Evaluation
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This project involved creating a 2-3 minute short film about a future London suburb through all stages of film production. The student was responsible for editing and behind-the-scenes tasks. They found the editing process went well due to their experience with similar software. Overall, strong planning and time management allowed the group to film over two days and edit within the scheduled time, leaving room for improvements.
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Evaluation - Question 6
During the process of creating a film project, the student learned about various technologies. In pre-production, they researched film genres, characters, shots, and angles using computers and resources from class. They struggled to use new script writing software. In production, they used a Panasonic video camera to capture needed shots due to its lightweight and image quality. They adjusted the camera settings to achieve a more cinematic look. In post-production, they easily edited clips together using Premiere Pro software that they were familiar with from previous experience. They also used YouTube, Blogger, and Slideshare to share their work online.
Question 7
From completing the preliminary task, the author learned:
1) How much planning is required for even a short film, including planning shot types, scenes, and dialogue.
2) Basic camera skills like using shot reverse shot and following the 180 degree rule to keep shots consistent.
3) Digital tools like using a camcorder to record professionally and Adobe Premier to edit short shots together. These skills aided planning and filming the full opening sequence.
Media production schhedule
The production schedule outlines the pre-production, production, and post-production tasks to be completed by Bradley Venn-Griffiths over several weeks in various locations using computer and photography equipment. It includes activities like research, planning, photo shoots, and editing to create an album cover, with evaluations scheduled at the end to review the final work.
4) How did you use media technologies in the construction and research, plann...
The document discusses the various media technologies used at different stages of a documentary production project. In the research stage, internet explorer and Google search were used to find background information, and 4od was used to view similar documentaries. During filming, a Canon camera was used to capture footage, mounted on a tripod for interviews. Footage was recorded on mini DV tapes. For editing, a quadcore PC, Samsung monitor, DV capture deck were used with Premier Pro CS5 to edit footage, add effects and create a radio trailer. Photoshop CS5 was used to create a print advert. Blogger was used to keep notes and upload materials, while YouTube and Facebook were used to receive feedback by uploading the documentary
Evaluation question 6 and 7
Tom learned several skills related to film production and editing software. He learned how to use Final Cut Pro to edit films, including applying filters to alter scenes and adding sound effects. He also learned about different types of cuts useful for different purposes, such as fast cuts for action scenes and long takes to build tension. Finally, he learned to use Blogger to document the pre-production and production process of his film.
Unit 35 Production Schedule
The production schedule will last less than a week total. Pre-production from May 16-19 will include hiring crew, securing a location, and completing paperwork. Production on May 19 will involve filming the installation in one location with a Lumix G camera and 4-5 actors. Post-production from May 22-25 will include editing on a MacBook Pro using Final Cut Pro X, adding copyright-free music, and delivering the final installation by May 25.
EVALUATION ACTIVITY 7 : Michael
The student learned several things from their preliminary task to the final product. For the preliminary task, they only had 20 minutes for planning and filming, so it was not as high quality as the final product which took weeks of planning and multiple days of filming. For the final product, they conducted in-depth research, planned locations and dialogue, and felt more confident using equipment like microphones, windbreakers, and tripods. While the preliminary task helped introduce basics, working with classmates on the final product helped them learn new skills that improved the overall quality.
Production Schedule
This production schedule outlines the pre-production, production, and post-production tasks for a project taking place from September to December 2017. It assigns Matt Fisher to lead pre-production research and planning in the studio, three photoshoot dates on location with a model, and post-production editing from home using a computer, SD cards, and Photoshop over four weeks.
Recommended
Evaluation - Question 6
During the process of creating a film project, the student learned about various technologies. In pre-production, they researched film genres, characters, shots, and angles using computers and resources from class. They struggled to use new script writing software. In production, they used a Panasonic video camera to capture needed shots due to its lightweight and image quality. They adjusted the camera settings to achieve a more cinematic look. In post-production, they easily edited clips together using Premiere Pro software that they were familiar with from previous experience. They also used YouTube, Blogger, and Slideshare to share their work online.
Question 7
From completing the preliminary task, the author learned:
1) How much planning is required for even a short film, including planning shot types, scenes, and dialogue.
2) Basic camera skills like using shot reverse shot and following the 180 degree rule to keep shots consistent.
3) Digital tools like using a camcorder to record professionally and Adobe Premier to edit short shots together. These skills aided planning and filming the full opening sequence.
