Evaluation prelim
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In her evaluation of her prelim task, Lucy Edmunds identifies several things that went well, including successfully implementing cinematic techniques like the 180 degree rule and match on action. However, she also notes several areas for improvement, such as filming more clips to have better options for editing, leaving more time before actors speak to allow for smoother cuts, directing actors more assertively, framing shots better, and ensuring the camera is always in focus. Overall, she feels she has learned lessons that will help her produce an even better film next time.
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Preliminary task evaluation
The document summarizes the preliminary task evaluation of a short film project. It notes that having a script went well and made filming efficient. The acting was also good despite having to use accents. However, difficulties finding actors delayed filming, and the creator had to star in their own film rather than operating the camera. Areas for improvement include reducing visible laughter in the acting and adding more camera angles and shots.
Evaluation
The author evaluated their conversation task video. They felt the music and sound effect choices were suitable for the comedy genre. However, some shots were out of focus and shaky since the camera was handheld instead of using a tripod. Additionally, some shots did not transition smoothly, causing objects and people to disappear or move unexpectedly. The author also noted that the final video did not follow their storyboard and script as planned. They concluded they need to plan more thoroughly and stick to the plan, as well as include other actors.
The conversation task evaluation
The document summarizes the evaluation of a conversation task video project. It went well in that match on action, shot reverse shot, and the 180 degree rule were successfully used, and sound effects and music fit well and added to the comedy. The camera quality was lower than hoped for. Shot types were sometimes randomly jumping around. For next time, higher camera quality would be used and exact shot types planned to avoid random jumping. Careful planning of all aspects is key to creating a good film.
Untitleddocument
The document discusses the filmmaker's process for shooting and editing the inside and outside portions of an opening title sequence. It describes shooting most scenes inside first due to better lighting and fewer distractions, which allowed for multiple takes but took longer than shooting outside. Some retakes were needed due to unprofessional actors laughing during scenes. Overall, filming took around 2 hours and editing the inside shots was easier since the vision for those scenes was clearer from the start.
Untitleddocument (1)
The document discusses the process of filming title sequences for a film project. It describes taking photos while filming inside sequences due to better lighting conditions. Filming inside went quicker than outside but required more shots and retakes. Some inside shots had to be redone due to unprofessional laughter from actors. Editing inside shots was easier since the vision was clearer, while outside shots required more experimentation. Filming took around 2 hours total, putting pressure on getting outside shots before dark. Overall, filming inside was most enjoyable due to working with helpful friends, despite issues that came from their joking around.
5. production reflection sf 2017
Week 1: The student began with initial responses and production experiments to develop their short film idea of a horror/comedy genre. The experiments helped them learn how to use the tools and equipment.
Week 2: The student analyzed techniques in sample films and conducted audience research to further develop their story and shots. They created a proposal and pre-production presentation.
Week 3: Pre-production tasks included story development, structural breakdown, storyboards, and risk assessments to prepare for filming.
Week 4: The student completed filming and editing, realizing the film was longer than planned but all scenes were needed. They changed some music and sounds to better suit the film and added effects.
Week 5: The
Development diary week six part two
The student filmmaker received feedback from their tutor that their film's storyline and dialogue were messy. They decided to refilm the entire project to improve its professionalism. They will ask the original actors to participate again while recasting one role. The filmmaker identified issues like one actor playing two confusing characters and scenes focusing on the wrong people. To address these, they created two script versions and will simplify some elements of the story. Their goal is for the new film to look perfect and polished for their next academic year.
Preliminary Evaluation
The document provides a self-evaluation of the author's preliminary film project. The author was pleased with their first attempt at filmmaking but identified several areas for improvement. These included using a tripod instead of handheld shots, switching to manual focus, creating a detailed storyboard and shot list to avoid breaking rules like the 180 degree line. While proud of telling a clear story, the author aims to take on more complex scripts that allow for creative elements like music and sound. Overall, the preliminary project served as valuable practice and the author will focus on applying the technical lessons for stronger films going forward.
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Preliminary task evaluation
The document summarizes the preliminary task evaluation of a short film project. It notes that having a script went well and made filming efficient. The acting was also good despite having to use accents. However, difficulties finding actors delayed filming, and the creator had to star in their own film rather than operating the camera. Areas for improvement include reducing visible laughter in the acting and adding more camera angles and shots.
Evaluation
The author evaluated their conversation task video. They felt the music and sound effect choices were suitable for the comedy genre. However, some shots were out of focus and shaky since the camera was handheld instead of using a tripod. Additionally, some shots did not transition smoothly, causing objects and people to disappear or move unexpectedly. The author also noted that the final video did not follow their storyboard and script as planned. They concluded they need to plan more thoroughly and stick to the plan, as well as include other actors.
