Evaluation Question 6 and 7
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Tom learned several technologies from constructing his film project. He and his partner used Final Cut Pro to edit their film, and through repeated use, their skills with the software improved. Tom learned editing techniques like adding a vignette to make scenes darker from a character's perspective. He also learned how to incorporate sound effects like gunshots and background drones. Finally, Tom learned to use the Blogger website to document the pre-production and production processes.
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Evaluation question 6 and 7
Tom learned several skills related to film production and editing software. He learned how to use Final Cut Pro to edit films, including applying filters to alter scenes and adding sound effects. He also learned about different types of cuts useful for different purposes, such as fast cuts for action scenes and long takes to build tension. Finally, he learned to use Blogger to document the pre-production and production process of his film.
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 q 7
In the preliminary task, the group did not plan as effectively and shot the film in one afternoon without much preparation. For the main task, they created a WhatsApp group to better plan filming dates, locations, costumes, and props. They also auditioned actors and used better equipment like a tripod and higher quality camera to get better footage. The group learned from their preliminary experience and put more thought into planning, filming, editing, adding sound/music, and choosing appropriate props and costumes for the main task.
Question 7
The author learned a great deal from their preliminary task to their full film project. They improved their research, especially into film genres and production aspects. Planning was also much more extensive for the full project compared to the preliminary task. This included location scouting, casting, and music selection. Technical skills like camera techniques, shots, and editing software also improved greatly with the practice of the preliminary task, despite using different equipment and software for the full project. Overall, the preliminary task was invaluable for learning lessons that improved the quality of the completed film project.
Editing Process
This document provides a timeline and overview of the editing process for a film. It describes how intro logos and company logos were created in Photoshop and Final Cut. It also details how a sniper scope effect was overlaid, an error where an actor dropped a gun was fixed by cutting and imposing footage, different gunshot sound effects were layered, tension was built with breath and heartbeat sounds, and stabilization was used to smooth shots and add panning/tracking effects.
Evaluation q6
The group gained significant experience with technologies through constructing their final product compared to the preliminary task. Using a tripod rather than a hand-held camera for the final film resulted in smoother, less shaky footage. Their editing skills improved greatly from using iMovie for the preliminary task to Final Cut Pro for the final product, which offered more editing effects. For future projects, using a higher quality microphone and shooting more footage would further improve the technology level.
Eval 7
The document discusses the technologies used to create a film project. It describes using a camera to shoot 1080p HD video and apply techniques like rule of thirds. A tripod was used to stabilize shots and allow different camera heights. iMacs with Final Cut Pro and GarageBand were used for editing, adding effects, and generating sound effects. Final Cut Pro tools like blade, select, and keyframes were used to edit footage and add fades. GarageBand loops helped find sound effects and inspiration. Websites provided additional sound effects and research on target audiences. The filmmaking process helped learn skills like camera operation, Mac navigation, and copyright considerations.
Evaluation task 7
This document summarizes the improvements made from the author's preliminary film task to their final cut. It describes using more diverse shot types, like extreme long shots, that allow for better showing of continuity. The angles are improved to include all of the action. Various rules of filmmaking, like the 180 degree rule, were properly followed. More focus was placed on mise-en-scene elements like clothing, props, and setting to make the world feel more realistic. Editing saw improvements like color correction, filters, credits, and added sound effects to give the film a darker and more polished overall quality.
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Evaluation question 6 and 7
Tom learned several skills related to film production and editing software. He learned how to use Final Cut Pro to edit films, including applying filters to alter scenes and adding sound effects. He also learned about different types of cuts useful for different purposes, such as fast cuts for action scenes and long takes to build tension. Finally, he learned to use Blogger to document the pre-production and production process of his film.
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 q 7
In the preliminary task, the group did not plan as effectively and shot the film in one afternoon without much preparation. For the main task, they created a WhatsApp group to better plan filming dates, locations, costumes, and props. They also auditioned actors and used better equipment like a tripod and higher quality camera to get better footage. The group learned from their preliminary experience and put more thought into planning, filming, editing, adding sound/music, and choosing appropriate props and costumes for the main task.
Question 7
The author learned a great deal from their preliminary task to their full film project. They improved their research, especially into film genres and production aspects. Planning was also much more extensive for the full project compared to the preliminary task. This included location scouting, casting, and music selection. Technical skills like camera techniques, shots, and editing software also improved greatly with the practice of the preliminary task, despite using different equipment and software for the full project. Overall, the preliminary task was invaluable for learning lessons that improved the quality of the completed film project.
