Evaluation
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The author learned how to film and edit short scenes on their preliminary task, including how to improve continuity and lighting. They chose to completely re-film their prequel due to the lack of a narrative hook. Throughout the project, the author developed their editing skills by learning different effects and techniques to improve the final product. Researching other thrillers also helped them understand conventions like including a narrative mystery in the prequel to build tension.
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Review
The document summarizes an animation assignment where the student created 3 animation sequences of a character doing actions like walking and fighting. While the quality could be improved and the original intentions were more complex, the student is pleased with the results given the short deadline and their lack of animation experience. They believe their production skills and time management were consistent through the project, and they received positive feedback from their target audience through a questionnaire. Overall the student evaluated their work positively while noting areas like animation skills and planning that could be improved if they did the project again.
Experiments
Nathan Millett experimented with different video editing techniques to make objects and footage more interesting for his final project. He found that slowing clips in editing software rather than during filming produced better results. He also tried color tints, fades, and timelapses. Millett believes these skills will help engage his target audience. He plans to use timelapses to shorten long gameplay scenes. Additionally, he created moving objects and masking in Premier Pro to creatively fade text in and out, aiming to make his product more professional and creative.
2. fmp research
The document outlines the planning and development for a short documentary about a snooker player's rise to success. It includes:
- A mood board of inspirational images related to snooker to help visualize shots.
- Potential interview questions to ask the snooker player and others involved.
- Planning of roles for the snooker player, friends/family, coach and interviewer.
- Font and color scheme selections to resemble snooker and contrast visually.
- A production schedule with milestones to track progress toward the deadline.
Evaluation stage question 4
The document discusses different tools and technologies used to evaluate various stages of a music video project. Final Cut Pro X was used to edit footage and sync it with recorded voiceovers. Text and screenshots within a blog post allowed the work to be organized and presented clearly for evaluation of one aspect of the project. Emaze was a more creative presentation tool that facilitated comparisons between three media products, though it had fewer layout options than PowerPoint. PowToon was initially difficult to use but provided a way to evaluate other technologies applied during the construction phase, such as Adobe Elements 11.
Question 7
Connor discusses the skills and knowledge he gained from completing a preliminary task and full product for his course. Prior to starting, he had no experience with Adobe Premier Pro and only basic camera skills. The preliminary task allowed him to practice these skills and get familiar with the editing software. Compared to his preliminary work, Connor's full product showed improvements like using more camera angles and shots, being more aware of continuity and the 180 degree rule, and re-shooting imperfect scenes. Going forward, Connor wants to learn Adobe After Effects to add effects and continue improving his skills in Premier Pro beyond basic functions.
Media Studies - Evaluation Question 6
My answer to the question: "What have you learnt about technologies from the process of constructing this product?"
Evaluation question 6
The students learned about film editing software and different types of cameras through constructing a thriller film. While unfamiliar with the editing software at first, they became more proficient over weeks of working on the project. The editing process helped the students learn a new software and understand different camera options available to them.
The ‘how to’ guide to film
This guide provides tips for successfully completing a video production project based on the author's experiences. It outlines things to do such as thorough preparation, using storyboards, allowing extra time for filming and editing. Things not to do include bringing faulty equipment, rushing the production, telling actors to start without pressing record, and poor planning. The document aims to help readers avoid common mistakes and ensure their project is a success.
Recommended
Review
The document summarizes an animation assignment where the student created 3 animation sequences of a character doing actions like walking and fighting. While the quality could be improved and the original intentions were more complex, the student is pleased with the results given the short deadline and their lack of animation experience. They believe their production skills and time management were consistent through the project, and they received positive feedback from their target audience through a questionnaire. Overall the student evaluated their work positively while noting areas like animation skills and planning that could be improved if they did the project again.
Experiments
Nathan Millett experimented with different video editing techniques to make objects and footage more interesting for his final project. He found that slowing clips in editing software rather than during filming produced better results. He also tried color tints, fades, and timelapses. Millett believes these skills will help engage his target audience. He plans to use timelapses to shorten long gameplay scenes. Additionally, he created moving objects and masking in Premier Pro to creatively fade text in and out, aiming to make his product more professional and creative.
