Evaluation question 6
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The brief for the preliminary task was to film a conversation scene including key filming techniques. This was to practice skills needed for the final thriller opening. From completing the task, the student learned how to use continuity rules, shoot different shot types, and gained experience working as a group and editing with Final Cut. Completing the preliminary task helped with the final project by providing experience using the camera, continuity, planning, group work, and editing skills, which ensured a smooth production process for the thriller opening.
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Evaluation question 6
- The preliminary task brief was for students to film a conversation scene using key filming skills like the 180 degree rule.
- It was assigned to familiarize students with the camera and filming techniques needed for the final project.
- Completing the preliminary task helped the student learn filming skills like shot types and continuity rules that they applied to successfully film and edit their thriller opening for the final project.
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.
Prelim eval
The document summarizes what the author learned from completing a preliminary filmmaking task. The author learned how to effectively use camera shots, manage time during filming, and ensure continuity between shots during both filming and editing. Areas of success for the task included good continuity and the use of various shot types. The author identifies areas for improvement such as more effective planning and inclusion of credits.
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.
Prelim eval
The student learned several skills from completing their preliminary film task. They learned how to effectively use camera shots like low angles, continuity techniques like matching clothes and locations, and basic editing. Some areas of success included good continuity and using a variety of shots. However, they need to improve planning time better and including more challenging shots and credits in the future.
Looking back at your preliminary task
From creating a preliminary project to a full product, the author learned several things:
1) How to effectively use different camera shots like extreme close-ups.
2) How to properly use editing software like iMovie and After Effects.
3) The importance of checking shots to avoid mistakes like breaking the 180 degree rule.
4) To create risk assessments and consider potential issues when filming.
5) That the order of beginning, middle and end in stories is not always straightforward.
6) The importance of continuity between shots for a coherent narrative.
Question 7 completed
1) Doing a preliminary helped the student plan their full opening sequence by avoiding mistakes like breaking filming rules or not considering equipment needs.
2) The preliminary research helped the student decide on their role as cinematographer and understand techniques like the 180-degree rule.
3) Some challenges in the preliminary like unstable footage or continuity errors helped the student improve for the full project by using a tripod and careful editing. Considering effects earlier may have allowed more creativity.
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.
Recommended
Evaluation question 6
- The preliminary task brief was for students to film a conversation scene using key filming skills like the 180 degree rule.
- It was assigned to familiarize students with the camera and filming techniques needed for the final project.
- Completing the preliminary task helped the student learn filming skills like shot types and continuity rules that they applied to successfully film and edit their thriller opening for the final project.
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.
Prelim eval
The document summarizes what the author learned from completing a preliminary filmmaking task. The author learned how to effectively use camera shots, manage time during filming, and ensure continuity between shots during both filming and editing. Areas of success for the task included good continuity and the use of various shot types. The author identifies areas for improvement such as more effective planning and inclusion of credits.
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.
Prelim eval
The student learned several skills from completing their preliminary film task. They learned how to effectively use camera shots like low angles, continuity techniques like matching clothes and locations, and basic editing. Some areas of success included good continuity and using a variety of shots. However, they need to improve planning time better and including more challenging shots and credits in the future.
Looking back at your preliminary task
From creating a preliminary project to a full product, the author learned several things:
1) How to effectively use different camera shots like extreme close-ups.
2) How to properly use editing software like iMovie and After Effects.
3) The importance of checking shots to avoid mistakes like breaking the 180 degree rule.
4) To create risk assessments and consider potential issues when filming.
5) That the order of beginning, middle and end in stories is not always straightforward.
6) The importance of continuity between shots for a coherent narrative.
Question 7 completed
1) Doing a preliminary helped the student plan their full opening sequence by avoiding mistakes like breaking filming rules or not considering equipment needs.
2) The preliminary research helped the student decide on their role as cinematographer and understand techniques like the 180-degree rule.
3) Some challenges in the preliminary like unstable footage or continuity errors helped the student improve for the full project by using a tripod and careful editing. Considering effects earlier may have allowed more creativity.
