Evaluation of preliminary_task
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Ayesha Williams reflects on learning group discussion skills and the importance of collaboration during the planning of a preliminary filmmaking task. She notes that setting clear roles and expectations for group members could improve organization. Research and personal preparation proved challenging without effective time management and assigned responsibilities. Storyboarding involved pitching and merging ideas to create a detailed scene-by-scene plan. Risk assessment was conducted to prevent potential dangers during filming. Editing skills were developed using Final Cut Pro software, though a lack of time management impacted the final output. Theory and practice were found to be closely linked, with an understanding of concepts improving practical application.
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Evaluation of preliminary_task
Ayesha Williams summarizes her learning from planning and completing a preliminary filmmaking task with a group. She learned about the importance of group discussion, setting roles and expectations, and organizing time effectively. For the task, the group decided on a topic, created a storyboard, conducted a risk assessment, and contributed to a script. Ayesha gained skills using camera equipment, different camera shots, and video editing software. She recognizes that with better organization and practice, the group could improve at applying film theory to practical skills.
4. pre production
This document provides a template for planning a film production. It includes sections for organizing crew members and their roles, locations and risk assessments, visual planning through storyboards and shot lists, and sound planning. The template is meant to be customized with the user's own production details. Instructions recommend saving the template under a new name and adding or deleting sections as needed during the pre-production process.
Evaluation question 7 final
The document discusses the author's learning and progress in technical skills, software skills, and general filmmaking skills from an initial preliminary task to subsequent work. Some key lessons learned were: using a tripod and taking multiple takes improves shot quality; proper framing and following the rule of thirds enhances composition; maintaining continuity is important; and planning and reshoots are critical for a high quality final product. The author also learned to use editing software like Premiere Pro and design software like LiveType.
Evaluation question 7 final
The document discusses the author's progression in technical skills and use of software from their preliminary task to their full media product. They learned important technical skills like using a tripod, framing shots properly using the rule of thirds, ensuring continuity between shots, and how to edit shots with effects. They also progressed in their software skills, learning to use LiveType and switching from iMovie to Premiere Pro, which provided more advanced tools. Overall, the author learned the importance of planning and doing multiple takes of shots to have more options during editing for a higher quality final product.
Question 6
Dillon Ashford-Quaye learned several important technologies through constructing their magazine product. They researched clothing, location, props, and lighting associated with their genre to effectively plan photos. Dillon also learned about different camera shots and how to use their Nikon bridge camera. Through researching Photoshop tutorials on YouTube, Dillon learned cropping, color changing, and masthead creation skills to edit their magazine pages. Finally, Dillon utilized wiki space, Prezi, and SlideShare as website applications to creatively present their work without appearing dull.
Evaluation question 7
The document discusses the author's progression in technical skills, software skills, and general filmmaking skills from their preliminary task to their full media product. For technical skills, the author learned the importance of using a tripod, taking multiple takes, proper framing within the rule of thirds, and ensuring continuity between shots. For software, the author learned how to use LiveType and Premiere Pro for advanced editing capabilities. Overall, the author learned to carefully plan, reshoot shots from different angles to pick the best one, and that planning leads to a better final product.
Unit 64 - Evaluation
The document provides an evaluation of Unit 64 - Motion Graphics from a media student. It discusses three parts of the unit: HA4 which involved writing a magazine article and was tedious; HA5 using LightWave software to create a motion graphic, which was more enjoyable; and HA6, creating an "E4 sting" using Photoshop, Illustrator and After Effects, which was the student's favorite part of the unit. While some tasks like research and scheduling were challenges, overall the unit helped improve the student's skills in research, analysis, and using creative software.
Problem Solving FMP
The document discusses potential practical and theoretical/creative problems Daniel Thompson may face during his photography project and ways to address them. Some practical problems include not being able to book a camera from the college media office, SD cards corrupting, and locations for photoshoots posing safety risks. Solutions proposed are booking cameras early, backing up photos frequently, and shooting in safer areas. Theoretical problems include not having enough time for photoshoots, bad weather hindering outdoor shoots, and models backing out. Solutions involve scheduling backup shoot dates and finding indoor alternatives. The document also briefly describes an experiment creating a vintage filter in Photoshop.
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Evaluation of preliminary_task
Ayesha Williams summarizes her learning from planning and completing a preliminary filmmaking task with a group. She learned about the importance of group discussion, setting roles and expectations, and organizing time effectively. For the task, the group decided on a topic, created a storyboard, conducted a risk assessment, and contributed to a script. Ayesha gained skills using camera equipment, different camera shots, and video editing software. She recognizes that with better organization and practice, the group could improve at applying film theory to practical skills.