The conversation task evaluation
The document summarizes the evaluation of a conversation task video project. It went well in that match on action, shot reverse shot, and the 180 degree rule were successfully used, and sound effects and music fit well and added to the comedy. The camera quality was lower than hoped for. Shot types were sometimes randomly jumping around. For next time, higher camera quality would be used and exact shot types planned to avoid random jumping. Careful planning of all aspects is key to creating a good film.
Untitleddocument
The document discusses the filmmaker's process for shooting and editing the inside and outside portions of an opening title sequence. It describes shooting most scenes inside first due to better lighting and fewer distractions, which allowed for multiple takes but took longer than shooting outside. Some retakes were needed due to unprofessional actors laughing during scenes. Overall, filming took around 2 hours and editing the inside shots was easier since the vision for those scenes was clearer from the start.
Untitleddocument (1)
The document discusses the process of filming title sequences for a film project. It describes taking photos while filming inside sequences due to better lighting conditions. Filming inside went quicker than outside but required more shots and retakes. Some inside shots had to be redone due to unprofessional laughter from actors. Editing inside shots was easier since the vision was clearer, while outside shots required more experimentation. Filming took around 2 hours total, putting pressure on getting outside shots before dark. Overall, filming inside was most enjoyable due to working with helpful friends, despite issues that came from their joking around.
5. production reflection sf 2017
Week 1: The student began with initial responses and production experiments to develop their short film idea of a horror/comedy genre. The experiments helped them learn how to use the tools and equipment.
Week 2: The student analyzed techniques in sample films and conducted audience research to further develop their story and shots. They created a proposal and pre-production presentation.
Week 3: Pre-production tasks included story development, structural breakdown, storyboards, and risk assessments to prepare for filming.
Week 4: The student completed filming and editing, realizing the film was longer than planned but all scenes were needed. They changed some music and sounds to better suit the film and added effects.
Week 5: The
Development diary week six part two
The student filmmaker received feedback from their tutor that their film's storyline and dialogue were messy. They decided to refilm the entire project to improve its professionalism. They will ask the original actors to participate again while recasting one role. The filmmaker identified issues like one actor playing two confusing characters and scenes focusing on the wrong people. To address these, they created two script versions and will simplify some elements of the story. Their goal is for the new film to look perfect and polished for their next academic year.
Preliminary Evaluation
The document provides a self-evaluation of the author's preliminary film project. The author was pleased with their first attempt at filmmaking but identified several areas for improvement. These included using a tripod instead of handheld shots, switching to manual focus, creating a detailed storyboard and shot list to avoid breaking rules like the 180 degree line. While proud of telling a clear story, the author aims to take on more complex scripts that allow for creative elements like music and sound. Overall, the preliminary project served as valuable practice and the author will focus on applying the technical lessons for stronger films going forward.
Rough edit evaluation
The document discusses the creator's rough edit of a music video. After planning, filming, and editing, the creator had different ideas than the original storyboard and changed elements during editing. Some shots did not work out as planned and extra shots were filmed to fill gaps. The rough edit was done without transitions or effects to get a simple view first. There was a lack of some clips due to deleting them during import, which the creator regrets. The rough edit changed the story in a simpler way than originally planned.
Evaluation
The document discusses the evaluation of a preliminary documentary task about mobile phones. It identifies several mistakes made in the preliminary documentary and provides suggestions for improving the main documentary task. Key points discussed include ensuring proper lighting, audio levels, and eye contact during interviews, adding relevant graphics and cutaways, and improving the structure and flow of the questions. The evaluation highlights specific technical aspects like camera work, editing, and post-production elements that need attention for the final documentary.
Prelim evaluation
The document summarizes the learning and skills developed from a preliminary evaluation exercise. It discusses learning about continuity editing techniques like the 180-degree rule. It also developed skills in editing with Premiere, like creating sound bridges between clips. Feedback received noted the good use of camera angles and quality of editing. To improve, it would focus on mastering white balance to have consistent colors across footage.
Evaluation
The group had to make a short film using techniques from TV shows like Prison Break and Making a Murderer. Their analysis of the chosen theme of comedy was helpful for planning the film. However, procrastination by one group member caused issues in the pre-production process. Production was difficult due to the main character dropping out and limited locations. Audience feedback praised the music but noted needs for improved editing and a longer film. Areas for improvement include more comedy, steadier camerawork, and better planning to overcome challenges.
Swot analysis
This document contains a SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis of a preliminary music video project. Some strengths identified include being comfortable performing on camera and enjoying it, as well as getting familiar with video editing software. Weaknesses include feeling awkward during performances and a lack of shot variation. Weather and equipment quality posed threats. Opportunities include further developing skills and finding a unique style.
Half way point
This document provides a review of two rough music video edits, identifying areas for improvement. Several issues are noted, including clips being too long or dull, unprofessional appearances like chewing gum, and technical problems like poor lip syncing or static footage. Suggestions are made such as shortening boring clips, ensuring excitement and energy, and fixing technical quality issues. The use of a reversed walking clip is criticized as having no purpose. The goal of improving the overall professionalism and storytelling of the video is discussed.
