Evaluation 7
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The document compares a preliminary task film to an opening sequence film created by the author. The opening sequence featured more planning, a font suited to the film's subject of Audrey Hepburn, and subtly placed titles. Camera techniques like match on action and shot reverse were used in the preliminary task to follow specifications but were less prominent in the opening sequence. Editing software also differed between the two projects, allowing for a more polished opening sequence edited in Final Cut Pro compared to Adobe Premiere for the preliminary task.
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Media Evaluation Question 4
The document discusses the technologies used during various stages of a film production coursework project. It describes using a Canon 1100D camera to film footage, dealing with memory issues when editing, using Photoshop and InDesign for ancillary materials, researching online using sites like YouTube and Tumblr, writing scripts initially in Plotbot before switching to Celtx, and presenting the evaluation questions using Prezi, Glogster, Animoto, and PowerPoint. Problems encountered included camera equipment issues during filming, network issues affecting editing, and difficulties with the Plotbot scriptwriting software.
Final edits to horror trailer
After showing the horror trailer to the target audience, they provided feedback to make it more similar to other trailers. Changes included adding a green screen certification to warn of content, modifying the title screen font and colors to be consistent and suit horror, and adding a "coming soon" release month for clarity.
Print scr harry
1) The document discusses improvements made from a preliminary short film task to a final production. This included adding soundtracks and recording voiceovers separately to improve audio quality.
2) Skills like avoiding breaking the 180 degree rule and choosing the best shots through careful editing were better utilized in the final production compared to the preliminary.
3) Shot reverse shots and match on action techniques were deliberately used in both productions but improved upon for the final, and more thought was given to mise-en-scene elements like props, locations, and genre conventions in the final production compared to the preliminary.
Question 7
The preliminary task allowed the group to practice with the technology and techniques needed for their final horror film project. It gave them a chance to learn how to use the camera settings and experiment with different camera angles. Editing the preliminary task also helped them learn about editing techniques and issues with the software. Filming without a script worked for the preliminary but they realized more structure would be needed for the final film. Lighting was also something they had to consider more carefully for the horror film than the preliminary.
Question 4
We learned to use various media presentation technologies like Emaze, Goanimate and Powtoon through constructing this product. We also learned to use Final Cut Pro for video editing, becoming more proficient over time at skills like editing to the beat of music. One person took to the software more quickly and did most of the editing, but the other gained confidence and also took part in editing. Overall, we learned a lot from creating this film segment and became adept at using new technologies, editing to a high standard rather than just an amateur level.
Preliminary Task Evaluation
The document discusses Robert Corbishley's preliminary task for #ashtag Films. It describes the pre-production workflow, use of an iPad for filming which had limitations, lessons learned about steady shots and landscape filming, using iMovie for editing, and how the completed task met most of the criteria. Overall, Robert feels he learned about editing software, camera shots, filming techniques, and benefits of longer shots during the process of completing the preliminary task.
Technologies
The document discusses the research, software tools, filming, and sound used to create a thriller film trailer. It describes researching existing trailers on YouTube and Google, using Microsoft Word and Publisher to design elements, editing footage in Adobe Premiere Elements, taking initial practice footage with a school camera, and finding royalty-free music on RoyaltyFreeMusic.com to fit the thriller genre.
Media presentation
The document discusses the various technologies used to create a film for a final product. It describes using a high-end camera with different lenses that improved the quality of shots. It discusses gaining experience using Blogger and iMovie to edit videos. A screenplay was written in Google Docs to plan shots and ensure the film matched the envisioned story. The document reflects on the importance of editing to make shots flow together logically and tells a clear narrative.
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Media Evaluation Question 4
The document discusses the technologies used during various stages of a film production coursework project. It describes using a Canon 1100D camera to film footage, dealing with memory issues when editing, using Photoshop and InDesign for ancillary materials, researching online using sites like YouTube and Tumblr, writing scripts initially in Plotbot before switching to Celtx, and presenting the evaluation questions using Prezi, Glogster, Animoto, and PowerPoint. Problems encountered included camera equipment issues during filming, network issues affecting editing, and difficulties with the Plotbot scriptwriting software.