4. pre production
This document provides a template for planning a film production. It includes sections for organizing crew members and their roles, locations and risk assessments, visual planning through storyboards and shot lists, and sound planning. The template is meant to be customized with the user's own production details. Instructions recommend saving the template under a new name and adding or deleting sections as needed during the pre-production process.
Evaluation question 7 final
The document discusses the author's learning and progress in technical skills, software skills, and general filmmaking skills from an initial preliminary task to subsequent work. Some key lessons learned were: using a tripod and taking multiple takes improves shot quality; proper framing and following the rule of thirds enhances composition; maintaining continuity is important; and planning and reshoots are critical for a high quality final product. The author also learned to use editing software like Premiere Pro and design software like LiveType.
Evaluation question 7 final
The document discusses the author's progression in technical skills and use of software from their preliminary task to their full media product. They learned important technical skills like using a tripod, framing shots properly using the rule of thirds, ensuring continuity between shots, and how to edit shots with effects. They also progressed in their software skills, learning to use LiveType and switching from iMovie to Premiere Pro, which provided more advanced tools. Overall, the author learned the importance of planning and doing multiple takes of shots to have more options during editing for a higher quality final product.
Question 6
Dillon Ashford-Quaye learned several important technologies through constructing their magazine product. They researched clothing, location, props, and lighting associated with their genre to effectively plan photos. Dillon also learned about different camera shots and how to use their Nikon bridge camera. Through researching Photoshop tutorials on YouTube, Dillon learned cropping, color changing, and masthead creation skills to edit their magazine pages. Finally, Dillon utilized wiki space, Prezi, and SlideShare as website applications to creatively present their work without appearing dull.
Evaluation question 7
The document discusses the author's progression in technical skills, software skills, and general filmmaking skills from their preliminary task to their full media product. For technical skills, the author learned the importance of using a tripod, taking multiple takes, proper framing within the rule of thirds, and ensuring continuity between shots. For software, the author learned how to use LiveType and Premiere Pro for advanced editing capabilities. Overall, the author learned to carefully plan, reshoot shots from different angles to pick the best one, and that planning leads to a better final product.
Unit 64 - Evaluation
The document provides an evaluation of Unit 64 - Motion Graphics from a media student. It discusses three parts of the unit: HA4 which involved writing a magazine article and was tedious; HA5 using LightWave software to create a motion graphic, which was more enjoyable; and HA6, creating an "E4 sting" using Photoshop, Illustrator and After Effects, which was the student's favorite part of the unit. While some tasks like research and scheduling were challenges, overall the unit helped improve the student's skills in research, analysis, and using creative software.
Problem Solving FMP
The document discusses potential practical and theoretical/creative problems Daniel Thompson may face during his photography project and ways to address them. Some practical problems include not being able to book a camera from the college media office, SD cards corrupting, and locations for photoshoots posing safety risks. Solutions proposed are booking cameras early, backing up photos frequently, and shooting in safer areas. Theoretical problems include not having enough time for photoshoots, bad weather hindering outdoor shoots, and models backing out. Solutions involve scheduling backup shoot dates and finding indoor alternatives. The document also briefly describes an experiment creating a vintage filter in Photoshop.
Media - Evaluation 7
(1) The preliminary task was a short, unplanned film clip that helped the student learn basic camera and editing skills but had issues with lighting, sound quality, and shaky camera work.
(2) For the main task, the student learned more advanced filming techniques like shot types and lighting, and editing skills like transitions, filters, and sound editing. More planning was done.
(3) The progression from preliminary to main task improved the student's technical skills and confidence as a media student through practicing filming in different environments and learning to adapt.
Problem solving
Daniel Thompson identifies several specific practical and theoretical/creative problems that could arise during his photography project. For practical problems, he may not be able to book equipment on time, photos could be lost if the SD card breaks, and he may run out of time to use Photoshop. He provides solutions like booking equipment early, backing up photos, and prioritizing which products to complete first. For theoretical problems, the models may not have enough time to finish shooting, weather could impact outdoor shoots, public could disrupt shoots, models may not be able to reach locations, and backup models are needed in case a model drops out last minute. Thompson plans backup shoot dates and locations to prepare for these potential issues.
FMP pre production
The document outlines the pre-production planning for a BTS photography shoot tutorial video. It will be created to help those learning photography and demonstrate the filmmaker's process. The video will be displayed on YouTube and possibly other platforms. Pre-production details include using a Sony a6400 camera, Sigma lens, and tripod at the Harrogate studio. Potential issues and solutions are considered along with health and safety. A production schedule, preferred style focusing on color schemes and contrast, layout, fonts, shot list and storyboard are provided to plan the visuals and information presentation.
