Eval 7
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The preliminary task taught filmmaking techniques like continuity and following rules for shots. The student had to film a character opening a door and sitting down for a conversation. Editing the shots together was initially difficult. The main task showed their understanding of continuity editing through creating scripts and shot lists. They learned techniques like the 180 degree rule and shot-reverse shot. These were applied in the main film to ensure good continuity. New shots like whip pans and over the shoulder shots were used to create tension and atmosphere.
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Question 7
The preliminary task gave the student a better understanding of continuity rules like the 180-degree rule and match on action shots. This task involved filming a character opening a door and having a conversation. This helped the student apply these skills to their final film "Purity". The preliminary exercise and final film both used match on action to convey continuity and realism. The editing process for the final film took longer due to special effects added, like sepia tones and graphic matches, which required precision to maintain realistic continuity while editing.
Evaluation 7
The document discusses several film techniques the author learned and applied in creating a short film opening sequence. These include the 180 degree rule for spatial relationships between characters, match on action editing to show an object from two points of view, shot reverse shot to build tension between characters in a narrow alleyway setting, and learning Adobe Premiere editing software to effectively assemble the opening film.
Evaluation 8
The student was tasked with creating a film continuity sequence in a group. They struggled during filming as it was their first time and they were unfamiliar with techniques like the 180-degree rule. However, they were able to complete the task and learned skills like storyboarding and using different shot types. Editing in Final Cut Pro was challenging as the student lacked experience, but teammates helped explain the software and everyone took turns editing to improve their skills.
Evaluation 8
The student was tasked with creating a film continuity sequence in a group. They struggled during filming as it was their first time and they were unfamiliar with techniques like the 180-degree rule. However, they were able to complete the task and learned skills like storyboarding and using different shot types. Editing in Final Cut Pro was challenging as the student lacked experience, but teammates helped explain the software and everyone took turns editing to improve their skills.
Evaluation 8
The student was tasked with creating a film continuity sequence in a group. They struggled during filming as it was their first time and they were unfamiliar with techniques like the 180-degree rule. However, they were able to complete the task and learned skills like storyboarding and using different shot types. Editing in Final Cut Pro was challenging as the student lacked experience, but teammates helped explain the software and everyone took turns editing to improve their skills.
Prelim Task And Final Opening Sequence Comparison
The document discusses the progression in filmmaking techniques from the author's preliminary task to their full opening sequence. Specifically, it reflects on how shots were improved to be at better angles and follow subjects as they moved. It also discusses how rules like the 180-degree rule and rule of thirds were applied more accurately in the opening sequence. Matching on action was also improved by removing background noise. Overall, the author felt they learned to make more effective shots that fit the thriller genre through continuity and montage sequences in the opening title.
Job roles - UPDATE
The document outlines various job roles for a short film project. Lauren took on the roles of director and cameraperson since she is responsible and had a creative vision for the film as well as experience operating the camera. Stevie also served as director and handled location/set design since it was her apartment being used, as well as catering to keep the talent fed. Niamh also filled the director role given her contributions to the film ideas, and was a cameraperson due to her experience with that camera.
Q7 a
1) In the preliminary task, the filmmakers demonstrated their understanding of the 180-degree rule and shot reverse shot techniques. However, the final film did not include shot reverse shot since it did not have dialogue scenes.
2) When filming the final project, the filmmakers applied the 180-degree rule by always keeping the camera on the same side of the main character in the opening scene.
3) The filmmaker showed improvement in matching shots through editing between the preliminary task and final project, indicating development of their skills over the course of the project.
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Question 7
The preliminary task gave the student a better understanding of continuity rules like the 180-degree rule and match on action shots. This task involved filming a character opening a door and having a conversation. This helped the student apply these skills to their final film "Purity". The preliminary exercise and final film both used match on action to convey continuity and realism. The editing process for the final film took longer due to special effects added, like sepia tones and graphic matches, which required precision to maintain realistic continuity while editing.
Evaluation 7
The document discusses several film techniques the author learned and applied in creating a short film opening sequence. These include the 180 degree rule for spatial relationships between characters, match on action editing to show an object from two points of view, shot reverse shot to build tension between characters in a narrow alleyway setting, and learning Adobe Premiere editing software to effectively assemble the opening film.
Evaluation 8
The student was tasked with creating a film continuity sequence in a group. They struggled during filming as it was their first time and they were unfamiliar with techniques like the 180-degree rule. However, they were able to complete the task and learned skills like storyboarding and using different shot types. Editing in Final Cut Pro was challenging as the student lacked experience, but teammates helped explain the software and everyone took turns editing to improve their skills.
Evaluation 8
The student was tasked with creating a film continuity sequence in a group. They struggled during filming as it was their first time and they were unfamiliar with techniques like the 180-degree rule. However, they were able to complete the task and learned skills like storyboarding and using different shot types. Editing in Final Cut Pro was challenging as the student lacked experience, but teammates helped explain the software and everyone took turns editing to improve their skills.
Evaluation 8
The student was tasked with creating a film continuity sequence in a group. They struggled during filming as it was their first time and they were unfamiliar with techniques like the 180-degree rule. However, they were able to complete the task and learned skills like storyboarding and using different shot types. Editing in Final Cut Pro was challenging as the student lacked experience, but teammates helped explain the software and everyone took turns editing to improve their skills.
