DRAFT Question 7
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The document discusses the learning process for creating a thriller film opening from a preliminary task to the full production. Some key things learned were researching case studies to establish thriller conventions, improving camera techniques like shots over the filming process, planning editing and ensuring footage connects scenes, and getting feedback to refine ideas before shooting. Audience feedback highlighted what was successful like the cliffhanger and areas for improvement for the final edit.
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Evaluation of 9 Minute Documentary
The document discusses the importance of pre-production planning for a factual TV program, including creating storyboards, contact lists, and materials lists. It describes how the production team for a documentary about Henley College created and updated these documents throughout filming and editing. Storyboards helped structure the documentary and sped up editing. Contact lists ensured the team could reach interview subjects. The materials list was updated as archive footage was changed. Research into the college's history provided context and ideas for interviews. The production schedule and scripts helped structure filming and narration.
Evaluation 7
Since creating their preliminary task, the document's author feels they have improved in three key areas for their full opening sequence project. They went from basic filming and editing skills to becoming more experienced with techniques like clever camera work, editing effects, and purposeful mise-en-scene. Specifically, they planned locations and costumes more carefully to set the right atmosphere, used more complex shots like high angles to build tension, and incorporated editing techniques from popular thriller films to keep the audience engaged. Through further practice and studying other films, the author and their partner enhanced their skills and created a stronger final product than their original preliminary task.
Critical reflection
Our secondary research on reality TV was helpful for including debatable scenes in our documentary to promote discussion. Our thorough pre-production process with a script, schedule, and roles made filming go smoothly. During production, we were able to interview many people in our target audience despite initial concerns. However, we took mostly the same shot and didn't spend enough time filming or editing, making the documentary somewhat dull. We could have improved it with a soundtrack, more transitions, and a greater variety of shots.
EVALUATION ACTIVITY 7 : Michael
The student learned several things from their preliminary task to the final product. For the preliminary task, they only had 20 minutes for planning and filming, so it was not as high quality as the final product which took weeks of planning and multiple days of filming. For the final product, they conducted in-depth research, planned locations and dialogue, and felt more confident using equipment like microphones, windbreakers, and tripods. While the preliminary task helped introduce basics, working with classmates on the final product helped them learn new skills that improved the overall quality.
Media Conclusion
The group had some arguments early on about workload distribution, but resolved them for the project's benefit. Their research indicated a market gap for films with female protagonists appealing to ages 16-25. The project's strengths included thorough research and effective scene switching between video camera and present footage. A weakness was a lack of varied shots, as audience feedback noted. Overall, the group worked well together by distributing tasks, though some last-minute tasks caused disagreements. The author is pleased with the final film given the limited time frame.
Question 7
The document discusses what the author has learned between their preliminary task and main thriller task. Specifically:
1) The author improved their understanding of continuity, which is reflected in the cleaner, more professional look of the thriller opening. They learned to use equipment and check previously filmed footage to maintain continuity.
2) For the thriller task, the author included sound effects and background music to create atmosphere and add depth, whereas the preliminary task lacked these elements. They learned how to add and edit sound/music.
3) Effective storyboarding, scripting, and planning during pre-production of the thriller task resulted in a better organized process and final product, compared to the preliminary task. This allowed for efficient location sc
Creativity in AS piece
Daniel Bruce felt highly creative in the pre-production, production, and post-production phases of his film project. In pre-production, he extensively researched thrillers to develop his script and showcased his research in his blog. His creativity was shown in editing techniques used to recreate the opening of Reservoir Dogs. In production, he added realistic props like weapons and used camerawork and relationships to enhance the thriller genre. In post-production, he strategically marketed the film by replicating popular character archetypes and distributing it through film festivals and YouTube to target audiences.
Evaluation
Josh Brown created a crime drama trailer for a media evaluation project. He aimed to include conventions of the genre like a death scene, chase, and suspense. His target audience was those aged 16 and older. Through trial and error, he succeeded in using a variety of camera shots and techniques to create an engaging trailer. While the group process was not perfect, with some disagreements, they worked well together in the end. For future projects, Brown wants to improve aspects like music and special effects.
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Evaluation of 9 Minute Documentary
The document discusses the importance of pre-production planning for a factual TV program, including creating storyboards, contact lists, and materials lists. It describes how the production team for a documentary about Henley College created and updated these documents throughout filming and editing. Storyboards helped structure the documentary and sped up editing. Contact lists ensured the team could reach interview subjects. The materials list was updated as archive footage was changed. Research into the college's history provided context and ideas for interviews. The production schedule and scripts helped structure filming and narration.
Evaluation 7
Since creating their preliminary task, the document's author feels they have improved in three key areas for their full opening sequence project. They went from basic filming and editing skills to becoming more experienced with techniques like clever camera work, editing effects, and purposeful mise-en-scene. Specifically, they planned locations and costumes more carefully to set the right atmosphere, used more complex shots like high angles to build tension, and incorporated editing techniques from popular thriller films to keep the audience engaged. Through further practice and studying other films, the author and their partner enhanced their skills and created a stronger final product than their original preliminary task.
Critical reflection
Our secondary research on reality TV was helpful for including debatable scenes in our documentary to promote discussion. Our thorough pre-production process with a script, schedule, and roles made filming go smoothly. During production, we were able to interview many people in our target audience despite initial concerns. However, we took mostly the same shot and didn't spend enough time filming or editing, making the documentary somewhat dull. We could have improved it with a soundtrack, more transitions, and a greater variety of shots.
EVALUATION ACTIVITY 7 : Michael
The student learned several things from their preliminary task to the final product. For the preliminary task, they only had 20 minutes for planning and filming, so it was not as high quality as the final product which took weeks of planning and multiple days of filming. For the final product, they conducted in-depth research, planned locations and dialogue, and felt more confident using equipment like microphones, windbreakers, and tripods. While the preliminary task helped introduce basics, working with classmates on the final product helped them learn new skills that improved the overall quality.
