Evaluation of Slow Motion Animation
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The document provides an evaluation of a slow motion animation project completed by the author and their team. It discusses several aspects of the project that went well, including the models, backgrounds, editing, and animation. It also identifies two main areas for improvement: adding a voiceover, which would have made the animation more professional, and practicing model making more to improve the quality of the models. Overall, the author feels proud of the animation and that the team did a fantastic job, especially considering it was their first time creating such a project.
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Evaluation of my animation
1) The author and their group created an animation about King Henry VIII's marriages using plasticine models.
2) They each worked on individual tasks like creating sets and models, but came across issues in editing like unclear sounds and narration.
3) While the animation told the story of the six wives in order and was educational, the quality of some images was poor due to lighting and angle differences in photographing.
Animation Evaluation
The students created an animated short film showing children's dreams. They struggled with planning and filming techniques but ultimately clamped the camera upside down to capture the animation. They added the song "Wish Upon A Star" to set a dreamlike atmosphere. Though some felt it lacked color, the animation received positive feedback overall. The two students worked well together with divided responsibilities and efforts to complete the project on time.
Peter mepham preliminary task
Our group consisted of Peter, Andy, and Jake. We practiced with cameras by filming around the school. This helped us get used to camera functions like zooming and keeping steady shots. For our preliminary task, we decided to film a short comedy film about homework set in our school, as it would be convenient. We storyboarded and planned our script, considering shot types like match on action and shot reverse shot. Our filming went smoothly and we effectively used these shots. During editing, we compiled the footage and added titles/credits, creating a polished final product.
Preliminary task - evaluation
The document provides a self-evaluation of the author's preliminary film task. It discusses both challenges and successes. It found storyboarding and mapping out ideas difficult. However, the script was good and filming went smoothly without needing retakes. Some minor issues with lighting and adding more sound effects are noted for future improvement. Overall, the author enjoyed the process of working on their preliminary task and learned new skills in editing.
Nabila question 6 and 7
- The document discusses lessons learned from creating a preliminary task versus a film opening project. For the preliminary task, the document's author notes they did not plan well, did not properly edit sound levels, did not manipulate sounds, only used long shots/close-ups without proper framing, made continuity mistakes, and did not think about aspects like costume and casting.
- For the film opening project, the author notes they planned more carefully, learned how to properly use equipment like cameras, edited sounds more effectively using software, shot a variety of shots, focused on proper framing and camerawork, assigned roles, and planned aspects like location, costume, and casting more thoroughly. The author reflects on skills and areas learned to
Technologies Nabila
In the document, the author discusses lessons learned from creating a preliminary task versus a film opening project. For the preliminary task, they did not plan adequately, had issues with sound editing, lighting continuity mistakes, and did not think about shot variety or framing. For the film opening, they assigned roles, planned thoroughly over 5 months, learned skills like camerawork, sound editing, and location scouting to improve the overall quality and narrative.
Evaluation
The student created a horror movie trailer for an assignment. As the director, they conducted research on horror film conventions like establishing equilibrium, using jump scares, and including a fast-paced montage of scenes. Extensive pre-production included writing a story treatment, researching music, locations, and costuming. A filming schedule and risk assessment were created. Artificial lighting was needed during night shoots. Post-production logs tracked editing progress, where limited effects were used like a glow and scramble effect. While not matching the original vision fully due to errors, the student was still pleased with the final trailer.
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.
Recommended
Evaluation of my animation
1) The author and their group created an animation about King Henry VIII's marriages using plasticine models.
2) They each worked on individual tasks like creating sets and models, but came across issues in editing like unclear sounds and narration.
3) While the animation told the story of the six wives in order and was educational, the quality of some images was poor due to lighting and angle differences in photographing.
Animation Evaluation
The students created an animated short film showing children's dreams. They struggled with planning and filming techniques but ultimately clamped the camera upside down to capture the animation. They added the song "Wish Upon A Star" to set a dreamlike atmosphere. Though some felt it lacked color, the animation received positive feedback overall. The two students worked well together with divided responsibilities and efforts to complete the project on time.
