Eval q3
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The document discusses feedback received on draft trailers and ancillary products for a project. It summarizes the following key changes made based on feedback: 1. Clips were cut from the first trailer to reduce the length from 1 minute 11 seconds. 2. A Ken burns effect was added to one clip in the second trailer. 3. One scene was shortened in the trailers. 4. The voiceover was adjusted to better match the ident in the third draft trailer. 5. Custom idents were created for the final trailer.
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4. production experiments(1)
Luke Simpson practiced making title cards and filming shots for a horror short film. He researched horror fonts to find ones with a blood red color that would fit the mood of films like The Shining or The Conjuring. Luke filmed test shots in a parking garage to get dark, spooky lighting, including one where the subject disappears between cuts. He also shot CCTV footage that includes static interfering before the subject teleports closer, taking inspiration from filmmaking YouTube channels. Luke plans to incorporate disappearing shots and the teleporting CCTV effect into his final horror film to make it scarier.
Evaluation – preliminary task
The student learned new skills using Adobe Premier software to edit their preliminary task. They cut out repetitive footage to make the film continuous, as required. They also learned new camera angles which they used to make the film look more professional. The editing and different camera angles helped ensure the task met the criteria and brief.
Looking back to your preliminary task, what
The document discusses weaknesses in a preliminary film task and how they were improved upon for the final film. Some weaknesses in the preliminary task included unsteady camera shots, a lack of zooming or tripod usage, inconsistent sound between shots, choppy editing, and unnatural acting. To address these weaknesses, tripods were used for smoother shots, zooming was utilized more effectively, sound was standardized across clips, editing and post-production skills were developed, and acting coaching was provided. Through reviewing their preliminary work and gaining new skills, the filmmakers were able to produce a higher quality final film.
Smile advert editing process
The document summarizes the process of creating a TV advertisement for a smile campaign. It involves:
1. Adding video clips to the timeline in an order that tells a story of someone feeling stressed and then happy. Transitions between scenes are adjusted accordingly.
2. Continually rearranging and adjusting clips, colors, and transitions to best portray the mood and message.
3. Adding a black screen and logo fade at the end, with text promoting the campaign. Music is also added from an online library.
4. A voiceover is later recorded and edited to align with the video, with breaks for the audience. The volume is adjusted so it can be heard over the music. The final
Rough edit evaluation
The document provides an assessment of the rough edit of a music video and discusses several issues that need to be addressed, including:
1) An abrupt transition between audio that needs smoothing by fading one out as the other fades in.
2) Some shaky camera shots that will be stabilized using software or replaced, while others that are too shaky may be left blurry after stabilization.
3) A few out of focus shots that will be replaced or corrected using software effects.
4) Zooming problems in some shots that will be fixed by using alternate takes or cutting the zooming parts.
5) Continuity errors between some shots that need correcting by adjusting footage size or replacing shots.
6
Costume media
The costume chosen is comfortable for the long filming time and stylish to fit the modern, casual music video. The main actor, Callum Groves, was selected because he is confident and won't get camera shy, allowing the director to focus fully on him. Only one actor also makes filming more efficient.
The props include a mobile phone, headphones, car, car keys, alcoholic beverages, hat, bed, pillow and clothes to move the story of a character listening to music and spending a night out.
1.
The documentary follows conventions of real documentaries through its editing, camerawork, interviews, and use of archive footage and voiceover.
The editing uses cuts between interviews and related archive footage to flow effectively. The camerawork uses techniques like pans, zooms, and tilts. The interviews are filmed using proper lighting, framing, and positioning of the interviewee. Relevant archive footage is included and effects are used. The voiceover and music bed match professional standards.
The print advertisement catches attention with an image and bold slogan linked to the documentary topic and channel logo, matching features of real print ads.
Smile evaluation
The document provides an analysis of a video advertisement for the mental health charity Mind. It summarizes the different shots and scenes in the video, including the lighting, camera angles, and transitions used. It notes that the actress appears stressed at the beginning but happier at the end. It also describes the voiceover that discusses stress and how smiling can improve mood according to research. The analysis concludes by explaining how the video and audio come together to convey the message of the Smile Campaign from Mind.
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4. production experiments(1)
Luke Simpson practiced making title cards and filming shots for a horror short film. He researched horror fonts to find ones with a blood red color that would fit the mood of films like The Shining or The Conjuring. Luke filmed test shots in a parking garage to get dark, spooky lighting, including one where the subject disappears between cuts. He also shot CCTV footage that includes static interfering before the subject teleports closer, taking inspiration from filmmaking YouTube channels. Luke plans to incorporate disappearing shots and the teleporting CCTV effect into his final horror film to make it scarier.
