Evaluation Q3
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The student learned several important lessons from completing their preliminary task that helped them improve for their full film project. They learned about planning, storyboarding, editing conventions, time management, and organizing their group. Some specific things they improved on were being more precise with planning and storyboarding, better continuity editing, learning sound editing skills, and fixing mistakes like inconsistent shots. The preliminary task helped introduce them to the filmmaking process and allowed them to develop skills before filming the final project.
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Preliminary task powerpoint
The document summarizes what was learned from a preliminary filmmaking task completed by Frank and Max. It discusses several key points:
- Skills learned included storyboarding, camera operation, filming techniques, editing, and sound design. Managing time and ensuring continuity between shots posed challenges.
- The filming and finished video were successful given it was their first attempt, but time management and continuity errors need improvement.
- Peer assessment praised their equal contributions and storyline, but noted the continuity issues between shots.
- For future projects, the author will focus on avoiding continuity errors, better time management, and improving editing skills.
Reflection on p task
The document reflects on the first version of a group's film production task. It describes the elements they were asked to include, like shot types and camera movements. They created a PowerPoint plan but it was not well thought out. On the shoot day, they encountered problems due to lack of planning. They concluded the task did not meet the required standard and decided to redo it with improved planning and organization.
Evaluating your preliminary task
The document discusses a group's evaluation of their pre-production process and filming of a movie for a task. It describes how the group worked well together despite some disagreements. It suggests areas for improvement like better planning of camera shots and costumes. The group was hindered by an unexpected change in location but found a suitable alternative. Filming went smoothly using iPads but the group will secure a location earlier in the future. Overall, the document reflects on lessons learned about filmmaking techniques and skills gained through completing the project.
Reflection on as blog
The student found the AS coursework to be challenging but rewarding. They enjoyed the editing process the most since they had experience with the software. However, they found creating the shooting script and storyboards most difficult because ideas changed frequently requiring alterations. Other difficulties included equipment malfunctions during filming and difficulty coordinating schedules for all actors. To improve, the student would focus on better planning, organization, and preparation.
Media preliminary task evaluation pp
This document summarizes a student's media production project. It describes the pre-production, production, and post-production processes. In pre-production, the student created a storyboard and script with his partner Matt. Their story involved Matt playing a drug dealer. During production, they filmed various shots but encountered issues with other students in shots and lighting variations. In post-production, they had many technical difficulties editing in Premier Pro, taking several lessons to resolve file compatibility issues. They were ultimately pleased with the final outcome despite the challenges.
Evaluation of preliminary task
George Hopkins evaluated his group's preliminary film task. He felt that their pre-production workflow was effective, though some members missing discussions hindered progress. They used iPads to film, which allowed for easy exporting but provided low quality footage and background noise. Filming lessons included storyboards not matching outcomes and the need for multiple shots. They used iMovie for simple editing but it lacked sound editing. The completed task met criteria by showing a character opening a door, crossing a room, sitting for dialogue with match cuts, shot/reverse shot, and following the 180 degree rule. Overall, George learned about planning, filming, editing processes and the importance of teamwork for success.
Evaluation of prelim task
The student worked on a group project to create a film sequence for a preliminary task. They worked well as a team, with defined roles for filming, acting, and editing. They storyboarded their sequence and did practice runs to plan shots. They used a Canon HD camera, tripod, Adobe Premiere software, and external hard drive to complete the filming and editing. Factors like schedules, lighting, location, and sound quality were considered. The sequence was completed ahead of schedule. The student learned new camera, software, and film editing skills through this project.
Preliminary task evalutaion
Tayla Thorley reflects on her group's process for completing a preliminary film task. She notes that working as a team and brainstorming together helped generate ideas, though one member's absence hindered the process. Filming with an iPad proved difficult due to its size, resulting in some shaky footage. Lessons learned include using a different, more stable camera and choosing a quieter filming location. Editing in iMovie went smoothly and allowed adding effects. Overall, the criteria were met but more shot/reverse shot coverage could have been included. Tayla learned about different camera techniques and the film editing process in iMovie.
Recommended
Preliminary task powerpoint
The document summarizes what was learned from a preliminary filmmaking task completed by Frank and Max. It discusses several key points:
- Skills learned included storyboarding, camera operation, filming techniques, editing, and sound design. Managing time and ensuring continuity between shots posed challenges.
