Evaluation Question 7
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Caleb Carpenter discusses what they learned about editing and camerawork from their preliminary task. For editing, they learned how to change clip speed, add text overlays, and use software features to modify quality and effects. For camerawork, they learned different shot types like low and high angles, and tracking shots. Caleb also discusses learning about the 180 degree rule, match on action, and shot reverse shot techniques to improve flow between shots. They realized the importance of patience while filming to achieve the best quality.
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As Media Evaluation Connor Lovatt Preliminary Task
The document summarizes what was learned from a preliminary filmmaking task. It discusses gaining basic camera and shot skills, learning organizational skills for filming, and how to work effectively as a group. Areas of success included applying various shots to the short film and editing it using Adobe Premier Pro. An area for improvement was that some shots were too dark to see clearly due to lighting issues. Overall, the brief of including specific shots, audio, and a sound effect was met successfully.
As Media Connor Lovatt Evaluation
The document summarizes what was learned from a preliminary filmmaking task. It discusses gaining basic camera and shot skills, learning organizational skills for filming, and how to work effectively as a group. Areas of success included applying various shots to the short film and editing it using Adobe Premier Pro. An area for improvement was that some shots were too dark to see clearly due to lighting issues. Overall, the brief of including specific shots, audio, and a sound effect was met successfully.
Question 7
1) The student incorporated techniques learned from their preliminary task, such as camera angles, editing, and continuity, into creating their opening sequence.
2) They filmed the opening sequence using a DSLR camera instead of a camcorder, which provided better depth of field and a more professional look.
3) Match on action shots were used more in the opening sequence to create a fast pace, as is a convention of thriller films which their opening sequence portrayed.
What have you learnt about technologies from the
The document discusses various technologies and skills the author learned through creating a final product. The author learned how to use color correction and editing tools in Final Cut Pro to integrate different scenes. Through blogging, the author learned how to post various file types, change text formatting, and save work. When filming with a camera, the author explored different shots and learned about lighting and sound quality. As a first-time Mac user, the author picked up skills like transferring clips, screen recording, and rendering. Finally, Motion was used to create titles, and the author gained experience with fonts and transferring clips between programs.
Question 7
In the preliminary task, the filmmaker's skills were more limited, using only match-on-action cuts and the 180-degree rule. However, for the final product, they learned to incorporate close-ups to show detail, mid-shots, panning shots, and improved use of camera equipment. They also gained experience using Apple Macs and video editing programs, allowing them to add credits and music that were not included in the preliminary version. Overall, the filmmaker's skills and knowledge have significantly grown from the initial task to the final product.
Research into equipment
The document discusses the equipment, software, and lighting that will be used to create a music video. Specifically, it mentions that a Canon 550D camera will be used for high quality recording, footage will be edited in Adobe Premiere Pro which the author is familiar with, and the lighting in the school's black box drama studio can be adjusted to look professional.
Question 6
Fahrin Sultana discusses their experience using technology for filmmaking. They used Adobe Premier Pro for editing, which allowed them to cut unwanted parts and add effects, though it took some time to learn. A tripod helped provide steady shots when filming. The camera offered tools to adjust lighting and playback footage. Overall, Fahrin learned about the many responsibilities that go into film production and how technology like cameras and tripods can improve the quality of a film.
How has the group progressed since the initial prelim
The document discusses the author's progression in skills since an initial pre-lim assignment. The author indicates they have improved significantly across many areas, including: proficiency with Mac computers, camerawork skills using DSLR cameras, skills using Photoshop and other editing software, planning abilities, and implementing advanced editing techniques like color correction and masks. Specific examples are provided to demonstrate improved abilities in areas like simultaneous tasks on Macs, setting up camera shots, and structuring final products.
Recommended
As Media Evaluation Connor Lovatt Preliminary Task
The document summarizes what was learned from a preliminary filmmaking task. It discusses gaining basic camera and shot skills, learning organizational skills for filming, and how to work effectively as a group. Areas of success included applying various shots to the short film and editing it using Adobe Premier Pro. An area for improvement was that some shots were too dark to see clearly due to lighting issues. Overall, the brief of including specific shots, audio, and a sound effect was met successfully.
