Evaluation question 7
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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.
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Evaluation q7
The author reflects on improvements in their skills with the Macbook, Photoshop, and photography since their preliminary task. They created a better front cover and magazine layout using these new skills. While there are aspects they could still improve, the author is pleased with the outcome and confidence gained through learning and applying new techniques.
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.
Q6
Through constructing his music magazine project, Ebrahima Lewis learned about several technologies. He learned how to effectively present information and embed other files using Blogger. With Adobe Photoshop, he gained experience with photography techniques like different camera shots, settings, and lighting. Adobe Illustrator taught him how to structure text and assignments. TimeToast helped him organize and meet deadlines. Adobe InDesign allowed him to professionally format his work with features like size and file type. Overall, he believes he now has the skills to produce professional photographs and publications.
fjwsfiwhat
Natalie Bunbury reflects on a preliminary task where she filmed herself running late and meeting with Nicola, ending on a humorous note. She thought the match on action was good, with varied angles and cuts, but could have improved some lighting and a sync issue. From both tasks, she learned about teamwork, running shoots, receiving feedback, and adjusting to new software for editing. The opening sequence showed improvement from practice on the preliminary task and had a more professional look.
Evaluation of preliminary task
The student reflects on completing a preliminary task in a group of three. They struggled with time management which caused them to start filming later than other groups. If the student had focused more on completing individual tasks like their script and storyboard faster, they could have started filming sooner. During filming, one group member was absent so the student had to act and film alone, lengthening the process. tight deadlines forced the group to finish editing after school with just enough time. Going forward, the student aims to improve time management and editing to achieve better fluidity in the final product.
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.
Question7
The student learned several skills from their preliminary task to the final product. They improved their skills with programs like Fronter and Photoshop. They also learned to keep a consistent style throughout and blend elements appropriately. Additionally, managing time better allowed them to produce a higher quality final product with feedback from multiple drafts.
Looking back at my preliminary task
The document reflects on the learning process from the preliminary task to the full product. It evaluates the preliminary task, identifying areas for improvement such as including a logo. It discusses using tutorials to learn Photoshop and camera skills. For the main task, the author focused on trademark fonts, watched more tutorials, and did extra research to understand magazines better before production. This additional research and learning helped inform a clearer vision for the final product.
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Evaluation q7
The author reflects on improvements in their skills with the Macbook, Photoshop, and photography since their preliminary task. They created a better front cover and magazine layout using these new skills. While there are aspects they could still improve, the author is pleased with the outcome and confidence gained through learning and applying new techniques.
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.
Q6
Through constructing his music magazine project, Ebrahima Lewis learned about several technologies. He learned how to effectively present information and embed other files using Blogger. With Adobe Photoshop, he gained experience with photography techniques like different camera shots, settings, and lighting. Adobe Illustrator taught him how to structure text and assignments. TimeToast helped him organize and meet deadlines. Adobe InDesign allowed him to professionally format his work with features like size and file type. Overall, he believes he now has the skills to produce professional photographs and publications.
fjwsfiwhat
Natalie Bunbury reflects on a preliminary task where she filmed herself running late and meeting with Nicola, ending on a humorous note. She thought the match on action was good, with varied angles and cuts, but could have improved some lighting and a sync issue. From both tasks, she learned about teamwork, running shoots, receiving feedback, and adjusting to new software for editing. The opening sequence showed improvement from practice on the preliminary task and had a more professional look.
Evaluation of preliminary task
The student reflects on completing a preliminary task in a group of three. They struggled with time management which caused them to start filming later than other groups. If the student had focused more on completing individual tasks like their script and storyboard faster, they could have started filming sooner. During filming, one group member was absent so the student had to act and film alone, lengthening the process. tight deadlines forced the group to finish editing after school with just enough time. Going forward, the student aims to improve time management and editing to achieve better fluidity in the final product.
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.
Question7
The student learned several skills from their preliminary task to the final product. They improved their skills with programs like Fronter and Photoshop. They also learned to keep a consistent style throughout and blend elements appropriately. Additionally, managing time better allowed them to produce a higher quality final product with feedback from multiple drafts.
Looking back at my preliminary task
The document reflects on the learning process from the preliminary task to the full product. It evaluates the preliminary task, identifying areas for improvement such as including a logo. It discusses using tutorials to learn Photoshop and camera skills. For the main task, the author focused on trademark fonts, watched more tutorials, and did extra research to understand magazines better before production. This additional research and learning helped inform a clearer vision for the final product.