2. fmp research
The document outlines the planning and development for a short documentary about a snooker player's rise to success. It includes:
- A mood board of inspirational images related to snooker to help visualize shots.
- Potential interview questions to ask the snooker player and others involved.
- Planning of roles for the snooker player, friends/family, coach and interviewer.
- Font and color scheme selections to resemble snooker and contrast visually.
- A production schedule with milestones to track progress toward the deadline.
Evaluation stage question 4
The document discusses different tools and technologies used to evaluate various stages of a music video project. Final Cut Pro X was used to edit footage and sync it with recorded voiceovers. Text and screenshots within a blog post allowed the work to be organized and presented clearly for evaluation of one aspect of the project. Emaze was a more creative presentation tool that facilitated comparisons between three media products, though it had fewer layout options than PowerPoint. PowToon was initially difficult to use but provided a way to evaluate other technologies applied during the construction phase, such as Adobe Elements 11.
Question 7
Connor discusses the skills and knowledge he gained from completing a preliminary task and full product for his course. Prior to starting, he had no experience with Adobe Premier Pro and only basic camera skills. The preliminary task allowed him to practice these skills and get familiar with the editing software. Compared to his preliminary work, Connor's full product showed improvements like using more camera angles and shots, being more aware of continuity and the 180 degree rule, and re-shooting imperfect scenes. Going forward, Connor wants to learn Adobe After Effects to add effects and continue improving his skills in Premier Pro beyond basic functions.
Media Studies - Evaluation Question 6
My answer to the question: "What have you learnt about technologies from the process of constructing this product?"
Evaluation question 6
The students learned about film editing software and different types of cameras through constructing a thriller film. While unfamiliar with the editing software at first, they became more proficient over weeks of working on the project. The editing process helped the students learn a new software and understand different camera options available to them.
The ‘how to’ guide to film
This guide provides tips for successfully completing a video production project based on the author's experiences. It outlines things to do such as thorough preparation, using storyboards, allowing extra time for filming and editing. Things not to do include bringing faulty equipment, rushing the production, telling actors to start without pressing record, and poor planning. The document aims to help readers avoid common mistakes and ensure their project is a success.
Question 6 media
The document discusses the technologies and skills the author learned to create a film project. They borrowed a Canon camera and learned how to focus, zoom, and smoothly record clips. For editing, they used Final Cut Pro and found it complicated at first, but used online resources like Google and YouTube to learn the software. Final Cut Pro allowed them to add music, sound effects, and transitions to make the film flow well. The author also used Blogger to host information about the project, which helped them present their coursework in different formats and chronologically through embedded technologies like SlideShare, Prezi, PowerPoint, and pictures from Canva.
Evaluation question 6
The document discusses technologies learned during the process of constructing a product. The student learned camera skills like using a tripod to prevent wobbly footage and considering wind when filming outside. Editing skills like uploading footage, stitching scenes together, and adding credits and music were also learned using Corel Studio X3 Pro, which was difficult to learn initially but became easier with use.
Lomax lewis as cw pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Lewis Lomax, on their pre-production tasks for an AS film project. The teacher notes that while most tasks were completed satisfactorily, some required improvement or were missing altogether. Specifically, the teacher comments that storyboards and floor plan layouts could be improved, and asks for actor choices to include images. The student's work is assessed as 7 out of 20 initially but improves to 11 out of 20 after addressing the feedback.
Question 6
Shay Page used Drawboard software to digitally archive storyboards and share ideas with actors, helping with planning and directing scenes. Surveys conducted through Survey Monkey helped determine audience preferences that shaped the film's plot, locations, and what viewers wanted to see. During filming, Drawboard and OneDrive helped communicate with actors and review footage between takes. Learning skills like color grading, transitions, and overlays through YouTube tutorials improved the editing process and allowed issues like lighting and continuity to be fixed in post-production.
Ben 3
1) The preliminary task was a learning experience that showed more needed to be learned about directing, creating videos, and technical skills like video editing software.