FMP pre production
The document outlines the pre-production planning for a BTS photography shoot tutorial video. It will be created to help those learning photography and demonstrate the filmmaker's process. The video will be displayed on YouTube and possibly other platforms. Pre-production details include using a Sony a6400 camera, Sigma lens, and tripod at the Harrogate studio. Potential issues and solutions are considered along with health and safety. A production schedule, preferred style focusing on color schemes and contrast, layout, fonts, shot list and storyboard are provided to plan the shoot.
Evaluation question 7
From filming their preliminary task, the author learned several important lessons that improved their skills for their full opening sequence project. They learned how to correct lighting changes in editing, developed more advanced editing techniques like jump cuts and syncing music. Their camerawork improved, ensuring all shots were in focus. They also learned techniques like shot reverse shot, match on action, and how to creatively use their surroundings. The importance of planning and organization was also emphasized.
Evaluation question 6
From filming their preliminary task, the author learned several important lessons that improved their skills for their full opening sequence project. They learned how to correct lighting changes in editing, developed advanced editing techniques like jump cuts and syncing music. Their camerawork improved, ensuring all shots were in focus. They also learned techniques like shot reverse shot, match on action, and how to creatively use their surroundings. The importance of planning and organization was also highlighted when equipment issues arose during the preliminary filming.
Planning
Tom Haase is planning a photography shoot for a film cover featuring a killer lumberjack. He will shoot at two locations - a college studio and nearby Knavesmire Woods. At the studio, he will take close-ups of the model and props. The outdoor location provides a dense forest backdrop but may be dangerous at night. He has booked studio time for March 14th and plans to shoot outdoors on March 16-17th, depending on weather. Potential health and safety risks include tripping or dropping equipment, and mitigation strategies are outlined.
Media Studies - Evaluation Question 6
My answer to the question: "What have you learnt about technologies from the process of constructing this product?"
Question 7 final
The document discusses what the author learned from their preliminary task that helped them with their full thriller production. They learned about maintaining the 180-degree rule and using match-on-action to create continuity between shots. They also learned how to use shot reverse shot to build tension. For their full production, the author expanded their knowledge of conventions like breaking the 180-degree rule for confusion. They also learned how to use lighting, close-ups, and research case studies to further understand thriller conventions and apply them more effectively. Managing timelines and negotiating roles within the group were also skills that improved from the preliminary to full production.
Question 6 - Evaluation
The document discusses the technologies used in constructing a product and what was learned from using them. It covers using Blogger, Prezi, and SlideShare for sharing work. It discusses taking photos for a project, including using lighting techniques. Finally, it covers learning Photoshop and using it to edit photos, including cutting out images and using layers. The key lessons were overcoming initial difficulties with the technologies, enjoying being able to express creativity, and realizing photos can be manipulated in Photoshop.
Digital Technology
Sarah Bamba developed her digital skills while working on a group documentary project about being a student in 2011. She learned how to properly use cameras, Mac computers, tripods, and editing software like Final Cut Express. While proud of her improved skills, she recognizes areas for further growth, such as practicing various camera shots like panning shots and learning to create steadier footage using a tripod.
Evaluation of the preliminary task
The document discusses what was learned from planning and carrying out a preliminary anti-smoking video task. It summarizes that picking the best idea from brainstorming and incorporating elements from peers helped develop the storyboard, though the storyboard needed improvement. Research on other films could have strengthened the final product. Equipment like cameras require care and different shots, while microphones and headphones helped capture clearer audio. Editing was challenging but became easier with practice, and allowing input improved the video, though working steadily is important to avoid delays.
Preliminary task development
Sean Welsh discusses his progression from his preliminary media task at the beginning of the school year. For the preliminary task, Sean's group was given 30 minutes to film and edit a 60 second sequence on an iPad with limited equipment and stipulations to follow. Sean notes he has greatly improved his editing skills, learning to use Photoshop and After Effects. He has also improved at implementing effective mise-en-scene through better planning and prop and makeup use. Finally, Sean's cinematography has advanced through exploring new techniques like rack focus, as the preliminary task provided limited options for shot variation.
Media Evaluation - Question 6
Media Evaluation Question 6 - What have you learnt about technologies from the process of constructing this process
Evaluation of preliminary task
The student reflects on completing a preliminary task in a group of three. They struggled with time management which caused them to start filming later than other groups. If the student had focused more on completing individual tasks like their script and storyboard faster, they could have started filming sooner. During filming, one group member was absent so the student had to act and film alone, lengthening the process. tight deadlines forced the group to finish editing after school with just enough time. Going forward, the student aims to improve time management and editing to achieve better fluidity in the final product.
