Evaluation
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During a pre-production period, the author's group was tasked with creating an advertisement video for a plant shop. They researched other similar videos for inspiration and filmed close-ups of different plants to maintain continuity. While the project was rushed, the group successfully edited together a short, professional advert through quick work on filming and editing. However, their downfall was a lack of planning, as some initial ideas proved impossible to film. Going forward, the author would improve by creating a detailed weekly planning schedule to avoid issues.
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Evaluation
The student created an advertisement video for a plant shop on a tight deadline. They researched other similar ads for inspiration and planned the script and filming. Despite initial struggles with communication and planning, the group worked well together to quickly film close-ups of plants with consistent continuity. In the edit, the student used basic transitions and incorporated text/logos to maintain a good balance without overusing effects. Overall, the rushed project was successfully completed with a short, professional ad meeting the brief, though planning was identified as an area for improvement in the future.
Mv production assignment evaluation form 2019
Freddie Fullman produced a music video project but faced some challenges with filming locations and availability of the actress that hindered production. He created a Gantt chart to manage his time which helped when issues arose. For the technical qualities of camera work, he was influenced by other music videos and experimented with lighting techniques. Editing the project posed some difficulties which he overcame by reuploading video and audio files. Peer feedback suggested adding transitions between scenes to improve flow and addressing issues with landscape and audio cutting off.
Preliminary task evaluation jakrapan nakan
The document provides an evaluation of a preliminary media production task by Jakrapan Nakan. It discusses several aspects of planning and executing the project, which was intended to demonstrate the group's creative abilities. However, the original proposal for a thriller genre product was too ambitious for the time allotted. As a result, the group changed their concept to an undecided genre and focused on completing the assignment on time. They found that brainstorming as a group and assigning roles and deadlines was an effective planning method. The evaluation reflects on the shots, mise-en-scene, sound design, lighting, and editing employed in the preliminary task.
Evaluation q7
The author learned significant Photoshop skills over the course of completing preliminary and full product tasks, allowing them to create a more professional final magazine. They also improved time management to effectively plan and use equipment. Getting feedback from both the target audience and peers was important for understanding what people wanted and creating an effective final product.
Q2- Areas of success
The group worked effectively at each stage of producing their film "Finding Toby". In the planning stage, they created a clear plan and storyboard. They managed their time well, scheduling filming and editing sessions. As a group, they collaborated well and helped each other learn new skills in filming techniques, editing software, and improving the overall quality of the film. Their varied shots and use of effects during editing made the finished film an overall success.
6. evaluation sf 2017
The document provides an evaluation of a production project. It summarizes the strengths and weaknesses of the student's research, planning, production process, and final product. The research covered different genres and styles to define the concept. Planning was efficient but too directed by guidelines. Peer feedback praised the acting and continuity but felt the concept was unclear until the end. The student agrees feedback but disagrees that special effects were needed. They would improve clarity of the overall plot and relationship between scenes.
Q6
The document discusses technologies learned during the construction of a product. The author learned how to use Prezi for assignments, gaining an understanding after an hour of use. At home, the author relies on Word and PowerPoint. Construction involved learning Final Cut Pro video editing skills like color correction and attribute transfers. As a photography student, the author served as camera operator to get a wide range of shots with proper exposure. At home, the author is limited to Word and PowerPoint but can create detailed presentations to effectively answer questions.
5. production reflection mv 2018 2
This document provides weekly reflections from a student on their work producing a music video over 5 weeks. In week 1, they generated initial ideas and chose a song. In week 2, they researched successful music videos and experimented with filming techniques. In week 3, they wrote a proposal and pre-production materials like a shot list and storyboard. Week 4 involved finalizing pre-production and filming. In the 5th week, they completed filming, did editing and effects, and began an evaluation. The reflections focused on planning, experimentation, and improving skills for future projects.
Recommended
Evaluation
The student created an advertisement video for a plant shop on a tight deadline. They researched other similar ads for inspiration and planned the script and filming. Despite initial struggles with communication and planning, the group worked well together to quickly film close-ups of plants with consistent continuity. In the edit, the student used basic transitions and incorporated text/logos to maintain a good balance without overusing effects. Overall, the rushed project was successfully completed with a short, professional ad meeting the brief, though planning was identified as an area for improvement in the future.