Question7
The student learned several skills from their preliminary task to the final product. They improved their skills with programs like Fronter and Photoshop. They also learned to keep a consistent style throughout and blend elements appropriately. Additionally, the quality of photos improved from more practice with the camera. Spending more time in multiple drafts of the main task allowed the student to incorporate feedback and create a higher quality final product compared to the preliminary rushed work.
Evaluation question 6
From constructing their media product, the author learned about modern technologies like blogging and video editing. They initially struggled with embedding features in blogs but learned the importance of documenting their process. They filmed their opening sequence on an iPhone 6 for its high quality camera to make their product look professional. Using Final Cut Pro on a Mac, they were able to piece together footage and add effects like background music and transitions to create continuity and atmosphere. Completing preliminary tasks helped them gain confidence using different shot types and camera angles in their final product.
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.
78 Evaluation
D14 Games commissioned the creator to develop a character concept visualization for their steampunk-inspired game "Wings of Morpheus". The creator chose to design the character Dr. Nicholas Phbetor. Before beginning, the creator conducted research on steampunk costumes and body language to inform their work. During the project, the creator encountered difficulties using Photoshop for the first time, slowing their progress. However, they were able to restart and improve, gaining experience with the software over time. By the end of the project, the creator felt confident using Photoshop and Illustrator and that they had met the criteria and made improvements during the process.
Question 6
The document discusses technologies learned through creating a magazine project.
Photoshop was useful for editing photos to make them look more professional by adjusting lighting and removing elements. However, it took time to learn how to properly use the program and its effects.
InDesign made laying out the magazine easy once familiar with the interface. Features like columns and preview helped set up the design. Initially it was difficult to learn what each button did.
Mac computers, which the author was unfamiliar with, took time to get used to as the keyboard, mouse, and programs differed from PCs. Time was spent learning to operate the new system.
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.
Question 6
I have learned to use several technologies and software programs to create my magazine project, including Blogger to publish my work online, Microsoft PowerPoint to create colorful slides, and Photoshop to edit images and design my music magazine layout. I also used a MacBook for its large screen and processing power. To take photos for my project, I used an iPhone 6s for secondary shots and a Sony Alpha 5000 camera to capture higher quality main images.
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.
2. fmp research
The document outlines the planning and development for a short documentary about a snooker player's rise to success. It includes:
- A mood board of inspirational images related to snooker to help visualize shots.
- Potential interview questions to ask the snooker player and others involved.
- Planning of roles for the snooker player, friends/family, coach and interviewer.
- Font and color scheme selections to resemble snooker and contrast visually.
- A production schedule with milestones to track progress toward the deadline.
Media
The document reflects on improvements made from the preliminary school magazine task to the full music magazine product. Key learnings included using limited fonts on the cover, taking higher quality photographs, and drafting layouts manually before starting digital work. For the music magazine, more time was spent on market research, photography was improved, and graphics were added to make the design more creative and professional. Effective time management, including setting SMART deadlines, was important to complete all aspects of the work.
Qyestion 7 real
The document discusses the progress the author has made from an initial preliminary task to creating a full thriller opening sequence. They learned how to use Adobe Premier Pro and After Effects software. Through trial and error on the preliminary task, they gained experience editing clips and understanding better camera shots. The full task required concentration and effort but allowed the author to improve their editing skills and learn about shooting and assembling shots for editing. Overall, the author feels they have gained valuable skills in video editing and producing a thriller sequence, having started with no experience.
Experiments
Nathan Millett experimented with different video editing techniques to make objects and footage more interesting for his final project. He found that slowing clips in editing software rather than during filming produced better results. He also tried color tints, fades, and timelapses. Millett believes these skills will help engage his target audience. He plans to use timelapses to shorten long gameplay scenes. Additionally, he created moving objects and masking in Premier Pro to creatively fade text in and out, aiming to make his product more professional and creative.
Evaluation
The document summarizes what the author has learned from an initial preliminary task to a full photography and magazine design project. Some key learnings included:
- Improving photography skills using various devices and professional equipment like green screens and lighting.
- Developing skills using Photoshop and other design programs, learning tools like layers, selections, and editing photos.
- Enhancing editing abilities like adding drop shadows and depth to text.
- Getting better at mirroring professional magazine designs and bringing work to a high standard.
- Photography was a strength but editing in Photoshop was a weakness that improved over time.
