Evaluation of preliminary task
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The student fulfilled the criteria of shot reverse shot, 180 degree rule, and match on action in their preliminary film task. They found it difficult to find consistent actors but were able to plan shots with just two characters. Some retakes were needed due to interference and background noise. An error occurred when an actor briefly looked at the camera when not intended. In editing, they ordered sequences and removed unnecessary bits while maintaining filming rules. Transitions and effects were not included due to time constraints, but a fade to black at the end may have created tension.
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G321 preliminary task evaluation ac
The student was asked to film a scene following continuity rules for a preliminary task. They filmed someone walking into a room and having a conversation, making sure to follow the 180 degree rule, shot reverse shot rule, and match on action rule. Filming went well but editing was harder to ensure each shot fit perfectly. Some challenges included background noise during filming and initially losing footage during editing. The task provided ideas for the student's 2-minute film opening, such as taking multiple shots of scenes and keeping the opening simple for easier editing.
Role
The document outlines the roles and responsibilities of members of a film production team. It lists the names and main responsibilities of those filling roles such as camera operator, editor, director, makeup artist, screenwriter, and technical assistant. Responsibilities include operating cameras, ensuring safety and permissions, editing footage, directing rehearsals and shoots, designing costumes and makeup, developing the screenplay, sourcing equipment and props, and more.
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.
Editing small movie sequence
This document outlines the steps taken by a group to edit a video project. It describes planning the editing process with a spider diagram, working as a team to incorporate different ideas, and having difficulty with transitions between shots. Issues encountered included not properly following the 180-degree angle rule during filming and needing to re-film parts with matching clothing. The group learned valuable lessons about planning shots and consistency that will help with future projects.
Question 7 2.0
We learned several film techniques from creating our preliminary short film that we then applied to our full thriller opening project. Specifically, we learned how to properly implement match on action, the 180-degree rule for shots, and shot/reverse shot editing. For our opening, we carefully applied match on action during a character's movement, used the 180-degree rule for establishing shots, and did shot/reverse shot editing for a conversation. We also learned editing skills like trimming clips and adding transitions using iMovie, which we then utilized more advanced for our opening's fast-paced scenes and layered sound effects. Comparing our preliminary task to the final opening shows clear improvement and how much we progressed in applying what we learned.
Evaluation 8
The student was tasked with creating a film continuity sequence in a group. They struggled during filming as it was their first time and they were unfamiliar with techniques like the 180-degree rule. However, they were able to complete the task and learned skills like storyboarding and using different shot types. Editing in Final Cut Pro was challenging as the student lacked experience, but teammates helped explain the software and everyone took turns editing to improve their skills.
Evaluation 8
The student was tasked with creating a film continuity sequence in a group. They struggled during filming as it was their first time and they were unfamiliar with techniques like the 180-degree rule. However, they were able to complete the task and learned skills like storyboarding and using different shot types. Editing in Final Cut Pro was challenging as the student lacked experience, but teammates helped explain the software and everyone took turns editing to improve their skills.
Evaluation 8
The student was tasked with creating a film continuity sequence in a group. They struggled during filming as it was their first time and they were unfamiliar with techniques like the 180-degree rule. However, they were able to complete the task and learned skills like storyboarding and using different shot types. Editing in Final Cut Pro was challenging as the student lacked experience, but teammates helped explain the software and everyone took turns editing to improve their skills.
Recommended
G321 preliminary task evaluation ac
The student was asked to film a scene following continuity rules for a preliminary task. They filmed someone walking into a room and having a conversation, making sure to follow the 180 degree rule, shot reverse shot rule, and match on action rule. Filming went well but editing was harder to ensure each shot fit perfectly. Some challenges included background noise during filming and initially losing footage during editing. The task provided ideas for the student's 2-minute film opening, such as taking multiple shots of scenes and keeping the opening simple for easier editing.
Role
The document outlines the roles and responsibilities of members of a film production team. It lists the names and main responsibilities of those filling roles such as camera operator, editor, director, makeup artist, screenwriter, and technical assistant. Responsibilities include operating cameras, ensuring safety and permissions, editing footage, directing rehearsals and shoots, designing costumes and makeup, developing the screenplay, sourcing equipment and props, and more.
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.
Editing small movie sequence
This document outlines the steps taken by a group to edit a video project. It describes planning the editing process with a spider diagram, working as a team to incorporate different ideas, and having difficulty with transitions between shots. Issues encountered included not properly following the 180-degree angle rule during filming and needing to re-film parts with matching clothing. The group learned valuable lessons about planning shots and consistency that will help with future projects.