As Media Connor Lovatt Evaluation
The document summarizes what was learned from a preliminary filmmaking task. It discusses gaining basic camera and shot skills, learning organizational skills for filming, and how to work effectively as a group. Areas of success included applying various shots to the short film and editing it using Adobe Premier Pro. An area for improvement was that some shots were too dark to see clearly due to lighting issues. Overall, the brief of including specific shots, audio, and a sound effect was met successfully.
Question 7
1) The student incorporated techniques learned from their preliminary task, such as camera angles, editing, and continuity, into creating their opening sequence.
2) They filmed the opening sequence using a DSLR camera instead of a camcorder, which provided better depth of field and a more professional look.
3) Match on action shots were used more in the opening sequence to create a fast pace, as is a convention of thriller films which their opening sequence portrayed.
What have you learnt about technologies from the
The document discusses various technologies and skills the author learned through creating a final product. The author learned how to use color correction and editing tools in Final Cut Pro to integrate different scenes. Through blogging, the author learned how to post various file types, change text formatting, and save work. When filming with a camera, the author explored different shots and learned about lighting and sound quality. As a first-time Mac user, the author picked up skills like transferring clips, screen recording, and rendering. Finally, Motion was used to create titles, and the author gained experience with fonts and transferring clips between programs.
Question 7
In the preliminary task, the filmmaker's skills were more limited, using only match-on-action cuts and the 180-degree rule. However, for the final product, they learned to incorporate close-ups to show detail, mid-shots, panning shots, and improved use of camera equipment. They also gained experience using Apple Macs and video editing programs, allowing them to add credits and music that were not included in the preliminary version. Overall, the filmmaker's skills and knowledge have significantly grown from the initial task to the final product.
Research into equipment
The document discusses the equipment, software, and lighting that will be used to create a music video. Specifically, it mentions that a Canon 550D camera will be used for high quality recording, footage will be edited in Adobe Premiere Pro which the author is familiar with, and the lighting in the school's black box drama studio can be adjusted to look professional.
Question 6
Fahrin Sultana discusses their experience using technology for filmmaking. They used Adobe Premier Pro for editing, which allowed them to cut unwanted parts and add effects, though it took some time to learn. A tripod helped provide steady shots when filming. The camera offered tools to adjust lighting and playback footage. Overall, Fahrin learned about the many responsibilities that go into film production and how technology like cameras and tripods can improve the quality of a film.
How has the group progressed since the initial prelim
The document discusses the author's progression in skills since an initial pre-lim assignment. The author indicates they have improved significantly across many areas, including: proficiency with Mac computers, camerawork skills using DSLR cameras, skills using Photoshop and other editing software, planning abilities, and implementing advanced editing techniques like color correction and masks. Specific examples are provided to demonstrate improved abilities in areas like simultaneous tasks on Macs, setting up camera shots, and structuring final products.
Preliminary task evaluation
The document summarizes the learning and areas for improvement from a preliminary filmmaking task. It discusses successes like editing clips together and using planned camera shots. Areas for development were not filming enough footage for scenes and continuity issues between days. The brief was not fully met as it lacked a 180 degree rule. The author's contribution as camera operator and editor was decent but could be improved with more footage and advanced editing skills.
Eval 7
From producing a preliminary task to a full product, the author learned significant skills in camera work, directing, editing, and teamwork. For the preliminary task, the author's camera skills were limited and the directing was disorganized. However, experience with different shots and editing software improved the author's abilities. Additional research helped add special effects. Coordination with the team also improved, allowing for better planning and task distribution. These gained skills led to a main task that incorporated more advanced shots and tighter editing than the preliminary version.
Preliminary task evaluation
The document summarizes the learning and areas for improvement from a preliminary filmmaking task. It discusses successes like editing clips together and using planned camera shots. Areas for development included not filming enough footage for scenes and continuity issues between days. While the group produced a decent clip, they failed to meet the brief and time requirements by not following rules like the 180 degree shot continuity. The individual contributed as camera operator and editor but could improve with more advanced editing skills and additional footage.