Evaluation – preliminary task
The student learned new skills using Adobe Premier software to edit their preliminary task. They cut out repetitive footage to make the film continuous, as required. They also learned new camera angles which they used to make the film look more professional. The editing and different camera angles helped ensure the task met the criteria and brief.
Looking back to your preliminary task, what
The document discusses weaknesses in a preliminary film task and how they were improved upon for the final film. Some weaknesses in the preliminary task included unsteady camera shots, a lack of zooming or tripod usage, inconsistent sound between shots, choppy editing, and unnatural acting. To address these weaknesses, tripods were used for smoother shots, zooming was utilized more effectively, sound was standardized across clips, editing and post-production skills were developed, and acting coaching was provided. Through reviewing their preliminary work and gaining new skills, the filmmakers were able to produce a higher quality final film.
Smile advert editing process
The document summarizes the process of creating a TV advertisement for a smile campaign. It involves:
1. Adding video clips to the timeline in an order that tells a story of someone feeling stressed and then happy. Transitions between scenes are adjusted accordingly.
2. Continually rearranging and adjusting clips, colors, and transitions to best portray the mood and message.
3. Adding a black screen and logo fade at the end, with text promoting the campaign. Music is also added from an online library.
4. A voiceover is later recorded and edited to align with the video, with breaks for the audience. The volume is adjusted so it can be heard over the music. The final
Rough edit evaluation
The document provides an assessment of the rough edit of a music video and discusses several issues that need to be addressed, including:
1) An abrupt transition between audio that needs smoothing by fading one out as the other fades in.
2) Some shaky camera shots that will be stabilized using software or replaced, while others that are too shaky may be left blurry after stabilization.
3) A few out of focus shots that will be replaced or corrected using software effects.
4) Zooming problems in some shots that will be fixed by using alternate takes or cutting the zooming parts.
5) Continuity errors between some shots that need correcting by adjusting footage size or replacing shots.
6
Costume media
The costume chosen is comfortable for the long filming time and stylish to fit the modern, casual music video. The main actor, Callum Groves, was selected because he is confident and won't get camera shy, allowing the director to focus fully on him. Only one actor also makes filming more efficient.
The props include a mobile phone, headphones, car, car keys, alcoholic beverages, hat, bed, pillow and clothes to move the story of a character listening to music and spending a night out.
1.
The documentary follows conventions of real documentaries through its editing, camerawork, interviews, and use of archive footage and voiceover.
The editing uses cuts between interviews and related archive footage to flow effectively. The camerawork uses techniques like pans, zooms, and tilts. The interviews are filmed using proper lighting, framing, and positioning of the interviewee. Relevant archive footage is included and effects are used. The voiceover and music bed match professional standards.
The print advertisement catches attention with an image and bold slogan linked to the documentary topic and channel logo, matching features of real print ads.
Smile evaluation
The document provides an analysis of a video advertisement for the mental health charity Mind. It summarizes the different shots and scenes in the video, including the lighting, camera angles, and transitions used. It notes that the actress appears stressed at the beginning but happier at the end. It also describes the voiceover that discusses stress and how smiling can improve mood according to research. The analysis concludes by explaining how the video and audio come together to convey the message of the Smile Campaign from Mind.
Presentation1
This document summarizes the lessons learned from creating a documentary. It discusses following proper filming techniques like placing the interviewee's eye line at three-quarters down the screen and to the left or right facing the opposite direction. It also mentions using cutaways of relevant items to avoid jump cuts between interviews. The document reflects on using the right length song and including background elements to improve the mise-en-scene. It was edited in Adobe Premier Pro and the process helped understand best practices for the main documentary task.
Rough edit evaluation
The document provides a summary of the rough edit of a music video and discusses areas for improvement. It identifies issues such as uneven audio transitions, shaky camera shots, out of focus footage, zooming problems, continuity errors, and inconsistent color tones. The author plans to address these problems through techniques like smoothing audio transitions, stabilizing footage, replacing low quality clips, adjusting shot timing, and applying color correction to achieve a more polished final edit.
Factual project power point
Harry plans to create a new web show called "Redo or Redon't" that compares video game remakes and reboots. The show will use parodies to highlight similarities and differences between games. Harry created a mood board and storyboard showing interview shots, behind-the-scenes footage, and a parody fight scene recreating Mortal Kombat. Potential issues like equipment malfunctions are addressed in a contingency plan. Required resources include cameras, costumes, and post-production software.
