Evaluation qs7
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The student learned a great deal from their preliminary continuity assignment to their final film project. In the continuity assignment, they were new to shooting and did not know how to handle the camera or take different shots. For their prelum, they learned how to properly handle the camera and take various shot types. By the time of their final shoot, the student was well-versed in using camera equipment and knew how to get all the necessary shots. While editing took a long time, they felt they had done good work on their final film compared to earlier works.
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Preliminary task evaluation ka
The document summarizes Katherine Allsop's experience with a preliminary film task. Her group was asked to film five shots of a door opening, sitting down, and a conversation using different techniques. They had to apply the 180 degree rule, match on action, and shot reverse shot. Things that went well included good group cooperation and setup. Things that could be improved included filming the full scene at once rather than in pieces and better camera placement. The task gave Katherine ideas for her 2 minute film opening, such as using fade effects and varying shot types.
Preliminary task evaluation
Callum English completed a preliminary evaluation for a short film task. He had to learn the basics of using a camera, such as how to properly secure the camera to a tripod to get high and low angle shots without the camera falling off. A classmate and teacher demonstrated how to lower and raise the tripod and attach the camera securely.
5.Pre-production
This document outlines the pre-production details for a student film project including props, locations, contingency planning, health and safety, and schedule. Props and costumes are needed for four characters set in various locations like a classroom, dinner room, and library. Potential issues addressed include permission to film in rooms, availability of actors, and safety of lights, cameras, and computers. A one-week production schedule is outlined with tasks like inviting actors, meetings, filming, and editing across eight days requiring resources like actors, rooms, cameras, and editing software.
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.
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.
Evaluation part 3
Melisa Aliu reflects on her progression from the preliminary task to the final product for her film coursework. She learned that filmmaking requires careful planning, research into genre, and mastering camera techniques. Her skills improved from amateur to professional as she practiced shots like over the shoulder. While happy with her preliminary task, she would improve the sound. Overall, she gained an appreciation for how much work goes into filmmaking and setting the right mood through elements like sound, fonts, and genre research.
Risk assessment
Luke Forster identifies several risks for a planned photo shoot and outlines measures to mitigate them. Potential risks include illness or injury preventing the primary models from participating, equipment malfunctions, inability to obtain necessary costumes or props, poor lighting, and full memory cards. His mitigation strategies include having backup models, checking equipment beforehand, contingency planning for costumes and props, working with a studio advisor on lighting, and monitoring memory card space. The overall goal is to ensure the shoot goes smoothly and results in high quality photos that fit the genre of a rock music magazine.
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.
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Preliminary task evaluation ka
The document summarizes Katherine Allsop's experience with a preliminary film task. Her group was asked to film five shots of a door opening, sitting down, and a conversation using different techniques. They had to apply the 180 degree rule, match on action, and shot reverse shot. Things that went well included good group cooperation and setup. Things that could be improved included filming the full scene at once rather than in pieces and better camera placement. The task gave Katherine ideas for her 2 minute film opening, such as using fade effects and varying shot types.
Preliminary task evaluation
Callum English completed a preliminary evaluation for a short film task. He had to learn the basics of using a camera, such as how to properly secure the camera to a tripod to get high and low angle shots without the camera falling off. A classmate and teacher demonstrated how to lower and raise the tripod and attach the camera securely.
5.Pre-production
This document outlines the pre-production details for a student film project including props, locations, contingency planning, health and safety, and schedule. Props and costumes are needed for four characters set in various locations like a classroom, dinner room, and library. Potential issues addressed include permission to film in rooms, availability of actors, and safety of lights, cameras, and computers. A one-week production schedule is outlined with tasks like inviting actors, meetings, filming, and editing across eight days requiring resources like actors, rooms, cameras, and editing software.
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.
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.
Evaluation part 3
Melisa Aliu reflects on her progression from the preliminary task to the final product for her film coursework. She learned that filmmaking requires careful planning, research into genre, and mastering camera techniques. Her skills improved from amateur to professional as she practiced shots like over the shoulder. While happy with her preliminary task, she would improve the sound. Overall, she gained an appreciation for how much work goes into filmmaking and setting the right mood through elements like sound, fonts, and genre research.
