Evaluation question 7
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The document discusses what the author learned from their preliminary task to their full opening sequence project. They learned how to sync dialogue to mouth movements better. They also learned camera techniques like framing from the side rather than behind subjects, using shallow depth of field, and using lighting like phone flashlights to create shadows. Creating a storyboard helped provide more structure compared to the preliminary task. The full opening sequence used music that fit the story and faded out, unlike the preliminary task. It also ensured continuity by having actors wear the same clothes across scenes filmed on different days. A variety of camera angles were used to create more of a horror genre feel compared to mostly eye-level shots in the preliminary task. Overall, the author was pleased
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Evalution question 7
The student learned several things from completing their preliminary task to filming their full opening sequence. They learned how to sync dialogue to mouth movements better. They also learned to film from the side rather than behind subjects. Additionally, they learned techniques like adjusting the tripod angle to create shallow depth of field, using phone flashlights to light scenes dimly but not too darkly, and allowing occasional autofocus issues to enhance scenes rather than distract. Creating a storyboard helped establish shots and scenes better than improvising. Experimenting with different camera angles added production value over the preliminary task. Overall, the student was pleased with the final product and felt they explored different techniques and options to create the best project possible.
Production diary
The production diary documents the filming of a psychological thriller trailer over several months. It describes filming narrative scenes in various locations like graveyards and parks in October. In November, more scenes were shot at a house to show a relatable domestic setting. However, the main actor dropped out, forcing rescheduling. A new actor was found in January and more footage of his mental state was captured in isolated areas. Additional narrative clips and pictures were taken through February. The last filming day in March included footage of a father and son to convey the story and re-shoots to improve earlier clips.
Ig3 evaluation
During her short film production assignment, Ashleigh worked with a group to plan and begin filming a psychological thriller. However, two group members left, forcing Ashleigh and the remaining member to join a new group. This caused some disruption as they had to adapt their plans. Ashleigh found editing the hardest part due to her inexperience, but gained skills over time. While some difficulties occurred due to changing groups and actor availability, Ashleigh was pleased with her pre-production work and the group's organized production schedule of filming on weekends and editing during lessons.
Week 2
During the second week of filming their short film, the director shot scenes of the main character Harry getting ready for college in his bedroom and outside of the house. They followed the storyboard closely to film multiple takes of each shot. While most of the bedroom scene went according to plan, they had to alter a shot of Harry seeing a boy at the bus stop due to an unavailable actor, instead asking a homeless person to participate. They also had to reschedule filming the exterior shot of the house to another day after forgetting it initially.
Media conversation video evaluation
The document provides an evaluation of a media conversation video project. It summarizes what went well, including that the film was good considering the short time frame and that good music was found. It also discusses what didn't go well, mainly the rushed voiceover recording. The evaluator says they are generally happy with the film but would change a few shots and improve audio quality and locations if starting over. Lessons learned include being more organized with equipment and trusting others to shoot without direct input.
Photo Diary
The filmmaker created various documents like a mind map, mood board, storyboard, and risk assessment to plan the filming of the opening title sequence for their horror film "The Abducted." They initially considered filming in a forest but later decided on a playground setting to make it more dramatic. Storyboards helped plan shots but filming with children present required flexibility. Effects like a "REC" button, black-and-white color, and camera shake were added in editing to convey a sense of being secretly recorded. Feedback led the filmmaker to change the title to better reflect the film's theme of child abduction.
Development diary
Harry conducted audience research through a survey to help decide what type of video to create for his intended audience. He analyzed YouTube statistics to choose YouTube as the platform to upload his video since it was the most popular answer. Harry researched existing Coronation Street videos and locations in York to inform his own video's story, characters, and filming locations. He created a script and storyboard and began filming in York, though had some camera issues. Harry has been editing his footage, adding effects and refining his video.
Preliminary evaluation
My role in the preliminary task was to act in and help film a short horror clip. I came up with the basic storyline idea and helped elaborate on it with the group. I also provided input on editing the clip using online tutorials.
Our group worked well together through frequent communication and commitment to meeting schedules. However, our equipment, specifically the low quality camera and broken tripod, limited our ability to experiment with different shots. For the main task, I will improve planning and equipment testing to avoid similar issues.
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Evalution question 7
The student learned several things from completing their preliminary task to filming their full opening sequence. They learned how to sync dialogue to mouth movements better. They also learned to film from the side rather than behind subjects. Additionally, they learned techniques like adjusting the tripod angle to create shallow depth of field, using phone flashlights to light scenes dimly but not too darkly, and allowing occasional autofocus issues to enhance scenes rather than distract. Creating a storyboard helped establish shots and scenes better than improvising. Experimenting with different camera angles added production value over the preliminary task. Overall, the student was pleased with the final product and felt they explored different techniques and options to create the best project possible.
Production diary
The production diary documents the filming of a psychological thriller trailer over several months. It describes filming narrative scenes in various locations like graveyards and parks in October. In November, more scenes were shot at a house to show a relatable domestic setting. However, the main actor dropped out, forcing rescheduling. A new actor was found in January and more footage of his mental state was captured in isolated areas. Additional narrative clips and pictures were taken through February. The last filming day in March included footage of a father and son to convey the story and re-shoots to improve earlier clips.