- The filming and finished video were successful given it was their first attempt, but time management and continuity errors need improvement.
- Peer assessment praised their equal contributions and storyline, but noted the continuity issues between shots.
- For future projects, the author will focus on avoiding continuity errors, better time management, and improving editing skills.
Reflection on p task
The document reflects on the first version of a group's film production task. It describes the elements they were asked to include, like shot types and camera movements. They created a PowerPoint plan but it was not well thought out. On the shoot day, they encountered problems due to lack of planning. They concluded the task did not meet the required standard and decided to redo it with improved planning and organization.
Evaluating your preliminary task
The document discusses a group's evaluation of their pre-production process and filming of a movie for a task. It describes how the group worked well together despite some disagreements. It suggests areas for improvement like better planning of camera shots and costumes. The group was hindered by an unexpected change in location but found a suitable alternative. Filming went smoothly using iPads but the group will secure a location earlier in the future. Overall, the document reflects on lessons learned about filmmaking techniques and skills gained through completing the project.
Reflection on as blog
The student found the AS coursework to be challenging but rewarding. They enjoyed the editing process the most since they had experience with the software. However, they found creating the shooting script and storyboards most difficult because ideas changed frequently requiring alterations. Other difficulties included equipment malfunctions during filming and difficulty coordinating schedules for all actors. To improve, the student would focus on better planning, organization, and preparation.
Media preliminary task evaluation pp
This document summarizes a student's media production project. It describes the pre-production, production, and post-production processes. In pre-production, the student created a storyboard and script with his partner Matt. Their story involved Matt playing a drug dealer. During production, they filmed various shots but encountered issues with other students in shots and lighting variations. In post-production, they had many technical difficulties editing in Premier Pro, taking several lessons to resolve file compatibility issues. They were ultimately pleased with the final outcome despite the challenges.
Evaluation of preliminary task
George Hopkins evaluated his group's preliminary film task. He felt that their pre-production workflow was effective, though some members missing discussions hindered progress. They used iPads to film, which allowed for easy exporting but provided low quality footage and background noise. Filming lessons included storyboards not matching outcomes and the need for multiple shots. They used iMovie for simple editing but it lacked sound editing. The completed task met criteria by showing a character opening a door, crossing a room, sitting for dialogue with match cuts, shot/reverse shot, and following the 180 degree rule. Overall, George learned about planning, filming, editing processes and the importance of teamwork for success.
Evaluation of prelim task
The student worked on a group project to create a film sequence for a preliminary task. They worked well as a team, with defined roles for filming, acting, and editing. They storyboarded their sequence and did practice runs to plan shots. They used a Canon HD camera, tripod, Adobe Premiere software, and external hard drive to complete the filming and editing. Factors like schedules, lighting, location, and sound quality were considered. The sequence was completed ahead of schedule. The student learned new camera, software, and film editing skills through this project.
Preliminary task evalutaion
Tayla Thorley reflects on her group's process for completing a preliminary film task. She notes that working as a team and brainstorming together helped generate ideas, though one member's absence hindered the process. Filming with an iPad proved difficult due to its size, resulting in some shaky footage. Lessons learned include using a different, more stable camera and choosing a quieter filming location. Editing in iMovie went smoothly and allowed adding effects. Overall, the criteria were met but more shot/reverse shot coverage could have been included. Tayla learned about different camera techniques and the film editing process in iMovie.
Evaluation of prelim task
The team of four students managed tasks well through assigning main roles for filming and editing. They storyboarded and practiced their scene before filming with a Canon HD camera and tripod. Footage was edited together in Adobe Premiere on a Lacie drive. Factors like schedules, lighting, location, and sound quality were considered during planning and shooting. The sequence was completed ahead of schedule, and the group learned new filming, editing, and project management skills through hands-on experience with the technology and creative process.
Evaluation of prelim task
The student worked with a team of four on a film project. They created storyboards and did practice runs to plan the sequence. They used a Canon HD camera, tripod, Adobe Premiere software, and LaCie drive to complete the filming and editing. Some challenges included balancing schedules and learning to use the new technology. Overall the sequence was successful and completed ahead of schedule. The student learned new camera, editing, and filmmaking skills through this project.
Evaluation power point for media preliminary task
Matt discusses completing a preliminary media task with his group. He found the pre-production workflow went well due to everyone contributing ideas. They were able to film the task on iPads and learned lessons about camera stability and different angles. Editing in iMovie went smoothly. Overall, Matt learned about camera techniques, planning, and the full filmmaking process.
