Evaluation
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The document provides an evaluation of a movie project. Key points: - Filming went well and was fun, the location worked well, and using a "turning the chair" trope added nostalgia. However, some footage was out of focus due to a lack of a third person to operate the camera. - For next time, the creator would change costumes to look more serious, take shots from more angles to seem professional, and check the camera focus better. - The main lessons are to have someone dedicated to operating the camera and to double check work to avoid issues.
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Development diary fmp film week five 2
The filmmaker brought equipment to their house to film scenes for their short film in the garden. However, two of the six Deaf actors they had recruited dropped out last minute, requiring changes to the script. During filming, the inexperienced actors had difficulties ignoring the camera and staying in character. The following day, the filmmaker shot the credits scene of a birthday cake with candles spelling out "happy birthday". They reflected that for their next film, they would recruit actors with proper training to help shots go more smoothly and make better use of their limited filming time.
Production diaries
The document provides production diary entries from the filming of a student short film. The entries describe:
- Conducting dress rehearsals to prepare actors and ensure smooth filming.
- Doing "rushes" with actors reading scripts to make them more comfortable in front of the camera.
- Organizing the filming schedule around actor availability.
- Filming different scenes over multiple days and ensuring continuity through consistent camera placement and rehearsals.
- Discussing scenes with actors before filming to clarify expectations and reduce mistakes.
Weekly reflection 8
This weekly reflection summarizes the filming progress, including:
1) The arrival of the second female lead allowed filming to properly begin with all main actors available.
2) An initial photo shoot captured all four main characters together for the poster.
3) Early filming focused on scenes requiring all actors and testing outdoor locations.
4) Nearly all of the second female lead's scenes were completed during this productive shooting period.
Unit 2 task 8 evolution
The document summarizes a short film project created by the author and their group for a class assignment. The film aims to warn teenagers about the dangers of communicating with strangers met online. It tells the story of two girls who befriend a new boy at school without properly vetting him. The group split roles and researched the horror genre to develop a plot where the girls' trust in the stranger has dangerous consequences. Scenes were planned, shot, and edited collaboratively with feedback from all members. While the film followed its plot and used varied camera shots to build suspense, the group reflects it could have benefited from more preparation time and a greater focus on character expressions.
Weekly reflection 10
Weekly Reflection 10 discusses changes to the filming schedule and scripts for the student film project. Shooting will be extended by two additional weeks to accommodate the loss of an actress and rewrites of scenes. Scenes featuring the character of Donna Kitching were completed this week before she left the production. Scenes with the character of Maria Jordan, played by Angie Sutcliffe, were also finished in one day of filming due to her limited availability. Most of episode 5 was completed aside from some scenes in episode 3 still needing rewrites.
Representation
The opening scene represents the main characters, locations, and time periods of the film through a timeline that shows snippets of the characters' lives leading up to the events in the movie. This establishes the characters, places, and era in a naturalistic way, as if the story could realistically occur in this alternate version of reality, where superheroes battling evil would be normal.
Production
The student filmed establishing shots of London from Primrose Hill on December 20th, but the footage was shaky so they planned to film another shot. On December 27th, the student met with actors and planned to film scenes during half term. On January 11th and 14th, the student filmed chasing scenes in Denton and scenes at their house with their little sister and main actor. After receiving feedback, the student re-filmed some scenes and improved the trailer by removing a sound effect as advised.
Pros and Cons SM
The document compares three potential film ideas - Magic, The Struggle, and Fast Money. Magic would have the lowest cost but may lack interesting actors and action. The Struggle would engage its target audience but have a high budget and challenges filming action scenes. Fast Money has an easy storyline but requires securing actors and filming prohibited items outside of school, making it difficult to produce within budget constraints.
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Development diary fmp film week five 2
The filmmaker brought equipment to their house to film scenes for their short film in the garden. However, two of the six Deaf actors they had recruited dropped out last minute, requiring changes to the script. During filming, the inexperienced actors had difficulties ignoring the camera and staying in character. The following day, the filmmaker shot the credits scene of a birthday cake with candles spelling out "happy birthday". They reflected that for their next film, they would recruit actors with proper training to help shots go more smoothly and make better use of their limited filming time.