Ig3 evaluation
During her short film production assignment, Ashleigh worked with a group to plan and begin filming a psychological thriller. However, two group members left, forcing Ashleigh and the remaining member to join a new group. This caused some disruption as they had to adapt their plans. Ashleigh found editing the hardest part due to her inexperience, but gained skills over time. While some difficulties occurred due to changing groups and actor availability, Ashleigh was pleased with her pre-production work and the group's organized production schedule of filming on weekends and editing during lessons.
Week 2
During the second week of filming their short film, the director shot scenes of the main character Harry getting ready for college in his bedroom and outside of the house. They followed the storyboard closely to film multiple takes of each shot. While most of the bedroom scene went according to plan, they had to alter a shot of Harry seeing a boy at the bus stop due to an unavailable actor, instead asking a homeless person to participate. They also had to reschedule filming the exterior shot of the house to another day after forgetting it initially.
Media conversation video evaluation
The document provides an evaluation of a media conversation video project. It summarizes what went well, including that the film was good considering the short time frame and that good music was found. It also discusses what didn't go well, mainly the rushed voiceover recording. The evaluator says they are generally happy with the film but would change a few shots and improve audio quality and locations if starting over. Lessons learned include being more organized with equipment and trusting others to shoot without direct input.
Photo Diary
The filmmaker created various documents like a mind map, mood board, storyboard, and risk assessment to plan the filming of the opening title sequence for their horror film "The Abducted." They initially considered filming in a forest but later decided on a playground setting to make it more dramatic. Storyboards helped plan shots but filming with children present required flexibility. Effects like a "REC" button, black-and-white color, and camera shake were added in editing to convey a sense of being secretly recorded. Feedback led the filmmaker to change the title to better reflect the film's theme of child abduction.
Development diary
Harry conducted audience research through a survey to help decide what type of video to create for his intended audience. He analyzed YouTube statistics to choose YouTube as the platform to upload his video since it was the most popular answer. Harry researched existing Coronation Street videos and locations in York to inform his own video's story, characters, and filming locations. He created a script and storyboard and began filming in York, though had some camera issues. Harry has been editing his footage, adding effects and refining his video.
Preliminary evaluation
My role in the preliminary task was to act in and help film a short horror clip. I came up with the basic storyline idea and helped elaborate on it with the group. I also provided input on editing the clip using online tutorials.
Our group worked well together through frequent communication and commitment to meeting schedules. However, our equipment, specifically the low quality camera and broken tripod, limited our ability to experiment with different shots. For the main task, I will improve planning and equipment testing to avoid similar issues.
Filming day
The filming day was successful as the filmmakers managed to get all the necessary footage and images. They began filming in Castlefield but decided the bedroom was unsuitable so filmed in the main room instead. Jerome set up lights to properly illuminate the actors' faces. Their script guided the dialogue scenes but they also filmed freely to have more options for the trailer. It took time to get into character but they completed the filming. Despite cold conditions and lacking reference materials, they obtained all needed shots on schedule.
Audience feedback
The document provides feedback on several shots from a film opening and the filmmakers' responses:
1) A shot at the end was too dark so they adjusted the lighting, but wanted to keep some darkness for atmosphere.
2) An out of focus zoom shot was intended to make something unclear seem important, as inspired by other films.
3) The blackout between names and the start was shortened from 15 seconds to a few seconds to reduce length.
4) A shot of a girl looking at the camera, though unintended, was kept to make the audience feel part of the film.
Evaluation of Short Film
The document evaluates a short film called "City Life vs Countryside". It provides both positive and negative feedback. Positives included successfully differentiating between city and country scenes through accents, editing, and music. However, issues with wind noise during filming and a rushed script reduced clarity at points. Overall it was a good learning experience and the editor was pleased with the professional final product despite areas that could be improved.
Ashleigh darlington production log
The document is a production log for a student film project. It summarizes the process over several months, including assigning roles, planning filming schedules, conducting filming on multiple dates and locations, and editing the raw footage into a rough cut of the short film. Difficulties included rescheduling due to actor availability and illnesses. The log ends with the student completing a final edit of the short film and next steps being to add a voiceover analysis.
Evaluation
The document summarizes the evaluation of a 2 minute film conversation. The filmmaker utilized various camera shots and angles to make the story more interesting and explain the plot better. However, pre-production planning was lacking, which led to disorganization during filming. Key equipment like microphones did not work properly. If able to redo the project, the filmmaker would spend more time planning equipment, scheduling actors, and developing a realistic pre-production plan and outline to guide filming on location. The experience taught them to plan a rough story structure but remain flexible to new creative ideas that emerge on set.
As media preliminary evaluation
1) The document discusses Amber Needham's experience making a preliminary film assessment for her media class. She learned how to use equipment like tripods and cameras, and enjoyed the editing process using Adobe Premiere Pro.
2) Amber notes time management was important since one actor was only available on certain days. Her group worked well together despite initial concerns, and she was pleased with shots like one of her arm on a staircase.