Preliminary failures and successes
This document provides a self-critique of preliminary shots filmed for a student film project. The shots were filmed either free-hand or without a tripod, making them shaky and of poor quality. While some shots like revealing a character's identity worked effectively, the timing and camera angles could have been improved. To strengthen the final film, the student determined they would use a tripod for stability, incorporate over-the-shoulder shots during dialogue, and film alternate angles to avoid re-shoots and characters looking at the camera.
Reflection of preliminary task
1) The film met the criteria of being under two minutes long and capturing a character opening a door. Shots were filmed using techniques like the 180 degree rule to engage the audience.
2) Filming without a clear schedule led to continuity issues like characters wearing different clothes between takes. Learning to properly position the camera for different shot types and impressions was valuable.
3) The editing process taught skills like uploading footage, clipping scenes, adjusting volume, organizing clips into bins, and applying filters to prepare the video for export. These editing fundamentals will support future projects.
Updated evaualation for media
Kate Liddle evaluates her short interview film. She thought the camera angles and actor's answers went well. She could have included two more questions and better music/graphics. The strengths were asking relevant questions and finding the right music/locations/angles. One weakness was difficulties transferring footage between devices and uploading. She included music, voiceover, introduction and end cards in her editing. The film differed slightly from her original adventure film proposal but the locations and casting of her mother and dog helped make the film. She filmed on an iPhone and edited in iMovie, finding music from YouTube to accompany the documentary.
Task 7 evaluation
The document discusses improvements made to a film project from a preliminary version to a final product. Some key improvements included starting with establishing shots of production companies, using wider and more stable establishing shots, improved editing with smoother transitions, utilizing different camera angles and elevations to keep viewers interested, incorporating some camera movement from tripods, varying the range of shots used by filming in new locations, and challenging conventions to build pace. The final product had a more professional, coherent structure and pacing compared to the preliminary version.
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.
5. Production Reflection.
During the first 5 weeks of production for their short film, the student:
1) Learned the basics of filmmaking techniques and their brief of creating a film with no dialogue, a prop clock, and the phrase "That wasn't supposed to happen".
2) Created initial ideas, a mind map, and mood board to develop their experimental genre short film.
3) Planned and completed required documents for their film and booked equipment.
4) Filmed their short film using a DSLR and tripod with a handheld microphone.
5) Spent weeks editing their film and applying some final color grading touches.
Directors commentary
The director provides commentary on editing their short horror film. They trimmed clips and arranged them in order, removing most audio and adding background music to build suspense. Editing and filtering clips to the highest standard and double checking the timeline took approximately 1-2 weeks. Close-up shots were used in early scenes to build suspense and show the woman's emotions, while shots of her looking from below in the bathroom added to the horror genre elements.
Question 7
The author reflects on improvements from their preliminary task to the final product of a film assignment. In the preliminary task, they executed a match on action correctly but had difficulty positioning an actor. In the final product, they included close-ups of phone screens to show text messages. The author also discusses improving camera stability by using a tripod, achieving better angles, and ensuring titles and credits are properly timed.
Prelim evaluation
The document discusses the author's process for creating a preliminary film task. They had two initial ideas - a low-light Western or a humorous classroom scene. They chose the latter because it was simpler and allowed them to focus on the required shots like shot reverse shot. During filming, they struggled with obeying the 180 degree rule and had to re-shoot parts. However, they gained experience filming multiple takes and editing confidently in Premier Pro. Overall they were pleased with the outcome but received feedback to experiment more with lighting and sound next time.
Evaluation question 6
- The preliminary task brief was for students to film a conversation scene using key filming skills like the 180 degree rule.
- It was assigned to familiarize students with the camera and filming techniques needed for the final project.
- Completing the preliminary task helped the student learn filming skills like shot types and continuity rules that they applied to successfully film and edit their thriller opening for the final project.
Preliminary task evaluation AB
Amy completed a preliminary film task with two classmates. They wrote a short script with dialogue between two actors, created a storyboard, and filmed five shots. Filming was difficult due to background noise and not laughing during takes. Editing went smoothly using techniques learned in class. Overall, Amy found the process easy since steps were clearly explained and some were practiced beforehand. Areas for improvement included limited camera space, tight time constraints, and short dialogue making transitions difficult. The preliminary task did not provide ideas for Amy's required two-minute film opening due to the basic nature of the script.
Prelim evaluation
Originally, the filmmaker planned to create a hostage situation set in a car, but later changed the script to be about a businesswoman holding her sister hostage. While filming, the filmmaker focused on incorporating shots like shot reverse shot and match on action shots. The biggest challenge was following the 180 degree rule, which caused some confusion at the end. Overall, the filmmaker was pleased with the filming and editing skills improved since their last media project, but would spend more time ensuring the 180 degree rule was followed properly for clarity if redoing the project.