Production diaries
The document provides production diary entries from the filming of a student short film. The entries describe:
- Conducting dress rehearsals to prepare actors and ensure smooth filming.
- Doing "rushes" with actors reading scripts to make them more comfortable in front of the camera.
- Organizing the filming schedule around actor availability.
- Filming different scenes over multiple days and ensuring continuity through consistent camera placement and rehearsals.
- Discussing scenes with actors before filming to clarify expectations and reduce mistakes.
Weekly reflection 8
This weekly reflection summarizes the filming progress, including:
1) The arrival of the second female lead allowed filming to properly begin with all main actors available.
2) An initial photo shoot captured all four main characters together for the poster.
3) Early filming focused on scenes requiring all actors and testing outdoor locations.
4) Nearly all of the second female lead's scenes were completed during this productive shooting period.
Unit 2 task 8 evolution
The document summarizes a short film project created by the author and their group for a class assignment. The film aims to warn teenagers about the dangers of communicating with strangers met online. It tells the story of two girls who befriend a new boy at school without properly vetting him. The group split roles and researched the horror genre to develop a plot where the girls' trust in the stranger has dangerous consequences. Scenes were planned, shot, and edited collaboratively with feedback from all members. While the film followed its plot and used varied camera shots to build suspense, the group reflects it could have benefited from more preparation time and a greater focus on character expressions.
Weekly reflection 10
Weekly Reflection 10 discusses changes to the filming schedule and scripts for the student film project. Shooting will be extended by two additional weeks to accommodate the loss of an actress and rewrites of scenes. Scenes featuring the character of Donna Kitching were completed this week before she left the production. Scenes with the character of Maria Jordan, played by Angie Sutcliffe, were also finished in one day of filming due to her limited availability. Most of episode 5 was completed aside from some scenes in episode 3 still needing rewrites.
Representation
The opening scene represents the main characters, locations, and time periods of the film through a timeline that shows snippets of the characters' lives leading up to the events in the movie. This establishes the characters, places, and era in a naturalistic way, as if the story could realistically occur in this alternate version of reality, where superheroes battling evil would be normal.
Production
The student filmed establishing shots of London from Primrose Hill on December 20th, but the footage was shaky so they planned to film another shot. On December 27th, the student met with actors and planned to film scenes during half term. On January 11th and 14th, the student filmed chasing scenes in Denton and scenes at their house with their little sister and main actor. After receiving feedback, the student re-filmed some scenes and improved the trailer by removing a sound effect as advised.
Pros and Cons SM
The document compares three potential film ideas - Magic, The Struggle, and Fast Money. Magic would have the lowest cost but may lack interesting actors and action. The Struggle would engage its target audience but have a high budget and challenges filming action scenes. Fast Money has an easy storyline but requires securing actors and filming prohibited items outside of school, making it difficult to produce within budget constraints.
Preliminary Comparison
The document compares the student's preliminary group project "Fluffy" to their full coursework film "Un Autre Jour". For "Fluffy", the student worked in a group to practice techniques for their coursework. For "Un Autre Jour", the student worked individually and felt this allowed them more freedom and control over the project. The student reflects that they improved techniques like lighting, camera angles, and editing between the two projects. They also experimented with more advanced shots like establishing shots and point-of-view shots in "Un Autre Jour".
Pros and Cons SM
The document compares three potential film ideas - Magic, The Struggle, and Fast Money. Magic would have the lowest cost but may lack interesting actors and locations. The Struggle could engage its target audience but would be more expensive and difficult to film action scenes. Fast Money would be set outside of school with many characters, but would have a high budget and couldn't include imitation weapons.
Evaluation
The filmmaker had several issues during filming their advert. They had trouble finding actors for the scheduled shoots and issues with camera quality and location access that slowed filming. Acting quality from non-professional actors was also a problem. During editing, the filmmaker improved the advert by adding fitting music to tell the story without dialogue. However, the short time frame made fully achieving the jock vs nerd concept difficult. Overall, better preparation for filming and hiring professional actors could improve future projects.
Film record
The filmmaker planned to begin filming the week after half term but did not receive a response from the drama teacher until going to her office. The teacher then provided a timetable of when the actors would be available. Filming went according to plan, with the filmmaker shooting scenes involving all actors on the first day and a drug storyline scene on the second day. Additional scenes were shot on subsequent days involving smaller groups of actors. While the delayed start put the schedule a week behind, the filmmaker was able to film more quickly than expected and caught back up to the original plan.