Evaluation question 7
The preliminary task taught the student important filming and editing skills like match on action shots, 180 degree rule shots, and using Sony Vegas editing software. These skills helped make the final production look more polished with varied shots. Specifically, the preliminary task experience helped with acting, using equipment, and understanding when to use certain shots to set mood. It also showed the importance of capturing scenes from multiple angles to aid the editing process. Overall, the preliminary task built the student's confidence and skills for a successful full production.
Preliminary task evaluation
John Power evaluated his group's preliminary task process. [1] He felt their pre-production workflow was effective as they listened to each other's ideas, though brainstorming took too long at times. [2] They used an iPad camcorder which worked well and made transferring video easy. [3] He learned lighting and camera techniques are important. [4] They used iMovie on iMacs to edit, which was simple and met their deadline. [5] Their completed task met the criteria of showing match-on-action, 180 degree rule, and shot/reverse shot. [6] Overall, he learned more about the filmmaking process and can now notice techniques like continuity in other films.
Evaluation Question 7
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
Evaluation of prelim task
The team of Courtney, Joe, and Susan worked well together to complete their preliminary task on time. Joe and Susan took on acting roles while Courtney operated the camera. They storyboarded their sequence and did practice runs to plan shots. They used a Canon HD camera, tripod, Adobe Premiere software, and LaCie drive to shoot and edit. Factors like scheduling, lighting, sound, and location were considered. While the sequence was completed early, they learned skills like camera operation, editing, and could have improved introductions and endings. Overall it was a successful learning experience.
Media evaluation – question 7
Through completing their full film opening sequence, the student learned how important planning and research are for a successful video. For the preliminary task, they created a basic storyboard but did not plan shots in detail. However, for the main task they took more time to thoroughly storyboard and plan ideas with the group. This ensured they used their limited filming time effectively and were prepared with equipment lists. While they tried to fit too much into one lesson for the preliminary task, mistakes from this taught them to better account for challenges and arrange additional filming days if needed. Overall, the student improved their camerawork, editing skills, and understands the value of production research.
Areas for development q3
During the creation of a preliminary film task, the group faced some challenges with time management and continuity errors. Scenes took longer to film than anticipated, leaving less time for editing. This resulted in rushed title sequences and credits. Minor continuity errors around a character's hair and background items were also issues. For the main task, the group plans to spend less time on storyboards while still making them detailed. They will allocate more time for reviewing the finished film to catch and correct any continuity errors.
Q7
1) The preliminary task helped improve the final product by allowing mistakes to be identified and addressed, such as poor lighting and camera placement.
2) Planning improved significantly from preliminary to final, with Vanity having detailed storyboards and shot lists that aided the organized filming.
3) Editing skills grew from preliminary to final, learning how to use effects like speeding up/slowing down clips to create a better overall product in Vanity.
Prelim vs Final task evaluation
The planning for the preliminary task was brief and simplistic, consisting of a mind map and storyboard, whereas planning for the final task involved multiple iterations of ideas, an animated mind map with shot ideas, a filming schedule, location scouting, and a risk assessment. This more thorough planning allowed for a better final product. Footage for the preliminary task was shaky as a tripod wasn't used, but a tripod was used for all filming of the final task to produce steady, professional-looking shots. Lighting was also improved, making use of natural light and low-key lighting so scenes were well-lit but with tension. Editing issues around warping footage and lack of continuity between clips in the
Preliminary task evaluation
Sukhpreet evaluates their group's pre-production work for a preliminary film task. They found the work was evenly distributed and they were able to discuss issues that arose. Finding willing cast members was difficult. They should have considered camera angles more. An iPad was used to film, which had limitations like an inability to use a tripod, but the quality was good. They learned the importance of landscape over portrait orientation and avoiding unwanted backgrounds. Editing in iMovie was challenging but the inexperienced group was able to cut clips together. The completed task met criteria like character movement and dialogue. Overall, Sukhpreet learned about camera techniques, iMovie editing, storyboards, and lessons like proper filming conditions and att
Media pp
The document discusses the areas of improvement from the preliminary task to the full opening sequence project. It identifies improvements in film techniques, understanding the importance of an opening sequence, technology skills like editing, group work processes, time management, roles in production like editing and sound, and developing the project from a simple preliminary to a more complex opening sequence.