What have i learnt
1) For their prelim project, the author's group did little planning and research before filming and everyone was new to using the camera equipment, which led to problems during filming.
2) Their filming skills improved for the final project, as they planned locations, costumes, and storyboarded their film in advance. Their camerawork was better with different shot types.
3) The author's editing skills were not very developed for the prelim but improved for the final project, where they learned to use Final Cut Pro more effectively and add motion graphics.
Location recce
The document discusses location choices for filming different scenes of a project called "Aftermath". The first 10 scenes will be filmed in the school's photography studio to create a bright, heavenly effect with no windows or furniture. This location provides easy access and flexibility. The last 2 scenes requiring a darker, tense mood will be filmed in the documenter's kitchen using the table to place props and simulate cutting meat as a twisted reaction to bullying.
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Rough edit evaluation
The document discusses the creator's rough edit of a music video. After planning, filming, and editing, the creator had different ideas than the original storyboard and changed elements during editing. Some shots did not work out as planned and extra shots were filmed to fill gaps. The rough edit was done without transitions or effects to get a simple view first. There was a lack of some clips due to deleting them during import, which the creator regrets. The rough edit changed the story in a simpler way than originally planned.
Evaluation
The document discusses the evaluation of a preliminary documentary task about mobile phones. It identifies several mistakes made in the preliminary documentary and provides suggestions for improving the main documentary task. Key points discussed include ensuring proper lighting, audio levels, and eye contact during interviews, adding relevant graphics and cutaways, and improving the structure and flow of the questions. The evaluation highlights specific technical aspects like camera work, editing, and post-production elements that need attention for the final documentary.
Prelim evaluation
The document summarizes the learning and skills developed from a preliminary evaluation exercise. It discusses learning about continuity editing techniques like the 180-degree rule. It also developed skills in editing with Premiere, like creating sound bridges between clips. Feedback received noted the good use of camera angles and quality of editing. To improve, it would focus on mastering white balance to have consistent colors across footage.
Evaluation
The group had to make a short film using techniques from TV shows like Prison Break and Making a Murderer. Their analysis of the chosen theme of comedy was helpful for planning the film. However, procrastination by one group member caused issues in the pre-production process. Production was difficult due to the main character dropping out and limited locations. Audience feedback praised the music but noted needs for improved editing and a longer film. Areas for improvement include more comedy, steadier camerawork, and better planning to overcome challenges.
Swot analysis
This document contains a SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis of a preliminary music video project. Some strengths identified include being comfortable performing on camera and enjoying it, as well as getting familiar with video editing software. Weaknesses include feeling awkward during performances and a lack of shot variation. Weather and equipment quality posed threats. Opportunities include further developing skills and finding a unique style.
Half way point
This document provides a review of two rough music video edits, identifying areas for improvement. Several issues are noted, including clips being too long or dull, unprofessional appearances like chewing gum, and technical problems like poor lip syncing or static footage. Suggestions are made such as shortening boring clips, ensuring excitement and energy, and fixing technical quality issues. The use of a reversed walking clip is criticized as having no purpose. The goal of improving the overall professionalism and storytelling of the video is discussed.
Preliminary failures and successes
This document provides a self-critique of preliminary shots filmed for a student film project. The shots were filmed either free-hand or without a tripod, making them shaky and of poor quality. While some shots like revealing a character's identity worked effectively, the timing and camera angles could have been improved. To strengthen the final film, the student determined they would use a tripod for stability, incorporate over-the-shoulder shots during dialogue, and film alternate angles to avoid re-shoots and characters looking at the camera.
Reflection of preliminary task
1) The film met the criteria of being under two minutes long and capturing a character opening a door. Shots were filmed using techniques like the 180 degree rule to engage the audience.
2) Filming without a clear schedule led to continuity issues like characters wearing different clothes between takes. Learning to properly position the camera for different shot types and impressions was valuable.
3) The editing process taught skills like uploading footage, clipping scenes, adjusting volume, organizing clips into bins, and applying filters to prepare the video for export. These editing fundamentals will support future projects.
Updated evaualation for media
Kate Liddle evaluates her short interview film. She thought the camera angles and actor's answers went well. She could have included two more questions and better music/graphics. The strengths were asking relevant questions and finding the right music/locations/angles. One weakness was difficulties transferring footage between devices and uploading. She included music, voiceover, introduction and end cards in her editing. The film differed slightly from her original adventure film proposal but the locations and casting of her mother and dog helped make the film. She filmed on an iPhone and edited in iMovie, finding music from YouTube to accompany the documentary.
Task 7 evaluation
The document discusses improvements made to a film project from a preliminary version to a final product. Some key improvements included starting with establishing shots of production companies, using wider and more stable establishing shots, improved editing with smoother transitions, utilizing different camera angles and elevations to keep viewers interested, incorporating some camera movement from tripods, varying the range of shots used by filming in new locations, and challenging conventions to build pace. The final product had a more professional, coherent structure and pacing compared to the preliminary version.