Prelim Task And Final Opening Sequence Comparison
The document discusses the progression in filmmaking techniques from the author's preliminary task to their full opening sequence. Specifically, it reflects on how shots were improved to be at better angles and follow subjects as they moved. It also discusses how rules like the 180-degree rule and rule of thirds were applied more accurately in the opening sequence. Matching on action was also improved by removing background noise. Overall, the author felt they learned to make more effective shots that fit the thriller genre through continuity and montage sequences in the opening title.
Job roles - UPDATE
The document outlines various job roles for a short film project. Lauren took on the roles of director and cameraperson since she is responsible and had a creative vision for the film as well as experience operating the camera. Stevie also served as director and handled location/set design since it was her apartment being used, as well as catering to keep the talent fed. Niamh also filled the director role given her contributions to the film ideas, and was a cameraperson due to her experience with that camera.
Q7 a
1) In the preliminary task, the filmmakers demonstrated their understanding of the 180-degree rule and shot reverse shot techniques. However, the final film did not include shot reverse shot since it did not have dialogue scenes.
2) When filming the final project, the filmmakers applied the 180-degree rule by always keeping the camera on the same side of the main character in the opening scene.
3) The filmmaker showed improvement in matching shots through editing between the preliminary task and final project, indicating development of their skills over the course of the project.
Evaluation of preliminary task
The student fulfilled the criteria of shot reverse shot, 180 degree rule, and match on action in their preliminary film task. They found it difficult to find consistent actors but were able to plan shots with just two characters. Some retakes were needed due to interference and background noise. An error occurred when an actor briefly looked at the camera when not intended. In editing, they ordered sequences and removed unnecessary bits while maintaining filming rules. Transitions and effects were not included due to time constraints, but a fade to black at the end may have created tension.
Evaluation question 7
In the preliminary exercise, the filmmakers demonstrated match on action, shot-reverse-shot, and adhering to the 180 degree rule in a short conversation scene. For the main task, they filmed and edited the opening two minutes of a film with titles, incorporating these techniques and using match on action and shot-reverse-shots throughout therapy session scenes. They improved at shot-reverse-shots by making them clearer and better framed, and introduced jump cuts to disorient the viewer, filming short takes from different distances.
How the preliminary task helped us
The preliminary task of filming a test scene helped the group get organized and plan out their filming process. It allowed them to identify their strengths, such as filming, and weaknesses, like being unprepared with shots and locations. Creating a storyboard for their opening scene helped the group have a clear plan to follow during filming and understand techniques like match on action shots and close ups based on their preliminary experience.
Evaluation q7
The preliminary exercise helped the student understand various film techniques like using different types of shots to set mood, continuity editing, and the 180 degree rule. It made editing their final opening title sequence easier as they had practiced these skills in the preliminary. Some techniques they explored more in the final piece included using music, voiceovers, and setting due to fewer restrictions.
Evaluation – question 7
The document reflects on what was learned from a preliminary filmmaking task that helped with creating a full film opening. Key things learned were shot reverse shot, match on action, and the 180 degree rule for filming dialogue, scene continuity, and camera placement. These skills made dialogue, scene flow, and establishing shots easier. While match on action was initially difficult, the preliminary task overall helped better understand shots and how to fix mistakes. Group work made filming and splitting editing easier.
evaluation q7
The preliminary exercise taught the document's author how to use a camera to set atmospheres and moods through techniques like close-ups and extreme close-ups. It also helped make editing the film easier. While only one scene used continuity and match on action, the preliminary familiarized the author with this technique. The preliminary also helped the author understand and apply the 180-degree rule. Various shots from the preliminary like close-ups, low angles, and wide shots were then easier to incorporate into the final piece. The preliminary restricted content less so the final piece could experiment more with elements like music, voiceover, and setting. Editing the final sequence was easier as the preliminary used the same editing software.
Q7 – Evaluation
From their preliminary tasks, the student learned several skills that improved their final product. They learned different camera angles and film effects from the Juno task. The dancing animals task taught them how to add sound and sync audio with video. From the don't dream task, they improved their filming quality by using a tripod. For their final product, they applied these lessons by incorporating various shots and angles, syncing music, and using a tripod for steady footage.
Evaluation question 6
- The preliminary task brief was for students to film a conversation scene using key filming skills like the 180 degree rule.
- It was assigned to familiarize students with the camera and filming techniques needed for the final project.
- Completing the preliminary task helped the student learn filming skills like shot types and continuity rules that they applied to successfully film and edit their thriller opening for the final project.
Prelim eval
The student learned several skills from completing their preliminary film task. They learned how to effectively use camera shots like low angles, continuity techniques like matching clothes and locations, and basic editing. Some areas of success included good continuity and using a variety of shots. However, they need to improve planning time better and including more challenging shots and credits in the future.
Evaluation: Question Seven
The document provides an evaluation of Gaby Stocker's film planning, camera skills, editing, sound creation, ident creation, and teamwork for a preliminary film project and a final opening scene. For the final opening scene, more detailed storyboarding was used, more variety in shots, steadier camerawork, easier editing in iMovie rather than Premier Pro, mixing of voiceover and soundtrack sound levels, and an ident was created after audience testing. Teamwork was effective with communication and contributions from all group members.