Media Conclusion
The group had some arguments early on about workload distribution, but resolved them for the project's benefit. Their research indicated a market gap for films with female protagonists appealing to ages 16-25. The project's strengths included thorough research and effective scene switching between video camera and present footage. A weakness was a lack of varied shots, as audience feedback noted. Overall, the group worked well together by distributing tasks, though some last-minute tasks caused disagreements. The author is pleased with the final film given the limited time frame.
Question 7
The document discusses what the author has learned between their preliminary task and main thriller task. Specifically:
1) The author improved their understanding of continuity, which is reflected in the cleaner, more professional look of the thriller opening. They learned to use equipment and check previously filmed footage to maintain continuity.
2) For the thriller task, the author included sound effects and background music to create atmosphere and add depth, whereas the preliminary task lacked these elements. They learned how to add and edit sound/music.
3) Effective storyboarding, scripting, and planning during pre-production of the thriller task resulted in a better organized process and final product, compared to the preliminary task. This allowed for efficient location sc
Creativity in AS piece
Daniel Bruce felt highly creative in the pre-production, production, and post-production phases of his film project. In pre-production, he extensively researched thrillers to develop his script and showcased his research in his blog. His creativity was shown in editing techniques used to recreate the opening of Reservoir Dogs. In production, he added realistic props like weapons and used camerawork and relationships to enhance the thriller genre. In post-production, he strategically marketed the film by replicating popular character archetypes and distributing it through film festivals and YouTube to target audiences.
Evaluation
Josh Brown created a crime drama trailer for a media evaluation project. He aimed to include conventions of the genre like a death scene, chase, and suspense. His target audience was those aged 16 and older. Through trial and error, he succeeded in using a variety of camera shots and techniques to create an engaging trailer. While the group process was not perfect, with some disagreements, they worked well together in the end. For future projects, Brown wants to improve aspects like music and special effects.
Evaluation Question 7
For the preliminary task, the author contributed ideas but did not do any drawing. For the full product, the author did the majority of storyboarding and felt they learned a lot about how storyboarding is vital and deepened their understanding of the film. The author also felt they developed skills in filming professionally and supporting others. Overall, the author feels they have learned a lot about most aspects of planning, research, production and post-production and feel confident in many transferable skills for future studies.
Evaluation q7
The preliminary task for creating a thriller film opening was not as well planned as the main product. For the main product, the filmmakers storyboarded every shot, explored many initial ideas with feedback, and researched thriller film openings. They used a higher quality camera, improved medium shots, incorporated continuity editing and specific shot types. Additional elements like dialogue, costumes, locations, and lighting manipulation were used to make the main product more polished and effective than the preliminary task.
Evaluation zoe
Planning was helpful for the production stage by creating a production proposal, mind map, and shot list. The planning documents outlined the film's genre, ideas, and achievable scenes to film. During production, tasks were split equally between planning, filming, and editing. The individual brought different skills, with one more comfortable acting and the other knowledgeable about composition. Technical elements like camera shots, sound, editing, mise en scene, and location were effectively used but could be improved with more time. Key skills to improve for A2 productions include developing editing skills and knowledge of the Adobe Premier Elements software.
Evaluation greg
Planning helped in the production stage of the film trailer by creating a production proposal outlining the film's genre and goals, a mind map of key ideas and themes, and a step outline listing achievable ideas and shots. This planning allowed the team to effectively translate ideas to camera and know exactly what to film. Both students contributed equally to planning, production such as camerawork and acting roles suited to their skills, and post-production including editing and sound effects. Technical elements like composition, shot types, sound, editing, and mise-en-scene were effectively used but could be improved with more time and practice, especially with the editing software. Skills in editing and knowledge of the editing software need improvement before beginning their
Question 7
This document discusses planning and production techniques used for a preliminary media project and how they were improved upon for the final production. For the prelim, little planning was done and it relied heavily on the script. However, for the final production more planning methods like storyboards and shot lists were utilized. Camera angles were improved to focus viewers on important elements. Additional locations and props were incorporated to enhance the story and characters. Match cuts and adherence to the 180 degree rule created continuity. Greater emphasis was placed on teamwork and shared decision making for the final production.
Question 1
The document discusses how a documentary about a band followed several conventions for A-roll footage, while also developing the format in some ways. Specifically, it used tripods, proper framing and lighting for interviews, but developed the convention by using two cameras for an interview. This provided different angles that enhanced viewer engagement. Graphics were also placed at the bottom of interviews to identify speakers. B-roll footage was used between interviews to supplement the content. Voiceovers were omitted to challenge conventions and keep the documentary flowing smoothly through interviews and background music.
Evaluation: Question 7
This document summarizes the learning and progression between an initial preliminary task and the final media product. It discusses improvements in camera work and shots, increased experience and skills using Final Cut Pro for editing, better quality acting that more clearly communicated the intended message, and stronger time management that allowed the production of a high quality final film meeting all deadlines. The overall progression resulted in a much stronger final media product capable of delivering its message effectively to the audience.
Overall presentation
1) The filmmakers researched a wide range of short films to get ideas for different shots and transitions and to incorporate various ideas into their own film.
2) They drew inspiration from Shane Meadows films like "Where's the Money Ronnie?" and chose to film in black and white to look more professional.
3) Planning went smoothly except writing the script, which they had to redo after filming as the actors changed the lines, and one computer crash that set them back.
crime drama evaluation
Josh Brown evaluated his final crime drama media piece, which included a death scene, chase, and built suspense over a short period of time to engage the target 16+ audience. In producing the trailer, he focused on using different camera shots and techniques to create impact. While the group had some disagreements, they ultimately worked well together by assigning roles and collaborating on pre-production elements like research, storyboards, and equipment lists. This planning helped make the production successful, though adhering closer to the schedule could improve future work.
Question 7: Looking back at your preliminary task, what do you feel you have ...
The document discusses what the author learned from their preliminary task to their final film project. They realized the importance of effective communication within their group, allowing them to meet deadlines. They also learned to properly plan casting, research conventions, engage audiences on social media, improve mise-en-scene with locations and props, and strengthen editing skills like using color, sound, and higher quality software. Going through challenges on the preliminary task helped them identify areas for improvement to create a more polished final product.