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.
5. Production Reflection.
During the first 5 weeks of production for their short film, the student:
1) Learned the basics of filmmaking techniques and their brief of creating a film with no dialogue, a prop clock, and the phrase "That wasn't supposed to happen".
2) Created initial ideas, a mind map, and mood board to develop their experimental genre short film.
3) Planned and completed required documents for their film and booked equipment.
4) Filmed their short film using a DSLR and tripod with a handheld microphone.
5) Spent weeks editing their film and applying some final color grading touches.
Directors commentary
The director provides commentary on editing their short horror film. They trimmed clips and arranged them in order, removing most audio and adding background music to build suspense. Editing and filtering clips to the highest standard and double checking the timeline took approximately 1-2 weeks. Close-up shots were used in early scenes to build suspense and show the woman's emotions, while shots of her looking from below in the bathroom added to the horror genre elements.
Question 7
The author reflects on improvements from their preliminary task to the final product of a film assignment. In the preliminary task, they executed a match on action correctly but had difficulty positioning an actor. In the final product, they included close-ups of phone screens to show text messages. The author also discusses improving camera stability by using a tripod, achieving better angles, and ensuring titles and credits are properly timed.
Prelim evaluation
The document discusses the author's process for creating a preliminary film task. They had two initial ideas - a low-light Western or a humorous classroom scene. They chose the latter because it was simpler and allowed them to focus on the required shots like shot reverse shot. During filming, they struggled with obeying the 180 degree rule and had to re-shoot parts. However, they gained experience filming multiple takes and editing confidently in Premier Pro. Overall they were pleased with the outcome but received feedback to experiment more with lighting and sound next time.
Evaluation question 6
- The preliminary task brief was for students to film a conversation scene using key filming skills like the 180 degree rule.
- It was assigned to familiarize students with the camera and filming techniques needed for the final project.
- Completing the preliminary task helped the student learn filming skills like shot types and continuity rules that they applied to successfully film and edit their thriller opening for the final project.
Preliminary task evaluation AB
Amy completed a preliminary film task with two classmates. They wrote a short script with dialogue between two actors, created a storyboard, and filmed five shots. Filming was difficult due to background noise and not laughing during takes. Editing went smoothly using techniques learned in class. Overall, Amy found the process easy since steps were clearly explained and some were practiced beforehand. Areas for improvement included limited camera space, tight time constraints, and short dialogue making transitions difficult. The preliminary task did not provide ideas for Amy's required two-minute film opening due to the basic nature of the script.
Prelim evaluation
Originally, the filmmaker planned to create a hostage situation set in a car, but later changed the script to be about a businesswoman holding her sister hostage. While filming, the filmmaker focused on incorporating shots like shot reverse shot and match on action shots. The biggest challenge was following the 180 degree rule, which caused some confusion at the end. Overall, the filmmaker was pleased with the filming and editing skills improved since their last media project, but would spend more time ensuring the 180 degree rule was followed properly for clarity if redoing the project.
What have i learnt
1) For their prelim project, the author's group did little planning and research before filming and everyone was new to using the camera equipment, which led to problems during filming.
2) Their filming skills improved for the final project, as they planned locations, costumes, and storyboarded their film in advance. Their camerawork was better with different shot types.
3) The author's editing skills were not very developed for the prelim but improved for the final project, where they learned to use Final Cut Pro more effectively and add motion graphics.
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Location recce
The document discusses location choices for filming different scenes of a project called "Aftermath". The first 10 scenes will be filmed in the school's photography studio to create a bright, heavenly effect with no windows or furniture. This location provides easy access and flexibility. The last 2 scenes requiring a darker, tense mood will be filmed in the documenter's kitchen using the table to place props and simulate cutting meat as a twisted reaction to bullying.
Girl avatar final uoo
A 17-18 year old college girl who enjoys hanging out with friends and listening to rock music is the target audience for a new horror film. She likes popular shows like The Walking Dead, American Horror Story, and The X-Files which have given her a taste for problem-based American horror. As a typical teenage girl, she enjoys discussing other people and would be able to relate to the characters in the film. She is very active on social media where she shares her views on horror films and follows celebrities in the genre.
Film opening analysis mean girls
Cady Heron is introduced as the main character through a description of her overly protective parents documenting her first day of school at age 16. This foreshadows how her parents will be affected by her bad decisions. The audience learns Cady comes from an average family, contrasted later by the huge mansion of one of the mean girls, implying popularity requires wealth. Cady breaks the fourth wall to convey her future power and dominance. She narrates her unhappy life being homeschooled, fearing the stigma of being a "freak." Non-diegetic happy music plays to contrast the tone of Cady's narration and set an optimistic tone for the film.
Script
Georgia storms into the corridor where Lily is, angrily confronting her about telling other people Georgia's secrets. As they argue, Georgia gets in Lily's face and compares her to Miriam, saying Lily is always in other people's business like Miriam. Lily denies telling others Georgia's secrets, saying she has been loyal, and gets in Georgia's face challenging her to fight. Georgia then angrily swears at Lily while pointing her finger in her face.