Final edits to horror trailer
After showing the horror trailer to the target audience, they provided feedback to make it more similar to other trailers. Changes included adding a green screen certification to warn of content, modifying the title screen font and colors to be consistent and suit horror, and adding a "coming soon" release month for clarity.
Print scr harry
1) The document discusses improvements made from a preliminary short film task to a final production. This included adding soundtracks and recording voiceovers separately to improve audio quality.
2) Skills like avoiding breaking the 180 degree rule and choosing the best shots through careful editing were better utilized in the final production compared to the preliminary.
3) Shot reverse shots and match on action techniques were deliberately used in both productions but improved upon for the final, and more thought was given to mise-en-scene elements like props, locations, and genre conventions in the final production compared to the preliminary.
Question 7
The preliminary task allowed the group to practice with the technology and techniques needed for their final horror film project. It gave them a chance to learn how to use the camera settings and experiment with different camera angles. Editing the preliminary task also helped them learn about editing techniques and issues with the software. Filming without a script worked for the preliminary but they realized more structure would be needed for the final film. Lighting was also something they had to consider more carefully for the horror film than the preliminary.
Question 4
We learned to use various media presentation technologies like Emaze, Goanimate and Powtoon through constructing this product. We also learned to use Final Cut Pro for video editing, becoming more proficient over time at skills like editing to the beat of music. One person took to the software more quickly and did most of the editing, but the other gained confidence and also took part in editing. Overall, we learned a lot from creating this film segment and became adept at using new technologies, editing to a high standard rather than just an amateur level.
Preliminary Task Evaluation
The document discusses Robert Corbishley's preliminary task for #ashtag Films. It describes the pre-production workflow, use of an iPad for filming which had limitations, lessons learned about steady shots and landscape filming, using iMovie for editing, and how the completed task met most of the criteria. Overall, Robert feels he learned about editing software, camera shots, filming techniques, and benefits of longer shots during the process of completing the preliminary task.
Technologies
The document discusses the research, software tools, filming, and sound used to create a thriller film trailer. It describes researching existing trailers on YouTube and Google, using Microsoft Word and Publisher to design elements, editing footage in Adobe Premiere Elements, taking initial practice footage with a school camera, and finding royalty-free music on RoyaltyFreeMusic.com to fit the thriller genre.
Media presentation
The document discusses the various technologies used to create a film for a final product. It describes using a high-end camera with different lenses that improved the quality of shots. It discusses gaining experience using Blogger and iMovie to edit videos. A screenplay was written in Google Docs to plan shots and ensure the film matched the envisioned story. The document reflects on the importance of editing to make shots flow together logically and tells a clear narrative.
Our crime drama trailer eval
I used Adobe Premiere Pro to edit footage for a crime drama trailer called "The KraveKilla", applying effects like black and white and trimming clips to fit the music. Though pleased with effects and transitions, the trailer lacked drama and intensity to truly match a trailer format. Feedback noted positive use of effects but suggested clips needed more intensity to match the intense song.
Evaluatioin question 6
The document discusses technologies used in creating a media product. It describes:
1) Using a Sony HDV 1080i MiniDV camera which allowed for better quality shots but initial difficulties in learning how to properly record and review footage.
2) Getting familiar with Final Cut Express for editing, which the group picked up quickly to cut and add sound.
3) Learning to use Blogger to create an online blog for sharing work and research.
4) Both successful and unsuccessful parts of incorporating new technologies, like initial camera issues but high quality final product, and lengthy music searches vs helpful audience feedback surveys.
Question 6
The document discusses mistakes made during the preliminary filming of a project, such as audio and video errors during dialogue scenes and parts of actors being cut off in shots. It describes how the filmmakers focused on seamlessness without flaws for the main task. It also discusses having to refilm the main task three times due to issues with actors and continuity. Mise-en-scene improved from the preliminary, and adding a tramp character helped cut shots effectively without making them too long. The document also describes the process of choosing music for the project and settling on "sTRONGER" by Kanye West after initially selecting a song that did not fit well.
Q7
Our preliminary task focused on continuity through a character moving and sitting across from another for a dialogue exchange. This demonstrated match-on-action, shot reverse shot, and the 180-degree rule. For our full film opening sequence, we adapted elements from the preliminary task, using the 180-degree rule in establishing town scenes but changing it later to confuse viewers during an ending chaos scene. We learned from mistakes in the preliminary task to use filmmaking techniques more effectively in the main film.
