Director’s Journal
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The director plays a significant role in all stages of film production by leading the production crew and ensuring the successful delivery of the final product. While working individually on a school project, the author found it challenging to manage their time and prioritize tasks, feeling pressure when work piled up. As director, they realized the importance of clearly communicating their vision and experimented with different animation techniques before choosing stop-motion, which allowed them to complete their short film on time.
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Evaluation question 7...
The document discusses the skills the author has developed from the preliminary project to completing the opening title sequence. Some of the key skills developed include filming techniques like framing shots and camera movements, editing software like Premier Pro and After Effects, collaboration and teamwork, and the ability to work independently. The author notes improvements in areas like reducing jump cuts, adding advanced effects, and distributing tasks when a team member was missing. Overall, the author feels more confident in their abilities to create, film, and edit an opening title sequence.
Question 7
Looking back on your preliminary task, what do you feel you have learnt in the progression from it to the full product ?
Evaluation question 6
Through constructing this product, the student has learned about various technologies. Blogger allowed uploading of work and different posts for production and evaluation. SlideShare was used to upload and embed powerpoints. Photoshop was primarily used for design work on the cover, contents page, and double page spread, utilizing tools to edit text, photos, shapes, and blending options. Quark was used to add article text to the double page spread and include a drop cap. Overall, the project developed the student's knowledge and abilities in these technologies.
2. fmp research
The document outlines the planning and development for a short documentary about a snooker player's rise to success. It includes:
- A mood board of inspirational images related to snooker to help visualize shots.
- Potential interview questions to ask the snooker player and others involved.
- Planning of roles for the snooker player, friends/family, coach and interviewer.
- Font and color scheme selections to resemble snooker and contrast visually.
- A production schedule with milestones to track progress toward the deadline.
Planning guide generic
This document provides guidance for planning a practical project. It includes sections for idea generation, research, approaches, techniques, conventions, opportunities and restrictions. The creator has chosen to make a documentary style YouTube video comparing car design over time from the 1970s to concepts for the future. They will film in their garage and driveway using a microphone, camera and tripod. Contingency plans are included in case of issues with locations, equipment or personnel.
Evaluation question 6
The document discusses several technologies the author learned about through creating a magazine product. The author used Photoshop to create the front cover, adding textures and effects. Quark was used for the contents page to lay out text and import images from Photoshop. The author found Prezi useful for presenting work in an engaging way with animations. In taking photos for the magazine with a Canon camera, the author learned to take multiple shots and blend images to find the best one for pages.
My preliminary task
The document summarizes Abdullahi Mohammed's preliminary editing task using Final Cut Pro. It explains that the task enabled him to learn new skills with the software and gain familiarity that could allow him to take over editing duties if needed. Through the task, he was able to use different camera angles and add soundtracks and effects like the blade tool, earthquake effect, and non-diegetic sounds to scenes. He also learned how to add credits at the end of the short film.
Creative Pitch Idea
The document outlines a plan to create a 5-minute promotional film for a new building. It will include footage and photographs throughout the building, interviews with staff and artists, and will be edited together with unnecessary parts removed. Once complete, the film will be used to promote the building and Creative Thinking by posting on their website and Facebook page.
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Evaluation question 7...
The document discusses the skills the author has developed from the preliminary project to completing the opening title sequence. Some of the key skills developed include filming techniques like framing shots and camera movements, editing software like Premier Pro and After Effects, collaboration and teamwork, and the ability to work independently. The author notes improvements in areas like reducing jump cuts, adding advanced effects, and distributing tasks when a team member was missing. Overall, the author feels more confident in their abilities to create, film, and edit an opening title sequence.
Question 7
Looking back on your preliminary task, what do you feel you have learnt in the progression from it to the full product ?
Evaluation question 6
Through constructing this product, the student has learned about various technologies. Blogger allowed uploading of work and different posts for production and evaluation. SlideShare was used to upload and embed powerpoints. Photoshop was primarily used for design work on the cover, contents page, and double page spread, utilizing tools to edit text, photos, shapes, and blending options. Quark was used to add article text to the double page spread and include a drop cap. Overall, the project developed the student's knowledge and abilities in these technologies.
2. fmp research
The document outlines the planning and development for a short documentary about a snooker player's rise to success. It includes:
- A mood board of inspirational images related to snooker to help visualize shots.
- Potential interview questions to ask the snooker player and others involved.
- Planning of roles for the snooker player, friends/family, coach and interviewer.
- Font and color scheme selections to resemble snooker and contrast visually.
- A production schedule with milestones to track progress toward the deadline.
Planning guide generic
This document provides guidance for planning a practical project. It includes sections for idea generation, research, approaches, techniques, conventions, opportunities and restrictions. The creator has chosen to make a documentary style YouTube video comparing car design over time from the 1970s to concepts for the future. They will film in their garage and driveway using a microphone, camera and tripod. Contingency plans are included in case of issues with locations, equipment or personnel.
Evaluation question 6
The document discusses several technologies the author learned about through creating a magazine product. The author used Photoshop to create the front cover, adding textures and effects. Quark was used for the contents page to lay out text and import images from Photoshop. The author found Prezi useful for presenting work in an engaging way with animations. In taking photos for the magazine with a Canon camera, the author learned to take multiple shots and blend images to find the best one for pages.