Peter mepham preliminary task
Our group consisted of Peter, Andy, and Jake. We practiced with cameras by filming around the school. This helped us get used to camera functions like zooming and keeping steady shots. For our preliminary task, we decided to film a short comedy film about homework set in our school, as it would be convenient. We storyboarded and planned our script, considering shot types like match on action and shot reverse shot. Our filming went smoothly and we effectively used these shots. During editing, we compiled the footage and added titles/credits, creating a polished final product.
Preliminary task - evaluation
The document provides a self-evaluation of the author's preliminary film task. It discusses both challenges and successes. It found storyboarding and mapping out ideas difficult. However, the script was good and filming went smoothly without needing retakes. Some minor issues with lighting and adding more sound effects are noted for future improvement. Overall, the author enjoyed the process of working on their preliminary task and learned new skills in editing.
Nabila question 6 and 7
- The document discusses lessons learned from creating a preliminary task versus a film opening project. For the preliminary task, the document's author notes they did not plan well, did not properly edit sound levels, did not manipulate sounds, only used long shots/close-ups without proper framing, made continuity mistakes, and did not think about aspects like costume and casting.
- For the film opening project, the author notes they planned more carefully, learned how to properly use equipment like cameras, edited sounds more effectively using software, shot a variety of shots, focused on proper framing and camerawork, assigned roles, and planned aspects like location, costume, and casting more thoroughly. The author reflects on skills and areas learned to
Technologies Nabila
In the document, the author discusses lessons learned from creating a preliminary task versus a film opening project. For the preliminary task, they did not plan adequately, had issues with sound editing, lighting continuity mistakes, and did not think about shot variety or framing. For the film opening, they assigned roles, planned thoroughly over 5 months, learned skills like camerawork, sound editing, and location scouting to improve the overall quality and narrative.
Evaluation
The student created a horror movie trailer for an assignment. As the director, they conducted research on horror film conventions like establishing equilibrium, using jump scares, and including a fast-paced montage of scenes. Extensive pre-production included writing a story treatment, researching music, locations, and costuming. A filming schedule and risk assessment were created. Artificial lighting was needed during night shoots. Post-production logs tracked editing progress, where limited effects were used like a glow and scramble effect. While not matching the original vision fully due to errors, the student was still pleased with the final trailer.
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.
Question 7 evaluation media
The student learned several important lessons about filmmaking from their preliminary task that helped improve their full product. They gained experience with different types of shots and how framing can enhance a scene. Their shot quality improved with a stronger tripod. Editing techniques like pacing and shot transitions became stronger. They incorporated appropriate sounds and music to set the tone. Working as a cohesive group with clear roles and organization was key to their success. Planning through storyboards and deadlines kept them on track to complete a high quality two-minute opening sequence.
Media question4
The document discusses the various media technologies used at different stages of creating a documentary on male grooming. In the research and planning stage, the internet was used to research content and formulate interview questions. Word and Excel were used to construct questionnaires. A DV camera, tripod, and microphone were used to film interviews. Adobe Premiere was used to edit footage and add effects like crosscutting interviews. PowerPoint, Prezi, and Glogster were used to present evaluations and blog entries on the process. A blogger was used to upload all work completed.
Evaluation
While filming their short film, the student learned several important lessons about organization and planning. They struggled to coordinate schedules with actors who lived far from each other, requiring changes in shooting locations and dates. Technical issues like a malfunctioning camera also forced delays. Overall, the experience taught the importance of realistic scheduling, clear roles, and thorough equipment checks to efficiently film a short movie.
Preliminary Task Evaluation
The document provides a self-evaluation of a preliminary film project. It summarizes the group's use of filming techniques like maintaining steady shots, framing shots appropriately, using the correct shots for the task, selecting an appropriate location, and effectively editing footage to convey meaning. While certain aspects like sound design could be improved, overall the group worked well together and completed the task on time. To strengthen future projects, more planning and practice is needed along with using proper equipment like a tripod.
Evaluation activity 7
In comparing their preliminary task to the final product, the document discusses several key areas of improvement:
1) A wider range of camera shots and movements were used in the final product compared to only a few stationary shots in the preliminary task.
2) Better understanding and application of techniques like shot composition, the 180-degree rule, lighting, editing, and shot reverse shots improved the flow and engagement of the final product.
