Evaluation question 1
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The document provides details about the opening sequences, titles, credits, locations, costumes, props, camera work, editing, fonts, and genres used in the film "An Epic Love Story." The film uses the student's home and school as locations. It features casual clothing for costumes. Props include glasses borrowed from the student's dad and books carried by the main characters. The student received help with camera work from their dad and used video editing software to edit the film. The opening sequence introduces the title without dialogue to set up the romantic story, suggesting the genre is romantic comedy through the romantic interaction between the main characters.
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Question 7
The document summarizes the student's progression and learning from preliminary filmmaking tasks to creating a full film opening scene. It discusses the various tasks completed along the way, including copying scenes from Life on Mars to learn camera techniques, storyboarding, and editing. Through these exercises, the student gained skills in shooting, lighting, editing, adding titles and effects, and incorporating film techniques. For the opening scene task, the student applied these new skills but also learned the importance of intriguing audiences, establishing characters and genre, and ending on a cliffhanger to motivate further viewing. Though challenging, the process helped the student better understand filmmaking.
Presentation2 question 7
This document reflects on the improvements made from the author's preliminary film to their final title sequence project. The preliminary film lacked skills and planning, and had dull music and unexciting filming locations. However, it served as a useful starting point for learning basics. In contrast, the title sequence demonstrated improved camera skills, editing with transitions and effects, use of props, location filming, garage band skills to add sound effects and music, and motion graphics. Overall the author learned a great deal about the filmmaking process and how to improve quality through practical experience across multiple projects.
What have i learnt about technologies from the
The document discusses the filming and editing process for a student film project. It describes some of the technical challenges encountered, such as unstable handheld camera shots, costume issues, and battery life in cold weather. It also discusses how the filmmakers addressed these challenges, including using tripods, filming costume inserts separately, and bringing spare batteries. The document also covers creative choices like adding special effects in editing and filming extra shots to extend the film.
Production log
- The group worked on producing a short film over several lessons, drafting a script, storyboarding, filming scenes, and editing footage.
- Their final edit of the five minute short film was completed with voiceovers and music added.
- To complete the project, they finished a poster, written reviews, and are now each writing individual evaluations while also working on a group PowerPoint evaluation.
37. production log
The document summarizes the production process of a student film project over several lessons. It describes their progress in developing story ideas, writing a screenplay and shooting script, filming scenes on various dates, and rough editing of the filmed content. Their next steps included adding transitions, potentially voiceovers, and finishing the film evaluation.
Production log
The document summarizes the production process of a student film project over several lessons. It describes their progress in developing story ideas, writing a screenplay and shooting script, filming scenes on various dates, and rough editing of the filmed content. Their next steps included adding transitions, potentially voiceovers, and finishing the film evaluation.
Mahamed elmi presenation
Mahamed Elmi has created a pre-production PowerPoint for a short film called "Demonication: The Route To Success". The presentation includes initial ideas, taglines, a peer assessment choosing Demonication, reasons for choosing it, potential problems, a storyboard, script details, cast and crew listings, location and equipment needs, props, costumes, budget, and health and safety assessments. Elmi is asking for permission to film the project at a local school on weekends.
Task 2 production plan (3)
This document outlines a production plan and work schedule for a short film project. It includes a Gantt chart showing the timeline of pre-production, production, and post-production tasks from September 2018 to March 2019. It also includes sections on the launch date, permission letters, parental consent forms, equipment and software needs, casting requirements, budget, and considerations around legal, ethical, and content issues. The goal is to produce a PG-rated short film by the specified deadline while adhering to relevant regulations and permissions.
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Question 7
The document summarizes the student's progression and learning from preliminary filmmaking tasks to creating a full film opening scene. It discusses the various tasks completed along the way, including copying scenes from Life on Mars to learn camera techniques, storyboarding, and editing. Through these exercises, the student gained skills in shooting, lighting, editing, adding titles and effects, and incorporating film techniques. For the opening scene task, the student applied these new skills but also learned the importance of intriguing audiences, establishing characters and genre, and ending on a cliffhanger to motivate further viewing. Though challenging, the process helped the student better understand filmmaking.
Presentation2 question 7
This document reflects on the improvements made from the author's preliminary film to their final title sequence project. The preliminary film lacked skills and planning, and had dull music and unexciting filming locations. However, it served as a useful starting point for learning basics. In contrast, the title sequence demonstrated improved camera skills, editing with transitions and effects, use of props, location filming, garage band skills to add sound effects and music, and motion graphics. Overall the author learned a great deal about the filmmaking process and how to improve quality through practical experience across multiple projects.
What have i learnt about technologies from the
The document discusses the filming and editing process for a student film project. It describes some of the technical challenges encountered, such as unstable handheld camera shots, costume issues, and battery life in cold weather. It also discusses how the filmmakers addressed these challenges, including using tripods, filming costume inserts separately, and bringing spare batteries. The document also covers creative choices like adding special effects in editing and filming extra shots to extend the film.
Production log
- The group worked on producing a short film over several lessons, drafting a script, storyboarding, filming scenes, and editing footage.
- Their final edit of the five minute short film was completed with voiceovers and music added.
- To complete the project, they finished a poster, written reviews, and are now each writing individual evaluations while also working on a group PowerPoint evaluation.
37. production log
The document summarizes the production process of a student film project over several lessons. It describes their progress in developing story ideas, writing a screenplay and shooting script, filming scenes on various dates, and rough editing of the filmed content. Their next steps included adding transitions, potentially voiceovers, and finishing the film evaluation.