Editing Process
This document provides a timeline and overview of the editing process for a film. It describes how intro logos and company logos were created in Photoshop and Final Cut. It also details how a sniper scope effect was overlaid, an error where an actor dropped a gun was fixed by cutting and imposing footage, different gunshot sound effects were layered, tension was built with breath and heartbeat sounds, and stabilization was used to smooth shots and add panning/tracking effects.
Evaluation q6
The group gained significant experience with technologies through constructing their final product compared to the preliminary task. Using a tripod rather than a hand-held camera for the final film resulted in smoother, less shaky footage. Their editing skills improved greatly from using iMovie for the preliminary task to Final Cut Pro for the final product, which offered more editing effects. For future projects, using a higher quality microphone and shooting more footage would further improve the technology level.
Eval 7
The document discusses the technologies used to create a film project. It describes using a camera to shoot 1080p HD video and apply techniques like rule of thirds. A tripod was used to stabilize shots and allow different camera heights. iMacs with Final Cut Pro and GarageBand were used for editing, adding effects, and generating sound effects. Final Cut Pro tools like blade, select, and keyframes were used to edit footage and add fades. GarageBand loops helped find sound effects and inspiration. Websites provided additional sound effects and research on target audiences. The filmmaking process helped learn skills like camera operation, Mac navigation, and copyright considerations.
Evaluation task 7
This document summarizes the improvements made from the author's preliminary film task to their final cut. It describes using more diverse shot types, like extreme long shots, that allow for better showing of continuity. The angles are improved to include all of the action. Various rules of filmmaking, like the 180 degree rule, were properly followed. More focus was placed on mise-en-scene elements like clothing, props, and setting to make the world feel more realistic. Editing saw improvements like color correction, filters, credits, and added sound effects to give the film a darker and more polished overall quality.
Eval task 1
Our opening sequence uses conventions common to film openings such as idents and credits to signal to the audience that it is the start of a film. Two idents are used that are under 15 seconds each, as is standard practice. White credits on a dark background help set the thriller genre. Quick cuts between shots introduce the different characters and locations in a short time to give the audience information to set up the narrative and genre. The stalking of the main character Lucy in a dark alley establishes the dark and twist-filled tone expected in a thriller film.
Production plan
Darcy Warwick outlines a production plan for a short film to be released at the end of January. The plan includes scheduling, equipment needs, crew assignments, and legal considerations. Actors, locations, and most equipment will be provided by the production team or are publicly accessible. The film is aimed at a PG rating from the BBFC and will be distributed on YouTube and Short of the Week, whose guidelines forbid harmful, explicit, or copyrighted content without permission.
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.
Reflection of preliminary task
1) The student fulfilled the criteria of the preliminary task by filming and editing under 2 minutes a video of a character opening a door using proper filming techniques like matching eyelines and match cuts.
2) They learned that filming during school hours without other students present worked best and that ensuring continuity of costumes between shots was important. Organizing actors and dealing with errors took time.
3) Through the editing process, the student learned how to upload footage, organize clips, trim clips, adjust audio and video, and export the final video, making editing an easier and more important skill for future tasks.
Q7. looking back to your preliminary task.... log sheet
The document discusses the improvements made from the preliminary task to the full product. It covers several areas of quality including steady camera shots using a tripod, better framing of shots, conducting research on genre conventions, improved mise-en-scene with lighting and background, smoother editing, addition of appropriate sound, more natural acting, improved planning and organization, and addressing technical issues like background wind in post-production. The overall quality was much higher due to lessons learned from the preliminary task.
An overview of a film crew
The document provides a brief overview of the key roles in a film crew, including the director who oversees all aspects of production, the editor who assembles the shots and clips, and other roles like producers, camera and lighting technicians, location managers, costume and makeup artists, and sound designers who all contribute to the filmmaking process.
Structure of a typical film crew
There are many different job roles that exist within the creative media industry. Here are some the main jobs within a typical film crew.
Film crew roles_-_day_1
The document outlines the key roles and responsibilities of a technical film crew. The Director of Photography oversees the technical crew and works with the director to choose camera settings, lighting, and framing to achieve the desired visual style. The camera operator operates the camera under the direction of the DP or director. The first camera assistant ensures the camera remains in focus during shots, while the second camera assistant operates the clapperboard and loads film. The gaffer plans and executes the lighting design, while the key grip assists with lighting setups and blocking. Dolly grips precisely operate camera dolly and crane rigs for complex shots.
