Evaluation question 3
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The document discusses the filmmaker's experience creating a thriller film for a class project. They made mistakes in their preliminary task but learned from the experience. They learned editing skills like cutting and grouping. They also learned the importance of teamwork. For the actual thriller film, they researched editing techniques in Adobe Premiere and applied sound and color editing. Their film did not require techniques like the 180 degree rule since it did not have conversations between characters. They used match on action during one scene but did not fully follow their storyboard or schedule during filming. They had to film over two days instead of one as planned. Their actors were cooperative but organizing shoots in the forest was more difficult than at a house location.
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Evaluation question 3
The document reflects on what was learned from an initial preliminary task to the final product of a thriller film. It discusses mistakes made early on with camera angles and editing, but also how research into filming techniques and tools like Adobe Premiere helped improve the final product. Planning with storyboards and schedules was useful to an extent, but filming required adaptations from the plans. Managing time and crew became more challenging when filming extended across multiple days and locations.
Question 3
The document discusses what the author learned from their preliminary task to creating a full product thriller video. Some key lessons included learning camera angles, basic editing skills like cutting and grouping, and applying sound and color editing techniques after researching Adobe Premiere. While the storyboard and schedules were helpful for planning, sticking to them during filming proved difficult. The author had to make changes during filming and ended up needing an extra day to complete it due to time management issues. Managing the actors and crew for indoor versus outdoor locations also presented challenges.
7
The document discusses what the author has learned from filming a pre-production video with their group. They realized they need to frame shots properly and not cut actors' heads off. They also learned editing techniques like slow motion and how to use it effectively. Through the pre-production, the author gained experience with filming techniques like the 180 degree rule and match on action. They improved their teamwork and planning skills. Overall, the author feels they have learned a lot about film production through this experience.
Media Evaluation - 7
The document discusses what the author has learned about filming and editing techniques from creating a preliminary and pre-production video. Specifically, the author notes learning how to properly frame shots to avoid cutting off actors' heads, using slow motion during title sequences, and employing techniques like the 180-degree rule and shot reverse shot. The author believes applying these techniques has helped improve their filmmaking skills.
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.
Photo choice
This document summarizes the process of taking photos for an advert and digipack. It describes organizing photos in a folder to avoid losing them, taking high quality photos with a Canon 700D camera at a secondary location to compare with primary location photos. It also mentions having a risk assessment on hand during the photo shoot to follow plans and ensure safety, and taking photos at night to portray negative and dark connotations for the album.
Question 7
The student learned many skills from their preliminary task to the final product that improved the quality of their work. Specifically, they learned how to storyboard, use camera equipment properly, incorporate editing techniques like cutting and adding effects, improve acting, and add elements like sound design and music to enhance the viewer experience. For the final product, they conducted more research on film techniques, developed their script further through revisions, and applied more advanced cinematography concepts. While not as polished as a professional film due to time and budget constraints, the student believes their final thriller was a success given the limitations of their school project.
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.
Recommended
Evaluation question 3
The document reflects on what was learned from an initial preliminary task to the final product of a thriller film. It discusses mistakes made early on with camera angles and editing, but also how research into filming techniques and tools like Adobe Premiere helped improve the final product. Planning with storyboards and schedules was useful to an extent, but filming required adaptations from the plans. Managing time and crew became more challenging when filming extended across multiple days and locations.
Question 3
The document discusses what the author learned from their preliminary task to creating a full product thriller video. Some key lessons included learning camera angles, basic editing skills like cutting and grouping, and applying sound and color editing techniques after researching Adobe Premiere. While the storyboard and schedules were helpful for planning, sticking to them during filming proved difficult. The author had to make changes during filming and ended up needing an extra day to complete it due to time management issues. Managing the actors and crew for indoor versus outdoor locations also presented challenges.
7
The document discusses what the author has learned from filming a pre-production video with their group. They realized they need to frame shots properly and not cut actors' heads off. They also learned editing techniques like slow motion and how to use it effectively. Through the pre-production, the author gained experience with filming techniques like the 180 degree rule and match on action. They improved their teamwork and planning skills. Overall, the author feels they have learned a lot about film production through this experience.