2) Between tasks, the document author learned the basics of Final Cut Pro editing software but still had more to learn, which continued as they edited a thriller video.
3) Lessons on the film industry showed that while big budgets enable realistic action, character development and plot are more important to attract audiences than special effects. The author's camera skills also improved through practicing different shot types.
4. production experiments(1)
The document describes several production experiments the author conducted to learn skills for their horror short film project. They tested a split screen effect by layering and cropping two clips, learning how to blur the line between them. They also experimented with color grading using curves and noise to darken footage, though the style wasn't quite right. Finally, they designed a poster advertising their short film by cutting out a mirror's reflection to show a creepy background and using text effects.
Weekly reflection 4
This week, the author reflected on time constraints that may prevent producing all 5 planned episodes for their filmmaking project (FMP). While they aim to create a 5 episode narrative with a beginning, middle, and end, they will prioritize producing at least one strong pilot episode and submitting additional filmed scenes and scripts if unable to complete all episodes. The author also addressed potential casting issues and is working on contingencies like stand-ins. They are looking to obtain a full crew and experiment with equipment to determine the best for production and recording the soundtrack. The project is starting to take shape but more refinement is needed, including finalizing the cast so shooting can begin soon.
Evaluation question 6
From constructing their media product, the author learned about modern technologies like blogging and video editing. They initially struggled with embedding features in blogs but learned the importance of documenting their process. They filmed their opening sequence on an iPhone 6 for its high quality camera to make their product look professional. Using Final Cut Pro on a Mac, they were able to piece together footage and add effects like background music and transitions to create continuity and atmosphere. Completing preliminary tasks helped them gain confidence using different shot types and camera angles in their final product.
Evaluation question 7
The document discusses what the author has learned from their preliminary task to their full media product. They learned improved camera skills like varied shots and angles. Editing skills improved through using Final Cut Pro software. The importance of sound design was realized, like using non-diegetic music. Planning footage and using a tripod results in steadier, more professional video. Overall, progress was made from an unplanned preliminary task to a detailed opening scene through practice and learning skills.
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.
Evaluation for advergame
The document provides an evaluation of an advergame project, identifying strengths, weaknesses, and areas for improvement. As strengths, the creator included detailed assets to engage audiences and efficient time management. A weakness was needing to redo some animated assets that became disoriented due to not properly measuring sizes. For next projects, the creator plans to measure asset sizes beforehand to save time, and add sound to increase audience engagement.
Question 7 Media
The student learned three key areas for improvement in progressing from their preliminary project to the full production: editing, location, and sound. For editing, they gained experience using Adobe Premiere and learned how effects like tints impact the outcome. Regarding location, feedback noted issues with posters in the classroom setting used, so a more appropriate inherited house location was chosen for the final piece. And for sound, ambient noise was removed and an underlying soundtrack added to make the final production more enjoyable and scary.
Cloning
The document discusses cloning in Final Cut Pro X. It notes that cloning allows filming the same person in different areas of the shot to make it appear they are talking to themselves. This can be used to make band music videos look more professional. The key things to consider for cloning are keeping the camera still, properly timing the dialogue, matching eye lines, and keeping lighting consistent between shots. With practice, cloning can be done easily in Final Cut Pro X by placing multiple video clips on the timeline and cropping them together, then adding color matches and filters to make the edit look realistic.
Evaluation of unit 2 advert
The document provides assessments and feedback on various objectives for an advertising project. It includes marks out of 5, explanations for the marks, and suggested targets for improvement. The objectives assessed include understanding of advertising conventions, ability to work as part of a production team, meeting deadlines, camera skills, editing, and use of mise-en-scene elements. Suggested improvements focus on earlier planning, using more conventions and shot types, tighter editing, proper costumes, and meeting all deadlines.
Question 6
Through constructing a film and blog, the author learned several technologies including how to: use cameras to produce a British film; create and upload content to a blog such as documents, videos, and photos to illustrate points; and edit films using power director to produce a British-style film.