Final question evaluation
The document discusses the learning and improvements the author experienced from an initial preliminary task to a completed film project in their video editing course. The author learned how to use effects, sound, and timing in Premiere Pro through experimentation. Issues with camera stability and finding the right sound effects occurred. Through the preliminary task, the author gained skills in using specific camera shots, planning with storyboards, and personal blogging. The finished product showed a vast improvement in professionalism compared to the preliminary task.
4. pre production sf 2017
This PowerPoint template provides guidance for planning a film production, including sections for organizing crew and cast, location scouting, visual planning through storyboards and shot lists, risk assessments, and contingency planning for potential issues. The document is meant to be customized with the user's own production details and will be updated throughout the pre-production process. Instructions are provided on how to structure the information for each section of planning.
Guidance overview
The document provides an overview of work done by Emily Smith on a storyboard for a project. It discusses issues with files going missing when using the school macs and finding OneDrive and Teams to be better solutions for saving and sharing work. It includes links to footage from filming a promotional video and images of team members working on designs in Photoshop. Feedback was received from their lecturer praising the video intro/outro, music, and variety of shots but noting improvements could be made on blurry imagery and using a gimble for steadier shots.
Guidance overview
The document provides guidance on a project focused on sporks. It discusses informational ideas, problem solving issues with technology, technical skills used including Photoshop and sharing files, behind the scenes footage from drama class and filming, communication within the team including planning summaries, and prototype poster layouts hand drawn by a teammate.
Media
The document discusses the planning, storyboarding, scripting, filming, and editing process for a group project creating a 30-second trailer about the consequences of illegal downloading. The author reflects that more planning and research could have improved their process, such as considering multiple initial ideas, researching existing works and audience needs, and planning costumes and props better. They also learned valuable skills in using camera, sound, and editing equipment to piece their final product together. For the main project, the author aims to apply these lessons around improved planning, individual storyboarding of scenes, and efficient time management.
Preliminary task ev.
The document discusses what was learned from completing a preliminary planning and filming task. Key lessons included:
1) Effective planning requires organizing shots, locations, and equipment needs to make vague ideas more concrete and achievable.
2) Experience using various filming and editing equipment builds comfort and knowledge of how to capture the best footage and create polished end products.
3) Editing teaches the importance of continuity both in filming and editing, and how to manipulate footage into a polished, professionally-paced final video.
4) Strong planning is needed to effectively link ideas to concrete work in practice, especially regarding shot organization, locations, and maintaining a coherent narrative.
Final2
The document discusses what the author has learned about technologies and skills in producing a media project. During planning, the author learned to be more organized and realistic in planning shots and locations. When using equipment like cameras, microphones, and editing software, the author became more proficient. Editing taught the importance of continuity and how to manipulate video. Overall, both preliminary and main tasks improved the author's planning, equipment operation, and editing abilities for media production.
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Media - Evaluation 7
(1) The preliminary task was a short, unplanned film clip that helped the student learn basic camera and editing skills but had issues with lighting, sound quality, and shaky camera work.
(2) For the main task, the student learned more advanced filming techniques like shot types and lighting, and editing skills like transitions, filters, and sound editing. More planning was done.
(3) The progression from preliminary to main task improved the student's technical skills and confidence as a media student through practicing filming in different environments and learning to adapt.
Problem solving
Daniel Thompson identifies several specific practical and theoretical/creative problems that could arise during his photography project. For practical problems, he may not be able to book equipment on time, photos could be lost if the SD card breaks, and he may run out of time to use Photoshop. He provides solutions like booking equipment early, backing up photos, and prioritizing which products to complete first. For theoretical problems, the models may not have enough time to finish shooting, weather could impact outdoor shoots, public could disrupt shoots, models may not be able to reach locations, and backup models are needed in case a model drops out last minute. Thompson plans backup shoot dates and locations to prepare for these potential issues.
FMP pre production
The document outlines the pre-production planning for a BTS photography shoot tutorial video. It will be created to help those learning photography and demonstrate the filmmaker's process. The video will be displayed on YouTube and possibly other platforms. Pre-production details include using a Sony a6400 camera, Sigma lens, and tripod at the Harrogate studio. Potential issues and solutions are considered along with health and safety. A production schedule, preferred style focusing on color schemes and contrast, layout, fonts, shot list and storyboard are provided to plan the visuals and information presentation.