Production log
The document summarizes the production process of a student film project over several lessons. It describes their progress in developing story ideas, writing a screenplay and shooting script, filming scenes on various dates, and rough editing of the filmed content. Their next steps included adding transitions, potentially voiceovers, and finishing the film evaluation.
Mahamed elmi presenation
Mahamed Elmi has created a pre-production PowerPoint for a short film called "Demonication: The Route To Success". The presentation includes initial ideas, taglines, a peer assessment choosing Demonication, reasons for choosing it, potential problems, a storyboard, script details, cast and crew listings, location and equipment needs, props, costumes, budget, and health and safety assessments. Elmi is asking for permission to film the project at a local school on weekends.
Task 2 production plan (3)
This document outlines a production plan and work schedule for a short film project. It includes a Gantt chart showing the timeline of pre-production, production, and post-production tasks from September 2018 to March 2019. It also includes sections on the launch date, permission letters, parental consent forms, equipment and software needs, casting requirements, budget, and considerations around legal, ethical, and content issues. The goal is to produce a PG-rated short film by the specified deadline while adhering to relevant regulations and permissions.
Task 2 production plan (3)
This document outlines a production plan and work schedule for a short film project. It includes a Gantt chart showing the timeline of pre-production, production, and post-production tasks from September 2018 to March 2019. It also includes sections on the launch date, permission letters, parental consent forms, equipment and software needs, casting requirements, budget, and considerations around legal, ethical, and content issues for the film. The goal is to produce a PG-rated short film by the specified deadline while addressing all relevant permissions, ratings, and filmmaking requirements.
Question 7 – looking back at your preliminary
The document discusses the differences between the author's preliminary video task and their final opening video for a coursework project. For the preliminary task, they had little time to prepare and film shots, resulting in a rushed video with average skills. For the final opening, they put in significant preparation, used specialized equipment, researched techniques like camera angles and makeup, and added elements like transitions, titles, and a soundtrack to achieve a higher production quality and capture the horror genre conventionally. The author learned from the preliminary experience and applied those lessons to better emphasize skills and create a more polished and appealing final product.
Preliminary Task Evaluation
Jade Craig created characters and a narrative for a mother-daughter film. She chose an antagonist mother and protagonist daughter with contrasting personalities. Jade researched techniques like denotation, connotation, and camera shots. Her group learned how to use filming equipment like tripods, boom poles, and cameras. Editing in Final Cut was difficult at first but Jade learned the software. Overall, she felt unprepared for filming due to time constraints but chose another student's similar idea for the film elements needed.
Media Evaluation
The document summarizes a student film project creating a comedy short film about an uncomfortable situation on a train. It describes researching comedy films for inspiration, deciding to focus on stereotypical annoying passengers making for amusing awkward situations. Posters and articles were created to promote the film. Technical difficulties corrupted much of the footage, but the process provided experience with media production and design software.
Question 7
The document summarizes the tasks completed for a film project on "Life on Mars". It describes copying scenes from the TV show to learn camera techniques. It then discusses planning shots and storyboarding scenes. Final tasks included editing the film opening, where the importance of intriguing audiences and establishing genre in the first few minutes was learned. Though challenging, creating the opening helped improve filmmaking skills and gain knowledge about the filmmaking process.
Task 8
Brandon was part of a group tasked with creating a short horror film called "The Devil's Playground." Their original storyline did not meet requirements, so they changed it completely, requiring new characters and incorporating members from another group. Filming was difficult due to a broken microphone that picked up background noise and unavailable locations. However, they quickly created a better new storyline and filmed it well, adding music and titles when editing to improve the final product. Brandon's character had a more substantial role in the new storyline compared to the original limited one. They met all requirements by documenting their work, but could have improved use of time and sound quality. Overall, it went well despite the difficulties in completing the film.
Task 8
Brandon was part of a group tasked with creating a short horror film called "The Devil's Playground." Their original storyline did not meet requirements, so they changed it completely, requiring new characters and incorporating members from another group. Filming was difficult due to a broken microphone that picked up background noise and unavailable locations. However, they quickly created a better new storyline and filmed it well, adding music and titles when editing to improve the final product. Brandon's character had a more substantial role in the new storyline compared to the original limited one. They met all requirements by documenting their work, but could have improved use of time and sound quality. Overall, it went well despite the difficulties in completing the film.
Ig3 evaluation
Within this task, a student created a short film with two other students about a woman being pursued romantically by two men. They filmed scenes of the two men competing for her affection but had to cut some scenes due to one student leaving the program. They used text to fill gaps and edited the film in Adobe Premiere Pro. The strengths included a good script and background to follow as well as realistic acting. Weaknesses included having to change parts due to a student leaving and busy filming locations where people walked in the shots.
The conversation task evaluation
The document summarizes the evaluation of a conversation task video project. It went well in that match on action, shot reverse shot, and the 180 degree rule were successfully used, and sound effects and music fit well and added to the comedy. The camera quality was lower than hoped for. Shot types were sometimes randomly jumping around. For next time, higher camera quality would be used and exact shot types planned to avoid random jumping. Careful planning of all aspects is key to creating a good film.