Risk assessment
Luke Forster identifies several risks for a planned photo shoot and outlines measures to mitigate them. Potential risks include illness or injury preventing the primary models from participating, equipment malfunctions, inability to obtain necessary costumes or props, poor lighting, and full memory cards. His mitigation strategies include having backup models, checking equipment beforehand, contingency planning for costumes and props, working with a studio advisor on lighting, and monitoring memory card space. The overall goal is to ensure the shoot goes smoothly and results in high quality photos that fit the genre of a rock music magazine.
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.
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.
Shooting schedule photography unit
The shooting schedule outlines a photo shoot taking place on February 3rd, 2014 around Knaresborough, England using a borrowed SLR camera from college and a model who signed a release form. Props like a scooter and fridge were used but only the scooter photos made it to the final images. A risk assessment was completed and contingencies were in place with a backup model and camera if needed.
Prelim Task And Final Opening Sequence Comparison
The document discusses the progression in filmmaking techniques from the author's preliminary task to their full opening sequence. Specifically, it reflects on how shots were improved to be at better angles and follow subjects as they moved. It also discusses how rules like the 180-degree rule and rule of thirds were applied more accurately in the opening sequence. Matching on action was also improved by removing background noise. Overall, the author felt they learned to make more effective shots that fit the thriller genre through continuity and montage sequences in the opening title.
Preliminary task evaluation
We were asked to film different scenes using various camera techniques and edit them together to create a short film opening. The stages of filming and editing went well, with a smooth panning shot and good conversation scene. Some areas for improvement included improving the acting and adding credits to the editing. The preliminary task provided learning around continuity, camera angles, and editing that will help with creating a two-minute opening film.
Mediaaaaaaaa
Since creating the preliminary task, the document discusses several key things the author has learned. The author learned that using a steady tripod is important for clean shots. Tracking and panning shots are useful techniques that the author learned how to execute. Additionally, the author learned that sound is important for creating tension and that minor details like props and location selection can improve realism and overall quality.
Q7) looking back at your preliminary task
The document discusses a film student's experience filming preliminary exercises and a final short film. For the preliminary exercise, the student's group demonstrated techniques like the 180 degree rule and shot reverse shot. This experience gave the student an advantage when filming their own final 2-minute film opening. The student was able to apply rules and shots like match on action shots that they had learned. Through the process, the student improved at organizing, camera work, and editing techniques in Final Cut Express.
Preliminary Task Presentation
this was the presentation i did for my preliminary task and it had a lot of detail of what we needed to do and what we polished. hope you like it and any feedback will be appreciated.
Development
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
Evaluation question 5
The filmmaker uploaded their completed film to Facebook to get reviews and comments from friends, who liked the film. They also took interviews from some friends, showing them the trailer from a reference film to get their opinions on the genre and what they liked about the potential movie.
Evaluation qs1
This document discusses how the filmmaker's media product uses and develops conventions of existing romantic thriller genres. The filmmaker chooses the Bollywood institution Yash Raj Films as their influence because of its successful romantic and thriller films. Conventions from romantic films like music, isolated meeting locations, and gifts are discussed. Thriller conventions involving weapons, fights, and surprises are also outlined. The filmmaker discusses how they will challenge stereotypes by having the usually kind male character and serious female character be reversed.
Evaluation question 6
The student learned about various technologies through constructing their film project. They did not initially know how to use a tripod but learned it was helpful for long shots and smooth footage while filming scenes at the sea. They also learned to control the camera's features like brightness when shooting in bright conditions. Editing software like Adobe Premiere and Photoshop taught the student how to cut video, add effects, titles, and make a logo for the film. A mobile phone, laptop, and online resources also supported the project by allowing contact with others, data storage, editing, and finding music and images.
Evaluation qs3
Yash Raj Films would distribute the media product because it produces all genres of films including romance and thriller. It has produced famous romantic thriller films like Ishaqzaade that tell a similar story to the author's film about lovers killed due to family disapproval. Yash Raj Films is an established institution that has won several National Film Awards and Filmfare Awards for best films providing entertainment. The author chose it to help their romantic thriller film gain recognition as Yash Raj is renowned for portraying romance flawlessly.