Ben M Evaluation Q's 6 & 7
The document discusses what was learned about digital technologies through creating a media studies project. Premier Pro was used to edit videos and some issues with frame sizing occurred but effects were successfully added. A Panasonic camera was easy to use but zooming required care. Tripods helped create steady shots but panning was initially difficult. Sound equipment was simple to use. YouTube was also easy to upload to. Mistakes from the preliminary task like poor planning and inconsistent shots were improved on for the main task, creating a higher quality final product.
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.
Technologies
To edit their film opening, the document's author used iMovie on a Mac to add professional touches like transitions, titles, sound effects, and editing cuts and copies. They faded between shots to make the film smoother and sped up or slowed down clips as needed. Titles were added throughout using the Mac's features and fonts that fit the thriller theme. Sound was able to be turned off when unwanted. Music was also added, though it had to be copyright-free. The Mac occasionally had issues like slowing editing, and effects sometimes took away from shots, but the author learned to work around its quirks.
Q6
The document discusses various technologies used during the research and production of a film. Search engines like Google and Bing were used to research similar films and film techniques. Blogger was used to showcase the work, though embedding videos and photos was difficult. SurveyMonkey was used to create an effective questionnaire to gather audience input, which helped improve the film. Adobe Premiere Pro was used to edit the film together, which had a steep learning curve requiring research into its features. Adobe After Effects was also used briefly for the title sequence, leveraging the author's experience with the program. Overall the technologies, especially research using SurveyMonkey, contributed significantly to the quality of the final film product.
Evaluation question 6
The document discusses various technologies used during the process of constructing an opening title sequence (OTS). These include research websites like Artofthetitle.com to understand title design conventions. Planning tools like Slideshare and PowerPoint were used to organize storyboards and scripts. iMovie was used to edit an initial draft for its ease of use, while Final Cut Pro allowed for a more polished final draft with additional editing features. Presentation software like Prezi was utilized to evaluate the project.
Evaluation 6
The document discusses the filmmaking process. It describes initially planning to use a smaller DV camera but upgrading to a Sony HDV 1080i mini DV camera to achieve better quality shots, like a pull focus shot. When first using the new camera, parts of a flashback scene were accidentally recorded over. The following week's filming went better with more experience using the camera. The document also mentions setting up a Google blog to document research and share work, and using Final Cut Express to edit shots, add music, and create title sequences to upload the finished film to YouTube.
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 7 media studies evaluation
The document discusses a student film project from preliminary task to final coursework. It describes lessons learned from the preliminary task including needing longer shots, better planning, and scripting. For the final coursework, the students improved their skills in editing software, camerawork, and adding effects. They realized the importance of organization, time management, and choosing filmmaking partners carefully.
Journeys draft three
The document discusses issues encountered with framing and sizing of images and video in a draft video project. Specifically:
- Images were zooming in too tightly when played after video clips, despite attempts to adjust frame sizes.
- Replacing files did not fix the zooming issue, which occurred regardless of file order.
- Expanding image edges in Snapseed helped fit images to the video's frame, but caused other problems like poor quality.
- The best solution was only expanding images slightly on the left side, though images were still zoomed in somewhat. Further attempts did not improve the framing issue.
Evaulation question 6
This document discusses the technologies used to create a short film for a course assignment. It lists the various software, hardware, and online tools used, including Final Cut Pro, Sound Track Pro, a JVC camera, tripod, and copyright-free music websites. It then provides more detail on how some of the technologies were used to construct the film opening, such as using a tripod and camera to shoot footage and editing software to assemble clips. Finally, it notes that each technology was useful for the coursework, such as using software to create titles and logos and presentation tools to blog and discuss the project steps.
Question 7 – looking back at your preliminary
The document discusses the differences between the author's preliminary video task and their final opening video for a coursework project. For the preliminary task, they had little time to prepare and film shots, resulting in a rushed video with average skills. For the final opening, they put in significant preparation, used specialized equipment, researched techniques like camera angles and makeup, and added elements like transitions, titles, and a soundtrack to achieve a higher production quality and capture the horror genre conventionally. The author learned from the preliminary experience and applied those lessons to better emphasize skills and create a more polished and appealing final product.