Q7) looking back at your preliminary task
The document discusses a film student's experience filming preliminary exercises and a final short film. For the preliminary exercise, the student's group demonstrated techniques like the 180 degree rule and shot reverse shot. This experience gave the student an advantage when filming their own final 2-minute film opening. The student was able to apply rules and shots like match on action shots that they had learned. Through the process, the student improved at organizing, camera work, and editing techniques in Final Cut Express.
Thriller power point
While filming their thriller, the document's author and crew encountered some difficulties including accidentally leaving the recording on after scenes and blocking shots with people in the way. However, they were able to fix these issues in editing. They also had to replace an actress who became ill, but found a replacement. In editing, they added title cards and included their names to credit their work. The author found using the editing software challenging as technical tasks are not their strength, but completing this project improved their skills.
Prelim eval
The document summarizes what the author learned from completing a preliminary filmmaking task. The author learned how to effectively use camera shots, manage time during filming, and ensure continuity between shots during both filming and editing. Areas of success for the task included good continuity and the use of various shot types. The author identifies areas for improvement such as more effective planning and inclusion of credits.
What do you feel you have learnt in the progression from your preliminary tas...
The author learned several key filmmaking techniques through completing a preliminary task and full opening sequence production. In the preliminary task, they learned the 180 degree rule, shot reverse shot, and match on action editing. For the opening sequence, they applied these rules but also expanded their skills by taking cleaner shots, adding sound, using new locations, and experimenting with different shot types like long shots and split editing. Overall, the author felt they made significant progress in their filmmaking abilities from learning basic rules to crafting a more polished opening sequence through research, practice with equipment, and experimentation with new techniques.
Prelim
The document summarizes the improvements made from the author's preliminary task to their final cut. It demonstrates better understanding of techniques like shot reverse shot, the 180 degree rule, match on action, and adding effects and sound. The author learned how to incorporate editing skills like transitions, texts, and copyright-free music in their final cut. Overall, practicing over the course helped develop their technical and creative skills significantly since the preliminary task.
Thriller evaluation question 7
The document discusses what the author learned from their preliminary film project that helped them with their full thriller project. They learned about using camera angles to convey meaning, the importance of continuity and planning before shooting, following conventions like the 180-degree rule, and using generic conventions and intertextual references to make their thriller more professional. Learning editing basics from a peer and focusing on continuity during the shoot helped make their thriller shoot seamless.
Prelim evaluation
The document discusses the author's process for creating a preliminary film task. They had two initial ideas - a low-light Western or a humorous classroom scene. They chose the latter because it was simpler and allowed them to focus on the required shots like shot reverse shot. During filming, they struggled with obeying the 180 degree rule and had to re-shoot parts. However, they gained experience filming multiple takes and editing confidently in Premier Pro. Overall they were pleased with the outcome but received feedback to experiment more with lighting and sound next time.
evaluation
From creating their media project, the students learned several things about using technology:
They learned how to properly use the camera and editing software, as well as techniques like different camera movements and editing music to fit with dialogue. However, they initially made a mistake in the editing software that caused their footage to be the wrong size, requiring them to restart editing. They also found introducing characters with still shots and zooms was harder than planned. Overall, they learned the importance of planning filming sessions in advance and taking time to experiment with the camera.
Production roles
Anthony will serve as the director and will be responsible for overseeing all aspects of production including shot selection, providing feedback to actors, and managing the budget. Lucy will be the camera crew and work closely with Anthony to capture the desired shots with proper lighting and framing. Michelle will be the location manager and ensure backup plans are in place if primary locations cannot be used. The actors, Laolu and the unnamed protagonist, will take direction from Anthony to perform their roles appropriately for each scene.
Question 7
Looking back at your preliminary task do you feel you have learnt in the progression from it to the full product?
Evaluation Question 7
In the preliminary task, the filmmakers focused on smoothly filming match-on-action shots and applying the 180-degree rule. For the main project, they created a 2-minute opening for a paranormal horror film, applying techniques learned previously. Specifically, they implemented match-on-action shots more easily and overcame challenges of the 180-degree rule in a confined space. Close-ups and a variety of shots improved from the preliminary, helping capture the genre more effectively. The preliminary experience helped with understanding shot types and how to best utilize space and sound.
Question 7
- The document discusses the learning and progression from a preliminary task to creating a full film opening. For the preliminary task, the author had to learn basic camera and editing skills. When creating the film opening, the author was able to apply these skills as well as advance their knowledge in areas like complex planning, creative camera shots, detailed editing and sound design. Overall, doing the preliminary task provided valuable practice and learning that helped the author successfully plan, film and evaluate their higher quality film opening.
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Evaluation of preliminary task
The student fulfilled the criteria of shot reverse shot, 180 degree rule, and match on action in their preliminary film task. They found it difficult to find consistent actors but were able to plan shots with just two characters. Some retakes were needed due to interference and background noise. An error occurred when an actor briefly looked at the camera when not intended. In editing, they ordered sequences and removed unnecessary bits while maintaining filming rules. Transitions and effects were not included due to time constraints, but a fade to black at the end may have created tension.