Analysis of preliminary task
1) The document analyzes the pre-production, production, and post-production stages of a preliminary film task.
2) During pre-production, planning the script was difficult but specifying needed aspects like character movements helped.
3) Production went smoothly with few retakes needed, though handheld camera work lacked stability and characters improvised lines.
4) Post-production editing was easy since the editor knew their vision, but precise timing of clips and uploading issues prolonged the process.
Evaluation for preliminary task
The group planned their preliminary task using mind maps and storyboards but had to change locations last minute when their original choice became unavailable. They filmed using iPads, which worked well though they had to remember to shoot in landscape. Editing in iMovie was straightforward. The completed video meets the criteria of including dialogue between two people and different shots. Overall, the process taught the importance of thorough location planning and how to produce a video with varied shots and camera movements.
Prelim media
Brandon reflects on what he learned from making a video with a group. He discusses time management challenges and how someone with experience helped others learn filming and editing skills. While the finished video looked professional with good editing, planning time better could have improved continuity issues from rushing. Feedback noted positive camera work and effects but suggested adding music and improving clothing continuity in shots of the main character Bobby. Brandon contributed acting, editing ideas, and creating a CCTV effect for the video.
QUESTION 7
The document discusses what was learned from creating a preliminary task and applying it to a full opening sequence product. It was learned that planning processes like storyboarding, audience research, and securing proper locations are important. During shoots, assigning roles, using scripts and shot lists, and filming additional shots are helpful. When editing, learning new software skills improves the final product. A variety of feedback, including focus groups, helps with improvements. Strong team communication, contribution, and positivity are essential for collaboration.
Question 7
For the preliminary task, the student worked individually and focused on camera work and basic editing. For the main task, the student worked in a group to act in and produce idents. Communication, planning, production, and post-production were much improved in the main task compared to the preliminary. The group used a Facebook chat to better organize filming over break. Storyboards were more detailed and helped during shooting. All footage was kept for the main task to aid continuity, whereas unnecessary scenes were deleted for the preliminary. Music choice and editing style, including titles, were more advanced and professional for the main task.
Evaluation of prelim task
The student worked with a team of four on a filmmaking prelim task. They managed roles and schedules, with the student taking on editing. They storyboarded and practiced their scene before filming with a Canon camera and tripod. The team then used Adobe Premiere to edit, adding effects. The student learned new camera, software and editing skills through completing the task.
Preliminary task evaluation
Josh evaluated his group's preliminary task process. They planned thoroughly using storyboards and considered location options, though could have brainstormed more. They filmed using an iPad, but it picked up background noise. Josh learned to choose locations without excess light and to use a tripod. They edited in iMovie, which helped produce a better final product than other software. Overall, Josh felt the task met its criteria and he learned various filming techniques and skills in editing through iMovie that will help with future projects.
Preliminary task evaluation
The document discusses the filmmaking group's experience with their pre-production, filming, and editing of a preliminary film task. It notes that their idea development went well, but their pace of work was slow. They used an iPad to film, which provided good quality but required steady hands. Editing in iVideo went smoothly. Lessons learned include needing to check for unwanted objects in shots and improving time management. The preliminary task met the criteria of demonstrating techniques like match cuts and shot/reverse shot. The process helped the group learn basic camera techniques and terms.
As media preliminary task evaluation
During the preliminary task, the author took on the role of director. They came up with the idea for the short film along with their group. As director, they handled all camera work and directed their group during filming. The planning process went smoothly, though filming and editing proved challenging at times due to learning new techniques. Working in a group was fun but sometimes people were late or absent, leaving others with extra work. The video's strengths included location lighting, shots that fit each scene, and a clear theme. Areas for improvement are sound quality, fully incorporating all camera techniques like shot reverse shot, and consistent coloring between scenes.
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Evaluation of prelim task
The team of four students managed tasks well through assigning main roles for filming and editing. They storyboarded and practiced their scene before filming with a Canon HD camera and tripod. Footage was edited together in Adobe Premiere on a Lacie drive. Factors like schedules, lighting, location, and sound quality were considered during planning and shooting. The sequence was completed ahead of schedule, and the group learned new filming, editing, and project management skills through hands-on experience with the technology and creative process.