Question 7
The document discusses the improvements made from the preliminary task to the final product of a magazine. It notes that the final product included more images, cover lines, and better page design compared to the basic preliminary task. The masthead, photoshoot images, and Photoshop skills also significantly improved from gaining more experience with the technology. Additionally, more thought was put into the photo shoot location, outfits, and scene composition to better convey the magazine's intended message for the final product.
Evaluation question 7
The student learned several important lessons from completing the preliminary task and full product. They realized that proper planning through storyboarding is essential. While the preliminary task was rushed, the main task benefited greatly from careful planning of props, costumes, locations, and storyboard. The student also recognized issues with timing, group communication, and needs more experience with editing software. Overall, they gained valuable insights into filmmaking and confidence in their skills through completing these projects.
Question 6
The document discusses what the author has learned about various technologies from constructing their product. Photoshop was initially difficult but became easy to use, however it was very time consuming. Blogger was confusing at first but once the author learned to quickly upload work, it was easy to use. Slideshare was difficult and time consuming to use and was not the author's favorite. The author used a friend's high quality Canon camera, which made the Photoshop process easier. Prezi was easy to use within 10 minutes. Microsoft is easy but does not look as professional as other options. Facebook was easy to use but did not provide much feedback due to limited access.
Evaluation, question 6, dan clewlow
Blogger, Photoshop, InDesign, SLR camera, and Prezi were used for the evaluation. Blogger allows for easy posting and sharing of various media types but has limitations on document attachments and image placement. Photoshop enables powerful image editing but has a steep learning curve. InDesign facilitates separating document components but can reduce image quality. SLR cameras provide high-quality photos but complex settings. Prezi offers creative presentations but can be slow and difficult to edit within its path structure.
Question 7
The document discusses the development of the author's skills from an initial task to a larger main task involving the creation of a magazine. The author learned new skills in Photoshop and InDesign that allowed them to create a more professional product. Their skills with software like Photoshop improved, allowing them to apply effects like a vintage look to photos for the magazine. The author also managed their time better by setting deadlines and planning out tasks, leading to work that was more well-planned and in line with professional magazine conventions compared to their initial task.
Evaluation 7
After completing their preliminary task, the students learned several skills that helped them improve their full opening sequence product. They learned about different camera shots and editing techniques in Final Cut Express by practicing on their preliminary task. They also learned the importance of proper planning, communication, and assigning roles for directing and writing. Creating a storyboard helped make their opening sequence more successful. The weaknesses they identified in the preliminary task, such as lack of skills and communication, were not issues in the final product due to what they learned.
Evaluation 7
After completing their preliminary task, the student learned several important skills for their full opening sequence project. They learned about different camera shots and editing techniques in Final Cut Express by practicing on their preliminary work. They also improved their sound editing abilities and learned the value of writing scripts and assigning roles for directing and planning. Creating a detailed storyboard helped strengthen their opening sequence over the preliminary task by improving communication and organization. The weaknesses identified in the preliminary task, such as lack of skills and communication, were addressed to create a high quality final product.
Evaluation Question 7
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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What's hot
Question7
The student learned several skills from their preliminary task to the final product. They improved their skills with programs like Fronter and Photoshop. They also learned to keep a consistent style throughout and blend elements appropriately. Additionally, the quality of photos improved from more practice with the camera. Spending more time in multiple drafts of the main task allowed the student to incorporate feedback and create a higher quality final product compared to the preliminary rushed work.
Evaluation question 6
From constructing their media product, the author learned about modern technologies like blogging and video editing. They initially struggled with embedding features in blogs but learned the importance of documenting their process. They filmed their opening sequence on an iPhone 6 for its high quality camera to make their product look professional. Using Final Cut Pro on a Mac, they were able to piece together footage and add effects like background music and transitions to create continuity and atmosphere. Completing preliminary tasks helped them gain confidence using different shot types and camera angles in their final product.
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.
78 Evaluation
D14 Games commissioned the creator to develop a character concept visualization for their steampunk-inspired game "Wings of Morpheus". The creator chose to design the character Dr. Nicholas Phbetor. Before beginning, the creator conducted research on steampunk costumes and body language to inform their work. During the project, the creator encountered difficulties using Photoshop for the first time, slowing their progress. However, they were able to restart and improve, gaining experience with the software over time. By the end of the project, the creator felt confident using Photoshop and Illustrator and that they had met the criteria and made improvements during the process.
Question 6
The document discusses technologies learned through creating a magazine project.