My preliminary task
The document summarizes Abdullahi Mohammed's preliminary editing task using Final Cut Pro. It explains that the task enabled him to learn new skills with the software and gain familiarity that could allow him to take over editing duties if needed. Through the task, he was able to use different camera angles and add soundtracks and effects like the blade tool, earthquake effect, and non-diegetic sounds to scenes. He also learned how to add credits at the end of the short film.
Creative Pitch Idea
The document outlines a plan to create a 5-minute promotional film for a new building. It will include footage and photographs throughout the building, interviews with staff and artists, and will be edited together with unnecessary parts removed. Once complete, the film will be used to promote the building and Creative Thinking by posting on their website and Facebook page.
L3 cmpt y2 evaluation
This document provides an evaluation template for a student to evaluate their projects from their second year of study in creative media production and technology. The template guides the student through describing the aims and development of their project, their personal response to working on it, an evaluation of strengths and weaknesses, an analysis, and an action plan for future improvements. It prompts the student to consider technical skills as well as soft skills like organization, time management, and communication.
Skills Audit
Jennifer conducted a personal skills audit to assess the skills she developed during her AS coursework and how she will apply them to her A2 project. She learned to use video cameras, tripods, editing software like Final Cut, Photoshop, and Garageband. These skills allowed her to film, edit, and add music to her opening sequence. Her time management skills helped her complete tasks on deadline. She analyzed films to take inspiration from conventions and applied them to her work. For her A2 project, she will build on these skills like improved camerawork, editing techniques, and analyzing other media texts to inform her creativity.
Evaluation789789679
The student evaluated their production of a game, noting they learned new skills in Illustrator including the pen tool. While they completed tasks on schedule, their time management could be improved as some idea generation and research was late by a day or two. User survey feedback indicated keeping the original character design rather than adding futuristic elements, so the student kept the original design which testers preferred. Overall the student was pleased with their work completing the tasks and final presentation.
Evaluation Question 7
The student conducted research early in the process which helped in choosing costumes, camera shots, and other elements more effectively. Their prelim project allowed them to see which shots worked and which did not, helping them select the best shots for their final piece. They improved aspects like steady camera shots, lighting, locations, actors, credits, and sound quality compared to their prelim based on lessons learned. Overall, the student feels their final piece is a vast improvement over their prelim due to developing skills that allowed for more adventurous ideas and learning from past mistakes.
Fateh Khaled Audit AS
The document summarizes Fateh Khaled's research and planning for an opening title sequence media project. It describes how Fateh analyzed three thriller title sequences to understand their representation, camera work, sound, editing, and mise-en-scene. Fateh also analyzed previous student projects to identify successful and weak aspects. Extensive pre-production included creating a shot list and risk assessment to plan filming. The goal of Fateh's research was to understand how to construct an effective thriller opening title sequence.
What have you learnt about the process of
The document discusses the skills and knowledge gained by the author in constructing a video product. They used a prime lens camera which allowed for selective focus shots. Software like Final Cut Express and Photoshop were used to edit video and create logos, teaching the author how to utilize features and effects. Multiple devices were used for filming like a Canon camera and tripod, though lighting and close-up shots presented challenges. Organization of actors, a shot plan, and risk assessment supported the production process. Creative tools like fonts and sound effects were sourced online. Practice shots helped develop filming skills while efficient editing supported post-production.
Lesson 3 storyboarding as planning
The document provides instructions for students to create a storyboard demonstrating their edit planning skills. It outlines several tasks for students: 1) explaining storyboard panel designs to a partner, 2) storyboarding a clip using taught editing techniques in pairs, and 3) drawing out their script page individually. Students will then peer assess each other's storyboards based on the aims of demonstrating edit planning, including interesting techniques, and creating a near-professional storyboard. The storyboarding process allows students to plan shots and editing for their films.
Self evaluation
The document describes the skills learned and challenges faced during the production of a film. The individual learned skills for working in a group, such as teamwork, planning, and leadership. Technical skills like operating cameras and editing software were also acquired. Challenges included a group member leaving, changing the film idea late, and dealing with weather issues during shooting. Lessons learned were that film production takes a long time, and better planning of schedules and ideas is needed for future projects.
Lesson 3 storyboarding as edit planning
- The document discusses storyboarding as a planning tool for filmmaking. It provides learning aims and activities to help students understand storyboarding and editing techniques.
- Students are tasked with explaining their filming plans to partners, discussing different styles of international filmmaking, listing editing techniques, and storyboarding their own script using what they've learned.
- The storyboarding process involves re-reading scripts and can draw on production/post-production resources for guidance, with the goal of creating near-professional storyboards that demonstrate edit planning and techniques.
Feedback power point
The document outlines the process for a film studies class to provide peer feedback on each group's rough cut film project. Students will take turns screening their short films for other groups, who will then critically analyze and provide constructive written feedback to help improve the films. Afterwards, each group will discuss the feedback with their teacher to help further refine their projects.