Cloning refix
The document discusses cloning in Final Cut Pro and how it allows creating the illusion that one person is in two places at once through careful editing of multiple video shots. While the author initially thought cloning would be difficult, tutorials make the process simple. Cloning can be used to make band scenes look more professional and was something the author wanted to learn. Important considerations for successful cloning include keeping the camera still, matching eye lines between shots, and maintaining consistent lighting.
Evaluation Question 6
The student learned about several technologies through making their media project. A cellphone allowed them to contact actors about shooting details and their teacher about problems. Facebook was used by their teacher to share assignments and by the student to get comments on their uploaded video. A Nikon DSLR camera was used to shoot clear HD video with controls, unlike an ordinary camera. Their laptop proved helpful for editing with Adobe Premiere Pro CS6 due to its long battery life and ability to consult teachers instantly.
Experiments
Nathan Millett experimented with different editing skills like slow motion filming, color tints, and fade effects to make videos more interesting for audiences. He also tried timelapse filming and moving object masking to see how they could enhance videos. Through these experiments, he confirmed techniques like slow motion, color adjustments, fades, and moving object text reveals that will make his final project more creative and professional.
Evaluation question 6
I learned several techniques for using a video camera to shoot scenes for my thriller sequence, including different shots and lighting effects to set the dark tone. I also used anti-shake and motion capture features to avoid shaky footage that would ruin the effect. Using iMovie to edit was challenging at first but I learned how to cut unwanted clips, add sound effects, and edit title cards into each clip without overlapping motions or jumbling scenes. The iMac made the editing and production process easier by allowing me to work on my blog at the same time as editing.
Question 7
The student learned a great deal about filmmaking equipment, techniques, and software from completing their preliminary task and thriller opening task. They gained skills in shooting, lighting, editing, adding effects, directing actors, and collaborating with others. Specifically, the student learned how to use video recorders, tripods, editing software, techniques like the 180-degree rule and shot-reverse-shot. Their skills in areas like lighting, editing, using effects, and leadership improved from the preliminary to thriller opening task. Overall, they enjoyed the learning process and gaining experience with equipment, software, filming, and working with others.
Preliminary task evaluation
- The document discusses the author's experience filming and editing a video project for the first time where they took on roles they had not done before like operating the camera and editing solo.
- They learned how to properly use camera equipment like performing focus pulls and handling the camera to create a professional look, though felt their focus skills needed improvement.
- Through practicing camerawork and editing techniques like matching shots, the author was able to create a better flowing narrative and more professional production, but received feedback that some repetitive footage could be tedious for the audience.
Production management evaluation 2015
This document provides questions for evaluating a final film project. It asks the student to explain their pre-production, production, and post-production processes, addressing what went well and could be improved. It also asks about scheduling, individual and team performance, problems encountered and how they were resolved, use of resources, production techniques learned, project monitoring, and early versions of the film including feedback received.
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Question 6 media
The document discusses the technologies and skills the author learned to create a film project. They borrowed a Canon camera and learned how to focus, zoom, and smoothly record clips. For editing, they used Final Cut Pro and found it complicated at first, but used online resources like Google and YouTube to learn the software. Final Cut Pro allowed them to add music, sound effects, and transitions to make the film flow well. The author also used Blogger to host information about the project, which helped them present their coursework in different formats and chronologically through embedded technologies like SlideShare, Prezi, PowerPoint, and pictures from Canva.
Evaluation question 6
The document discusses technologies learned during the process of constructing a product. The student learned camera skills like using a tripod to prevent wobbly footage and considering wind when filming outside. Editing skills like uploading footage, stitching scenes together, and adding credits and music were also learned using Corel Studio X3 Pro, which was difficult to learn initially but became easier with use.
Lomax lewis as cw pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Lewis Lomax, on their pre-production tasks for an AS film project. The teacher notes that while most tasks were completed satisfactorily, some required improvement or were missing altogether. Specifically, the teacher comments that storyboards and floor plan layouts could be improved, and asks for actor choices to include images. The student's work is assessed as 7 out of 20 initially but improves to 11 out of 20 after addressing the feedback.