Evaluation
Throughout the unit, the student focused on evaluating TV crime dramas like CSI, Sherlock, and others. This included analyzing conventions for characters, settings, and production elements. The evaluations helped inform the student's own crime drama trailer project. For the project, the student planned ideas, storyboards, equipment needs, and filming locations. They filmed a bank robbery trailer with classmates. Though some planning elements like the script could have been more detailed, the student was pleased with the final trailer and felt it effectively created the intended atmosphere. The project helped the student better understand the filmmaking process through their detailed 12-stage presentation.
Recce and Risk assessment
Freddie Collins created photo artwork for an album cover. He took multiple photos of an actor from different angles to use on the front, back, and inside covers. Collins used Photoshop to edit the photos by increasing brightness, contrast, and darkness to anonymize the actor's face and create a "grime like" aesthetic blending the actor into the background. When selecting photos, Collins ensured key details like symmetrical positioning were captured. He chose a photography studio for practical reasons like a secure tripod and large space to experiment with shots while remaining on school grounds for convenience.
7. evaluation
The document provides a review of Jack Bevens' production process for an FMP horror film project. It details strengths and weaknesses in the areas of research, planning, time management, technical qualities, aesthetic qualities, audience appeal, and peer feedback. Key strengths included researching horror elements, choosing impactful fonts and scenes, managing time well, and peer feedback praising the camera work and facial expressions. Weaknesses centered around technical issues like blurry shots, time spent reviewing footage, and room for more dramatic elements like blood. Overall the review aimed to critically evaluate and improve the project based on each stage of production.
Production plan
This document provides a production plan for a short film. It outlines details such as the film's release date of March 29th, a budget of £25, and casting of 4 main actors and 2 supporting actors who will work voluntarily. Equipment needs are minimal, using an existing camera and free editing/music software. Legal considerations include copyrighting the film, obtaining parental permission for minor actors, and aiming for a 12A classification. Contingency plans address potential issues like actor illness, weather delays, or lack of computer access. Feedback prompted strengthening an actor and clarifying the storyline earlier on.
Production plan
This document provides a production plan for a short film. It outlines details such as the film's release date of March 29th, a budget of £25, and casting of 4 main actors and 2 supporting actors who will work voluntarily. Equipment needs are minimal, using an existing camera and free editing/music software. Legal considerations include copyrighting the film, obtaining parental permission for minor actors, and aiming for a 12A classification. Contingency plans address potential issues like actor illness, weather delays, or lack of computer access. Feedback prompted strengthening an actor and clarifying the storyline earlier on.
Question 7
The student learned valuable skills through completing preliminary filmmaking tasks. The "Life on Mars" activity taught them about camera usage and shot timing. Storyboarding their opening scene helped them plan shots and experiment with editing. Each successive task built on their skills, and by the film opening they had learned effects, titles, and how to intrigue audiences. While challenging, creating the opening scene taught them the importance of character, location, and genre establishment to draw viewers in.
Film trailer
The document summarizes elements of the film Pitch Perfect, including its target audience as high school girls involved in singing groups. It notes the film uses medium and close-up camera shots as well as pans, dolly shots, and long camera shots. Music plays throughout to identify the musical genre, along with comedy and "chick flick" elements focusing on a group of girls. The pace of the film trailer is described as starting at a steady pace and speeding up towards the end.
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Despues del procesos
This document summarizes a standard test method for tension testing of metallic materials. It outlines the equipment, procedures, terminology, and scope of the test method. Specifically, it describes:
1. The equipment used, including wedge grips and various gripping devices for different types of specimens.
2. The procedures for properly aligning specimens and ensuring uniform stress distribution during testing.
3. Key terminology related to tension testing, including definitions for yield strength, elongation, and reduction of area.
4. The scope of the test method and what types of information can be learned from tension test results, such as comparisons of material strength and ductility.
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Filming Schedule
The document outlines a filming schedule to coordinate the availability of actors and time periods for filming. It includes a table showing the names of actors and time periods each day of the week that they are available to film. The goal is to avoid situations that could prevent filming by acknowledging when filming is possible based on the actors' schedules.
Evaluation qs1
The document discusses how the filmmaker's media product uses and develops conventions of existing romantic thriller films. It analyzes the genre of romantic thriller exemplified by the Bollywood film Ishaqzaade. Key conventions discussed include using music, costumes, props, editing techniques, and titles to develop both the romantic and thriller elements. The filmmaker aims to challenge conventions by portraying the male lead as more serious about the relationship while the female lead ends up killing him, subverting expectations.
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Task 2 production plan (3)
This document outlines a production plan and work schedule for a short film project. It includes a Gantt chart showing the timeline of pre-production, production, and post-production tasks from September 2018 to March 2019. It also includes sections on the launch date, permission letters, parental consent forms, equipment and software needs, casting requirements, budget, and considerations around legal, ethical, and content issues for the film. The goal is to produce a PG-rated short film by the specified deadline while addressing all relevant permissions, ratings, and filmmaking requirements.
Question 7 – looking back at your preliminary
The document discusses the differences between the author's preliminary video task and their final opening video for a coursework project. For the preliminary task, they had little time to prepare and film shots, resulting in a rushed video with average skills. For the final opening, they put in significant preparation, used specialized equipment, researched techniques like camera angles and makeup, and added elements like transitions, titles, and a soundtrack to achieve a higher production quality and capture the horror genre conventionally. The author learned from the preliminary experience and applied those lessons to better emphasize skills and create a more polished and appealing final product.