Evaluation question 7
The document summarizes what the student learned from their preliminary work on a film opening to their final product. They discuss improving skills in shot composition, editing, use of lighting effects, choosing appropriate locations and actors. For the final opening, the student applied these lessons to create a more polished product compared to their preliminary work, such as adding titles, customizing music and using steady cam effects. Overall, the student felt their skills developed significantly from planning and research to realizing their vision in the final opening.
Eval q6
The student evaluated their preliminary film task and identified several flaws including poor acting, shaky camerawork, lack of varied shots and close-ups, and improperly framed characters. They missed the deadline due to actor and equipment issues, which taught them the importance of organization. The setting and costumes also needed improvement, and cuts between scenes did not flow well together. Overall, the student learned lessons that would help improve their filmmaking for future tasks.
Potential Issues and Backup Plan
The document outlines several potential issues with filming the documentary:
1) Scheduling filming around all actors' availability.
2) Finding a location to film scenes of the band playing a gig.
3) Dealing with unpredictable weather affecting filming schedules.
4) Ensuring enough and properly functioning equipment to complete filming.
5) Preparing for possible accidents or injuries during filming.
ideas pros and cons EF
This document discusses the strengths and weaknesses of filming a documentary or horror film for a school project. Filming a documentary would not require professional equipment or actors, but it may be difficult to get interesting footage. A horror film like "Night of the Demons" was selected despite weaknesses like needing good actors for scary scenes and props that could be expensive. Overall, the strengths of an interesting genre were felt to outweigh the challenges.
Day one filming review
The first day of filming was exhausting and faced several issues. The actors arrived an hour late, delaying filming. With only two group members, everything took longer. When they started filming inside at 2pm, they got distracted and didn't follow the storyboard. They then filmed outside scenes in the dark from 4pm, but the footage was poor quality. They ended at 7pm with only the outside shots completed, needing to refilm those scenes. Overall, timing issues, lack of preparation, and distractions hindered their first day of filming.
Self evaluation
During the pre-production of the film, the document author created the storyboard and updated it based on feedback. They attended meetings but felt they could have contributed more to writing the script. They also aim to complete work to a higher standard.
While filming, the author operated the second camera and acted in the film. They helped position the camera and check for continuity issues between shots.
Finally, during post-production the author took turns editing the film. Their main role was matching cuts to the beat of the song, which they felt they accomplished. However, they note there could have been more shots filmed to allow for more editing techniques.
Production reflection
For week 1, the student used old skate footage from 2018 and added a VHS filter to make it look more retro. They began experimenting with effects to add fun elements to the videos, such as making a grass gap burst into flames when someone jumps over it. This effect took longer than expected due to the complex masking technique required to separate the skater from the grass. In week 2, the student completed the flaming grass effect and started changing the background of another clip to the interior of the main characters' house from Adventure Time. This masking proved even more challenging due to the need to track the skater's movement frame by frame. By week 3, the student added an introductory scene and adjusted the color
Production diary
The production diary details four days of filming a student film project. On day one, the group scouted locations in Camden and Euston. On day two, they filmed establishing shots of the school and the opening scene outside. Day three involved multiple takes of a scene in the school bathroom focusing on different shot angles and lighting. On the fourth day, they filmed a faux-found footage scene of actors hugging outside the school, which looked effective despite rainy weather conditions.
John tucker must die opening analysis
The voiceover and editing style effectively set the story and engage the audience. The costumes and facial expressions help the audience relate to the characters and understand their personalities. The camera shots vary between close-ups, master shots, and high angles to show emotions and power dynamics. The non-diegetic music and dialogue establish the romantic comedy genre and provide characterization of both the girl and John Tucker.
Plastic analysis
This document analyzes and summarizes the key elements of a short film about a girl who discovers her skin has turned plastic as she gets ready for a date. It discusses the plot, which follows the girl as she experiments with manipulating her plastic skin to make herself look more attractive. It also analyzes the film's use of minimal dialogue, soundtrack, close-up camera work showing the changes to her body, and jump cuts. The conclusion notes that while the unrealistic plastic skin would be difficult to recreate without equipment, the idea of using little dialogue and music to convey tone and emotion could be worthwhile for other projects.