Mv production assignment evaluation form 2019
Freddie Fullman produced a music video project but faced some challenges with filming locations and availability of the actress that hindered production. He created a Gantt chart to manage his time which helped when issues arose. For the technical qualities of camera work, he was influenced by other music videos and experimented with lighting techniques. Editing the project posed some difficulties which he overcame by reuploading video and audio files. Peer feedback suggested adding transitions between scenes to improve flow and addressing issues with landscape and audio cutting off.
Preliminary task evaluation jakrapan nakan
The document provides an evaluation of a preliminary media production task by Jakrapan Nakan. It discusses several aspects of planning and executing the project, which was intended to demonstrate the group's creative abilities. However, the original proposal for a thriller genre product was too ambitious for the time allotted. As a result, the group changed their concept to an undecided genre and focused on completing the assignment on time. They found that brainstorming as a group and assigning roles and deadlines was an effective planning method. The evaluation reflects on the shots, mise-en-scene, sound design, lighting, and editing employed in the preliminary task.
Evaluation q7
The author learned significant Photoshop skills over the course of completing preliminary and full product tasks, allowing them to create a more professional final magazine. They also improved time management to effectively plan and use equipment. Getting feedback from both the target audience and peers was important for understanding what people wanted and creating an effective final product.
Q2- Areas of success
The group worked effectively at each stage of producing their film "Finding Toby". In the planning stage, they created a clear plan and storyboard. They managed their time well, scheduling filming and editing sessions. As a group, they collaborated well and helped each other learn new skills in filming techniques, editing software, and improving the overall quality of the film. Their varied shots and use of effects during editing made the finished film an overall success.
6. evaluation sf 2017
The document provides an evaluation of a production project. It summarizes the strengths and weaknesses of the student's research, planning, production process, and final product. The research covered different genres and styles to define the concept. Planning was efficient but too directed by guidelines. Peer feedback praised the acting and continuity but felt the concept was unclear until the end. The student agrees feedback but disagrees that special effects were needed. They would improve clarity of the overall plot and relationship between scenes.
Q6
The document discusses technologies learned during the construction of a product. The author learned how to use Prezi for assignments, gaining an understanding after an hour of use. At home, the author relies on Word and PowerPoint. Construction involved learning Final Cut Pro video editing skills like color correction and attribute transfers. As a photography student, the author served as camera operator to get a wide range of shots with proper exposure. At home, the author is limited to Word and PowerPoint but can create detailed presentations to effectively answer questions.
5. production reflection mv 2018 2
This document provides weekly reflections from a student on their work producing a music video over 5 weeks. In week 1, they generated initial ideas and chose a song. In week 2, they researched successful music videos and experimented with filming techniques. In week 3, they wrote a proposal and pre-production materials like a shot list and storyboard. Week 4 involved finalizing pre-production and filming. In the 5th week, they completed filming, did editing and effects, and began an evaluation. The reflections focused on planning, experimentation, and improving skills for future projects.
Kebbinnn
The document discusses challenges faced during the filming and editing process of a student film project. During filming, the location lacked good lighting and they had to film late due to school schedules. They overcame this by filming during free periods and right after school. Some actors were also unreliable. During editing, the editor had to work creatively within the limitations of the footage available and started providing more input during filming to get the shots needed. They also used techniques like loading a second copy of the film to edit in parallel and prevent delays from loading footage.
Evaluation 7
The author learned the most about filming techniques like camera positioning and zooming during the preliminary task. Editing was the most difficult part, as the software was new. While the preliminary task provided little help with research and planning, it helped the author apply skills like shot types and the 180 degree rule when filming the full production. Overall, doing the preliminary task first helped the author's filmmaking abilities and allowed them to better evaluate their work.
7
The document reflects on the learning from a preliminary task to the final draft. It notes that the preliminary task lacked a clear, agreed-upon idea and range of shots. For the final draft, the team struggled at first but was able to pull together an idea they all liked after meeting and discussing further. The final draft incorporated a range of shots and Foley sounds. The main lesson is that planning and having priorities are key to success on such collaborative projects.