Evaluation question 7
In the preliminary exercise, the filmmakers demonstrated match on action, shot-reverse-shot, and adhering to the 180 degree rule in a short conversation scene. For the main task, they filmed and edited the opening two minutes of a film with titles, incorporating these techniques and using match on action and shot-reverse-shots throughout therapy session scenes. They improved at shot-reverse-shots by making them clearer and better framed, and introduced jump cuts to disorient the viewer, filming short takes from different distances.
How the preliminary task helped us
The preliminary task of filming a test scene helped the group get organized and plan out their filming process. It allowed them to identify their strengths, such as filming, and weaknesses, like being unprepared with shots and locations. Creating a storyboard for their opening scene helped the group have a clear plan to follow during filming and understand techniques like match on action shots and close ups based on their preliminary experience.
Evaluation q7
The preliminary exercise helped the student understand various film techniques like using different types of shots to set mood, continuity editing, and the 180 degree rule. It made editing their final opening title sequence easier as they had practiced these skills in the preliminary. Some techniques they explored more in the final piece included using music, voiceovers, and setting due to fewer restrictions.
Evaluation – question 7
The document reflects on what was learned from a preliminary filmmaking task that helped with creating a full film opening. Key things learned were shot reverse shot, match on action, and the 180 degree rule for filming dialogue, scene continuity, and camera placement. These skills made dialogue, scene flow, and establishing shots easier. While match on action was initially difficult, the preliminary task overall helped better understand shots and how to fix mistakes. Group work made filming and splitting editing easier.
evaluation q7
The preliminary exercise taught the document's author how to use a camera to set atmospheres and moods through techniques like close-ups and extreme close-ups. It also helped make editing the film easier. While only one scene used continuity and match on action, the preliminary familiarized the author with this technique. The preliminary also helped the author understand and apply the 180-degree rule. Various shots from the preliminary like close-ups, low angles, and wide shots were then easier to incorporate into the final piece. The preliminary restricted content less so the final piece could experiment more with elements like music, voiceover, and setting. Editing the final sequence was easier as the preliminary used the same editing software.
Q7 – Evaluation
From their preliminary tasks, the student learned several skills that improved their final product. They learned different camera angles and film effects from the Juno task. The dancing animals task taught them how to add sound and sync audio with video. From the don't dream task, they improved their filming quality by using a tripod. For their final product, they applied these lessons by incorporating various shots and angles, syncing music, and using a tripod for steady footage.
Evaluation question 6
- The preliminary task brief was for students to film a conversation scene using key filming skills like the 180 degree rule.
- It was assigned to familiarize students with the camera and filming techniques needed for the final project.
- Completing the preliminary task helped the student learn filming skills like shot types and continuity rules that they applied to successfully film and edit their thriller opening for the final project.
Prelim eval
The student learned several skills from completing their preliminary film task. They learned how to effectively use camera shots like low angles, continuity techniques like matching clothes and locations, and basic editing. Some areas of success included good continuity and using a variety of shots. However, they need to improve planning time better and including more challenging shots and credits in the future.
Evaluation: Question Seven
The document provides an evaluation of Gaby Stocker's film planning, camera skills, editing, sound creation, ident creation, and teamwork for a preliminary film project and a final opening scene. For the final opening scene, more detailed storyboarding was used, more variety in shots, steadier camerawork, easier editing in iMovie rather than Premier Pro, mixing of voiceover and soundtrack sound levels, and an ident was created after audience testing. Teamwork was effective with communication and contributions from all group members.
Q7) looking back at your preliminary task
The document discusses a film student's experience filming preliminary exercises and a final short film. For the preliminary exercise, the student's group demonstrated techniques like the 180 degree rule and shot reverse shot. This experience gave the student an advantage when filming their own final 2-minute film opening. The student was able to apply rules and shots like match on action shots that they had learned. Through the process, the student improved at organizing, camera work, and editing techniques in Final Cut Express.
Thriller power point
While filming their thriller, the document's author and crew encountered some difficulties including accidentally leaving the recording on after scenes and blocking shots with people in the way. However, they were able to fix these issues in editing. They also had to replace an actress who became ill, but found a replacement. In editing, they added title cards and included their names to credit their work. The author found using the editing software challenging as technical tasks are not their strength, but completing this project improved their skills.
Prelim eval
The document summarizes what the author learned from completing a preliminary filmmaking task. The author learned how to effectively use camera shots, manage time during filming, and ensure continuity between shots during both filming and editing. Areas of success for the task included good continuity and the use of various shot types. The author identifies areas for improvement such as more effective planning and inclusion of credits.
What do you feel you have learnt in the progression from your preliminary tas...
The author learned several key filmmaking techniques through completing a preliminary task and full opening sequence production. In the preliminary task, they learned the 180 degree rule, shot reverse shot, and match on action editing. For the opening sequence, they applied these rules but also expanded their skills by taking cleaner shots, adding sound, using new locations, and experimenting with different shot types like long shots and split editing. Overall, the author felt they made significant progress in their filmmaking abilities from learning basic rules to crafting a more polished opening sequence through research, practice with equipment, and experimentation with new techniques.
Prelim
The document summarizes the improvements made from the author's preliminary task to their final cut. It demonstrates better understanding of techniques like shot reverse shot, the 180 degree rule, match on action, and adding effects and sound. The author learned how to incorporate editing skills like transitions, texts, and copyright-free music in their final cut. Overall, practicing over the course helped develop their technical and creative skills significantly since the preliminary task.