Contingency plan
This document outlines Sophie Vincent's contingency plan for her film production called "Unexpected Fortune". It details backup plans for locations, actors, technology, and props in case the original options become unavailable. For locations, a friend's similar house was identified as a backup. Backup actors were also selected in case the original actors' schedules did not align. Plans were made to backup footage to prevent data loss during editing. Substitute props like homemade fortune cards were also planned in case original props could not be used.
Development diary music video four
After borrowing a camera from his college, the filmmaker began shooting his music video at his house on the weekend. He asked some deaf friends to join, but filming took longer than expected from 6pm to 8:45pm due to the friends distracting each other with conversation. The filmmaker dressed in drag for his role, borrowing clothes from his mother and doing his own makeup. Though he was stressed by the chatting and giggling of friends, he was happy one friend who was the cameraman was a professional photographer.
Development diary week six part two
The student filmmaker received feedback from their tutor that their film's storyline and dialogue were messy. They decided to refilm the entire project to improve its professionalism. They will ask the original actors to participate again while recasting one role. The filmmaker identified issues like one actor playing two confusing characters and scenes focusing on the wrong people. To address these, they created two script versions and will simplify some elements of the story. Their goal is for the new film to look perfect and polished for their next academic year.
Film schedule
This document outlines the filming schedule and contingency plan for a music video shoot. The filming schedule provides details for 10 shots including lyrics, location, action, shot types, costumes, props, and shot length. It also includes establishing shots, close-ups, and tracking shots. The contingency plan addresses potential issues like bad weather, unavailable locations, an ill actor, damaged equipment, and missing props. It proposes solutions such as rescheduling, using indoor locations or backups, drafting understudies, and substituting equipment and props.
Problem solvings
This document discusses planning for a slapstick comedy film shoot. It addresses:
- Ensuring slapstick scenes look realistic without harming actors by rehearsing and using camera angles.
- Potential issues of filming outdoors like weather, noise, and dirtying actors' clothes.
- Having backup actor groups in case of dropouts and old clothes/shoes for physical scenes.
- Transport for actors, parking, and lunch/breaks to keep energy up.
- Safety by a river and facilities at the filming location, Rowntree Park.
- Budgeting time, roles, and following health and safety procedures.
What have you learnt in the progression from the preliminary task to the fina...
Sapna reflects on what she has learned from her preliminary task to her final film production. For her preliminary task, she demonstrated basic understanding of continuity editing but felt it lacked effort. However, she enjoyed learning the rules. For her final production, she placed more emphasis on mise-en-scene, sound, cinematography, editing and location. She incorporated props and costumes to convey themes and chose locations to establish the film's setting. Through this process, Sapna gained a deeper understanding of techniques like rule of thirds, foley sounds, precise editing and using establishing shots to provide regional identity.
Media Evaluation
The document provides an analysis of a student film project aimed at creating a short thriller film. It discusses several aspects of the film including how it used conventions of the thriller genre like building suspense through music and leaving questions unanswered. It notes the film was aimed at an 18+ male audience and analyzes the technologies used and what was learned through the process.
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Preliminary Comparison
The document compares the student's preliminary group project "Fluffy" to their full coursework film "Un Autre Jour". For "Fluffy", the student worked in a group to practice techniques for their coursework. For "Un Autre Jour", the student worked individually and felt this allowed them more freedom and control over the project. The student reflects that they improved techniques like lighting, camera angles, and editing between the two projects. They also experimented with more advanced shots like establishing shots and point-of-view shots in "Un Autre Jour".
Pros and Cons SM
The document compares three potential film ideas - Magic, The Struggle, and Fast Money. Magic would have the lowest cost but may lack interesting actors and locations. The Struggle could engage its target audience but would be more expensive and difficult to film action scenes. Fast Money would be set outside of school with many characters, but would have a high budget and couldn't include imitation weapons.
Evaluation
The filmmaker had several issues during filming their advert. They had trouble finding actors for the scheduled shoots and issues with camera quality and location access that slowed filming. Acting quality from non-professional actors was also a problem. During editing, the filmmaker improved the advert by adding fitting music to tell the story without dialogue. However, the short time frame made fully achieving the jock vs nerd concept difficult. Overall, better preparation for filming and hiring professional actors could improve future projects.