Media Evaluation
The document summarizes a group's process of researching horror genre conventions in films, trailers, posters and magazines. They used this research to create their own horror trailer, poster and magazine. They gathered feedback and made changes to improve their products, such as adding more images to the poster. The group used various software and took photos and created storyboards. Conducting research, testing prototypes, and getting audience feedback helped them create effective horror marketing materials.
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The students decided to recreate a scene from Lorde's music video for "Royals" because they liked its minimalist style and simple editing techniques. They storyboarded shots to mimic those from the original video but had to modify their plan during filming due to location constraints. The students shot footage of their actress lip syncing to the song in a classroom using one camera on a tripod and a lighting box. They edited the clips in iMovie to match the timing of the song, facing challenges in lighting, location finding, and syncing the audio with the video footage.
Preliminary task 2
Dimitrios Kyriazis evaluated the preliminary steps taken to plan and produce a video continuity sequence for class. This included researching an idea, writing a script, storyboarding scenes with shots and angles, and slightly modifying the storyboard and script based on a classmate's feedback. Some challenges included using a phone instead of a digital camera to film and lighting issues from filming indoors. In post-production, Vegas Pro was used to edit shots, add color corrections, sound, captions and music to achieve the desired narrative structure. Going forward, Dimitrios would film with a better camera, give actors more direction, and allocate more time for filming and improving the music and dialogue audio levels. Overall, it
Fraction’ evaluation
The document discusses what the author learned about filmmaking techniques through creating the project "Fraction". Some key lessons included:
- Shooting with a DV camera made it difficult to achieve certain visual effects due to technical limitations, but the camera was easy to use.
- It's important to follow the 180 degree rule when shooting to maintain visual continuity, and to get a variety of shots including those requiring a hands-free camera.
- Editing footage from multiple angles allows overlapping images to enhance psychological elements, and changing the pace keeps the piece visually dynamic.
Question 6
The document discusses technologies used in film production. It summarizes that the filmmaker used a Nikon D3100 camera with an 18-55mm lens to film in 1080p, mounted on a Velbon VEF-3 tripod for its lightweight and smooth pan and tilt head. Footage was edited using Adobe Premiere Pro on a PC computer, applying color correction techniques. An 8GB SD card had to be frequently wiped due to limited storage. The filmmaker communicated through Outlook and blogged the process on Blogger.
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Our crime drama trailer eval
I used Adobe Premiere Pro to edit footage for a crime drama trailer called "The KraveKilla", applying effects like black and white and trimming clips to fit the music. Though pleased with effects and transitions, the trailer lacked drama and intensity to truly match a trailer format. Feedback noted positive use of effects but suggested clips needed more intensity to match the intense song.
Evaluatioin question 6
The document discusses technologies used in creating a media product. It describes:
1) Using a Sony HDV 1080i MiniDV camera which allowed for better quality shots but initial difficulties in learning how to properly record and review footage.
2) Getting familiar with Final Cut Express for editing, which the group picked up quickly to cut and add sound.
3) Learning to use Blogger to create an online blog for sharing work and research.
4) Both successful and unsuccessful parts of incorporating new technologies, like initial camera issues but high quality final product, and lengthy music searches vs helpful audience feedback surveys.
Question 6
The document discusses mistakes made during the preliminary filming of a project, such as audio and video errors during dialogue scenes and parts of actors being cut off in shots. It describes how the filmmakers focused on seamlessness without flaws for the main task. It also discusses having to refilm the main task three times due to issues with actors and continuity. Mise-en-scene improved from the preliminary, and adding a tramp character helped cut shots effectively without making them too long. The document also describes the process of choosing music for the project and settling on "sTRONGER" by Kanye West after initially selecting a song that did not fit well.
Q7
Our preliminary task focused on continuity through a character moving and sitting across from another for a dialogue exchange. This demonstrated match-on-action, shot reverse shot, and the 180-degree rule. For our full film opening sequence, we adapted elements from the preliminary task, using the 180-degree rule in establishing town scenes but changing it later to confuse viewers during an ending chaos scene. We learned from mistakes in the preliminary task to use filmmaking techniques more effectively in the main film.