3) Areas for improvement included strengthening the storyline and character portrayals. Amber contributed by acting in the film, helping with shots, and editing parts of the project. She feels she learned valuable lessons that will help with future media assignments.
Evaluation question 7
Charlie Beadle reflects on improving their skills in research and planning, construction, shot composition, lighting, locations, and sound design for a film project from their preliminary work to the final product. They learned about implementing proper storyboards, shot lists, and analyzing other films. Through practicing with software like Final Cut, they improved at steady shot composition using tripods and gimbals. Their final product featured varied day and night scenes shot in town and a forest. Sound design was a strength, using Cubase, GarageBand and Audacity to add voiceover, music and balanced audio levels.
Location shooting
The document summarizes the filming locations chosen for an opening title sequence of a film. Scenes were filmed both outside and inside the filmmaker's house for convenience. An alleyway between houses was used to film a scene of an antagonist following a protagonist down a dark path. Additional outside shots included one of a wall to hide the antagonist's location. Indoor shots further developed the antagonist's character by showing what they do to victims, with a murder scene filmed inside to avoid making the villain appear amateurish.
Clifton and surrounding areas shoot
This document discusses two potential locations for shooting a music video.
Location 1 is described as having views and sights that can portray the themes of love and romance in the video. Test shots were taken at this location using an iPhone and came out with good quality. Location 1 worked well because no other people were present during the shoot.
Location 2 is shown to also be a successful location through test shots featuring the filmmaker's parents. These shots are in focus and natural looking. One challenge with Location 2 is that it is an iconic landmark in Bristol and is usually very busy, so filming may need to be done when fewer people are present for a more professional look.
Production diaries
The document provides production diary entries from the filming of a student short film. The entries describe:
- Conducting dress rehearsals to prepare actors and ensure smooth filming.
- Doing "rushes" with actors reading scripts to make them more comfortable in front of the camera.
- Organizing the filming schedule around actor availability.
- Filming different scenes over multiple days and ensuring continuity through consistent camera placement and rehearsals.
- Discussing scenes with actors before filming to clarify expectations and reduce mistakes.
Extra footage leila, media
The document discusses additional footage filmed for a film project involving an interview between a detective and a deceased person's relative. They filmed the scene three days after initially deciding to add it. The filming took place in a plain white room and lasted around 30 minutes. Upon reviewing the footage, they were pleased with the actors' performances and felt the new scene would fit well within the overall film.
Question 7
1) Filming the initial continuity task was exciting but daunting, as the filmmaker had never held a camera before.
2) Through the process, the filmmaker learned conventions like the 180 degree rule and match on action, but found putting them into practice less easy than expected.
3) Comparing the continuity task to the final film, there is a huge difference in editing quality, sound quality, and shot awareness, though the task provided a fun learning experience and starting point for expectations on the final project.
Perspective Filming and Set
The filmmakers wanted to insert wide shots of individual rooms into a dollhouse setting in post-production to create the illusion that the characters lived in the dollhouse. However, the set designer realized the perspective of the rooms would not match the perspective of the dollhouse, since rooms are usually filmed with all walls while the dollhouse shows multiple rooms from the outside. To solve this, the rooms must be filmed with one or two walls missing to match the exposed perspective seen from outside the dollhouse.
Photo diary of filming
The document describes the first day of filming a project where the assistant was the camera operator. They took practice shots of an actor, Emily, in a public local area that had foot traffic and people walking by. Most of the planned shots for the project took place within walking distance of each other in the same general area.
Ig3 evaluation
The student completed an IG3 evaluation for a group project creating a short film. Their group wrote scripts, did pre-production planning like location scouting and storyboards. Filming was difficult due to scheduling issues but they completed the shoot. The editing process went well though some shots lacked continuity due to weather. Through this project, the student learned skills in filmmaking and time management.
Production day diary three
1) The document describes a production day diary for a student film project taking place at Manshead School.
2) Scenes filmed on this day included Eve working quietly on a computer and receiving an anonymous warning email, as well as establishing shots of the school.
3) Creating a realistic anonymous warning email presented some challenges but the students were able to alter an email template to suit their purposes and it was successfully captured on camera.
James 7
The document compares the planning and production of the author's preliminary thriller film to their final thriller film. For the final film, they conducted more in-depth research, created a detailed storyboard, included more close-ups and tracking shots, used natural lighting and created their own soundtrack. The editing, mise-en-scene, props, and titles were also improved in the final film compared to the preliminary version through gaining experience.
Question 7
The student learned important filmmaking skills and techniques through preliminary tasks and their full film project. They gained experience with shooting rules, shot types, and basic editing. Planning and working with a group were also challenges that helped the student learn. While the first shoot of the film lacked planning, the second was improved by applying lessons from mistakes. Overall, the student learned strong planning and preparation are essential for successful filmmaking.
Risk assessment
The document discusses risk assessment considerations for filming a music video. It identifies potential hazards from props, liquids, food, costumes, technical equipment, tripods, location, and performers. Props, liquids, food, costumes and equipment need to be stored carefully when not in use to prevent damage, loss or injury. Tripods require proper bags for transport and flat surfaces for stability. Locations need to be checked for safety hazards. Performers must be aware of their environment and properly warm up.