Preliminary comparison
The document discusses the learning and skill development that occurred between an initial preliminary film project and a final film project. It notes that for the preliminary, the author had no prior experience with filming or editing, which led to issues like choppy editing, unsteady camera work, and poor acting. However, working on the preliminary served as a valuable learning experience, helping the author gain experience and skills in areas like operating camera equipment steadily, using editing software, and planning shots and lighting - which allowed for a significant improvement in quality between the preliminary and final film.
AS Media Studies: Evaluation Question 6
The document discusses various technologies the student learned about through creating a film project. They learned new skills using their Canon camera, such as the recording feature and manual focus. They also learned about different camera shots, filming techniques, and angles. The student used a tripod to keep the camera steady and level. For software, they learned to use LiveType to create idents, iMovie to edit video and audio, and were familiar with using Apple Macs. They also got used to using Blogger to plan, record production details, and log research.
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?
Reflection on the prelim task
The filmmakers accomplished their goals of achieving a 180 degree rule, match on action, and shot reverse shot in their preliminary film. While using the camera was initially tricky and some shots had to be retaken due to memory issues, the filmmakers were pleased with how the prelim task went overall. The prelim task provided an opportunity for the filmmakers to learn camera and tripod usage as well as be creative in developing narrative and exploring new camera angles.
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The document discusses the lessons learned from the preliminary task of filming two people having a conversation over a table. The filmmaker practiced using wide, medium, and close shots as well as the 180-degree axis rule, which helped create a clean flow for the conversational scene. Using different shot types kept the scene from becoming repetitive and gave it a more polished, professional look. Through this preliminary task, the filmmaker learned fundamental camera work techniques and how to use camera equipment, which provided valuable experience for future filmmaking projects.
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Presentation1
The document summarizes what was learned from a preliminary filmmaking task involving basic camera shots to a full film product. It discusses learning more about equipment and feeling more confident with it after the preliminary task. It also notes focusing more on camera work and cinematography for the full film, and learning to edit video professionally using effects and compiling shots in a coherent order between the preliminary and full tasks.
Fo49 question 7
The student learned several skills between their preliminary and final tasks for this project. For the preliminary task, they learned how to use a camera, properly frame shots, and execute shot reverse shot sequences. While pleased with the result, they identified areas for improvement like matching shots more smoothly. For the final task of creating a film title sequence, the student applied the skills they developed earlier. They felt the final product was much better thanks to skills like framing, matching shots, and incorporating more shot varieties. Additional skills learned for the final task included using a boom mic and new camera settings. Areas for further improvement included minimizing costume and lighting mismatches between shots.
Fo49
The student learned several skills between their preliminary and final tasks for this project. For the preliminary task, they learned how to use a camera, properly frame shots, and execute shot reverse shot sequences. While pleased with the result, they identified areas for improvement like matching shots more smoothly. For the final task of creating a film title sequence, the student applied the skills they developed earlier. They felt the final product was much better thanks to skills like framing, matching shots, and incorporating more shot varieties. Additional skills learned for the final task included using a boom mic and new camera settings. Areas for further improvement included minimizing costume and lighting mismatches between shots.
5 questions
The document summarizes lessons learned from completing a pre-production, production, and post-production preliminary task in preparation for an actual class project. Key lessons included practicing storyboards and scripts in pre-production, ensuring a variety of shots are captured during filming, and collaborating and playing to strengths during editing in post-production. Mistakes identified were issues focusing the camera and only spending an hour filming. The preliminary task was deemed useful as it allowed those without prior experience to learn filming and editing skills before the class project.
Evaluation question 6
Through the process of constructing their product, the document's author learnt several things about technologies:
They gained skills in using a camera properly, such as keeping it steady on a tripod. They also learned the importance of planning shots and re-shooting to ensure good quality footage.
When it came to editing, switching to Final Cut Pro from iMovie greatly improved their process. Researching how to edit sound, lighting, and levels was challenging but helped strengthen their skills.
Working with Adobe Illustrator, the author was able to create an intro logo for their film after guidance. Overall, their skills with the Mac, Final Cut Pro, and Illustrator grew through completing this project despite having no prior experience
Evaluation Questions
The document discusses what the student learned about technology from creating a horror film project. They used camera equipment like a camcorder and tripod, which were mostly easy to use though the tripod took some getting used to. They also used editing software like Final Cut Pro and GarageBand. Final Cut Pro was initially difficult but became easier with a tutorial, while GarageBand was familiar from prior use. Overall their skills with the software improved over the project. Compared to an earlier preliminary task, the student felt they planned more thoroughly through research, storyboarding, and applying techniques from their coursework. They also felt more confident using the equipment and software.