Film record
The filmmaker planned to begin filming the week after half term but did not receive a response from the drama teacher until going to her office. The teacher then provided a timetable of when the actors would be available. Filming went according to plan, with the filmmaker shooting scenes involving all actors on the first day and a drug storyline scene on the second day. Additional scenes were shot on subsequent days involving smaller groups of actors. While the delayed start put the schedule a week behind, the filmmaker was able to film more quickly than expected and caught back up to the original plan.
Evaluation question 7
The document summarizes what the student learned from their preliminary work on a film opening to their final product. They discuss improving skills in shot composition, editing, use of lighting effects, choosing appropriate locations and actors. For the final opening, the student applied these lessons to create a more polished product compared to their preliminary work, such as adding titles, customizing music and using steady cam effects. Overall, the student felt their skills developed significantly from planning and research to realizing their vision in the final opening.
Eval q6
The student evaluated their preliminary film task and identified several flaws including poor acting, shaky camerawork, lack of varied shots and close-ups, and improperly framed characters. They missed the deadline due to actor and equipment issues, which taught them the importance of organization. The setting and costumes also needed improvement, and cuts between scenes did not flow well together. Overall, the student learned lessons that would help improve their filmmaking for future tasks.
Potential Issues and Backup Plan
The document outlines several potential issues with filming the documentary:
1) Scheduling filming around all actors' availability.
2) Finding a location to film scenes of the band playing a gig.
3) Dealing with unpredictable weather affecting filming schedules.
4) Ensuring enough and properly functioning equipment to complete filming.
5) Preparing for possible accidents or injuries during filming.
ideas pros and cons EF
This document discusses the strengths and weaknesses of filming a documentary or horror film for a school project. Filming a documentary would not require professional equipment or actors, but it may be difficult to get interesting footage. A horror film like "Night of the Demons" was selected despite weaknesses like needing good actors for scary scenes and props that could be expensive. Overall, the strengths of an interesting genre were felt to outweigh the challenges.
Day one filming review
The first day of filming was exhausting and faced several issues. The actors arrived an hour late, delaying filming. With only two group members, everything took longer. When they started filming inside at 2pm, they got distracted and didn't follow the storyboard. They then filmed outside scenes in the dark from 4pm, but the footage was poor quality. They ended at 7pm with only the outside shots completed, needing to refilm those scenes. Overall, timing issues, lack of preparation, and distractions hindered their first day of filming.
Self evaluation
During the pre-production of the film, the document author created the storyboard and updated it based on feedback. They attended meetings but felt they could have contributed more to writing the script. They also aim to complete work to a higher standard.
While filming, the author operated the second camera and acted in the film. They helped position the camera and check for continuity issues between shots.
Finally, during post-production the author took turns editing the film. Their main role was matching cuts to the beat of the song, which they felt they accomplished. However, they note there could have been more shots filmed to allow for more editing techniques.
Production reflection
For week 1, the student used old skate footage from 2018 and added a VHS filter to make it look more retro. They began experimenting with effects to add fun elements to the videos, such as making a grass gap burst into flames when someone jumps over it. This effect took longer than expected due to the complex masking technique required to separate the skater from the grass. In week 2, the student completed the flaming grass effect and started changing the background of another clip to the interior of the main characters' house from Adventure Time. This masking proved even more challenging due to the need to track the skater's movement frame by frame. By week 3, the student added an introductory scene and adjusted the color
Production diary
The production diary details four days of filming a student film project. On day one, the group scouted locations in Camden and Euston. On day two, they filmed establishing shots of the school and the opening scene outside. Day three involved multiple takes of a scene in the school bathroom focusing on different shot angles and lighting. On the fourth day, they filmed a faux-found footage scene of actors hugging outside the school, which looked effective despite rainy weather conditions.
John tucker must die opening analysis
The voiceover and editing style effectively set the story and engage the audience. The costumes and facial expressions help the audience relate to the characters and understand their personalities. The camera shots vary between close-ups, master shots, and high angles to show emotions and power dynamics. The non-diegetic music and dialogue establish the romantic comedy genre and provide characterization of both the girl and John Tucker.