Film opening analysis easy a
The opening scene of Easy A tracks forward quickly to show how rumors spread fast through high school, foreshadowing how this impacts Olive. A happy song plays to set the tone that Olive's life will change. We are introduced to Olive's narrating voice, building anticipation for what she looks like. Easy A uses techniques like Olive vlogging to break the fourth wall, creating a modern twist and making the story seem more realistic. When vlogging, Olive wears a red, revealing top, implying she will do something racy later in the film.
Script arthermath final
Callie, Cyndi, Rachel, Chloe, and Molly were all part of a popular group of girls in school. However, Molly was bullied relentlessly by the others who called her names and criticized her appearance. Due to the constant bullying, Molly reached a breaking point and took drastic action against the girls. The documentary cuts between interviews of the girls recalling and justifying their bullying behavior, until revealing that Molly committed an act of violence against them in retaliation for her treatment.
Production schedule final
This production schedule outlines the timeline and tasks for a short film project from November to February. It includes developing initial ideas, conducting research, writing a script and storyboards, planning shots and locations through recces, creating a floorplan, filming during two weeks in January using a photography studio and kitchen table with costumes and props, and post-production editing using Premier Pro from January to February. Equipment like cameras, tripods, and computers are needed at various stages of pre-production, production and post-production.
Question 3
Vertigo is a British independent film company located in London that would be well-suited to distribute the filmmaker's horror film "Aftermath" for three key reasons:
1) Vertigo has successfully produced and distributed several films within the same genre and conventions as "Aftermath".
2) One of Vertigo's past films from 2007 called "Shrooms" that targeted a similar age group was financially successful, indicating "Aftermath" also has potential for profit.
3) While Vertigo hasn't produced a horror film since 2007, distributing "Aftermath" could appeal to their existing audiences and attract new ones by filling a gap in their portfolio for horror films with a unique twist.
Genre conventions
Typical horror film settings include isolated, abandoned, or hidden dark places that people normally would not visit, such as abandoned houses, creepy forests, or warehouses. Horror films commonly use dark colors like black and red, as well as dark lighting and shadows. Key props include costumes, weapons, and other gruesome items that help identify villains. Paranormal horror films feature iconography such as ghostly symbols, unusual events in dark places, and "home video footage" to make the audience feel helpless.
Shot list proforma (2)
The document describes 12 shots planned for a film scene. Shot types include close ups, medium shots, and extreme close ups, with locations of a photography studio and kitchen table. Most shots are static and focus on a character's face to convey emotion. Shots 2, 5, and 10 emphasize realization, an evil expression, and negative emotion. Shot 11 provides an establishing bird's eye view of a chopping board, while shot 12 may use a slow zoom or reverse zoom to create more effect and meet time requirements.
Final what is used yoooolll
This document discusses the costumes, actors, props, and equipment to be used in a teenage drama film about bullying. For the popular girls, expensive bright colored clothes will be used to enhance their higher status, while plain dull colors are chosen for the victim. Five actresses are selected to play the mean girls based on their looks and experience - Georgia Stickley, Zoë Mayall, Rosie Pattern, Jemima Beale, and Eleanor Penfold who will play the victim. Props include meat, a butcher knife, fake blood and chopping board to emphasize the horror aspect. A Canon 700D camera mounted on a tripod will be used for interviews along with a microphone adapter for good sound quality. Footage will
Genre research horror jhi
Horror films are designed to frighten and panic audiences while also entertaining them. They explore dark and frightening themes like death, fear of the unknown, and human vulnerability. Key genres include zombies, serial killers, satanic films, and slashers. Famous directors and actors in horror include Alfred Hitchcock, Tobe Hooper, Christopher Lee, and Vincent Price. Major awards for horror films include the Saturn Award for Best Horror Film and Academy Awards. Key elements of successful horror films include suspense, a threatening villain, and realistic scenarios.
Question 7
The document discusses the skills the author gained and improved on through completing a preliminary video project and final film opening project. For the preliminary project, the author learned basic camera skills and how to use Premiere Pro and Blogger. However, the preliminary project suffered from issues like poor focus, unskilled actors, and an undeveloped script. For the final project, the author addressed these issues by using manual focus, carefully selecting experienced actors, researching to create a realistic script, and improving preparation, match-on-action shots, and clip length for smoother editing. The author aims to further develop skills in camera lighting and special effects editing.
Question 1
The document discusses how the film uses conventions of the horror genre in its style, editing, and storytelling elements. Dark lighting and a brutal prop were used to represent typical horror conventions and clearly identify the genre. The title font, school location, and actors' costumes and roles also conform to horror conventions to set the tone and provide context clues. Transitions, editing techniques like a blank screen, and being inspired by another film's documentary-style interviews further develop suspense and intrigue in line with horror conventions. Overall, the document examines how the film's various elements adopt, develop, and challenge real conventions of the horror genre.