Preliminary failures and successes
This document provides a self-critique of preliminary shots filmed for a student film project. The shots were filmed either free-hand or without a tripod, making them shaky and of poor quality. While some shots like revealing a character's identity worked effectively, the timing and camera angles could have been improved. To strengthen the final film, the student determined they would use a tripod for stability, incorporate over-the-shoulder shots during dialogue, and film alternate angles to avoid re-shoots and characters looking at the camera.
Task 7 evaluation
The document discusses improvements made to a film project from a preliminary version to a final product. Some key improvements included starting with establishing shots of production companies, using wider and more stable establishing shots, improved editing with smoother transitions, utilizing different camera angles and elevations to keep viewers interested, incorporating some camera movement from tripods, varying the range of shots used by filming in new locations, and challenging conventions to build pace. The final product had a more professional, coherent structure and pacing compared to the preliminary version.
AS Media Evaluation part 7
In their preliminary task, the students shot a short scene using a basic camcorder. For their final film, they had more freedom and used a more advanced camera. They learned how to use different camera settings, angles, and shots. They also improved their editing skills in Final Cut by learning more tools and getting better at managing their time. While they carried over techniques like match-on-action from the preliminary, they developed their skills in areas like camera operation, shot variety, and moving shots.
Evaluation question 7
The document discusses what was learned from creating a preliminary film task. It summarizes:
1) Through filming the preliminary task with no prior filmmaking knowledge, the author learned how to create continuity in shots and has since researched film techniques to improve transitions.
2) The author now does more in-depth research until satisfied and will re-film shots if not happy, showing a higher standard of work.
3) Comparisons of preliminary and final shots show the final product looks more advanced and professional with a clear protagonist versus enemy, compared to the preliminary's centered characters.
Evaluation of conversation task
The document summarizes the evaluation of a conversation film task. It notes that some shots were difficult to get right when both actors needed to be in the frame. It also discusses technical issues in Adobe Premiere Pro that resulted in a low resolution final export. Lessons learned include asking someone to act as a double or using different actors for difficult shots, and adjusting sequence settings in Premiere Pro to produce a higher quality final video.
Question 7
The document compares shots from a preliminary task and main task video project. The author is proud of improvements in the main task, including more stable camera movement, better planned camera angles that elevate with the actor, and a better executed over-the-shoulder shot. Some shots, like a mid shot following the character, were well executed in both the preliminary and main tasks, though the main task version was more stable. A shot in a public space was also well executed in both tasks while being more careful in the main task.
Evaluation Question Seven
I learned from filming a preliminary task that I needed to plan my shots more carefully to properly represent characters and locations. For the film opening, I focused on using different camera angles and shots to distinguish the different social classes of the characters and keep them in focus. As the main camera operator, I was heavily involved in the storyboards to ensure the shots matched cinematic conventions and represented the characters as intended, such as using a low camera angle for a powerful protagonist. Through taking multiple takes of scenes, I improved my camera skills and shot composition between the preliminary task and the completed film opening.
Editing of scene 1
The document discusses editing scene 1 of a film. It explains that the editor decided to split the film into separate scenes for each person to edit. The editor describes opening Adobe Premiere Pro to upload clips and decide which to use with the team. They edit the scene by cutting between shots of dialogue and a character's reaction for emotional impact. Matching audio and video continuity was challenging but important. Basic editing skills were used to keep the short scene simple and focused on the narrative.
Video - Pre-Production
The document provides a template and guidance for creating a PowerPoint presentation to plan the production of a short film, including sections for visual planning with storyboards and shot lists, organizational planning of crew and locations, and soundtrack planning with suggestions for recorded audio effects and music cues. Students are instructed to customize the template for their own project by adding details in each section to fully break down and pre-visualize their film.
Job roles
The document outlines specific job roles for members of a film production group. The director will oversee the filming and ensure props, settings and actors are used correctly. The camera operator will set up and operate the camera equipment and transfer clips to a computer for editing. The sound and editing role will add sound effects and combine video clips to create a cohesive opening. As producer, the director will organize the script, storyboard, shooting list, schedule and locations to coordinate the production.
Question 7 evaluation
By comparing his preliminary task to the final product, the author learned several things:
1) Equipment limitations like a shaky phone camera were improved with a tripod, making shots steadier and more professional.
2) Editing weaknesses around inconsistent lighting and "jumpy" cuts were addressed in the final product.
3) Acting skills improved from not looking at the camera and breaking the "fourth wall."
4) Sound issues from background noise were fixed using editing tools to add proper sound effects.
5) Overall, the author feels he has gained valuable skills in areas like post-production, equipment use, and filmmaking techniques to make the final product more polished and enjoyable to watch
Reflection on video task
1) The document reflects on two video tasks - one demonstrating different shot types and camera movements, and another focusing on continuity.