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.
Use of digital technology final
1. The document discusses the process of creating a group blog and thriller film opening for a class project. This included researching techniques like camera shots and editing software, filming test scenes, and analyzing thriller openings.
2. Field research was conducted on thriller conventions and production details from websites. This informed the filming and editing process. Shots were carefully planned and reviewed.
3. Audience feedback was gathered during and after production to improve the project. Lighting and filters were adjusted in editing for the best thriller effect.
Film Crew
The director manages the creative aspects of a film such as the plot, directing actors, and choosing locations. The producer raises funds, hires employees, and arranges distribution throughout production. The art director supervises artists and craftspeople to manage artistic and technical details of film sets.
Crew Roles
A special effects supervisor oversees mechanical manipulations and special effects makeup. A production designer ensures the film set and objects look appropriate. A director of photography gives the film a distinctive visual style and look.
Print scr harry
1) The document discusses improvements made from a preliminary short film task to a final production. This included adding soundtracks and recording voiceovers separately to improve audio quality.
2) Skills like avoiding breaking the 180 degree rule and choosing the best shots through careful editing were better utilized in the final production compared to the preliminary.
3) Shot reverse shots and match on action techniques were deliberately used in both productions but improved upon for the final, and more thought was given to mise-en-scene elements like props, locations, and genre conventions in the final production compared to the preliminary.
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.
Question 7
The document compares the student's process for their preliminary task and film opening task. For the preliminary task, there was little planning, research, or attention to conventions. For the film opening, the student learned from this and put extensive effort into planning, research, casting, editing, sound, lighting, and following genre conventions. This resulted in a much higher quality final product for the film opening task.
Question 7 9
The document compares the student's process for their preliminary task and film opening task. For the preliminary task, there was little planning, unfamiliarity with techniques, and a rushed process. For the film opening, the student did extensive research, planning, and practice of techniques. This included researching locations, sound, lighting, titles and more to create a high quality product that followed horror film conventions. The increased planning and practice of techniques resulted in a major improvement from the preliminary task.
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The document contains a series of scales measuring traits like leadership, risk-taking, self-improvement, and organization. Each scale has an axis from 0 to 10 comparing two opposing traits or approaches. The document provides no additional context around its purpose or the meaning of the various scales.
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3) Formulating job success formulas that weight factors and determine how different levels impact total scores, to allow for reliable, controlled decision-making.
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The document appears to be a table or chart showing Andrew's scores for negative and positive impact across various levels ranging from very strong to slight to no impact. The chart is repeated multiple times with no other text or context provided.
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Eval task 1
Our opening sequence uses conventions common to film openings such as idents and credits to signal to the audience that it is the start of a film. Two idents are used that are under 15 seconds each, as is standard practice. White credits on a dark background help set the thriller genre. Quick cuts between shots introduce the different characters and locations in a short time to give the audience information to set up the narrative and genre. The stalking of the main character Lucy in a dark alley establishes the dark and twist-filled tone expected in a thriller film.
Production plan
Darcy Warwick outlines a production plan for a short film to be released at the end of January. The plan includes scheduling, equipment needs, crew assignments, and legal considerations. Actors, locations, and most equipment will be provided by the production team or are publicly accessible. The film is aimed at a PG rating from the BBFC and will be distributed on YouTube and Short of the Week, whose guidelines forbid harmful, explicit, or copyrighted content without permission.
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.
Reflection of preliminary task
1) The student fulfilled the criteria of the preliminary task by filming and editing under 2 minutes a video of a character opening a door using proper filming techniques like matching eyelines and match cuts.
2) They learned that filming during school hours without other students present worked best and that ensuring continuity of costumes between shots was important. Organizing actors and dealing with errors took time.
3) Through the editing process, the student learned how to upload footage, organize clips, trim clips, adjust audio and video, and export the final video, making editing an easier and more important skill for future tasks.
Q7. looking back to your preliminary task.... log sheet
The document discusses the improvements made from the preliminary task to the full product. It covers several areas of quality including steady camera shots using a tripod, better framing of shots, conducting research on genre conventions, improved mise-en-scene with lighting and background, smoother editing, addition of appropriate sound, more natural acting, improved planning and organization, and addressing technical issues like background wind in post-production. The overall quality was much higher due to lessons learned from the preliminary task.