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.
Prelim evaluation
The document discusses the author's process for creating a preliminary film task. They had two initial ideas - a low-light Western or a humorous classroom scene. They chose the latter because it was simpler and allowed them to focus on the required shots like shot reverse shot. During filming, they struggled with obeying the 180 degree rule and had to re-shoot parts. However, they gained experience filming multiple takes and editing confidently in Premier Pro. Overall they were pleased with the outcome but received feedback to experiment more with lighting and sound next time.
Evaluation question 7
The student learned a great deal from their preliminary project to their final film. For the preliminary project, they did not use equipment like a tripod effectively which resulted in low quality footage. However, for the final film they used a tripod which improved the quality tremendously. They also struggled with issues like jump cuts in previous projects but learned through trial and error and reshooting scenes. Directing actors also proved challenging as the actors would sometimes improvise lines. Overall, the process of planning, shooting, reshooting, and editing taught the student valuable lessons about filmmaking despite the short two minute runtime.
AS Media preliminary task evaluation.
The student learned how to use video equipment like cameras and tripods through completing a group preliminary task. They worked well together, giving each other advice to improve their video. However, they realized they could have improved it further by spending more time editing. They successfully storyboarded and filmed multiple takes when needed, but refilming wasted lesson time. The student also gained skills that will help with future group projects.
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.
Evaluation Activity 7
By completing a preliminary editing task, the author learned important skills that improved their work on the final product. They gained confidence using camera equipment and incorporating different shot types and angles. Observing the editing process helped the author better understand that element of filmmaking. Key continuity rules like the 180-degree rule and match on action were applied successfully in both works. While shot reverse shot wasn't needed for the final product structure, experience with it in the preliminary task added to the author's media knowledge overall.
Question 7
The student learned a great deal about filmmaking equipment, techniques, and software from completing their preliminary task and thriller opening task. They gained skills in shooting, lighting, editing, adding effects, directing actors, and collaborating with others. Specifically, the student learned how to use video recorders, tripods, editing software, techniques like the 180-degree rule and shot-reverse-shot. Their skills in areas like lighting, editing, using effects, and leadership improved from the preliminary to thriller opening task. Overall, they enjoyed the learning process and gaining experience with equipment, software, filming, and working with others.
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.
evaluation
From creating their media project, the group learned several skills related to filming and editing. They learned how to use different camera movements and how to edit music levels for dialogue versus other parts of the clip. They also learned the importance of planning filming sessions in advance and allowing time to experiment with different techniques rather than rushing everything in one lesson. While their preliminary task was a challenge to complete in a single lesson, the full project gave them more opportunities to improve their skills and produce higher quality work.
evaluation
From creating their media project, the students learned several things about using technology:
They learned how to properly use the camera and editing software, as well as techniques like different camera movements and editing music to fit with dialogue. However, they initially made a mistake in the editing software that caused their footage to be the wrong size, requiring them to restart editing. They also found introducing characters with still shots and zooms was harder than planned. Overall, they learned the importance of planning filming sessions in advance and taking time to experiment with the camera.
Thriller evaluation question 7
The document discusses what the author learned from their preliminary film project that helped them with their full thriller project. They learned about using camera angles to convey meaning, the importance of continuity and planning before shooting, following conventions like the 180-degree rule, and using generic conventions and intertextual references to make their thriller more professional. Learning editing basics from a peer and focusing on continuity during the shoot helped make their thriller shoot seamless.
Q6 Eval
Dilraj Singh learned several skills related to media technologies through constructing his production. He learned that using a camera takes practice to get used to, but by the end he had mastered skills like maintaining focus during long shots. When editing, he found iMovie to be effective for adding effects and transitions. Overall, his skills in filming and editing developed greatly over the course, as he learned techniques for shots, blocking, and creating believable scenes. While his skills improved significantly, he recognizes areas for further development, such as using camera stabilization, blocking background noise, and improving cut transitions.