Evaluation qs4
The target audience for the media product is mainly teenagers. Through analysis, it was found that 77% of people prefer romantic thrillers due to how the characters are portrayed and act. Nearly all viewers (97%) prefer if romantic thrillers show the relationship turning point from beginning to end. Interviews revealed people liked the film's storyline and how it challenged common stereotypes.
Evaluation qs2
The media product represents teenagers and addresses gender and age. It features a teenage couple, Pia and Jai, in a relationship. Pia is depicted through colorful, pink clothing and makeup as typical of a teenage girl. Jai wears blue jeans and a striped shirt typical of a teenage boy. The film challenges stereotypes by portraying the normally innocent girl as unserious in the relationship and killing her boyfriend, while the boy is serious in the relationship, unlike typical portrayals. The couple is from a middle-class family and between the ages of 13-19.
Evaluation question 7
The student learned several things from their preliminary video task to their final film project. Their camerawork improved from shaky pans in the preliminary video to smoother movement in the final project. They also expanded their shot selection from a few basic shots to more creative angles and shots intended to convey character emotions. One challenging shot was a high angle shot taken without a tripod from a building terrace that required multiple retakes.
Evaluation question 7
The document compares shots from a preliminary task to those in the full product, noting improvements in several areas. It explains that earlier shots were wonky due to not knowing how to use a tripod or zoom properly, while later shots were smoother and used transitions better. The conclusion states that skills around camera angles, movement, editing, and camera/tripod operation were learned, allowing filming with more confidence and precision.
Eval 7
From producing a preliminary task to a full product, the author learned significant skills in camera work, directing, editing, and teamwork. For the preliminary task, the author's camera skills were limited and the directing was disorganized. However, experience with different shots and editing software improved the author's abilities. Additional research helped add special effects. Coordination with the team also improved, allowing for better planning and task distribution. These gained skills led to a main task that incorporated more advanced shots and tighter editing than the preliminary version.
Evaluation 7
From her preliminary editing task to her full film opening, the author learned several techniques to improve her camerawork and cinematography. She realized using a tripod resulted in less shaky footage. She also gained experience using different shot types and applying techniques like the 180 degree rule and match on match action shots more appropriately. For the film opening, the author included a wider range of shots and cinematography styles to tell the narrative and keep viewers engaged.
Looking back at your prelim task, what have you learnt in the progression fro...
The document discusses the progression from a preliminary film task to the final product. Some key things learned were using camera shots like match on action and continuous filming. The preliminary task was a good first experience but some shots like the beginning and end were messy. For the final opening, a wider range of shots and editing effects were used to set the atmosphere. Looking back, focusing shots and using more variety would have improved the preliminary task. Comparing the two, there is clear improvement in shots like two shots and tracking shots which were done more perfectly in the final film.
Evaluation Activity 7
By completing a preliminary editing task, the author learned important skills that improved their work on the final product. They gained confidence using camera equipment and incorporating different shot types and angles. Observing the editing process helped the author better understand that element of filmmaking. Key continuity rules like the 180-degree rule and match on action were applied successfully in both works. While shot reverse shot wasn't needed for the final product structure, experience with it in the preliminary task added to the author's media knowledge overall.
Evaluation question no 7
The document compares the filmmaker's preliminary task to their final opening sequence. For the preliminary, only a few basic shots were used and no props were needed. However, the opening sequence featured a variety of shots, more props, and different locations to make it more interesting. Shooting the final clip helped the filmmaker improve their skills with different camera shots and effects. They also faced challenges holding the camera for the preliminary but used a tripod for the final, resulting in a steadier shot.
Question 7
The document discusses what was learned from creating a preliminary task and final film project. It describes improvements in camera skills, continuity, and acting. More planning was required for the final film, including schedules, storyboards, and costume/location planning. Different camera angles were used to represent characters. Editing the final film was easier since the software was now familiar and more planning had been done. Overall, comparing the preliminary and final projects shows the growth and improvements that occurred.
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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.
Shooting schedule photography unit
The shooting schedule outlines a photo shoot taking place on February 3rd, 2014 around Knaresborough, England using a borrowed SLR camera from college and a model who signed a release form. Props like a scooter and fridge were used but only the scooter photos made it to the final images. A risk assessment was completed and contingencies were in place with a backup model and camera if needed.