Media Evaluation - 7
The document discusses what the author has learned about filming and editing techniques from creating a preliminary and pre-production video. Specifically, the author notes learning how to properly frame shots to avoid cutting off actors' heads, using slow motion during title sequences, and employing techniques like the 180-degree rule and shot reverse shot. The author believes applying these techniques has helped improve their filmmaking skills.
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.
Photo choice
This document summarizes the process of taking photos for an advert and digipack. It describes organizing photos in a folder to avoid losing them, taking high quality photos with a Canon 700D camera at a secondary location to compare with primary location photos. It also mentions having a risk assessment on hand during the photo shoot to follow plans and ensure safety, and taking photos at night to portray negative and dark connotations for the album.
Question 7
The student learned many skills from their preliminary task to the final product that improved the quality of their work. Specifically, they learned how to storyboard, use camera equipment properly, incorporate editing techniques like cutting and adding effects, improve acting, and add elements like sound design and music to enhance the viewer experience. For the final product, they conducted more research on film techniques, developed their script further through revisions, and applied more advanced cinematography concepts. While not as polished as a professional film due to time and budget constraints, the student believes their final thriller was a success given the limitations of their school project.
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.
As media studies evaluation
For their preliminary media studies task, the author was assigned to complete a photo story and video assignment. They chose to do an individual photo story and group continuity task/short film. In pre-production, they researched techniques, developed a story, found locations and actors, and created scripts and storyboards. During production, they filmed using techniques like establishing shots, pans, and close ups, but had issues with focus and camera shaking. In editing, they used Pinnacle Studio 15 and had trouble inserting custom captions.
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
From his preliminary task to his final product, the author learned several skills in filmmaking. His preliminary task had issues like poor camera quality, ineffective editing, and weak acting. However, it helped him understand techniques like match on action shots, shot reverse shots, and tracking shots. For his final product, he improved by planning more, using closer shots, better lighting with natural light, and learning skills in editing like desaturation and merging clips. He was also able to use his own DSLR camera and apply what he learned to create a better final product.
Evaluation (1 min)
The document discusses the evaluation of a student film production project. It describes how pre-production is crucial for staying organized and meeting deadlines. Specifically, it discusses how the group's shooting schedule, call sheets, storyboards, and location planning helped the production go smoothly despite some challenges. While some aspects could be improved, like actor experience and equipment checks, overall the careful planning through pre-production helped the group complete the film on time and learn valuable lessons.
Evaluation 7
1. The document discusses what the author has learned throughout creating a film opening project.
2. Key skills developed include editing, filming, directing, and understanding different roles. Editing skills improved through learning to use Adobe Premiere and synchronize footage and music.
3. Following techniques like the 180 degree rule, storyboarding, and filming excessive footage helped improve the quality and success of the final product. Attention to detail was also important.
Question 7
The group created a storyboard for their preliminary task, which helped structure the shoot and explain shots to actors. However, they did not do much other planning. During filming, they struggled to find a location and had to reschedule. For their main shoot, they planned the location booking in advance to avoid issues. Most group members were unfamiliar with filming techniques, so the preliminary task allowed them to practice shots like 180-degree rules. It also let them edit and improve shots. Editing the preliminary task familiarized them with the software. This preparation helped improve the quality of their main opening sequence shoot and edit.
Prelim evaluation
1) The document describes the filmmaker's original idea for their preliminary film project, which involved a hostage situation in a car.
2) They then decided to create a new script about a businesswoman keeping her sister hostage after realizing the original plan would not be as effective.
3) While filming, the filmmaker focused on incorporating different shots like shot reverse shot but struggled with following the 180 degree rule, which caused some confusion at the end.
prepare for edit
1) The document discusses the preparation process for editing a one minute short film, including creating bins for scenes, logging and renaming footage, and setting soft deadlines to stay on schedule.
2) Key steps included creating a single "Crime scene" bin, viewing and logging all rushes by renaming shots and marking them as good or bad, and addressing issues like inconsistent lighting through color grading.
3) Preparation is important for organizing footage and saving time during editing, which saves money on facilities and allows meeting deadlines to avoid job losses or project failures. An editing decision list was also created to transport the project.