2) For the first task, the group filmed their subject from different angles and distances to showcase long shots, medium shots, and close-ups. They struggled with lighting and noise issues in some takes.
3) For the second task on continuity, the group created a simple scene following rules like the 180 degree rule and shot reverse shot. They showed characters interacting to practice continuity techniques.
Looking back at your preliminary task, what (1)
1. The document discusses lessons learned from an initial preliminary film project to the final full product. Lighting, camera stability, focus, fonts, and transitions were issues in the preliminary but were improved for the final film by using techniques like filming during the day, using tripods, and choosing clearer fonts.
2. Choosing the right lighting is important to clearly see actors' faces and set the right mood. Using a tripod helps keep the camera steady and allows different shot types. Ensuring proper focus keeps the audience engaged by keeping subjects in clear view.
3. Better transitions, fonts, and editing techniques were applied to the final film, like match cuts and overlaying clips, to make it feel more
2. Research MV
The document discusses various production techniques that could be researched and tested for a music video project, including 3D motion tracking to place a video inside a frame, duplicating an actor through green screening, and revealing another actor through camera rotation. It also covers conventions of hip hop music videos and experiments with editing to the beat. The student has chosen to try something different from a typical Eminem video by using a brighter setting and cutting footage to the rhythm of the music.
Development
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
Media evaluation quesion 6
The document discusses what was learned from constructing a film product using different cameras and the editing process. It was found that using a tripod helped but the tripod broke, and a photography camera provided better quality than the first camera used. Editing required patience as unwanted sections had to be precisely cropped. Recording also required patience as actors sometimes forgot lines, slowing the process. Connecting cameras to computers, importing clips, and editing in iMovie was part of finalizing the product for uploading online.
Question Two
The document discusses audience feedback on the film "Bringing Back Hope". The audience felt that the diary shots and over-the-shoulder shots were effective. However, there were issues with sound quality and certain scenes being too long. Editing was done to tighten conversations and distinguish flashbacks. Re-filming was also done to improve lighting issues. The audience thought the theme of despair came across clearly, and the filmmakers learned not to assume filming is complete until all shots are reviewed.
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Presentation1
This document summarizes the lessons learned from creating a documentary. It discusses following proper filming techniques like placing the interviewee's eye line at three-quarters down the screen and to the left or right facing the opposite direction. It also mentions using cutaways of relevant items to avoid jump cuts between interviews. The document reflects on using the right length song and including background elements to improve the mise-en-scene. It was edited in Adobe Premier Pro and the process helped understand best practices for the main documentary task.
Rough edit evaluation
The document provides a summary of the rough edit of a music video and discusses areas for improvement. It identifies issues such as uneven audio transitions, shaky camera shots, out of focus footage, zooming problems, continuity errors, and inconsistent color tones. The author plans to address these problems through techniques like smoothing audio transitions, stabilizing footage, replacing low quality clips, adjusting shot timing, and applying color correction to achieve a more polished final edit.
Factual project power point
Harry plans to create a new web show called "Redo or Redon't" that compares video game remakes and reboots. The show will use parodies to highlight similarities and differences between games. Harry created a mood board and storyboard showing interview shots, behind-the-scenes footage, and a parody fight scene recreating Mortal Kombat. Potential issues like equipment malfunctions are addressed in a contingency plan. Required resources include cameras, costumes, and post-production software.
Preliminary failures and successes
This document provides a self-critique of preliminary shots filmed for a student film project. The shots were filmed either free-hand or without a tripod, making them shaky and of poor quality. While some shots like revealing a character's identity worked effectively, the timing and camera angles could have been improved. To strengthen the final film, the student determined they would use a tripod for stability, incorporate over-the-shoulder shots during dialogue, and film alternate angles to avoid re-shoots and characters looking at the camera.
Task 7 evaluation
The document discusses improvements made to a film project from a preliminary version to a final product. Some key improvements included starting with establishing shots of production companies, using wider and more stable establishing shots, improved editing with smoother transitions, utilizing different camera angles and elevations to keep viewers interested, incorporating some camera movement from tripods, varying the range of shots used by filming in new locations, and challenging conventions to build pace. The final product had a more professional, coherent structure and pacing compared to the preliminary version.
AS Media Evaluation part 7
In their preliminary task, the students shot a short scene using a basic camcorder. For their final film, they had more freedom and used a more advanced camera. They learned how to use different camera settings, angles, and shots. They also improved their editing skills in Final Cut by learning more tools and getting better at managing their time. While they carried over techniques like match-on-action from the preliminary, they developed their skills in areas like camera operation, shot variety, and moving shots.