Plastic analysis
This document analyzes and summarizes the key elements of a short film about a girl who discovers her skin has turned plastic as she gets ready for a date. It discusses the plot, which follows the girl as she experiments with manipulating her plastic skin to make herself look more attractive. It also analyzes the film's use of minimal dialogue, soundtrack, close-up camera work showing the changes to her body, and jump cuts. The conclusion notes that while the unrealistic plastic skin would be difficult to recreate without equipment, the idea of using little dialogue and music to convey tone and emotion could be worthwhile for other projects.
Contingency plan
This document outlines Sophie Vincent's contingency plan for her film production called "Unexpected Fortune". It details backup plans for locations, actors, technology, and props in case the original options become unavailable. For locations, a friend's similar house was identified as a backup. Backup actors were also selected in case the original actors' schedules did not align. Plans were made to backup footage to prevent data loss during editing. Substitute props like homemade fortune cards were also planned in case original props could not be used.
Development diary music video four
After borrowing a camera from his college, the filmmaker began shooting his music video at his house on the weekend. He asked some deaf friends to join, but filming took longer than expected from 6pm to 8:45pm due to the friends distracting each other with conversation. The filmmaker dressed in drag for his role, borrowing clothes from his mother and doing his own makeup. Though he was stressed by the chatting and giggling of friends, he was happy one friend who was the cameraman was a professional photographer.
Development diary week six part two
The student filmmaker received feedback from their tutor that their film's storyline and dialogue were messy. They decided to refilm the entire project to improve its professionalism. They will ask the original actors to participate again while recasting one role. The filmmaker identified issues like one actor playing two confusing characters and scenes focusing on the wrong people. To address these, they created two script versions and will simplify some elements of the story. Their goal is for the new film to look perfect and polished for their next academic year.
Film schedule
This document outlines the filming schedule and contingency plan for a music video shoot. The filming schedule provides details for 10 shots including lyrics, location, action, shot types, costumes, props, and shot length. It also includes establishing shots, close-ups, and tracking shots. The contingency plan addresses potential issues like bad weather, unavailable locations, an ill actor, damaged equipment, and missing props. It proposes solutions such as rescheduling, using indoor locations or backups, drafting understudies, and substituting equipment and props.
Problem solvings
This document discusses planning for a slapstick comedy film shoot. It addresses:
- Ensuring slapstick scenes look realistic without harming actors by rehearsing and using camera angles.
- Potential issues of filming outdoors like weather, noise, and dirtying actors' clothes.
- Having backup actor groups in case of dropouts and old clothes/shoes for physical scenes.
- Transport for actors, parking, and lunch/breaks to keep energy up.
- Safety by a river and facilities at the filming location, Rowntree Park.
- Budgeting time, roles, and following health and safety procedures.
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What have you learnt in the progression from the preliminary task to the fina...
Sapna reflects on what she has learned from her preliminary task to her final film production. For her preliminary task, she demonstrated basic understanding of continuity editing but felt it lacked effort. However, she enjoyed learning the rules. For her final production, she placed more emphasis on mise-en-scene, sound, cinematography, editing and location. She incorporated props and costumes to convey themes and chose locations to establish the film's setting. Through this process, Sapna gained a deeper understanding of techniques like rule of thirds, foley sounds, precise editing and using establishing shots to provide regional identity.
Media Evaluation
The document provides an analysis of a student film project aimed at creating a short thriller film. It discusses several aspects of the film including how it used conventions of the thriller genre like building suspense through music and leaving questions unanswered. It notes the film was aimed at an 18+ male audience and analyzes the technologies used and what was learned through the process.
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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.
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Luke Headland reflects on his experience making a short film for his production work. He enjoyed the process overall but faced challenges with time management and overestimating his capabilities given COVID restrictions. Filming the first scene took multiple reshoots which wasted time. However, he learned from this and improved his planning for subsequent scenes. Sound design during editing took the most time and was frustrating but helped him learn. He is proud of aspects like directing, cinematography and sound design in the final film but feels the narrative could be confusing at times.