Evaluation 6
The preliminary task asked students to film a conversation between two people using cinematography rules. It helped the students learn how to use techniques like the 180-degree rule and continuity. It also taught them the importance of planning, taking alternative shots, and working as a team. Completing the preliminary task prepared them for the challenges of filming and editing their full thriller opening.
My job role
I was the camera man for the group project, responsible for operating the camera and tripod during filming. While I came up with the initial coursework idea, my peers helped develop it into a full project. I contributed to writing the script and provided feedback during editing.
Question 7
The document discusses the skills the author gained and improved on through completing a preliminary video project and final film opening project. For the preliminary project, the author learned basic camera skills and how to use Premiere Pro and Blogger. However, the preliminary project suffered from issues like poor focus, unskilled actors, and an undeveloped script. For the final project, the author addressed these issues by using manual focus, carefully selecting experienced actors, researching to create a realistic script, and improving preparation, match-on-action shots, and clip length for smoother editing. The author aims to further develop skills in camera lighting and special effects editing.
Prelim to real task
Looking back at the prelim task, what do you feel you have learnt in the progression from it to the full product?
Untitleddocument
During the film production process, the author held several roles including second camera operator, continuity manager, and editor. As second camera operator, the author helped position the camera and ensured shots were properly framed. As continuity manager, the author checked that shots matched up during editing, though noticed some mismatches that were difficult to edit. As an editor, the author matched cuts to the beat of the song in the film, but felt the group could have filmed more shots to demonstrate a wider range of editing skills. The author reflects on areas for improvement such as involvement in the script writing and completing tasks on time and to a higher standard.
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.
Evauation 7
For their preliminary task, the student's group overcomplicated the concept and tried more difficult shots that ended up looking poor quality. They struggled with shots like the over the shoulder shot and had too much empty space. However, they learned better cinematography techniques from practicing. For the opening sequence, the student spent more time editing and using effects. They found better ambient music instead of using Final Cut's default options. Overall, the opening sequence demonstrated progression in cinematography, editing, sound design and time management from lessons learned in the preliminary task.
Question 7
- The document discusses the learning and progression from a preliminary task to creating a full film opening. For the preliminary task, the author had to learn basic camera and editing skills. When creating the film opening, the author was able to apply these skills as well as advance their knowledge in areas like complex planning, creative camera shots, detailed editing and sound design. Overall, doing the preliminary task provided valuable practice and learning that helped the author successfully plan, film and evaluate their higher quality film opening.
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.
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.
Evaluation Question 7
The document discusses the progression from a preliminary task to a full film opening product. It notes that the preliminary task helped learn basic camera and editing skills but involved limited planning and creativity. More complex skills like varied camera shots, in-depth planning with storyboards and scripts, extensive research, and improved production elements like lighting, costumes, and sound design were incorporated into the film opening. Overall, the preliminary task provided foundational experience that supported creating a higher quality final product with the film opening.
More Related Content
What's hot
Prelim evaluation
The document discusses the author's process for creating a preliminary film task. They had two initial ideas - a low-light Western or a humorous classroom scene. They chose the latter because it was simpler and allowed them to focus on the required shots like shot reverse shot. During filming, they struggled with obeying the 180 degree rule and had to re-shoot parts. However, they gained experience filming multiple takes and editing confidently in Premier Pro. Overall they were pleased with the outcome but received feedback to experiment more with lighting and sound next time.
Evaluation question 7
The student learned a great deal from their preliminary project to their final film. For the preliminary project, they did not use equipment like a tripod effectively which resulted in low quality footage. However, for the final film they used a tripod which improved the quality tremendously. They also struggled with issues like jump cuts in previous projects but learned through trial and error and reshooting scenes. Directing actors also proved challenging as the actors would sometimes improvise lines. Overall, the process of planning, shooting, reshooting, and editing taught the student valuable lessons about filmmaking despite the short two minute runtime.
AS Media preliminary task evaluation.