Thriller evaluation question 7
The document discusses what the author learned from their preliminary film project that helped them with their full thriller project. They learned about using camera angles to convey meaning, the importance of continuity and planning before shooting, following conventions like the 180-degree rule, and using generic conventions and intertextual references to make their thriller more professional. Learning editing basics from a peer and focusing on continuity during the shoot helped make their thriller shoot seamless.
Prelim evaluation
The document discusses the author's process for creating a preliminary film task. They had two initial ideas - a low-light Western or a humorous classroom scene. They chose the latter because it was simpler and allowed them to focus on the required shots like shot reverse shot. During filming, they struggled with obeying the 180 degree rule and had to re-shoot parts. However, they gained experience filming multiple takes and editing confidently in Premier Pro. Overall they were pleased with the outcome but received feedback to experiment more with lighting and sound next time.
evaluation
From creating their media project, the students learned several things about using technology:
They learned how to properly use the camera and editing software, as well as techniques like different camera movements and editing music to fit with dialogue. However, they initially made a mistake in the editing software that caused their footage to be the wrong size, requiring them to restart editing. They also found introducing characters with still shots and zooms was harder than planned. Overall, they learned the importance of planning filming sessions in advance and taking time to experiment with the camera.
Production roles
Anthony will serve as the director and will be responsible for overseeing all aspects of production including shot selection, providing feedback to actors, and managing the budget. Lucy will be the camera crew and work closely with Anthony to capture the desired shots with proper lighting and framing. Michelle will be the location manager and ensure backup plans are in place if primary locations cannot be used. The actors, Laolu and the unnamed protagonist, will take direction from Anthony to perform their roles appropriately for each scene.
What's hot (19)
What do you feel you have learnt in the progression from your preliminary tas...
What do you feel you have learnt in the progression from your preliminary tas...
Similar to Eval 7
Question 7
Looking back at your preliminary task do you feel you have learnt in the progression from it to the full product?
Evaluation Question 7
In the preliminary task, the filmmakers focused on smoothly filming match-on-action shots and applying the 180-degree rule. For the main project, they created a 2-minute opening for a paranormal horror film, applying techniques learned previously. Specifically, they implemented match-on-action shots more easily and overcame challenges of the 180-degree rule in a confined space. Close-ups and a variety of shots improved from the preliminary, helping capture the genre more effectively. The preliminary experience helped with understanding shot types and how to best utilize space and sound.
Question 7
- The document discusses the learning and progression from a preliminary task to creating a full film opening. For the preliminary task, the author had to learn basic camera and editing skills. When creating the film opening, the author was able to apply these skills as well as advance their knowledge in areas like complex planning, creative camera shots, detailed editing and sound design. Overall, doing the preliminary task provided valuable practice and learning that helped the author successfully plan, film and evaluate their higher quality film opening.
Evaluation question 7
The document reflects on the learning from a preliminary exercise to the creation of a full film product. Key learnings from the preliminary continuity task involving match-on-action and shot/reverse-shot were incorporated into the final opening sequence, such as replicating match-on-action techniques. Skills in both filming and editing improved from gaining experience with new camera and editing equipment. While some methods were replicated, the final product also experimented with more complicated match-on-actions, advanced sound and rhythmic editing, and unique shots to create something more advanced.
Evaluation Question 7
The document discusses the progression from a preliminary task to a full film opening product. It notes that the preliminary task helped learn basic camera and editing skills but involved limited planning and creativity. More complex skills like varied camera shots, in-depth planning with storyboards and scripts, extensive research, and improved production elements like lighting, costumes, and sound design were incorporated into the film opening. Overall, the preliminary task provided foundational experience that supported creating a higher quality final product with the film opening.
Evaluation question 6
The brief for the preliminary task was to film a conversation scene including key filming techniques. This was to practice skills needed for the final thriller opening. From completing the task, the student learned how to use continuity rules, shoot different shot types, and gained experience working as a group and editing with Final Cut. Completing the preliminary task helped with the final project by providing experience using the camera, continuity, planning, group work, and editing skills, which ensured a smooth production process for the thriller opening.
Question 7 evaluation
The document discusses the learning process from a preliminary filmmaking task to a full film opening project. For the preliminary task, the author filmed a scene with classmates involving different shots. They struggled with editing software but learned about camera shots, continuity, and location importance. For the full project, more time was needed for planning, improved editing, and creating a cohesive plot and film opening conventions were followed. Overall, the preliminary task helped prepare skills but the full project required a higher standard of quality.
Question 7 evaluation
The document discusses the learning and improvements from a student's preliminary film task to their full film opening project. For the preliminary task, the student filmed a scene with classmates involving different shots. The student learned about camera shots, rules, and editing but found the software difficult. Improvements would include more time, a better location, and smoother transitions. For the full project, more filming, continuity, and conventions were needed but the preliminary task prepared the student on techniques and helped the group work more professionally.
Q7
Our preliminary task focused on continuity through a character moving and sitting across from another for a dialogue exchange. This demonstrated match-on-action, shot reverse shot, and the 180-degree rule. For our full film opening sequence, we adapted elements from the preliminary task, using the 180-degree rule in establishing town scenes but changing it later to confuse viewers during an ending chaos scene. We learned from mistakes in the preliminary task to use filmmaking techniques more effectively in the main film.