Media Evaluation
Emily reflects on what she learned from her final video project. She realized she needs to be more aware of her surroundings when filming to avoid having extras like a tripod in the shot. She also learned that different angles and lighting can create varied atmospheres. Areas of success included using match-on-action techniques and creative uses of lighting. Areas for improvement are editing skills and stabilizing camera movements. Overall, the brief was met but continuity and camera angles could have been improved with more organization.
Evaluation Question #7
The document discusses the improvements in the student's skills from their preliminary task to their full final product. They learned to better plan and prepare, improved their time management, developed more advanced camera skills like tracking shots, learned about different types of shots and film opening conventions. Their editing skills in Premiere Pro became more advanced with effects, transitions, and audio mixing. For the final product, they considered their target audience and improved their lighting plan and used Final Draft to write their screenplay with proper formatting.
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technology
Aidan Harrison documented the equipment, technology, and processes used to film and edit an opening for a film project. A Canon DSLR camera was used to film 1080p footage, mounted on an adjustable tripod. Adobe Premiere Pro was used to edit footage, add transitions, and adjust audio levels. Photoshop was used to design titles and After Effects to add effects like sliding and typing animations. A boom microphone reduced background noise after issues with the camera's microphone. Music and sound effects were synced to footage in Premiere Pro. Storyboards were referred to during filming and editing to stay on track. Through this process, Aidan's skills with equipment, editing software, and filming improved.
Evaluation question 7
Caleb Carpenter reflects on what he has learned from his preliminary media project task. He discusses learning new camera techniques including different shot types. He also learned about following rules like the 180 degree rule and using match on action and shot reverse shot to his advantage. For editing, he learned techniques like changing clip speed and adding text. He found teamwork helped with planning and idea sharing. Regarding deadlines, he learned their importance for staying on schedule and ensuring smooth workflow. Overall, he feels he has gained knowledge across many media areas that will help him improve future projects.
Evaluation 7
The document discusses what was learned from creating a preliminary task video to the final product. It describes learning the importance of following techniques like the 180 degree rule, shot reverse shot, and match on action to create continuity and coherence. Through practicing these in the preliminary task, the filmmakers discovered they could apply the rules more subtly while still creating continuity. They also learned to use two cameras instead of one when filming to better apply match on action. Additionally, they learned to incorporate more varied camera angles, shots, and edits to make the final video more professional and satisfying to the target audience. Completing the preliminary task helped teach important editing and camera work skills that improved the quality of the final video.
Media preliminary evaluation
The document summarizes the author's learning during a video editing project. They learned how to use Premiere Pro to edit videos, add transitions, and cut clips to match actions. They also learned how to properly frame shots, use a video camera, observe the 180 degree rule, and incorporate different camera shots. Areas for improvement include properly exporting the final video, participating in storyboarding, and importing videos into Premiere Pro. Overall, the author believes the brief was well met by following rules and ensuring the finished video was continuous.
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Preliminary task evaluation
The document summarizes the learning and areas for improvement from a preliminary filmmaking task. It discusses successes like editing clips together and using planned camera shots. Areas for development were not filming enough footage for scenes and continuity issues between days. The brief was not fully met as it lacked a 180 degree rule. The author's contribution as camera operator and editor was decent but could be improved with more footage and advanced editing skills.
Eval 7
From producing a preliminary task to a full product, the author learned significant skills in camera work, directing, editing, and teamwork. For the preliminary task, the author's camera skills were limited and the directing was disorganized. However, experience with different shots and editing software improved the author's abilities. Additional research helped add special effects. Coordination with the team also improved, allowing for better planning and task distribution. These gained skills led to a main task that incorporated more advanced shots and tighter editing than the preliminary version.