Media production schhedule
The production schedule outlines the pre-production, production, and post-production tasks to be completed by Bradley Venn-Griffiths over several weeks in various locations using computer and photography equipment. It includes activities like research, planning, photo shoots, and editing to create an album cover, with evaluations scheduled at the end to review the final work.
4) How did you use media technologies in the construction and research, plann...
The document discusses the various media technologies used at different stages of a documentary production project. In the research stage, internet explorer and Google search were used to find background information, and 4od was used to view similar documentaries. During filming, a Canon camera was used to capture footage, mounted on a tripod for interviews. Footage was recorded on mini DV tapes. For editing, a quadcore PC, Samsung monitor, DV capture deck were used with Premier Pro CS5 to edit footage, add effects and create a radio trailer. Photoshop CS5 was used to create a print advert. Blogger was used to keep notes and upload materials, while YouTube and Facebook were used to receive feedback by uploading the documentary
Evaluation question 6 and 7
Tom learned several skills related to film production and editing software. He learned how to use Final Cut Pro to edit films, including applying filters to alter scenes and adding sound effects. He also learned about different types of cuts useful for different purposes, such as fast cuts for action scenes and long takes to build tension. Finally, he learned to use Blogger to document the pre-production and production process of his film.
Unit 35 Production Schedule
The production schedule will last less than a week total. Pre-production from May 16-19 will include hiring crew, securing a location, and completing paperwork. Production on May 19 will involve filming the installation in one location with a Lumix G camera and 4-5 actors. Post-production from May 22-25 will include editing on a MacBook Pro using Final Cut Pro X, adding copyright-free music, and delivering the final installation by May 25.
EVALUATION ACTIVITY 7 : Michael
The student learned several things from their preliminary task to the final product. For the preliminary task, they only had 20 minutes for planning and filming, so it was not as high quality as the final product which took weeks of planning and multiple days of filming. For the final product, they conducted in-depth research, planned locations and dialogue, and felt more confident using equipment like microphones, windbreakers, and tripods. While the preliminary task helped introduce basics, working with classmates on the final product helped them learn new skills that improved the overall quality.
Production Schedule
This production schedule outlines the pre-production, production, and post-production tasks for a project taking place from September to December 2017. It assigns Matt Fisher to lead pre-production research and planning in the studio, three photoshoot dates on location with a model, and post-production editing from home using a computer, SD cards, and Photoshop over four weeks.
AS Question 7
Over the course of their unit, the group gained basic and further knowledge of editing, filming and planning from the tasks presented. They learned to use their time valuably from rushing to complete their first one minute video clip. This helped them plan more effectively for their final film. While most group members were unfamiliar with cameras for their first task, they improved their skills and added more camera angles and shots to their final project. Editing software was also a new challenge initially but they learned basic skills like transitions that helped when editing their higher quality final piece.
Evaluation
The group had to make a short film using techniques from TV shows like Prison Break and Making a Murderer. Their analysis of the chosen theme of comedy was helpful for planning the film. However, procrastination by one group member caused issues in the pre-production process. Production was difficult due to the main character dropping out and limited locations. Audience feedback praised the music but noted needs for improved editing and a longer film. Areas for improvement include more comedy, steadier camerawork, and better planning to overcome challenges.
Evaluation Question 6 and 7
Tom learned several technologies from constructing his film project. He and his partner used Final Cut Pro to edit their film, and through repeated use, their skills with the software improved. Tom learned editing techniques like adding a vignette to make scenes darker from a character's perspective. He also learned how to incorporate sound effects like gunshots and background drones. Finally, Tom learned to use the Blogger website to document the pre-production and production processes.
Evaluation question 4
I used various media technologies during the research, planning, construction, and evaluation of my documentary:
During research and planning, I used the internet to research interview subjects and archive footage. I used Microsoft Word to design a target audience questionnaire and write a running order and TV schedule. PowerPoint was used to analyze codes and conventions from real media texts.
During construction, I used a video camera to record interviews and cutaways. I also used a camera to create an advertisement and show evidence. A voice recorder captured voiceovers and questionnaire answers. Equipment like a tripod, jib, and track helped film the opening sequence.