Ben M Evaluation Q's 6 & 7
The document discusses what was learned about digital technologies through creating a media studies project. Premier Pro was used to edit videos and some issues with frame sizing occurred but effects were successfully added. A Panasonic camera was easy to use but zooming required care. Tripods helped create steady shots but panning was initially difficult. Sound equipment was simple to use. YouTube was also easy to upload to. Mistakes from the preliminary task like poor planning and inconsistent shots were improved on for the main task, creating a higher quality final product.
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.
Technologies
To edit their film opening, the document's author used iMovie on a Mac to add professional touches like transitions, titles, sound effects, and editing cuts and copies. They faded between shots to make the film smoother and sped up or slowed down clips as needed. Titles were added throughout using the Mac's features and fonts that fit the thriller theme. Sound was able to be turned off when unwanted. Music was also added, though it had to be copyright-free. The Mac occasionally had issues like slowing editing, and effects sometimes took away from shots, but the author learned to work around its quirks.
Q6
The document discusses various technologies used during the research and production of a film. Search engines like Google and Bing were used to research similar films and film techniques. Blogger was used to showcase the work, though embedding videos and photos was difficult. SurveyMonkey was used to create an effective questionnaire to gather audience input, which helped improve the film. Adobe Premiere Pro was used to edit the film together, which had a steep learning curve requiring research into its features. Adobe After Effects was also used briefly for the title sequence, leveraging the author's experience with the program. Overall the technologies, especially research using SurveyMonkey, contributed significantly to the quality of the final film product.
Evaluation question 6
The document discusses various technologies used during the process of constructing an opening title sequence (OTS). These include research websites like Artofthetitle.com to understand title design conventions. Planning tools like Slideshare and PowerPoint were used to organize storyboards and scripts. iMovie was used to edit an initial draft for its ease of use, while Final Cut Pro allowed for a more polished final draft with additional editing features. Presentation software like Prezi was utilized to evaluate the project.
Evaluation 6
The document discusses the filmmaking process. It describes initially planning to use a smaller DV camera but upgrading to a Sony HDV 1080i mini DV camera to achieve better quality shots, like a pull focus shot. When first using the new camera, parts of a flashback scene were accidentally recorded over. The following week's filming went better with more experience using the camera. The document also mentions setting up a Google blog to document research and share work, and using Final Cut Express to edit shots, add music, and create title sequences to upload the finished film to YouTube.
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 7 media studies evaluation
The document discusses a student film project from preliminary task to final coursework. It describes lessons learned from the preliminary task including needing longer shots, better planning, and scripting. For the final coursework, the students improved their skills in editing software, camerawork, and adding effects. They realized the importance of organization, time management, and choosing filmmaking partners carefully.
Journeys draft three
The document discusses issues encountered with framing and sizing of images and video in a draft video project. Specifically:
- Images were zooming in too tightly when played after video clips, despite attempts to adjust frame sizes.
- Replacing files did not fix the zooming issue, which occurred regardless of file order.
- Expanding image edges in Snapseed helped fit images to the video's frame, but caused other problems like poor quality.
- The best solution was only expanding images slightly on the left side, though images were still zoomed in somewhat. Further attempts did not improve the framing issue.
Evaulation question 6
This document discusses the technologies used to create a short film for a course assignment. It lists the various software, hardware, and online tools used, including Final Cut Pro, Sound Track Pro, a JVC camera, tripod, and copyright-free music websites. It then provides more detail on how some of the technologies were used to construct the film opening, such as using a tripod and camera to shoot footage and editing software to assemble clips. Finally, it notes that each technology was useful for the coursework, such as using software to create titles and logos and presentation tools to blog and discuss the project steps.
Question 7 – looking back at your preliminary
The document discusses the differences between the author's preliminary video task and their final opening video for a coursework project. For the preliminary task, they had little time to prepare and film shots, resulting in a rushed video with average skills. For the final opening, they put in significant preparation, used specialized equipment, researched techniques like camera angles and makeup, and added elements like transitions, titles, and a soundtrack to achieve a higher production quality and capture the horror genre conventionally. The author learned from the preliminary experience and applied those lessons to better emphasize skills and create a more polished and appealing final product.