Preliminary task evaluation
The document summarizes the learning and areas for improvement from a preliminary filmmaking task. It discusses successes like editing clips together and using planned camera shots. Areas for development included not filming enough footage for scenes and continuity issues between days. While the group produced a decent clip, they failed to meet the brief and time requirements by not following rules like the 180 degree shot continuity. The individual contributed as camera operator and editor but could improve with more advanced editing skills and additional footage.
Preliminary comparison
The document discusses the learning and skill development that occurred between an initial preliminary film project and a final film project. It notes that for the preliminary, the author had no prior experience with filming or editing, which led to issues like choppy editing, unsteady camera work, and poor acting. However, working on the preliminary served as a valuable learning experience, helping the author gain experience and skills in areas like operating camera equipment steadily, using editing software, and planning shots and lighting - which allowed for a significant improvement in quality between the preliminary and final film.
AS Media Studies: Evaluation Question 6
The document discusses various technologies the student learned about through creating a film project. They learned new skills using their Canon camera, such as the recording feature and manual focus. They also learned about different camera shots, filming techniques, and angles. The student used a tripod to keep the camera steady and level. For software, they learned to use LiveType to create idents, iMovie to edit video and audio, and were familiar with using Apple Macs. They also got used to using Blogger to plan, record production details, and log research.
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?
Reflection on the prelim task
The filmmakers accomplished their goals of achieving a 180 degree rule, match on action, and shot reverse shot in their preliminary film. While using the camera was initially tricky and some shots had to be retaken due to memory issues, the filmmakers were pleased with how the prelim task went overall. The prelim task provided an opportunity for the filmmakers to learn camera and tripod usage as well as be creative in developing narrative and exploring new camera angles.
.
The document discusses the lessons learned from the preliminary task of filming two people having a conversation over a table. The filmmaker practiced using wide, medium, and close shots as well as the 180-degree axis rule, which helped create a clean flow for the conversational scene. Using different shot types kept the scene from becoming repetitive and gave it a more polished, professional look. Through this preliminary task, the filmmaker learned fundamental camera work techniques and how to use camera equipment, which provided valuable experience for future filmmaking projects.
Cameraphotoshop
The document discusses cameras, technologies, and photoshop used in creating a film trailer and other projects. For the trailer, a Canon camera was initially used but provided blurry, low quality footage. Later, an HD camera was used but the full capabilities were not achieved during exporting. In the future, the author will use the best camera possible and export at maximum quality regardless of time. Photoshop was also vital for designing magazine covers and posters, allowing editing of images, fonts, and shapes to customize designs, though the process was time consuming.
Presentation1
The document summarizes what was learned from a preliminary filmmaking task involving basic camera shots to a full film product. It discusses learning more about equipment and feeling more confident with it after the preliminary task. It also notes focusing more on camera work and cinematography for the full film, and learning to edit video professionally using effects and compiling shots in a coherent order between the preliminary and full tasks.
Fo49 question 7
The student learned several skills between their preliminary and final tasks for this project. For the preliminary task, they learned how to use a camera, properly frame shots, and execute shot reverse shot sequences. While pleased with the result, they identified areas for improvement like matching shots more smoothly. For the final task of creating a film title sequence, the student applied the skills they developed earlier. They felt the final product was much better thanks to skills like framing, matching shots, and incorporating more shot varieties. Additional skills learned for the final task included using a boom mic and new camera settings. Areas for further improvement included minimizing costume and lighting mismatches between shots.
Fo49
The student learned several skills between their preliminary and final tasks for this project. For the preliminary task, they learned how to use a camera, properly frame shots, and execute shot reverse shot sequences. While pleased with the result, they identified areas for improvement like matching shots more smoothly. For the final task of creating a film title sequence, the student applied the skills they developed earlier. They felt the final product was much better thanks to skills like framing, matching shots, and incorporating more shot varieties. Additional skills learned for the final task included using a boom mic and new camera settings. Areas for further improvement included minimizing costume and lighting mismatches between shots.
5 questions
The document summarizes lessons learned from completing a pre-production, production, and post-production preliminary task in preparation for an actual class project. Key lessons included practicing storyboards and scripts in pre-production, ensuring a variety of shots are captured during filming, and collaborating and playing to strengths during editing in post-production. Mistakes identified were issues focusing the camera and only spending an hour filming. The preliminary task was deemed useful as it allowed those without prior experience to learn filming and editing skills before the class project.