Question 6
Shay Page used Drawboard software to digitally archive storyboards and share ideas with actors, helping with planning and directing scenes. Surveys conducted through Survey Monkey helped determine audience preferences that shaped the film's plot, locations, and what viewers wanted to see. During filming, Drawboard and OneDrive helped communicate with actors and review footage between takes. Learning skills like color grading, transitions, and overlays through YouTube tutorials improved the editing process and allowed issues like lighting and continuity to be fixed in post-production.
Ben 3
1) The preliminary task was a learning experience that showed more needed to be learned about directing, creating videos, and technical skills like video editing software.
2) Between tasks, the document author learned the basics of Final Cut Pro editing software but still had more to learn, which continued as they edited a thriller video.
3) Lessons on the film industry showed that while big budgets enable realistic action, character development and plot are more important to attract audiences than special effects. The author's camera skills also improved through practicing different shot types.
4. production experiments(1)
The document describes several production experiments the author conducted to learn skills for their horror short film project. They tested a split screen effect by layering and cropping two clips, learning how to blur the line between them. They also experimented with color grading using curves and noise to darken footage, though the style wasn't quite right. Finally, they designed a poster advertising their short film by cutting out a mirror's reflection to show a creepy background and using text effects.
Weekly reflection 4
This week, the author reflected on time constraints that may prevent producing all 5 planned episodes for their filmmaking project (FMP). While they aim to create a 5 episode narrative with a beginning, middle, and end, they will prioritize producing at least one strong pilot episode and submitting additional filmed scenes and scripts if unable to complete all episodes. The author also addressed potential casting issues and is working on contingencies like stand-ins. They are looking to obtain a full crew and experiment with equipment to determine the best for production and recording the soundtrack. The project is starting to take shape but more refinement is needed, including finalizing the cast so shooting can begin soon.
Evaluation question 6
From constructing their media product, the author learned about modern technologies like blogging and video editing. They initially struggled with embedding features in blogs but learned the importance of documenting their process. They filmed their opening sequence on an iPhone 6 for its high quality camera to make their product look professional. Using Final Cut Pro on a Mac, they were able to piece together footage and add effects like background music and transitions to create continuity and atmosphere. Completing preliminary tasks helped them gain confidence using different shot types and camera angles in their final product.
Evaluation question 7
The document discusses what the author has learned from their preliminary task to their full media product. They learned improved camera skills like varied shots and angles. Editing skills improved through using Final Cut Pro software. The importance of sound design was realized, like using non-diegetic music. Planning footage and using a tripod results in steadier, more professional video. Overall, progress was made from an unplanned preliminary task to a detailed opening scene through practice and learning skills.
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.
Evaluation for advergame
The document provides an evaluation of an advergame project, identifying strengths, weaknesses, and areas for improvement. As strengths, the creator included detailed assets to engage audiences and efficient time management. A weakness was needing to redo some animated assets that became disoriented due to not properly measuring sizes. For next projects, the creator plans to measure asset sizes beforehand to save time, and add sound to increase audience engagement.
Question 7 Media
The student learned three key areas for improvement in progressing from their preliminary project to the full production: editing, location, and sound. For editing, they gained experience using Adobe Premiere and learned how effects like tints impact the outcome. Regarding location, feedback noted issues with posters in the classroom setting used, so a more appropriate inherited house location was chosen for the final piece. And for sound, ambient noise was removed and an underlying soundtrack added to make the final production more enjoyable and scary.
Cloning
The document discusses cloning in Final Cut Pro X. It notes that cloning allows filming the same person in different areas of the shot to make it appear they are talking to themselves. This can be used to make band music videos look more professional. The key things to consider for cloning are keeping the camera still, properly timing the dialogue, matching eye lines, and keeping lighting consistent between shots. With practice, cloning can be done easily in Final Cut Pro X by placing multiple video clips on the timeline and cropping them together, then adding color matches and filters to make the edit look realistic.
Evaluation of unit 2 advert
The document provides assessments and feedback on various objectives for an advertising project. It includes marks out of 5, explanations for the marks, and suggested targets for improvement. The objectives assessed include understanding of advertising conventions, ability to work as part of a production team, meeting deadlines, camera skills, editing, and use of mise-en-scene elements. Suggested improvements focus on earlier planning, using more conventions and shot types, tighter editing, proper costumes, and meeting all deadlines.