Premiere Pro and Photoshop were used to edit documentary clips onto
Self evaluation
The document describes the skills learned and challenges faced during the production of a film. The individual learned skills for working in a group, such as teamwork, planning, and leadership. Technical skills like operating cameras and editing software were also acquired. Challenges included a group member leaving, changing the film idea late, and dealing with weather issues during shooting. Lessons learned were that film production takes a long time, and better planning of schedules and ideas is needed for future projects.
Evaluation
The student found most of the project okay but some parts difficult, particularly the Lightbot which took longer than the sidekick. Collecting images was easiest while designing a purpose for the robot was harder but the design itself was easy. Using the Modeler software was difficult at times but the student eventually succeeded. The Lightbot was also very challenging sometimes due to poor video tutorials, software crashes, and the student's own lack of experience, while the sidekick only took a couple lessons but had some problems due to forgetting how to use certain tools.
What have you learnt about the process of
The document discusses the skills and knowledge gained by the author in constructing a video product. They used a prime lens camera which allowed for selective focus shots. Software like Final Cut Express and Photoshop were used to edit video and create logos, teaching the author how to utilize features and effects. Multiple devices were used for filming like a Canon camera and tripod, though lighting and close-up shots presented challenges. Organization of actors, a shot plan, and risk assessment supported the production process. Creative tools like fonts and sound effects were sourced online. Practice shots helped develop filming skills while efficient editing supported post-production.
Media production schhedule
This production schedule outlines the pre-production, production, and post-production tasks needed to create an album cover and digipak over several weeks in November and December 2017. Pre-production tasks include researching genre and audience as well as planning photo shoots. Production involves taking photos for the cover, spine, and digipak. Post-production consists of editing the photos in Photoshop and completing the final design pieces while evaluating strengths and weaknesses. The work is located in studio Me1, at home, or on location at Bridge and will be completed by Bradley Venn-Griffiths using various computer programs and photography equipment.
Mv process log form 2020
The student created a music video production log to track their progress filming, editing, and post-production. Their filming went well overall despite some cast issues and technical problems. Their locations worked except for one COVID testing site where they were asked to stop filming. Their planning helped but they wish they had followed up more with cast. In editing, applying effects lowered quality and corrupted the final project, forcing them to cut it shorter. Overall the student learned skills in directing, filming with a gopro, editing in Premiere Pro, and being mindful of what they film publicly.
Evaluation 7
The document discusses improvements made from a preliminary task to a full opening film project. For the opening, more planning was done including storyboarding, costume planning, and scheduling. Better transitions were used to create flow between scenes. Text credits were merged into the visuals instead of being placed at the beginning and end. A variety of camera techniques were utilized, improving on match-on-action shots from the preliminary. Overall, more work was put into the planning and execution of techniques for the opening project, allowing the creator to learn important filmmaking skills.
Evaluation 7
The document compares the planning and execution of a preliminary film task to a later opening sequence. It notes that planning was more extensive for the opening, which involved storyboarding, costumes, and scheduling. Transitions, camera techniques, and credits were improved in the opening to create meaning and flow. While the preliminary relied on assumptions, feedback helped improve techniques like match cuts for the opening. Overall, the document reflects on the learning process between the preliminary and polished opening sequence.
Mv production assignment evaluation form 2020
The document discusses the evaluation of a music video production project. It covers the areas of research, planning, time management, technical qualities of the camera and editing, aesthetic qualities, audience appeal, and peer feedback. The peer feedback noted repetitive footage, a lack of clear connection between the song and locations, and suggested filming more varied footage. The document reflects on lessons learned regarding preparing more by researching locations and planning to film more excess footage.
Video Production Process
PRPL Video Director, Masood Ahmed, walks us through the 5 main phases of the video production process.
Topics discussed:
- Development
- Pre-Production
- Production
- Post-Production
- Distribution
MOOD BOARDQuestion 19
This document discusses the plans for filming a music video. It will use blue screen, black and white screen, and film the artist against a black screen for the introduction. Scenes will alternate between blue and white screens to add variety. Images on the mood board represent the different camera angles and styles that will be used. Filming in a studio was chosen to focus on visual creativity, save time, and be more professional for the style of video. The mood board also shows examples of clothing styles the artist will wear.
Evaluation 7
1. The document discusses what the author has learned throughout creating a film opening project.
2. Key skills developed include editing, filming, directing, and understanding different roles. Editing skills improved through learning to use Adobe Premiere and synchronize footage and music.