5. production reflection sf 2017
This document contains weekly reflections from a student on their work producing a 60 second short film. In the first week, they researched short films and created a practice film in a group. They developed two ideas for their own 60 second film: a post-apocalyptic story and a story of a man imagining dancing with a girl. In the second week, they edited their practice film in a comedic style using music and camera shots. They also planned shooting their own film by creating a shot list, storyboard, and casting themselves and a friend. In the third week, they filmed their short film in one day of shooting and prepared props and locations. In the fourth week, they edited their short film and colored the
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.
Evaluation 8
The student was tasked with creating a film continuity sequence in a group. They struggled during filming as it was their first time and they were unfamiliar with techniques like the 180-degree rule. However, they were able to complete the task and learned skills like storyboarding and using different shot types. Editing in Final Cut Pro was challenging as the student lacked experience, but teammates helped explain the software and everyone took turns editing to improve their skills.
Evaluation 8
The student was tasked with creating a film continuity sequence in a group. They struggled during filming as it was their first time and they were unfamiliar with techniques like the 180-degree rule. However, they were able to complete the task and learned skills like storyboarding and using different shot types. Editing in Final Cut Pro was challenging as the student lacked experience, but teammates helped explain the software and everyone took turns editing to improve their skills.
Evaluation 8
The student was tasked with creating a film continuity sequence in a group. They struggled during filming as it was their first time and they were unfamiliar with techniques like the 180-degree rule. However, they were able to complete the task and learned skills like storyboarding and using different shot types. Editing in Final Cut Pro was challenging as the student lacked experience, but teammates helped explain the software and everyone took turns editing to improve their 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 6 evaluation
The document discusses the process of learning to film and edit a short film opening. It describes learning how to use cannon cameras, tripods, and flip cameras to film different shots. It also covers learning 3-point lighting techniques using different colors and filters. The document discusses editing skills learned using Final Cut Pro X and uploading the final clip to YouTube.
Media evaluation – question 7
Through completing their full film opening sequence, the student learned how important planning and research are for a successful video. For the preliminary task, they created a basic storyboard but did not plan shots in detail. However, for the main task they took more time to thoroughly storyboard and plan ideas with the group. This ensured they used their limited filming time effectively and were prepared with equipment lists. While they tried to fit too much into one lesson for the preliminary task, mistakes from this taught them to better account for challenges and arrange additional filming days if needed. Overall, the student improved their camerawork, editing skills, and understands the value of production research.
Question 7
The document summarizes what the group learned from producing their preliminary film task to the full film product. In the preliminary, they learned about different camera shots and angles through pre-production. During production of the preliminary, they struggled with camera skills and following the storyboard. In post-production of the preliminary, their editing was basic as they were new to the software. For the full film, they applied what they learned to plan better with a storyboard, focus on camera shots and angles, and create more sophisticated editing and titles. They felt their teamwork and skills improved from mistakes made on the preliminary.
Evaluation powerpoint
This document summarizes a student's experience filming a short video clip using continuity techniques for class. The student learned how to properly use a video camera and editing software. Time management was challenging, but the finished product came together well. Areas for improvement include better time planning and experimenting more with editing features. While some continuity techniques were successfully used, others like the 180 degree rule were difficult to include. The student evaluated their positive contribution to group roles and workflow.
Q7
The document summarizes the student's learning from their preliminary task to their full product thriller film. They discuss improvements in their camera work, editing skills, and use of software like Final Cut Pro. They analyzed successes and challenges of both their preliminary task and full thriller film. Overall, they felt they improved their skills and learned from mistakes, and enjoyed gaining experience with cameras, editing, and other technologies.
Question7
The student feels they have greatly improved in planning, research, shooting, and editing from their preliminary task to the full thriller opening production. For planning, they learned to more strictly follow storyboards and ensure continuity of costumes, weather, and appearances during shooting. Their research of thriller films helped them identify conventions to incorporate. For shooting, the student has a better grasp of techniques like the 180 degree rule and uses more advanced camera shots and angles. Their editing skills improved with software proficiency and implementing techniques like match on action more seamlessly. Overall, the student's knowledge of film genres and production process has expanded.