Question 7 2.0
We learned several film techniques from creating our preliminary short film that we then applied to our full thriller opening project. Specifically, we learned how to properly implement match on action, the 180-degree rule for shots, and shot/reverse shot editing. For our opening, we carefully applied match on action during a character's movement, used the 180-degree rule for establishing shots, and did shot/reverse shot editing for a conversation. We also learned editing skills like trimming clips and adding transitions using iMovie, which we then utilized more advanced for our opening's fast-paced scenes and layered sound effects. Comparing our preliminary task to the final opening shows clear improvement and how much we progressed in applying what we learned.
Evaluation 8
The student was tasked with creating a film continuity sequence in a group. They struggled during filming as it was their first time and they were unfamiliar with techniques like the 180-degree rule. However, they were able to complete the task and learned skills like storyboarding and using different shot types. Editing in Final Cut Pro was challenging as the student lacked experience, but teammates helped explain the software and everyone took turns editing to improve their skills.
Evaluation 8
The student was tasked with creating a film continuity sequence in a group. They struggled during filming as it was their first time and they were unfamiliar with techniques like the 180-degree rule. However, they were able to complete the task and learned skills like storyboarding and using different shot types. Editing in Final Cut Pro was challenging as the student lacked experience, but teammates helped explain the software and everyone took turns editing to improve their skills.
Evaluation 8
The student was tasked with creating a film continuity sequence in a group. They struggled during filming as it was their first time and they were unfamiliar with techniques like the 180-degree rule. However, they were able to complete the task and learned skills like storyboarding and using different shot types. Editing in Final Cut Pro was challenging as the student lacked experience, but teammates helped explain the software and everyone took turns editing to improve their skills.
Research task 2
The document summarizes a student film project. It describes how the student was assigned acting and directing roles. They storyboarded and planned shots, props, and dialogue with their group. On the day of filming, there were some issues with crew in shots but they were fixed in editing. New ideas like match cuts and shot reverse shots were tried. Editing involved adding layered music and syncing a clock tick to actor movement. The hardest parts were holding breath under a sheet and ensuring proper camera angles during shoots. Match cuts with a dropping handkerchief were successfully executed. For future projects, the student would spend more time on camera angles and details to make a more professional result.
Question 7
1) The document discusses the progression from the author's preliminary task to their full product. It describes the shots and techniques used in the preliminary task, including match on action, 180 degree rule, and shot/reverse shot.
2) It analyzes mistakes made with the 180 degree rule in the preliminary task. Editing was done using iMovie to trim clips and ensure matching action.
3) Lessons learned from the preliminary task that were applied to the final opening included properly implementing match on action, 180 degree rule, shot types and editing techniques in iMovie like fast-paced cutting. The quality between the preliminary task and final cut showed clear progression.
Evaluation question 7
In the preliminary exercise, the filmmakers demonstrated match on action, shot-reverse-shot, and adhering to the 180 degree rule in a short conversation scene. For the main task, they filmed and edited the opening two minutes of a film with titles, incorporating these techniques and using match on action and shot-reverse-shots throughout therapy session scenes. They improved at shot-reverse-shots by making them clearer and better framed, and introduced jump cuts to disorient the viewer, filming short takes from different distances.
Reflection on preliminary task - hibba sayeed
The student reflects on completing their preliminary film task. They fulfilled the criteria of showing a match on action shot, shot reverse shot, and using the 180 degree rule. However, finding actors and choosing filming locations was difficult due to scheduling conflicts and disruptions. In the future, they will plan better. Technical issues like a broken dolly and dying camera battery required problem solving on set. Editing in Final Cut Pro taught them how to splice clips together smoothly. Overall, they learned lessons about preparation, location scouting, equipment testing, and basic editing that will help them on future projects.
Q7) looking back at your preliminary task
The document discusses a film student's experience filming preliminary exercises and a final short film. For the preliminary exercise, the student's group demonstrated techniques like the 180 degree rule and shot reverse shot. This experience gave the student an advantage when filming their own final 2-minute film opening. The student was able to apply rules and shots like match on action shots that they had learned. Through the process, the student improved at organizing, camera work, and editing techniques in Final Cut Express.
Film roles
The document summarizes the roles of four people involved in filming a short movie. Alyx will be the camera man filming each scene as intended by the director. The director will control the artistic aspects of the film and communicate with actors and camera man. Luke will be the sound recorder synchronizing sound with video while communicating with actors and director. James will be both the production runner assisting crew and an actor in the film, taking turns in each role.