3. Following techniques like the 180 degree rule, storyboarding, and filming excessive footage helped improve the quality and success of the final product. Attention to detail was also important.
Foundation Portfolio Guide: Video Production
This document provides guidance for students completing a foundation portfolio in media video production. It outlines the tasks and requirements, including a preliminary continuity exercise, the main task of creating titles and an opening sequence for a fictional film no longer than 2 minutes, and a theoretical understanding section. It emphasizes planning, research, construction, and evaluation. Students must demonstrate technical and creative skills, applying knowledge and understanding, and undertaking appropriate research.
3. proposal mv 2018
The proposed project is an unofficial music video for Logic's song "Midnight". It will utilize editing techniques like the mirror effect and green screen throughout shots of a figure resembling Logic in countryside settings. The target audience is teenagers aged 12-20 who are fans of Logic's music. Production will involve filming on location using different camera techniques like tracking shots, then applying effects in post-production like replacing the background using green screen and mirror effects. The goal is to showcase editing skills and create a stylized video that stands out from typical music videos through its rural setting and puzzling backgrounds created through editing. Evaluation will focus on the effectiveness of the editorial skills and after effects.
FMP pre production
The document outlines the pre-production planning for a BTS photography shoot tutorial video. It will be created to help those learning photography and demonstrate the filmmaker's process. The video will be displayed on YouTube and possibly other platforms. Pre-production details include using a Sony a6400 camera, Sigma lens, and tripod at the Harrogate studio. Potential issues and solutions are considered along with health and safety. A production schedule, preferred style focusing on color schemes and contrast, layout, fonts, shot list and storyboard are provided to plan the shoot.
FMP pre production
The document outlines the pre-production planning for a BTS photography shoot tutorial video. It will be created to help those learning photography and demonstrate the filmmaker's process. The video will be displayed on YouTube and possibly other platforms. Pre-production details include using a Sony a6400 camera, Sigma lens, and tripod at the Harrogate studio. Potential issues and solutions are considered along with health and safety. A production schedule, preferred style focusing on color schemes and contrast, layout, fonts, shot list and storyboard are provided to plan the visuals and information presentation.
6. fmp production reflection
The document describes the production process and equipment used to create a YouTube video. It details two cameras - a Canon EOS 600D used for cinematic shots and indoor self-vlogging, and a GoPro Hero 3 for outdoor self-vlogging, though audio quality suffered due to its waterproof case. Footage was organized and a shot list created before multi-day editing in Premiere Pro to cut unwanted content and add music. The final video was exported at 720p for YouTube and shared on social media.
Evaluation of preliminary task
George Hopkins evaluated his group's preliminary film task. He felt that their pre-production workflow was effective, though some members missing discussions hindered progress. They used iPads to film, which allowed for easy exporting but provided low quality footage and background noise. Filming lessons included storyboards not matching outcomes and the need for multiple shots. They used iMovie for simple editing but it lacked sound editing. The completed task met criteria by showing a character opening a door, crossing a room, sitting for dialogue with match cuts, shot/reverse shot, and following the 180 degree rule. Overall, George learned about planning, filming, editing processes and the importance of teamwork for success.
Question 6 presentation
The document discusses what the group learned about technologies from constructing their final product. They learned about filming, editing, sound, and research technologies. For filming they gained experience using cameras. For editing they became familiar with Final Cut software. For sound they learned to use Garage Band to add effects and tracks. They also discovered research resources like Box Office Mojo and IMDB that provided industry statistics. Overall they gained knowledge of various media technologies through hands-on experience with the project.
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AS Question 7
Over the course of their unit, the group gained basic and further knowledge of editing, filming and planning from the tasks presented. They learned to use their time valuably from rushing to complete their first one minute video clip. This helped them plan more effectively for their final film. While most group members were unfamiliar with cameras for their first task, they improved their skills and added more camera angles and shots to their final project. Editing software was also a new challenge initially but they learned basic skills like transitions that helped when editing their higher quality final piece.
Evaluation
The group had to make a short film using techniques from TV shows like Prison Break and Making a Murderer. Their analysis of the chosen theme of comedy was helpful for planning the film. However, procrastination by one group member caused issues in the pre-production process. Production was difficult due to the main character dropping out and limited locations. Audience feedback praised the music but noted needs for improved editing and a longer film. Areas for improvement include more comedy, steadier camerawork, and better planning to overcome challenges.