Looking back at your preliminary task, what
The document discusses what was learned from a preliminary task to a full media product. It describes learning the importance of planning, preparation, and research. Location research, lighting, and shot planning were particularly impactful. Organization of time and editing skills improved. Camera skills like screenshot selection and film rules were strengthened. Software skills with Premiere Pro and OnLocation were developed. The biggest lesson was that extensive planning and research led to a higher quality final product.
Q7
The document discusses the improvements made between a preliminary task and a final task for a film project. For the final task, more planning was done for organization, camera work, mise-en-scene, setting, costumes, and overall planning. More complex props and locations were used. Lessons from problems encountered in the preliminary helped produce a higher quality final product.
Preliminary Project Evaluation
The document summarizes what the author learned from a filmmaking task. They learned basic camera skills for video, different shot types and angles and how to use Adobe Premiere Pro. They also gained experience working as part of a team to record, edit and produce a quality final work. Areas for future improvement include better lighting, planning, focus and audio quality.
Evaluation 7
The document discusses the differences between designing a preliminary task and final product for a media assignment. For the preliminary task, the author struggled using basic software like PowerPoint and had difficulty being creative. However, for the final product, the author gained experience using professional software like Photoshop and InDesign. This allowed for higher quality images, organization of layers, and a more polished overall design. The author also learned new skills like using a digital camera, editing photos, and publishing content online.
Evaluation question 4
Jack Ward used various media technologies throughout the construction, research, planning, and evaluation of his project. He used his computer skills along with internet research, Blogger, Prezi, Glogster, YouTube, Adobe Photoshop, Premier, and Audition to develop documentary, radio ad, and print ad. He also utilized the school's Ice Radio station, SLR cameras, and HD video cameras. These technologies helped provide high quality media and presentations, and were essential to achieving a professional standard.
EQ6
Final Cut Express was the primary editing software used to alter audio/video levels, color, and crop clips to create continuity. Practice projects beforehand helped the student learn how to properly use Final Cut Express and a Mac since they lacked prior experience.
The Canon EOS 600D SLR camera was equally important, used to film everything in 1080p resolution with a built-in microphone. Practice projects beforehand helped the student learn camera techniques like manual zoom, focus, and exposure which allowed them to give the project a unique look and feel.
Wix was a useful free website builder with preset design options and the ability to embed uploads from other sites. Its easy controls allowed the student to customize the website's design to fit
Preliminary Project Evaluation
The document summarizes what the author learned from a filmmaking task. They learned about using different camera shots for video, the purpose of each shot, and how to use Adobe Premiere Pro video editing software. They also gained experience working as part of a team to record, edit, and produce a quality final work. Areas for future improvement include lighting, planning, focus, and audio quality.
A2 Preliminary Evaluation
Rhys completed a preliminary task to develop his creative, camera work, and editing skills. He was able to record footage using different camera techniques and equipment. The group worked well together by sharing the workload and using individual strengths to help others improve weaker areas. Planning documents like a storyboard helped structure their work and allowed efficient progress from start to finish. While the task was a rushed preliminary exercise, Rhys believes the story concept about a man buying flowers rather than drugs shows some creativity. Further improvements would be needed like more research, planning, and developing the final product to meet a higher grade criteria.
Mv production assignment evaluation form 2019
The document summarizes the student's evaluation of their production process. It discusses areas like research, planning, time management, technical qualities of editing and camera work, aesthetic qualities, audience appeal, and peer feedback. For research, planning, and time management, the student acknowledges shortcomings but is overall happy with the final product. They used various visual effects but feel the video looks cheap in some parts. Peer feedback touched on likes and improvements, which the student agreed and disagreed with to some extent in their summary.
2.proposal
The document outlines the pre-production planning for a short film project. It discusses targeting an audience of 16-30 year olds on social media platforms and creating an experimental film focusing on visual effects. A schedule is provided that includes conducting research, production experiments, filming, and editing over 10 weeks with evaluation at the end. References are cited from surveys, interviews, and online video tutorials to help improve skills for the project.