Eval 7
The preliminary task taught filmmaking techniques like continuity and following rules for shots. The student had to film a character opening a door and sitting down for a conversation. Editing the shots together was initially difficult. The main task showed their understanding of continuity editing through creating scripts and shot lists. They learned techniques like the 180 degree rule and shot-reverse shot. These were applied in the main film to ensure good continuity. New shots like whip pans and over the shoulder shots were used to create tension and atmosphere.
Evaluation question 7
The preliminary task taught filmmaking techniques like continuity and following rules for shots. It involved having a character open a door, sit down, and have a conversation. Editing the shots together was initially difficult. The main task showed an understanding of continuity editing and required creating scripts and shot lists for pre-production. The key techniques learned - 180 degree rule, match on action, and shot-reverse shot - were then applied to the main film to ensure good continuity. New shots like whip pans and over the shoulder shots were used to create tension and atmosphere, while shot-reverse shot was used in the final scene to show characters' reactions while maintaining continuity.
Video Continuity Task Evaluation
The document discusses a video continuity task completed by Nikoleta and Ada. They created a storyline demonstrating their understanding of image framing, shot types, and the three main production stages - pre-production, production, and post-production. In pre-production, they outlined a mysterious package idea, created a storyboard, and planned production. During production they filmed at a friend's house using a phone camera after technical issues. In post-production, Nikoleta used video editing software to import footage, edit scenes, add effects, and sound editing to complete the video continuity sequence.
Q7 explanation
The document summarizes the learning experience of creating a preliminary opening sequence and the actual opening sequence for a film. For the preliminary, students learned basics of editing using match on action and the 180 degree rule with limited time. A mistake was changing the sequence to black and white, making it difficult to see. For the actual opening, students had more time and freedom, applying techniques learned. They added titles that improved the flow without making it seem long.
Media shoot day powerpoint
The document summarizes the group's preparations and filming of a music video. They loaded equipment into a minivan and drove to an 11th floor parking garage location in Guildford. There, they quickly set up instruments and filming equipment. They shot a variety of shots of the band performing, including wide shots, mid shots, tracking shots, and close-ups. They also filmed security guards reacting to the noise. A time lapse was captured looking over the city from day to night. The author felt they did not contribute much to filming but helped with pre-production planning and research.
Media
This document discusses techniques in film and video editing such as cutting between shots where the action matches, keeping the camera on one side of an axis of action using the 180-degree rule of shooting, and using shot reverse shot to show two characters facing and looking at each other to imply a conversation.
What do you feel you have learnt in the progression from your preliminary tas...
The author learned several key filmmaking techniques through completing a preliminary task and full opening sequence production. In the preliminary task, they learned the 180 degree rule, shot reverse shot, and match on action editing. For the opening sequence, they applied these rules but also expanded their skills by taking cleaner shots, adding sound, using new locations, and experimenting with different shot types like long shots and split editing. Overall, the author felt they made significant progress in their filmmaking abilities from learning basic rules to crafting a more polished opening sequence through research, practice with equipment, and experimentation with new techniques.
How well did we meet the brief
The document discusses whether a film project met its brief requirements. It summarizes that the film included the three key shot types required: match on action, the 180 degree rule, and shot reverse shot. Screen captures are provided as examples. In conclusion, while the shots were not executed in a typical way, the film met the brief by including the required shot types and using match on action to show continuity between scenes. Shot reverse shot was also included when characters spoke to each other.
Roles for media
Kate Meredith will take on several roles for the creative project including providing the original song and vocals, researching and providing makeup and costumes, handling production tasks like casting and location scouting, filming the shots as the cinematographer, and overseeing the lighting, set design, and props as part of mise-en-scene. Ross will assist with the backing track for Kate's song, edit the trailer footage, direct the actor performances and positioning from the screenplay, and assist Kate as a second cinematographer providing creative input.
Reflection on our video
The document reflects on videos created for assignments on shot types/camera movements and maintaining continuity. For the shot types assignment, the group demonstrated different shots but some could have been clearer or used a better lighting environment. The continuity video followed conventions like 180 degree rule and had good cross-cutting between two speakers, though it was filmed in a noisy location and the group lost some time with messing around.
Reflection on film tasks
The document reflects on two filmmaking assignments. For the first assignment on shot types, organizing the filming was challenging and resulted in an unprofessional final product that lacked quality. Footage was edited in Final Cut Pro by dragging clips into the timeline. For the second assignment on continuity, various shots like close-ups and shot reverse shot were used, but organization during filming caused delays. Editing involved matching shots on action in the timeline. Overall, better organization is needed for professional quality work.