Evaluation Question 6 and 7
Tom learned several technologies from constructing his film project. He and his partner used Final Cut Pro to edit their film, and through repeated use, their skills with the software improved. Tom learned editing techniques like adding a vignette to make scenes darker from a character's perspective. He also learned how to incorporate sound effects like gunshots and background drones. Finally, Tom learned to use the Blogger website to document the pre-production and production processes.
Evaluation question 4
I used various media technologies during the research, planning, construction, and evaluation of my documentary:
During research and planning, I used the internet to research interview subjects and archive footage. I used Microsoft Word to design a target audience questionnaire and write a running order and TV schedule. PowerPoint was used to analyze codes and conventions from real media texts.
During construction, I used a video camera to record interviews and cutaways. I also used a camera to create an advertisement and show evidence. A voice recorder captured voiceovers and questionnaire answers. Equipment like a tripod, jib, and track helped film the opening sequence.
Premiere Pro and Photoshop were used to edit documentary clips onto
Self evaluation
The document describes the skills learned and challenges faced during the production of a film. The individual learned skills for working in a group, such as teamwork, planning, and leadership. Technical skills like operating cameras and editing software were also acquired. Challenges included a group member leaving, changing the film idea late, and dealing with weather issues during shooting. Lessons learned were that film production takes a long time, and better planning of schedules and ideas is needed for future projects.
Evaluation
The student found most of the project okay but some parts difficult, particularly the Lightbot which took longer than the sidekick. Collecting images was easiest while designing a purpose for the robot was harder but the design itself was easy. Using the Modeler software was difficult at times but the student eventually succeeded. The Lightbot was also very challenging sometimes due to poor video tutorials, software crashes, and the student's own lack of experience, while the sidekick only took a couple lessons but had some problems due to forgetting how to use certain tools.
What have you learnt about the process of
The document discusses the skills and knowledge gained by the author in constructing a video product. They used a prime lens camera which allowed for selective focus shots. Software like Final Cut Express and Photoshop were used to edit video and create logos, teaching the author how to utilize features and effects. Multiple devices were used for filming like a Canon camera and tripod, though lighting and close-up shots presented challenges. Organization of actors, a shot plan, and risk assessment supported the production process. Creative tools like fonts and sound effects were sourced online. Practice shots helped develop filming skills while efficient editing supported post-production.
Media production schhedule
This production schedule outlines the pre-production, production, and post-production tasks needed to create an album cover and digipak over several weeks in November and December 2017. Pre-production tasks include researching genre and audience as well as planning photo shoots. Production involves taking photos for the cover, spine, and digipak. Post-production consists of editing the photos in Photoshop and completing the final design pieces while evaluating strengths and weaknesses. The work is located in studio Me1, at home, or on location at Bridge and will be completed by Bradley Venn-Griffiths using various computer programs and photography equipment.
Mv process log form 2020
The student created a music video production log to track their progress filming, editing, and post-production. Their filming went well overall despite some cast issues and technical problems. Their locations worked except for one COVID testing site where they were asked to stop filming. Their planning helped but they wish they had followed up more with cast. In editing, applying effects lowered quality and corrupted the final project, forcing them to cut it shorter. Overall the student learned skills in directing, filming with a gopro, editing in Premiere Pro, and being mindful of what they film publicly.
Evaluation 7
The document discusses improvements made from a preliminary task to a full opening film project. For the opening, more planning was done including storyboarding, costume planning, and scheduling. Better transitions were used to create flow between scenes. Text credits were merged into the visuals instead of being placed at the beginning and end. A variety of camera techniques were utilized, improving on match-on-action shots from the preliminary. Overall, more work was put into the planning and execution of techniques for the opening project, allowing the creator to learn important filmmaking skills.
Evaluation 7
The document compares the planning and execution of a preliminary film task to a later opening sequence. It notes that planning was more extensive for the opening, which involved storyboarding, costumes, and scheduling. Transitions, camera techniques, and credits were improved in the opening to create meaning and flow. While the preliminary relied on assumptions, feedback helped improve techniques like match cuts for the opening. Overall, the document reflects on the learning process between the preliminary and polished opening sequence.
Mv production assignment evaluation form 2020
The document discusses the evaluation of a music video production project. It covers the areas of research, planning, time management, technical qualities of the camera and editing, aesthetic qualities, audience appeal, and peer feedback. The peer feedback noted repetitive footage, a lack of clear connection between the song and locations, and suggested filming more varied footage. The document reflects on lessons learned regarding preparing more by researching locations and planning to film more excess footage.