Director's Journal
The director is responsible for leading all aspects of a film production from pre-production through post-production to fulfill their vision. Their role is to provide clear instructions and direction to ensure the story is effectively translated from page to screen. Taking on the director role for a student film project, the document outlines some of the many responsibilities involved such as developing the story, organizing locations and crew, and directing during filming. Problems like last minute location changes require directors to problem solve and think on their feet. The experience taught the director that the role is challenging but enjoyable if managed well.
Personal Skills Audit
Graham outlines the skills he developed in his AS media studies project, including operating a camera, using audio editing software, and researching film openings. He contributed as the sound editor and created a melancholic soundtrack. In A2, Graham plans to focus on refining his editing and sound engineering skills. He analyzed the opening of Kiss Kiss Bang Bang and took inspiration from its gunshot animation. Graham strived to be open-minded and creative with ideas, though also adhered to some conventions. He will take on more leadership roles involving costumes, props, and video ideas.
Evaluation Q7
The student learned several new techniques and improved existing skills when progressing from their preliminary task to the final product. They improved their focus pull technique to ensure a clear image. They also gained experience with camera angles, match on action shots, and following the 180 degree rule. Additional skills like editing techniques using Adobe software, color correction, and camera work that were practiced in the preliminary helped strengthen the quality of the final product.
Editing note kiran
The filmmaker used slow-paced editing throughout their suspense film "The Blind Case" to create suspense, with transitions of dip to black and dissolve. They used Final Draft 8 software for the screenplay and Adobe Premiere Pro CS6 for editing the film, which provided a good learning experience.
Question 7
This document discusses the learning process from a preliminary task to a full product. It notes that for the full product, more aspects of the topic were evaluated, including testing fonts, sketches, and props. Time was better planned to allow for research, planning and evaluations rather than last minute work. New skills in Photoshop and InDesign were developed for the full product, including using tools like the magnetic lasso, clone stamp, picture box and type tools that weren't used in the preliminary task.
Evaluation question 6
I learned several techniques for using a video camera to shoot scenes for my thriller sequence, including different shots and lighting effects to set the dark tone. I also used anti-shake and motion capture features to avoid shaky footage that would ruin the effect. Using iMovie to edit was challenging at first but I learned how to cut unwanted clips, add sound effects, and edit title cards into each clip without overlapping motions or jumbling scenes. The iMac made the editing and production process easier by allowing me to work on my blog at the same time as editing.
Question 6
Kedeidra Joyce learned several skills and technologies when constructing various media products. She improved her skills in Photoshop, specifically cutting out backgrounds in photos using anchor points. She also learned how to upload different file types like pictures, videos, and presentations to Blogger. When taking photos with a Nikon DSLR camera, she learned about lighting techniques and different shots. Spider Scribe allowed her to create a mind map layout for her magazine proposal. While Illustrator was difficult to learn initially, she was able to create a shaded masthead. InDesign proved more challenging than Photoshop but she learned how to properly drag and drop images and resize them.
Soundtrack planning workshop
This document provides guidance for students working on planning and recording soundtracks for interactive films. It informs students that they have 4 weeks to complete the project and outlines different planning tasks they need to undertake, including creating audio, foley, and ADR plans and finding props. Students are instructed to identify remaining work and record foley if possible. The goal is for students to make progress on their individual soundtracks through planning and recording work.
What have you learnt about technologies from the process of constructing this...
Through constructing this product, the author learned several new technologies. They had to learn how to use a camera properly, focus it manually or use automatic focus. They also learned how to use Photoshop through trial and error to edit photos. Additionally, they became familiar with Mac computers and their temperamental nature. The author learned lighting techniques like using umbrellas and backdrops to achieve different lighting effects. Finally, they figured out how to create a blog and use platforms like Slideshare and Prezi to showcase their work in a visually interesting way beyond just text.
Evaluation 7
1. The document discusses what the author has learned throughout creating a film opening project.
2. Key skills developed include editing, filming, directing, and understanding different roles. Editing skills improved through learning to use Adobe Premiere and synchronize footage and music.
3. Following techniques like the 180 degree rule, storyboarding, and filming excessive footage helped improve the quality and success of the final product. Attention to detail was also important.
Question 4 Evaluation
The document outlines the various media technologies used by Rhiannon Jenkins throughout the research, planning, construction, and evaluation stages of creating a trailer and two ancillary tasks. These include hardware such as cameras, voice recorders, and computers, as well as software like Photoshop, Premiere Pro, PowerPoint, and online tools such as YouTube, Blogger, and SurveyMonkey. Each technology is described in the context of how it was used at different stages of the project.
7. evaluation(improved)
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.
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L3 cmpt y2 evaluation
This document provides an evaluation template for a student to evaluate their projects from their second year of study in creative media production and technology. The template guides the student through describing the aims and development of their project, their personal response to working on it, an evaluation of strengths and weaknesses, an analysis, and an action plan for future improvements. It prompts the student to consider technical skills as well as soft skills like organization, time management, and communication.
Skills Audit
Jennifer conducted a personal skills audit to assess the skills she developed during her AS coursework and how she will apply them to her A2 project. She learned to use video cameras, tripods, editing software like Final Cut, Photoshop, and Garageband. These skills allowed her to film, edit, and add music to her opening sequence. Her time management skills helped her complete tasks on deadline. She analyzed films to take inspiration from conventions and applied them to her work. For her A2 project, she will build on these skills like improved camerawork, editing techniques, and analyzing other media texts to inform her creativity.