Preliminary Task Evaluation
Jade Craig created characters and a narrative for a mother-daughter film. She chose an antagonist mother and protagonist daughter with contrasting personalities. Jade researched techniques like denotation, connotation, and camera shots. Her group learned how to use filming equipment like tripods, boom poles, and cameras. Editing in Final Cut was difficult at first but Jade learned the software. Overall, she felt unprepared for filming due to time constraints but chose another student's similar idea for the film elements needed.
Media Evaluation
The document summarizes a student film project creating a comedy short film about an uncomfortable situation on a train. It describes researching comedy films for inspiration, deciding to focus on stereotypical annoying passengers making for amusing awkward situations. Posters and articles were created to promote the film. Technical difficulties corrupted much of the footage, but the process provided experience with media production and design software.
Question 7
The document summarizes the tasks completed for a film project on "Life on Mars". It describes copying scenes from the TV show to learn camera techniques. It then discusses planning shots and storyboarding scenes. Final tasks included editing the film opening, where the importance of intriguing audiences and establishing genre in the first few minutes was learned. Though challenging, creating the opening helped improve filmmaking skills and gain knowledge about the filmmaking process.
Task 8
Brandon was part of a group tasked with creating a short horror film called "The Devil's Playground." Their original storyline did not meet requirements, so they changed it completely, requiring new characters and incorporating members from another group. Filming was difficult due to a broken microphone that picked up background noise and unavailable locations. However, they quickly created a better new storyline and filmed it well, adding music and titles when editing to improve the final product. Brandon's character had a more substantial role in the new storyline compared to the original limited one. They met all requirements by documenting their work, but could have improved use of time and sound quality. Overall, it went well despite the difficulties in completing the film.
Task 8
Brandon was part of a group tasked with creating a short horror film called "The Devil's Playground." Their original storyline did not meet requirements, so they changed it completely, requiring new characters and incorporating members from another group. Filming was difficult due to a broken microphone that picked up background noise and unavailable locations. However, they quickly created a better new storyline and filmed it well, adding music and titles when editing to improve the final product. Brandon's character had a more substantial role in the new storyline compared to the original limited one. They met all requirements by documenting their work, but could have improved use of time and sound quality. Overall, it went well despite the difficulties in completing the film.
Ig3 evaluation
Within this task, a student created a short film with two other students about a woman being pursued romantically by two men. They filmed scenes of the two men competing for her affection but had to cut some scenes due to one student leaving the program. They used text to fill gaps and edited the film in Adobe Premiere Pro. The strengths included a good script and background to follow as well as realistic acting. Weaknesses included having to change parts due to a student leaving and busy filming locations where people walked in the shots.
The conversation task evaluation
The document summarizes the evaluation of a conversation task video project. It went well in that match on action, shot reverse shot, and the 180 degree rule were successfully used, and sound effects and music fit well and added to the comedy. The camera quality was lower than hoped for. Shot types were sometimes randomly jumping around. For next time, higher camera quality would be used and exact shot types planned to avoid random jumping. Careful planning of all aspects is key to creating a good film.
Evaluation
Throughout the unit, the student focused on evaluating TV crime dramas like CSI, Sherlock, and others. This included analyzing conventions for characters, settings, and production elements. The evaluations helped inform the student's own crime drama trailer project. For the project, the student planned ideas, storyboards, equipment needs, and filming locations. They filmed a bank robbery trailer with classmates. Though some planning elements like the script could have been more detailed, the student was pleased with the final trailer and felt it effectively created the intended atmosphere. The project helped the student better understand the filmmaking process through their detailed 12-stage presentation.
Recce and Risk assessment
Freddie Collins created photo artwork for an album cover. He took multiple photos of an actor from different angles to use on the front, back, and inside covers. Collins used Photoshop to edit the photos by increasing brightness, contrast, and darkness to anonymize the actor's face and create a "grime like" aesthetic blending the actor into the background. When selecting photos, Collins ensured key details like symmetrical positioning were captured. He chose a photography studio for practical reasons like a secure tripod and large space to experiment with shots while remaining on school grounds for convenience.
7. evaluation
The document provides a review of Jack Bevens' production process for an FMP horror film project. It details strengths and weaknesses in the areas of research, planning, time management, technical qualities, aesthetic qualities, audience appeal, and peer feedback. Key strengths included researching horror elements, choosing impactful fonts and scenes, managing time well, and peer feedback praising the camera work and facial expressions. Weaknesses centered around technical issues like blurry shots, time spent reviewing footage, and room for more dramatic elements like blood. Overall the review aimed to critically evaluate and improve the project based on each stage of production.
Production plan
This document provides a production plan for a short film. It outlines details such as the film's release date of March 29th, a budget of £25, and casting of 4 main actors and 2 supporting actors who will work voluntarily. Equipment needs are minimal, using an existing camera and free editing/music software. Legal considerations include copyrighting the film, obtaining parental permission for minor actors, and aiming for a 12A classification. Contingency plans address potential issues like actor illness, weather delays, or lack of computer access. Feedback prompted strengthening an actor and clarifying the storyline earlier on.
Production plan
This document provides a production plan for a short film. It outlines details such as the film's release date of March 29th, a budget of £25, and casting of 4 main actors and 2 supporting actors who will work voluntarily. Equipment needs are minimal, using an existing camera and free editing/music software. Legal considerations include copyrighting the film, obtaining parental permission for minor actors, and aiming for a 12A classification. Contingency plans address potential issues like actor illness, weather delays, or lack of computer access. Feedback prompted strengthening an actor and clarifying the storyline earlier on.