Prelim Task And Final Opening Sequence Comparison
The document discusses the progression in filmmaking techniques from the author's preliminary task to their full opening sequence. Specifically, it reflects on how shots were improved to be at better angles and follow subjects as they moved. It also discusses how rules like the 180-degree rule and rule of thirds were applied more accurately in the opening sequence. Matching on action was also improved by removing background noise. Overall, the author felt they learned to make more effective shots that fit the thriller genre through continuity and montage sequences in the opening title.
Preliminary task evaluation
We were asked to film different scenes using various camera techniques and edit them together to create a short film opening. The stages of filming and editing went well, with a smooth panning shot and good conversation scene. Some areas for improvement included improving the acting and adding credits to the editing. The preliminary task provided learning around continuity, camera angles, and editing that will help with creating a two-minute opening film.
Mediaaaaaaaa
Since creating the preliminary task, the document discusses several key things the author has learned. The author learned that using a steady tripod is important for clean shots. Tracking and panning shots are useful techniques that the author learned how to execute. Additionally, the author learned that sound is important for creating tension and that minor details like props and location selection can improve realism and overall quality.
Q7) looking back at your preliminary task
The document discusses a film student's experience filming preliminary exercises and a final short film. For the preliminary exercise, the student's group demonstrated techniques like the 180 degree rule and shot reverse shot. This experience gave the student an advantage when filming their own final 2-minute film opening. The student was able to apply rules and shots like match on action shots that they had learned. Through the process, the student improved at organizing, camera work, and editing techniques in Final Cut Express.
Preliminary Task Presentation
this was the presentation i did for my preliminary task and it had a lot of detail of what we needed to do and what we polished. hope you like it and any feedback will be appreciated.
Development
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
What's hot (8)
Viewers also liked
Evaluation question 5
The filmmaker uploaded their completed film to Facebook to get reviews and comments from friends, who liked the film. They also took interviews from some friends, showing them the trailer from a reference film to get their opinions on the genre and what they liked about the potential movie.
Evaluation qs1
This document discusses how the filmmaker's media product uses and develops conventions of existing romantic thriller genres. The filmmaker chooses the Bollywood institution Yash Raj Films as their influence because of its successful romantic and thriller films. Conventions from romantic films like music, isolated meeting locations, and gifts are discussed. Thriller conventions involving weapons, fights, and surprises are also outlined. The filmmaker discusses how they will challenge stereotypes by having the usually kind male character and serious female character be reversed.
Evaluation question 6
The student learned about various technologies through constructing their film project. They did not initially know how to use a tripod but learned it was helpful for long shots and smooth footage while filming scenes at the sea. They also learned to control the camera's features like brightness when shooting in bright conditions. Editing software like Adobe Premiere and Photoshop taught the student how to cut video, add effects, titles, and make a logo for the film. A mobile phone, laptop, and online resources also supported the project by allowing contact with others, data storage, editing, and finding music and images.
Evaluation qs3
Yash Raj Films would distribute the media product because it produces all genres of films including romance and thriller. It has produced famous romantic thriller films like Ishaqzaade that tell a similar story to the author's film about lovers killed due to family disapproval. Yash Raj Films is an established institution that has won several National Film Awards and Filmfare Awards for best films providing entertainment. The author chose it to help their romantic thriller film gain recognition as Yash Raj is renowned for portraying romance flawlessly.
Evaluation qs4
The target audience for the media product is mainly teenagers. Through analysis, it was found that 77% of people prefer romantic thrillers due to how the characters are portrayed and act. Nearly all viewers (97%) prefer if romantic thrillers show the relationship turning point from beginning to end. Interviews revealed people liked the film's storyline and how it challenged common stereotypes.
Evaluation qs2
The media product represents teenagers and addresses gender and age. It features a teenage couple, Pia and Jai, in a relationship. Pia is depicted through colorful, pink clothing and makeup as typical of a teenage girl. Jai wears blue jeans and a striped shirt typical of a teenage boy. The film challenges stereotypes by portraying the normally innocent girl as unserious in the relationship and killing her boyfriend, while the boy is serious in the relationship, unlike typical portrayals. The couple is from a middle-class family and between the ages of 13-19.