Ellie pike as pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Ellie Pike, on her pre-production tasks for a film project. The teacher provides feedback on 14 specific pre-production elements, noting what work was provided and improvements needed. All tasks were ultimately completed to a high standard, with the addition of requested materials like proper script formatting, storyboards, and schedules. The teacher awarded an initial mark of 10 out of 20, which was improved to 18 out of 20 after Ellie addressed all feedback.
Swot analysis
The document provides a S.W.O.T. (strengths, weaknesses, opportunities, threats) analysis of a Year 12 blog created by two students. Some strengths included using varied rich media that was visually appealing and accessible. Efforts on each post and the quality thriller video showed determination and knowledge. As a group, they organized tasks and were aware of deadlines. Areas for improvement include starting more quickly after initial research, maintaining productivity throughout, and adding more creative supplemental posts.
Production Log – Filming and Picture Taking
The production log details a day of filming and picture taking for an upcoming album and advertisement. Pictures were taken for the album cover and advert designs that had yet to be started. After initial photos, more general filming was done and a large number of good shots were captured over two hours, making it a filming session rather than focused on the advert and album cover.
ASAP Watercraft - Reference
Daniel Wheatley helped film and edit a promotional video for Asap Water Crafts' electric powered water crafts. He worked long hours with enthusiasm and passion on the filming and editing. The director, Ross Kemp, was impressed with Daniel's dedication and the fantastic end result, believing Daniel will be successful in the future.
Eval 7
From producing a preliminary task to a full product, the author learned significant skills in camera work, directing, editing, and teamwork. For the preliminary task, the author's camera skills were limited and the directing was disorganized. However, experience with different shots and editing software improved the author's abilities. Additional research helped add special effects. Coordination with the team also improved, allowing for better planning and task distribution. These gained skills led to a main task that incorporated more advanced shots and tighter editing than the preliminary version.
Preliminary task evaluation
The document discusses the filming and editing of a preliminary filmmaking task. It notes that filming with iPads made it difficult to keep the camera steady, affecting video quality. It was learnt that editing is key, and multiple shots from different angles are needed to avoid continuity errors when piecing the video together. While the criteria of match cuts, shot-reverse shot, and 180 degree rule were met, future videos would benefit from ensuring all scenes are filmed on the same day with the same props to maintain consistency.
Evaluation
The document discusses an evaluation of a program and project. The person used the Premier program for the first time and learned new skills in the process. They included different scenes in their project and worked well as a team, but could have improved the timing and added better effects. They are pleased with the results but would change the timing and involve more people for future projects.
Dịch vụ đăng ký bản quyền tác giả tại hà nội và hcm
LUẬT TRI MINH - Tư vấn đăng ký bản quyền tác giả | Dịch vụ đăng ký bản quyền tác giả | Chi tiết xem tại. www.luattriminh.vn
¿De qué manera tratar la piel grasa?
Para tratar la piel grasa los productos más convenientes son planas y libres de aceite y que contie...
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Kebbinnn
The document discusses challenges faced during the filming and editing process of a student film project. During filming, the location lacked good lighting and they had to film late due to school schedules. They overcame this by filming during free periods and right after school. Some actors were also unreliable. During editing, the editor had to work creatively within the limitations of the footage available and started providing more input during filming to get the shots needed. They also used techniques like loading a second copy of the film to edit in parallel and prevent delays from loading footage.
Evaluation 7
The author learned the most about filming techniques like camera positioning and zooming during the preliminary task. Editing was the most difficult part, as the software was new. While the preliminary task provided little help with research and planning, it helped the author apply skills like shot types and the 180 degree rule when filming the full production. Overall, doing the preliminary task first helped the author's filmmaking abilities and allowed them to better evaluate their work.
7
The document reflects on the learning from a preliminary task to the final draft. It notes that the preliminary task lacked a clear, agreed-upon idea and range of shots. For the final draft, the team struggled at first but was able to pull together an idea they all liked after meeting and discussing further. The final draft incorporated a range of shots and Foley sounds. The main lesson is that planning and having priorities are key to success on such collaborative projects.