Question 6
Through constructing a film and blog, the author learned several technologies including how to: use cameras to produce a British film; create and upload content to a blog such as documents, videos, and photos to illustrate points; and edit films using power director to produce a British-style film.
Cloning refix
The document discusses cloning in Final Cut Pro and how it allows creating the illusion that one person is in two places at once through careful editing of multiple video shots. While the author initially thought cloning would be difficult, tutorials make the process simple. Cloning can be used to make band scenes look more professional and was something the author wanted to learn. Important considerations for successful cloning include keeping the camera still, matching eye lines between shots, and maintaining consistent lighting.
Evaluation Question 6
The student learned about several technologies through making their media project. A cellphone allowed them to contact actors about shooting details and their teacher about problems. Facebook was used by their teacher to share assignments and by the student to get comments on their uploaded video. A Nikon DSLR camera was used to shoot clear HD video with controls, unlike an ordinary camera. Their laptop proved helpful for editing with Adobe Premiere Pro CS6 due to its long battery life and ability to consult teachers instantly.
Experiments
Nathan Millett experimented with different editing skills like slow motion filming, color tints, and fade effects to make videos more interesting for audiences. He also tried timelapse filming and moving object masking to see how they could enhance videos. Through these experiments, he confirmed techniques like slow motion, color adjustments, fades, and moving object text reveals that will make his final project more creative and professional.
Evaluation question 6
I learned several techniques for using a video camera to shoot scenes for my thriller sequence, including different shots and lighting effects to set the dark tone. I also used anti-shake and motion capture features to avoid shaky footage that would ruin the effect. Using iMovie to edit was challenging at first but I learned how to cut unwanted clips, add sound effects, and edit title cards into each clip without overlapping motions or jumbling scenes. The iMac made the editing and production process easier by allowing me to work on my blog at the same time as editing.
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Lomax lewis as cw pre production tasks feedback sheet
Lomax lewis as cw pre production tasks feedback sheet
Similar to Evaluation
Question 7
The student learned a great deal about filmmaking equipment, techniques, and software from completing their preliminary task and thriller opening task. They gained skills in shooting, lighting, editing, adding effects, directing actors, and collaborating with others. Specifically, the student learned how to use video recorders, tripods, editing software, techniques like the 180-degree rule and shot-reverse-shot. Their skills in areas like lighting, editing, using effects, and leadership improved from the preliminary to thriller opening task. Overall, they enjoyed the learning process and gaining experience with equipment, software, filming, and working with others.
Preliminary task evaluation
- The document discusses the author's experience filming and editing a video project for the first time where they took on roles they had not done before like operating the camera and editing solo.
- They learned how to properly use camera equipment like performing focus pulls and handling the camera to create a professional look, though felt their focus skills needed improvement.
- Through practicing camerawork and editing techniques like matching shots, the author was able to create a better flowing narrative and more professional production, but received feedback that some repetitive footage could be tedious for the audience.
Production management evaluation 2015
This document provides questions for evaluating a final film project. It asks the student to explain their pre-production, production, and post-production processes, addressing what went well and could be improved. It also asks about scheduling, individual and team performance, problems encountered and how they were resolved, use of resources, production techniques learned, project monitoring, and early versions of the film including feedback received.
Question Three
The document discusses the software, hardware, and technical skills the author developed throughout creating a film production project. It describes using Adobe After Effects, Premiere Pro, Photoshop, and other programs, as well as an iMac, Macbook Pro, and other hardware. The author details challenges with learning new software like Photoshop and Wix but overcoming difficulties to be proud of the posters and trailers created. Room for improvement on the website is also noted.
Media Studies--Evaluation Questions 4-7
This document contains responses to evaluation questions about a thriller film opening created by the author. In the responses, the author discusses their intended thriller audience of young males aged 16+, how they researched this audience's preferences, and how they applied this research in developing a well-plotted opening sequence. The author also reflects on the technologies used to film, edit, add sound, and create titles for the project. They discuss the learning experiences gained from using new software like Garageband and Final Cut Pro. Finally, the author compares their preliminary continuity exercise to the full opening produced, noting the improvements made and lessons learned.