Question 7
The document discusses what the author learned from their preliminary task to their final film project. They realized the importance of effective communication within their group, allowing them to meet deadlines. They also learned to properly plan casting, research conventions, engage audiences on social media, improve mise-en-scene with locations and props, and enhance editing skills like using color, sound, and higher quality software. Going through challenges on the preliminary task helped them identify areas for improvement to create a more polished final product.
Individual reflection submission
The student reflects on their experience in pre-production for their group film project. They felt that time management, team chemistry, and role distribution were going well. Their technical skills have developed through lectures on topics like three-act structure and equipment inductions. The student was assigned the role of sound producer. They have done research on using sound and music to create atmosphere, like in films A Quiet Place and The Conjuring. They will be responsible for capturing dialogue and operating microphones during filming. No plans have been made for post-production yet, but the student will obtain sound effects and music to mix for the final cut.
Amad Reflection of p task Finished
1. The document reflects on a group project to create a 2-minute video clip demonstrating various film techniques.
2. Planning for the project was ineffective as the group struggled to establish a motivation for the characters, which hindered their ability to film successfully.
3. While contributions during filming were effective, improvements are needed for better planning, ensuring fully charged cameras, removing tripod from shots, and creating a script to maximize efficient filming.
Crews and roles
- The document outlines the roles and responsibilities for the short film production, including director (Kenny Akale), producer (Ashley), camera operator (James), and production assistant (Ashley).
- It describes the roles of actors (Daniel and Kenny), director (Kenny), production manager, producer (overseeing all aspects), and editors (Kenny, Ashley, James).
- Equipment needed for filming includes a Canon 1100D camera, tripod, lighting, SD card, and Final Cut Pro for editing. Props include bed sheets, shovel, plastic knife, and ketchup to represent blood. Costumes include an all-black outfit for the mysterious man and business-casual clothes for the victim
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Er zijn veel manieren om uw doelgroep te bereiken. Van conventionele printmedia tot periodieke e-mailnieuwsbrieven. Maar een bericht leidt pas tot orders, als het inhoud heeft die aanspreekt. Inhoud die relevant is en die bijdraagt aan de vertrouwensband met uw klant. Wij bepalen samen met u hoe u zich het beste tot uw doelgroep kunt richten. Hoe u inhoud kunt maken waar uw klant écht iets aan heeft.
Met een slimme contentmarketingstrategie zorgen wij ervoor dat u zinvolle inhoud kunt creëren en verspreiden. Op het juiste moment, via het juiste kanaal, in de juiste vorm. Om op die manier uw doelgroep te bereiken, aan u te binden en tot dialoog aan te zetten.
Wij verzorgen bijvoorbeeld periodiek uw e-mailnieuwsbrief. Of we ontwikkelen blogs, whitepapers en e-zines. Welk middel we ook kiezen, we zorgen ervoor dat die aansluit bij de informatiebehoefte van uw doelgroep. Dat is content marketing die u écht bijzonder, succesvol en aantrekkelijk maakt.
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Principles of Multiscale Modelling of Materials
Today, the synthesis, elaboration and manufacturing of new advanced materials is of crucial importance in order to respond to the increasing challenges of advanced technology projects in the fields of energy, transport and space exploration. High performance materials with precise properties are required to be used in particularly extreme environments inducing quite significant mechanical, thermal, and radiation effects constraints. It is generally accepted that the coupling of modelling and simulation to the experimental evidence is the correct way to proceed for understanding the main mechanisms affecting the physical, chemical and mechanical properties of the materials with respect to their environment.
Multiscale modelling and simulation is without any doubt a complete method to understand the origin and evolution of all the mechanisms that govern the behavior of the materials under constraints. It involves the understanding of the electronic structure using First Principles, the defects creation and mobility at the atomistic scale using Molecular Dynamics and Kinetic Monte Carlo, the Dislocation Dynamics, the mesoscale grains description, the Phase Field multiple grain behavior deducing the microstructure and finally macroscopic finite elements methods for the mechanical properties. Despite the fact that the link between all these space-time scales is not an obvious task, depending on the materials in hand, it is the most appropriate way to obtain a complete understanding of short and long time behavior of the materials.
Speakers
Prof. Constantin Meis, CEA - National Institute for Nuclear Science and Technology
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Evaluation Question 7
For the preliminary task, the author contributed ideas but did not do any drawing. For the full product, the author did the majority of storyboarding and felt they learned a lot about how storyboarding is vital and deepened their understanding of the film. The author also felt they developed skills in filming professionally and supporting others. Overall, the author feels they have learned a lot about most aspects of planning, research, production and post-production and feel confident in many transferable skills for future studies.
Evaluation q7
The preliminary task for creating a thriller film opening was not as well planned as the main product. For the main product, the filmmakers storyboarded every shot, explored many initial ideas with feedback, and researched thriller film openings. They used a higher quality camera, improved medium shots, incorporated continuity editing and specific shot types. Additional elements like dialogue, costumes, locations, and lighting manipulation were used to make the main product more polished and effective than the preliminary task.
Evaluation zoe
Planning was helpful for the production stage by creating a production proposal, mind map, and shot list. The planning documents outlined the film's genre, ideas, and achievable scenes to film. During production, tasks were split equally between planning, filming, and editing. The individual brought different skills, with one more comfortable acting and the other knowledgeable about composition. Technical elements like camera shots, sound, editing, mise en scene, and location were effectively used but could be improved with more time. Key skills to improve for A2 productions include developing editing skills and knowledge of the Adobe Premier Elements software.