Looking back at your preliminary task, what
The document discusses what was learned from a preliminary task to a full media product. It describes learning the importance of planning, preparation, and research. Location research, lighting, and shot planning were particularly impactful. Organization of time and editing skills improved. Camera skills like screenshot selection and film rules were strengthened. Software skills with Premiere Pro and OnLocation were developed. The biggest lesson was that extensive planning and research led to a higher quality final product.
Q7
The document discusses the improvements made between a preliminary task and a final task for a film project. For the final task, more planning was done for organization, camera work, mise-en-scene, setting, costumes, and overall planning. More complex props and locations were used. Lessons from problems encountered in the preliminary helped produce a higher quality final product.
Preliminary Project Evaluation
The document summarizes what the author learned from a filmmaking task. They learned basic camera skills for video, different shot types and angles and how to use Adobe Premiere Pro. They also gained experience working as part of a team to record, edit and produce a quality final work. Areas for future improvement include better lighting, planning, focus and audio quality.
Evaluation 7
The document discusses the differences between designing a preliminary task and final product for a media assignment. For the preliminary task, the author struggled using basic software like PowerPoint and had difficulty being creative. However, for the final product, the author gained experience using professional software like Photoshop and InDesign. This allowed for higher quality images, organization of layers, and a more polished overall design. The author also learned new skills like using a digital camera, editing photos, and publishing content online.
Evaluation question 4
Jack Ward used various media technologies throughout the construction, research, planning, and evaluation of his project. He used his computer skills along with internet research, Blogger, Prezi, Glogster, YouTube, Adobe Photoshop, Premier, and Audition to develop documentary, radio ad, and print ad. He also utilized the school's Ice Radio station, SLR cameras, and HD video cameras. These technologies helped provide high quality media and presentations, and were essential to achieving a professional standard.
EQ6
Final Cut Express was the primary editing software used to alter audio/video levels, color, and crop clips to create continuity. Practice projects beforehand helped the student learn how to properly use Final Cut Express and a Mac since they lacked prior experience.
The Canon EOS 600D SLR camera was equally important, used to film everything in 1080p resolution with a built-in microphone. Practice projects beforehand helped the student learn camera techniques like manual zoom, focus, and exposure which allowed them to give the project a unique look and feel.
Wix was a useful free website builder with preset design options and the ability to embed uploads from other sites. Its easy controls allowed the student to customize the website's design to fit
Preliminary Project Evaluation
The document summarizes what the author learned from a filmmaking task. They learned about using different camera shots for video, the purpose of each shot, and how to use Adobe Premiere Pro video editing software. They also gained experience working as part of a team to record, edit, and produce a quality final work. Areas for future improvement include lighting, planning, focus, and audio quality.
A2 Preliminary Evaluation
Rhys completed a preliminary task to develop his creative, camera work, and editing skills. He was able to record footage using different camera techniques and equipment. The group worked well together by sharing the workload and using individual strengths to help others improve weaker areas. Planning documents like a storyboard helped structure their work and allowed efficient progress from start to finish. While the task was a rushed preliminary exercise, Rhys believes the story concept about a man buying flowers rather than drugs shows some creativity. Further improvements would be needed like more research, planning, and developing the final product to meet a higher grade criteria.
Mv production assignment evaluation form 2019
The document summarizes the student's evaluation of their production process. It discusses areas like research, planning, time management, technical qualities of editing and camera work, aesthetic qualities, audience appeal, and peer feedback. For research, planning, and time management, the student acknowledges shortcomings but is overall happy with the final product. They used various visual effects but feel the video looks cheap in some parts. Peer feedback touched on likes and improvements, which the student agreed and disagreed with to some extent in their summary.
2.proposal
The document outlines the pre-production planning for a short film project. It discusses targeting an audience of 16-30 year olds on social media platforms and creating an experimental film focusing on visual effects. A schedule is provided that includes conducting research, production experiments, filming, and editing over 10 weeks with evaluation at the end. References are cited from surveys, interviews, and online video tutorials to help improve skills for the project.