Video Production Process
PRPL Video Director, Masood Ahmed, walks us through the 5 main phases of the video production process.
Topics discussed:
- Development
- Pre-Production
- Production
- Post-Production
- Distribution
MOOD BOARDQuestion 19
This document discusses the plans for filming a music video. It will use blue screen, black and white screen, and film the artist against a black screen for the introduction. Scenes will alternate between blue and white screens to add variety. Images on the mood board represent the different camera angles and styles that will be used. Filming in a studio was chosen to focus on visual creativity, save time, and be more professional for the style of video. The mood board also shows examples of clothing styles the artist will wear.
Evaluation 7
1. The document discusses what the author has learned throughout creating a film opening project.
2. Key skills developed include editing, filming, directing, and understanding different roles. Editing skills improved through learning to use Adobe Premiere and synchronize footage and music.
3. Following techniques like the 180 degree rule, storyboarding, and filming excessive footage helped improve the quality and success of the final product. Attention to detail was also important.
Foundation Portfolio Guide: Video Production
This document provides guidance for students completing a foundation portfolio in media video production. It outlines the tasks and requirements, including a preliminary continuity exercise, the main task of creating titles and an opening sequence for a fictional film no longer than 2 minutes, and a theoretical understanding section. It emphasizes planning, research, construction, and evaluation. Students must demonstrate technical and creative skills, applying knowledge and understanding, and undertaking appropriate research.
3. proposal mv 2018
The proposed project is an unofficial music video for Logic's song "Midnight". It will utilize editing techniques like the mirror effect and green screen throughout shots of a figure resembling Logic in countryside settings. The target audience is teenagers aged 12-20 who are fans of Logic's music. Production will involve filming on location using different camera techniques like tracking shots, then applying effects in post-production like replacing the background using green screen and mirror effects. The goal is to showcase editing skills and create a stylized video that stands out from typical music videos through its rural setting and puzzling backgrounds created through editing. Evaluation will focus on the effectiveness of the editorial skills and after effects.
FMP pre production
The document outlines the pre-production planning for a BTS photography shoot tutorial video. It will be created to help those learning photography and demonstrate the filmmaker's process. The video will be displayed on YouTube and possibly other platforms. Pre-production details include using a Sony a6400 camera, Sigma lens, and tripod at the Harrogate studio. Potential issues and solutions are considered along with health and safety. A production schedule, preferred style focusing on color schemes and contrast, layout, fonts, shot list and storyboard are provided to plan the shoot.
FMP pre production
The document outlines the pre-production planning for a BTS photography shoot tutorial video. It will be created to help those learning photography and demonstrate the filmmaker's process. The video will be displayed on YouTube and possibly other platforms. Pre-production details include using a Sony a6400 camera, Sigma lens, and tripod at the Harrogate studio. Potential issues and solutions are considered along with health and safety. A production schedule, preferred style focusing on color schemes and contrast, layout, fonts, shot list and storyboard are provided to plan the visuals and information presentation.
6. fmp production reflection
The document describes the production process and equipment used to create a YouTube video. It details two cameras - a Canon EOS 600D used for cinematic shots and indoor self-vlogging, and a GoPro Hero 3 for outdoor self-vlogging, though audio quality suffered due to its waterproof case. Footage was organized and a shot list created before multi-day editing in Premiere Pro to cut unwanted content and add music. The final video was exported at 720p for YouTube and shared on social media.
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Similar to Evaluation
Evaluation of preliminary task
George Hopkins evaluated his group's preliminary film task. He felt that their pre-production workflow was effective, though some members missing discussions hindered progress. They used iPads to film, which allowed for easy exporting but provided low quality footage and background noise. Filming lessons included storyboards not matching outcomes and the need for multiple shots. They used iMovie for simple editing but it lacked sound editing. The completed task met criteria by showing a character opening a door, crossing a room, sitting for dialogue with match cuts, shot/reverse shot, and following the 180 degree rule. Overall, George learned about planning, filming, editing processes and the importance of teamwork for success.