An overview of a film crew
The document provides a brief overview of the key roles in a film crew, including the director who oversees all aspects of production, the editor who assembles the shots and clips, and other roles like producers, camera and lighting technicians, location managers, costume and makeup artists, and sound designers who all contribute to the filmmaking process.
Structure of a typical film crew
There are many different job roles that exist within the creative media industry. Here are some the main jobs within a typical film crew.
Film crew roles_-_day_1
The document outlines the key roles and responsibilities of a technical film crew. The Director of Photography oversees the technical crew and works with the director to choose camera settings, lighting, and framing to achieve the desired visual style. The camera operator operates the camera under the direction of the DP or director. The first camera assistant ensures the camera remains in focus during shots, while the second camera assistant operates the clapperboard and loads film. The gaffer plans and executes the lighting design, while the key grip assists with lighting setups and blocking. Dolly grips precisely operate camera dolly and crane rigs for complex shots.
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.
Use of digital technology final
1. The document discusses the process of creating a group blog and thriller film opening for a class project. This included researching techniques like camera shots and editing software, filming test scenes, and analyzing thriller openings.
2. Field research was conducted on thriller conventions and production details from websites. This informed the filming and editing process. Shots were carefully planned and reviewed.
3. Audience feedback was gathered during and after production to improve the project. Lighting and filters were adjusted in editing for the best thriller effect.
Film Crew
The director manages the creative aspects of a film such as the plot, directing actors, and choosing locations. The producer raises funds, hires employees, and arranges distribution throughout production. The art director supervises artists and craftspeople to manage artistic and technical details of film sets.
Crew Roles
A special effects supervisor oversees mechanical manipulations and special effects makeup. A production designer ensures the film set and objects look appropriate. A director of photography gives the film a distinctive visual style and look.
Print scr harry
1) The document discusses improvements made from a preliminary short film task to a final production. This included adding soundtracks and recording voiceovers separately to improve audio quality.
2) Skills like avoiding breaking the 180 degree rule and choosing the best shots through careful editing were better utilized in the final production compared to the preliminary.
3) Shot reverse shots and match on action techniques were deliberately used in both productions but improved upon for the final, and more thought was given to mise-en-scene elements like props, locations, and genre conventions in the final production compared to the preliminary.
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.
Question 7
The document compares the student's process for their preliminary task and film opening task. For the preliminary task, there was little planning, research, or attention to conventions. For the film opening, the student learned from this and put extensive effort into planning, research, casting, editing, sound, lighting, and following genre conventions. This resulted in a much higher quality final product for the film opening task.
Question 7 9
The document compares the student's process for their preliminary task and film opening task. For the preliminary task, there was little planning, unfamiliarity with techniques, and a rushed process. For the film opening, the student did extensive research, planning, and practice of techniques. This included researching locations, sound, lighting, titles and more to create a high quality product that followed horror film conventions. The increased planning and practice of techniques resulted in a major improvement from the preliminary task.
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Q7. looking back to your preliminary task.... log sheet
Q7. looking back to your preliminary task.... log sheet
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The document displays a scale measuring the potential impact of an individual named Andrew on an ideal job. Andrew's score on the scale falls between slight and moderate negative impact, indicating he is an unlikely but possible fit for the ideal job. Scores above 0 would represent a positive impact and increase the probability of Andrew being a good fit.
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This document discusses best practices for integrating eligibility and suitability assessments in recruitment. It recommends:
1) Assessing both eligibility (experience, skills) and suitability (attitude, motivation) factors, and integrating scores to obtain an overall assessment.
2) Defining minimum and ideal levels for each eligibility factor and suitability factor, and scoring different levels to calculate overall and component scores.
3) Formulating job success formulas that weight factors and determine how different levels impact total scores, to allow for reliable, controlled decision-making.
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This document appears to contain ratings for various personality traits, skills, and preferences. It shows mostly mid-range to high scores, suggesting an optimistic, outgoing person who is problem-solving oriented, intuitive, and persistent. They seem self-motivated and cause-motivated with a preference for structure and direction.
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The document appears to be a table or chart showing Andrew's scores for negative and positive impact across various levels ranging from very strong to slight to no impact. The chart is repeated multiple times with no other text or context provided.
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Similar to Evaluation Question 6 and 7
H:\Prelim & Thriller
The student learned a great deal about film production techniques between creating a preliminary task and producing a thriller sequence. For the thriller, they engaged in more extensive pre-production planning, including holding meetings to develop ideas and create storyboards. Producing the thriller required more equipment, props, and consideration of things like camera angles, lighting, and editing effects. The process taught the student about the importance of organization, planning, and technical filmmaking skills.