Evaluation of prelim task
The student worked with a team of four on a film project. They created storyboards and did practice runs to plan the sequence. They used a Canon HD camera, tripod, Adobe Premiere software, and LaCie drive to complete the filming and editing. Some challenges included balancing schedules and learning to use the new technology. Overall the sequence was successful and completed ahead of schedule. The student learned new camera, editing, and filmmaking skills through this project.
Evaluation power point for media preliminary task
Matt discusses completing a preliminary media task with his group. He found the pre-production workflow went well due to everyone contributing ideas. They were able to film the task on iPads and learned lessons about camera stability and different angles. Editing in iMovie went smoothly. Overall, Matt learned about camera techniques, planning, and the full filmmaking process.
Evaluation question 7
The preliminary task taught the student important filming and editing skills like match on action shots, 180 degree rule shots, and using Sony Vegas editing software. These skills helped make the final production look more polished with varied shots. Specifically, the preliminary task experience helped with acting, using equipment, and understanding when to use certain shots to set mood. It also showed the importance of capturing scenes from multiple angles to aid the editing process. Overall, the preliminary task built the student's confidence and skills for a successful full production.
Preliminary task evaluation
John Power evaluated his group's preliminary task process. [1] He felt their pre-production workflow was effective as they listened to each other's ideas, though brainstorming took too long at times. [2] They used an iPad camcorder which worked well and made transferring video easy. [3] He learned lighting and camera techniques are important. [4] They used iMovie on iMacs to edit, which was simple and met their deadline. [5] Their completed task met the criteria of showing match-on-action, 180 degree rule, and shot/reverse shot. [6] Overall, he learned more about the filmmaking process and can now notice techniques like continuity in other films.
Evaluation Question 7
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
Evaluation of prelim task
The team of Courtney, Joe, and Susan worked well together to complete their preliminary task on time. Joe and Susan took on acting roles while Courtney operated the camera. They storyboarded their sequence and did practice runs to plan shots. They used a Canon HD camera, tripod, Adobe Premiere software, and LaCie drive to shoot and edit. Factors like scheduling, lighting, sound, and location were considered. While the sequence was completed early, they learned skills like camera operation, editing, and could have improved introductions and endings. Overall it was a successful learning experience.
Media evaluation – question 7
Through completing their full film opening sequence, the student learned how important planning and research are for a successful video. For the preliminary task, they created a basic storyboard but did not plan shots in detail. However, for the main task they took more time to thoroughly storyboard and plan ideas with the group. This ensured they used their limited filming time effectively and were prepared with equipment lists. While they tried to fit too much into one lesson for the preliminary task, mistakes from this taught them to better account for challenges and arrange additional filming days if needed. Overall, the student improved their camerawork, editing skills, and understands the value of production research.
Areas for development q3
During the creation of a preliminary film task, the group faced some challenges with time management and continuity errors. Scenes took longer to film than anticipated, leaving less time for editing. This resulted in rushed title sequences and credits. Minor continuity errors around a character's hair and background items were also issues. For the main task, the group plans to spend less time on storyboards while still making them detailed. They will allocate more time for reviewing the finished film to catch and correct any continuity errors.
Q7
1) The preliminary task helped improve the final product by allowing mistakes to be identified and addressed, such as poor lighting and camera placement.
2) Planning improved significantly from preliminary to final, with Vanity having detailed storyboards and shot lists that aided the organized filming.
3) Editing skills grew from preliminary to final, learning how to use effects like speeding up/slowing down clips to create a better overall product in Vanity.
Prelim vs Final task evaluation
The planning for the preliminary task was brief and simplistic, consisting of a mind map and storyboard, whereas planning for the final task involved multiple iterations of ideas, an animated mind map with shot ideas, a filming schedule, location scouting, and a risk assessment. This more thorough planning allowed for a better final product. Footage for the preliminary task was shaky as a tripod wasn't used, but a tripod was used for all filming of the final task to produce steady, professional-looking shots. Lighting was also improved, making use of natural light and low-key lighting so scenes were well-lit but with tension. Editing issues around warping footage and lack of continuity between clips in the
Preliminary task evaluation
Sukhpreet evaluates their group's pre-production work for a preliminary film task. They found the work was evenly distributed and they were able to discuss issues that arose. Finding willing cast members was difficult. They should have considered camera angles more. An iPad was used to film, which had limitations like an inability to use a tripod, but the quality was good. They learned the importance of landscape over portrait orientation and avoiding unwanted backgrounds. Editing in iMovie was challenging but the inexperienced group was able to cut clips together. The completed task met criteria like character movement and dialogue. Overall, Sukhpreet learned about camera techniques, iMovie editing, storyboards, and lessons like proper filming conditions and att
Media pp
The document discusses the areas of improvement from the preliminary task to the full opening sequence project. It identifies improvements in film techniques, understanding the importance of an opening sequence, technology skills like editing, group work processes, time management, roles in production like editing and sound, and developing the project from a simple preliminary to a more complex opening sequence.