Evaluation789789679
The student evaluated their production of a game, noting they learned new skills in Illustrator including the pen tool. While they completed tasks on schedule, their time management could be improved as some idea generation and research was late by a day or two. User survey feedback indicated keeping the original character design rather than adding futuristic elements, so the student kept the original design which testers preferred. Overall the student was pleased with their work completing the tasks and final presentation.
Evaluation Question 7
The student conducted research early in the process which helped in choosing costumes, camera shots, and other elements more effectively. Their prelim project allowed them to see which shots worked and which did not, helping them select the best shots for their final piece. They improved aspects like steady camera shots, lighting, locations, actors, credits, and sound quality compared to their prelim based on lessons learned. Overall, the student feels their final piece is a vast improvement over their prelim due to developing skills that allowed for more adventurous ideas and learning from past mistakes.
Fateh Khaled Audit AS
The document summarizes Fateh Khaled's research and planning for an opening title sequence media project. It describes how Fateh analyzed three thriller title sequences to understand their representation, camera work, sound, editing, and mise-en-scene. Fateh also analyzed previous student projects to identify successful and weak aspects. Extensive pre-production included creating a shot list and risk assessment to plan filming. The goal of Fateh's research was to understand how to construct an effective thriller opening title sequence.
What have you learnt about the process of
The document discusses the skills and knowledge gained by the author in constructing a video product. They used a prime lens camera which allowed for selective focus shots. Software like Final Cut Express and Photoshop were used to edit video and create logos, teaching the author how to utilize features and effects. Multiple devices were used for filming like a Canon camera and tripod, though lighting and close-up shots presented challenges. Organization of actors, a shot plan, and risk assessment supported the production process. Creative tools like fonts and sound effects were sourced online. Practice shots helped develop filming skills while efficient editing supported post-production.
Lesson 3 storyboarding as planning
The document provides instructions for students to create a storyboard demonstrating their edit planning skills. It outlines several tasks for students: 1) explaining storyboard panel designs to a partner, 2) storyboarding a clip using taught editing techniques in pairs, and 3) drawing out their script page individually. Students will then peer assess each other's storyboards based on the aims of demonstrating edit planning, including interesting techniques, and creating a near-professional storyboard. The storyboarding process allows students to plan shots and editing for their films.
Self evaluation
The document describes the skills learned and challenges faced during the production of a film. The individual learned skills for working in a group, such as teamwork, planning, and leadership. Technical skills like operating cameras and editing software were also acquired. Challenges included a group member leaving, changing the film idea late, and dealing with weather issues during shooting. Lessons learned were that film production takes a long time, and better planning of schedules and ideas is needed for future projects.
Lesson 3 storyboarding as edit planning
- The document discusses storyboarding as a planning tool for filmmaking. It provides learning aims and activities to help students understand storyboarding and editing techniques.
- Students are tasked with explaining their filming plans to partners, discussing different styles of international filmmaking, listing editing techniques, and storyboarding their own script using what they've learned.
- The storyboarding process involves re-reading scripts and can draw on production/post-production resources for guidance, with the goal of creating near-professional storyboards that demonstrate edit planning and techniques.
Feedback power point
The document outlines the process for a film studies class to provide peer feedback on each group's rough cut film project. Students will take turns screening their short films for other groups, who will then critically analyze and provide constructive written feedback to help improve the films. Afterwards, each group will discuss the feedback with their teacher to help further refine their projects.
Director's Journal
The director is responsible for leading all aspects of a film production from pre-production through post-production to fulfill their vision. Their role is to provide clear instructions and direction to ensure the story is effectively translated from page to screen. Taking on the director role for a student film project, the document outlines some of the many responsibilities involved such as developing the story, organizing locations and crew, and directing during filming. Problems like last minute location changes require directors to problem solve and think on their feet. The experience taught the director that the role is challenging but enjoyable if managed well.
Personal Skills Audit
Graham outlines the skills he developed in his AS media studies project, including operating a camera, using audio editing software, and researching film openings. He contributed as the sound editor and created a melancholic soundtrack. In A2, Graham plans to focus on refining his editing and sound engineering skills. He analyzed the opening of Kiss Kiss Bang Bang and took inspiration from its gunshot animation. Graham strived to be open-minded and creative with ideas, though also adhered to some conventions. He will take on more leadership roles involving costumes, props, and video ideas.
Evaluation Q7
The student learned several new techniques and improved existing skills when progressing from their preliminary task to the final product. They improved their focus pull technique to ensure a clear image. They also gained experience with camera angles, match on action shots, and following the 180 degree rule. Additional skills like editing techniques using Adobe software, color correction, and camera work that were practiced in the preliminary helped strengthen the quality of the final product.
Editing note kiran
The filmmaker used slow-paced editing throughout their suspense film "The Blind Case" to create suspense, with transitions of dip to black and dissolve. They used Final Draft 8 software for the screenplay and Adobe Premiere Pro CS6 for editing the film, which provided a good learning experience.