The student learned how to use video equipment like cameras and tripods through completing a group preliminary task. They worked well together, giving each other advice to improve their video. However, they realized they could have improved it further by spending more time editing. They successfully storyboarded and filmed multiple takes when needed, but refilming wasted lesson time. The student also gained skills that will help with future group projects.
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.
Evaluation Activity 7
By completing a preliminary editing task, the author learned important skills that improved their work on the final product. They gained confidence using camera equipment and incorporating different shot types and angles. Observing the editing process helped the author better understand that element of filmmaking. Key continuity rules like the 180-degree rule and match on action were applied successfully in both works. While shot reverse shot wasn't needed for the final product structure, experience with it in the preliminary task added to the author's media knowledge overall.
Question 7
The student learned a great deal about filmmaking equipment, techniques, and software from completing their preliminary task and thriller opening task. They gained skills in shooting, lighting, editing, adding effects, directing actors, and collaborating with others. Specifically, the student learned how to use video recorders, tripods, editing software, techniques like the 180-degree rule and shot-reverse-shot. Their skills in areas like lighting, editing, using effects, and leadership improved from the preliminary to thriller opening task. Overall, they enjoyed the learning process and gaining experience with equipment, software, filming, and working with others.
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.
evaluation
From creating their media project, the group learned several skills related to filming and editing. They learned how to use different camera movements and how to edit music levels for dialogue versus other parts of the clip. They also learned the importance of planning filming sessions in advance and allowing time to experiment with different techniques rather than rushing everything in one lesson. While their preliminary task was a challenge to complete in a single lesson, the full project gave them more opportunities to improve their skills and produce higher quality work.
evaluation
From creating their media project, the students learned several things about using technology:
They learned how to properly use the camera and editing software, as well as techniques like different camera movements and editing music to fit with dialogue. However, they initially made a mistake in the editing software that caused their footage to be the wrong size, requiring them to restart editing. They also found introducing characters with still shots and zooms was harder than planned. Overall, they learned the importance of planning filming sessions in advance and taking time to experiment with the camera.
Thriller evaluation question 7
The document discusses what the author learned from their preliminary film project that helped them with their full thriller project. They learned about using camera angles to convey meaning, the importance of continuity and planning before shooting, following conventions like the 180-degree rule, and using generic conventions and intertextual references to make their thriller more professional. Learning editing basics from a peer and focusing on continuity during the shoot helped make their thriller shoot seamless.
Q6 Eval
Dilraj Singh learned several skills related to media technologies through constructing his production. He learned that using a camera takes practice to get used to, but by the end he had mastered skills like maintaining focus during long shots. When editing, he found iMovie to be effective for adding effects and transitions. Overall, his skills in filming and editing developed greatly over the course, as he learned techniques for shots, blocking, and creating believable scenes. While his skills improved significantly, he recognizes areas for further development, such as using camera stabilization, blocking background noise, and improving cut transitions.
Evaluation 6
The preliminary task asked students to film a conversation between two people using cinematography rules. It helped the students learn how to use techniques like the 180-degree rule and continuity. It also taught them the importance of planning, taking alternative shots, and working as a team. Completing the preliminary task prepared them for the challenges of filming and editing their full thriller opening.
My job role
I was the camera man for the group project, responsible for operating the camera and tripod during filming. While I came up with the initial coursework idea, my peers helped develop it into a full project. I contributed to writing the script and provided feedback during editing.
Question 7
The document discusses the skills the author gained and improved on through completing a preliminary video project and final film opening project. For the preliminary project, the author learned basic camera skills and how to use Premiere Pro and Blogger. However, the preliminary project suffered from issues like poor focus, unskilled actors, and an undeveloped script. For the final project, the author addressed these issues by using manual focus, carefully selecting experienced actors, researching to create a realistic script, and improving preparation, match-on-action shots, and clip length for smoother editing. The author aims to further develop skills in camera lighting and special effects editing.
Prelim to real task
Looking back at the prelim task, what do you feel you have learnt in the progression from it to the full product?