Ellie pike as pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Ellie Pike, on her pre-production tasks for a film project. The teacher provides feedback on 14 specific pre-production elements, noting what work was provided and improvements needed. All tasks were ultimately completed to a high standard, with the addition of requested materials like proper script formatting, storyboards, and schedules. The teacher awarded an initial mark of 10 out of 20, which was improved to 18 out of 20 after Ellie addressed all feedback.
Swot analysis
The document provides a S.W.O.T. (strengths, weaknesses, opportunities, threats) analysis of a Year 12 blog created by two students. Some strengths included using varied rich media that was visually appealing and accessible. Efforts on each post and the quality thriller video showed determination and knowledge. As a group, they organized tasks and were aware of deadlines. Areas for improvement include starting more quickly after initial research, maintaining productivity throughout, and adding more creative supplemental posts.
Production Log – Filming and Picture Taking
The production log details a day of filming and picture taking for an upcoming album and advertisement. Pictures were taken for the album cover and advert designs that had yet to be started. After initial photos, more general filming was done and a large number of good shots were captured over two hours, making it a filming session rather than focused on the advert and album cover.
ASAP Watercraft - Reference
Daniel Wheatley helped film and edit a promotional video for Asap Water Crafts' electric powered water crafts. He worked long hours with enthusiasm and passion on the filming and editing. The director, Ross Kemp, was impressed with Daniel's dedication and the fantastic end result, believing Daniel will be successful in the future.
Eval 7
From producing a preliminary task to a full product, the author learned significant skills in camera work, directing, editing, and teamwork. For the preliminary task, the author's camera skills were limited and the directing was disorganized. However, experience with different shots and editing software improved the author's abilities. Additional research helped add special effects. Coordination with the team also improved, allowing for better planning and task distribution. These gained skills led to a main task that incorporated more advanced shots and tighter editing than the preliminary version.
Preliminary task evaluation
The document discusses the filming and editing of a preliminary filmmaking task. It notes that filming with iPads made it difficult to keep the camera steady, affecting video quality. It was learnt that editing is key, and multiple shots from different angles are needed to avoid continuity errors when piecing the video together. While the criteria of match cuts, shot-reverse shot, and 180 degree rule were met, future videos would benefit from ensuring all scenes are filmed on the same day with the same props to maintain consistency.
Evaluation
The document discusses an evaluation of a program and project. The person used the Premier program for the first time and learned new skills in the process. They included different scenes in their project and worked well as a team, but could have improved the timing and added better effects. They are pleased with the results but would change the timing and involve more people for future projects.
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Dịch vụ đăng ký bản quyền tác giả tại hà nội và hcm
LUẬT TRI MINH - Tư vấn đăng ký bản quyền tác giả | Dịch vụ đăng ký bản quyền tác giả | Chi tiết xem tại. www.luattriminh.vn
¿De qué manera tratar la piel grasa?
Para tratar la piel grasa los productos más convenientes son planas y libres de aceite y que contie...
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Similar to Evaluation
Evaluation, Question 7
1) During their preliminary task, the group had little knowledge of film production and the roles involved. They worked as a group on all aspects, which took a long time.
2) For their opening sequence, they learned about different film production roles and split up tasks accordingly. This allowed work to be completed more efficiently and to a higher standard.
3) Their knowledge of film production roles improved greatly between the preliminary task and opening sequence.
Task 7
The document discusses the progression from the preliminary task to the main task. It summarizes that the main task required more in-depth planning and preparation compared to the preliminary task which had a short timeframe. It also discusses improvements in filmmaking skills like storyboarding, camerawork, use of sound, and ability to use new technology like Final Cut Pro and Soundtrack Pro from the preliminary to the main task.
Evaluation task 7
- The preliminary task required little planning and was completed quickly, while the main task involved more planning, decision making, and coordination over a longer period of time.
- Having learned filmmaking skills, the group had more freedom and ability to create their own storyboard and shots for the main task, leading to a more polished final production.
- Handling the camera felt more natural for the main task, allowing for better shots than the basic shots in the preliminary task. Sound and editing skills also improved between the two projects.
Evaluation task 7
- The preliminary task required little planning and was completed quickly, while the main task involved more planning, decision making, and coordination over a longer period of time.