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Similar to Evaluation prelim
Prelim task evaluation
The student found generating ideas and scripting came easily. Some issues arose during filming with low camera light and actor laughter, but these were overcome. Editing required finding suitable background music and cutting actor mistakes. Reflecting, the student would create a storyboard first and ensure the script is followed exactly. They would also make the background music slightly quieter to better hear the actors. Overall classmates provided positive feedback, noting the need to balance audio levels between music and dialogue.
Evaluation
The filmmaker evaluates their short film project. They believe the editing and soundtrack were strengths, making the film look professional. However, production was disorganized, with planned shots missed due to scheduling issues. If they were to remake the film, the filmmaker would improve the script, filming quality, organization, and continuity to create a higher quality, more professional product. Overall, they gained skills like planning, improvisation, and editing, but feel the project could have gone more smoothly with teamwork improvements.
6. evaluation
The document provides an evaluation of a student's anti-bullying film production process. It includes sections on research, planning, timing, camera work, editing, music, and peer/audience feedback. The student received positive feedback on how the film's plot was clear and thought out. Suggested improvements included using higher quality footage for the bird clip and potentially making the film longer. The student agrees the concept was good but would improve the quality of the borrowed bird clip.
Production management evaluation 2015
This document provides questions for a student named Robert-Ryan to evaluate their final film project. It addresses various aspects of the filmmaking process, including pre-production, production, post-production, scheduling, individual performance, team performance, troubleshooting, resources, production techniques, monitoring and review, early versions of the film, and an assessment of the final film. Robert-Ryan provides detailed responses evaluating what went well and could be improved at each stage of making their short film.
6. evaluation sf 2017
Jake Greenwood evaluated his short film production process. He did research including surveys and reviews to understand his target audience. Planning like storyboarding and scheduling helped with production. His time management allowed filming ahead of schedule. Peer feedback noted the story and effects were good but exposure was too bright in parts. Jake agrees exposure issues need fixing and a watch would be clearer than a phone.
Prelim task evaluation
The filmmaker found getting ideas and scripting easy, while storyboarding was difficult since it was done after filming. During filming, there were some issues with lighting and actors laughing that required re-shooting and editing out. Editing involved finding suitable music, cutting extra footage, and adjusting audio levels. If repeating the task, the filmmaker would storyboard first and ensure the script is followed word for word, while keeping the same actors but changing the setting.
Evaluation
After five months of pre-production including storyboards, risk assessments, and scriptwriting, the filmmaker spent a month editing a music video for the drum and bass song "Empire" by Spor. Post-production was challenging as the filmmaker worked to find the best shot sequence and deal with some unprofessional camera movements and blurry shots. While the letterbox format and black and white style enhanced the dark, cinematic feel, the filmmaker wishes to improve camera equipment and balancing of the letterbox for future projects. Overall the experience provided insight into the music industry and opportunities to further develop filmmaking skills.
6. production reflection
Jack Hickman produced a short film trailer over several weeks. He filmed footage using a Canon DSLR camera on a tripod. Some shots did not turn out as planned due to improvising when an actor could not attend. In Premiere, Jack assembled the clips in order and edited some for timing. He created text frames in Photoshop to introduce the trailer, fading the text in and out. Jack added the text frames and finished visual edits in Premiere. He recorded audio clips in a studio and synced them to the video. Jack struggled to create a soundtrack but included sound effects. Overall, the production process had some challenges but Jack was able to complete the key elements of the short film trailer.
Question 7
The document summarizes the tasks completed for a film project on "Life on Mars". It describes copying scenes from the TV show to learn camera techniques. It then discusses planning shots and storyboarding scenes. Final tasks included editing the film opening, where the importance of intriguing audiences and establishing genre in the first few minutes was learned. Though challenging, creating the opening helped improve filmmaking skills and gain knowledge about the filmmaking process.
Question 7
The document summarizes the tasks completed for a film project on "Life on Mars". It describes copying scenes from the TV show to learn camera techniques. It then discusses planning shots and storyboarding scenes. Final tasks included editing the film opening, where the importance of intriguing audiences and establishing genre in the first few minutes was learned. Though challenging, creating the opening helped improve filmmaking skills and gain knowledge about the filmmaking process.
Question 7
The document summarizes the tasks completed for a film project on "Life on Mars". It describes copying scenes from the TV show to learn camera techniques. It then discusses planning shots and storyboarding scenes. Final tasks included editing the film opening, where the importance of intriguing audiences and establishing genre in the first few minutes was learned. Though challenging, creating the opening helped improve filmmaking skills and gain knowledge about the filmmaking process.