Preliminary evalutatiom
Ethan Wall reviewed his group's preliminary film task, identifying three main mistakes made: using a faulty camera twice, which required reshoots; violating the 180-degree rule; and using the faulty camera again. They managed group dynamics through fair role assignment and staying calm during disagreements. Equipment like the camera, dolly, and tape were safely handled. While no health and safety issues arose, conditions were limited to the school. They organized human resources through committed student actors and everyday costumes. Camera angles, match cuts, and white balance were used within the one-hour time frame allotted.
Preliminary Task Evaluation
1) The document discusses a preliminary video task to demonstrate understanding of image framing and shot types by creating a linear photo story.
2) It then describes a video continuity task to showcase the three stages of production using 180 degree rule, shot/reverse shot, and match on action techniques.
3) The team carried out research analyzing examples to further their knowledge of how the 180 degree rule indicates emotional shifts and how shot/reverse shot creates a sense of continuous action.
Preliminary task evaluation
1) The preliminary task was for the video group to create a linear photo story demonstrating their understanding of image framing and shot types.
2) They were to produce a short video sequence using 180 degree rule, shot/reverse shot, and match on action techniques to show the three stages of production.
3) The group researched examples of video continuity, storyboarded their mysterious package idea, and produced the video in a friend's house over a few hours, having some camera issues but solving them with a phone.
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Research task 2
The document summarizes a student film project. It describes how the student was assigned acting and directing roles. They storyboarded and planned shots, props, and dialogue with their group. On the day of filming, there were some issues with crew in shots but they were fixed in editing. New ideas like match cuts and shot reverse shots were tried. Editing involved adding layered music and syncing a clock tick to actor movement. The hardest parts were holding breath under a sheet and ensuring proper camera angles during shoots. Match cuts with a dropping handkerchief were successfully executed. For future projects, the student would spend more time on camera angles and details to make a more professional result.
Question 7
1) The document discusses the progression from the author's preliminary task to their full product. It describes the shots and techniques used in the preliminary task, including match on action, 180 degree rule, and shot/reverse shot.
2) It analyzes mistakes made with the 180 degree rule in the preliminary task. Editing was done using iMovie to trim clips and ensure matching action.
3) Lessons learned from the preliminary task that were applied to the final opening included properly implementing match on action, 180 degree rule, shot types and editing techniques in iMovie like fast-paced cutting. The quality between the preliminary task and final cut showed clear progression.
Evaluation question 7
In the preliminary exercise, the filmmakers demonstrated match on action, shot-reverse-shot, and adhering to the 180 degree rule in a short conversation scene. For the main task, they filmed and edited the opening two minutes of a film with titles, incorporating these techniques and using match on action and shot-reverse-shots throughout therapy session scenes. They improved at shot-reverse-shots by making them clearer and better framed, and introduced jump cuts to disorient the viewer, filming short takes from different distances.
Reflection on preliminary task - hibba sayeed
The student reflects on completing their preliminary film task. They fulfilled the criteria of showing a match on action shot, shot reverse shot, and using the 180 degree rule. However, finding actors and choosing filming locations was difficult due to scheduling conflicts and disruptions. In the future, they will plan better. Technical issues like a broken dolly and dying camera battery required problem solving on set. Editing in Final Cut Pro taught them how to splice clips together smoothly. Overall, they learned lessons about preparation, location scouting, equipment testing, and basic editing that will help them on future projects.
Q7) looking back at your preliminary task
The document discusses a film student's experience filming preliminary exercises and a final short film. For the preliminary exercise, the student's group demonstrated techniques like the 180 degree rule and shot reverse shot. This experience gave the student an advantage when filming their own final 2-minute film opening. The student was able to apply rules and shots like match on action shots that they had learned. Through the process, the student improved at organizing, camera work, and editing techniques in Final Cut Express.
Film roles
The document summarizes the roles of four people involved in filming a short movie. Alyx will be the camera man filming each scene as intended by the director. The director will control the artistic aspects of the film and communicate with actors and camera man. Luke will be the sound recorder synchronizing sound with video while communicating with actors and director. James will be both the production runner assisting crew and an actor in the film, taking turns in each role.
Eval 7
The preliminary task taught filmmaking techniques like continuity and following rules for shots. The student had to film a character opening a door and sitting down for a conversation. Editing the shots together was initially difficult. The main task showed their understanding of continuity editing through creating scripts and shot lists. They learned techniques like the 180 degree rule and shot-reverse shot. These were applied in the main film to ensure good continuity. New shots like whip pans and over the shoulder shots were used to create tension and atmosphere.