3) Valuable lessons were learned around efficiently incorporating different shots and camera movements, adhering to filming rules, and ensuring shots flowed coherently through editing.
Question 7
For a school project, the student created a preliminary 2-minute scene from Sherlock with a group of 4 classmates. This allowed them to gain experience using filming equipment and editing software. However, the group lacked organization and a leader. For the main project, the student was placed in a new group. They immediately assigned roles like director and scriptwriter based on strengths. Having clear roles made the process more efficient. The student learned that good leadership is important for team success in film projects.
Final question
The document summarizes the progression from the author's preliminary film task to their full final product. For the preliminary task, the author struggled with using camera equipment and editing software as it was their first time. Their final product showed significant improvements in planning, research, camera skills, editing, and understanding of mise-en-scene to create an effective horror genre film, such as adding titles, slowing clips, and filming in a gloomy style. The author also learned they prefer working in pairs over groups to better share ideas and input on a project.
Final question
The document summarizes the progression from the author's preliminary film task to their full final product. For the preliminary task, the author struggled with using camera equipment and editing software as it was their first time. Their final product showed significant improvements in planning, research, camera skills, editing, and understanding of mise-en-scene to create an effective horror genre film, such as adding titles, slowing clips, and filming in a gloomy style. The author also learned they prefer working in pairs over groups to have more input and found planning methods like animatics and mood boards helped realize their vision for the final film.
Evaluation Task 7
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to full product?
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.
Evaluation Activity 7
Evaluation Activity 7 for G321.
Looking back on your preliminary task, what do you feel you have learnt in the progression from it to full product?
Evaluation of Short Film
The document evaluates a short film called "City Life vs Countryside". It provides both positive and negative feedback. Positives included successfully differentiating between city and country scenes through accents, editing, and music. However, issues with wind noise during filming and a rushed script reduced clarity at points. Overall it was a good learning experience and the editor was pleased with the professional final product despite areas that could be improved.
Question 7
From the preliminary task and filming the full product, the student learned:
1) Effective planning is key, including storyboarding and shot lists. This allows for organized shoots and adaptation.
2) Continuity is important for realism and avoiding audience confusion. Factors like location, costumes, and lighting must be kept consistent.
3) Problems will arise during production, but can be solved through flexibility and alternative solutions like playing a role oneself.
4) Editing skills developed through practice, and the ability to work independently allowed for efficient editing on a tight deadline.
Question 778
From the preliminary task and full production, the student learned:
1) Effective planning is key, including storyboarding and shot lists. This allows for organized shoots and efficient use of resources.
2) Continuity is important for realism and avoiding audience confusion. Factors like location, costumes, and lighting must be kept consistent.
3) Problems will arise, so flexibility and quick problem-solving are important skills. The student learned to find solutions, like playing the villain, and asking others or online tutorials for help.
Evaluation of practise task
The document summarizes a student's evaluation of their practice task filming assignment. It discusses how editing was beneficial compared to camera movements, how steady the camera work was as they were just starting to learn, and that the narrative was clear enough though a voiceover may have improved it. It also outlines the planned elements of mise en scene, basic camerawork techniques used along with a match on action, and using the video camera for sound. Minor additional editing effects like music were included to set the mood without words.
Question 7
The student learned important filmmaking skills and techniques through preliminary tasks and their full film project. They gained experience with shooting rules, shot types, and basic editing. Planning and working with a group were also challenges that helped the student learn. While the first shoot of the film lacked planning, the second was improved by applying lessons from mistakes. Overall, the student learned strong planning and preparation are essential for successful filmmaking.
Evaluation Activity 7
Looking back at their preliminary work, the document discusses several ways the filmmakers improved in their final production. In the preliminary, shots did not convey specific meanings but in the final product shots were carefully selected to evoke particular meanings. Issues with framing, focus, continuity, and shot transitions were addressed. Matching shots to the action, understanding the 180 degree rule, and implementing shot reverse shot more smoothly showed growth in technical skills from preliminary to final production.