Evaluation greg
Planning helped in the production stage of the film trailer by creating a production proposal outlining the film's genre and goals, a mind map of key ideas and themes, and a step outline listing achievable ideas and shots. This planning allowed the team to effectively translate ideas to camera and know exactly what to film. Both students contributed equally to planning, production such as camerawork and acting roles suited to their skills, and post-production including editing and sound effects. Technical elements like composition, shot types, sound, editing, and mise-en-scene were effectively used but could be improved with more time and practice, especially with the editing software. Skills in editing and knowledge of the editing software need improvement before beginning their
Question 7
This document discusses planning and production techniques used for a preliminary media project and how they were improved upon for the final production. For the prelim, little planning was done and it relied heavily on the script. However, for the final production more planning methods like storyboards and shot lists were utilized. Camera angles were improved to focus viewers on important elements. Additional locations and props were incorporated to enhance the story and characters. Match cuts and adherence to the 180 degree rule created continuity. Greater emphasis was placed on teamwork and shared decision making for the final production.
Question 1
The document discusses how a documentary about a band followed several conventions for A-roll footage, while also developing the format in some ways. Specifically, it used tripods, proper framing and lighting for interviews, but developed the convention by using two cameras for an interview. This provided different angles that enhanced viewer engagement. Graphics were also placed at the bottom of interviews to identify speakers. B-roll footage was used between interviews to supplement the content. Voiceovers were omitted to challenge conventions and keep the documentary flowing smoothly through interviews and background music.
Evaluation: Question 7
This document summarizes the learning and progression between an initial preliminary task and the final media product. It discusses improvements in camera work and shots, increased experience and skills using Final Cut Pro for editing, better quality acting that more clearly communicated the intended message, and stronger time management that allowed the production of a high quality final film meeting all deadlines. The overall progression resulted in a much stronger final media product capable of delivering its message effectively to the audience.
Overall presentation
1) The filmmakers researched a wide range of short films to get ideas for different shots and transitions and to incorporate various ideas into their own film.
2) They drew inspiration from Shane Meadows films like "Where's the Money Ronnie?" and chose to film in black and white to look more professional.
3) Planning went smoothly except writing the script, which they had to redo after filming as the actors changed the lines, and one computer crash that set them back.
crime drama evaluation
Josh Brown evaluated his final crime drama media piece, which included a death scene, chase, and built suspense over a short period of time to engage the target 16+ audience. In producing the trailer, he focused on using different camera shots and techniques to create impact. While the group had some disagreements, they ultimately worked well together by assigning roles and collaborating on pre-production elements like research, storyboards, and equipment lists. This planning helped make the production successful, though adhering closer to the schedule could improve future work.
Question 7: Looking back at your preliminary task, what do you feel you have ...
The document discusses what the author learned from their preliminary task to their final film project. They realized the importance of effective communication within their group, allowing them to meet deadlines. They also learned to properly plan casting, research conventions, engage audiences on social media, improve mise-en-scene with locations and props, and strengthen editing skills like using color, sound, and higher quality software. Going through challenges on the preliminary task helped them identify areas for improvement to create a more polished final product.
Question 7
The document discusses what the author learned from their preliminary task to their final film project. They realized the importance of effective communication within their group, allowing them to meet deadlines. They also learned to properly plan casting, research conventions, engage audiences on social media, improve mise-en-scene with locations and props, and enhance editing skills like using color, sound, and higher quality software. Going through challenges on the preliminary task helped them identify areas for improvement to create a more polished final product.
Individual reflection submission
The student reflects on their experience in pre-production for their group film project. They felt that time management, team chemistry, and role distribution were going well. Their technical skills have developed through lectures on topics like three-act structure and equipment inductions. The student was assigned the role of sound producer. They have done research on using sound and music to create atmosphere, like in films A Quiet Place and The Conjuring. They will be responsible for capturing dialogue and operating microphones during filming. No plans have been made for post-production yet, but the student will obtain sound effects and music to mix for the final cut.
Amad Reflection of p task Finished
1. The document reflects on a group project to create a 2-minute video clip demonstrating various film techniques.
2. Planning for the project was ineffective as the group struggled to establish a motivation for the characters, which hindered their ability to film successfully.
3. While contributions during filming were effective, improvements are needed for better planning, ensuring fully charged cameras, removing tripod from shots, and creating a script to maximize efficient filming.
Crews and roles
- The document outlines the roles and responsibilities for the short film production, including director (Kenny Akale), producer (Ashley), camera operator (James), and production assistant (Ashley).
- It describes the roles of actors (Daniel and Kenny), director (Kenny), production manager, producer (overseeing all aspects), and editors (Kenny, Ashley, James).
- Equipment needed for filming includes a Canon 1100D camera, tripod, lighting, SD card, and Final Cut Pro for editing. Props include bed sheets, shovel, plastic knife, and ketchup to represent blood. Costumes include an all-black outfit for the mysterious man and business-casual clothes for the victim
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Question 7: Looking back at your preliminary task, what do you feel you have ...
Question 7: Looking back at your preliminary task, what do you feel you have ...
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Thank you 4.12.2015
This short document references two Bible passages about following God. Psalm 25:7 encourages remembering God's mercy and forgiveness. Luke 9:23-24 speaks of how Jesus told his disciples that those who want to be his followers must deny themselves, take up their cross daily, and follow him.
Es sorprendente lo que pasa cuando pones un cubito de hielo en este punto
Este documento describe una técnica tradicional china llamada "Técnica Feng Fu" que involucra colocar un cubo de hielo en un punto específico en la nuca. Sostener el cubo de hielo en este punto por 20 minutos dos veces al día se dice que alivia dolores y mejora la salud al liberar endorfinas y mejorar el flujo de energía en el cuerpo según la medicina tradicional china. Sin embargo, la técnica no ha sido científicamente comprobada.
No story, no glory! Wat is uw verhaal?
Er zijn veel manieren om uw doelgroep te bereiken. Van conventionele printmedia tot periodieke e-mailnieuwsbrieven. Maar een bericht leidt pas tot orders, als het inhoud heeft die aanspreekt. Inhoud die relevant is en die bijdraagt aan de vertrouwensband met uw klant. Wij bepalen samen met u hoe u zich het beste tot uw doelgroep kunt richten. Hoe u inhoud kunt maken waar uw klant écht iets aan heeft.