Question 7
This document discusses the learning process from a preliminary task to a full product. It notes that for the full product, more aspects of the topic were evaluated, including testing fonts, sketches, and props. Time was better planned to allow for research, planning and evaluations rather than last minute work. New skills in Photoshop and InDesign were developed for the full product, including using tools like the magnetic lasso, clone stamp, picture box and type tools that weren't used in the preliminary task.
Evaluation question 6
I learned several techniques for using a video camera to shoot scenes for my thriller sequence, including different shots and lighting effects to set the dark tone. I also used anti-shake and motion capture features to avoid shaky footage that would ruin the effect. Using iMovie to edit was challenging at first but I learned how to cut unwanted clips, add sound effects, and edit title cards into each clip without overlapping motions or jumbling scenes. The iMac made the editing and production process easier by allowing me to work on my blog at the same time as editing.
Question 6
Kedeidra Joyce learned several skills and technologies when constructing various media products. She improved her skills in Photoshop, specifically cutting out backgrounds in photos using anchor points. She also learned how to upload different file types like pictures, videos, and presentations to Blogger. When taking photos with a Nikon DSLR camera, she learned about lighting techniques and different shots. Spider Scribe allowed her to create a mind map layout for her magazine proposal. While Illustrator was difficult to learn initially, she was able to create a shaded masthead. InDesign proved more challenging than Photoshop but she learned how to properly drag and drop images and resize them.
Soundtrack planning workshop
This document provides guidance for students working on planning and recording soundtracks for interactive films. It informs students that they have 4 weeks to complete the project and outlines different planning tasks they need to undertake, including creating audio, foley, and ADR plans and finding props. Students are instructed to identify remaining work and record foley if possible. The goal is for students to make progress on their individual soundtracks through planning and recording work.
What have you learnt about technologies from the process of constructing this...
Through constructing this product, the author learned several new technologies. They had to learn how to use a camera properly, focus it manually or use automatic focus. They also learned how to use Photoshop through trial and error to edit photos. Additionally, they became familiar with Mac computers and their temperamental nature. The author learned lighting techniques like using umbrellas and backdrops to achieve different lighting effects. Finally, they figured out how to create a blog and use platforms like Slideshare and Prezi to showcase their work in a visually interesting way beyond just text.
Evaluation 7
1. The document discusses what the author has learned throughout creating a film opening project.
2. Key skills developed include editing, filming, directing, and understanding different roles. Editing skills improved through learning to use Adobe Premiere and synchronize footage and music.
3. Following techniques like the 180 degree rule, storyboarding, and filming excessive footage helped improve the quality and success of the final product. Attention to detail was also important.
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What have you learnt about technologies from the process of constructing this...
What have you learnt about technologies from the process of constructing this...
Similar to Director’s Journal
Question 4 Evaluation
The document outlines the various media technologies used by Rhiannon Jenkins throughout the research, planning, construction, and evaluation stages of creating a trailer and two ancillary tasks. These include hardware such as cameras, voice recorders, and computers, as well as software like Photoshop, Premiere Pro, PowerPoint, and online tools such as YouTube, Blogger, and SurveyMonkey. Each technology is described in the context of how it was used at different stages of the project.
7. evaluation(improved)
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.
7. evaluation
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.
7. evaluation(improved)
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
Editors journal
The editor plays a vital role in piecing together a production and ensuring its narrative is coherent. As the sole editor for his production, the author had to teach himself how to use Final Cut Pro X editing software. He spent time matching sound clips and narration to shots, and renaming files to streamline the editing process. Though time-consuming, this work was necessary to make the production successful. The main problems encountered were fluctuating sound levels between clips and initially learning the software interface, both of which were easily resolved. Through this role, the author learned how to use editing software, the time commitment of editing, and how important sound is in documentaries.
Evaluation questions 5 7
The document discusses the filmmaker's process in creating a film opening, including attracting their audience, the technologies they learned, and reflections on their preliminary work and progression. To attract the audience, they used tension, conventions of the war genre, and interesting characters. They learned how to use a Panasonic camcorder, Final Cut Pro, LiveType, and Photoshop. Working alone allowed them more control over the project compared to working in a group. Time management and adjusting to changes were important lessons learned.
Media evaluation
The student learned several technical filmmaking skills during the production of their preliminary task, including how to operate a camera mounted to a tripod and how to set up different camera shots. They also learned time management skills and how to use editing software. Working in a group presented some challenges around scheduling, but the group was able to resolve issues and complete the project on time. Areas for future improvement include better managing continuity during filming and allocating time more flexibly to meet group members' needs.
Film evaluation
Ross created a short film for his final project. He began by brainstorming ideas and creating a production schedule. He then wrote a script and proposal. Ross felt the interrogation and flashback scenes went well due to teamwork. However, he started filming late and had to change some scenes. For editing, he adjusted the brightness and contrast during flashbacks to make them clearer. Overall, Ross was happy with his film but feels he could have started earlier and added more effects. He learned new skills in Premiere Pro, camera angles, and camera usage.
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.