Evaluation question 6
Through the process of constructing their product, the document's author learnt several things about technologies:
They gained skills in using a camera properly, such as keeping it steady on a tripod. They also learned the importance of planning shots and re-shooting to ensure good quality footage.
When it came to editing, switching to Final Cut Pro from iMovie greatly improved their process. Researching how to edit sound, lighting, and levels was challenging but helped strengthen their skills.
Working with Adobe Illustrator, the author was able to create an intro logo for their film after guidance. Overall, their skills with the Mac, Final Cut Pro, and Illustrator grew through completing this project despite having no prior experience
Evaluation Questions
The document discusses what the student learned about technology from creating a horror film project. They used camera equipment like a camcorder and tripod, which were mostly easy to use though the tripod took some getting used to. They also used editing software like Final Cut Pro and GarageBand. Final Cut Pro was initially difficult but became easier with a tutorial, while GarageBand was familiar from prior use. Overall their skills with the software improved over the project. Compared to an earlier preliminary task, the student felt they planned more thoroughly through research, storyboarding, and applying techniques from their coursework. They also felt more confident using the equipment and software.
Media Evaluation
Emily reflects on what she learned from her final video project. She realized she needs to be more aware of her surroundings when filming to avoid having extras like a tripod in the shot. She also learned that different angles and lighting can create varied atmospheres. Areas of success included using match-on-action techniques and creative uses of lighting. Areas for improvement are editing skills and stabilizing camera movements. Overall, the brief was met but continuity and camera angles could have been improved with more organization.
Evaluation Question #7
The document discusses the improvements in the student's skills from their preliminary task to their full final product. They learned to better plan and prepare, improved their time management, developed more advanced camera skills like tracking shots, learned about different types of shots and film opening conventions. Their editing skills in Premiere Pro became more advanced with effects, transitions, and audio mixing. For the final product, they considered their target audience and improved their lighting plan and used Final Draft to write their screenplay with proper formatting.
Photography
Photography GCSE provides the opportunity to learn camera skills like shutter speed, aperture, and ISO. Students learn to use Adobe Photoshop and Illustrator to edit photos and create digital illustrations. Lessons involve photoshoots, camera use, image editing, learning about photographers, and creative projects. Students are assessed on editing, camera techniques, presenting personal response, and critical and contextual understanding shown through coursework projects and a 10-hour practical exam unit. Photography GCSE suits creative students interested in aesthetics who enjoy hands-on, practical work and would be good preparation for further photo-related education and careers.
technology
Aidan Harrison documented the equipment, technology, and processes used to film and edit an opening for a film project. A Canon DSLR camera was used to film 1080p footage, mounted on an adjustable tripod. Adobe Premiere Pro was used to edit footage, add transitions, and adjust audio levels. Photoshop was used to design titles and After Effects to add effects like sliding and typing animations. A boom microphone reduced background noise after issues with the camera's microphone. Music and sound effects were synced to footage in Premiere Pro. Storyboards were referred to during filming and editing to stay on track. Through this process, Aidan's skills with equipment, editing software, and filming improved.
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Similar to Evaluation Question 7
Evaluation question 7
Caleb Carpenter reflects on what he has learned from his preliminary media project task. He discusses learning new camera techniques including different shot types. He also learned about following rules like the 180 degree rule and using match on action and shot reverse shot to his advantage. For editing, he learned techniques like changing clip speed and adding text. He found teamwork helped with planning and idea sharing. Regarding deadlines, he learned their importance for staying on schedule and ensuring smooth workflow. Overall, he feels he has gained knowledge across many media areas that will help him improve future projects.
Evaluation 7
The document discusses what was learned from creating a preliminary task video to the final product. It describes learning the importance of following techniques like the 180 degree rule, shot reverse shot, and match on action to create continuity and coherence. Through practicing these in the preliminary task, the filmmakers discovered they could apply the rules more subtly while still creating continuity. They also learned to use two cameras instead of one when filming to better apply match on action. Additionally, they learned to incorporate more varied camera angles, shots, and edits to make the final video more professional and satisfying to the target audience. Completing the preliminary task helped teach important editing and camera work skills that improved the quality of the final video.