Las cuevas de altamira
La cueva de Altamira contenía pinturas rupestres realizadas por Homo Sapiens que vivían como cazadores y representaban animales.
Technical skills
The document discusses what was learned from a preliminary task to the full product of a music magazine. Specifically, it mentions learning how to overlay sections to create depth and interest, creating a clean and sophisticated layout tailored to the target audience, improving the genre to subtly suggest the magazine's focus, and strengthening the media language with eye-catching elements and connotations on the cover and masthead.
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Filming day
The filming day was successful as the filmmakers managed to get all the necessary footage and images. They began filming in Castlefield but decided the bedroom was unsuitable so filmed in the main room instead. Jerome set up lights to properly illuminate the actors' faces. Their script guided the dialogue scenes but they also filmed freely to have more options for the trailer. It took time to get into character but they completed the filming. Despite cold conditions and lacking reference materials, they obtained all needed shots on schedule.
Audience feedback
The document provides feedback on several shots from a film opening and the filmmakers' responses:
1) A shot at the end was too dark so they adjusted the lighting, but wanted to keep some darkness for atmosphere.
2) An out of focus zoom shot was intended to make something unclear seem important, as inspired by other films.
3) The blackout between names and the start was shortened from 15 seconds to a few seconds to reduce length.
4) A shot of a girl looking at the camera, though unintended, was kept to make the audience feel part of the film.
Evaluation of Short Film
The document evaluates a short film called "City Life vs Countryside". It provides both positive and negative feedback. Positives included successfully differentiating between city and country scenes through accents, editing, and music. However, issues with wind noise during filming and a rushed script reduced clarity at points. Overall it was a good learning experience and the editor was pleased with the professional final product despite areas that could be improved.
Ashleigh darlington production log
The document is a production log for a student film project. It summarizes the process over several months, including assigning roles, planning filming schedules, conducting filming on multiple dates and locations, and editing the raw footage into a rough cut of the short film. Difficulties included rescheduling due to actor availability and illnesses. The log ends with the student completing a final edit of the short film and next steps being to add a voiceover analysis.
Evaluation
The document summarizes the evaluation of a 2 minute film conversation. The filmmaker utilized various camera shots and angles to make the story more interesting and explain the plot better. However, pre-production planning was lacking, which led to disorganization during filming. Key equipment like microphones did not work properly. If able to redo the project, the filmmaker would spend more time planning equipment, scheduling actors, and developing a realistic pre-production plan and outline to guide filming on location. The experience taught them to plan a rough story structure but remain flexible to new creative ideas that emerge on set.
As media preliminary evaluation
1) The document discusses Amber Needham's experience making a preliminary film assessment for her media class. She learned how to use equipment like tripods and cameras, and enjoyed the editing process using Adobe Premiere Pro.
2) Amber notes time management was important since one actor was only available on certain days. Her group worked well together despite initial concerns, and she was pleased with shots like one of her arm on a staircase.
3) Areas for improvement included strengthening the storyline and character portrayals. Amber contributed by acting in the film, helping with shots, and editing parts of the project. She feels she learned valuable lessons that will help with future media assignments.
Evaluation question 7
Charlie Beadle reflects on improving their skills in research and planning, construction, shot composition, lighting, locations, and sound design for a film project from their preliminary work to the final product. They learned about implementing proper storyboards, shot lists, and analyzing other films. Through practicing with software like Final Cut, they improved at steady shot composition using tripods and gimbals. Their final product featured varied day and night scenes shot in town and a forest. Sound design was a strength, using Cubase, GarageBand and Audacity to add voiceover, music and balanced audio levels.
Location shooting
The document summarizes the filming locations chosen for an opening title sequence of a film. Scenes were filmed both outside and inside the filmmaker's house for convenience. An alleyway between houses was used to film a scene of an antagonist following a protagonist down a dark path. Additional outside shots included one of a wall to hide the antagonist's location. Indoor shots further developed the antagonist's character by showing what they do to victims, with a murder scene filmed inside to avoid making the villain appear amateurish.
Clifton and surrounding areas shoot
This document discusses two potential locations for shooting a music video.
Location 1 is described as having views and sights that can portray the themes of love and romance in the video. Test shots were taken at this location using an iPhone and came out with good quality. Location 1 worked well because no other people were present during the shoot.
Location 2 is shown to also be a successful location through test shots featuring the filmmaker's parents. These shots are in focus and natural looking. One challenge with Location 2 is that it is an iconic landmark in Bristol and is usually very busy, so filming may need to be done when fewer people are present for a more professional look.
Production diaries
The document provides production diary entries from the filming of a student short film. The entries describe:
- Conducting dress rehearsals to prepare actors and ensure smooth filming.
- Doing "rushes" with actors reading scripts to make them more comfortable in front of the camera.
- Organizing the filming schedule around actor availability.
- Filming different scenes over multiple days and ensuring continuity through consistent camera placement and rehearsals.