Question 7
The student learned valuable skills through completing preliminary filmmaking tasks. The "Life on Mars" activity taught them about camera usage and shot timing. Storyboarding their opening scene helped them plan shots and experiment with editing. Each successive task built on their skills, and by the film opening they had learned effects, titles, and how to intrigue audiences. While challenging, creating the opening scene taught them the importance of character, location, and genre establishment to draw viewers in.
Film trailer
The document summarizes elements of the film Pitch Perfect, including its target audience as high school girls involved in singing groups. It notes the film uses medium and close-up camera shots as well as pans, dolly shots, and long camera shots. Music plays throughout to identify the musical genre, along with comedy and "chick flick" elements focusing on a group of girls. The pace of the film trailer is described as starting at a steady pace and speeding up towards the end.
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2. The procedures for properly aligning specimens and ensuring uniform stress distribution during testing.
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Similar to Evaluation question 1
Evaluation question 1
This document discusses the opening sequence of a student film titled "An Epic High School Love Story". It summarizes how the opening sequence establishes the genre as a romantic comedy through the introduction of the nerdy male protagonist and popular female lead. It also discusses conventions used like titles and credits as well as ways the opening departs from conventions to make the film unique, such as including the film title at the beginning rather than end. The location, costumes, props, and camera work/editing are also summarized.
Evaluation question 1
This document provides an evaluation of the opening sequence of a student film titled "An Epic High School Love Story". It summarizes the ways the opening sequence establishes conventions like the film's name and credits while also challenging conventions through stylistic choices. It describes the location/setting, costumes, props, camera work, editing, and title font used. It explains how the opening sequence sets up the romantic comedy story and introduces the main characters without explicitly revealing their identities at first. The sequence suggests the film's genre of romantic comedy through the meet-cute moment between the nerdy boy and popular girl and use of comedic elements.
Prelim task evaluation
The student found generating ideas and scripting came easily. Some issues arose during filming with low camera light and actor laughter, but these were overcome. Editing required finding suitable background music and cutting actor mistakes. Reflecting, the student would create a storyboard first and ensure the script is followed exactly. They would also make the background music slightly quieter to better hear the actors. Overall classmates provided positive feedback, noting the need to balance audio levels between music and dialogue.
Question 7 Evaluation- Jumana Ismail
The document summarizes the progression the author made from their preliminary task video to their main task opening sequence video. For the preliminary task, the author had limited knowledge and experience with filming techniques, planning, sound, editing and choosing locations. For the main task, the author conducted extensive research, created storyboards, filmed in various London locations, learned to use sound editing software to add sound effects, and implemented a variety of shots and editing effects. The author felt they gained significant experience and improved their skills in all areas from the preliminary to the main task.
Question 7
1. The document discusses the process of creating a preliminary film and film opening for a media studies course. It covers the equipment, camera skills, editing, sound, ident and titles used.
2. For the preliminary film, the student used their iPhone without music or advanced editing. For the film opening, they upgraded their phone and used Premiere Pro to add effects, sounds, and titles.
3. Collaboration was important, with students acting for each other's preliminary films and helping each other learn editing skills.
Question 7
The document summarizes the tasks completed for a film project on "Life on Mars". It describes copying scenes from the TV show to learn camera techniques. It then discusses planning shots and storyboarding scenes. Final tasks included editing the film opening, where the importance of intriguing audiences and establishing genre in the first few minutes was learned. Though challenging, creating the opening helped improve filmmaking skills and gain knowledge about the filmmaking process.
Question 7
The document summarizes the tasks completed for a film project on "Life on Mars". It describes copying scenes from the TV show to learn camera techniques. It then discusses planning shots and storyboarding scenes. Final tasks included editing the film opening, where the importance of intriguing audiences and establishing genre in the first few minutes was learned. Though challenging, creating the opening helped improve filmmaking skills and gain knowledge about the filmmaking process.
Question 7
The document summarizes the tasks completed for a film project on "Life on Mars". It describes copying scenes from the TV show to learn camera techniques. It then discusses planning shots and storyboarding scenes. Final tasks included editing the film opening, where the importance of intriguing audiences and establishing genre in the first few minutes was learned. Though challenging, creating the opening helped improve filmmaking skills and gain knowledge about the filmmaking process.
Development diary fmp film weeek five part two
The filmmaker finished filming and began editing their short film using Premiere software. Some shots were filmed at angles that tilted the camera, so the tutor asked them to refilm those scenes, but they disagreed due to time constraints. They created subtitles in different colors for each character to identify who is speaking. Based on feedback from their tutor, they will shorten the slow opening credits scene and chop an overly long chatting scene. They need to edit the film down to 5 minutes maximum and refilm the opening credits involving a knife stabbing a cake to look more professional.
Task 2 production plan
The document outlines a production plan and work schedule for a short film. It includes a Gantt chart showing the timeline of pre-production, production, and post-production tasks from September 2018 to March 2019. Key dates include a pitch on October 1st, final script completion by November 30th, location recces from January 28th to February 1st, production from February 11th to 22nd, and film export/upload by March 1st. The document also includes sections on the launch date, permission letters, parental consent forms, equipment lists, casting requirements, and a low-budget estimate.
Question 7
The student learned several important skills when progressing from their preliminary task to the full product:
1) They did much more planning, research, and preparation for the main task compared to the preliminary task. This included researching genre conventions, creating detailed scripts and storyboards, and planning locations, costumes, props, and actors.