FMP pre production
The document outlines the pre-production planning for a BTS photography shoot tutorial video. It will be created to help those learning photography and demonstrate the filmmaker's process. The video will be displayed on YouTube and possibly other platforms. Pre-production details include using a Sony a6400 camera, Sigma lens, and tripod at the Harrogate studio. Potential issues and solutions are considered along with health and safety. A production schedule, preferred style focusing on color schemes and contrast, layout, fonts, shot list and storyboard are provided to plan the shoot.
Evaluation question 7
From filming their preliminary task, the author learned several important lessons that improved their skills for their full opening sequence project. They learned how to correct lighting changes in editing, developed more advanced editing techniques like jump cuts and syncing music. Their camerawork improved, ensuring all shots were in focus. They also learned techniques like shot reverse shot, match on action, and how to creatively use their surroundings. The importance of planning and organization was also emphasized.
Evaluation question 6
From filming their preliminary task, the author learned several important lessons that improved their skills for their full opening sequence project. They learned how to correct lighting changes in editing, developed advanced editing techniques like jump cuts and syncing music. Their camerawork improved, ensuring all shots were in focus. They also learned techniques like shot reverse shot, match on action, and how to creatively use their surroundings. The importance of planning and organization was also highlighted when equipment issues arose during the preliminary filming.
Planning
Tom Haase is planning a photography shoot for a film cover featuring a killer lumberjack. He will shoot at two locations - a college studio and nearby Knavesmire Woods. At the studio, he will take close-ups of the model and props. The outdoor location provides a dense forest backdrop but may be dangerous at night. He has booked studio time for March 14th and plans to shoot outdoors on March 16-17th, depending on weather. Potential health and safety risks include tripping or dropping equipment, and mitigation strategies are outlined.
Media Studies - Evaluation Question 6
My answer to the question: "What have you learnt about technologies from the process of constructing this product?"
Question 7 final
The document discusses what the author learned from their preliminary task that helped them with their full thriller production. They learned about maintaining the 180-degree rule and using match-on-action to create continuity between shots. They also learned how to use shot reverse shot to build tension. For their full production, the author expanded their knowledge of conventions like breaking the 180-degree rule for confusion. They also learned how to use lighting, close-ups, and research case studies to further understand thriller conventions and apply them more effectively. Managing timelines and negotiating roles within the group were also skills that improved from the preliminary to full production.
Question 6 - Evaluation
The document discusses the technologies used in constructing a product and what was learned from using them. It covers using Blogger, Prezi, and SlideShare for sharing work. It discusses taking photos for a project, including using lighting techniques. Finally, it covers learning Photoshop and using it to edit photos, including cutting out images and using layers. The key lessons were overcoming initial difficulties with the technologies, enjoying being able to express creativity, and realizing photos can be manipulated in Photoshop.
Digital Technology
Sarah Bamba developed her digital skills while working on a group documentary project about being a student in 2011. She learned how to properly use cameras, Mac computers, tripods, and editing software like Final Cut Express. While proud of her improved skills, she recognizes areas for further growth, such as practicing various camera shots like panning shots and learning to create steadier footage using a tripod.
Evaluation of the preliminary task
The document discusses what was learned from planning and carrying out a preliminary anti-smoking video task. It summarizes that picking the best idea from brainstorming and incorporating elements from peers helped develop the storyboard, though the storyboard needed improvement. Research on other films could have strengthened the final product. Equipment like cameras require care and different shots, while microphones and headphones helped capture clearer audio. Editing was challenging but became easier with practice, and allowing input improved the video, though working steadily is important to avoid delays.
Preliminary task development
Sean Welsh discusses his progression from his preliminary media task at the beginning of the school year. For the preliminary task, Sean's group was given 30 minutes to film and edit a 60 second sequence on an iPad with limited equipment and stipulations to follow. Sean notes he has greatly improved his editing skills, learning to use Photoshop and After Effects. He has also improved at implementing effective mise-en-scene through better planning and prop and makeup use. Finally, Sean's cinematography has advanced through exploring new techniques like rack focus, as the preliminary task provided limited options for shot variation.
Media Evaluation - Question 6
Media Evaluation Question 6 - What have you learnt about technologies from the process of constructing this process
Evaluation of preliminary task
The student reflects on completing a preliminary task in a group of three. They struggled with time management which caused them to start filming later than other groups. If the student had focused more on completing individual tasks like their script and storyboard faster, they could have started filming sooner. During filming, one group member was absent so the student had to act and film alone, lengthening the process. tight deadlines forced the group to finish editing after school with just enough time. Going forward, the student aims to improve time management and editing to achieve better fluidity in the final product.