Evaluation
Luke Headland reflects on his experience making a short film production. He enjoyed the process overall but faced challenges with time management and overestimating his capabilities under COVID restrictions. Filming the first scene took multiple reshoots which wasted time. However, he learned from this and improved his planning for subsequent scenes. Sound design during editing took the most time and was frustrating at times to get right. He is proud of aspects like directing, cinematography, and sound design but feels the narrative could be confusing. He discusses addressing problems during production like weather issues and having limited help. Luke also reflects on enjoying the colour correction, sound design, and poster creation aspects of his project.
Question 7
The student learned valuable skills through completing preliminary filmmaking tasks. The "Life on Mars" activity taught them about camera usage and shot timing. Storyboarding their opening scene helped them plan shots and experiment with editing. Each successive task built on their skills, and by the film opening they had learned effects, titles, and how to intrigue audiences. While challenging, creating the opening scene taught them the importance of character, location, and genre establishment to draw viewers in.
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.
Question 7
The document summarizes what the group learned from producing their preliminary film task to the full film product. In the preliminary, they learned about different camera shots and angles through pre-production. During production of the preliminary, they struggled with camera skills and following the storyboard. In post-production of the preliminary, their editing was basic as they were new to the software. For the full film, they applied what they learned to plan better with a storyboard, focus on camera shots and angles, and create more sophisticated editing and titles. They felt their teamwork and skills improved from mistakes made on the preliminary.
Evaluation Question 7
The document discusses what the author learned from their preliminary task to their final media product. They discuss improvements in several areas including camera quality, sound quality, planning, editing techniques, use of titles, and music selection/editing. The author found that planning shots thoroughly, exploring different camera angles, practicing composition, and learning new editing skills in Premiere Pro helped improve their final product significantly compared to the preliminary task.
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The document summarizes the evaluation of a 2 minute film conversation. The filmmaker utilized various camera shots and angles to make the story more interesting and explain the plot better. However, pre-production planning was lacking, which led to disorganization during filming. Key equipment like microphones did not work properly. If able to redo the project, the filmmaker would spend more time planning equipment, scheduling actors, and developing a realistic pre-production plan and outline to guide filming on location. The experience taught them to plan a rough story structure but remain flexible to new creative ideas that emerge on set.
Question 7
1) For their preliminary task, the filmmaker did not adequately prepare with costumes, locations, shots, or scheduling. This resulted in a rushed, unfocused film.
2) For their full film, improved planning around storyboarding, scheduling, research, and pre-production led to higher quality in areas like costumes, locations, shots, and sound.
3) Key lessons included allowing more time for planning, preparation, and rehearsal which improved the professional quality and engagement of the full film compared to the preliminary task.
Ghost Powerpoint Presentation
The Henley College
AS Media Studies production unit evaluation presentation of 'Ghost' by:-
David Kirwan
Rachel Finn
Ruby Urwin
Michael Smith
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The document contains an evaluation of the author's production process for a short horror film. It summarizes the research, planning, and peer feedback stages. For the research, the author notes that audience feedback helped with certain creative decisions. For the planning, storyboarding and scheduling helped structure the film. However, the production schedule was not fully followed due to timing issues. Peer feedback praised the sound design, tension building, and ending, but noted the story could be clearer with a longer runtime and some sound levels needed adjusting. The author agrees with most feedback and plans to focus more on shots and audio for future projects.
Question 7
1) Filming the initial continuity task was exciting but daunting, as the filmmaker had never held a camera before.
2) Through the process, the filmmaker learned conventions like the 180 degree rule and match on action, but found putting them into practice less easy than expected.
3) Comparing the continuity task to the final film, there is a huge difference in editing quality, sound quality, and shot awareness, though the task provided a fun learning experience and starting point for expectations on the final project.
Question 7 evaluation
The document discusses the learning and improvements from a student's preliminary film task to their full film opening project. For the preliminary task, the student filmed a scene with classmates involving different shots. The student learned about camera shots, rules, and editing but found the software difficult. Improvements would include more time, a better location, and smoother transitions. For the full project, more filming, continuity, and conventions were needed but the preliminary task prepared the student on techniques and helped the group work more professionally.
Self evaluation
During pre-production, the student worked efficiently and advised the group. They suggested collaboratively reviewing and adding to tasks. The student helped with writing and planning but could have delegated more.
During production, the student became director and organized shooting schedules. They made shooting decisions but also took group votes. More shooting days could have allowed more shots.