Viewers also liked (6)
Similar to Evaluation qs7
Evaluation question 7
The student learned several things from their preliminary video task to their final film project. Their camerawork improved from shaky pans in the preliminary video to smoother movement in the final project. They also expanded their shot selection from a few basic shots to more creative angles and shots intended to convey character emotions. One challenging shot was a high angle shot taken without a tripod from a building terrace that required multiple retakes.
Evaluation question 7
The document compares shots from a preliminary task to those in the full product, noting improvements in several areas. It explains that earlier shots were wonky due to not knowing how to use a tripod or zoom properly, while later shots were smoother and used transitions better. The conclusion states that skills around camera angles, movement, editing, and camera/tripod operation were learned, allowing filming with more confidence and precision.
Eval 7
From producing a preliminary task to a full product, the author learned significant skills in camera work, directing, editing, and teamwork. For the preliminary task, the author's camera skills were limited and the directing was disorganized. However, experience with different shots and editing software improved the author's abilities. Additional research helped add special effects. Coordination with the team also improved, allowing for better planning and task distribution. These gained skills led to a main task that incorporated more advanced shots and tighter editing than the preliminary version.
Evaluation 7
From her preliminary editing task to her full film opening, the author learned several techniques to improve her camerawork and cinematography. She realized using a tripod resulted in less shaky footage. She also gained experience using different shot types and applying techniques like the 180 degree rule and match on match action shots more appropriately. For the film opening, the author included a wider range of shots and cinematography styles to tell the narrative and keep viewers engaged.
Looking back at your prelim task, what have you learnt in the progression fro...
The document discusses the progression from a preliminary film task to the final product. Some key things learned were using camera shots like match on action and continuous filming. The preliminary task was a good first experience but some shots like the beginning and end were messy. For the final opening, a wider range of shots and editing effects were used to set the atmosphere. Looking back, focusing shots and using more variety would have improved the preliminary task. Comparing the two, there is clear improvement in shots like two shots and tracking shots which were done more perfectly in the final film.
Evaluation Activity 7
By completing a preliminary editing task, the author learned important skills that improved their work on the final product. They gained confidence using camera equipment and incorporating different shot types and angles. Observing the editing process helped the author better understand that element of filmmaking. Key continuity rules like the 180-degree rule and match on action were applied successfully in both works. While shot reverse shot wasn't needed for the final product structure, experience with it in the preliminary task added to the author's media knowledge overall.
Evaluation question no 7
The document compares the filmmaker's preliminary task to their final opening sequence. For the preliminary, only a few basic shots were used and no props were needed. However, the opening sequence featured a variety of shots, more props, and different locations to make it more interesting. Shooting the final clip helped the filmmaker improve their skills with different camera shots and effects. They also faced challenges holding the camera for the preliminary but used a tripod for the final, resulting in a steadier shot.
Question 7
The document discusses what was learned from creating a preliminary task and final film project. It describes improvements in camera skills, continuity, and acting. More planning was required for the final film, including schedules, storyboards, and costume/location planning. Different camera angles were used to represent characters. Editing the final film was easier since the software was now familiar and more planning had been done. Overall, comparing the preliminary and final projects shows the growth and improvements that occurred.
Question 7
In my preliminary task, I had limited camera equipment and shot options. For my final product, I had access to multiple lenses allowing more creative shots. I also improved my framing and incorporated some camera movement and zooming shots. While my editing skills did not greatly improve, practicing in my preliminary task prepared me well. I also learned to add basic visual effects that enhanced my final product. Overall, having more equipment options and practicing key filmmaking skills allowed me to produce a higher quality final product.
Evaluation question 6
From filming their preliminary task, the author learned several important lessons that improved their skills for their full opening sequence project. They learned how to correct lighting changes in editing, developed advanced editing techniques like jump cuts and syncing music. Their camerawork improved, ensuring all shots were in focus. They also learned techniques like shot reverse shot, match on action, and how to creatively use their surroundings. The importance of planning and organization was also highlighted when equipment issues arose during the preliminary filming.
Evaluation question 7
From filming their preliminary task, the author learned several important lessons that improved their skills for their full opening sequence project. They learned how to correct lighting changes in editing, developed more advanced editing techniques like jump cuts and syncing music. Their camerawork improved, ensuring all shots were in focus. They also learned techniques like shot reverse shot, match on action, and how to creatively use their surroundings. The importance of planning and organization was also emphasized.