2) Their organization, time management, and technical skills improved greatly. For the main task they created schedules and shot lists to stay on track and learned how to use video editing software independently.
3) They paid closer attention to realism, conventions, and audience experience. For the main task they considered appropriate locations, costumes, music, and lighting to better match the narrative and make
Nabila question 6 and 7
- The document discusses lessons learned from creating a preliminary task versus a film opening project. For the preliminary task, the document's author notes they did not plan well, did not properly edit sound levels, did not manipulate sounds, only used long shots/close-ups without proper framing, made continuity mistakes, and did not think about aspects like costume and casting.
- For the film opening project, the author notes they planned more carefully, learned how to properly use equipment like cameras, edited sounds more effectively using software, shot a variety of shots, focused on proper framing and camerawork, assigned roles, and planned aspects like location, costume, and casting more thoroughly. The author reflects on skills and areas learned to
Final Edit Evaluation
Megan Robinson produced a short horror film for her final major project. She filmed using professional cameras and a separate sound recorder to improve audio quality. In her editing, she effectively cut between scenes and added techniques like dropping the camera for mystery. She learned new skills like adding subtitles, TV static, and black eyes. While the project took a long time, she was happy with how her final film matched her original intentions and incorporated interview scenes for more drama and clarity. Time management of equipment was challenging but she overcame rescheduling issues.
Prelim task evaluation
The filmmaker found getting ideas and scripting easy, while storyboarding was difficult since it was done after filming. During filming, there were some issues with lighting and actors laughing that required re-shooting and editing out. Editing involved finding suitable music, cutting extra footage, and adjusting audio levels. If repeating the task, the filmmaker would storyboard first and ensure the script is followed word for word, while keeping the same actors but changing the setting.
Evaluation question 6
The document discusses the various technologies the author learned through constructing a media product. They learned how to use an SLR camera, Mac computer, and editing software like iMovie and Premiere Pro. YouTube was useful for researching film techniques. The author improved at skills like shot framing and planning an efficient filming schedule. Using a microphone and dead cat during recording was challenging but improved the narration. Maintaining a blog to organize work was a key learning, providing an efficient way to receive feedback and inspiration. Overall the author feels they have gained substantial knowledge of media technologies and skills over the first six months of their course.
4. production experiments(1)
Jack Hickman conducted an experimental film project to test camera equipment, shots, and editing skills. The short film came out too comedic rather than the intended horror/comedy genre. For the poster, Jack took photos of the actor in an intimidating pose and edited them onto a template. In the reflection, Jack plans to use shots, camera techniques, and editing skills from the experiment but change elements like costumes, location, and tone to better fit the horror genre.
Preliminary soap trailer evaluation
The document discusses the ways in which a student's media production did or did not use, develop, or challenge conventions of real media.
The student analyzed several shots from their production compared to the original media they were mimicking. They found similarities but also differences in shot types, lighting, costumes, and setting used between their production and the real media.
The student discussed feedback received which suggested adding a soundtrack and transitions. They also outlined technologies like cameras, editing software, and online platforms used during the production process and ways they could improve for their next project.
Evaluation question 4
The document discusses the use of various media technologies in the production of a short film. It describes using Final Cut Pro for video editing, including adding special effects like speech bubbles. Photoshop was used to create the film poster, with skills like masking and trimming learned from tutorials. Prezi was used for research and planning presentations. YouTube and BBC websites provided film references. A camcorder was used for filming, which presented challenges like avoiding glare and keeping the camera steady.
Media Evaluation
The document summarizes a film opening created by students. It discusses the creative choices made including using flashbacks, hidden faces, and night filming to build mystery. It aimed the film at males aged 15-25 and used camera techniques like worm's-eye views to make the audience feel involved. Student feedback on actors, soundtrack, and production was positive, validating their choices met the thriller genre and short film goals.
Development diary fmp film week five part 2 new
The document summarizes a film student's progress editing their short film over five weeks. In the first two weeks, they finished filming and began editing in Premiere, selecting the best shots despite some being filmed at awkward angles. They added subtitles in different colors for each character but initially had issues with readability against backgrounds. After feedback from their tutor, they shortened the opening credits sequence and a long chatting scene. Overall edits are going well, though they need to restabilize a prop knife for the opening credits and refilm that part to look more professional within the 5 minute limit.
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A digipak is a type of CD, DVD, or BD packaging that consists of a paperboard outer binding with one or more plastic trays inside to hold a disc. The document discusses digipaks for albums by The Beatles, One Direction, and Boys Like Girls to compare color schemes and images used. Digipaks typically feature the album title, a main image related to the band or music, and a barcode for identification.
.Research on fonts for logo
This document summarizes research on fonts for a logo. It defines what a font and logo are, noting that a font includes characteristics like size and spacing while a logo promotes public recognition. The author then discusses researching fonts like Mandala Home, Mougatine, Riven, and Sell your soul for a band's logo. In the end, Riven was selected as it best suits the band's pop genre.
Media in the online age
The document discusses the history and development of the internet and world wide web. It provides information on how the internet connects computers globally through networks and how the world wide web allows accessing information through the internet. Some key events mentioned include Tim Berners-Lee creating the world wide web at CERN in 1989, the initial development of ARPANET in the 1960s, and the launch of popular websites and technologies like Google in 1996 and Wikipedia in 2001. The document also addresses several related questions on the origins and milestones in the development of the internet and online technologies.