Evaluation question 7
The preliminary task taught filmmaking techniques like continuity and following rules for shots. It involved having a character open a door, sit down, and have a conversation. Editing the shots together was initially difficult. The main task showed an understanding of continuity editing and required creating scripts and shot lists for pre-production. The key techniques learned - 180 degree rule, match on action, and shot-reverse shot - were then applied to the main film to ensure good continuity. New shots like whip pans and over the shoulder shots were used to create tension and atmosphere, while shot-reverse shot was used in the final scene to show characters' reactions while maintaining continuity.
Video Continuity Task Evaluation
The document discusses a video continuity task completed by Nikoleta and Ada. They created a storyline demonstrating their understanding of image framing, shot types, and the three main production stages - pre-production, production, and post-production. In pre-production, they outlined a mysterious package idea, created a storyboard, and planned production. During production they filmed at a friend's house using a phone camera after technical issues. In post-production, Nikoleta used video editing software to import footage, edit scenes, add effects, and sound editing to complete the video continuity sequence.
Q7 explanation
The document summarizes the learning experience of creating a preliminary opening sequence and the actual opening sequence for a film. For the preliminary, students learned basics of editing using match on action and the 180 degree rule with limited time. A mistake was changing the sequence to black and white, making it difficult to see. For the actual opening, students had more time and freedom, applying techniques learned. They added titles that improved the flow without making it seem long.
Media shoot day powerpoint
The document summarizes the group's preparations and filming of a music video. They loaded equipment into a minivan and drove to an 11th floor parking garage location in Guildford. There, they quickly set up instruments and filming equipment. They shot a variety of shots of the band performing, including wide shots, mid shots, tracking shots, and close-ups. They also filmed security guards reacting to the noise. A time lapse was captured looking over the city from day to night. The author felt they did not contribute much to filming but helped with pre-production planning and research.
Media
This document discusses techniques in film and video editing such as cutting between shots where the action matches, keeping the camera on one side of an axis of action using the 180-degree rule of shooting, and using shot reverse shot to show two characters facing and looking at each other to imply a conversation.
What do you feel you have learnt in the progression from your preliminary tas...
The author learned several key filmmaking techniques through completing a preliminary task and full opening sequence production. In the preliminary task, they learned the 180 degree rule, shot reverse shot, and match on action editing. For the opening sequence, they applied these rules but also expanded their skills by taking cleaner shots, adding sound, using new locations, and experimenting with different shot types like long shots and split editing. Overall, the author felt they made significant progress in their filmmaking abilities from learning basic rules to crafting a more polished opening sequence through research, practice with equipment, and experimentation with new techniques.
How well did we meet the brief
The document discusses whether a film project met its brief requirements. It summarizes that the film included the three key shot types required: match on action, the 180 degree rule, and shot reverse shot. Screen captures are provided as examples. In conclusion, while the shots were not executed in a typical way, the film met the brief by including the required shot types and using match on action to show continuity between scenes. Shot reverse shot was also included when characters spoke to each other.
Roles for media
Kate Meredith will take on several roles for the creative project including providing the original song and vocals, researching and providing makeup and costumes, handling production tasks like casting and location scouting, filming the shots as the cinematographer, and overseeing the lighting, set design, and props as part of mise-en-scene. Ross will assist with the backing track for Kate's song, edit the trailer footage, direct the actor performances and positioning from the screenplay, and assist Kate as a second cinematographer providing creative input.
Reflection on our video
The document reflects on videos created for assignments on shot types/camera movements and maintaining continuity. For the shot types assignment, the group demonstrated different shots but some could have been clearer or used a better lighting environment. The continuity video followed conventions like 180 degree rule and had good cross-cutting between two speakers, though it was filmed in a noisy location and the group lost some time with messing around.
Reflection on film tasks
The document reflects on two filmmaking assignments. For the first assignment on shot types, organizing the filming was challenging and resulted in an unprofessional final product that lacked quality. Footage was edited in Final Cut Pro by dragging clips into the timeline. For the second assignment on continuity, various shots like close-ups and shot reverse shot were used, but organization during filming caused delays. Editing involved matching shots on action in the timeline. Overall, better organization is needed for professional quality work.
Preliminary evalutatiom
Ethan Wall reviewed his group's preliminary film task, identifying three main mistakes made: using a faulty camera twice, which required reshoots; violating the 180-degree rule; and using the faulty camera again. They managed group dynamics through fair role assignment and staying calm during disagreements. Equipment like the camera, dolly, and tape were safely handled. While no health and safety issues arose, conditions were limited to the school. They organized human resources through committed student actors and everyday costumes. Camera angles, match cuts, and white balance were used within the one-hour time frame allotted.