H:\Prelim & Thriller
The student learned a great deal about film production techniques between creating a preliminary task and producing a thriller sequence. For the thriller, they engaged in more extensive pre-production planning, including holding meetings to develop ideas and create storyboards. Producing the thriller required more equipment, props, and consideration of things like camera angles, lighting, and editing effects. The process taught the student about the importance of organization, planning, and technical filmmaking skills.
Question 3
Throughout the project, the student learned many new production skills. They learned about different camera shots like master shots and establishing shots, which helped them plan innovative sequences for their thriller film. The student also learned how important tripods and steady shots are for professional-looking footage. Additionally, they learned how to edit sound using Premiere Pro to isolate dialogue and build tension. The editing process taught the student how to use effects in After Effects and Premiere Pro to trim, crop, and color grade clips. Overall, the production process provided a wide-ranging education in camerawork, editing, sound, and planning through storyboards and mood boards.
Preliminary task evaluation
Josh evaluated his group's preliminary task process. They planned thoroughly using storyboards and considered location options, though could have brainstormed more. They filmed using an iPad, but it picked up background noise. Josh learned to choose locations without excess light and to use a tripod. They edited in iMovie, which helped produce a better final product than other software. Overall, Josh felt the task met its criteria and he learned various filming techniques and skills in editing through iMovie that will help with future projects.
7
1) The student learned many new skills between their preliminary task and final production, including improved camera techniques, editing, sound design, and planning.
2) For the preliminary task, equipment was basic and filming was limited, resulting in a simple final product. The final production utilized professional HD equipment and software.
3) Extensive planning, including storyboards and scheduling, allowed the complex final production to be shot over multiple days and locations. Titles, credits, and other elements were significantly more polished.
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.
Evaluation greg
Planning helped in the production stage of the film trailer by creating a production proposal outlining the film's genre and goals, a mind map of key ideas and themes, and a step outline listing achievable ideas and shots. This planning allowed the team to effectively translate ideas to camera and know exactly what to film. Both students contributed equally to planning, production such as camerawork and acting roles suited to their skills, and post-production including editing and sound effects. Technical elements like composition, shot types, sound, editing, and mise-en-scene were effectively used but could be improved with more time and practice, especially with the editing software. Skills in editing and knowledge of the editing software need improvement before beginning their
Preliminary task evalutaion
Tayla Thorley reflects on her group's process for completing a preliminary film task. She notes that working as a team and brainstorming together helped generate ideas, though one member's absence hindered the process. Filming with an iPad proved difficult due to its size, resulting in some shaky footage. Lessons learned include using a different, more stable camera and choosing a quieter filming location. Editing in iMovie went smoothly and allowed adding effects. Overall, the criteria were met but more shot/reverse shot coverage could have been included. Tayla learned about different camera techniques and the film editing process in iMovie.
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.
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
The document discusses lessons learned from a preliminary film project that were applied to improve a main film task. Key points include:
1) Continuity issues around props and hairstyles were avoided in the main task by filming scenes in one day instead of over multiple days.
2) Audio levels were more carefully monitored and adjusted between scenes to ensure consistency in the main task, after volume inconsistencies in the preliminary.
3) More pre-production techniques like camera setup tests, filming practice scenes, and detailed shooting schedules helped improve shot quality and continuity in the main film.
Evaluation zoe
Planning was helpful for the production stage by creating a production proposal, mind map, and shot list. The planning documents outlined the film's genre, ideas, and achievable scenes to film. During production, tasks were split equally between planning, filming, and editing. The individual brought different skills, with one more comfortable acting and the other knowledgeable about composition. Technical elements like camera shots, sound, editing, mise en scene, and location were effectively used but could be improved with more time. Key skills to improve for A2 productions include developing editing skills and knowledge of the Adobe Premier Elements software.
Question 6 & 7
We have learned many valuable skills through creating this thriller opening project. Specifically:
- How to properly use camera, editing, and audio equipment and software that we had not used before.
- The lengthy editing process, including techniques like cropping, transitions, and ensuring no errors.
- How to create original music and sound effects using mixcraft to enhance the thriller genre.
- Storyboarding is crucial to stay on track and make efficient use of filming time.
- The importance of reviewing footage for errors before editing and how to film extra footage for flexibility.