Q7
The student has progressed greatly in their planning, research, shooting, and editing skills from their preliminary task to the full thriller opening production. For the full production, they planned more strictly, researched thriller conventions, better understood techniques like the 180 degree rule and camera shots, and improved their editing skills like managing volume levels and continuity. They also gained a deeper knowledge of thriller conventions and the film production process overall.
Media evaluation question 7
Our group improved significantly in planning, filming, and producing our thriller from our preliminary task to the final product. For the final product, we created detailed storyboards, used various camera shots and lighting techniques, and spent more time planning all aspects of pre-production. This resulted in higher quality filming and editing compared to our preliminary task, where we had limited planning and knowledge of using the equipment.
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What's hot
As media studies evaluation
For their preliminary media studies task, the author was assigned to complete a photo story and video assignment. They chose to do an individual photo story and group continuity task/short film. In pre-production, they researched techniques, developed a story, found locations and actors, and created scripts and storyboards. During production, they filmed using techniques like establishing shots, pans, and close ups, but had issues with focus and camera shaking. In editing, they used Pinnacle Studio 15 and had trouble inserting custom captions.
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
From his preliminary task to his final product, the author learned several skills in filmmaking. His preliminary task had issues like poor camera quality, ineffective editing, and weak acting. However, it helped him understand techniques like match on action shots, shot reverse shots, and tracking shots. For his final product, he improved by planning more, using closer shots, better lighting with natural light, and learning skills in editing like desaturation and merging clips. He was also able to use his own DSLR camera and apply what he learned to create a better final product.
Evaluation (1 min)
The document discusses the evaluation of a student film production project. It describes how pre-production is crucial for staying organized and meeting deadlines. Specifically, it discusses how the group's shooting schedule, call sheets, storyboards, and location planning helped the production go smoothly despite some challenges. While some aspects could be improved, like actor experience and equipment checks, overall the careful planning through pre-production helped the group complete the film on time and learn valuable lessons.
Evaluation 7
1. The document discusses what the author has learned throughout creating a film opening project.
2. Key skills developed include editing, filming, directing, and understanding different roles. Editing skills improved through learning to use Adobe Premiere and synchronize footage and music.
3. Following techniques like the 180 degree rule, storyboarding, and filming excessive footage helped improve the quality and success of the final product. Attention to detail was also important.
Question 7
The group created a storyboard for their preliminary task, which helped structure the shoot and explain shots to actors. However, they did not do much other planning. During filming, they struggled to find a location and had to reschedule. For their main shoot, they planned the location booking in advance to avoid issues. Most group members were unfamiliar with filming techniques, so the preliminary task allowed them to practice shots like 180-degree rules. It also let them edit and improve shots. Editing the preliminary task familiarized them with the software. This preparation helped improve the quality of their main opening sequence shoot and edit.
Prelim evaluation
1) The document describes the filmmaker's original idea for their preliminary film project, which involved a hostage situation in a car.
2) They then decided to create a new script about a businesswoman keeping her sister hostage after realizing the original plan would not be as effective.
3) While filming, the filmmaker focused on incorporating different shots like shot reverse shot but struggled with following the 180 degree rule, which caused some confusion at the end.
prepare for edit
1) The document discusses the preparation process for editing a one minute short film, including creating bins for scenes, logging and renaming footage, and setting soft deadlines to stay on schedule.
2) Key steps included creating a single "Crime scene" bin, viewing and logging all rushes by renaming shots and marking them as good or bad, and addressing issues like inconsistent lighting through color grading.
3) Preparation is important for organizing footage and saving time during editing, which saves money on facilities and allows meeting deadlines to avoid job losses or project failures. An editing decision list was also created to transport the project.
5. production reflection sf 2017
This document contains weekly reflections from a student on their work producing a 60 second short film. In the first week, they researched short films and created a practice film in a group. They developed two ideas for their own 60 second film: a post-apocalyptic story and a story of a man imagining dancing with a girl. In the second week, they edited their practice film in a comedic style using music and camera shots. They also planned shooting their own film by creating a shot list, storyboard, and casting themselves and a friend. In the third week, they filmed their short film in one day of shooting and prepared props and locations. In the fourth week, they edited their short film and colored the
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.