Prelim
The document summarizes what the author learned from an initial preliminary film task to creating a full thriller opening sequence. For the preliminary task, the author's camera work was shaky and shots were not framed properly. Planning involved for the thriller sequence helped make filming more productive. Additional skills like dressing shots with props, adding non-diegetic sound, and using transitions were applied. Comparing the preliminary work to the thriller opening shows the author's film skills and knowledge greatly improved over the course of learning and creating a more polished final product.
Exam revision q1a digital technology essay
Over the course of a two-year media studies course, the student learned important skills for filming, editing, and designing media projects. In the first year, the student gained basic skills like operating a camera, editing footage, and using software through preliminary tasks. These skills were applied to subsequent projects, including an opening sequence that required various shot types and advanced editing. In the second year, the student took on new challenges like designing a magazine cover and movie poster using Photoshop. Experience capturing footage with a DSLR and editing projects in Final Cut Pro allowed the student to improve and complete a culminating crime thriller teaser trailer. Through continuous practice across various assignments, the student became proficient with different media technologies and platforms.
Looking back at your preliminary task, what
From filming the preliminary video to creating the full horror opening, I have learned a lot about camera work and video editing. For the preliminary video, I had little experience with camera angles, but working with the group on the full opening helped me improve by learning from others' skills. I now understand the importance of camera angles and pacing in editing to keep audiences engaged. While I still have more to learn about advanced editing techniques, I have become more proficient at audio editing and inserting sounds to enhance the video overall.
Problem Solving
The document provides details on 4 experiments conducted to improve video editing and design skills:
1. Experiment 1 involved editing video clips in the style of AWGE videos by cutting out shapes and adding overlays and animations.
2. Experiment 2 created a logo for the brand "Vampyre" using images of a castle and bats to convey a dark, gloomy atmosphere.
3. Experiment 3 explored the effects of lighting and angles in photography and how they impact mood. Flash photography was found to be effective.
4. Experiment 4 created an animated spinning logo in After Effects by following a tutorial on adding effects like gradient coloring.
Problem Solving
The document provides details on experiments conducted to improve video editing and design skills. It describes 4 experiments:
1. Editing video clips in the style of AWGE videos by cutting out shapes and adding overlays to make transitions.
2. Designing a logo for the brand "Vampyre" incorporating a castle, bats, and text with dark colors and effects.
3. Experimenting with photography lighting, camera settings, and incorporating flash effects to convey mood.
4. Creating an animated 3D spinning logo in After Effects by following a tutorial to apply gradient coloring and thickness.
Final2
The document discusses what the author has learned about technologies and skills in producing a media project. During planning, the author learned to be more organized and realistic in planning shots and locations. When using equipment like cameras, microphones, and editing software, the author became more proficient. Editing taught the importance of continuity and how to manipulate video. Overall, both preliminary and main tasks improved the author's planning, equipment operation, and editing abilities for media production.
Preliminary task ev.
The document discusses what was learned from completing a preliminary planning and filming task. Key lessons included:
1) Effective planning requires organizing shots, locations, and equipment needs to make vague ideas more concrete and achievable.
2) Experience using various filming and editing equipment builds comfort and knowledge of how to capture the best footage and create polished end products.
3) Editing teaches the importance of continuity both in filming and editing, and how to manipulate footage into a polished, professionally-paced final video.
4) Strong planning is needed to effectively link ideas to concrete work in practice, especially regarding shot organization, locations, and maintaining a coherent narrative.
Production management evaluation 2015
Katie evaluated her final film project using a provided rubric. She felt her pre-production went well though location planning could have been improved. Production went smoothly despite issues with lighting and sound. Post-production challenges included special effects and sound editing. Scheduling her cast and crew was difficult. Lack of contingency for her actor canceling last scenes hurt the film. She learned new skills but pushing visual effects too far compromised quality. Feedback helped improve her film and understanding. While technical quality suffered, the film met her creative vision and deadline.