MV Production Process Log
The document provides details on the production process for a music video. It outlines technical aspects such as using battery packs for sufficient power and not using a tripod due to shot requirements. Logistically, three locations were used - a rage room, a house, and a car. The filmmaker's sibling acted in the video, allowing for easy scheduling and communication. Planning was helpful but a full storyboard would have been preferable. During editing, the filmmaker struggled with transitions between clips but was able to add effects like color tinting. Overall, the production process taught the filmmaker lessons about camerawork, planning, and working under time constraints.
Creative Media Y1 Unit 3 Review.pptx
The student enjoyed creating a music video and movie posters the most this year due to the creative freedom and challenge. They found the video game trailer challenging due to time constraints of stop motion animation. Their time management and planning skills have improved, and pixel art is a technical strength. The adventure story project showed the most development and effort. The audio project was enjoyed the least due to a lack of visuals. Going forward, the student wants to focus on videography and improve photography skills for their FMP and university applications. They aim to attend a southern university for film/TV and pursue a career in the film industry.
Evaluation four
The student used various media technologies at different stages of their coursework, including for construction, research, planning, and evaluation. Specifically, they used Adobe Premiere to produce a music video, learning new skills from last year. They also used techniques like cutting, speed/duration adjustments, coloring, and lighting effects to impact the video. Prezi was used for an evaluation presentation to display information visually. Blogger allowed them to publish and track their work online and receive feedback. Photoshop helped edit images for their digipak. YouTube, SlideShare and Scribd helped share and present work online. iMovie was also used to create video presentations.
Evaluation
Dan Watt created an advertisement for a K2 snowboard as his final major project. He filmed footage at a ski resort using a camera mounted to his helmet to get a first-person perspective. Some shots were unusable due to the camera angle, requiring changes to his storyboard. In editing, he added color grading, text overlays, and music. He received positive feedback praising the music, style, and professionalism, though some noted he could have used more camera angles. If he did the project again, he would film from more angles and learn more advanced editing skills to improve the commercial.
Director's Journal
The director is responsible for leading all aspects of a film production from pre-production through post-production to fulfill their vision. They are expected to provide clear instructions and direction to cast and crew. Nowadays, many directors prefer being called a "storyteller" as the vision for the film stems from the narrative they want to tell. Taking on the role of director for a student film project taught the author many valuable lessons. They were responsible for coming up with the idea, writing the script, organizing locations, cast and crew, and directing during filming. The role stretched the author's skills, like when a location canceled last minute, but they were able to improvise. Editing the film themselves further tested their abilities in
Evaluation
Dan Watt created an advertisement for a snowboard as his final major project. He filmed footage in first-person perspective using a camera mounted to his helmet at a ski resort. Some shots were unusable due to the camera angle, requiring changes to his storyboard. He edited the footage in Adobe Premiere and After Effects, adding color grading, text, and music. While his finished advertisement focused only on the advert rather than multiple elements as originally planned, it achieved his goal of showcasing the snowboard in an engaging way through action shots and an upbeat song.
Evaluation
Dan Watt created an advertisement for a K2 snowboard as his final major project. He filmed footage at a ski resort using a camera mounted to his helmet. While the footage worked overall, some shots were unusable due to the camera angle. In editing, Dan learned new skills like color grading and used music and text animations. Most feedback was positive, praising the music and style. Suggestions included adding more camera angles to keep viewers engaged. If doing the project again, Dan would film from more angles and positions to make the footage less repetitive. He would also learn more advanced editing to improve the professional quality. Overall, Dan was pleased with completing the project on time and to a good standard.
Evaluation
Dan Watt created an advertisement for a snowboard as his final major project. He filmed footage using a camera mounted to his helmet at a ski slope. While the footage worked overall, some shots were unusable, requiring changes to his original storyboard. In editing, he learned advanced techniques like color grading and text animation. Though he originally planned additional elements, he focused on the advert due to time constraints. The feedback was generally positive, praising the music and effects, though suggesting additional camera angles. For future projects, Dan Watt would film more varied footage and continue improving his editing skills.
How did you use media technologies in the construction and research, planning...
Throughout her coursework, the author used various media technologies at different stages of her project. During research, she used Internet Explorer, WordPress, YouTube, and Google Images to explore her topic and find examples of similar work. She created her film trailer, poster, and magazine using software like Photoshop, Publisher, InDesign, Fireworks, and Premiere Pro. While creating her products, she encountered some challenges with embedding media online and learning new software skills. Overall, using these tools helped her complete her project from initial research through the final evaluations.
Task 6 evaluation fmp
The document contains a student's evaluation and reflection of their final media project (FMP). It summarizes the key points of each section:
1. The student researched editing techniques and applied them in post-production, but was limited by the royalty-free footage available.
2. Planning was negatively impacted by injury and lack of time, hindering efficiency. Technical issues caused delays in rendering.
3. The student is pleased with their improved skills and experimental visuals, but wishes for a longer track length and better footage quality.
4. Motivation issues due to delays were overcome by starting production and support from their tutor.
5. Overall the student feels their intentions were achieved,
Task 6 evaluation fmp
This document contains a student's evaluation and reflection of their final media project (FMP). It summarizes the key stages of planning, production, and post-production. It identifies technical, management, and emotional challenges faced and how they were addressed. The student reflects that their research, concept, and visuals were effective but time management and planning could have been better. They were pleased with their skills progression and visual outcomes but faced issues with footage quality and rendering times. Overall, their product met most of their intentions.