Evaluation activity 7
In comparing their preliminary task to the final product, the document discusses several key areas of improvement:
1) A wider range of camera shots and movements were used in the final product compared to only a few stationary shots in the preliminary task.
2) Better understanding and application of techniques like shot composition, the 180-degree rule, lighting, editing, and shot reverse shots improved the flow and engagement of the final product.
3) Valuable lessons were learned around efficiently incorporating different shots and camera movements, adhering to filming rules, and ensuring shots flowed coherently through editing.
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.
Evaluation powerpoint
This document summarizes a student's experience filming a short video clip using continuity techniques for class. The student learned how to properly use a video camera and editing software. Time management was challenging, but the finished product came together well. Areas for improvement include better time planning and experimenting more with editing features. While some continuity techniques were successfully used, others like the 180 degree rule were difficult to include. The student evaluated their positive contribution to group roles and workflow.
Preliminary Task Evaluation
The set brief for the preliminary task was to produce a short film involving a character opening a door, crossing a room, and having a conversation with another character. This was to incorporate match on action, shot/reverse shot, and the 180 degree rule. In preparation, the student researched terms, explored camera techniques, storyboarded scenes, planned locations and casting. Filming went well though there were issues with natural lighting. In post-production, the student edited in Adobe Premier Pro, adding elements to create an eerie atmosphere through manipulating shots and sound. Overall the preliminary task met the brief, with strong camerawork but some room for improvement in match on action continuity.
Task 7 - media evaluation
The document discusses what the author has learned from their preliminary task to their full product task. They discuss improvements in using a tripod, utilizing a variety of shots and angles to keep audiences interested and maintain continuity. Editing skills like layering clips, adding titles and color correcting improved. More focus was given to mise-en-scene elements like location, props, costumes, lighting and expressions to fit the thriller genre. Sound design was expanded to build tension. Matching shots on action was done more realistically. Research and planning was more extensive for the full product.
Evaluationn Question 7
The student learned several filming and editing techniques after completing their preliminary task that they were able to apply to their full horror film opening. For the preliminary task, they researched different shot types and practiced shots to gain experience. They also planned shots and created a storyboard. For the full opening, they applied techniques like match cuts, 180 degree rules, and splice cuts. They also incorporated close-ups and developed shots from the preliminary task. Overall, planning, research and practice on the preliminary task helped the student improve their skills and confidence for the full opening.
Introduction to the preliminary task
This document provides an introduction and overview of a group's preliminary task for their media studies course. The task involved filming a scene with a character opening a door, crossing a room, sitting down, and exchanging dialogue with another person. They were to demonstrate techniques like match on action, shot/reverse shot cuts, and following the 180 degree rule. Each group member took on different roles like operating the camera, being the main actress, or the second actress. The document then explains how they implemented these techniques and what they learned about using digital cameras and Adobe Premiere to film and edit the scene together. It concludes by discussing the strengths and weaknesses of their preliminary task work.
Reflection on preliminary task
The student believes they fulfilled most or all of the criteria for the preliminary task of filming a character entering or opening a door in under 2 minutes. They followed cinematography techniques like the 180 degree rule and used different shot types like long shots, mid shots, and close ups. Filming was difficult due to issues like actors' expressions, background noise, and lighting conditions at different times of day. The best times to film were during lessons and after school to avoid interruptions. Editing in Final Cut Pro taught the student how to upload footage, trim clips, change lighting, organize bins, and export a finished video.
Question 7 Evaluation
The document summarizes what was learned from a preliminary filmmaking task to the full film product. It discusses techniques used like match on action cuts and the 180-degree rule to ensure continuity. It also notes that winging the script for the preliminary task showed the importance of developing a detailed full script. Overall, the preliminary exercise helped teach camera angles, editing skills, and storytelling lessons that were applied to the final film product.
Question 7
The student learned valuable skills through completing preliminary filmmaking tasks. The "Life on Mars" activity taught them about camera usage and shot timing. Storyboarding their opening scene helped them plan shots and experiment with editing. Each successive task built on their skills, and by the film opening they had learned effects, titles, and how to intrigue audiences. While challenging, creating the opening scene taught them the importance of character, location, and genre establishment to draw viewers in.
Prelim task
From filming their preliminary short film, the author learned several lessons that improved their skills for the full film. They gained experience with filming techniques like different shots and maintaining the 180 degree rule. For editing, they learned tools like razor cuts and ripple deletes in Premiere Pro. Communication and using feedback helped strengthen their group work. Applying these lessons, the author created stronger sound editing, more cohesive music, and improved video quality for their final film compared to the preliminary version.
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How effective is the combination of your main
The document discusses the effectiveness of combining a film product with ancillary marketing texts. It describes the film's narrative involving a camera that makes objects disappear. It also discusses the influences for the film's style. The project aim was to create mystery and tension through a mysterious narrative structure and camera device. Ancillary texts like a poster, radio spot, and viral website were created to synergize with the film's themes of entrapment, cameras, and mystery. Research was done on effective marketing techniques. Overall feedback found the combination of the film and ancillary texts effectively captured the intended mysterious and thrilling tones.