4. production experiments(1)
Jack Henderson conducted experiments with visual effects techniques like sky and set replacements. In his first experiment, he replaced the sky with a basic space scene from Google but did not like the unrealistic result. His next experiment involved adding a building found on Google into the landscape using masking and color grading tools. For his final experiment, he motion tracked a spaceship flying through the scene. Though not entirely realistic, it provided knowledge on creating such effects. The experiments taught him the multiple programs and extensive masking needed for visual effects work and gave him perspective on time management for his final product.
1.1 Initial Ideas + Context.pptx
Hannah is proposing a short film project where two characters travel back in time. She wants to gain practical experience making films to help her future career goals. The project will allow her to strengthen skills like camera work, editing, and using effects software. Her strengths are experience with Premiere Pro and planning. Her main challenge will be creating the time travel effect. Potential research includes watching films/tutorials, testing transitions, and gathering audience feedback.
3. research
The document provides a summary of research conducted by Jack Henderson on existing films and visual effects techniques that could be applied to a short film project. Henderson analyzed scenes from films like Atlanta, Drive, Blade Runner 2049, and Mad Max: Fury Road that utilized interesting visual effects or cinematography techniques. He also summarized tutorials on invisible masking and color grading. Audience research included surveys and interviews that showed most respondents prefer a thriller genre and enjoy mystery in characters. The research will help inform Henderson's short film ideas and application of visual effects.
7. evaluation
The peer feedback provided insights into both the poster and film produced by the student. For the poster, feedback noted that it looked professional but could have been improved by including additional context like a DVD case. Some felt the black bars were overwhelming. For the film, peers appreciated the camera work and sound effects but noted some audio issues and unnatural dialogue. Improvements suggested were reducing the American Psycho parody, fixing audio levels, and clarifying the genre. The student agreed that more context for the poster and addressing issues like unique script, composition, and genre clarification could strengthen the work.
Q7
The document summarizes the student's learning from their preliminary task to their full product thriller film. They discuss improvements in their camera work, editing skills, and use of software like Final Cut Pro. They analyzed successes and challenges of both their preliminary task and full thriller film. Overall, they felt they improved their skills and learned from mistakes, and enjoyed gaining experience with cameras, editing, and other technologies.
Part 8
The document reflects on the learning experience from a preliminary task to the full product. It indicates that the preliminary task was successful due to the variety of creative shots used, including props that added an eerie effect. However, planning was the weakest area as there were not enough shots, making editing more difficult. The experience helped prepare for a thriller sequence by improving planning, shot types, and lighting, and ensuring more footage than needed was captured.
Production experiments ppt 4
The document summarizes Samuel Schoettner's experiments with creating a movie poster in Photoshop and using video editing software like After Effects. Some key points:
- Samuel created a movie poster for the film "IT" in Photoshop using various layers, images, and effects to composite elements together. He learned how adjusting colors and saturation drew attention to different areas.
- He later practiced using a Steadicam rig to capture smooth footage and plans to incorporate steady shots into a film trailer.
- Samuel also experimented with 3D tracking and placing textures/effects into video footage in After Effects. He found tracking and blending elements was easier than expected.
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Evaluation
- 1. LOOKING BACK AT YOUR PRELIMINARY TASK, WHAT DO YOU FEEL YOU HAVE LEARNT IN THE PROGRESSION FROM IT TO THE FULL PRODUCT? By Alexandra Hacker
- 2. I learnt how to use the camera and edit a small scene together on the preliminary task, learning from mistakes I made with continuity and lighting.
- 3. I feel that I have learnt a lot since filming my first draft as well as I chose to re-film and change my prequel completely due to the lack of a narrative enigma.
- 4. I have developed my editing throughout the process of this project, learning how to use different effects and techniques such as transitions and sound editing to improve my product.
- 5. I also learnt from researching other thrillers that factors such as a narrative enigma and a prequel that develops a sense of tension or hints at future issues or action are often necessary conventions to follow.
- 6. I think that my plan for my first prequel draft lacked detail resulting in why I struggled to form a clear enough plot.
- 7. I also learnt that certain techniques, for example slower pans and close ups can create different results, for instance building the scene up to the climax.