with his actors to skillfully incorporate melodrama, physical comedy, and protecting against real injuries into his film.
Reflection journal week two (checked)
The student conducted research for their romantic comedy silent film. They explored melodrama and slapstick comedy styles that would suit the film. The student watched films by Charlie Chaplin and Harold Lloyd to understand physical comedy and stunts, realizing the actors in those films were professionals while the student's actors were not. The student also researched screen kissing conventions and learned that actors have the right to accept or decline kissing scenes. The student created a survey to gather audience feedback but realized some responses may have been fabricated.
Aesthetica film festival 2019
The document summarizes the author's experience at the Aesthetica Film Festival in York on November 8, 2019. They watched several short films in different genres, including fashion, drama, and comedy. The first films they saw were fashion shorts that used fast editing and music to showcase clothing without words. Later, they enjoyed drama films for their emotional storytelling through facial expressions and body language. The author was glad to learn filmmaking techniques from the professional shorts that will help with creating their own drama and comedy films in the future at university.
Screenshot
Jack Bevens is applying to several universities through their individual application systems called ILP and through the centralized application system called UCAS. He is submitting applications to multiple schools to increase his chances of acceptance as the programs he is interested in are competitive. The document shows he has started applications to 4 schools under each system but not fully submitted them yet.
Reflection journal week one (checked)
The student reflects on their first week developing a comedy film proposal. They initially proposed an idea about a couple meeting the boyfriend's family where the ex is present, but the tutor suggested an alternative idea about two men trying to impress a lesbian woman. The student struggled with understanding feedback to improve their proposal but aims to read questions more carefully. They also researched physical comedy techniques of influential comedians to incorporate melodrama and slapstick without dialogue. The student discovered a book on romantic comedies of the early 1900s and wants to discuss including kissing scenes with their tutor given college rules.
Research
Jack Bevens is researching and planning for a romantic comedy silent film involving melodramatic acting styles and slapstick comedy. He watched films like Young Frankenstein and Charlie Chaplin's Tillie's Punctured Romance for inspiration on using exaggerated body language, facial expressions, and physical comedy. Bevens will focus on rehearsing these elements with his actors and ensuring any intimate scenes like kissing are performed safely and consensually. Research on theatrical intimacy guidelines will help him discuss boundaries with actors and find alternatives if needed. Overall, the document discusses Bevens' research process for developing over-the-top melodramatic characters and slapstick scenes for his silent comedy.
Fmp context
This document contains summaries of several comedians from film history:
- Charlie Chaplin was a British comedian actor and filmmaker known for his slapstick films without dialogue from the 1910s-1930s such as The Kid, The Gold Rush, and Modern Times.
- Harold Lloyd was an American comedian actor and stunt performer who made nearly 200 films between 1914-1947 and found great success in the 1920s with films like Safety Last! and The Freshman.
- Laurel and Hardy were a famous comedy duo from the 1920s-1950s known for their slapstick short films where Oliver Hardy was more sensible and Stan Laurel was childlike.
Fmp proposal (final)
Jack Bevens proposes creating his first comedy silent film. He has developed filmmaking skills over the past two years making horror films. A comedy silent film allows him to use exaggerated body language and facial expressions without dialogue, which is important as he is deaf. He will focus on melodramatic and slapstick acting. Jack plans to find deaf actor friends or contact local theatre groups. He will get feedback by sharing the film online and through development diaries to improve his filmmaking skills, especially working with hearing actors.
Web series
Here are some key points from your planning documents:
- You want to create a video without dialogue to focus on visual storytelling through shots and camera movements.
- Your influences include videos that use slow motion, close-ups, zoom, focus changes to attract the viewer and make them want to experience what's on screen.
- You will film in coffee shops in York to showcase their historic buildings and coffee/cake making processes.
- Your storyboard explores shots inside and outside shops, of baristas making drinks and guests enjoying food, using tracking, panning, dolly, spinning circles between scenes.
- You will experiment with new camera skills like spinning circles and handheld shots while also using techniques from
Unit 12 two
The document discusses the history and genres of comedy films. It provides information on the first comedy film created in 1895 and defines several subgenres of comedy like slapstick, black comedy, and romantic comedy. Examples are given of both vintage comedy films from the early 20th century starring Charlie Chaplin and Laurel & Hardy, as well as contemporary silent comedy films from the 2000s. The document also examines why people enjoy watching comedy and its potential benefits for mental health.