Research on sub genres of pop music
The document discusses several sub-genres of pop music, including bubblegum pop, Christian pop, dance pop, teen pop, and soundtrack. Bubblegum pop is upbeat music marketed towards teens that was popular from 1967-1972 and again from 1974-1977. Christian pop focuses lyrically on religious themes. Dance pop originated in the 1980s as uptempo club music that is also suitable for radio. Teen pop copies styles from various genres and focuses on issues relevant to teenagers. A soundtrack includes recorded music accompanying audiovisual media.
Research on genre
Pop music originated in the 1950s from rock and roll, with catchy beats that attracted many fans. Some key artists who developed the pop genre include Mariah Carey, Britney Spears, and Lady Gaga. Pop music appeals to a wide audience including teenagers, adults, and both male and female listeners. There are several subgenres of pop like bubblegum pop, Christian pop, dance pop, and teen pop that target different demographics.
Research on genre
Pop music originated in the 1950s from rock and roll, with catchy beats that attracted many fans. Some key artists who developed the pop genre include Mariah Carey, Britney Spears, and Lady Gaga, who began their careers between 1988-2005. Pop music has a wide target audience that includes both teens and adults, though some subgenres like bubblegum pop are targeted more toward teens. The public generally likes pop music for its memorable melodies.
Research on genre
Pop music originated in the 1950s from rock and roll, with catchy beats that attracted many fans. Frank Sinatra was one of the first modern pop stars in the 1930s-1940s. Key artists who developed pop music include Mariah Carey, Britney Spears, and Lady Gaga, starting in 1988, 1992, and 2005 respectively. Pop music appeals to a wide audience including teens, adults, and both male and female fans. Some subgenres of pop are bubblegum pop, Christian pop, dance pop, teen pop, and soundtrack music.
Research on genre
Pop music originated in the 1930s-40s and was popularized by artists like Frank Sinatra. It derives from rock and roll and has a catchy, memorable beat. Key artists who developed the pop genre include Mariah Carey, Britney Spears, and Lady Gaga. Pop music appeals to a wide audience including teens, adults, and both male and female fans. Some subgenres of pop are bubblegum pop, Christian pop, dance pop, and teen pop.
Research on genre
Pop music originated in the 1950s from rock and roll, with catchy beats that attracted many fans. Frank Sinatra was seen as the first modern pop star in the 1930s-1940s. Key artists who developed pop include Mariah Carey, Britney Spears, and Lady Gaga, starting in 1988, 1992, and 2005 respectively. Pop music appeals to a wide audience including teens, adults, and both genders. Some subgenres are bubblegum pop, Christian pop, dance pop, and teen pop.
Props and location used
The props and locations used for the film production included various household items and furniture that were rented from a local prop house. Filming took place over three days at a suburban home in Los Angeles that was chosen for its open floor plan and natural lighting. Key scenes were shot in the kitchen, living room, and backyard to best capture the character interactions and drama.
Evaluation question 7
In his preliminary task, the author created a video of two boys discussing cricket without credits or titles. There were several mistakes, including a mirror reflecting nearby objects, the characters' seating placement being incorrect, and shots not being framed properly. For his final task video, the author kept these weaknesses in mind and improved by adding credits and titles, fixing technical errors, and framing shots appropriately. He believes the final video was almost perfect due to learning from his past mistakes.
Evaluation question 7
In his preliminary task, the author filmed two boys discussing cricket but made several mistakes, including not including credits or titles, having a mirror in the background that reflected nearby objects, improperly placing the characters, and improperly framing shots. For his final task, the author kept these weaknesses in mind and improved his work by addressing each issue, resulting in a video he considers perfect. He learned from his past experience.
Evaluation question 7
In his preliminary task, the author filmed two boys discussing cricket but made several mistakes, including not including credits or titles, having a mirror in the background that reflected nearby objects, improperly placing the characters, and not framing shots properly. For his final task, the author kept these weaknesses in mind and improved his work by addressing each issue, resulting in a video he considers perfect. He learned from his past experiences.
Props and location used
The props and locations used for the film production included various household items and furniture that were rented from a local prop house. Filming took place over three days at a suburban home in Los Angeles that was chosen for its open floor plan and large backyard. Key scenes were shot in the kitchen, living room, and outside by the pool to best capture the story elements of family drama and summer fun.
Evaluation question 7
In his preliminary task, the author filmed two boys discussing cricket but made several mistakes, including not including credits or titles, having a mirror in the background that reflected nearby objects, improperly placing where the characters were sitting, and not framing shots properly. For his final task, the author kept these weaknesses in mind and improved his work by addressing each issue, resulting in a video he considers perfect. He learned from his past mistakes.
Evaluation question 6
This document discusses the technologies the student learned about through creating a media studies project. They gained camera skills and knowledge about technologies like tripods, cameras, video editing software, and sites for uploading and sharing videos and presentations. The student used a tripod, Facebook, Slideshare, Vimeo, a Panasonic camera, Windows Movie Maker, Blogger, and PowerPoint in producing and sharing their work.
Evaluation question 1
The document provides an evaluation of a student film project. It summarizes the key elements of the student's film including:
- The title of the film "An Epic Love Story" is shown at the beginning rather than the end.
- Titles are shown after the name of the film rather than during an opening sequence.
- Credits are kept in a larger font for readability.
- The film was shot at the student's home and school due to limited resources. Costumes were casual clothes and props included glasses and school books.