Evaluation Task 7
Looking back at your preliminary task, you feel you have greatly improved your skills in camera work, editing, and continuity from your initial task to your final product. When filming the preliminary task, you struggled with shaky camera movements but overcame this for the final product. Your editing skills vastly improved from initial difficulties using Premiere to learning how to properly time cuts. Your camera skills expanded from learning new shots and techniques. Continuity was an issue initially but was handled well in the final product. You also came to better understand the importance of the 180 degree rule and shot/reverse shot technique through this process.
Question 7
The document discusses the progression of skills learned from the beginning of a media production project. It notes that initially everything was new and challenging, like learning to use equipment safely. Over time, skills with camera work, terminology, angles, and editing in Final Cut Pro improved. However, time management was a weakness, causing tasks to be rushed. Going forward, the author resolved to better manage time, avoid rushing, and practice camera skills.
7 looking back at your preliminary task
The student learned several key filmmaking skills from completing a preliminary task that helped with their final product. They learned how to properly use a tripod to keep shots steady and allow panning shots. While the location could have been better to reduce echo, the preliminary task demonstrated basic shots like match on action and helped ensure rules like the 180 degree line were followed. For the final product, the student applied more creative shots and lighting to better manipulate mood and atmosphere through techniques like mis en scene.
Evaluation preliminery
The student learned several important lessons when comparing their preliminary media project to the final product. They learned about the importance of cinematography techniques like shot types and camera angles to make scenes more interesting. They also learned to be more thoughtful about mise-en-scene and only including relevant objects in shots. Through editing the final project, the student gained skills using Premiere and learned the impact of titles and sound design. By applying these lessons, the quality of their filming, editing, and overall production improved greatly from the preliminary to final piece.
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.
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.
Preliminary task
Kerry Thompson reflects on what they learned from creating a preliminary task and thriller opening. They realized lighting, pre-production planning, equipment use, and group coordination are important. Through the tasks, Kerry learned various camera techniques like shot types, camera angles, and editing rules. While the preliminary task was successful with good camerawork, Kerry notes planning could have been improved. For the thriller, more planning of costumes, music, equipment and filming sessions made production and post-production quicker.
Evaluation question
The document reflects on the improvements the author has made from their preliminary editing task to their full opening sequence project. Some key areas of growth include improved editing skills like color correction, more advanced camerawork with focused shots, better use of techniques like match on action, and increased organization and planning. The author provides specific examples to demonstrate how they applied lessons learned from the preliminary task, such as ensuring consistent lighting within shots. Overall, the reflection highlights the significant progress and skills developed over the course of the project.
Prelim
The document summarizes what the author learned from an initial preliminary film task to creating a full thriller opening sequence. For the preliminary task, the author's camera work was shaky and shots were not framed properly. Planning involved for the thriller sequence helped make filming more productive. Additional skills like dressing shots with props, adding non-diegetic sound, and using transitions were applied. Comparing the preliminary work to the thriller opening shows the author's film skills and knowledge greatly improved over the course of learning and creating a more polished final product.
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1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
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二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
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◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
SCHOOL CULTURE ADAPTATION AMONG INDIGENOUS PEOPLES COLLEGE STUDENTS AT A PRIV...
ABSTRACT: This qualitative study investigates the adaption experiences of indigenous college students at the
University of Mindanao, Matina-main campus. Eight major themes emerged, including difficulties with language
proficiency, online learning, classroom interaction, examination systems, grading procedures, school regulations,
resource accessibility, coping mechanisms, and future goals. Implications include the requirement for targeted
language proficiency and technology use support, an understanding of adaption processes, interventions to
improve resource accessibility, and equitable public administration policies. The study underlines the importance
of adaptation in various educational contexts, as well as the role of educators and legislators in creating inclusive
learning environments.
KEYWORDS: indigenous college students, adaptation, educational challenges, coping strategies
Factors affecting undergraduate students’ motivation at a university in Tra Vinh
ABSTRACT: Motivation plays an important role in foreign language learning process. This study aimed to
investigate student’s motivation patterns towards English language learning at a University in Tra Vinh, and factors
affecting their motivation change toward English language learning of non-English-major students in the semester.