Comedy movie essay (spelling and grammar)
Silent films have changed significantly over the past century due to advances in technology. The Kid (1921) used limited camera techniques and had no sound or color, while The Artist (2011) utilized modern camera movements, special effects, and sound despite being a black-and-white silent film. Early silent films told stories through only physical acting and intertitles, while later ones could incorporate more visual elements through improved cameras, lighting, editing, and animation. The development of sound in the late 1920s marked the transition between solely silent films to "talkies," changing the medium.
Unit 12 two
Here are the key tools I would recommend for your comedy silent film project:
- A digital video camera that can shoot in black and white - Many modern cameras have filters to achieve a black and white "vintage" look.
- Basic lighting equipment - Lights are essential for shooting without sound to clearly see facial expressions and physical comedy.
- Editing software - You'll need software like Final Cut Pro or Adobe Premiere to assemble your silent film. Look for titles/effects that enhance the silent era aesthetic.
- Sound design software - While it's a silent film, basic sound effects and a score will enhance the viewing experience. Audacity is a free, basic option.
- Storyboarding
Web series
Here are some key points from your planning documents:
- You want to create a video without dialogue to focus on visual storytelling through shots and camera movements.
- Your influences include videos that use slow motion, close-ups, zoom, focus changes to attract the viewer and make them want to experience what's on screen.
- You will film in coffee shops in York to showcase their historic buildings and coffee/cake making processes.
- Your storyboard outlines shots of the shop interior, guests ordering/eating, baristas making drinks, and close-ups of the food/drinks.
- You plan to experiment with camera movements like panning, tracking, dolly, spinning circles, and blending shots
Web series
The document summarizes several YouTube channels focused on food and drink:
- Two men travel around Europe visiting coffee shops and interviewing owners for their channel.
- A boy reviews chicken from different shops around his local area, wearing his school uniform.
- A woman owns a cake shop and creates over a thousand videos showing how to make different cakes.
The summaries provide an overview of the content, filming style, target audiences, and production values of each channel. Common techniques like close-ups, slow motion, and comedy are discussed. The document also lists potential coffee shops and bakeries to visit in York for inspiration.
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Development diary fmp film weeek five part two
- 1. Development Diary – FMP Film – Week Five Part Two Production Reflection Part One I finished the filming on last weekends and this week I started the editing the film. I used the softwarecalled Premiere, I watched all my footage and I decided to select some best scenes to use for the project. I was shocked with my shots becausesome scenes werefilmed at an angle, the camera was titled. My tutor asked me to do the filming again but I disagreed because I don’t want to be stressing becauseI havenot enough time to edit in three weeks. I am happy with some shots becausethey are perfect and clear. However, one problem is the actors because they weren’tfollowing the lines and make up their lines. In the editing, I create the subtitles and I mustfollow whatthe actors said. I create the subtitles and I decided to put different colours each the characters for the audience to know who is talking. I had orange, pink, purple and blue. At the first, I put normalcolour on the subtitles but when the subtitles on the screen and it was difficult to read because the background arebright than the subtitles. I was back at the subtitles edit and I want to put the white glow on it because it can make read more clearly. Now I am continue to add the subtitles and they look amazing colourful. I mustbe carefulwith edit the subtitles because I wantto same colour and font. If I don’tand they will look messy and not professional. Before the subtitles, I was finish with editing my footageand its total 7 minutes shortfilm. I showed to my tutor to watch my film and I received some feedback. My beginning credit was so slow because I lit each the 13 candles “Happy Birthday” with names and it look like from old film who had long credit at the beginning. I will editing shortcredit and I will editing the long credit at the ending. Also the start scene of the teenage group chatting had long scene. I will chop and removesome scenes to better and quick scenes. I must create my film maximum 5 minutes becauseI must follow to my tutor’s decision. Also my credits were not looking professionalbecausemy kitchen knife stab the cake and won’tstay still. I need to put toothpick in the cake and behind the knife to stop be falling over. I need to add the blood on the cakeand cover the knife to make look so terrifying. I decided to film the cakeagain because I want
- 2. my credits look professionaland that is easy and quick filming at that part the cake.