Media preliminary evaluation
The document summarizes the author's learning during a video editing project. They learned how to use Premiere Pro to edit videos, add transitions, and cut clips to match actions. They also learned how to properly frame shots, use a video camera, observe the 180 degree rule, and incorporate different camera shots. Areas for improvement include properly exporting the final video, participating in storyboarding, and importing videos into Premiere Pro. Overall, the author believes the brief was well met by following rules and ensuring the finished video was continuous.
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 Question 7
After completing the preliminary task and full product, the author learned several skills. They gained experience using Apple Mac computers, editing software like Final Cut Express, and camera equipment. They learned basic editing techniques like trimming clips and adding music. For the full product, they expanded their skills to include advanced editing techniques like layering titles and images. They also improved their camera and filming abilities, applying techniques from the preliminary task.
Preliminary task evaluation
- The document discusses the author's experience filming and editing a video project for the first time where they took on roles they had not done before like operating the camera and editing solo.
- They learned how to properly use camera equipment like performing focus pulls and handling the camera to create a professional look, though felt their focus skills needed improvement.
- Through practicing camerawork and editing techniques like matching shots, the author was able to create a better flowing narrative and more professional production, but received feedback that some repetitive footage could be tedious for the audience.
Question 7
We have learned and progressed significantly from our preliminary task to our final product. Initially, editing was very difficult as we were unfamiliar with the software. However, through practice we learned skills like sound editing, cropping, adding effects and transitions. Our camerawork also improved as we gained experience operating the camera and understanding different shot types. While our preliminary task shots were basic, our final product incorporated a variety of shots like over-the-shoulder and close ups to tell the story effectively. Overall, we learned to create a higher quality final product through skills like camera movement, adding soundtracks, and producing a more polished edit.
AS Media Evaluation part 7
In their preliminary task, the students shot a short scene using a basic camcorder. For their final film, they had more freedom and used a more advanced camera. They learned how to use different camera settings, angles, and shots. They also improved their editing skills in Final Cut by learning more tools and getting better at managing their time. While they carried over techniques like match-on-action from the preliminary, they developed their skills in areas like camera operation, shot variety, and moving shots.
Media evaluation
The document summarizes what was learned from a preliminary filmmaking task. It discusses gaining basic camera and shot skills, learning organizational skills for filming, and how to work effectively as a group. Areas of success included applying various shots to the short film and editing it using Adobe Premier Pro. An area for improvement was that some shots were too dark to see clearly due to lighting issues. Overall, the brief of including specific shots, audio, and a sound effect was met successfully.
Question 7
Connor discusses the skills and knowledge he gained from completing a preliminary task and full product for his course. Prior to starting, he had no experience with Adobe Premier Pro and only basic camera skills. The preliminary task allowed him to practice these skills and get familiar with the editing software. Compared to his preliminary work, Connor's full product showed improvements like using more camera angles and shots, being more aware of continuity and the 180 degree rule, and re-shooting imperfect scenes. Going forward, Connor wants to learn Adobe After Effects to add effects and continue improving his skills in Premier Pro beyond basic functions.
The Progression
The document discusses what the author has learned about filmmaking from an initial preliminary project. They have improved their skills in camera work, lighting, keeping shots steady, and the importance of editing. They have learned different shot types like establishing shots, panning, and close-ups that can build suspense. Through editing software, they have learned effects like altering brightness and image quality to set mood. They can now properly operate filming equipment and incorporate transitional effects to keep videos smooth.
The Progression
The document discusses what the author has learned about filmmaking from an initial preliminary project. They have learned various camera shots and transitions, the importance of lighting and keeping the camera steady. Editing plays a major role in the final product. The author provides examples of shots they have improved on, including establishing shots, panning shots, and close-ups. They have also learned how to use editing software like Adobe After Effects to add special effects and alter brightness/image quality to establish mood. Overall, the author feels they have greatly improved their filmmaking skills since the preliminary project.