The researcher used semi-structured interview at the first phase of choosing the participants and writing reflection
through the instrument called “My English Learning Motivation History” adapted from Sawyer (2007) to collect
qualitative data within 15 weeks. The participants consisted of nine first year non-English-major students who learning
General English at pre-intermediate level. They were chosen and divided into three groups of three members each
(high motivation group; average motivation group; and low motivation group). The results of the present study
identified six visual motivation patterns of three groups of students with different motivation fluctuation, through the
use of cluster analysis. The study also indicated a diversity of factors affecting students’ motivation involving internal
factors as influencing factors (cognitive, psychology, and emotion) and external factors as social factors (instructor,
peers, family, and learning environment) during English language learning in a period of 15 weeks. The findings of
the study helped teacher understand relationship of motivation change and its influential factors. Furthermore, the
findings also inspired next research about motivation development in learning English process.
KEY WORDS: language learning motivation, motivation change, motivation patterns, influential factors, students’
motivation.
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CYBER SECURITY ENHANCEMENT IN NIGERIA. A CASE STUDY OF SIX STATES IN THE NORT...
ABSTRACT: Security plays an important role in human life and endeavors. Securing information and
disseminating are critical challenges in the present day. This study aimed at identifying innovative technologies
that aid cybercrimes and can constitute threats to cybersecurity in North Central (Middle Belt) Nigeria covering
its six States and the FCT Abuja. A survey research design was adopted. The researchers employed the use of
Google form in administering the structured questionnaire. The instruments were faced validated by one expert
each from ICT and security. Cronbach Alpha reliability Coefficient was employed and achieved 0.83 level of
coefficient. The population of the study was 200, comprising 100 undergraduate students from computer science
and Computer/Robotics Education, 80 ICT instructors, technologists and lecturers in the University and
Technical Colleges in the Middle Belt Nigeria using innovative technologies for their daily jobs and 20 officers
of the crime agency such as: Independent Corrupt Practices Commission (ICPC) andEconomic and Financial
Crimes Commission (EFCC). Three research purposes and questions as well as the hypothesis guided the study
on Five (5) point Likert scale. Data collected were analyzed using mean and standard deviation for the three
research questions while three hypotheses were tested using t-test at 0.05 level of significance. Major findings
revealed that serious steps are needed to better secure the cybers against cybercrimes. Motivation, types, threats
and strategies for the prevention of cybercrimes were identified. The study recommends that government,
organizations and individuals should place emphasis on moral development, regular training of its employees,
regular update of software, use strong password, back up data and information, produce strong cybersecurity
policy, install antivirus soft and security surveillance (CCTV) in offices in order to safeguard its employees and
properties from being hacked and vandalized.
KEYWORDS: Cybersecurity, cybercrime, cyberattack, cybercriminal, computer virus, Virtual Private Networks
(VPN).
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STUDY ON THE DEVELOPMENT STRATEGY OF HUZHOU TOURISM
ABSTRACT: Huzhou has rich tourism resources, as early as a considerable development since the reform and
opening up, especially in recent years, Huzhou tourism has ushered in a new period of development
opportunities. At present, Huzhou tourism has become one of the most characteristic tourist cities on the East
China tourism line. With the development of Huzhou City, the tourism industry has been further improved, and
the tourism degree of the whole city has further increased the transformation and upgrading of the tourism
industry. However, the development of tourism in Huzhou City still lags far behind the tourism development of
major cities in East China. This round of research mainly analyzes the current development of tourism in
Huzhou City, on the basis of analyzing the specific situation, pointed out that the current development of
Huzhou tourism problems, and then analyzes these problems one by one, and put forward some specific
solutions, so as to promote the further rapid development of tourism in Huzhou City.
KEYWORDS:Huzhou; Travel; Development
UR BHATTI ACADEMY AND ONLINE COURSES.pdf
UR BHatti Academy dedicated to providing the finest IT courses training in the world. Under the guidance of experienced trainer Usman Rasheed Bhatti, we have established ourselves as a professional online training firm offering unparalleled courses in Pakistan. Our academy is a trailblazer in Dijkot, being the first institute to officially provide training to all students at their preferred schedules, led by real-world industry professionals and Google certified staff.
On Storytelling & Magic Realism in Rushdie’s Midnight’s Children, Shame, and ...