- Having more experience and lessons in filmmaking led to improved storyboarding, camerawork, use of sound, and editing skills in the main task compared to the preliminary task.
- The additional planning and experience gained between the two assignments resulted in a higher quality final production for the main task.
Evaluation for preliminary task
The group planned their preliminary task using mind maps and storyboards but had to change locations last minute when their original choice became unavailable. They filmed using iPads, which worked well though they had to remember to shoot in landscape. Editing in iMovie was straightforward. The completed video meets the criteria of including dialogue between two people and different shots. Overall, the process taught the importance of thorough location planning and how to produce a video with varied shots and camera movements.
Final evaluation
The document provides a detailed reflection on managing a major project from pre-production through post-production. Some key points:
1) Time management was a challenge, with tasks slipping behind schedule due to underestimating workloads and actor cancellations. Contingency plans helped get back on track.
2) Technical quality of the final product was mixed, with some shots appearing pixelated or with inconsistent lighting due to equipment limitations and shooting conditions.
3) Editing went smoothly using Adobe software, though rendering issues arose. Reshoots were needed when stabilizing footage failed.
4) Overall, a valuable learning experience in project management, but time management skills need further improvement.
Question 7
- The document discusses what was learned from a preliminary task of filming a 2-minute script to creating a 2-minute film opening sequence. For the opening sequence, there was more freedom for creativity and consideration of target audiences. Technical skills like continuity editing, shot types, and storyboarding improved. A wider range of editing techniques were used for the opening compared to just continuity editing in the preliminary task. Overall, more was learned from the opening sequence due to more programs available, more time for planning, and lessons in teamwork.
AS Media preliminary task evaluation.
The student learned how to use video equipment like cameras and tripods through completing a group preliminary task. They worked well together, giving each other advice to improve their video. However, they realized they could have improved it further by spending more time editing. They successfully storyboarded and filmed multiple takes when needed, but refilming wasted lesson time. The student also gained skills that will help with future group projects.
Project schedule
The document provides a detailed project schedule for creating an advertisement video over 8 weeks. It outlines the key tasks such as preparing plans, shooting footage, conducting interviews, editing videos, and getting client feedback at various stages of production. The schedule was later revised to have more realistic timeframes for completing each task after discussing with the team.
Project schedule
The document provides a detailed project schedule for creating an advertisement video over 8 weeks. It outlines the key tasks such as preparing plans, shooting footage, conducting interviews, editing videos, and getting client feedback at various stages. The schedule was initially unrealistic but was later revised to include more preparation time upfront, shooting opening scenes over multiple weeks, editing concurrently, and adding buffer time at the end to account for any delays.
Preliminary task evaluation
The document discusses the filmmaking group's experience with their pre-production, filming, and editing of a preliminary film task. It notes that their idea development went well, but their pace of work was slow. They used an iPad to film, which provided good quality but required steady hands. Editing in iVideo went smoothly. Lessons learned include needing to check for unwanted objects in shots and improving time management. The preliminary task met the criteria of demonstrating techniques like match cuts and shot/reverse shot. The process helped the group learn basic camera techniques and terms.
Final evaluation
- The document discusses a student's final major project evaluating their time management and problem solving skills.
- The project involved going through pre-production, production, and post-production stages to create a media product.
- The student had some challenges staying on schedule but was able to adapt their schedule and find solutions to issues that came up, such as actors canceling or needing to reshoot footage. They completed the project meeting the deadline.
Media evaluation – question 7
Through completing their full film opening sequence, the student learned how important planning and research are for a successful video. For the preliminary task, they created a basic storyboard but did not plan shots in detail. However, for the main task they took more time to thoroughly storyboard and plan ideas with the group. This ensured they used their limited filming time effectively and were prepared with equipment lists. While they tried to fit too much into one lesson for the preliminary task, mistakes from this taught them to better account for challenges and arrange additional filming days if needed. Overall, the student improved their camerawork, editing skills, and understands the value of production research.