Analysis of preliminary task
1) The document analyzes the pre-production, production, and post-production stages of a preliminary film task.
2) During pre-production, planning the script was difficult but specifying needed aspects like character movements helped.
3) Production went smoothly with few retakes needed, though handheld camera work lacked stability and characters improvised lines.
4) Post-production editing was easy since the editor knew their vision, but precise timing of clips and uploading issues prolonged the process.
Evaluation for preliminary task
The group planned their preliminary task using mind maps and storyboards but had to change locations last minute when their original choice became unavailable. They filmed using iPads, which worked well though they had to remember to shoot in landscape. Editing in iMovie was straightforward. The completed video meets the criteria of including dialogue between two people and different shots. Overall, the process taught the importance of thorough location planning and how to produce a video with varied shots and camera movements.
Prelim media
Brandon reflects on what he learned from making a video with a group. He discusses time management challenges and how someone with experience helped others learn filming and editing skills. While the finished video looked professional with good editing, planning time better could have improved continuity issues from rushing. Feedback noted positive camera work and effects but suggested adding music and improving clothing continuity in shots of the main character Bobby. Brandon contributed acting, editing ideas, and creating a CCTV effect for the video.
QUESTION 7
The document discusses what was learned from creating a preliminary task and applying it to a full opening sequence product. It was learned that planning processes like storyboarding, audience research, and securing proper locations are important. During shoots, assigning roles, using scripts and shot lists, and filming additional shots are helpful. When editing, learning new software skills improves the final product. A variety of feedback, including focus groups, helps with improvements. Strong team communication, contribution, and positivity are essential for collaboration.
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Similar to Evaluation Q3
Question 7
For the preliminary task, the student worked individually and focused on camera work and basic editing. For the main task, the student worked in a group to act in and produce idents. Communication, planning, production, and post-production were much improved in the main task compared to the preliminary. The group used a Facebook chat to better organize filming over break. Storyboards were more detailed and helped during shooting. All footage was kept for the main task to aid continuity, whereas unnecessary scenes were deleted for the preliminary. Music choice and editing style, including titles, were more advanced and professional for the main task.
Evaluation of prelim task
The student worked with a team of four on a filmmaking prelim task. They managed roles and schedules, with the student taking on editing. They storyboarded and practiced their scene before filming with a Canon camera and tripod. The team then used Adobe Premiere to edit, adding effects. The student learned new camera, software and editing skills through completing the task.
Preliminary task evaluation
Josh evaluated his group's preliminary task process. They planned thoroughly using storyboards and considered location options, though could have brainstormed more. They filmed using an iPad, but it picked up background noise. Josh learned to choose locations without excess light and to use a tripod. They edited in iMovie, which helped produce a better final product than other software. Overall, Josh felt the task met its criteria and he learned various filming techniques and skills in editing through iMovie that will help with future projects.
Preliminary task evaluation
The document discusses the filmmaking group's experience with their pre-production, filming, and editing of a preliminary film task. It notes that their idea development went well, but their pace of work was slow. They used an iPad to film, which provided good quality but required steady hands. Editing in iVideo went smoothly. Lessons learned include needing to check for unwanted objects in shots and improving time management. The preliminary task met the criteria of demonstrating techniques like match cuts and shot/reverse shot. The process helped the group learn basic camera techniques and terms.
As media preliminary task evaluation
During the preliminary task, the author took on the role of director. They came up with the idea for the short film along with their group. As director, they handled all camera work and directed their group during filming. The planning process went smoothly, though filming and editing proved challenging at times due to learning new techniques. Working in a group was fun but sometimes people were late or absent, leaving others with extra work. The video's strengths included location lighting, shots that fit each scene, and a clear theme. Areas for improvement are sound quality, fully incorporating all camera techniques like shot reverse shot, and consistent coloring between scenes.
Question 7
1) The team learned how to better work together through compromising and delegating tasks for their full product compared to their preliminary task.