Preliminary Task Evaluation
The set brief for the preliminary task was to produce a short film involving a character opening a door, crossing a room, and having a conversation with another character. This was to incorporate match on action, shot/reverse shot, and the 180 degree rule. In preparation, the student researched terms, explored camera techniques, storyboarded scenes, planned locations and casting. Filming went well though there were issues with natural lighting. In post-production, the student edited in Adobe Premier Pro, adding elements to create an eerie atmosphere through manipulating shots and sound. Overall the preliminary task met the brief, with strong camerawork but some room for improvement in match on action continuity.
Final question
The document summarizes the progression from the author's preliminary media task done in a group to their final individual media product. For the preliminary task, the group struggled with using equipment and organizing roles. For the final task, the author conducted research on genres and conventions to plan a horror film. They storyboarded, created a mood board, and developed editing skills to produce a film that clearly established genre through mise-en-scene and camerawork, showing progression from the preliminary task.
Preliminary Comparison
The document compares the student's preliminary group project "Fluffy" to their full coursework film "Un Autre Jour". For "Fluffy", the student worked in a group to practice techniques for their coursework. For "Un Autre Jour", the student worked individually and felt this allowed them more freedom and control over the project. The student reflects that they improved techniques like lighting, camera angles, and editing between the two projects. They also experimented with more advanced shots like establishing shots and point-of-view shots in "Un Autre Jour".
Mid winter evaluation
The document summarizes a student's work on creating a crime drama advertisement with their group. It outlines their strengths such as taking charge and providing crucial ideas. Weaknesses included poor editing and not pulling their weight. They describe editing the clips in order with music and titles. Their group worked well when shooting but lacked communication and organization when sharing tasks. The student felt the overall trailer was good but could have been improved with smoother editing and better planning. They learned how to use video editing software and the importance of scheduling.
FlipBook Magazine Interview - Evaluation Question 7
This a magazine interview I created to answer Evaluation Question 7 of my Main Task for AS Media Studies.
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Question 7 evaluation media
The student learned several important lessons about filmmaking from their preliminary task that helped improve their full product. They gained experience with different types of shots and how framing can enhance a scene. Their shot quality improved with a stronger tripod. Editing techniques like pacing and shot transitions became stronger. They incorporated appropriate sounds and music to set the tone. Working as a cohesive group with clear roles and organization was key to their success. Planning through storyboards and deadlines kept them on track to complete a high quality two-minute opening sequence.
Media question4
The document discusses the various media technologies used at different stages of creating a documentary on male grooming. In the research and planning stage, the internet was used to research content and formulate interview questions. Word and Excel were used to construct questionnaires. A DV camera, tripod, and microphone were used to film interviews. Adobe Premiere was used to edit footage and add effects like crosscutting interviews. PowerPoint, Prezi, and Glogster were used to present evaluations and blog entries on the process. A blogger was used to upload all work completed.
Evaluation
While filming their short film, the student learned several important lessons about organization and planning. They struggled to coordinate schedules with actors who lived far from each other, requiring changes in shooting locations and dates. Technical issues like a malfunctioning camera also forced delays. Overall, the experience taught the importance of realistic scheduling, clear roles, and thorough equipment checks to efficiently film a short movie.
Preliminary Task Evaluation
The document provides a self-evaluation of a preliminary film project. It summarizes the group's use of filming techniques like maintaining steady shots, framing shots appropriately, using the correct shots for the task, selecting an appropriate location, and effectively editing footage to convey meaning. While certain aspects like sound design could be improved, overall the group worked well together and completed the task on time. To strengthen future projects, more planning and practice is needed along with using proper equipment like a tripod.
Evaluation activity 7
In comparing their preliminary task to the final product, the document discusses several key areas of improvement:
1) A wider range of camera shots and movements were used in the final product compared to only a few stationary shots in the preliminary task.
2) Better understanding and application of techniques like shot composition, the 180-degree rule, lighting, editing, and shot reverse shots improved the flow and engagement of the final product.
3) Valuable lessons were learned around efficiently incorporating different shots and camera movements, adhering to filming rules, and ensuring shots flowed coherently through editing.
Question 7
For a school project, the student created a preliminary 2-minute scene from Sherlock with a group of 4 classmates. This allowed them to gain experience using filming equipment and editing software. However, the group lacked organization and a leader. For the main project, the student was placed in a new group. They immediately assigned roles like director and scriptwriter based on strengths. Having clear roles made the process more efficient. The student learned that good leadership is important for team success in film projects.