- The student received help with camera work but edited the film using video editing software and added background music.
- The opening sequence sets up
Evaluation question 7
In his preliminary task, the author filmed two boys discussing cricket but made several mistakes, including not including credits or titles, having a mirror in the background that reflected nearby objects, improperly placing the characters, and not framing shots well. For his final task, the author kept these weaknesses in mind and improved his work by addressing each issue, resulting in a video he considered perfect. He learned from his past experiences.
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3:国家专业人才认证中心颁发入库证书
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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
Orpah Winfrey Dwayne Johnson: Titans of Influence and Inspiration
Introduction
In the realm of entertainment, few names resonate as Orpah Winfrey Dwayne Johnson. Both figures have carved unique paths in the industry. achieving unparalleled success and becoming iconic symbols of perseverance, resilience, and inspiration. This article delves into the lives, careers. and enduring legacies of Orpah Winfrey Dwayne Johnson. exploring how their journeys intersect and what we can learn from their remarkable stories.
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Early Life and Backgrounds
Orpah Winfrey: From Humble Beginnings to Media Mogul
Orpah Winfrey, often known as Oprah due to a misspelling on her birth certificate. was born on January 29, 1954, in Kosciusko, Mississippi. Raised in poverty by her grandmother, Winfrey's early life was marked by hardship and adversity. Despite these challenges. she demonstrated a keen intellect and an early talent for public speaking.
Winfrey's journey to success began with a scholarship to Tennessee State University. where she studied communication. Her first job in media was as a co-anchor for the local evening news in Nashville. This role paved the way for her eventual transition to talk show hosting. where she found her true calling.
Dwayne Johnson: From Wrestling Royalty to Hollywood Superstar
Dwayne Johnson, also known by his ring name "The Rock," was born on May 2, 1972, in Hayward, California. He comes from a family of professional wrestlers, with both his father, Rocky Johnson. and his grandfather, Peter Maivia, being notable figures in the wrestling world. Johnson's early life was spent moving between New Zealand and the United States. experiencing a variety of cultural influences.
Before entering the world of professional wrestling. Johnson had aspirations of becoming a professional football player. He played college football at the University of Miami. where he was part of a national championship team. But, injuries curtailed his football career, leading him to follow in his family's footsteps and enter the wrestling ring.
Career Milestones
Orpah Winfrey: The Queen of All Media
Winfrey's career breakthrough came in 1986 when she launched "The Oprah Winfrey Show." The show became a cultural phenomenon. drawing millions of viewers daily and earning many awards. Winfrey's empathetic and candid interviewing style resonated with audiences. helping her tackle diverse and often challenging topics.
Beyond her talk show, Winfrey expanded her empire to include the creation of Harpo Productions. a multimedia production company. She also launched "O, The Oprah Magazine" and OWN: Oprah Winfrey Network, further solidifying her status as a media mogul.
Dwayne Johnson: From The Ring to The Big Screen
Dwayne Johnson's wrestling career took off in the late 1990s. when he became one of the most charismatic and popular figures in WWE. His larger-than-life persona and catchphrases endeared him to fans. making him a household name. But, Johnson had ambitions beyond the wrestling ring.
In the early 20
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Orpah Winfrey Dwayne Johnson: Titans of Influence and Inspiration
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Evaluation question 1
- 2. 1: In what ways does your media product use, develop or challenge forms and conventions of real media products?
- 3. Name, Titles and Credits of the film. The name of the film: An Epic Love Story is shown in the very beginning of the film. Although in many films it is usually after the opening sequence, but I tried of doing something different. So I put the name right in the beginning.
- 4. Titles: In almost all the films the titles are shown as the opening sequence starts with the acting going on in the film and according to the actors performing their names are titles as they act. Like I mentioned before, I want to do something to make my movie different from others, so I added the titles after the name of the movie
- 5. Credits: The credits could not change as they are supposed to come at the end of the movie. However, the one change I made is that I kept the font a little large so that it is properly readable. I did this because in almost all the movies I find it difficult to read the names of the cast etc. so I thought that if I have got a chance to make a movie why shouldn’t I make in a way movies want to be! A bit selfish of me in a sense, but still I’m fulfilling the negative points in my mind.
- 6. Location/Setting The location/setting of my film is my home and my school(Beaconhouse ALGC). I have chosen my house because I had to show rooms and my college for showing the college effect. Although I had difficulty in shooting in college as the guards weren’t allowing me to shoot there but I managed it.
- 7. Costume All films have costumes and props, my film had a very casual clothing. A purplish and bluish kurta was there for the boy with blue jeans as his night suit. The boy wears a blue jeans and a shirt for college while the girl wears blue shalwar kameez as her night suit and red shot shirt with a beige trouser for college
- 8. Props The props used in my film are nerdy glasses which I borrowed it from my dad, the books which the girl was holding in her hands and geometry which she was holding too when she bumped into the boy was her own.
- 9. Camera work/Editing In the camera work I took my dad’s help because I cannot handle the camera but for the editing I downloaded windows video maker and Aimersoft video editor and the background music I added is taken from my uncle.
- 10. Title Font The font that I used for my film is ‘Calebri’
- 11. How does the opening sequence sets up the story The reason of not adding dialogues to the clip was poor quality of voice so I added a slow and romantic background music which is ideal for my movie title ‘Epic Love Story’.
- 12. How does the opening suggest the Genre The film genre is romantic comedy. The romance part in the clip is when the boy and girl look at each other and they both smile.