How effective is the combination of your main
The combination of the film and ancillary texts is effective overall. The poster, radio trailer, and viral marketing website all utilize similar themes of mystery, tension, and the camera's narrative device to synergize with the film and each other. Research was conducted on film poster and radio trailer influences to guide the design. Testing found the poster and radio trailer successfully conveyed the intended thrilling and mysterious tones. The ancillary texts reference elements from the film to promote it while maintaining a consistent style and identity.
How effective is the combination of your main
The combination of the film and ancillary texts is effective overall. The poster, radio trailer, and viral marketing campaign all utilize similar themes of mystery and tension seen in the film to promote synergy across the materials. Research was conducted into effective promotional strategies, and tests with audiences found the poster and radio trailer successfully conveyed the intended thrilling and mysterious tones of the film. Minor tweaks to the radio trailer were suggested, but overall the combination of materials cohesively promoted the film's key themes and narrative elements.
Evaluation question 3
This document discusses potential film distribution companies for a psychological horror film. It analyzes Sony, Warp Films, and 20th Century Fox as options. Warp Films is selected because, as an independent UK company, it focuses on niche stories and British issues, allowing controversial subjects without pressure to appeal to mass markets. While Warp Films' smaller budgets mean fewer screens and locations, the content and style would be less affected than the budget. Warp Films has successfully distributed similar British films dealing with controversial topics.
Evaluation question 1
Our media product challenges conventions of psychological horror films through its nonlinear narrative, use of flashbacks, and portrayal of a protagonist struggling with mental health issues. The film follows Lucy, a teenage girl haunted by memories of murdering her friend. Scenes jump back and forth in time to reveal Lucy's deteriorating mental state. Cinematography like low angle shots and whip pans create tension and convey Lucy's anxiety and breakdowns. The locations of a rooftop and bathroom heighten the psychological elements. Editing increases pace during climactic scenes, and diegetic sounds of arguments blend with unsettling nondiegetic music and whispers. Titles are placed after the intro to pause reflection on Lucy's turmoil.
Evaluation question 7
The preliminary task taught filmmaking techniques like continuity and following rules for shots. It involved having a character open a door, sit down, and have a conversation. Editing the shots together was initially difficult. The main task showed an understanding of continuity editing and required creating scripts and shot lists for pre-production. The key techniques learned - 180 degree rule, match on action, and shot-reverse shot - were then applied to the main film to ensure good continuity. New shots like whip pans and over the shoulder shots were used to create tension and atmosphere, while shot-reverse shot was used in the final scene to show characters' reactions while maintaining continuity.
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一比一原版(uw毕业证书)美国威斯康星大学麦迪逊分校毕业证如何办理
原版一模一样【微信：741003700 】【(uw毕业证书)美国威斯康星大学麦迪逊分校毕业证成绩单】【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
办理(uw毕业证书)美国威斯康星大学麦迪逊分校毕业证【微信：741003700 】外观非常简单，由纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理(uw毕业证书)美国威斯康星大学麦迪逊分校毕业证【微信：741003700 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理(uw毕业证书)美国威斯康星大学麦迪逊分校毕业证【微信：741003700 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理(uw毕业证书)美国威斯康星大学麦迪逊分校毕业证【微信：741003700 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
定制(mu毕业证书)美国迈阿密大学牛津分校毕业证学历证书原版一模一样
原版定制【微信:bwp0011】《(mu毕业证书)美国迈阿密大学牛津分校毕业证学历证书》【微信:bwp0011】成绩单 、雅思、外壳、留信学历认证永久存档查询，采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信bwp0011】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信bwp0011】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
一比一原版(AUT毕业证)奥克兰理工大学毕业证如何办理
AUT毕业证假文凭【微信95270640】购买（奥克兰理工大学毕业证成绩单硕士学历）Q微信95270640代办AUT学历认证留信网伪造奥克兰理工大学学位证书精仿奥克兰理工大学本科/硕士文凭证书补办奥克兰理工大学 diplomaoffer,Transcript购买奥克兰理工大学毕业证成绩单购买AUT假毕业证学位证书购买伪造奥克兰理工大学文凭证书学位证书,专业办理雅思、托福成绩单，学生ID卡，在读证明，海外各大学offer录取通知书，毕业证书，成绩单，文凭等材料:1:1完美还原毕业证、offer录取通知书、学生卡等各种在读或毕业材料的防伪工艺（包括 烫金、烫银、钢印、底纹、凹凸版、水印、防伪光标、热敏防伪、文字图案浮雕，激光镭射，紫外荧光，温感光标）学校原版上有的工艺我们一样不会少，不论是老版本还是最新版本，都能保证最高程度还原，力争完美以求让所有同学都能享受到完美的品质服务。
办国外奥克兰理工大学奥克兰理工大学毕业证文凭证书教育部学历学位认证留信认证大使馆认证留学回国人员证明修改成绩单信封申请学校offer录取通知书在读证明offer letter。
快速办理高仿国外毕业证成绩单：
1奥克兰理工大学毕业证+成绩单+留学回国人员证明+教育部学历认证（全套留学回国必备证明材料给父母及亲朋好友一份完美交代）;
2雅思成绩单托福成绩单OFFER在读证明等留学相关材料（申请学校转学甚至是申请工签都可以用到）。
3.毕业证 #成绩单等全套材料从防伪到印刷从水印到钢印烫金高精仿度跟学校原版100%相同。
专业服务请勿犹豫联系我！联系人微信号：95270640诚招代理：本公司诚聘当地代理人员如果你有业余时间有兴趣就请联系我们。
国外奥克兰理工大学奥克兰理工大学毕业证文凭证书办理过程：
1客户提供办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）。蜿蜒小溪一直都是山娃和小伙伴们盛夏的天然泳场水不深碎石底石缝里总有摸不尽的鱼虾活蹦乱跳的还有乌龟和王八贼头贼脑的倒也逗人喜爱日上三竿时山娃总爱窜进自家瓜棚里跟小伙伴们坐着聊天聊着聊着便忍不住往瓜田里逡巡一番抱起一只硕大的西瓜用石刀劈开抑或用拳头砸开每人抱起一大块就啃啃得满嘴满脸猴屁股般的红艳大家一个劲地指着对方吃吃地笑瓜裂得古怪奇形怪状却丝毫不影响瓜味甜丝丝的满嘴生津遍地都是瓜横七竖八的活像掷满这
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A legendary musician records an intricate song designed to show off his expert bass guitar chops at a historical Los Angeles studio.