- Discussing scenes with actors before filming to clarify expectations and reduce mistakes.
Extra footage leila, media
The document discusses additional footage filmed for a film project involving an interview between a detective and a deceased person's relative. They filmed the scene three days after initially deciding to add it. The filming took place in a plain white room and lasted around 30 minutes. Upon reviewing the footage, they were pleased with the actors' performances and felt the new scene would fit well within the overall film.
Question 7
1) Filming the initial continuity task was exciting but daunting, as the filmmaker had never held a camera before.
2) Through the process, the filmmaker learned conventions like the 180 degree rule and match on action, but found putting them into practice less easy than expected.
3) Comparing the continuity task to the final film, there is a huge difference in editing quality, sound quality, and shot awareness, though the task provided a fun learning experience and starting point for expectations on the final project.
Perspective Filming and Set
The filmmakers wanted to insert wide shots of individual rooms into a dollhouse setting in post-production to create the illusion that the characters lived in the dollhouse. However, the set designer realized the perspective of the rooms would not match the perspective of the dollhouse, since rooms are usually filmed with all walls while the dollhouse shows multiple rooms from the outside. To solve this, the rooms must be filmed with one or two walls missing to match the exposed perspective seen from outside the dollhouse.
Photo diary of filming
The document describes the first day of filming a project where the assistant was the camera operator. They took practice shots of an actor, Emily, in a public local area that had foot traffic and people walking by. Most of the planned shots for the project took place within walking distance of each other in the same general area.
Ig3 evaluation
The student completed an IG3 evaluation for a group project creating a short film. Their group wrote scripts, did pre-production planning like location scouting and storyboards. Filming was difficult due to scheduling issues but they completed the shoot. The editing process went well though some shots lacked continuity due to weather. Through this project, the student learned skills in filmmaking and time management.
Production day diary three
1) The document describes a production day diary for a student film project taking place at Manshead School.
2) Scenes filmed on this day included Eve working quietly on a computer and receiving an anonymous warning email, as well as establishing shots of the school.
3) Creating a realistic anonymous warning email presented some challenges but the students were able to alter an email template to suit their purposes and it was successfully captured on camera.
James 7
The document compares the planning and production of the author's preliminary thriller film to their final thriller film. For the final film, they conducted more in-depth research, created a detailed storyboard, included more close-ups and tracking shots, used natural lighting and created their own soundtrack. The editing, mise-en-scene, props, and titles were also improved in the final film compared to the preliminary version through gaining experience.
Question 7
The student learned important filmmaking skills and techniques through preliminary tasks and their full film project. They gained experience with shooting rules, shot types, and basic editing. Planning and working with a group were also challenges that helped the student learn. While the first shoot of the film lacked planning, the second was improved by applying lessons from mistakes. Overall, the student learned strong planning and preparation are essential for successful filmmaking.
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Risk assessment
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Technical skills
The document discusses what was learned from a preliminary task to the full product of a music magazine. Specifically, it mentions learning how to overlay sections to create depth and interest, creating a clean and sophisticated layout tailored to the target audience, improving the genre to subtly suggest the magazine's focus, and strengthening the media language with eye-catching elements and connotations on the cover and masthead.
Indie Iconography
The document discusses similarities between indie rock band websites, including dark color schemes, images of bands performing live, and visible instruments like drums and guitars. It also provides recommendations for logo design for a band called "The Pigeon Detectives", suggesting that a simple, readable font style in lowercase letters would best suit their casual image and attract a younger audience. Darker colors should still be used but complemented by brighter tones like blue and orange to avoid looking dull.
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Similar to Evaluation question 7
Question 7
- The author reflects on improvements from their preliminary task to the full project. For the preliminary task, they filmed at night with a basic camera, resulting in low quality footage. For the main project, they planned better by filming during the day.
- Filming in a public place for the main project introduced challenges like avoiding interference from people. They used a detachable microphone to better capture audio of the actors despite wind.
- Editing was most difficult for the preliminary task as it was their first time using the software. By the main project, editing was easier since they had more experience with the software.
Preliminary task evaluation
The document provides a summary and evaluation of the preliminary task of directing and filming a horror film opening. It discusses the roles and ideas different group members contributed, what worked well like distributing roles and communicating effectively, and what didn't work as well such as lack of planning, technical issues, and timing issues filming at night. It also outlines lessons learned and plans to improve for the main task, such as better location selection, scheduling, storyboarding, and taking more time to ensure quality.
Evaluation Question Seven
1. The author learned that planning and research are important when creating a full product compared to a preliminary task. The opening sequence showed the benefits of planning through lighting, camera angles, and other elements.
2. Lighting was not considered for the preliminary task, but care was taken to use natural lighting for the opening sequence.
3. Camera angles and shots were more creative and thoughtful in the opening sequence compared to the preliminary task, which only used tripods.
Question 7
The document reflects on what was learned from completing a preliminary scene that demonstrated film techniques, and how those lessons were applied to a larger film production. Key lessons included improving continuity, planning locations in more detail, and developing shot reverse shot techniques. Mistakes with lighting and breaking cinematography rules in the preliminary scene helped the filmmakers improve those elements in their full production. Overall, the preliminary task provided valuable experience that increased the quality and ambition of their final film project.