Evaluation question 7
The document discusses what was learned from creating a preliminary film task. It summarizes:
1) Through filming the preliminary task with no prior filmmaking knowledge, the author learned how to create continuity in shots and has since researched film techniques to improve transitions.
2) The author now does more in-depth research until satisfied and will re-film shots if not happy, showing a higher standard of work.
3) Comparisons of preliminary and final shots show the final product looks more advanced and professional with a clear protagonist versus enemy, compared to the preliminary's centered characters.
Evaluation of conversation task
The document summarizes the evaluation of a conversation film task. It notes that some shots were difficult to get right when both actors needed to be in the frame. It also discusses technical issues in Adobe Premiere Pro that resulted in a low resolution final export. Lessons learned include asking someone to act as a double or using different actors for difficult shots, and adjusting sequence settings in Premiere Pro to produce a higher quality final video.
Question 7
The document compares shots from a preliminary task and main task video project. The author is proud of improvements in the main task, including more stable camera movement, better planned camera angles that elevate with the actor, and a better executed over-the-shoulder shot. Some shots, like a mid shot following the character, were well executed in both the preliminary and main tasks, though the main task version was more stable. A shot in a public space was also well executed in both tasks while being more careful in the main task.
Evaluation Question Seven
I learned from filming a preliminary task that I needed to plan my shots more carefully to properly represent characters and locations. For the film opening, I focused on using different camera angles and shots to distinguish the different social classes of the characters and keep them in focus. As the main camera operator, I was heavily involved in the storyboards to ensure the shots matched cinematic conventions and represented the characters as intended, such as using a low camera angle for a powerful protagonist. Through taking multiple takes of scenes, I improved my camera skills and shot composition between the preliminary task and the completed film opening.
Editing of scene 1
The document discusses editing scene 1 of a film. It explains that the editor decided to split the film into separate scenes for each person to edit. The editor describes opening Adobe Premiere Pro to upload clips and decide which to use with the team. They edit the scene by cutting between shots of dialogue and a character's reaction for emotional impact. Matching audio and video continuity was challenging but important. Basic editing skills were used to keep the short scene simple and focused on the narrative.
Video - Pre-Production
The document provides a template and guidance for creating a PowerPoint presentation to plan the production of a short film, including sections for visual planning with storyboards and shot lists, organizational planning of crew and locations, and soundtrack planning with suggestions for recorded audio effects and music cues. Students are instructed to customize the template for their own project by adding details in each section to fully break down and pre-visualize their film.
Job roles
The document outlines specific job roles for members of a film production group. The director will oversee the filming and ensure props, settings and actors are used correctly. The camera operator will set up and operate the camera equipment and transfer clips to a computer for editing. The sound and editing role will add sound effects and combine video clips to create a cohesive opening. As producer, the director will organize the script, storyboard, shooting list, schedule and locations to coordinate the production.
Question 7 evaluation
By comparing his preliminary task to the final product, the author learned several things:
1) Equipment limitations like a shaky phone camera were improved with a tripod, making shots steadier and more professional.
2) Editing weaknesses around inconsistent lighting and "jumpy" cuts were addressed in the final product.
3) Acting skills improved from not looking at the camera and breaking the "fourth wall."
4) Sound issues from background noise were fixed using editing tools to add proper sound effects.
5) Overall, the author feels he has gained valuable skills in areas like post-production, equipment use, and filmmaking techniques to make the final product more polished and enjoyable to watch
Reflection on video task
1) The document reflects on two video tasks - one demonstrating different shot types and camera movements, and another focusing on continuity.
2) For the first task, the group filmed their subject from different angles and distances to showcase long shots, medium shots, and close-ups. They struggled with lighting and noise issues in some takes.
3) For the second task on continuity, the group created a simple scene following rules like the 180 degree rule and shot reverse shot. They showed characters interacting to practice continuity techniques.
Looking back at your preliminary task, what (1)
1. The document discusses lessons learned from an initial preliminary film project to the final full product. Lighting, camera stability, focus, fonts, and transitions were issues in the preliminary but were improved for the final film by using techniques like filming during the day, using tripods, and choosing clearer fonts.
2. Choosing the right lighting is important to clearly see actors' faces and set the right mood. Using a tripod helps keep the camera steady and allows different shot types. Ensuring proper focus keeps the audience engaged by keeping subjects in clear view.
3. Better transitions, fonts, and editing techniques were applied to the final film, like match cuts and overlaying clips, to make it feel more
2. Research MV
The document discusses various production techniques that could be researched and tested for a music video project, including 3D motion tracking to place a video inside a frame, duplicating an actor through green screening, and revealing another actor through camera rotation. It also covers conventions of hip hop music videos and experiments with editing to the beat. The student has chosen to try something different from a typical Eminem video by using a brighter setting and cutting footage to the rhythm of the music.