Final question
The document summarizes the progression from the author's preliminary film task to their full final product. For the preliminary task, the author struggled with using camera equipment and editing software as it was their first time. Their final product showed significant improvements in planning, research, camera skills, editing, and understanding of mise-en-scene to create an effective horror genre film, such as adding titles, slowing clips, and filming in a gloomy style. The author also learned they prefer working in pairs over groups to better share ideas and input on a project.
Final question
The document summarizes the progression from the author's preliminary film task to their full final product. For the preliminary task, the author struggled with using camera equipment and editing software as it was their first time. Their final product showed significant improvements in planning, research, camera skills, editing, and understanding of mise-en-scene to create an effective horror genre film, such as adding titles, slowing clips, and filming in a gloomy style. The author also learned they prefer working in pairs over groups to have more input and found planning methods like animatics and mood boards helped realize their vision for the final film.
Evaluation Task 7
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to full product?
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.
Evaluation Activity 7
Evaluation Activity 7 for G321.
Looking back on your preliminary task, what do you feel you have learnt in the progression from it to full product?
Evaluation of Short Film
The document evaluates a short film called "City Life vs Countryside". It provides both positive and negative feedback. Positives included successfully differentiating between city and country scenes through accents, editing, and music. However, issues with wind noise during filming and a rushed script reduced clarity at points. Overall it was a good learning experience and the editor was pleased with the professional final product despite areas that could be improved.
Question 7
From the preliminary task and filming the full product, the student learned:
1) Effective planning is key, including storyboarding and shot lists. This allows for organized shoots and adaptation.
2) Continuity is important for realism and avoiding audience confusion. Factors like location, costumes, and lighting must be kept consistent.
3) Problems will arise during production, but can be solved through flexibility and alternative solutions like playing a role oneself.
4) Editing skills developed through practice, and the ability to work independently allowed for efficient editing on a tight deadline.
Question 778
From the preliminary task and full production, the student learned:
1) Effective planning is key, including storyboarding and shot lists. This allows for organized shoots and efficient use of resources.
2) Continuity is important for realism and avoiding audience confusion. Factors like location, costumes, and lighting must be kept consistent.
3) Problems will arise, so flexibility and quick problem-solving are important skills. The student learned to find solutions, like playing the villain, and asking others or online tutorials for help.
Evaluation of practise task
The document summarizes a student's evaluation of their practice task filming assignment. It discusses how editing was beneficial compared to camera movements, how steady the camera work was as they were just starting to learn, and that the narrative was clear enough though a voiceover may have improved it. It also outlines the planned elements of mise en scene, basic camerawork techniques used along with a match on action, and using the video camera for sound. Minor additional editing effects like music were included to set the mood without words.
Question 7
The student learned important filmmaking skills and techniques through preliminary tasks and their full film project. They gained experience with shooting rules, shot types, and basic editing. Planning and working with a group were also challenges that helped the student learn. While the first shoot of the film lacked planning, the second was improved by applying lessons from mistakes. Overall, the student learned strong planning and preparation are essential for successful filmmaking.
Evaluation Activity 7
Looking back at their preliminary work, the document discusses several ways the filmmakers improved in their final production. In the preliminary, shots did not convey specific meanings but in the final product shots were carefully selected to evoke particular meanings. Issues with framing, focus, continuity, and shot transitions were addressed. Matching shots to the action, understanding the 180 degree rule, and implementing shot reverse shot more smoothly showed growth in technical skills from preliminary to final production.
Preliminary Task Evaluation
The set brief for the preliminary task was to produce a short film involving a character opening a door, crossing a room, and having a conversation with another character. This was to incorporate match on action, shot/reverse shot, and the 180 degree rule. In preparation, the student researched terms, explored camera techniques, storyboarded scenes, planned locations and casting. Filming went well though there were issues with natural lighting. In post-production, the student edited in Adobe Premier Pro, adding elements to create an eerie atmosphere through manipulating shots and sound. Overall the preliminary task met the brief, with strong camerawork but some room for improvement in match on action continuity.