Media Evaluation
The document summarizes a group's process of researching horror genre conventions in films, trailers, posters and magazines. They used this research to create their own horror trailer, poster and magazine. They gathered feedback and made changes to improve their products, such as adding more images to the poster. The group used various software and took photos and created storyboards. Conducting research, testing prototypes, and getting audience feedback helped them create effective horror marketing materials.
How we created a remake of Lorde's Royals
The students decided to recreate a scene from Lorde's music video for "Royals" because they liked its minimalist style and simple editing techniques. They storyboarded shots to mimic those from the original video but had to modify their plan during filming due to location constraints. The students shot footage of their actress lip syncing to the song in a classroom using one camera on a tripod and a lighting box. They edited the clips in iMovie to match the timing of the song, facing challenges in lighting, location finding, and syncing the audio with the video footage.
Preliminary task 2
Dimitrios Kyriazis evaluated the preliminary steps taken to plan and produce a video continuity sequence for class. This included researching an idea, writing a script, storyboarding scenes with shots and angles, and slightly modifying the storyboard and script based on a classmate's feedback. Some challenges included using a phone instead of a digital camera to film and lighting issues from filming indoors. In post-production, Vegas Pro was used to edit shots, add color corrections, sound, captions and music to achieve the desired narrative structure. Going forward, Dimitrios would film with a better camera, give actors more direction, and allocate more time for filming and improving the music and dialogue audio levels. Overall, it
Fraction’ evaluation
The document discusses what the author learned about filmmaking techniques through creating the project "Fraction". Some key lessons included:
- Shooting with a DV camera made it difficult to achieve certain visual effects due to technical limitations, but the camera was easy to use.
- It's important to follow the 180 degree rule when shooting to maintain visual continuity, and to get a variety of shots including those requiring a hands-free camera.
- Editing footage from multiple angles allows overlapping images to enhance psychological elements, and changing the pace keeps the piece visually dynamic.
Question 6
The document discusses technologies used in film production. It summarizes that the filmmaker used a Nikon D3100 camera with an 18-55mm lens to film in 1080p, mounted on a Velbon VEF-3 tripod for its lightweight and smooth pan and tilt head. Footage was edited using Adobe Premiere Pro on a PC computer, applying color correction techniques. An 8GB SD card had to be frequently wiped due to limited storage. The filmmaker communicated through Outlook and blogged the process on Blogger.
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Prelim to real task
Looking back at the prelim task, what do you feel you have learnt in the progression from it to the full product?
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.
Question 7
- The document discusses the learning and progression from a preliminary task to creating a full film opening. For the preliminary task, the author had to learn basic camera and editing skills. When creating the film opening, the author was able to apply these skills as well as advance their knowledge in areas like complex planning, creative camera shots, detailed editing and sound design. Overall, doing the preliminary task provided valuable practice and learning that helped the author successfully plan, film and evaluate their higher quality film opening.
Evaluation Activity 7
Looking back at their preliminary work, the document discusses several ways the filmmakers improved in their final production. In the preliminary, shots did not convey specific meanings but in the final product shots were carefully selected to evoke particular meanings. Issues with framing, focus, continuity, and shot transitions were addressed. Matching shots to the action, understanding the 180 degree rule, and implementing shot reverse shot more smoothly showed growth in technical skills from preliminary to final production.
7
1) The student learned many new skills between their preliminary task and final production, including improved camera techniques, editing, sound design, and planning.
2) For the preliminary task, equipment was basic and filming was limited, resulting in a simple final product. The final production utilized professional HD equipment and software.
3) Extensive planning, including storyboards and scheduling, allowed the complex final production to be shot over multiple days and locations. Titles, credits, and other elements were significantly more polished.
Preliminary Task Analysis
The document describes a preliminary filmmaking task that required students to create a short film demonstrating continuity editing techniques. It discusses the roles of each student in planning, filming, and editing the short film. Screenshots from the final film provide examples of how it showed match on action, shot/reverse shot editing, and adhered to the 180-degree rule. The document also reflects on what was learned about using digital cameras and editing software during the process.
Evaluation Question 7
The document discusses the progression from a preliminary task to a full film opening product. It notes that the preliminary task helped learn basic camera and editing skills but involved limited planning and creativity. More complex skills like varied camera shots, in-depth planning with storyboards and scripts, extensive research, and improved production elements like lighting, costumes, and sound design were incorporated into the film opening. Overall, the preliminary task provided foundational experience that supported creating a higher quality final product with the film opening.