Q7
The document compares the student's preliminary task completed 5 months ago in groups to plan their final individual project. For the preliminary task, they storyboarded, scripted, and tested camera movements with limited planning. They learned more planning was needed. For the final project, the student put more detail in shots, sounds, camerawork, used better equipment, researched techniques, and worked individually while collaborating with an actress. The preliminary task helped them learn and prepare for the higher quality final project.
Question 6
The main task was more difficult than the preliminary task for several reasons:
1) The footage for the main task was over 2 minutes long requiring extensive editing, while the preliminary task footage was only around 2 minutes with little editing needed.
2) The main task required capturing quality footage in busy areas with background noise, while the preliminary task could control surroundings.
3) The main task required incorporating a variety of shots to add cinematic effect, while the preliminary task only needed to mirror given shots.
4) Extensive creative thinking and planning was needed for the main task's original concept, while the preliminary task simply copied a given scene.
Question 7
The student learned improved time management, organization, planning, and storyboarding skills from the preliminary task to the full film opening project. They utilized scheduling tools, video diaries, and collaborative blogs to better coordinate their work. While meeting in-person remained challenging, technology helped facilitate communication. More thought was given to conventions, mise-en-scene, and titles to better appeal to their target audience for the film opening compared to the preliminary task.
Presentation review
The group created a promotional video for Haverstock School. They divided roles, with Arnold handling editing, Mohamed doing research, and Yuri filming. Through audience research, they learned students wanted fun learning and safety, while parents prioritized education standards and safety. The group used techniques like L-cuts between interviews and footage to both inform and engage audiences. While some weaknesses included missed deadlines and lack of communication, strengths included dividing work evenly and collaborating on ideas. Overall, feedback showed the finished video met conventions of being informative and looking like an effective promotional piece for the school.
How did you use media technologies in the
The document discusses the various software and equipment used to create a final music video project. It describes using Final Cut Express to edit video clips and add zooms to improve shots. Photoshop was used to edit images into black and white. Prezi was used to annotate and analyze images for a blog. Facebook was used to get audience feedback on music videos. YouTube was used to research music videos and target demographics. Windows Movie Maker helped condense research into simple videos. PowerPoint created a pitch for the music video idea. A tripod and high-resolution Nikon camera were used to film steady shots and sharp footage for the professional final video.
Media evaluation
The team worked well together in the pre-production phase of their preliminary task, sharing ideas and contributing to storyboards. Each member also created an individual storyboard to understand different approaches. They combined elements from each to create a new collaborative storyboard.
The teamwork aspect of the preliminary task went well, with clear communication about roles and responsibilities. They respected each other's opinions.
The planning phase took longer than expected, which limited what they could include in the task. They used the Photo Booth app on iPads to film and iMovie to edit, learning filming techniques and how to meet criteria. Overall the preliminary task was a positive learning experience and the student was happy with the final product.
Preliminary evaluation
My evaluation for our preliminary task that we produced throughout the first six weeks of year twelve.
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Evaluation
- 1. Evaluation During the pre-production period of this unit we were given the task of creating an advert for the Folly Brook plant shop in our college. This was a good topic for us because although we had the guidelines to follow as to what to create our video on we also had the ability to do whatever we wanted in terms of capturing footage to create a video that could look a variety of different ways. Even though our project was very rushed we still managed to create a professional looking advert for our outcome using both research and ideas brainstorming. When we were given the task our first action was to research other videos and adverts of the same purpose in order to get ideas of how to film and edit the video together. We then proceeded to begin to shoot footage of the plants which included still close ups of each plant because we intended to keep continuity throughout the entire video. Overall I think the project went quite well despite the initial rush. We successfully completed the task with a short, professional looking advert to show as our final outcome. The areas we worked best in were things like filming and editing because we got these done very quickly and worked well together as a team to complete them. Our downfall came mainly in the planning aspects of the unit which is why we were struggling at first because we didn’t plan how we could film our old ideas and they ended up being impossible to accomplish. If we were to do this task again one thing I would do differently is that I would get the planning for the entire unit done right at the start week by week so I knew where I was up to and could make alterations to my plan if anything went wrong. I think that as a group we would be sure to come up with a more simple idea and sort out the filming in advance.