Final question
The document summarizes the progression from the author's preliminary media task done in a group to their final individual media product. For the preliminary task, the group struggled with using equipment and organizing roles. For the final task, the author conducted research on genres and conventions to plan a horror film. They storyboarded, created a mood board, and developed editing skills to produce a film that clearly established genre through mise-en-scene and camerawork, showing progression from the preliminary task.
Preliminary Comparison
The document compares the student's preliminary group project "Fluffy" to their full coursework film "Un Autre Jour". For "Fluffy", the student worked in a group to practice techniques for their coursework. For "Un Autre Jour", the student worked individually and felt this allowed them more freedom and control over the project. The student reflects that they improved techniques like lighting, camera angles, and editing between the two projects. They also experimented with more advanced shots like establishing shots and point-of-view shots in "Un Autre Jour".
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Similar to Evaluation of Slow Motion Animation
Mid winter evaluation
The document summarizes a student's work on creating a crime drama advertisement with their group. It outlines their strengths such as taking charge and providing crucial ideas. Weaknesses included poor editing and not pulling their weight. They describe editing the clips in order with music and titles. Their group worked well when shooting but lacked communication and organization when sharing tasks. The student felt the overall trailer was good but could have been improved with smoother editing and better planning. They learned how to use video editing software and the importance of scheduling.
FlipBook Magazine Interview - Evaluation Question 7
This a magazine interview I created to answer Evaluation Question 7 of my Main Task for AS Media Studies.
Q7
Looking back to their preliminary task, the document discusses what they feel they have learned in progressing from the preliminary task to the full product. Specifically, they note that for the preliminary task they did no research or planning, it was hastily made up and did not turn out well. However, it helped them learn how to use the camera and editing software. For the full product, they conducted research, created a storyboard, script, and divided roles to better organize and plan the project. They also improved their camera skills and editing was split between two people to finish more quickly. Overall, the document expresses that significant improvements were made from more planning, research, defined roles, and experience gained from the preliminary task.
Evaluation of The Interrogation
The document discusses a preliminary film task involving an interrogation scene. There were some initial problems but the filmmakers were able to adapt. Issues included uncooperative actors, not having enough time to film from all angles, technical mistakes like a microphone pole in shots. Overall the filmmakers felt they met the brief but could improve by giving more filming time, having a solid cast, and practicing camera skills. They were pleased with the editing and felt it was a good learning experience for their main task.
Preliminary Evaluation
The group worked well together and captured all the necessary shots to practice their camera skills. However, the preliminary task could have been improved by adding close-up shots and better transitions. Editing was difficult due to multiple retakes and ensuring continuity across shots. Finding an undisturbed location and incorporating everyone's ideas were also challenges. To overcome issues going forward, the group will plan filming dates in advance and use their own equipment to avoid technical problems. The storyboard helped the group plan the shots and scenes effectively to save time during filming.
Media question 7
The student learned several important lessons when progressing from their preliminary task to the full product. They learned to always use a tripod to keep shots steady and professional-looking. They also learned to carefully frame shots, including checking angles, and to maintain continuity between scenes. For their full product, they focused more on elements like mise-en-scene, sound design, and actor positioning and movement to improve realism. Overall, the group worked well together by communicating, assigning roles, and incorporating each member's ideas and feedback.
Question 7
The learner summarizes what they learned from their preliminary media exercise to their final thriller project. For the preliminary, they filmed a 30-second scene but did not do extensive planning or research. For the final project, the group improved by researching other thrillers, developing their script through multiple drafts, choosing shots deliberately based on meaning, adding sound effects and editing techniques like fades. Their equipment skills, acting, and organization also improved greatly from the initial experience to the final thriller.
Question 7
The student learned many skills from their preliminary task to the final product that improved the quality of their work. Specifically, they learned how to storyboard, use camera equipment properly, incorporate editing techniques like cutting and adding effects, improve acting, and add elements like sound design and music to enhance the viewer experience. For the final product, they conducted more research on film techniques, developed their script further through revisions, and applied more advanced cinematography concepts. While not as polished as a professional film due to time and budget constraints, the student believes their final thriller was a success given the limitations of their school project.
Preliminary Project
1) The student worked with a partner to film and edit a preliminary project, their first time working with cameras and editing software. They learned skills like using a lens to blur backgrounds and found the editing process enjoyable.