Evaluation 6
The document discusses problems and successes encountered when using various technologies in the filmmaking process. Some key issues included limited battery life with camera equipment resulting in incomplete footage, difficulty booking equipment, accidental inclusions in shots, lack of filming experience leading to mistakes, and lengthy rendering times in editing software. Planning locations in advance and utilizing editing tools like cutting clips were highlighted as effective aspects of the process.
Evaluation 6
1) The document discusses using various aspects of Web 2.0 like blogs and Prezi in an evaluation of video production work. It allowed sharing work and getting feedback to improve.
2) Various equipment was used for filming including a DSLR, tripod, portable lights, and a mini tripod. Issues around lighting, camera placement and stabilization were addressed.
3) Editing techniques like continuity, intercutting, sound bridges and title design were employed to craft the video like a thriller film. The author took a lead role in editing one scene and designing titles.
What have you learnt about technologies from the process of constructing this...
The document discusses the technologies used to construct a film project. A Sony camera was used for filming and allowed for precise zooming and close-up shots. Adobe Premiere Pro was used for editing on a Mac, which was initially challenging but became easier with practice. Premiere Pro allowed cutting clips, adding transitions, layering scenes, converting to black and white, and importing music. YouTube was used to research music, upload the finished film, and add annotations. Blogger let the filmmakers document the construction process with a diary, photos, and videos.
Introduction to the preliminary task
This document provides an introduction and overview of a group's preliminary task for their media studies course. The task involved filming a scene with a character opening a door, crossing a room, sitting down, and exchanging dialogue with another person. They were to demonstrate techniques like match on action, shot/reverse shot cuts, and following the 180 degree rule. Each group member took on different roles like operating the camera, being the main actress, or the second actress. The document then explains how they implemented these techniques and what they learned about using digital cameras and Adobe Premiere to film and edit the scene together. It concludes by discussing the strengths and weaknesses of their preliminary task work.
Evaluation 7
The document discusses what was learned from creating a preliminary task video to the final product. It describes learning the importance of following techniques like the 180 degree rule, shot reverse shot, and match on action to create continuity and coherence. Through practicing these in the preliminary task, the filmmakers discovered they could apply the rules more subtly while still creating continuity. They also learned to use two cameras instead of one when filming to better apply match on action. Additionally, they learned to incorporate more varied camera angles, shots, and edits to make the final video more professional and satisfying to the target audience. Completing the preliminary task helped teach important editing and camera work skills that improved the quality of the final video.
Evaluation question 7 for A Level Media
The preliminary task provided an initial learning experience but lacked depth compared to the full film opening project. The storyboard, script, and construction for the preliminary task were very basic due to its short length and limited shots. More planning, research, and complex camerawork, lighting, editing, sound design and acting were required for the full-length film opening. The evaluation of the preliminary task was also simpler than the multi-faceted evaluation needed for the larger film opening project. Overall, the preliminary task was a starting point that helped improve the filmmaking skills applied to the more serious and developed film opening piece.
Q7
1) The preliminary task helped improve the final product by allowing mistakes to be identified and addressed, such as poor lighting and camera placement.
2) Planning improved significantly from preliminary to final, with Vanity having detailed storyboards and shot lists that aided the organized filming.
3) Editing skills grew from preliminary to final, learning how to use effects like speeding up/slowing down clips to create a better overall product in Vanity.
Evaluation 7
The document compares the student's preliminary film project to their final thriller product. It notes that the preliminary had limited planning time, while the final product benefited from weeks of pre-production planning. This allowed for improved organization, filming, and editing. While some shots and elements were carried over, the student aimed to improve focus, sound, and flow based on lessons from the preliminary experience. The preliminary also helped develop editing skills that enhanced the quality of the final thriller opening.
Preliminary task evaluation
The document discusses the filming and editing of a preliminary filmmaking task. It notes that filming with iPads made it difficult to keep the camera steady, affecting video quality. It was learnt that editing is key, and multiple shots from different angles are needed to avoid continuity errors when piecing the video together. While the criteria of match cuts, shot-reverse shot, and 180 degree rule were met, future videos would benefit from ensuring all scenes are filmed on the same day with the same props to maintain consistency.