Question 6 presentation
The document discusses what the group learned about technologies from constructing their final product. They learned about filming, editing, sound, and research technologies. For filming they gained experience using cameras. For editing they became familiar with Final Cut software. For sound they learned to use Garage Band to add effects and tracks. They also discovered research resources like Box Office Mojo and IMDB that provided industry statistics. Overall they gained knowledge of various media technologies through hands-on experience with the project.
Evaluation question 6
Through constructing their product, the students learned several important skills regarding camerawork, filming, and editing. They learned that keeping shots steady using a tripod and stabilizing mounted cameras are important for quality. Proper planning of shots is also crucial to the final product. When editing, researching how to properly use software like Final Cut Pro and Adobe Illustrator was important. While the students learned to remove objects from video frames in Photoshop, they discovered it's important to confirm file compatibility with their primary editing software to avoid wasted effort.
Main task evaluation4
This document summarizes the technologies learned through constructing a product. It discusses learning to use equipment like camcorders and microphones for shooting, and programs like Final Cut Pro, Motion, and GarageBand for editing. Screenshots demonstrate using Final Cut Pro to make cuts and add filters. The progression from the preliminary task involved improved planning, research, and sticking to a shooting script to complete filming more efficiently.
Evaluation zoe
Planning was helpful for the production stage by creating a production proposal, mind map, and shot list. The planning documents outlined the film's genre, ideas, and achievable scenes to film. During production, tasks were split equally between planning, filming, and editing. The individual brought different skills, with one more comfortable acting and the other knowledgeable about composition. Technical elements like camera shots, sound, editing, mise en scene, and location were effectively used but could be improved with more time. Key skills to improve for A2 productions include developing editing skills and knowledge of the Adobe Premier Elements software.
Evaluation Questions
The document discusses what the student learned about technology from creating a horror film project. They used camera equipment like a camcorder and tripod, which were mostly easy to use though the tripod took some getting used to. They also used editing software like Final Cut Pro and GarageBand. Final Cut Pro was initially difficult but became easier with a tutorial, while GarageBand was familiar from prior use. Overall their skills with the software improved over the project. Compared to an earlier preliminary task, the student felt they planned more thoroughly through research, storyboarding, and applying techniques from their coursework. They also felt more confident using the equipment and software.
Question 7
Through completing their preliminary task and final thriller opening, the filmmakers learned several important lessons about planning and production. For the final opening, they spent more time planning key elements like location and storyboarding, which saved filming and editing time. They also improved their equipment skills from the preliminary task. Overall, their planning, organization, and filmmaking skills improved greatly between the early and later projects.
Question 7 evaluation
The document discusses the learning process from a preliminary filmmaking task to a full film opening project. For the preliminary task, the author filmed a scene with classmates involving different shots. They struggled with editing software but learned about camera shots, continuity, and location importance. For the full project, more time was needed for planning, improved editing, and creating a cohesive plot and film opening conventions were followed. Overall, the preliminary task helped prepare skills but the full project required a higher standard of quality.
Evaluation Question 7
The document discusses the progression from a preliminary task to a full film opening product. It notes that the preliminary task helped learn basic camera and editing skills but involved limited planning and creativity. More complex skills like varied camera shots, in-depth planning with storyboards and scripts, extensive research, and improved production elements like lighting, costumes, and sound design were incorporated into the film opening. Overall, the preliminary task provided foundational experience that supported creating a higher quality final product with the film opening.
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.
Assignment 22
The document provides feedback on a preliminary film assignment. It identifies several areas for improvement in pre-production, production, and post-production. In pre-production, more thorough storyboards and script are needed. Better location selection is also important to avoid interruptions. During production, rushing led to shaky camera work, focusing issues, and poor audio quality. More planning and equipment checks are required. In post-production, file importing and rendering problems wasted time and caused jerky footage. The preliminary was useful for learning how to work as a team and identifying mistakes to avoid in the actual assignment video.
6. production reflection
Jack Hickman produced a short film trailer over several weeks. He filmed footage using a Canon DSLR camera on a tripod. Some shots did not turn out as planned due to improvising when an actor could not attend. In Premiere, Jack assembled the clips in order and edited some for timing. He created text frames in Photoshop to introduce the trailer, fading the text in and out. Jack added the text frames and finished visual edits in Premiere. He recorded audio clips in a studio and synced them to the video. Jack struggled to create a soundtrack but included sound effects. Overall, the production process had some challenges but Jack was able to complete the key elements of the short film trailer.