Untitleddocument
During the film production process, the author held several roles including second camera operator, continuity manager, and editor. As second camera operator, the author helped position the camera and ensured shots were properly framed. As continuity manager, the author checked that shots matched up during editing, though noticed some mismatches that were difficult to edit. As an editor, the author matched cuts to the beat of the song in the film, but felt the group could have filmed more shots to demonstrate a wider range of editing skills. The author reflects on areas for improvement such as involvement in the script writing and completing tasks on time and to a higher standard.
What's hot (16)
Similar to Evaluation question 6
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.
Evauation 7
For their preliminary task, the student's group overcomplicated the concept and tried more difficult shots that ended up looking poor quality. They struggled with shots like the over the shoulder shot and had too much empty space. However, they learned better cinematography techniques from practicing. For the opening sequence, the student spent more time editing and using effects. They found better ambient music instead of using Final Cut's default options. Overall, the opening sequence demonstrated progression in cinematography, editing, sound design and time management from lessons learned in the preliminary task.
Question 7
- The document discusses the learning and progression from a preliminary task to creating a full film opening. For the preliminary task, the author had to learn basic camera and editing skills. When creating the film opening, the author was able to apply these skills as well as advance their knowledge in areas like complex planning, creative camera shots, detailed editing and sound design. Overall, doing the preliminary task provided valuable practice and learning that helped the author successfully plan, film and evaluate their higher quality film opening.
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.
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.
Evaluation Question 7
The document discusses the progression from a preliminary task to a full film opening product. It notes that the preliminary task helped learn basic camera and editing skills but involved limited planning and creativity. More complex skills like varied camera shots, in-depth planning with storyboards and scripts, extensive research, and improved production elements like lighting, costumes, and sound design were incorporated into the film opening. Overall, the preliminary task provided foundational experience that supported creating a higher quality final product with the film opening.
Evaluation Question 7
The student learned many new skills and improved existing skills from their preliminary work to the final production. For the preliminary task, they learned techniques like shot reverse shot and learned time management and planning skills. For the final production, the student researched genres and audiences, storyboarded plans, improved editing skills, used different camera techniques and lighting/sound approaches, and felt they created a much more polished end product. Overall, the student felt they gained valuable skills that will help them in future work.
As preliminary evaluation
The student learned how to use various objects and camera positions to get different shots while filming a media studies task. They also learned how to edit the various shots together using Premier Pro software. While the finished project met the requirements of the task brief, the student notes that time management was an issue as most of the time went to filming with not enough left for thorough editing. Overall they gained valuable experience with filming techniques, editing, and collaboration on a group project.
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.
Evaluation question 7
The preliminary task taught the student important filming and editing skills like match on action shots, 180 degree rule shots, and using Sony Vegas editing software. These skills helped make the final production look more polished with varied shots. Specifically, the preliminary task experience helped with acting, using equipment, and understanding when to use certain shots to set mood. It also showed the importance of capturing scenes from multiple angles to aid the editing process. Overall, the preliminary task built the student's confidence and skills for a successful full production.
Evaluation question 7
The preliminary task taught the student important filming and editing skills like match on action shots, 180 degree rule shots, and using Sony Vegas editing software. These skills helped make the final production look more polished with varied shots. Specifically, the preliminary task experience helped with acting, using equipment, and understanding when to use certain shots to set mood. It also showed the importance of getting multiple angles and takes of scenes to aid the editing process. These lessons directly improved the filming and production quality of the main final project.
Preliminary evaluation
My evaluation for our preliminary task that we produced throughout the first six weeks of year twelve.
Evaluation- Question 7. By Jumana Ismail
The document discusses the progression of skills from the author's preliminary task video to their main task opening sequence video. For the preliminary task, planning, camera techniques, sound, editing and mis-en-scene were limited due to lack of experience. However, for the main task the author conducted extensive research, created storyboards, improved camera shots, learned to use sound editing software, shot at multiple locations, and applied advanced editing techniques like filters and transitions. This resulted in a much more polished and professional final product compared to the preliminary task.