Question 7
The document summarizes the tasks completed for a film project on "Life on Mars". It describes copying scenes from the TV show to learn camera techniques. It then discusses planning shots and storyboarding scenes. Final tasks included editing the film opening, where the importance of intriguing audiences and establishing genre in the first few minutes was learned. Though challenging, creating the opening helped improve filmmaking skills and gain knowledge about the filmmaking process.
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.
Production Diary
Lanre Onifade is producing a short film for a class assignment. In the first entry, he discusses completing a preliminary short film task and researching other films. In subsequent entries, he details his preparations for filming, including scouting locations and scheduling. Issues arose during the first filming, such as actors backing out. Later entries discuss improvements made for the second filming, including using a bike instead of a Segway and adding voiceovers. Lanre continues refining the film by adding music, sound effects, and editing shots for clarity and flow.
6. evaluation sf 2017
The document summarizes the student's evaluation of their research, planning, production, and film product for a school project. The strengths identified include experimenting with camera techniques during research, storyboarding to help visualize the film, and using tense music and visual effects. Weaknesses included difficulties with surveys during research and needing more detail in paperwork. Peer feedback praised the music, visual effects, and text message effect while noting the second text could be improved and camera work. The student agreed their effects were strengths but camera work and the second text were weaknesses.
Evidence & evaluation
The document provides evidence of the filmmaking process for a short film, including screenshots of the film folder containing footage and photos, a rough cut with voiceover, and adding background music. It also discusses using transitions between scenes, export settings, receiving positive feedback, meeting the client's specifications of length and original idea, the film's quality, and lessons learned about keeping to deadlines and schedules.
Evaluation
The document summarizes the production process for a student's short film project. It describes the research conducted, including primary research with surveys and secondary research on film ratings. Planning involved forms like a call sheet, risk assessment, and shot list. Filming went well with good time management. Editing was positive and new skills were learned. Feedback was positive about effects, angles, and storyline clarity, with suggestions to improve focus, camera stability, and audio quality.
Evidence & evaluation
The document provides evidence of the filmmaking process for a short film, including photos of the editing process and different stages of editing. Screenshots show the folder containing footage and photos, the rough cut with voiceover added, and adding background music. Additional screenshots provide evidence of editing sound levels, transitions between scenes, and export settings. An evaluation includes a link to the uploaded film on YouTube. The film meets the client's specifications of being over 5 minutes and featuring an original idea. Some shots could be improved if refilmed under better conditions. Overall it was a learning experience and keeping to deadlines and schedules would help improve the quality next time.
Mv production assignment evaluation form 2019
The document provides an evaluation of a student's music video production project. Some strengths included effective research on camera techniques and editing styles. However, weaknesses included poor lighting due to insufficient research, and issues finding an actor which compromised scenes. Planning challenges included time management and scheduling. Technical elements like lighting and editing were inspired by the TV show Euphoria but faced limitations. Peer feedback noted problems with lip syncing, shaky camerawork, and lighting, though transitions and storytelling were seen as strengths. The student agrees with the need to improve technical aspects like lighting and syncing to make their vision more clear.
Evaluation.
The document discusses the production and evaluation of a short film. It describes the filmmaker's research process, planning, time management, editing techniques, and feedback. The filmmaker took inspiration from another short film called "Angst" and focused on experimental editing including overlays, color adjustments, and glitch effects. While happy with the final product, the filmmaker acknowledges areas for improvement like additional shots, camera movements, and audio quality.
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Evaluation prelim
- 1. Lucy Edmunds Evaluation- Prelim task What went well? In my prelim task I found that I managed to complete all 3 rules, for example 180 rule, short reverse shot and match on action. I felt that I showed match on action very well and by making Georgia go through the door aggressively, I was able to make it slow motion which added an atmosphere to her anger. The choice of the music was really good as it fitted it very well through the theme of the video, it added atmosphere and if there was no music I would have been very boring and created no tension between the 2 characters. I also felt that my script was well written even though through editing I had to cut some parts of it due to them being bad clips that didn’t work throughout the film. What went bad/ improving? I felt that in my film there was quite a few things that didn’t go so well and that next time I could improves these. When It came to editing the final piece I could easily number them with what order I wanted them to go into the video, but I felt that with some clips I only I have one alright clip but it still wasn’t good enough so I just had to use it. To improve this next I could film more of the clips so I have a wide variety to choose from. I also need to have a few seconds before my actors start acting or speaking, this then allows me to have the prospect image before so when it comes to editing it allows me to have a few seconds before to let the cut run smoothly. Due to it being the first proper video I shot I haven’t got much experience with certain actors so I think next time I need to be more of a powerful director in the sense of, if I wanted my character to be angry I can tell them so they don’t look happy. In my shots I had some space where the film was being wasted in the respect that the actors didn’t take up most of the screen when I wanted them too. Another aspect that was wrong with my filming was the fact that I didn’t always have the camera in focus, I could improve this next time by filming more of the clips all with my focusing on what I want the filming to be like. I have learnt a lot of techniques that I can use the next time I am filming and editing, that will enable my film to be a lot better.