Question 7 evaluation media
The student learned several important lessons about filmmaking from their preliminary task that helped improve their full product. They gained experience with different types of shots and how framing can enhance a scene. Their shot quality improved with a stronger tripod. Editing techniques like pacing and shot transitions became stronger. They incorporated appropriate sounds and music to set the tone. Working as a cohesive group with clear roles and organization was key to their success. Planning through storyboards and deadlines kept them on track to complete a high quality two-minute opening sequence.
Ouestion 7 evaluation presentation
The document discusses lessons learned from creating a preliminary task that were applied to producing an opening film sequence. Key lessons included learning different camera shots and angles, portraying characters more realistically, structuring a film, and editing techniques. Time management was challenging due to limited time but the group managed to complete filming by strategizing available times and assigning editing duties. Producing a storyboard and script helped guide the process although some shots were changed based on ideas during filming.
Filming day
The document summarizes the filming day for a student film project. It discusses how the students followed their storyboard but found additional shot opportunities. Throughout the day, they got more creative and added shots while still sticking to the overall storyboard. It describes some specific shots that were added, like a close-up of a character's feet walking. The document also notes some technical problems encountered, like accidentally turning off exposure lock, and how the filmmaker gained skills in lighting, camera settings, and efficient production.
Quality summary
The author reflects on what they learned from their preliminary task to the final film project. They improved on tracking shots by keeping the actor centered, but felt it could have been smoother. Framing shots were improved by using a level on the tripod and retaking shots that were not high quality. The content and setting were made more believable for the horror genre. Mise-en-scene was improved by selecting an isolated location and using red lighting and colors to convey danger. Editing techniques were applied that were learned from analyzing other horror films to make the meaning clear. Sound and music were used appropriately throughout the film to build tension. The actors became more comfortable in front of the camera
Evaluation question 7
This document discusses improvements made to cinematography, editing, mise-en-scene, and other film techniques between a preliminary task and final diagnosis opening sequence. For the preliminary task, techniques like continuity, 180-degree rule, and match on action were executed poorly with shaky cameras and cuts. However, the diagnosis sequence applied these techniques professionally with strategically placed cameras and smooth edits. It also expanded the use of shots, added effects and music, and incorporated props to better develop character and setting. Overall, experience and research led to a more advanced understanding and application of film techniques in the final sequence.
Question 7 evaluation
In the preliminary task, the group created a brief storyboard and planned basic shots and edits but did not plan mise-en-scene or sound. For the final product, they did significantly more planning including casting, locations, and script drafts. They also practiced shots and researched other films. The group communicated well for the preliminary task but poorly for the final product, making the work more difficult. Through both tasks, the student learned about using different camera shots, angles, and movements to create specific effects, and improved at skills like matching shots, transitions, and incorporating music to build tension.
Nabila question 6 and 7
- The document discusses lessons learned from creating a preliminary task versus a film opening project. For the preliminary task, the document's author notes they did not plan well, did not properly edit sound levels, did not manipulate sounds, only used long shots/close-ups without proper framing, made continuity mistakes, and did not think about aspects like costume and casting.
- For the film opening project, the author notes they planned more carefully, learned how to properly use equipment like cameras, edited sounds more effectively using software, shot a variety of shots, focused on proper framing and camerawork, assigned roles, and planned aspects like location, costume, and casting more thoroughly. The author reflects on skills and areas learned to
Ouestion 7 evaluation presentation
1) The document discusses lessons learned from creating a preliminary task that were applied to a final opening sequence media project. This included improved understanding of camera angles, actor performance, and story structure.
2) Creating a storyboard and shooting script helped provide organization and structure while filming, though some changes were made on location.
3) Time management skills from the preliminary task were useful for completing the opening sequence within deadline, though more time was needed for additional takes and improved footage quality.
4) Editing skills from the preliminary task, like match cuts and shot reverse shots, were implemented in the final edited opening sequence.
Question 7 – looking back at your preliminary
The document discusses the differences between the author's preliminary video task and their final opening video for a coursework project. For the preliminary task, they had little time to prepare and film shots, resulting in a rushed video with average skills. For the final opening, they put in significant preparation, used specialized equipment, researched techniques like camera angles and makeup, and added elements like transitions, titles, and a soundtrack to achieve a higher production quality and capture the horror genre conventionally. The author learned from the preliminary experience and applied those lessons to better emphasize skills and create a more polished and appealing final product.
Question 7
In the progression from the preliminary task to the final product, the filmmakers learned the importance of planning, practice, and preparation. For the final piece, they conducted research, practice shoots, and prepared costumes, props, and equipment in advance. This planning helped create a clear vision and allowed for reshoots. They also improved camerawork, sound design, editing, and continuity from more planning and practice. While the preliminary task helped identify areas for improvement, more planning was needed to effectively convey genre and create a cohesive final film.