Evaluation 8
The student was tasked with creating a film continuity sequence in a group. They struggled during filming as it was their first time and they were unfamiliar with techniques like the 180-degree rule. However, they were able to complete the task and learned skills like storyboarding and using different shot types. Editing in Final Cut Pro was challenging as the student lacked experience, but teammates helped explain the software and everyone took turns editing to improve their skills.
Evaluation 8
The student was tasked with creating a film continuity sequence in a group. They struggled during filming as it was their first time and they were unfamiliar with techniques like the 180-degree rule. However, they were able to complete the task and learned skills like storyboarding and using different shot types. Editing in Final Cut Pro was challenging as the student lacked experience, but teammates helped explain the software and everyone took turns editing to improve their skills.
Evaluation 8
The student was tasked with creating a film continuity sequence in a group. They struggled during filming as it was their first time and they were unfamiliar with techniques like the 180-degree rule. However, they were able to complete the task and learned skills like storyboarding and using different shot types. Editing in Final Cut Pro was challenging as the student lacked experience, but teammates helped explain the software and everyone took turns editing to improve their 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 6 evaluation
The document discusses the process of learning to film and edit a short film opening. It describes learning how to use cannon cameras, tripods, and flip cameras to film different shots. It also covers learning 3-point lighting techniques using different colors and filters. The document discusses editing skills learned using Final Cut Pro X and uploading the final clip to YouTube.
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Similar to Evaluation question 3
Media evaluation – question 7
Through completing their full film opening sequence, the student learned how important planning and research are for a successful video. For the preliminary task, they created a basic storyboard but did not plan shots in detail. However, for the main task they took more time to thoroughly storyboard and plan ideas with the group. This ensured they used their limited filming time effectively and were prepared with equipment lists. While they tried to fit too much into one lesson for the preliminary task, mistakes from this taught them to better account for challenges and arrange additional filming days if needed. Overall, the student improved their camerawork, editing skills, and understands the value of production research.
Question 7
The document summarizes what the group learned from producing their preliminary film task to the full film product. In the preliminary, they learned about different camera shots and angles through pre-production. During production of the preliminary, they struggled with camera skills and following the storyboard. In post-production of the preliminary, their editing was basic as they were new to the software. For the full film, they applied what they learned to plan better with a storyboard, focus on camera shots and angles, and create more sophisticated editing and titles. They felt their teamwork and skills improved from mistakes made on the preliminary.
Evaluation powerpoint
This document summarizes a student's experience filming a short video clip using continuity techniques for class. The student learned how to properly use a video camera and editing software. Time management was challenging, but the finished product came together well. Areas for improvement include better time planning and experimenting more with editing features. While some continuity techniques were successfully used, others like the 180 degree rule were difficult to include. The student evaluated their positive contribution to group roles and workflow.
Q7
The document summarizes the student's learning from their preliminary task to their full product thriller film. They discuss improvements in their camera work, editing skills, and use of software like Final Cut Pro. They analyzed successes and challenges of both their preliminary task and full thriller film. Overall, they felt they improved their skills and learned from mistakes, and enjoyed gaining experience with cameras, editing, and other technologies.
Question7
The student feels they have greatly improved in planning, research, shooting, and editing from their preliminary task to the full thriller opening production. For planning, they learned to more strictly follow storyboards and ensure continuity of costumes, weather, and appearances during shooting. Their research of thriller films helped them identify conventions to incorporate. For shooting, the student has a better grasp of techniques like the 180 degree rule and uses more advanced camera shots and angles. Their editing skills improved with software proficiency and implementing techniques like match on action more seamlessly. Overall, the student's knowledge of film genres and production process has expanded.
Q7
The student has progressed greatly in their planning, research, shooting, and editing skills from their preliminary task to the full thriller opening production. For the full production, they planned more strictly, researched thriller conventions, better understood techniques like the 180 degree rule and camera shots, and improved their editing skills like managing volume levels and continuity. They also gained a deeper knowledge of thriller conventions and the film production process overall.