Met een slimme contentmarketingstrategie zorgen wij ervoor dat u zinvolle inhoud kunt creëren en verspreiden. Op het juiste moment, via het juiste kanaal, in de juiste vorm. Om op die manier uw doelgroep te bereiken, aan u te binden en tot dialoog aan te zetten.
Wij verzorgen bijvoorbeeld periodiek uw e-mailnieuwsbrief. Of we ontwikkelen blogs, whitepapers en e-zines. Welk middel we ook kiezen, we zorgen ervoor dat die aansluit bij de informatiebehoefte van uw doelgroep. Dat is content marketing die u écht bijzonder, succesvol en aantrekkelijk maakt.
Nasa apps
Astronauts face challenges during satellite repairs due to the large number of tools used, inhibiting workflow. A proposed solution is a space robot with voice recognition and sensors that functions as a mobile tool box, maintaining a fixed distance from astronauts. The robot would be 50cm x 50cm, weigh 15kg, and use titanium, aluminum, magnesium, and ESP thrusters with two gas reservoirs to aid astronauts in moving and performing missions more easily.
DBM_Cert
This certificate awards Novita Effendy for successfully completing DoubleClick Bid Manager Fundamentals training with a score of 90% on November 13, 2015. The certificate recognizes Novita Effendy's completion of DoubleClick Bid Manager Fundamentals.
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Operacjonalizacja pojęcia komunikacji bezrefleksyjnej (bezmózgowej) w kontekście miasta rozumianego jako system komunikacyjnych powiązań i zależności.
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Today, the synthesis, elaboration and manufacturing of new advanced materials is of crucial importance in order to respond to the increasing challenges of advanced technology projects in the fields of energy, transport and space exploration. High performance materials with precise properties are required to be used in particularly extreme environments inducing quite significant mechanical, thermal, and radiation effects constraints. It is generally accepted that the coupling of modelling and simulation to the experimental evidence is the correct way to proceed for understanding the main mechanisms affecting the physical, chemical and mechanical properties of the materials with respect to their environment.
Multiscale modelling and simulation is without any doubt a complete method to understand the origin and evolution of all the mechanisms that govern the behavior of the materials under constraints. It involves the understanding of the electronic structure using First Principles, the defects creation and mobility at the atomistic scale using Molecular Dynamics and Kinetic Monte Carlo, the Dislocation Dynamics, the mesoscale grains description, the Phase Field multiple grain behavior deducing the microstructure and finally macroscopic finite elements methods for the mechanical properties. Despite the fact that the link between all these space-time scales is not an obvious task, depending on the materials in hand, it is the most appropriate way to obtain a complete understanding of short and long time behavior of the materials.
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1. O documento apresenta uma revisão da mecânica quântica, discutindo conceitos fundamentais como o experimento de Stern-Gerlach e espaço de Hilbert.
2. É introduzida a dinâmica quântica, incluindo a evolução temporal descrita pela equação de Schrödinger e representações de operadores.
3. Conceitos como o oscilador harmônico, equação de onda, integrais de caminho e teoria do momento angular são revisados.
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Similar to DRAFT Question 7
Q7 thriller eval.
The document discusses what the author has learned from completing a preliminary task and a larger full product thriller opening task. The author summarizes that they have learned the importance of teamwork, communication, research, identifying camera shots, using genre conventions like cliffhangers, finding suitable soundtracks, and the value of feedback and self-evaluation. The author provides specific examples from their preliminary task and full thriller opening task to demonstrate how their skills and understanding have progressed.
6. evaluation sf 2017
The document provides an evaluation of a production project. It summarizes the strengths and weaknesses of the student's research, planning, production process, and final product. The research covered different genres and styles to define the concept. Planning was efficient but too directed by guidelines. Peer feedback praised the acting and continuity but felt the concept was unclear until the end. The student agrees feedback but disagrees that special effects were needed. They would improve clarity of the overall plot and relationship between scenes.
Question 7
The document discusses what the author learned from their preliminary task to their full thriller film product. Some of the key things learned include:
- Refining the use of filmmaking techniques like the 180 degree rule, match on action, and shot reverse shot.
- Improving camera skills and confidence using different equipment and ambitious shots.
- Learning the importance of sound design and how to edit music and mix sound.
- Gaining experience with complex shots like tracking and fast-paced movement.
- Developing lighting design skills to achieve specific moods and effects.
- Learning to end with an engaging cliffhanger to leave the story open-ended.
Question 7
- The document discusses what was learned from a preliminary task of filming a 2-minute script to creating a 2-minute film opening sequence. For the opening sequence, there was more freedom for creativity and consideration of target audiences. Technical skills like continuity editing, shot types, and storyboarding improved. A wider range of editing techniques were used for the opening compared to just continuity editing in the preliminary task. Overall, more was learned from the opening sequence due to more programs available, more time for planning, and lessons in teamwork.
Question 7
The student learned many new skills in progressing from the preliminary task to the full title sequence project, including how to use video and editing equipment like cameras, Premier Pro, and blogs. They developed stronger planning skills like crafting storyboards, scripts, and risk assessments. They learned the importance of drafting and polishing their work prior to filming to avoid mistakes. Researching other similar films helped them understand conventions of the genre and how to attract their target audience. Overall, the biggest lesson was that thorough planning is essential to the success of any project.
5.1 Evaluation.pptx
The document provides an evaluation of a student's production process project. Some strengths identified include effective research experiments, good interview questions, and a detailed shot list. Weaknesses included limited existing product research, an underdeveloped questionnaire, and inadequate planning of the production schedule. The student managed time well for post-production but fell behind on research and planning. Aesthetics and effects were generally good but shallow depth of field could have improved some shots. The project effectively appealed to its target young audience. Peer feedback praised editing, effects and storyline but suggested adding title/music and adjusting audio levels.