Final question evaluation
The document discusses the learning and improvements the author experienced from an initial preliminary task to a completed film project in their video editing course. The author learned how to use effects, sound, and timing in Premiere Pro through experimentation. Issues with camera stability and finding the right sound effects occurred. Through the preliminary task, the author gained skills in using specific camera shots, planning with storyboards, and personal blogging. The finished product showed a vast improvement in professionalism compared to the preliminary task.
4. pre production sf 2017
This PowerPoint template provides guidance for planning a film production, including sections for organizing crew and cast, location scouting, visual planning through storyboards and shot lists, risk assessments, and contingency planning for potential issues. The document is meant to be customized with the user's own production details and will be updated throughout the pre-production process. Instructions are provided on how to structure the information for each section of planning.
Guidance overview
The document provides an overview of work done by Emily Smith on a storyboard for a project. It discusses issues with files going missing when using the school macs and finding OneDrive and Teams to be better solutions for saving and sharing work. It includes links to footage from filming a promotional video and images of team members working on designs in Photoshop. Feedback was received from their lecturer praising the video intro/outro, music, and variety of shots but noting improvements could be made on blurry imagery and using a gimble for steadier shots.
Guidance overview
The document provides guidance on a project focused on sporks. It discusses informational ideas, problem solving issues with technology, technical skills used including Photoshop and sharing files, behind the scenes footage from drama class and filming, communication within the team including planning summaries, and prototype poster layouts hand drawn by a teammate.
Media
The document discusses the planning, storyboarding, scripting, filming, and editing process for a group project creating a 30-second trailer about the consequences of illegal downloading. The author reflects that more planning and research could have improved their process, such as considering multiple initial ideas, researching existing works and audience needs, and planning costumes and props better. They also learned valuable skills in using camera, sound, and editing equipment to piece their final product together. For the main project, the author aims to apply these lessons around improved planning, individual storyboarding of scenes, and efficient time management.
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Similar to Evaluation of preliminary_task
Preliminary task ev.
The document discusses what was learned from completing a preliminary planning and filming task. Key lessons included:
1) Effective planning requires organizing shots, locations, and equipment needs to make vague ideas more concrete and achievable.
2) Experience using various filming and editing equipment builds comfort and knowledge of how to capture the best footage and create polished end products.
3) Editing teaches the importance of continuity both in filming and editing, and how to manipulate footage into a polished, professionally-paced final video.
4) Strong planning is needed to effectively link ideas to concrete work in practice, especially regarding shot organization, locations, and maintaining a coherent narrative.
Final2
The document discusses what the author has learned about technologies and skills in producing a media project. During planning, the author learned to be more organized and realistic in planning shots and locations. When using equipment like cameras, microphones, and editing software, the author became more proficient. Editing taught the importance of continuity and how to manipulate video. Overall, both preliminary and main tasks improved the author's planning, equipment operation, and editing abilities for media production.
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The document discusses the planning, storyboarding, scripting, filming, and editing process for a group project creating a 30-second trailer about the consequences of illegal downloading. The author reflects that more planning and research could have improved their process, such as considering multiple initial ideas, researching existing works and audience needs, and planning costumes and props better. They also learned valuable skills in using camera, sound, and editing equipment to piece their final product together. For the main project, the author aims to apply these lessons around improved planning, individual storyboarding of scenes, and efficient time management.
Media
The document discusses the planning, storyboarding, scripting, filming, and editing process for a group project creating a 30-second trailer about the consequences of illegal downloading. The author reflects that more planning and research could have improved their process, such as considering multiple initial ideas, researching existing works and audience needs, and planning costumes and props better. They also learned valuable skills in using camera, sound, and editing equipment to piece their final product together. For the main project, the author aims to apply these lessons around improved planning, individual storyboarding of scenes, and efficient time management.
Question 7
1) In the preliminary task, the author failed to adequately plan, which resulted in missing the deadline. For the main task, the author created a thorough time plan to keep the project on schedule.
2) For the main task, the author conducted research like audience interviews and mind mapping ideas to develop a well-thought out product that met the audience's wants.
3) Studying films in the same genre helped the author understand conventions to apply to their own title sequence, such as using sepia lighting to set a gangster/crime tone. Proper planning and research led to a stronger final product.
Skills audit
Joshua Martin completed a personal skills audit to assess his abilities for his A2 project. He learned skills in digital technology like using cameras and Photoshop. For post-production, he became proficient in iMovie and Final Cut Pro. His research and planning tasks like analyzing film conventions helped his sequence progress smoothly. While adhering to horror genre conventions, he tried to be creative by choosing a less common horror movie type. He believes further developing these skills will allow him to produce an even better A2 project.