Media evaluation 1
The document summarizes what was learned from creating a preliminary video task. It discusses using a storyboard to plan shots and characters, learning to operate a camera and manage time. Continuity errors due to outfits between shots was also experienced. The finished video used a variety of shots but could have been longer and had better editing. Group work was generally good but there were disagreements. Areas for future improvement include including more shots, better planning, and spending more time practicing editing.
Evaluation Question 7
In the preliminary task, the filmmakers focused on smoothly filming match-on-action shots and applying the 180-degree rule. For the main project, they created a 2-minute opening for a paranormal horror film, applying techniques learned previously. Specifically, they implemented match-on-action shots more easily and overcame challenges of the 180-degree rule in a confined space. Close-ups and a variety of shots improved from the preliminary, helping capture the genre more effectively. The preliminary experience helped with understanding shot types and how to best utilize space and sound.
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.
Eval 7
The preliminary task taught filmmaking techniques like continuity and following rules for shots. The student had to film a character opening a door and sitting down for a conversation. Editing the shots together was initially difficult. The main task showed their understanding of continuity editing through creating scripts and shot lists. They learned techniques like the 180 degree rule and shot-reverse shot. These were applied in the main film to ensure good continuity. New shots like whip pans and over the shoulder shots were used to create tension and atmosphere.
Question 7
The author learned valuable skills from their preliminary film task that helped with their full film production. In the preliminary task, they learned basics of camera operation, shots, and basic editing. While editing was initially confusing, it became easier with practice. However, the full production required more advanced planning, research, editing skills, and took much more time and effort than the preliminary task. Overall, the preliminary task helped provide foundational skills and experience but the full production was significantly more complex.
Evaluation question 7
The preliminary task taught filmmaking techniques like continuity and following rules for shots. It involved having a character open a door, sit down, and have a conversation. Editing the shots together was initially difficult. The main task showed an understanding of continuity editing and required creating scripts and shot lists for pre-production. The key techniques learned - 180 degree rule, match on action, and shot-reverse shot - were then applied to the main film to ensure good continuity. New shots like whip pans and over the shoulder shots were used to create tension and atmosphere, while shot-reverse shot was used in the final scene to show characters' reactions while maintaining continuity.
Question 7
From completing the preliminary task, the author learned:
1) How much planning is required for even a short film, including planning shot types, scenes, and dialogue.
2) Basic camera skills like using shot reverse shot and following the 180 degree rule to keep shots consistent.
3) Digital tools like using a camcorder to record professionally and Adobe Premier to edit short shots together. These skills aided planning and filming the full opening sequence.
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- 1. Evaluation question 6 What was the brief for the preliminary task? - The brief for the preliminary task was to create clip of someone walking into a room and having a conversation with the person in the room whilst trying to include all of the main filming skills that we needed to be able to use for the final piece Why were you asked to complete the preliminary task? - We were asked to create a short clip that included all of the main skills that we needed to include in our finalpiece for example, 180 degree rule, eye-line match and match on action. It was also to get us used to using the camera, so we would have an understanding of what we would need to include in our final piece. What did you learn from the task? - From doing the preliminary task I learnt how to use the rules of continuity, 180 degree rule, eye-line match, match on action, shot reverse shot and how to use the camera well to film long shots, close ups, and mid shots. It also gave me an insight into the creative process and how it can be difficult to get a good idea together, it also enabled my group to work together filming for the first time which was good practice for the real thing and gave me a little extra practice on top of what I already knew using final cut to edit the clip. It also gave me an insight into how important it is to plan because my groups plan for the preliminary task wasn’t final when we began to film which made a little bit more difficult than it needed to be and led to a last minute change in idea. How did it help you in your thriller opening work? - Doing the preliminary task helped in making the thriller opening because I understood how to use the camera to film different shots and angles which I didn’t know how to do before doing the preliminary task, it also helped because my group made sure we had a full completed plan before filming our finalpiece so we didn’thave to problem thatwe had with our
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