2) They improved their time management for the full project by planning filming schedules and meetings, which allowed more time for polishing.
3) The camera work and editing for the full product was of higher quality compared to the preliminary task due to using better equipment, more advanced editing software, and steadier camera movements.
Evaluation 7
After completing their preliminary task, the students learned several skills that helped them improve their full opening sequence product. They learned about different camera shots and editing techniques in Final Cut Express by practicing on their preliminary task. They also learned the importance of proper planning, communication, and assigning roles for directing and writing. Creating a storyboard helped make their opening sequence more successful. The weaknesses they identified in the preliminary task, such as lack of skills and communication, were not issues in the final product due to what they learned.
Evaluation 7
After completing their preliminary task, the student learned several important skills for their full opening sequence project. They learned about different camera shots and editing techniques in Final Cut Express by practicing on their preliminary work. They also improved their sound editing abilities and learned the value of writing scripts and assigning roles for directing and planning. Creating a detailed storyboard helped strengthen their opening sequence over the preliminary task by improving communication and organization. The weaknesses identified in the preliminary task, such as lack of skills and communication, were addressed to create a high quality final product.
Question 6
The document discusses the technology used and technical difficulties encountered in filming a school project. It mentions using a camcorder, microphone, computer, iPad and docking station. Outdoor filming was challenging due to noise from passing cars. The camera had focusing issues when changing locations. Editing software like Premiere Pro and After Effects were used. The author is proud of certain shots they filmed and edited themselves, but notes things that could be improved like using a microphone sock and filming outdoors in daylight.
Question 7
The document discusses what was learned from the preliminary task to the full product. It was noted that planning was poor for the preliminary task, which made it challenging and required changing ideas halfway. This highlighted the importance of thorough planning. Other lessons included utilizing foley sounds to add realism, and gaining more experience with cameras and editing software to implement more advanced titles, transitions, and shot types in the full product. Overall, mistakes from the preliminary task helped inform what was needed to progress to a higher quality final project.
Evaluation question 7
The document discusses what the author has learned from their preliminary task to their full media product. They learned improved camera skills like varied shots and angles. Editing skills improved through using Final Cut Pro software. The importance of sound design was realized, like using non-diegetic music. Planning footage and using a tripod results in steadier, more professional video. Overall, progress was made from an unplanned preliminary task to a detailed opening scene through practice and learning skills.
Opening sequence knowledge
The document discusses the knowledge and skills gained by the authors in creating an opening film sequence. They learned about effective techniques from analyzing other films, such as using strange visuals and low lighting. They also learned skills like using video editing software and cameras. Through the project, the authors improved their time management, group work, and understanding of film production roles. Overall, the process of creating the opening sequence helped the authors expand their filmmaking knowledge and develop practical skills.
Amad Reflection of p task Finished
1. The document reflects on a group project to create a 2-minute video clip demonstrating various film techniques.
2. Planning for the project was ineffective as the group struggled to establish a motivation for the characters, which hindered their ability to film successfully.
3. While contributions during filming were effective, improvements are needed for better planning, ensuring fully charged cameras, removing tripod from shots, and creating a script to maximize efficient filming.
Presentation1 media
When filming their preliminary task, the group faced challenges from a lack of experience working together and shooting a film. However, through practice on the preliminary task and experimenting with different techniques, the group was able to improve in areas like teamwork, time management, camera work, music/sound, location choices, and editing for their final film. They learned to compromise, specialize roles, and better manage their time. The group also improved camera angles/shots, continuity, implemented software for sound/music, expanded locations, and utilized more editing functions.
Q6
The document discusses what the student has learned about technologies from constructing a film opening. The student learned skills using Final Cut Express, Live Text, and Garage Band. They enjoyed gaining experience with video editing software. Some limitations encountered included Final Cut crashing, audio files not saving, and long rendering times. Overall the student feels they have gained valuable experience with software and the filmmaking process that will help with future projects.
Evaluation question 7
Through creating a preliminary project and full product, the author learned how to use new technology and software like iMovie and Premiere Pro. Researching techniques like camera shots and editing styles helped improve their skills. Creating a title sequence allowed them to apply these new skills and learn from analyzing professional examples. Overall, their media and technology abilities progressed greatly due to hands-on experience, research, and teamwork.
Evaluation, Question 7
1) During their preliminary task, the group had little knowledge of film production and the roles involved. They worked as a group on all aspects, which took a long time.