ABSTRACT: Salman Rushdie’s novels are humorous books about serious times. His cosmopolitanism and
hybrid identity allowed him access to multiple cultures, religions, languages, dialects, and various modes of
writing. His style is often classified as magic realism, blending the imaginary with the real. He draws
inspiration from both English literature and Indian classical sources. Throughout his works, there is a lineage of
‘bastards of history’, a carnival of shameful characters scrolling all along his works. Rushdie intertwines fiction
with reality, incorporating intertextual references to Western literature in his texts, and frequently employing
mythology to explore history. This paper focuses on Rushdie’s three novels: Midnight’s Children, Shame, and
Haroun and the Sea of Stories, analyzing his postmodern storytelling techniques that aim to explore human
vices and follies while offering socio-political criticism.
KEYWORDS : Magic Realism, Rushdie, Satire, Storytelling, Transfictional Identities
一比一原版(AU毕业证)英国阿伯丁大学毕业证如何办理
AU毕业证文凭证书【微信95270640】《英国阿伯丁大学毕业证书原版制作AU成绩单》【Q微信95270640】《仿制AU毕业证成绩单英国阿伯丁大学学位证书pdf电子图》，A.为什么留学生需要操作留信认证?
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B.为什么我们提供的毕业证成绩单具有使用价值？
查询留服认证是国内鉴别留学生海外学历的唯一途径，但认证只是个体行为，不是所有留学生都操作，所以没有办理认证的留学生的学历在国内也是查询不到的，他们也仅仅只有一张文凭。所以这时候我们提供的和学校颁发的一模一样的毕业证成绩单，就有了使用价值。
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4毕业证成绩单电子版您确认信息无误之后安排制作成品；
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四：留信认证留学生信息网站可查
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A.为什么留学生需要操作留信认证?
留信认证全称全国留学生信息服务网认证,隶属于北京中科院。①留信认证门槛条件更低,费用更美丽,并且包过,完单周期短,效率高②留信认证虽然不能去国企,但是一般的公司都没有问题,因为国内很多公司连基本的留学生学历认证都不了解。这对于留学生来说,这就比自己光拿一个证书更有说服力,因为留学学历可以在留信网站上进行查询!
B.为什么我们提供的毕业证成绩单具有使用价值？
查询留服认证是国内鉴别留学生海外学历的唯一途径但认证只是个体行为不是所有留学生都操作所以没有办理认证的留学生的学历在国内也是查询不到的他们也仅仅只有一张文凭。所以这时候我们提供的和学校颁发的一模一样的毕业证成绩单就有了使用价值。却也灵机一动立马仰起头双手拢在嘴边朝楼上大喊：“爸爸爸——有人找——那人一听朝山娃尴尬地笑笑悻悻地走了山娃立马“嘭的一声将铁门锁死心却咚咚地乱跳当山娃跟父亲说起这事时父亲很吃惊抚摸着山娃的头说还好醒得及时要不家早被人掏空了到时连电视也没得看啰不过父亲还是夸山娃能临危不乱随机应变有胆有谋山娃笑笑说那都是书上学的看童话和小说时学的不管如何父亲再也不许山娃敞开门坐到门口了父亲递给山娃钥匙说一出门就将门山
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快速办理(worcester毕业证书)伍斯特大学毕业证PDF成绩单一模一样
学校原件一模一样【微信：741003700 】《(worcester毕业证书)伍斯特大学毕业证PDF成绩单》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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Evaluation qs7
- 1. EVALUATION QUESTION7 LOOKING BACK AT YOUR PRELIMINARY TASK, WHAT DO YOU FEEL YOU HAVE LEARNT IN THE PROGRESSION FROM IT TO THE FULL PRODUCT?
- 2. There is a huge difference between my continuity assignment , prelum and my final shoot. When I started shooting for my continuity assignment everything was new to me. I had no idea about the different shots nor did I know how to handle camera. I had to face any problems. I shooted each and every shot for
- 3. These are the shots that I took when I was shooting my first continuity assignment in college. The shots that I took were match on action , shot reverse shot , and 180 degree rule.
- 5. After that I shooted my prelum which took a lot of time. But at this stage I learnt how to handle camera and take various shots. I actually enjoyed doing this activity because at this moment I had learnt a lot of things such as where to place camera and how to take various shots such as over the shoulder , mid shot and closeup.
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