Development
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
Media evaluation quesion 6
The document discusses what was learned from constructing a film product using different cameras and the editing process. It was found that using a tripod helped but the tripod broke, and a photography camera provided better quality than the first camera used. Editing required patience as unwanted sections had to be precisely cropped. Recording also required patience as actors sometimes forgot lines, slowing the process. Connecting cameras to computers, importing clips, and editing in iMovie was part of finalizing the product for uploading online.
Question Two
The document discusses audience feedback on the film "Bringing Back Hope". The audience felt that the diary shots and over-the-shoulder shots were effective. However, there were issues with sound quality and certain scenes being too long. Editing was done to tighten conversations and distinguish flashbacks. Re-filming was also done to improve lighting issues. The audience thought the theme of despair came across clearly, and the filmmakers learned not to assume filming is complete until all shots are reviewed.
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Eval question 3
The document discusses feedback received on various products including two trailers and a magazine front cover. Feedback on the first trailer indicated it was too long so clips were shortened and volume was lowered on a scene. Only one comment was received for the magazine cover so it was only drafted once. Feedback was implemented to improve subsequent drafts, like adding a voiceover to the second trailer to make it seem more professional.
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Production Logs
The document provides details from Jack Munge's production log for his music video project. It describes his planning, preparation, filming, and editing process. Some key points:
- He filmed 4-5 vox pops to understand his target audience's views on music videos. Equipment issues forced him to use a lower quality camera.
- He storyboarded, gained audience feedback, and took more photos for the album cover and advert while continuing to film footage.
- In editing, he worked on building suspense in the introduction by gradually increasing the brightness and opacity of slow motion running clips to match the increasing pace of the song.
Evaluation q7
The document discusses what was learned from the preliminary task to the full opening sequence project. It describes learning that foley sound is important to make actions seem more realistic. Proper microphones are also important for good audio quality of dialogue without echoes. Choosing actors that look the appropriate age for their roles helps with verisimilitude. Maintaining continuity between shots is also important but can be challenging when filming in public.
Evaluation Q7
The document discusses what was learned from the preliminary task to the full opening sequence project. It describes learning that foley sound is important to make actions seem more realistic. Proper microphones are also important for good audio quality of dialogue without echoes. Choosing actors that look the appropriate age for their roles helps with verisimilitude. Maintaining continuity between shots is also important but can be challenging when filming in public.
6. audio production reflection 3
Oliver Frost created a script reviewing a wooden rollercoaster ride that included opinions on the ride, manufacturer, cost, theming, queue line, and ride details. He downloaded sound clips to use in the review, including rollercoaster sound effects and crowd noises. Over half term, Oliver recorded voice clips for each paragraph of the script using a phone app. In Premiere, Oliver arranged the voice clips, sound effects, and music where they fit in the script. He adjusted volume levels and added fades to transitions to create a cohesive 5-minute audio review.
Music video final edit evaluation
1) The document discusses the assignments for a music video production class, including pre-production, filming, and editing.
2) It describes completing pre-production for a concept music video, then working in a group to film their music video by completing tasks like storyboarding, risk assessments, and a production schedule.
3) Issues like some out of focus footage and lighting errors during filming were addressed by re-shooting scenes, and the editing process involved adjusting timing of clips, adding transitions, and using effects like black and white to create a fast-paced video within the short song length.
Music video final edit evaluation
1) The document discusses the assignments for a music video production class, including pre-production, filming, and editing.
2) It describes completing pre-production for a concept music video, then working in a group to film their music video by completing tasks like storyboarding, risk assessments, and a production schedule.
3) Issues like some out of focus footage and lighting errors during filming were addressed by re-shooting scenes, and the editing process involved adjusting timing of clips, adding transitions, and using effects like black and white to create a fast-paced video within the short song length.
Evaluation for ig4
Jack Rogers created a mountain bike advertisement for his final major project. He evaluated the technical quality of the final product, including the effective footage, creative camera angles, and music that matched the fast pace. The editing and layout were advantageous due to his skills with Adobe Premier Pro. Overall, the project went well and matched his initial storyboard and time management goals. Primary research through an online survey provided feedback on the target audience's preferences for music genres and video pace.
7. evaluation
The student received peer feedback on their final product, a short horror film titled "Stalker." The peer feedback praised aspects of the film such as the effective color grading that created atmosphere, the ominous music score, and the intimidating gas mask worn by the killer. However, the peer also noted some areas for improvement, such as parts where the main character's voice was drowned out by the music, unclear scenes that needed more explanation, and some slow-paced visuals that could have benefited from cut scenes to the killer. The student agreed with portions of the feedback, acknowledging room for improving audio clarity and pacing in some scenes.