Question 7
- The document discusses what was learned from a preliminary task of filming a 2-minute script to creating a 2-minute film opening sequence. For the opening sequence, there was more freedom for creativity and consideration of target audiences. Technical skills like continuity editing, shot types, and storyboarding improved. A wider range of editing techniques were used for the opening compared to just continuity editing in the preliminary task. Overall, more was learned from the opening sequence due to more programs available, more time for planning, and lessons in teamwork.
Prelim task evaluation
Chloe White worked with group members Deni and Rae to complete a preliminary media task. They managed tasks evenly between the three of them. Time management was a challenge as they underestimated the time needed. When editing in Adobe Premier, they had to ensure they captured enough footage to complete scenes. Their solution was to re-shoot any incomplete scenes. In the future, Chloe would set deadlines to better manage time from shooting to editing.
Question 7
The student learned a great deal about filmmaking equipment, techniques, and software from completing their preliminary task and thriller opening task. They gained skills in shooting, lighting, editing, adding effects, directing actors, and collaborating with others. Specifically, the student learned how to use video recorders, tripods, editing software, techniques like the 180-degree rule and shot-reverse-shot. Their skills in areas like lighting, editing, using effects, and leadership improved from the preliminary to thriller opening task. Overall, they enjoyed the learning process and gaining experience with equipment, software, filming, and working with others.
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Usman struggled at first with video editing software Imovie but was able to learn from an experienced colleague. With practice on the school iMac, he gradually improved his skills and was able to take on more complex editing projects. While editing sound was challenging, Usman learned many skills over the course of the project and feels more confident, though recognizes areas for further improvement, especially through continued practice.
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The document summarizes the author's role and experience working on a group media project. Some key points:
- The author's main role was co-director, assisting the director by checking equipment, ensuring actor positions and lines, and framing shots.
- The planning process started with brainstorming ideas and storyboards, but could have been more thorough in preparing scripts and scheduling.
- Working with a small group of four was beneficial for sharing ideas, but the author worries about potential disagreements in the future.
- Technical issues like a faulty microphone hindered capturing dialogue clearly. Lessons were learned about better preparing equipment and scripts.
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This document discusses what the author has learned from their preliminary task to their full media product. They discuss planning being essential before filming, including determining location, genre, characters, and shots needed. They also learned to use Google Calendar to plan and organize their time. Technically, they learned how to use camera equipment like a mini DV camera and tripod. They became familiar with film conventions and editing software like Adobe Premiere Pro. Overall, they felt planning, organization, and learning technical skills were most important.
Question 7
This document discusses what the author has learned from their preliminary media project to their full product. It covers planning, organizing their time using Google Calendar, learning camera skills like equipment names and setup, understanding film conventions and genres, improving their skills in Adobe Premiere Pro for editing, and how audiences can have different interpretations of images. The author feels most confident in their abilities to plan a project, set up equipment, navigate editing software, and be more creative with Premiere Pro in the future.
Evaluation question 4.
The document discusses how the author used a blog to organize their research and planning for a school project on trailers. They sectioned different parts of their work into categories on the blog to keep it organized. The blog allowed them to insert links, presentations, videos, and images to showcase their work. They also used polls on the blog to get feedback from others. Throughout their project, the author worked to improve their camera, editing, photography, and Photoshop skills as they created a trailer, posters, and magazine covers to showcase their learning. They evaluated their work using PowerPoint presentations.
Media evaluation question 7
The document discusses what the author has learned from their preliminary media task to their full product. They have gained a better understanding of using camera equipment properly and editing video effectively with Final Cut Pro. Their filming and planning skills improved, allowing them to better utilize equipment and focus on elements like mise-en-scene. Conducting research also provided valuable insights and informed beneficial changes to their final product. Overall, the author's knowledge and skills have advanced greatly from the preliminary task to the full product.
Opening sequence knowledge
The document discusses the knowledge and skills gained by the authors in creating an opening film sequence. They learned about effective techniques from analyzing other films, such as using strange visuals and low lighting. They also learned skills like using video editing software and cameras. Through the project, the authors improved their time management, group work, and understanding of film production roles. Overall, the process of creating the opening sequence helped the authors expand their filmmaking knowledge and develop practical skills.
Creative critical reflection
The document discusses the creative critical reflection of a student's horror/thriller movie opening project. It describes how the student followed horror movie conventions like using low light and scary sound effects. It discusses how the student was inspired by movies like "A Nightmare on Elm Street" and took shots and camera angles from other horror videos and movies. The student describes learning new techniques through the project like the rule of thirds, headroom, shot types, and using software like Premiere Pro to edit. Hardware like a tripod and camera were used, and online platforms like Vimeo were used to share the work.