During post-production, the student edited creatively but ended up controlling too much at first. Later, they sat back and advised as others cut better to words than music. More delegation could have improved the process.
Conversation task evaluation
The document summarizes what went well, didn't go well, and lessons learned from a conversation task video project. For what went well, it mentions including varied shot types and camera movements to emphasize mood, as well as good acting. For what didn't go well, it notes that adding music/effects and improving camerawork could have made the video more interesting. It also states some editing issues. For lessons learned, it emphasizes planning filming locations and outfits, getting feedback, and adding effects/music for more impact.
evaluation sf 2017
The student created a psychological horror film about a possessed porcelain doll. During production, they struggled to define their concept but created mood boards and mind maps to develop the idea. Storyboards and shot lists helped with planning, but reshoots were needed after reviewing footage. Post-production was straightforward, involving simple editing and adding music and sound effects to set an eerie tone. Peer feedback praised the vintage aesthetic but suggested varying shots more and clarifying the storyline. The student agreed improvements could be made while feeling pleased with engaging their target audience.
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The document contains a schedule for a job from 12/09/17 to 12/12/17 involving pre-production, production, filming, and post-production tasks for creating a cover at Ringwood School. It lists the dates, tasks, locations needed, and required equipment such as computers, cameras, and Photoshop software.
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The filmmaker successfully created a short horror film that engages its target teenage and young adult audience. The film introduces horror through footage of a character finding a phone at night and running from a chasing monster. While some footage is unfocused or dark, the filmmaker was pleased with scenes using different shots. Sound quality in some scenes was also an issue. Overall, the filmmaker learned about their strengths in planning and ideas but weaknesses in filming and editing through making the short film.
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These images document the filmmaker setting up equipment, planning shots from storyboards, and filming at their house. The top images show the filmmaker holding a camera and lens, storyboards and script, and the camera. The bottom images depict putting on a lens, reading materials, and shooting a night scene. The photos provide evidence of preparing for and conducting a shoot.
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All employers must conduct a risk assessment to identify potential hazards in their workplace. The document provides a sample risk assessment for a common hazard to illustrate what should be included. It identifies cars, motorbikes, pedestrians and bad weather as potential hazards for a film production and lists control measures already in place as well as additional actions needed. Employers are advised to review and update their risk assessment as needed to ensure it remains valid.
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Character 1 chose himself for the role because he could act in the way he imagined his character and bring out the quality of the movie, as a 17-year-old teenager he fits the role by looks and behavior. Character 2 chose his brother because he lives in the same house and could come to film whenever needed, and as a young adult he will also fit the role well, though he has no acting experience he will learn easily with Character 1's guidance. Both characters wear medium shirts, size 32 waist and length trousers, and size 10 shoes.
Evaluation
The client enjoyed how the story started with action and built to horror over time, but felt some language could be easier to understand. Based on her feedback, the writer changed errors, clarified characters' names, added continuity indicators and location transitions. They believe the revised script now meets the client's expectations by implementing all her suggested changes to improve comprehension, while still fulfilling the original brief and targeting the intended audience professionally.
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Evaluation
- 1. Evaluation 1. What went well? I think overall the movie was great. Filming was fun and didn’t consume much time. The location I have used was in one of the class’ Ringwood School, The usageof the “turning the chair around” gavethe classic “bad guy” to the person sitting on the chair. I got the idea from the classic mafia scenes in real movies. This gave the audience that nostalgic memories from their childhood. I think the tension music on the background also gavethe movie a serious tone, making the movie seems a little bit more realistic. 2. What didn’t go well? I think everything was great during filming, but some of the footage was not properly focused as there was not a 3rd person to make filming easy. Me and my friend, who helped me, had to focus the camera firstand start filming and the take our places and the actually act later on when we are ready. And at then this produced lots of unused footage that also took too much space. We then had to crop bits and it was time consuming in both filming and editing. 3. Would you change anything if you could go back and startover? Yes there is a few a changes I would make. I would of change the clothing of me, to make the movie look a bit more serious, again to give the sensation of nostalgic mafia scenes in older movies form 20th century. To make it more realistic I would have taken more shots from different angles. This will help to movie look as professionalas possible. Another thing I would change the focus of the camera for better results. 4. What have you learned for next time? I’velearned that I should always check everything twice to see if there’s anything left out.