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How did you use media technologies in the construction and research, planning...
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Evaluation Question 2
The combination of the film, film poster, and film review were effective at promoting the film. The film poster and review used similar fonts, colors, and imagery to advertise the narrative and engage the target audience. Both pieces provided insight into the film's characters and space-themed story. Evaluating all three works showed they represented the film positively and used consistency across pieces to interconnect them.
Evaluation Question 2
The author created a film poster and film review to promote their animated film about the moon being made of cheese. Both pieces used similar fonts, colors, and imagery to reinforce the film's narrative and engage the target audience. The poster stood out with bold colors and clear text against a dark background. Both the poster and review were effective at conveying the film's story in a positive light. The three pieces - film, poster, and review - worked well together through their shared design elements and complimented each other in representing the film.
Post production questionnaire
The document summarizes the results of a post-production questionnaire about a film. It includes pie charts and percentages indicating that 60% of respondents were female, 40% were male, and all were between 12-20 years old. Respondents gave the film ratings between 7-9 out of 10, with most giving it an 8. Half of respondents understood the narrative and found the genre clear, while half did not. Most admired the film's music, narrative, and characters, but felt the middle was the weakest part. Eight out of ten would recommend the film to others, and all felt the "Universal" rating was suitable.
Pre questionnaire graphs
From the pre-questionnaire graphs, the majority of respondents were between 12-20 years old. There were more female respondents than male. Comedy was the most popular film genre followed by adventure and animation. Most respondents watch films once a week or more than once a week. After reading the synopsis, most felt the narrative was clear. The most popular potential film titles were "What If the Moon Was Made Out of Cheese?" and "The Crescent". While most felt the genre was clear from the script, some did not. Most would rate the film as a U (Universal) certification. Most respondents expressed interest in watching the film after reading the script and synopsis.
Pre questionnaire graphs
From the pre-questionnaire graphs, the majority of respondents were between 12-20 years old. There were more female respondents than male. Comedy was the most popular film genre followed by adventure and animation. Most respondents watch films once a week or more than once a week. After reading the synopsis, most felt the narrative was clear. The most popular potential film titles were "What If the Moon Was Made Out of Cheese?" and "The Crescent". While most felt the genre was clear from the script, some did not. Most would rate the film as a U (Universal) certification. Finally, most respondents expressed interest in watching the film after reading the script and synopsis.
Editor’s journal/ Sound Journal
The editor's role is to rearrange footage to create sequences for the film. The document discusses the editor's work on their own film, where they used Audacity to add sound effects and Adobe Premiere Pro to place them in the timeline. Finding sound effects that matched the scenes, like a biting sound for a mouse eating the moon, was challenging. The editor created a first draft and then identified places needing more sound. They spent up to 3 hours a day from Monday to Thursday editing the first draft, and up to 2 hours on Friday and Sunday finalizing the version.
Camera person’s journal
The document discusses the role and experiences of the camera person for a student film. It was filmed over four weekends using a webcam attached to a laptop. The biggest challenge was inconsistent lighting, as room lighting had to be adjusted and sometimes a phone flashlight was used. This caused visibility and color issues. Weather also impacted lighting, with cloudy days working best. Through the experience, the camera person learned the importance of consistent lighting and considering factors like weather while filming.
Storyboard
The document contains a storyboard for an animated short about a mouse named Chip who sees the moon from his kitchen window and imagines traveling there. The storyboard details Chip using a trampoline and paper airplane to try to reach the moon, but failing. An alien mouse helps Chip by taking him to the moon in a spaceship. They work together to defeat the moon's guardian and find cheese on the moon. In the end, Chip eats the entire moon and is returned home by the alien mouse, looking at the smiling moon remains.
Pre questionnaire graphs
From the pre-questionnaire graphs, the majority of respondents were between 12-20 years old. There were more female respondents than male. Comedy was the most popular film genre followed by adventure and animation. Most respondents watch films once a week or more. After reading the synopsis, most felt the narrative was clear. The most popular potential film titles were "What If The Moon Was Made Out of Cheese?" and "The Crescent". The genre was clear to most after reading the script but not all. Most would rate the film U (Universal) and the script intrigued most to watch the film though some were not.
Pre-Questionnaire Graphs
From the pre-questionnaire graphs, the main age group of respondents was 12-20 years old. There were more female respondents than male. Comedy was the most popular film genre followed by adventure and animation. Most respondents watch films once a week or more than once a week. After reading the synopsis, most felt the narrative was clear. The most popular potential film titles were "What If the Moon Was Made Out of Cheese?" and "The Crescent". While most felt the genre was clear from the script, some did not. Most would rate the film U (Universal) and some PG, with no higher ratings selected. Most respondents expressed interest in watching the film after reading the script and synopsis.
Analysis of animated short film
1) Bambino travels by boat with his father and grandfather to collect stars that have fallen from the moon. They use a ladder to reach the moon.
2) As they work, Bambino's father and grandfather disagree on which tools Bambino should use. A large star falls on the moon, too big to move.
3) Bambino solves the problem by hitting the large star with a hammer, breaking it into smaller stars they can collect. They return home with the moon now in a crescent shape after collecting the fallen stars.