Media evaluation question 7
Our group improved significantly in planning, filming, and producing our thriller from our preliminary task to the final product. For the final product, we created detailed storyboards, used various camera shots and lighting techniques, and spent more time planning all aspects of pre-production. This resulted in higher quality filming and editing compared to our preliminary task, where we had limited planning and knowledge of using the equipment.
Preliminary task evaluation
The group successfully completed their preliminary film task by demonstrating a match on action between shots, a shot reverse shot conversation scene, and a master shot, while following the 180 degree rule. They chose suitable outdoor locations that provided natural lighting and minimized background noise. While they mostly followed the 180 degree rule, they broke it at the end of filming. They learned lessons about organizing actors, choosing locations, framing shots, and managing sound that they will apply to improve future films. They edited the clips together in Final Cut Pro, learning skills like color correcting to adjust for different lighting and using cuts to exclude unwanted footage.
Question 7
The preliminary task allowed the group to practice with the technology and techniques needed for their final horror film project. It gave them a chance to learn how to use the camera settings and experiment with different camera angles. Editing the preliminary task also helped them learn about editing techniques and issues with the software. Filming without a script worked for the preliminary but they realized more structure would be needed for the final film. Lighting was also something they had to consider more carefully for the horror film than the preliminary.
Evaluation 7
The document compares the student's preliminary film project to their final thriller product. It notes that the preliminary had limited planning time, while the final product benefited from weeks of pre-production planning. This allowed for improved organization, filming, and editing. While some shots and elements were carried over, the student aimed to improve focus, sound, and flow based on lessons from the preliminary experience. The preliminary also helped develop editing skills that enhanced the quality of the final thriller opening.
Question 7 evaluation
The document discusses the learning process from a preliminary filmmaking task to a full film opening project. For the preliminary task, the author filmed a scene with classmates involving different shots. They struggled with editing software but learned about camera shots, continuity, and location importance. For the full project, more time was needed for planning, improved editing, and creating a cohesive plot and film opening conventions were followed. Overall, the preliminary task helped prepare skills but the full project required a higher standard of quality.
Eval3 ppt
The filmmakers successfully observed cinematography conventions like continuity, match on action, and the 180-degree rule when filming their thriller. While they had to change locations, they reworked their storyboard and shooting script, which helped filming go smoothly. They also made some creative changes but ultimately kept most of the original plan. Their tight schedule required efficient use of time, which they managed well through preparation and experience. Learning from mistakes on a preliminary task, they improved areas like camera settings and planning shots. The crew assigned roles and communicated collaboratively while filming, and they organized actors, locations, costumes, and props with respect and preparation.
Evaluation quesion 7
The student learned a great deal from their preliminary task to the full thriller product. For the preliminary task, they did not properly use camera angles or the tripod, resulting in shaky footage. However, for the thriller, they used better camera settings like night vision, ensured the tripod was leveled, and used more shots to engage the audience. The student also improved at editing using effects and joining clips, having gained more experience using the software. Overall, they believe taking more time to plan was key to the thriller being more successful than the preliminary task.
Question 7 evaluation
In the preliminary task, the group created a brief storyboard and planned basic shots and edits but did not plan mise-en-scene or sound. For the final product, they did significantly more planning including casting, locations, and script drafts. They also practiced shots and researched other films. The group communicated well for the preliminary task but poorly for the final product, making the work more difficult. Through both tasks, the student learned about using different camera shots, angles, and movements to create specific effects, and improved at skills like matching shots, transitions, and incorporating music to build tension.
Evaluation Q7
1) The group used a tripod for steady shots, allowing them to keep actors in frame during zooms, improving on hand-held filming in their preliminary task.
2) They filmed from different distances and angles to show characters in different ways while keeping actors in frame, learning from framing issues before.
3) Minor script changes ensured the story flowed better, and experimenting with shots on set led to a better thriller feel than rigidly following their storyboard.
4) Actors wore specific costumes and props, and lighting/locations were manipulated to create desired scenes, unlike their preliminary task.
Evaluation of finished product
1) The group used a tripod for steady shots, allowing them to keep actors in frame during zooms, improving on hand-held filming in their preliminary task.