Question 7
The document provides a reflection on completing a preliminary film task and a larger main film task. Some key lessons learned from the preliminary task included not properly planning the storyboard, equipment, continuity, and location. For the main task, more attention was paid to developing an accurate storyboard, checking equipment, maintaining continuity with photos, evaluating the location in advance, and assigning specific roles to group members. Feedback from others and meeting deadlines were also recognized as more important for improving work.
Peter mepham preliminary task
Our group consisted of Peter, Andy, and Jake. We practiced with cameras by filming around the school. This helped us get used to camera functions like zooming and keeping steady shots. For our preliminary task, we decided to film a short comedy film about homework set in our school, as it would be convenient. We storyboarded and planned our script, considering shot types like match on action and shot reverse shot. Our filming went smoothly and we effectively used these shots. During editing, we compiled the footage and added titles/credits, creating a polished final product.
Prelim evaluation
1) The document summarizes Benjamin Ambrose's evaluation of the preliminary task film "The Package." It discusses the planning, shooting, and editing process.
2) Key aspects of planning included storyboarding shots and following rules like the 180-degree rule. Shooting faced challenges like wind interfering with audio that required solutions.
3) Editing integrated techniques like continuity, cross-cutting, and adjusting color/lighting. The overall film was deemed successful in achieving its goals through shot choices and storytelling.
Technologies Nabila
In the document, the author discusses lessons learned from creating a preliminary task versus a film opening project. For the preliminary task, they did not plan adequately, had issues with sound editing, lighting continuity mistakes, and did not think about shot variety or framing. For the film opening, they assigned roles, planned thoroughly over 5 months, learned skills like camerawork, sound editing, and location scouting to improve the overall quality and narrative.
Production logs edon
The group shot opening scenes for their film trailer on day 1. The author was responsible for lighting, using various objects and light sources to create different lighting effects for different scenes. On day 2, the group shot the remaining scenes for the trailer. The author again focused on lighting, using candles for a nighttime scene. On day 3, the group re-shot some scenes to improve acting, lighting, or shots. The author worked on lighting again for the re-shots, changing locations and light sources to improve lighting and the overall quality of the scenes.
Filming Diary
Group 9 filmed additional scenes to wrap up their horror film. They shot scenes in a hallway, living room, and outside a house. While the rainy weather helped the gloomy atmosphere, it also presented challenges like closing the equipment office and keeping gear dry. They encountered issues accessing college equipment but were able to use a personal camera. Overall they captured needed footage but may need pickup shots depending on quality.
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Question 3 - evaluation
The document discusses the feedback received from audiences on music video projects. A questionnaire was used to gather expectations from the target audience to help narrow down ideas. The feedback helped decide on a font for the album cover and writing styles. Receiving criticism enabled improvements, such as changing a fair ride scene to black and white to make it fit better. A survey link was posted with the YouTube video to collect more feedback from 16 people on whether it fit the genre. Additional in-person feedback from other students was also positive about the improved video matching the aimed-at age group and genre.
Florence and the machine analysis
The document provides an analysis of an advertisement for Florence + the Machine's album "Lungs". It examines various elements of the ad including the band name, main album cover image, color scheme, album name, release date, ways to obtain the album, website, and record labels. The purpose is to promote the album and give readers a sense of the band's unique style through the artistic font, feminine imagery, and incorporation of both traditional and modern ways for fans to engage with their music.
Album artwork trends
The document discusses trends in album artwork, including image-based covers that focus on a central photograph to draw attention, portrait covers that are popular for solo artists as it establishes their presence, photo manipulation covers that are bold and convey information about the artist's personality or message, type-based covers where the band or album name in large fonts makes it recognizable, and minimalistic covers that appeal to purchasers with open space but risk being too simple.
Ablum covers
The document discusses the purposes of different parts of album covers and provides examples of controversial album covers. The front cover typically displays the band and album names and relates to the content. The back lists tracks and credits. Insides sometimes feature lyrics or photos. Controversial covers have involved nudity, religious symbols, and legal issues over images. National chains sometimes refused to sell albums with nude or explicit content on the covers.
Props/equpiment
This document lists props and their purposes for a video shoot. Chairs with videotapes hanging from them will represent the woman's old problems as she sits in the center of the room. Berries and string will be used to throw tapes over her head and hang them from the ceiling. Glow in the dark paint on instruments and guitar strings will allow a band to play without being seen. A scarf will tie the woman's hands, and clothing with dye or powder paint will be thrown at her to represent problems. A cup with food coloring will create patterns when music slows. A hammer will smash tapes, and glitter will be blown at the end to symbolize overcoming troubles.
Storyboard
The song lyrics describe a connection between two people that feels like gravity pulling them together. The music video storyboard shows scenes alternating between a girl and band performing, with the girl engaged in symbolic acts representing the lyrics like running through woods, having powder and berries thrown on her, and smashing video tapes at the end. The video aims to follow conventions of rock music videos through fast cuts between scenes, dark imagery, and brief flashes of the band playing glow-in-the-dark instruments.
Questionaire on target audience
This document appears to be collecting demographic information and music preferences from respondents. It asks questions about age, gender, how often the respondent watches music videos, how they learn about new music, how they classify their music tastes, their favorite genres, what they look for in rock music videos, what attracts them to specific bands or artists, and what they think is the greatest music video ever made. The questions aim to understand characteristics of music video viewers and what drives their music interests and consumption habits.