Social media
The document discusses three social media platforms - Facebook, Twitter, and YouTube - and how they can be used by artists, filmmakers, and musicians to showcase and promote their upcoming work. Facebook allows users to create pages about their interests and upcoming projects. Twitter lets users interact through short messages and gain followers to promote new work. YouTube is a video sharing platform where users can share their films and gain an audience to provide feedback. The author plans to use these platforms, especially Facebook and YouTube, to promote an upcoming animated production.
Pitch
The document describes the props, lighting, and background/foreground elements for an animated short film about a mouse trying to reach the moon, which it believes is made of cheese. The mouse will use a paper airplane and trampoline as props. All action will take place at night to create a fantasy atmosphere. Internal lighting will be dark while external lighting is more vibrant but still dark. The foreground will focus on the mouse protagonist with varied shots, while the background depicts the surrounding dark area with some vibrant colors.
Treatment
The document provides details about a proposed 5 minute animated short film. It will tell the story of a mouse trying to reach the moon, believing it is made of cheese. The film is targeted at children ages 4 and older and will be promoted on social media platforms like YouTube and Facebook. It will use vibrant colors, though darker tones for indoor scenes, to create a fun atmosphere suitable for its young audience.
Animation background history 4
This document discusses different types of animation including computer animation, 2D animation, and 3D animation. Computer animation offers diverse features for creating animations and 3D animation looks more realistic than 2D. 2D animation is often edited using 2D bitmap or vector graphics software and uses techniques like rotoscoping. 3D animation is created digitally using modeling software and techniques like rigging to create characters, objects, and environments that can interact. Motion capture and cel-shaded animation are also discussed as 3D animation techniques.
Animation background history
This document discusses different animation techniques including stop motion animation, claymation, and puppet animation. Stop motion animation involves photographing small movements of everyday objects to create the illusion of movement when the photos are combined. Claymation uses clay figures that are molded to create movements, while puppet animation involves puppet figures interacting in realistic environments.
Weekly Notes
The document provides weekly notes from Karishma Thakeria detailing her animated production work. She researched different animation software and found Blender to be the most useful free online software. She has also created her production idea and next needs to write the script and create sketches for the background and characters.
Evaluation activity 3
There are several major media institutions that distribute films globally such as 20th Century Fox, Lucasfilm, Paramount Pictures, and Walt Disney Studios Motion Pictures. These large companies have significant funding for marketing and distributing their films worldwide. In comparison, independent film distributors have a difficult time achieving the same level of distribution and recognition. The document recommends distributing a film project through a large media institution like 20th Century Fox or Paramount Pictures to help the film gain international recognition rather than releasing it directly to DVD.
Storyboard
This storyboard outlines scenes for a film involving a stalker. In the first scene, the protagonist is washing dishes in the kitchen unaware of danger. Shots from outside show the stalker preparing to enter the house. He is then seen walking past the protagonist. In the second scene, after locking the conservatory door, the protagonist walks upstairs and enters the bathroom where the stalker is hiding, waiting to cut a strand of her hair without her noticing. A shot then reveals the cut hair on the floor, causing the protagonist to try to call for help, but find the call has failed.
Reece pictures part 2
The second filming session for Reece Pictures took place at a new location. Photos show the cameraperson and director working together to film shots. The group collaborated by suggesting creative shots to make the production more visually interesting.
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Director’s Journal
- 1. Director’s Journal By Karishma Thakeria
- 2. The Role Of A Director • The director plays a significant role throughout the different production stages of a film and plays a dominant role throughout each process by leading the production crew. Although I worked individually on my project, I was able to identify the key roles that the director has to adopt in order to successfully deliver the final product: this ranged from time management to carefully prioritising different work and finally creating the production.
- 3. Organisation • I felt that throughout the entire production process I was able to successfully manage my work overall, carefully managing my planning and research and creating the production on time. However, having saying this, I did feel under pressure due to some of the work piling up all together meaning that I may have rushed certain pieces of work to finish others: this is partially evident within my production work as when I was filming, I started running out of ideas meaning and as a result, I had to improvise some of the scenes. This suggests that I should have carefully gone over the script before and taken into consideration the synopsis. Overall, I was very pleased with the outcome of my final video as it was entertaining and represented what I had envisioned.
- 4. Evaluating The Role Of The Director • Playing the role of the director allowed me to realise the significance of having this position and the importance that this role had in order to successfully carry the production forward. In comparison to the role that I had played last year as editor for my group, I realised that the director is responsible for the outcome of the film and therefore needs to communicate ideas clearly to the team: as I was working individually I needed to be sure about what I was envisioning about the film so that I could reflect these ideas within my product.
- 5. Evaluating The Role Of The Director • As director, I had to experiment with several animation techniques before choosing the one that would help me produce my short film on time: originally I wanted to produce a 3D animated short film however, I wasn’t able to familiarise myself with the software easily: ‘Blender’. This was also similar when I was trying to experiment with Adobe Flash Professional CC, a 2D animation software. Finally, I chose to do a stop-motion animated film and I was easily able to familiarise myself with the software: ‘Animate It’ and thoroughly enjoyed producing and creating the film.
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