2) For their opening sequence, they learned about different film production roles and split up tasks accordingly. This allowed work to be completed more efficiently and to a higher standard.
3) Their knowledge of film production roles improved greatly between the preliminary task and opening sequence.
Opening sequence knowledge Inproved version
This document summarizes what the author's group learned about creating film opening sequences and using film production technology. They analyzed opening sequences from films like Se7en to understand techniques for suspense and visuals. They also learned skills like using iMovie and Photoshop as well as techniques like lighting, shots, and props. Creating a trial opening sequence helped them understand how to structure their own opening and apply what they learned. They had to develop skills in using cameras, tripods, and keeping shots steady. Working as a group helped them delegate tasks to complete large projects on time. Time management was an ongoing learning process to allow time for reshoots and editing. They also gained knowledge about key roles in film production.
Preliminary evaluation
My evaluation for our preliminary task that we produced throughout the first six weeks of year twelve.
Q6.1
Through constructing a film opening, the student learned new skills using software like Final Cut Express, GarageBand, and Text Live. Some limitations encountered included Final Cut crashing, audio files not saving, and rendering/space issues wasting time. However, the student believes these challenges provided learning experiences. For future projects, the student would film earlier and get more shots to improve editing flexibility and resolve continuity errors. A variety of software and online tools were used to be versatile in planning, editing, uploading, and researching film openings. The process helped the student appreciate the work involved in professional filmmaking.
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Evaluation Q3
- 1. Looking back at my Preliminary task, what do I feel I have learnt in the progression from it to the full product?
- 2. Introduction I felt our Preliminary task was a great opportunity for me to learn the process, filming and the editing involved when making a film; I think it provided me with the roots which I could build upon as I progressed. I became familiar with the technology and equipment. It also allowed me to discovered a few of many issues that can arise when producing a film.
- 3. Planning and Storyboarding I have learnt the importance of planning ahead for every single detail when making a film. I did not know how significant this was when making our preliminary task. For example, we did not make a detailed storyboard for our preliminary task, however we realised it was needed so I made a very precise, thorough one for when we filmed in January. However, we did diverge from the storyboard slightly if we saw a good shot that we could possibly film.
- 4. Editing • On a micro, technical level we observed and used the conventions of continuity editing rather well in our Preliminary task. We could see the effect this success had on our work so we aimed to continue this when we filmed and edited our title sequence. They included: the 180 degree rule, match on action and shot-reverse- shot.
- 5. Time Management • I felt we managed out time well when filming and editing. We had goals that we wanted to work towards; for example - we aimed to finish editing by the end of February (2012).
- 6. Editing Mistake • Regarding editing we made numerous mistakes in our preliminary task that we amended in our opening title sequence. For example, in our preliminary task we had a lack of continuity. As Liat puts her hand up towards her face, it cuts to the reverse shot which shows her actually placing her hand on the table: Cut
- 7. Amending Mistakes such as these • So when it came to editing our title sequence I wanted to match the shots up perfectly by zooming into the timeline to have complete control. As you can see below, the depot worker raises up his torch and as it cuts to the next shot it is in the exact same place it was in the previous shot: Cut
- 8. • This continuity editing is also present in the next two shots: Cut
- 9. Sound Editing • In addition, I learnt how to edit the sound of clips when editing. In our preliminary task, in one shot (Liat walking towards desk) there was very loud background noise that we didn't know how to mute: Unwanted Background Sound • However we have learnt how to edit the volume of each clip so this error did not happen again.
- 10. Organisation of the group • Organising the group was mainly carried out using technology such as BBM, Facebook and Skype. We had group discussions after our media lessons to discuss anything that was urgent/needed. We took numerous roles throughout the process but we all did a bit of each role to see where we felt most comfortable. For example: Joel organised the location, I did a large amount of the editing and Megan/Liat were responsible to interviewing our possible audiences. Filming was split evenly between the four of us.
- 11. To conclude • To conclude, I believe our Preliminary task introduced me to the many tasks I had ahead, I acknowledged how many things there were to organise and how editing takes far longer that you would expect. This task started to develop my technological skills as well as my planning and time management skills. Without the Preliminary task, I feel I wouldn't have produced an opening title sequence to this standard as I would have been learning skills as I filmed/edited the final product instead of learning them before hand (the Preliminary Task).
- 12. • By Ryan Bloom - Evaluation Question 3