Question 7 final
The document discusses what the author learned from their preliminary task that helped them with their full thriller production. They learned about maintaining the 180-degree rule and using match-on-action to create continuity between shots. They also learned how to use shot reverse shot to build tension. For their full production, the author expanded their knowledge of conventions like breaking the 180-degree rule for confusion. They also learned how to use lighting, close-ups, and research case studies to further understand thriller conventions and apply them more effectively. Managing timelines and negotiating roles within the group were also skills that improved from the preliminary to full production.
Question 7
From the preliminary task and filming the full product, the student learned:
1) Effective planning is key, including storyboarding and shot lists. This allows for organized shoots and adaptation.
2) Continuity is important for realism and avoiding audience confusion. Factors like location, costumes, and lighting must be kept consistent.
3) Problems will arise during production, but can be solved through flexibility and alternative solutions like playing a role oneself.
4) Editing skills developed through practice, and the ability to work independently allowed for efficient editing on a tight deadline.
Question 778
From the preliminary task and full production, the student learned:
1) Effective planning is key, including storyboarding and shot lists. This allows for organized shoots and efficient use of resources.
2) Continuity is important for realism and avoiding audience confusion. Factors like location, costumes, and lighting must be kept consistent.
3) Problems will arise, so flexibility and quick problem-solving are important skills. The student learned to find solutions, like playing the villain, and asking others or online tutorials for help.
A2 level evaluation
The document discusses the evaluation of a film trailer project. It provides feedback on the strengths of the trailer, including the effective location and use of first and third person perspectives. It also discusses lessons learned about improving the script and planning of shoots. The feedback received from audiences is presented, noting praise for the editing and how it made them want to watch more, while also identifying areas for improvement like the font and lighting. The effectiveness of ancillary texts like a film magazine and poster are examined, highlighting how they follow conventions and relate back to the trailer.
Q7. looking back to your preliminary task.... log sheet
The document discusses the improvements made from the preliminary task to the full product. It covers several areas of quality including steady camera shots using a tripod, better framing of shots, conducting research on genre conventions, improved mise-en-scene with lighting and background, smoother editing, addition of appropriate sound, more natural acting, improved planning and organization, and addressing technical issues like background wind in post-production. The overall quality was much higher due to lessons learned from the preliminary task.
Evaluation 3
The document discusses feedback received from an audience on drafts of promotional materials created for a horror film called Eighteen. The feedback helped improve the trailer, magazine, and poster. For the magazine, the audience suggested adding more compelling cover lines and explanations to attract a wider range of readers. For the poster, they advised selecting a single strong image rather than two confusing images. The feedback screening process and receiving anonymous written comments allowed for an unbiased assessment to further refine the promotional campaign.
EL342- Evaluation
The student evaluated their process of creating a short film for a class project. They were challenged by having to learn new software and equipment within a 10 week deadline. Their process involved extensive research, writing a 12 page treatment, storyboarding, scheduling filming in scenes, casting actors from their group, and editing. Some difficulties included sound issues, limited equipment access, and scheduling conflicts. The student believes the experience improved their filmmaking skills and knowledge of managing group projects.
Question 7
The student learned improved time management, organization, planning, and storyboarding skills from the preliminary task to the full film opening project. They utilized scheduling tools, video diaries, and collaborative blogs to better coordinate their work. While meeting in-person remained challenging, technology helped facilitate communication. More thought was given to conventions, mise-en-scene, and titles to better appeal to their target audience for the film opening compared to the preliminary task.
AS Media preliminary task evaluation.
The student learned how to use video equipment like cameras and tripods through completing a group preliminary task. They worked well together, giving each other advice to improve their video. However, they realized they could have improved it further by spending more time editing. They successfully storyboarded and filmed multiple takes when needed, but refilming wasted lesson time. The student also gained skills that will help with future group projects.
Media main task evaluation blog
Jamaal sesay discusses their media product which was an action thriller film. They incorporated conventions of the genre such as fast-paced editing and music to maintain intensity during a chase scene. They represented their characters as grown men to seem more serious and athletic. The target audience was identified as teenagers who enjoy action and violence. Technologies learned include using a tripod, storyboarding software, challenges of equipment batteries, and editing software to craft fluid shots and sound editing. Overall the progression from preliminary to full product provided experience in shot-taking, planning, and editing to engage audiences.
Question 7
The document discusses what the author learned from their preliminary task to their full film production. They learned important lessons about effective communication within their group through using messaging to coordinate better. They also learned to improve casting, research, planning, use of social media, mise-en-scene, and editing skills. Specifically for editing, they learned techniques like using black and white for flashbacks and improving sound design. Overall, experiencing challenges in their preliminary task helped them identify areas for improvement and apply those lessons to create a stronger final film.
Media evaluation – question 7
Through completing their full film opening sequence, the student learned how important planning and research are for a successful video. For the preliminary task, they created a basic storyboard but did not plan shots in detail. However, for the main task they took more time to thoroughly storyboard and plan ideas with the group. This ensured they used their limited filming time effectively and were prepared with equipment lists. While they tried to fit too much into one lesson for the preliminary task, mistakes from this taught them to better account for challenges and arrange additional filming days if needed. Overall, the student improved their camerawork, editing skills, and understands the value of production research.
Evaluation Of Cries Wolf
This document evaluates a short drama film called "Cries Wolf" and discusses how it uses and challenges conventions of the genre. It summarizes the film's nonlinear storyline told through flashbacks, its use of realistic characters and settings, and its intentional lack of resolution. The evaluation also discusses how audience feedback informed areas for improvement, such as spending more time developing characters and the ending. Media technologies like online research, Final Cut Pro, and slideshare.com were used during construction, research, planning, and evaluation of the project.
Evaluation 3
The document discusses feedback received from an audience on drafts of a trailer, magazine, and poster created to promote a horror film. The audience feedback helped identify aspects that worked well and could be improved. Positive feedback noted that fast-paced shots built tension, and unusual underwater shots engaged viewers. Suggestions for improvement included shortening introductory equilibrium shots to quicken the pace, explaining the narrative more clearly, and adding a startling sound effect to a jump scare at the end. This feedback helped strengthen the promotional materials and identify an effective marketing strategy.