2) Time management was not an issue, but the lone computer they could use would randomly shut down, deleting their work. They adapted by working quickly.
3) Areas for improvement included securing actor schedules, maintaining consistent camera effects, and lengthening the film. Overall they felt they learned valuable lessons for their next project.
Question 4
The document discusses how new media technologies were used in constructing a music video project. Final Cut Pro was used extensively for video editing, including syncing music and video, adding transitions, and precision cutting. PhotoShop was also used to edit photos for a digital album cover. Research was conducted online using sources like Google, YouTube, and blogs. Planning involved creating storyboards and scripts shared via Slideshare and discussion on Facebook. The resulting music video was a performance-based concept filmed efficiently using detailed pre-production planning.
Evaluation
1) The document describes the process of creating a film trailer for a BTEC Creative Media course. This included planning tasks like storyboarding, scheduling, risk assessments, and creating props lists.
2) Footage was filmed in one day with a group. The editing process went well and the trailer was finished on time. Intertitles were challenging but the student received help implementing them.
3) Feedback was positive, with teachers praising the trailer for meeting merit standards and using effective intertitles. The fast-paced montages added tension, lighting was generally good, and the story intrigued viewers. Overall the experience of creating the first trailer was a success.
Question 7
Caroline discusses filming her opening sequence for a class project. She filmed some shots using a tripod, which allowed her camera to remain steady. However, the tripod took up too much space in the filming location. As a result, some shots had to be handheld and were slightly shaky. Caroline also learned skills like framing shots, using mise-en-scene elements appropriately, smooth editing, adding sound effects, and ensuring actor movements fit the story. Her group collaborated well, dividing tasks and meeting deadlines to complete the project on time and to a high standard.
Question4typedup2
The document discusses the various technologies used at different stages of a film project, including researching existing trailers online, planning using blogs, filming using camcorders, editing using iMovie, and designing promotional materials using Photoshop and Paint.NET. DVDs, the internet, blogs, camcorders, iMacs, iMovie, Photoshop, and Paint.NET were used for researching, planning, filming, editing, and designing the trailer, poster, and magazine cover. Each technology had advantages and limitations for the different stages of the project.
Question4typedup2
The document discusses the various technologies used at different stages of a film project. In the research stage, DVDs and the internet allowed for in-depth research of existing trailers. Blogs were used for planning to lay out thoughts in chronological order. When constructing the trailer, poster, and magazine cover, camcorders, iMacs, and editing software like iMovie and Photoshop were used to make the products as professional as possible, though some had limitations. Websites like traileraddict.com provided research on trailer genres and conventions. iMovie was particularly useful for editing shots together and adding effects and sound. Photoshop and Paint.NET helped design drafts and final versions of the magazine cover and
Question4
The document discusses the various technologies used at different stages of a film project. DVDs and the internet were used for initial research. Blogs helped plan the project by laying out thoughts chronologically. Camcorders, iMacs, and editing software like iMovie were used to construct the trailer, poster, and magazine cover. Photoshop and Paint.NET helped design the poster and magazine drafts. iMovie was crucial for editing shots and adding effects to the trailer. While many technologies were useful, some had limitations for the tasks needed.
Looking back at your preliminary task, what
From completing the preliminary task, the document discusses several key lessons learned that helped in creating the full product opening sequence. These include:
- Gaining experience with achieving continuity between shots to make the longer sequence appear as one continuous montage.
- Learning to filter unusable footage and carefully edit shots together without violating the 180 degree rule.
- Though there was no music in the preliminary task, it helped understand how music could enhance scenes, and this informed the process of selecting fitting music for the full opening sequence.
- Using a variety of camera shots and angles beyond what was used minimally in the preliminary task, such as point-of-view and long shots, to draw the audience in and
Evaluation
The document discusses the use of various media technologies throughout the planning, production, and evaluation stages of a media project. During planning and research, the student used Google, YouTube, SlideShare and Publisher to research other films, film posters, and reviews. iMovie was used to edit the short film. Photoshop and an iPhone camera were used to create promotional materials like the film poster and magazine review. Survey Monkey was used to collect audience feedback on the short film, which informed further edits. Overall, a wide range of technologies supported the conceptualization, creation and improvement of the media product.