Preliminary Task Evaluation
1) The document discusses a preliminary video task to demonstrate understanding of image framing and shot types by creating a linear photo story.
2) It then describes a video continuity task to showcase the three stages of production using 180 degree rule, shot/reverse shot, and match on action techniques.
3) The team carried out research analyzing examples to further their knowledge of how the 180 degree rule indicates emotional shifts and how shot/reverse shot creates a sense of continuous action.
Preliminary task evaluation
1) The preliminary task was for the video group to create a linear photo story demonstrating their understanding of image framing and shot types.
2) They were to produce a short video sequence using 180 degree rule, shot/reverse shot, and match on action techniques to show the three stages of production.
3) The group researched examples of video continuity, storyboarded their mysterious package idea, and produced the video in a friend's house over a few hours, having some camera issues but solving them with a phone.
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What do you feel you have learnt in the progression from your preliminary tas...
What do you feel you have learnt in the progression from your preliminary tas...
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Technip Large Scale Vortex™ Burner Flyer V06-09-2013
The document describes Technip's Large Scale Vortex (LSVTM) burner technology. It provides low NOx emissions and reliable combustion while meeting demands for increased capacity, efficiency, and emissions regulations. The LSVTM burner was developed by Air Products and has been in successful operation for 10 years. It features unique nozzle design and flexible flame stabilization to enable lean, cool combustion and uniform heat release. This results in ultra-low NOx and increased equipment lifetime. The LSVTM burner can be used across various process applications and configurations.
Project in Geodesy 'Climate Change and Sea Level' Thanos Paraschos
Η κλιματική αλλαγή, είναι από τα σημαντικότερα προβλήματα που αντιμετωπίζει η ανθρωπότητα σήμερα.Οι επιπτώσεις των εν λόγω κλιματικών αλλαγών, έχουν σοβαρές επιπτώσεις στην ανθρώπινη υγεία παγκοσμίως,Στην παρούσα εργασία, θ’ αναλυθεί το πρόβλημα της κλιματικής αλλαγής και θα δοθεί ιδιαίτερη έμφαση στην άνοδο της θερμοκρασίας και κατά συνέπεια της στάθμης της θάλασσας.
*in greek language
see more on : thanosparaschos.com
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What is Beyond GDP? And how are Beyond GDP indicators used?
What is Beyond GDP? And how are Beyond GDP indicators used?
Technip Large Scale Vortex™ Burner Flyer V06-09-2013
Technip Large Scale Vortex™ Burner Flyer V06-09-2013
Project in Geodesy 'Climate Change and Sea Level' Thanos Paraschos
Project in Geodesy 'Climate Change and Sea Level' Thanos Paraschos
Similar to Evaluation of preliminary task
Preliminary task evaluation lf
Laura Fussey was asked to create a short video using techniques like match on action, shot reverse shot, and the 180 degree rule. She planned the video by writing a script and storyboard. During filming, each shot was done separately with the director operating the camera. Editing involved smoothly joining the clips together. Things that went well included lighting, camera positioning, and a door opening clip. Areas for improvement were actor focus, the conversation flow, and matching actor movements on sits. The task reinforced the importance of precise directing for a smooth edit.
Media evaluation
The actors performed well given their experience with A-level drama. However, the filming had issues because footage wasn't properly checked to ensure it was sufficient and usable. While the music fit the tone, audio quality of the actors was compromised by the small cameras. Lighting was inconsistent due to needing to re-shoot on different days. Though editing used various angles and cuts appropriately, the task would benefit next time from a firm filming schedule, ensuring all needed footage is captured, and using a camera microphone to improve audio quality.
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.
Reflection of preliminary task
1) The student fulfilled the criteria of the preliminary task by filming and editing under 2 minutes a video of a character opening a door using proper filming techniques like matching eyelines and match cuts.
2) They learned that filming during school hours without other students present worked best and that ensuring continuity of costumes between shots was important. Organizing actors and dealing with errors took time.
3) Through the editing process, the student learned how to upload footage, organize clips, trim clips, adjust audio and video, and export the final video, making editing an easier and more important skill for future tasks.
Preliminary task evaluation
This document provides a brief for a filmmaking task that requires students to film a character opening a door, crossing a room, sitting in a chair, and exchanging dialogue with another character. It states that the task should demonstrate match on action, shot/reverse shot editing, and compliance with the 180-degree rule. It then evaluates the task, noting that planning, camera work, and iMovie editing went well as a group effort, with areas for improvement being to add more characters and use props to provide more detail.