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Q7. looking back to your preliminary task.... log sheet
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More from EmMaskell
Question 1
My music video for Orla Gartland's song "Roots" conforms to several conventions of the music video medium while also attempting some challenges and developments. It uses the full track to market the song, maintains audience engagement through varied shots over 4 minutes, and illustrates the lyrics visually. Some conventions include exterior natural shots reflecting the indie folk genre's themes of nature, minimal costumes avoiding objectification of the female performer, and editing to match the acoustic music. The narrative structure and use of green coloring also develop themes of environmentalism and caring for nature over time in potentially different ways open to audience interpretation.
Question 1
This document summarizes how the music video production conforms to and challenges conventions of the genre. It discusses conventions related to locations, lighting, performers, sound, titles, narrative structure, and more. The music video uses natural settings and lighting to conform to indie folk conventions, while challenging conventions through its use of shadows, minimal costumes, and ambiguous narrative structure open to different interpretations. Overall, the production aims to engage audiences while promoting the artist and song within genre conventions.
Representation Case Study
Beyonce's 2016 music video "Formation" addresses issues of representation of black people, women, LGBTQ+ community, and culture. Set in New Orleans, it references Hurricane Katrina and black southern culture through imagery. It features black women in positions of power and natural hair to celebrate black femininity. Ultimately, the video is a rallying cry encouraging black women and addressing racial injustices through empowering imagery.
Digipak & Advert Process
The document discusses the design process for a digipak and advert for an indie folk EP. For the digipak panels, the designer took photos during a music video shoot and edited them, adding text over images. Panel 1 features a woman holding a sapling. Panel 2 shows railway tracks. Panel 3 has hands holding a plant to incorporate the CD shape. Panel 4 displays other track titles using scrabble pieces spelling "ROOTS." The advert uses a dark tree background with white tracings of a head and hands cupping a plant in the corners and text with release details in the center.
Digipak & Advert Planning
The document discusses design considerations for a digipak packaging format for a music release. It covers inspiration from similar artists' designs which use techniques like double exposure photography, banners covering the eyes in portraits, and handwritten-style fonts. Font possibilities are presented that reference the genre. Research is presented on conventions for advertising posters, including simple imagery focusing on the artist's name and release details. Inspiration is drawn from advertisements using techniques like white overlays and barren tree canopy photography. The importance of clearly displaying the artist, album and release date using simple language is also covered.
Audience Case Study
This document provides an analysis of the target audience for Troye Sivan's music video for "Talk Me Down". The summary is:
1) The music video seems aimed at youth ages 17-25, as the main characters are in their twenties but childhood flashbacks allow older viewers to relate their own pasts.
2) The characters are exclusively white males, so the video may appeal most to male viewers who can personally identify with the portrayed same-sex relationship struggles.
3) By representing previously oppressed groups in an honest yet respectful way, the video can help LGBTQ+ viewers feel positively represented and allow them to form their own identities.
Narrative Case Study
The music video for "Same Love" by Macklemore & Ryan Lewis depicts the life of a gay couple from the 1970s to present day. It uses a linear narrative structure to show their relationship progressing from meeting to marriage and old age. Montage sequences are also used to jump forward in time. Flashbacks provide context about equality movements. The video concludes with a circular narrative, bookending the story where it began in a hospital. It aims to promote equality and representation while addressing discrimination faced by the LGBTQ community.
The 1975 - Settle Down
The document provides an analysis of The 1975's music video for "Settle Down" through the lens of genre theory. It discusses how the music video both conforms to and challenges conventions of the indie rock genre. It explores the narrative focus on two young boys and how their meeting seems to disrupt social norms. Reviews of the track and music video are provided. The director of the music video explains that it was inspired by a recurring dream of the lead singer and aims to portray love in a limitless way.
Catch Me If You Can
The band Walking on Cars had their debut single "Catch Me If You Can" in 2012, which reached #1 on the Irish iTunes charts and gained national attention. The band has a contemporary sound different from other Irish rock/pop bands. The music video for the single was directed by Jack Laurance and stars Steven Bush and Jessica Williams as a famous couple. It uses conceptual elements to portray the mental deterioration of the celebrity male character through his relationship struggles and suicide attempts, representing the sensitive issue of mental health.
Potential Target Audience
The document summarizes potential characteristics of the target audience for a music video production. The target audience is identified as predominantly female, aged 16-20, middle class, with interests in the environment, arts, media, and fashion. They may enjoy films with alternative female characters and coming-of-age stories. In terms of TV, they may like shows depicting British youth culture and satirizing teens. Their fashion sense tends to be modern and they explore individual styles. Politically, they lean left wing and aspire to creative careers. Locations in the music video reference Norfolk culture.
Ed Sheeran Comparison
The document compares and analyzes two of Ed Sheeran's music videos - "One" and "Bloodstream". It discusses the different styles and techniques used in each video. "One" features only Ed performing in an empty Wembley Stadium in black and white. "Bloodstream" tells the story of an aging 1980s rockstar experiencing a mental breakdown in his mansion. Both videos use different visual styles but were directed by the same person. The document then analyzes camera angles, characters, representation, narrative, and locations used in "Bloodstream" through the lens of various film theories.
Planning Music Video
The document discusses camera angles, shots, and movement used in filming a music video. It explores a variety of shots including close-ups, medium close-ups, worm's eye view, bird's eye view, extreme close-ups, over-the-shoulder, low angles, high angles, point-of-view, wide shots, tracking shots, third screen, background, vanishing point, and foregrounding. It also discusses props, actresses, costumes, and how these elements link to various film theories.
Intertextual Inspirations
The document discusses inspiration the author has gained from various works related to the connection between humans and plants. They discuss poems by Ezra Pound and their own interpretation of merging human and plant. They also discuss literature exploring plant-based characters, photography exploring minimalist compositions and lighting, and sculptures representing humanity through nature. The author intends to portray a similar merging of human and plant in their music video through a woman carrying a small growing tree.