一比一原版(mcmaste毕业证书)加拿大麦克马斯特大学毕业证如何办理
原版一模一样【微信：741003700 】【(mcmaste毕业证书)加拿大麦克马斯特大学毕业证成绩单】【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
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The Evolution and Impact of Tom Cruise Long Hair
Tom Cruise is one of Hollywood's most iconic figures, known for his versatility, charisma, and dedication to his craft. Over the decades, his appearance has been almost as dynamic as his filmography, with one aspect often drawing significant attention: his hair. In particular, Tom Cruise long hair has become a defining feature in various phases of his career. symbolizing different roles and adding layers to his on-screen characters. This article delves into the evolution of Tom Cruise long hair, its impact on his roles. and its influence on popular culture.
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Introduction
Tom Cruise long hair has often been more than a style choice. it has been a significant element of his persona both on and off the screen. From the tousled locks of the rebellious Maverick in "Top Gun" to the sleek, sophisticated mane in "Mission: Impossible II." Cruise's hair has played a pivotal role in shaping his image and the characters he portrays. This article explores the various stages of Tom Cruise long hair. Examining how this iconic look has evolved and influenced his career and broader fashion trends.
Early Days: The Emergence of a Style Icon
The 1980s: The Birth of a Star
In the early stages of his career during the 1980s, Tom Cruise sported a range of hairstyles. but in "Top Gun" (1986), his hair began to gain significant attention. Though not long by later standards, his hair in this film was longer than the military crew cuts associated with fighter pilots. adding a rebellious edge to his character, Pete "Maverick" Mitchell.
Risky Business: The Transition Begins
In "Risky Business" (1983). Tom Cruise's hair was short but longer than the clean-cut styles dominant at the time. This look complemented his role as a high school student stepping into adulthood. embodying a sense of youthful freedom and experimentation. It was a precursor to the more dramatic hair transformations in his career.
The 1990s: Experimentation and Iconic Roles
Far and Away: Embracing Length
One of the first films in which Tom Cruise embraced long hair was "Far and Away" (1992). Playing the role of Joseph. an Irish immigrant in 1890s America, Cruise's long, hair added authenticity to his character's rugged and determined persona. This look was a stark departure from his earlier. more polished styles and marked the beginning of a more adventurous phase in his hairstyle choices.
Interview with the Vampire: Gothic Elegance
In "Interview with the Vampire" (1994). Tom Cruise long hair reached new lengths of sophistication and elegance. Portraying the vampire Lestat. Cruise's flowing blonde locks were integral to the character's ethereal and timeless allure. This hairstyle not only suited the gothic aesthetic of the film but also showcased Cruise's ability to transform his appearance for a role.
Mission: Impossible II: The Pinnacle of Long Hair
One of the most memorable instances of Tom Cruise long hair came in "Mission: Impossible II" (2000). His character, Ethan
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Eval 7
- 1. Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
- 2. The preliminary task was to teach and show us how to understand different filming techniques and how to keep continuity in film and the rules that go along with it. We had to have a character opening a door and going to sit down to then have a conversation with another character and walk off screen after. For this task the editing part was hard at first as getting the match on action to fit together was hard to edit. The task had to last up to a maximum of one minute and had to abide to the rules of continuity. The main task was done to showcase our understanding of continuity editing and how vital it is in filmmaking. We also had to create scripts and shot lists for the pre-production so we would know what shots to shoot and what to say for our dialogue. What we had to do for the preliminary task?
- 3. What have we learnt? During the preliminary task we learnt many new filmmaking techniques, in which we would use in our main task which was the opening two minutes of our film. This included the 180 degree line rule, match on action and shot-reverse shot. We used these techniques in our main film as it ensures that we have good continuity. We also used many new shots in our main film that include whip pans, and over the shoulder shots as they help to create tension and an atmospheric effect that we are aiming to get but the whip pan also creates a disorienting effect that portrays Lucy ill state of mind and how she sees the world. We also utilised shot-reverse shot for our last scene to show the two characters reactions and emotions but also to keep continuity by not going over the 180 degree line.