How did you use new media technologies in
The document describes the various new media technologies used by the author at different stages of a project. It discusses using a Canon DSLR camera to film multiple takes and experiment with settings. The author had some initial trouble with Blogger layouts but learned to save images as JPEGs before uploading. Adobe Illustrator was used to create logos for a record label and streaming app. Adobe Premiere Pro, with which the author was familiar, was utilized to add cross dissolves, fades, and layering effects between shots to create flow for a song in the edited video project.
Evaluation question 7
The document summarizes what the author learned from their preliminary task to their full media product. They discuss improvements in technical skills like using a tripod, taking multiple takes, better framing shots, and avoiding continuity errors. They also learned to use new software like LiveType and Premiere Pro which allowed for more advanced editing. Overall, they learned to carefully plan, reshot scenes from different angles, and that planning and preparation leads to a better final product.
What have you learnt about technologies from the
The document discusses several technologies used in creating a product and what was learned from using each one. Prezi and Slideshare were used for presentations, with Prezi initially taking some time to learn but providing flexible presentation options. Blogger was initially difficult to publish posts on but became easier to use with experience. A Canon DSLR camera was used for videos, allowing manual control over settings to reduce shake. Survey Monkey was helpful for collecting and analyzing survey data automatically. Both Serif Movieplus and Windows Live Movie Maker were used to edit videos, but Windows Movie Maker was found to be easier to use and faster for rendering previews. Editing techniques like fading, adding titles, slowing clips and color/brightness adjustments were learned
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.
Evaluation - Question 6 (Slideshare)
I have learned several technologies from creating this product including how to use video editing software like Serif Movie Plus and cameras. With Serif Movie Plus, I learned how to import and trim clips, speed up footage, and use pans and zooms. I also learned how to upload videos to YouTube and presentations to Slideshare, and how to create a website using Weebly to display my work. Additionally, I learned how to use Photoshop to create a production logo and film titles, including editing text styles and images.
Editing processes
Simon Cheshire discusses various editing processes used in creating his short film. He used adjustment layers like color correction to give footage a blue tinge for a cool sporting effect. He also altered output levels to add more dramatic lighting. Speed and warp stabilizer tools smoothed shaky footage. Cutting and trimming footage shortened clips to keep them sharp and engaging. Different transitions like wipes were applied selectively to link clips uniquely without overcomplicating the short film.
Critical reflection 3
Rudi Dempsey's production skills developed greatly over the course of creating a film opening. Their preliminary skills were basic, including mistakes like not following the 180 degree rule or adding sound effects. However, by the end of the project they had learned skills like advanced editing techniques in Premiere Pro, creating titles, using different types of cameras and filming professionally. They went from unsure usage of software to mastering programs like Premiere Pro, InDesign, and Blogger. Their camera work also improved significantly, with steady shots, proper focus and exposure. Overall, Rudi was able to create a high quality film opening demonstrating their new skills.
Evaluation question 7
The document discusses what the author has learned from their preliminary task to their full media product. They learned improved camera skills like varied shots and angles. Editing skills improved through using Final Cut Pro software. The importance of sound design was realized, like using non-diegetic music. Planning footage and using a tripod results in steadier, more professional video. Overall, progress was made from an unplanned preliminary task to a detailed opening scene through practice and learning skills.
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Evaluation Question 7
- 3. Editing Looking back at my preliminary task, what I feel I have learnt about editing is that it has many features that you can use to make your video/ clips look better, for example you can change the speed of the clip (Slow or fast motion) I also learnt how to put text over a video clip and change how the text looks. Another technique I learnt was that you can use the features built into the editing software's to your advantage, you can do this changing quality of the video by rendering or pre-rendering it and/or you can change the effect of the clip, for example you can change a clip to black & white to create a tense atmosphere.
- 4. Camerawork Looking back at my preliminary task, I felt that I have learnt new camera techniques and how make the flow smoothly, example of camera shot I have learnt are; low & high angle, tracking shot, mid shot etc. As I watched and evaluated my preliminary task, I felt that I learnt more about the three shot, which are; 180 degree rule, match on action and shot reverse shot as I evaluated them I felt as I progressed from the preliminary task, I learned how to use them to my advantages for the next task, which was my opening sequence. Another feature I learnt about camera work is if you want your clip to look perfect you need to be patient and take time when filming a scene, so that it can come out at its best.