Mv production assignment evaluation form 2020
The document summarizes the process of planning, filming, and editing a music video. It discusses researching different genres and techniques used in music videos. It outlines the planning process including creating mood boards and storyboards. Filming involved both indoor and outdoor shots, with outdoor shots filmed first when sunlight was best. Editing synced the video clips to the song lyrics and added effects like a VHS filter. Peer feedback suggested filming more varied shots and potentially some at night, though the creator felt darker shots were not necessary.
Smile evaluation
The document summarizes the evaluation of a smile advertisement video and podcast. For the video, it provides a detailed shot-by-shot analysis of the technical elements, lighting, transitions, and storytelling aspects. It notes the intended progression from stressed to happy emotions. For the podcast, it notes editing went well but time management was poor, leading to a rushed finish. Lessons are to plan time better and raise the standard for future similar projects.
6. evaluation sf 2017
The document summarizes the student's process for producing a short film. It describes the planning and research done using websites like IMDb and Wikipedia. It discusses the student's time management and use of equipment like cameras during filming. It also covers the editing process in Adobe Premiere and After Effects, including adding sound effects and music. Peer feedback praised aspects like the varied camera shots and building intensity, while providing suggestions for improvements like scene brightness and extending the explosion scene.
Evaluation
Emma created a horror film trailer for her final major project. She reviewed the technical quality of the footage, sound editing, and overall sequence. While pleased overall, she noted lighting and color could be improved. Her skills with editing software like After Effects and Premier Pro grew through the project. Though some shots changed, her original intentions for story, characters, and theme remained intact. She managed her time well with a production schedule. Audience feedback was positive about the professional quality, suspense, and desire to see the full film. For future projects, Emma would improve lighting, acting, and allow more filming time.
Question 7 Evaluation- Jumana Ismail
The document summarizes the progression the author made from their preliminary task video to their main task opening sequence video. For the preliminary task, the author had limited knowledge and experience with filming techniques, planning, sound, editing and choosing locations. For the main task, the author conducted extensive research, created storyboards, filmed in various London locations, learned to use sound editing software to add sound effects, and implemented a variety of shots and editing effects. The author felt they gained significant experience and improved their skills in all areas from the preliminary to the main task.
Question 3
The document describes the development of the author's production skills throughout a school project. It discusses improvements in camera work from shaky, uneven footage without a tripod in early work to more focused filming with transitions in the final piece. It also covers gaining skills in blogging, editing footage down to 2 minutes using Final Cut Pro, composing suspenseful music in GarageBand after research, and learning to screen and voice record using QuickTime Player and iMovie.
AS Media Evaluation Question 7
1) The author learned that planning the full product from the beginning is better than just focusing on the first two minutes.
2) Feedback showed the narrative was becoming unclear when trying to metaphorically express events, so the author made changes to visually show events instead.
3) Adding voiceovers to express the main character's emotions and feelings made the product easier to understand from her perspective.
BBC Evaluation.pptx
This document provides an analysis and evaluation of a BBC-style documentary project. It describes the various sections and goals of the intro, including using breaking news clips and a "coming up" section. It also summarizes sections on profiling a successful social media business owner, showing a "day in the life", presenting positive and negative social media statistics, interviewing college students, and concluding with a summary and teaser for future content. Details are provided on filming locations, shots, editing tools used like Premier Pro, and effects applied to achieve a professional look adhering to BBC conventions.
Question seven
The student learned more planning and preparation were needed for their full-length film compared to the preliminary task. This included researching thriller conventions, camera angles, editing techniques, and audience expectations. For the preliminary task, filming was limited due to time and lighting constraints, and editing was challenging working in a group. For the final film, the student worked independently and focused on smoother editing, using transitions, repetition, and adjusting lighting to create tension. While mistakes occurred in both, the student gained valuable experience in skills and techniques in progressing from the preliminary task to the full film.
Question 7
The document discusses the progression of camerawork, sound, and editing skills between an initial preliminary task and a final media project. For camerawork, shots in the preliminary task lacked stability but shots in the final piece, like a two-minute follow shot, were much more steady. Sound quality was poor due to the camera microphone, so script was shortened and a speechless scene was added. Editing in the preliminary task only used basic techniques like shot-reverse-shot, but editing of the final piece included effects like distortions and contrasts to showcase improved confidence and skills. The document also reflects on learning the importance of time management and organization through the challenges of the media production process.