Question 7
The group created a storyboard for their preliminary task, which helped structure the shoot and explain shots to actors. However, they did not do much other planning. During filming, they struggled to find a location and had to reschedule. For their main shoot, they planned the location booking in advance to avoid issues. Most group members were unfamiliar with filming techniques, so the preliminary task allowed them to practice shots like 180-degree rules. It also let them edit and improve shots. Editing the preliminary task familiarized them with the software. This preparation helped improve the quality of their main opening sequence shoot and edit.
Question 7
The document summarizes the student's progression and learning from preliminary filmmaking tasks to creating a full film opening scene. It discusses the various tasks completed along the way, including copying scenes from Life on Mars to learn camera techniques, storyboarding, and editing. Through these exercises, the student gained skills in shooting, lighting, editing, adding titles and effects, and incorporating film techniques. For the opening scene task, the student applied these new skills but also learned the importance of intriguing audiences, establishing characters and genre, and ending on a cliffhanger to motivate further viewing. Though challenging, the process helped the student better understand filmmaking.
Question 7
The student learned valuable skills through completing preliminary filmmaking tasks. The "Life on Mars" activity taught them about camera usage and shot timing. Storyboarding their opening scene helped them plan shots and experiment with editing. Each successive task built on their skills, and by the film opening they had learned effects, titles, and how to intrigue audiences. While challenging, creating the opening scene taught them the importance of character, location, and genre establishment to draw viewers in.
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Evaluation of Slow Motion Animation
- 1. Evaluation of Slow Motion Animation Completing the animation was a really long process; however it was definitely worth it. It was a great team effort, and now when I think back to it, it was actually really fun. There were many things that I really liked, and one of them would have to be the models. I am aware of the fact that they weren’t perfect, however considering that this was our first time and our first attempt on making models, I think we done a pretty good job. The models were one of the main things we had to do, as they were the characters in our animation, so for them to look perfect was really important. I wouldn’t say that they were perfect, but they did turn out to be looking really good for someone’s first attempt. Another thing that I was really fond of was the backgrounds that were designed and made. I know during making those, there was help from the internet, but no-one copied something completely from the internet, they just extracted bits and bobs from different images into one, and also used their own imagination. For me personally, they went perfectly with each scene, and the backgrounds played a key part in the making of the animation, as it told you clearly where the scene was set. As well as that, I also liked the way the editing was done. What I mean is that all the photos we took were put into the right order, and made perfect sense. Because we didn’t have a voiceover we were able to add text through editing to make it clear to our audience what was going on. As well as that, we were also able to add music to the animation which gave it a better overall look, as well as making the atmosphere and feeling clear to everyone, and this was done through the choice of our own music. Lastly, I really liked the way we were able to do the animation. What I mean is the way we were able to take the images, and make the characters move really slowly, to actually make it look like in the editing that they’re moving themselves. This was something that had to be done with complete accuracy, because if we had done this wrong then we would have messed up the whole animation, which we couldn’t afford to do. Also, taking into account this was our first time at making such a big animation, I think we all got the hang of things pretty quickly, which definitely helped us a lot. One of the main things I would say we could have improved on, which I think would have made a huge difference would be a voiceover. We were initially going to have a voiceover, but because of the delays we weren’t able to have a voiceover, and had to settle with text. If we were to have a voiceover it would have taken our animation to a whole new level, and have made it look a lot more professional, and it would also reflect all our efforts. So, to do this we would have had to manage time a lot better, because honestly we did slack a bit. So, this is something I would have loved to do as a team, which is manage time more efficiently, as we would have made better progress, and we would have been able to have a voiceover too.
- 2. Another thing I would say is that we should have practised with the model making a little more. I say this because our models did seem to turn out to look a little messy, which didn’t make the animation look as put together as it could have looked if we experimented a little more with the model making. This again links back to time management- so that is the key thing we could have done better. Overall, I think we done a fantastic job with editing, making models, making sets, taking images, moving models, and making the whole animation. As I have mentioned many times previously that this was our first time to make a slow motion animation, and looking from that point of view no-one can say we didn’t do a good job. I and my team are very proud of our animation, and we have the right to be proud as we produced an amazing animation.