Luke media coursework
The document discusses the filmmaking process for creating an opening sequence. It describes using different technologies like DV and HD cameras, and programs like Final Cut, GarageBand, Photoshop and LiveType for editing footage, creating titles, and making a soundtrack. Challenges included battery life when filming in HD, learning new software, and poor organization that led to wasted time and need for reshoots. Locations and props were used to add realism, and the sequence was published online for feedback.
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.
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 6
The document discusses the technologies used and lessons learned during the process of creating a film opening. In the research phase, websites like IMDb, box office records, and the UK Film Council were used to research target audiences and successful films in the genre. YouTube was used to watch sample film openings. During construction, the author learned how to use a new camera, microphone, editing software, Photoshop, and lighting equipment. Editing in Movie Studio Platinum involved adding filters, brightness adjustments, and integrating narration. For evaluation, Prezi, Word, Powtoon, Blogger, and PowerPoint were used to analyze the opening and examples from other films. Overall, a wide range of software, websites, and equipment
Question 6 Evaluation
Through constructing their film, the student learned about various technologies useful for pre-production, production, and post-production. In pre-production, they used IMDB, YouTube, and Celtx to research ideas and develop scripts and storyboards. During production, they used a Sony HD camera and zoom recording. In post-production, Final Cut Pro was used for editing and Soundtrack Pro added sound effects and mixing. The student gained knowledge of the capabilities and benefits of these technologies for filmmaking.
Q6 evaluation
The student learned several important things about technologies from constructing their film project:
1) Websites like IMDB, YouTube, and Celtx were invaluable for research, inspiration, and learning proper script formatting during pre-production.
2) Blogger allowed them to document their entire process and refer back to research and plans during filming.
3) While the Sony HD camera captured high quality footage, its short battery life caused disruptions; zoom recording enabled convenient close-ups.
Q6 evaluation
Through constructing their film, the student learned about various technologies useful for pre-production, production, and post-production. In pre-production, they used IMDB, YouTube, and Celtx to research ideas and develop scripts and storyboards. During production, they used a Sony HD camera and zoom recording. In post-production, Final Cut Pro was used for editing and Soundtrack Pro added sound effects and mixing. The student gained knowledge of the capabilities and benefits of these technologies for filmmaking.
Q6 evaluation
Through constructing their film, the student learned about various technologies useful for pre-production, production, and post-production. In pre-production, they used IMDB, YouTube, and Celtx to research ideas and develop scripts and storyboards. During production, they used a Sony HD camera and zoom recording. In post-production, Final Cut Pro was used for editing and Soundtrack Pro added sound effects and mixing. The student gained knowledge and appreciation for how these technologies enhanced their filmmaking process and final product.
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Evaluation
- 1. Evaluation This project involved in creating a short film including the pre-‐production, production and post-‐production stages. The short film had to be 2-‐3 minutes about a suburb of London in the future, for example in the year 2054. We had to choose 3 out of 5 technical rules which were, 1) black and white, 2) only outdoor locations, 3) locked camera on tripod (no zoom, no pan, no tilt), 4) at least two tracking shots included and 5) fast editing. Before filming we had to decide on them so we can film accordingly. We chose number 1, 2 and 5. During the project my role was the editing and taking care of behind the scenes stuff. The behind the scenes ‘stuff’ included taking pictures of the others filming, making sure we have enough shots and making sure that it somewhat matches the storyboard. The editing role was allocated to me as my skills was best used in that due to previous experiences. Additionally, I was not keen on filming as I don’t quite know the difference between a ‘good’ shot and a ‘bad’ shot. I felt the editing process went really well for me as I have a skill of picking up most new software or programmes quite fast. I was new to Final Cut Pro however it wasn't too different from Adobe Premiere Pro which I was familiar with. As soon as I knew which tool was used for what and a few shortcuts that made the editing swifter, I was able to edit it straight away without any hassle. Overall, the main thing that went well in this project as a whole was the planning and time management. As a group we managed to film in 2 days which is what we had planned and we left enough time to edit it. The editing was also done in two days which left us enough time for improvement if needed. If I was to improve it or do this project again I would like to explore more into the sound part of the project to make the short film more 'entertaining' by creating my own sounds or even going through GarageBand in more depth. Additionally, with the same brief, I would like to improve on the research in terms of researching particular directors and their methods of filming. This would enable us to film in different ways using different equipment such as tracking shot.