2) They filmed from different distances and angles to show characters in different ways while keeping actors in frame, learning from framing issues before.
3) Minor script changes ensured the story flowed better, and experimenting with shots on set led to a better thriller feel than rigidly following their storyboard.
4) Actors wore specific costumes and props, and lighting/locations were manipulated to create desired scenes, unlike their preliminary task.
Evaluation number 3
The student learned several important lessons when progressing from their preliminary task to the full product. They improved their use of camera techniques like matching shots and following the 180 degree rule. Their storyboarding and time management was much better, allowing them to finish filming and editing early. They also improved their filming quality by learning how to properly focus cameras and control things like aperture. Controlling actors and organizing props and costumes in advance helped make the filming go smoothly.
Question 7 evaluation
The document discusses the learning and improvements from a student's preliminary film task to their full film opening project. For the preliminary task, the student filmed a scene with classmates involving different shots. The student learned about camera shots, rules, and editing but found the software difficult. Improvements would include more time, a better location, and smoother transitions. For the full project, more filming, continuity, and conventions were needed but the preliminary task prepared the student on techniques and helped the group work more professionally.
Q7 pp
1) The author and their group had issues with their preliminary film task due to a lack of planning and communication, which resulted in problems like not following the 180 degree rule for camera shots.
2) For the main task, they planned all aspects of filming thoroughly, such as what shots to use, equipment, and schedule. This improved their work significantly.
3) Through practicing with the equipment on the preliminary task and rehearsals, they felt more confident operating the camera and equipment, which saved them time during the main filming.
Evaluation question 7
Maximilian Mayo-Dell reflects on improvements from a preliminary task to a full thriller film opening. Key areas of growth include skills with equipment, framing shots professionally, using lighting and white balance effectively, improved pre-production with storyboards and location selection, allowing enough time for proper production and multiple takes, incorporating useful props, coaching actors, and advanced editing with sound and titles. Overall, the thriller opening was much more polished and tense compared to the preliminary task due to these lessons learned.
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Evaluation question 3
- 2. During my preliminary task I made quite a few mistakes, for example no sticking to the 180 degree rule and having to re-film a bit of it. Although, I learnt a lot from the preliminary task such as camera angels and when and how to use them, I also learnt the basics of editing like cutting and grouping. Furthermore, it gave me an insight into working as a group and cooperating with other people, because of this, I had teamwork skills which benefited me and my group.
- 3. After the preliminary task I researched adobe premiere, the software we used for the Thriller. I learnt a lot about sound and colour editing techniques and was able to apply them to my thriller where needed
- 4. The 180 degree rule and shot reverse shot were not needed for my thriller as there were no conversations or interactions between two people, therefore we did not use them. However, we did use match on action during the end scene when the girl walks into the garage and sees the other girls on the floor.
- 5. The story board was helpful to set out what we were going to film and to make sure that everyone in the group had the same mind set for shooting. However, when it came to actually filming, we felt we did not need a storyboard as we discussed what we needed to do during filming. In the same way, the schedules were helpful for us to inform our actors about times, but we found it hard to stick exactly to the schedule and ended up in filming on another day. Therefore, we should have tried harder to stick to the schedules that we discussed
- 6. During filming we came across a few difficulties with certain shots. Therefore, we had to make decisions on how we would acclimatise to what was needed. This happened with our first shot and it is how we came across using the 360 degree shot in the way that we did. When it came to the last scene, we wanted to shock and excite the audience. By doing so, the audience would be more on edge and want to keep watching. Because of this decision, we positioned in all areas of the garage to portray the severity of the situation.
- 7. During the day of filming, we did not stick to our schedule and because of this we had to film over 2 days, unlike our plan suggested. This meant that we required our actors to return the second day and this took up a lot of their valuable time. We will strive to prevent this happening again, and organise our time in a more realistic way.
- 8. Our actors were extremely cooperative and easy to manage so out shots went very smoothly. We shot from all angels because we wanted to experiment and see which would look more appealing and effective. Luckily, our location was at a house, so organisation was easy and consent was not needed. The forest scenes were a bit harder because actors and equipment were needed at different locations. Despite this, organisation and time was done efficiently and well.