Leftfield: Afrika Shox - Case Study
The music video was directed by Chris Cunningham in 1999 for the song "Afrika Shox" by Leftfield featuring Afrika Bambaataa. The video tells the narrative story of a homeless man stumbling through the streets of New York City. Through close-ups and the man's interactions, the video references themes of dehumanization, racial segregation, and the struggles faced by those at the bottom of the social hierarchy in conforming to society's expectations. Stylistic elements like lighting, locations, and synchronization with the electronic music help illustrate the underground genres of garage and dance music associated with the song.
Visual Vision Board
The document discusses and analyzes the music videos of several artists including Tom Rosenthal, Tom Odell, Lucy Rose, Nick Mulvey, Hozier, Hudson Taylor, The 1975, Mumford and Sons, and Ben Howard. It focuses on the visual elements, concepts, compositions, lighting, locations, and how they complement the music. Elements like simplicity, naturalness, nostalgia, symbolism, and contrasts between modern and older tones are highlighted. Inspiration is drawn from shots involving forests, beaches, and creative uses of framing, shadows, and underwater scenes. The document examines how the visuals can effectively enhance and relate to the lyrics or emotions of the songs.
Question 3
The document discusses potential media institutions that could distribute a low-budget thriller film called "The Unseeable" aimed at a young audience demographic. It considers both mainstream cinema chains like Odeon and independent cinemas like Cinema City. Cinema City is identified as a potential option given its willingness to showcase independent, small productions and its educational initiatives for young filmmakers. Digital distribution platforms like Netflix and YouTube that could reach a wide audience are also mentioned. A UK-based film company like the British Film Institute that supports new filmmakers might be suited to package the film.
DRAFT Q3
Mainstream cinemas like Vue and ODEON would be the best distribution for the film as they appeal to younger audiences interested in current thrillers. These cinemas show popular films at affordable prices in the evenings, allowing students and young people aged 16-20 to easily see the film. Independent cinemas and the BBC cater to older, niche audiences, so would not be suitable given the film's target demographic. Digital platforms like Netflix and YouTube could expand the audience reach, as could social media promotion like what Gone Girl used. A smaller UK film company like the BFI would be more willing to support an unknown, low-budget film than larger studios.
DRAFT Question 1
This document summarizes how the media product uses conventions of thriller genres in its filming, editing, and overall narrative structure. Specifically, it discusses how the costumes, lighting, camera angles, sound, and color correction were used to reference films like Psycho, Essex Boys, and Kill Bill while also developing determined female and anonymous male characters. The document analyzes how conventions like extreme close-ups, low camera angles, and over-the-shoulder shots place the audience's perspective and build tension. It concludes by discussing the font and text transitions used in the credits and how they foreshadow the relationship between the two characters.
Storyboard
1) The document describes the lighting, camera angles, transitions, sounds and scenes for a short film involving a woman trapped in a small, dimly lit space and a man approaching a door.
2) Scenes alternate between close-ups of the panicking woman in the confined space and the man purposefully walking and approaching the door from outside.
3) The final scene matches their movements on opposite sides of the door, with the woman listening and the man leaning in, creating symbolic reflection and building tension before cutting to black.
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DRAFT Question 7
- 1. Evaluation Q7) Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product? For this production, I put a lot of time and work into the research and planning aspects. Doing multiple case studies for inspiration was something which helped us establish the thriller conventions we also wanted to include in the opening of our thriller film. This was progression from our preliminary task, allowing us to focus more on our own interpretation of the thriller genre, creating our own thriller opening which is inspired by others. As I hadn’t used some of the technology before; it was good to try-out the equipment on trial- runs, practicing before shooting the real footage. I think our techniques of camera placement improved along the filming process, ensuring we met some of the thriller conventions of shots; The cliffhanger of the thriller film opening was something essentially important to create both an engaging piece and something which didn’t feel too final, leaving the plot open to be continued in the film. Due to a lack of plot-line structure in the preliminary task, having a more detailed and in-depth plot in our thriller film opening, the process of matching up clips; cutting between the male and female sections which took a lot of planning to ensure the footage connects the two different scene together. The idea of keeping the cliffhanger as strong but maintaining something the audience can be connected with and our genuinely intrigued in seeing the resolution. Through this process of creating the production; it’s become clearer to me how integral the soundtrack is to a film, something that wasn’t included in the preliminary task. Having different soundtracks can completely change the mood and tone of the piece. I haven’t edited music together properly before, so it was interesting to try it. Although it was quite a long-winded process to ensure the edit made the sound seem continuous, I think the outcome was worth it. The soundtrack working alongside the visuals, building intensity and adding something more to just he diegetic sound. During the process of filming the opening to the thriller film; I improved my camera work skills and developed a greater understanding how to properly use the camera. We used two cameras, having to use them with tripods and on a dolly, and sound equipment. like low-angled, slightly tilted and close-up shots. This is something we didn’t explore during the preliminary task.
- 2. Another important thing was to respond to feedback from my teachers throughout the research, planning and filming processes. Using knowledge from those with a wider range of experience in the thriller genre, having feedback helped to guide our ideas, getting feedback where we can alter planning and research was important before the shoot. We refined our ideas as much as possible, trying to go thorough every detail of the clips, using location and lighting example stills, in order to ensure the shoot would go as smoothly as possible. Evaluation Q7) Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product? After identifying our audience demographic, the next step was to allow them to watch our thriller film opening and get their feedback on it. It was incredibly for us to gain and collect feedback from our potential audience, this highlighted what was successful about our rough edit of the production and what can be improved for the final edit. I did this in the form of questionnaires, asking people from our audience demographic their opinions on the 2 minute opening: This feedback was essential for the development and progression of my thriller film opening final edit, I aimed the audience feedback at our targeted demographic; young adults. The questionnaires would help highlight specific areas the audience liked, or think could be improved. The feedback group all agreed on the cliffhanger being one of the best features in the production, reflecting that the ambiguity of the situation is a hook for the viewer.