Libby evaluation question 6 and 7
The document discusses the technologies used to create an action zombie horror film opening. It describes using a digital camera and tripod for filming, and researching the genre online to understand conventions. iMovie was used to edit clips, add transitions, adjust sound and color, and create titles. Skills like organizing footage and explaining directorial visions to actors were developed. The summarizer learned to use iMovie more effectively for editing, applying more technical changes between the preliminary and final projects.
Q6
The document discusses the learning experience of progressing from a preliminary media task to a final product. There were several key differences:
1) The preliminary task had strict guidelines and lacked creativity, while the final product required using film techniques like mise en scene, camera work, editing, and sound to add meaning.
2) Editing in the preliminary task was basic, but the final product required complex editing to add pace, fit music, and insert text to suggest meaning.
3) Elements like text, music, and camera shots were not required in the preliminary but were important to convey mood and theme in the final product.
4) Using proper equipment like a tripod improved the quality and professional
Q7
1) The preliminary task helped improve the final product by allowing mistakes to be identified and addressed, such as poor lighting and camera placement.
2) Planning improved significantly from preliminary to final, with Vanity having detailed storyboards and shot lists that aided the organized filming.
3) Editing skills grew from preliminary to final, learning how to use effects like speeding up/slowing down clips to create a better overall product in Vanity.
Presentation1
We have learned many filmmaking skills since our initial continuity exercise that have improved our full film product. We have gained experience with camera angles, editing techniques in Final Cut Pro like filming shots multiple times, using GarageBand to add and remove audio, editing photos in Photoshop, and utilizing different camera shots and a tripod more proficiently.
Adam's media evaluation: Q7
The document discusses what the author learned from their preliminary film task to their full film product. They learned that with their preliminary task, they had no film experience which led to some problems. However, through practice and experimentation on their full product, they overcame issues with teamwork, time management, camera work, sound, locations, and editing techniques. Specifically, they improved at compromising with teammates, setting deadlines, using diverse shots and angles, customizing soundtracks, using multiple locations, and implementing advanced editing features.
Question 7
The document discusses a pre-liminary film task and how it compared to the opening sequence of the filmmakers' final product. In the pre-lim, they experimented with editing techniques but did not focus on elements like setting, costumes, and lighting. The pre-lim was a less serious teen drama, while the final opening was a film noir. The pre-lim allowed them to identify areas for improvement, such as using more shots and spending more time filming professionally. They applied these lessons to better plan and execute the shots and sequencing in their final opening sequence.
Preliminary task
Kerry Thompson reflects on what they learned from creating a preliminary task and thriller opening. They realized lighting, pre-production planning, equipment use, and group coordination are important. Through the tasks, Kerry learned various camera techniques like shot types, camera angles, and editing rules. While the preliminary task was successful with good camerawork, Kerry notes planning could have been improved. For the thriller, more planning of costumes, music, equipment and filming sessions made production and post-production quicker.
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Evaluation Question 6 and 7
- 1. Evaluation question 6/7 Tom Harrison
- 2. What have you learnt about technologies from the process of constructing this product? Firstly, me and Hayden edited our film using final cut pro. We started off having a rough idea of how to use it but our knowledge improved each time we used it. We now know different editing techniques such as applying a vignette to our film to make the scene darker and more like its from the protagonists point of view. Also I learnt how to add sound effects such as a gun shot sound and a drone in the background. I learnt the importance of different types of cutting such as using fast cuts in a violence scene and long takes to build up tension in a scene. Finally, I learnt how to use the website blogger so I could have a record of what I did for the pre production and the production of my film.
- 3. Here is how I implemented the drone into the film.
- 4. Here is how I implemented the gun shot sound into our film.
- 5. Here is how I implemented the vignette into our film.
- 6. Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
- 7. Firstly, in our preliminary task, we didn’t spend much time planning how we were going to film it and we filmed it all in one day, where as for my film we spent weeks planning. The planning consisted of making a detailed storyboard, casting lists, list of props, researched settings, risk assessment and a filming timetable so we knew when were going to go film instead of making everything last minute. Compared to my preliminary task, we filmed several takes for each scene from different positions to give us the best possible chance of making our film perfect.
- 8. Preliminary task story board
- 10. I learnt basic editing in my preliminary task like adding sound effects, music and applying filters so that I could contribute to the editing process. In my preliminary task we came across a continuity error which made me aware of possible errors we could’ve faced in our actual film. Sleeves rolled up Sleeves rolled down Sleeves rolled up
- 11. Finally, the improvements from our preliminary task were that we implemented sound effects, filters, a wider variety of camera angles, fast cutting and longer takes.