Media
The document discusses lessons learned from planning, filming, and editing a 30-second trailer as a group project. For planning, the group realized they should have brainstormed multiple initial ideas and conducted more research before settling on their concept. When filming, the author gained experience operating camera equipment to capture needed shots. During editing, they learned to trim footage and use transitions between scenes. Overall, the group found it important to apply concepts from early analysis and planning to the practical production process.
Question 7
The student learned improved time management, organization, planning, and storyboarding skills from the preliminary task to the full film opening project. They utilized scheduling tools, video diaries, and collaborative blogs to better coordinate their work. While meeting in-person remained challenging, technology helped facilitate communication. More thought was given to conventions, mise-en-scene, and titles to better appeal to their target audience for the film opening compared to the preliminary task.
Opening sequence knowledge Inproved version
This document summarizes what the author's group learned about creating film opening sequences and using film production technology. They analyzed opening sequences from films like Se7en to understand techniques for suspense and visuals. They also learned skills like using iMovie and Photoshop as well as techniques like lighting, shots, and props. Creating a trial opening sequence helped them understand how to structure their own opening and apply what they learned. They had to develop skills in using cameras, tripods, and keeping shots steady. Working as a group helped them delegate tasks to complete large projects on time. Time management was an ongoing learning process to allow time for reshoots and editing. They also gained knowledge about key roles in film production.
Similar to Evaluation of preliminary_task (20)
Evaluation of preliminary_task
- 1. Evaluation of Preliminary Task By Ayesha Williams
- 2. During the planning of the preliminary task I learnt the key skill of group discussion and also talking about each others ideas and taking them and merging them together in order to create a scene/storyboard. I found that group discussion is important and creates a strong base of any work. I feel that next time in order to make this process run more smoothly we should set out clear roles and expectations of each other which could make things more organised and draw out the best of each individual. What have I learnt about planning? Together as a group we done some research finding facts and statistics which we could possible use, we also discussed similar clips (mainly from personal experiences) and decided what we could do and what camera shots would be most appropriate for our own work (illegal downloading) although not much was found from these sources. I think doing personal research came as a problem as majority of the group was less motivated when it came to this, I feel this could work better if we organised our time effectively and assigned roles to each other.
- 3. Planning the storyboard. As a group we all sat down and decided what we what clip we wanted to do out of the two; short clip on anti-smoking or illegal downloading, we then came to a decision that we wanted to do the illegal downloading. Having our theme/starting point in mind we then sat as a group and pitch our ideas then merging them into one and drawing up a detailed scene for scene storyboard (to the left)
- 4. Risk Assessment. During the planning we had to assess all possible dangers/risks that could occur during the process of filming. To do this we had to fill out a risk assessment form taking in to account the possible risks and what could be done to prevent them and also what can be done if any of the dangers occur.
- 5. In the process of planning each member of the group contributed to the production of the script, there was complications along the way which we came across forcing us to change the script slightly though the script helped us by giving us a rough idea of how and what is meant to be said and also helped us with the body (content) of each scene The planning of the script.
- 6. What have I learnt about equipment? In terms of equipment, I have leant a variety of new skills such as; how to use the cameras correctly, how to put up a camera stand (tripod), how to use the dolly, how to use the boom pole and microphone and also how to carry out many different camera shots using these pieces of equipment through both practical and theory (as you can see from our script to the right). I feel it was quite straight forward for myself and my group to grasp many of these different skills though we struggled to with the different camera shots, I feel this could be improved through practice by using the cameras more often, we could also watch more clips and see what is being done (something like a tutorial on how each camera shot is performed) this again is all down to well having a well structured and organised group which could be sorted out nearer the time. ADD PRINT SCREEN
- 7. What have I learnt about editing? . Not only have I learnt about the camera equipment, I have also gained skills in editing through using 'Final Cut'. I have learnt how to cut and add transitions into my film clip not only making it more exciting/interesting but also making sure it fits the criteria needs e.g. fitting into the time limit and making sure the clip has all that it is asked to have. I took to editing well understand the software and find it quite simple to understand. However, I failed to finish my preliminary task to the best of my ability due to a lack of time organisation, this could be prevented in the main task by making a plan of what I'm going to do and how setting myself a time limit in which I have to get it done in.
- 8. What have I learnt about linking theory to practice? Theory comes into practical a lot and visa versa. I have found that it is important to know and understand the theory behind the practical as it makes it much easier to get things done, for example: if you didn't know the names and definitions of each camera shot you would have difficulties applying them to your camera work, having irrelevant camera shots in the scene which would make the clip look disorganised and confusing to the eye.