Carol vernallis theory
Carol Vernallis' music video theory focuses on four key concepts: narrative, editing, camera movements/framing, and diegesis. For narrative, the video visually reflects the song lyrics but the narrative may be incomplete or displayed in fragments. Editing techniques include jump cuts, cutting with lyrics, extreme pace changes, and juxtaposed frames. Camerawork features establishing shots and close-ups that are reused, and camera movements sync with lyrics. The diegesis or world of the video is revealed slowly through repetitions and some important frames.
Evaluation Question 7
The document discusses what the author learned from their preliminary task to their full opening sequence project. They learned how to sync dialogue to mouth movements better and pick clearer audio. They improved camera angles and lighting. For the opening sequence, they storyboarded scenes, used consistent clothing, added music, and experimented more with angles and shots. Overall, they gained experience and worked hard to produce the best product possible.
#Textual analysis
The document provides an analysis of the film Chronicles of Narnia: The Lion, The Witch and The Wardrobe. It discusses the costumes used in the film, which include older clothes to reflect the wartime setting and suits of armor from an older time period. It also notes the witch wears all white. Regarding sound, the document describes how calming music is used when a character first enters Narnia to convey safety, while silence plays when a character enters the witch's place to suggest danger. Camera work is discussed, specifically how high angles are used to make a character seem small and lower angles are used to portray characters as heroic. Special effects mentioned include blurred backgrounds during battle scenes, computer-generated animals, and
Costumes
The document outlines costumes and props for an opening sequence. The main character will wear red jogging clothes to foreshadow future danger. The antagonist will wear white to show innocence. A phone will be used to show a text message and a pile of clothes will indicate the main character is naked in a bathroom scene.
Costumes & Props
The document describes costumes and props for a story. The main character will wear red while jogging to imply danger later, and the antagonist will wear all white to seem innocent throughout the film. A phone will be used in the opening to show a received text, and clothes will be in a bathroom scene to indicate the character is naked.
Locations
This document outlines various locations that will be used in a film production, including a bedroom setting, bathroom setting, corridor, main location for an establishing shot, and location where the main character will receive a text message. The camera will be placed on the floor in one location to show clothes thrown on the floor.
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Evaluation question 7
- 1. 7. Looking back to your preliminary task, what do you feel that you have learnt in the progression from it to the full product? From when I filmed my preliminary task to filming my opening sequence I have learnt a lot of things, as when I filmed the preliminary task I found it hard to get the talking in time with the mouth movements as its filmed many times. When I did the talking for the beginning scene I found it easier as I had already learnt how to do it and I could pick out the loudest speaking which is still in time to make it easier to here. Also when filming the preliminary task I moved the camera every time the person said something and I went behind them whereas in the opening scene I did it from the side so you could see that they were not looking at each other as they were not friends. Also when I did this before I placed the tripod so that it was level however I wanted it to be leaning forward and make it shallow depth of field. I did this by lowering the front leg on the tripod so that it was leaning into the conversation. As the preliminary task was filmed all indoors and by windows so that it was natural light used although we filmed some of ours indoors as we wanted the scene to be dark we used phone flashlights to make it brighter but still dark, this also created shadows which helped the scene look better. When we were outside it was difficult to film as some of the shots are darker than others as the sun set, this would have made it hard to show that she is running during the day. However a lot of those shots were the ones that celaine was in and they turned out with a reddish tint which looked good as it shows she is in a different world. When we filmed one of the bed scenes the camera kept coming in and out of focus, this was annoying as it was an auto focus camera however it worked in our favour as I wanted it to look like she was half asleep as it was a point of view shot, this made it seem like she wasn’t real as well. When doing the preliminary task I didn’t have this problem as the scenes where well lit and clear what the main subject was. It was difficult to create more of a story for preliminary task as it was just to demonstrate the basic understanding, making a storyboard made it easier as we knew where we were going to film it and what was going to happen rather than just getting the people to walk. Our opening sequence had music playing throughout and it linked to what was happening and was previously used on a horror programme so linked to the film. Conversely the music which I used
- 2. in my preliminary task had nothing to do with what was happening and it just stopped whereas we made the opening sequence slowly fade out. When doing the preliminary task it was filmed on two different days and as we didn’t ask the people to wear the same clothes then they were in different clothes which looked out of place. As we filmed one of the inside scenes on a different day we made her wear the same clothes as before to make it look like it was the same day etc. when filming we experimented with different camera angles as in the preliminary it was all the same type of angles as it was eye level mainly, I used different angles to create more of a horror genre as when it flipped to the pictures of celaine it was different angles and close-ups to show that she is different to them and it made her seem like she was moving. Most of the shots that were filmed for the preliminary task are mid shots to long shots, overall I’m pleased with what we made as we both put in a lot of effort to get the filming down soon so that we could make improvements if necessary and look over it to see if other bits needed to be added, I think we produced the best product we could as we explored different ways and added parts which didn’t work out quite so well.