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Q1
1) Scripted reality TV shows like TOWIE portray unrealistic lifestyles to appeal to teenage audiences, with characters wearing designer clothes, living in mansions, and driving flashy cars.
2) These shows conventionally use non-diegetic music in trailers and a variety of camera shots like establishing shots and close-ups to engage viewers.
3) In a parody of TOWIE, the document writer chose to emphasize the convention of applying excessive makeup and fake tan to male characters for comedic effect.
Evaluation Question 1
The document discusses conventions used in scripted reality television shows such as The Only Way Is Essex (TOWIE). Some of the key conventions mentioned include exaggerated real life situations, flashy props used by well-groomed characters, use of non-diegetic music, and a variety of camera shot types. The document then discusses how the author of the document chose to use and challenge some of these conventions in a parody film project about TOWIE.
Poster keeping up with essex
REEM is a humanoid robot created by Anthropic to be helpful, harmless, and honest. It uses a technique called Constitutional AI to ensure its behavior is aligned with human preferences and values through natural language conversations. REEM was designed by Anthropic to be an AI assistant focused on safety.
Rejected images
The document discusses rejecting some images. One image shows characters Megan and Harley that appear to be kissing rather than arguing as intended. Another issue is Harley's head being cut off. Lowering the F-stop number or using a flash would have improved one image due to the facial expressions and framing. Several other images were rejected for being overexposed or too bright, possibly due to long exposure times and high F-stop settings on the camera.
American fantasy drama
American fantasy soap operas typically feature wealthy upper class characters who live extravagant lifestyles. The characters are often portrayed wearing expensive clothing and accessories to flaunt their wealth and high social status. They reside in large mansions and are involved in dramatic storylines centered around money, affairs, and revenge. Trailers for shows like Dallas and Dynasty emphasize the opulence of the main characters through shots of their lavish homes and possessions.
Soap advert analysis
This document summarizes the key design elements of soap magazine conventions. Key elements include a bold masterhead in a consistent font for brand recognition. Stars are used prominently to attract audiences and suggest importance through facial expressions and body language. Features are organized around the star and use consistent color schemes. Straps and buttons are used to highlight additional content and encourage purchases. Images and text are layered and color coded together consistently throughout the magazine.
Soap adverts use
This document summarizes the key design elements of soap magazine conventions. It discusses common features like the masterhead, subheadings, buttons, and color schemes used to attract audiences and promote brand identity. Key points include using bold text and colors to make elements stand out, layering text over images to connect them, and featuring stars using lighting, makeup, and body language to draw readers in. The document also provides examples of how magazines employ straps, bars, and features to highlight additional content and encourage purchases.
Soap advert analysis
This document summarizes the key design elements of soap magazine conventions. It notes that soap magazines typically feature a bold masterhead in a consistent font for brand recognition. They also include stars to attract audiences and subheadings that anchor text to images. Color schemes are used to organize content and create a polished look, while straps highlight additional features to encourage purchases.
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Eval q3
- 1. What have you learnt from audience feedback Evaluation Question 3
- 2. Feedback from 1st trailer
- 3. What did I change? Clips: Walking - I cut down the first shot because the trailer as a whole was quite long at 1 minute 11 seconds and I did feel it was a bit long winded. Ken burns effect - After having just straight cuts and not editing the camera movement in iMovie I decided to add the ken burns effect to the 2nd dancing shot at 00:15 REEM scene - I also cut this down as it was long winded watching Oli (rowlex) walk into the store. Ident - I also cut the ident down by about 5 seconds. In total, I cut 14 seconds off the trailer. Voice-over: I had a voice over recorded in a generic TV style
- 4. Feedback from Front Cover This is the only feedback I received for any of my ancillary products.
- 5. Feedback from 2nd trailer
- 6. What did I change? For my 3rd draft, I matched the Voice-Over to the start of the ident, to me this sounded more professional than having it in the middle of the ident.
- 7. Final trailer For my final trailer, I made my own idents for the start and end of my trailer. I made this in keynote on mac. I also lowered the volume of the girls in McDonalds speaking because it sounded like they were shouting.
- 8. What have I learnt? After receiving audience feedback, I acted upon this to improve my products. I only received one piece of feedback on my ancillary products, and that was for my magazine front cover, so I could only do 1 draft because nobody who viewed it left feedback comments on how to improve it, even after asking. From the feedback of my first draft trailer, I learnt that it was a little too long so cut down clips that were quite long. I also lowered the volume of the scene where the girls were talking in McDonalds, because it sounded like they were shouting over the sound track. Also, on my 2nd draft I had a voice-over recorded for it to make it sound like a more professional television trailer.