Evaluation Q6 What have you learned about technologies from the process of co...
The document discusses the technologies used to create a film opening, including cameras, tripods, iMacs, Adobe Premiere Pro, Adobe After Effects, Final Cut, and YouTube. The author learned about camera angles, positioning microphones, color correction, animation, and title creation. They found YouTube tutorials especially helpful but struggled with Adobe After Effects. Overall, the process improved their editing skills and ability to communicate with their film team.
Evaluation Activity 7
The document provides a reflection on improvements made from the preliminary task to the final film production. It discusses advancements in various technical areas like camerawork, editing, following conventions like the 180-degree rule, and executing techniques such as match on action and shot/reverse shot more effectively. Shots had more variety and purposefully framed emotions in the final version compared to the preliminary task. Editing also told a more complex dual narrative through improved use of transitions, color, and diegetic sound. Lessons were learned around lighting and continuity issues that could be better addressed going forward.
Question 7
The group created a storyboard for their preliminary task, which helped structure the shoot and explain shots to actors. However, they did not do much other planning. During filming, they struggled to find a location and had to reschedule. For their main shoot, they planned the location booking in advance to avoid issues. Most group members were unfamiliar with filming techniques, so the preliminary task allowed them to practice shots like 180-degree rules. It also let them edit and improve shots. Editing the preliminary task familiarized them with the software. This preparation helped improve the quality of their main opening sequence shoot and edit.
Evaluation activity 7
- The filmmakers improved their skills in camerawork, editing, and shot composition between their preliminary task and final production.
- In the final production, they used more varied shots, camera movements, and editing techniques like jump cuts to better engage audiences.
- They also improved at applying filmmaking principles like the 180-degree rule and matching shots for continuity between scenes.
- Some challenges remained, like maintaining consistent lighting across different filming days, but overall their skills and the production quality increased significantly from the preliminary task to the final film.
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Evaluation 7
- 1. Evaluation 7 Preliminary Task vs Opening Sequence
- 2. The Different Films Firstly, have a look at the two products: Preliminary Task: https://vimeo.com/146633145 Opening Sequence: https://vimeo.com/158098595
- 3. Titles In our preliminary task, we used very simple fonts from Adobe, maybe because there was very little planning involved and we weren’t very familiar with Adobe Premiere. With our film opening we planned to use the font ‘Didot’ well in advance because we felt it would have suited the fact that our film relates to Audrey Hepburn, an icon from an older time. In contrast the preliminary task where there is no apparent reason for the font. Also I’d say the titles in the preliminary task stick out too much whereas in our opening sequence the titles are subtly in the background, but add to the film
- 4. The Camera Work In these screenshots you can see that we used match on action at this part to show the two characters coming through the door instantly. This is Match on Action as MOA is when a movement is continued through more than one shot. You can also see that we used Shot Reverse here as the character played by Luis is shown facing the two others entering in the photo to the left.
- 5. The 180 Degree Rule The 180 Degree rule is that you must keep everything on one side of the camera and don’t cross the 180 line. In the preliminary task for most of the shots we aimed them at the table with the characters, generally with panning shots, but we didn’ t cross the line. Things like this were included heavily in our preliminary task as these features were the specification of the task, we may have not generally included them otherwise. However we learnt a lot from using them and it helped us come to the decisions whether any of these rules would suit our film opening.
- 6. Our film opening We did not use any of these rules apart from subtly using the 180 rule, but it was almost not done on purpose, as we wanted each shot to have its own significant and memorable meaning. Also it is a slow opening and I feel as if something like match on action is used in fast paced openings to show fast movements. Below is an example of the 180 rule being used as it is just my character slowly walking towards the camera.
- 7. The Editing Lastly the biggest difference is the fact that we used different softwares for the editing. We edited the preliminary task at school meaning we had only Adobe Premiere to use. I personally didn’t feel confident with it, so knowing we had more freedom with the film opening we took it upon ourselves to use Final Cut Pro at home to edit the film opening. This made the editing a lot easier as Final Cut is laid out simply and makes it a lot more understandable. I feel like this allowed our film opening to come out a lot better and professional looking as we could edit it to the best of our abilities, everything from titles to transitions, all the way to just the brightness and saturation of the shots.