Reflection on preliminary task
The student believes they fulfilled most or all of the criteria for the preliminary task of filming a character entering or opening a door in under 2 minutes. They followed cinematography techniques like the 180 degree rule and used different shot types like long shots, mid shots, and close ups. Filming was difficult due to issues like actors' expressions, background noise, and lighting conditions at different times of day. The best times to film were during lessons and after school to avoid interruptions. Editing in Final Cut Pro taught the student how to upload footage, trim clips, change lighting, organize bins, and export a finished video.
Evaluation of preliminary task
The document summarizes the evaluation of a preliminary film task. It notes that while there were setbacks in filming, the actors performed well and the location and lighting were suitable. However, mistakes were made such as not strictly following the storyboard, poor planning of filming dates, and technical errors like a boom pole falling into the shot. Lessons learned include the importance of adhering to the storyboard, advanced planning, and avoiding technical mistakes. The brief was partially met but shot reverse shots were not achieved due to time constraints. Technical skills like titles and transitions were applied in editing.
Preliminary task evaluation
The group successfully completed their preliminary film task by demonstrating a match on action between shots, a shot reverse shot conversation scene, and a master shot, while following the 180 degree rule. They chose suitable outdoor locations that provided natural lighting and minimized background noise. While they mostly followed the 180 degree rule, they broke it at the end of filming. They learned lessons about organizing actors, choosing locations, framing shots, and managing sound that they will apply to improve future films. They edited the clips together in Final Cut Pro, learning skills like color correcting to adjust for different lighting and using cuts to exclude unwanted footage.
Evaluation of Preliminary Task - The Interrogation
- The filming process went well considering they had to change their plan due to casting issues. They were able to use camera techniques like different angles to represent emotions. However, the background mise-en-scene wasn't always accurate and there were issues with sound.
- They learned they need to focus more on accurate mise-en-scene, lighting, and exploring more camera angles. They also need to ensure consistent sound quality.
- They met most of the brief by using different camera shots and angles, though they forgot one shot of the detective sitting down.
- Their editing and use of sound effects helped tell the story, but the mise-en-scene could have been more accurate and
Progression from the preliminary task
The document discusses how a preliminary task helped the author and others learn and practice various filmmaking techniques like shot reverse shot, match on action, and the 180 degree rule. They were able to apply these techniques in their final film opening. Through trial and error in the preliminary task, they gained confidence in including these shots and rules. They also learned additional techniques like overlapping scenes and using sound/music while editing which helped progress their skills for the final product. The preliminary task was beneficial for practicing basics like camera angles and helped prepare them to apply these skills to their own thriller film.
Question 3
The document discusses what the author learned from their preliminary task to creating a full product thriller video. Some key lessons included learning camera angles, basic editing skills like cutting and grouping, and applying sound and color editing techniques after researching Adobe Premiere. While the storyboard and schedules were helpful for planning, sticking to them during filming proved difficult. The author had to make changes during filming and ended up needing an extra day to complete it due to time management issues. Managing the actors and crew for indoor versus outdoor locations also presented challenges.
Evaluating our Preliminary Task
The document summarizes a group's experience filming and editing a short film for a class assignment. They worked well together to film using techniques like match on action, the 180 degree rule, and shot-reverse shot. Some mistakes were made, like overexposing the lighting, but they were able to fix issues quickly. The group found editing easier than filming and were able to complete the task on time. Overall it was a positive learning experience where they practiced important filmmaking skills.
Blog
The document discusses the progression from the author's preliminary editing task to their full film opening project. In the preliminary task, they learned camera techniques like 180 degree shots, shot reverse shots, and match on action shots. For the film opening, they used 180 degree and match on action shots but had fewer types of shots than in the preliminary. They felt rushed during filming which limited the variety of shots they could include. Going forward, they would spend more time planning shots and angles to make the film opening more diverse and interesting.
Preliminary task evaluation
For their preliminary task, Adam and their group were asked to film a short dialogue scene between two actors, including filming one actor walking through a door and sitting down. They then had to edit the footage together into a cohesive film. Adam found the filming easy but the editing was average difficulty due to some continuity issues. Through the process, Adam learned not to break the 180 degree rule, to ensure match on action between takes, and how to execute shot/reverse shot filming. Things that went well included the match on action during filming and a fluent edit. Areas for improvement included continuity, camera quality, and dialogue speed during filming. The preliminary task gave Adam ideas for shots and editing in their upcoming 2-minute film opening
Prelim eval
The document summarizes what the author learned from completing a preliminary filmmaking task. The author learned how to effectively use camera shots, manage time during filming, and ensure continuity between shots during both filming and editing. Areas of success for the task included good continuity and the use of various shot types. The author identifies areas for improvement such as more effective planning and inclusion of credits.
Prelim eval
The student learned several skills from completing their preliminary film task. They learned how to effectively use camera shots like low angles, continuity techniques like matching clothes and locations, and basic editing. Some areas of success included good continuity and using a variety of shots. However, they need to improve planning time better and including more challenging shots and credits in the future.
Evaluation question 7
The student learned many new skills when progressing from their preliminary task to the full product. They improved at editing techniques in Final Cut, incorporating things like color correction and edge blur. Their camerawork advanced as they focused on shot types, angles, and following rules. Sound design expanded to include diegetic and non-diegetic elements. Matching shots became more precise. Titles were added. Overall, their skills grew tremendously in areas like editing, camerawork, and storytelling.
As level media continuity task (Declan)
The document summarizes a student's media coursework project on continuity. It describes rules for the project including maintaining the 180 degree rule, matching actions between shots, and using shot reverse shot. It then provides screenshots and explanations of how these rules were applied in filming scenes for a short film about the three wise men. The student documents their multiple filming attempts and editing process to refine the video and apply the continuity rules.
Jack goward
The document discusses the planning and production process for a student media project. It describes planning days which involved location scouting, storyboarding, and determining shots. Filming took place over one day and included establishing shots, match on action sequences, and shots following the 180 degree rule. Editing was done over another day, including cutting footage and organizing shots. The final piece is linked which shows the applied techniques.
Preliminary Task Presentation
this was the presentation i did for my preliminary task and it had a lot of detail of what we needed to do and what we polished. hope you like it and any feedback will be appreciated.
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Evaluation of Preliminary Task - The Interrogation
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The combination of the filmmaker's short film and ancillary texts like film reviews and posters were important to tie them together and make the short film have more impact. The texts provided context about the build up and aftermath of the film. Key symbols like a clock were featured in both the film and poster to represent the main theme of time. Consistent visual elements and a plain backdrop in both the film and texts kept the focus on the protagonist and his story. Similar colors and effects were used in both to connect the pieces.
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The document discusses two methods for categorizing audiences: Young and Rubicam's Four Consumers model and socio-economic class. Young and Rubicam divides people into four categories based on personality - Mainstreamers, Aspirers, Succeeders, and Reformers. The socio-economic model classifies people into six classes based on income - A through E. Both are useful for media targeting, but the socio-economic model is limited as other factors like leisure activities may be more important than income alone.
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The document discusses two methods for categorizing audiences: Young and Rubicam's Four Consumers model and socio-economic class. Young and Rubicam divides people into four categories based on personality - Mainstreamers, Aspirers, Succeeders, and Reformers. The socio-economic model classifies people into six classes based on income - A through E. Both are useful for media targeting, but the socio-economic model is limited as it only considers income and not other factors like leisure activities.
3 different ways of classifying audiences
The document discusses two methods for categorizing audiences: Young and Rubicam's Four Consumers model and socio-economic class. Young and Rubicam divides people into four categories based on personality - Mainstreamers, Aspirers, Succeeders, and Reformers. The socio-economic model classifies people into six classes based on income - A through E. Both are useful for media targeting, but the socio-economic model is limited as it only considers income and not other factors like leisure activities.
3 different ways of classifying audiences
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The weeknd feat ed sheeran Dark Times Lyric Analysis (Amad Islam)
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Evaluation of preliminary task
- 1. Evaluation of Preliminary Task
- 2. 1) Did you manage to fulfil the criteria? Yes we did manage to fulfil the criteria as we have a match on action, shot reverse shot and 180 degree rule. Shot/ reverse – When actors are talking to each other. Camera angles change to show their positions from both sides. 180 degree rule – When actor is walking to the performance hall. Match on action – Actor walks in to the performance hall. Filmed from both sides. 2) What did you learn during the filming? It was difficult to find actors as they kept changing but we did plan what they were going to do and say. We only needed two characters which made filming a bit easier. In some of the shots people kept interfering so we had to film the shots again. Finding a location was not a problem as we used the canteen, we filmed while the other students were in lesson. However, some background noises were audible. Also, there was an error when the actor looks at the camera for a split second when she was not meant to. 3) What did you learn about editing from the process of making the film? We used basic editing materials. For example, we put the sequences in order and cut out the unnecessary bits. However we made sure to include the 180 degree rule, match on action and shot reverse. I think it is shown clearly. In our video we could not include transitions or effects as there was no time. However, it would have been useful if there was a fade to black when the last scene ended to create tension and keep the audience guessing on what was going to occur next.