Photoshop was useful for editing photos to make them look more professional by adjusting lighting and removing elements. However, it took time to learn how to properly use the program and its effects.
InDesign made laying out the magazine easy once familiar with the interface. Features like columns and preview helped set up the design. Initially it was difficult to learn what each button did.
Mac computers, which the author was unfamiliar with, took time to get used to as the keyboard, mouse, and programs differed from PCs. Time was spent learning to operate the new system.
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.
Question 6
I have learned to use several technologies and software programs to create my magazine project, including Blogger to publish my work online, Microsoft PowerPoint to create colorful slides, and Photoshop to edit images and design my music magazine layout. I also used a MacBook for its large screen and processing power. To take photos for my project, I used an iPhone 6s for secondary shots and a Sony Alpha 5000 camera to capture higher quality main images.
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.
2. fmp research
The document outlines the planning and development for a short documentary about a snooker player's rise to success. It includes:
- A mood board of inspirational images related to snooker to help visualize shots.
- Potential interview questions to ask the snooker player and others involved.
- Planning of roles for the snooker player, friends/family, coach and interviewer.
- Font and color scheme selections to resemble snooker and contrast visually.
- A production schedule with milestones to track progress toward the deadline.
Media
The document reflects on improvements made from the preliminary school magazine task to the full music magazine product. Key learnings included using limited fonts on the cover, taking higher quality photographs, and drafting layouts manually before starting digital work. For the music magazine, more time was spent on market research, photography was improved, and graphics were added to make the design more creative and professional. Effective time management, including setting SMART deadlines, was important to complete all aspects of the work.
Qyestion 7 real
The document discusses the progress the author has made from an initial preliminary task to creating a full thriller opening sequence. They learned how to use Adobe Premier Pro and After Effects software. Through trial and error on the preliminary task, they gained experience editing clips and understanding better camera shots. The full task required concentration and effort but allowed the author to improve their editing skills and learn about shooting and assembling shots for editing. Overall, the author feels they have gained valuable skills in video editing and producing a thriller sequence, having started with no experience.
Experiments
Nathan Millett experimented with different video editing techniques to make objects and footage more interesting for his final project. He found that slowing clips in editing software rather than during filming produced better results. He also tried color tints, fades, and timelapses. Millett believes these skills will help engage his target audience. He plans to use timelapses to shorten long gameplay scenes. Additionally, he created moving objects and masking in Premier Pro to creatively fade text in and out, aiming to make his product more professional and creative.
Evaluation
The document summarizes what the author has learned from an initial preliminary task to a full photography and magazine design project. Some key learnings included:
- Improving photography skills using various devices and professional equipment like green screens and lighting.
- Developing skills using Photoshop and other design programs, learning tools like layers, selections, and editing photos.
- Enhancing editing abilities like adding drop shadows and depth to text.
- Getting better at mirroring professional magazine designs and bringing work to a high standard.
- Photography was a strength but editing in Photoshop was a weakness that improved over time.
Question 7
The document discusses the improvements made from the preliminary task to the final product of a magazine. It notes that the final product included more images, cover lines, and better page design compared to the basic preliminary task. The masthead, photoshoot images, and Photoshop skills also significantly improved from gaining more experience with the technology. Additionally, more thought was put into the photo shoot location, outfits, and scene composition to better convey the magazine's intended message for the final product.
Evaluation question 7
The student learned several important lessons from completing the preliminary task and full product. They realized that proper planning through storyboarding is essential. While the preliminary task was rushed, the main task benefited greatly from careful planning of props, costumes, locations, and storyboard. The student also recognized issues with timing, group communication, and needs more experience with editing software. Overall, they gained valuable insights into filmmaking and confidence in their skills through completing these projects.
Question 6
The document discusses what the author has learned about various technologies from constructing their product. Photoshop was initially difficult but became easy to use, however it was very time consuming. Blogger was confusing at first but once the author learned to quickly upload work, it was easy to use. Slideshare was difficult and time consuming to use and was not the author's favorite. The author used a friend's high quality Canon camera, which made the Photoshop process easier. Prezi was easy to use within 10 minutes. Microsoft is easy but does not look as professional as other options. Facebook was easy to use but did not provide much feedback due to limited access.
Evaluation, question 6, dan clewlow
Blogger, Photoshop, InDesign, SLR camera, and Prezi were used for the evaluation. Blogger allows for easy posting and sharing of various media types but has limitations on document attachments and image placement. Photoshop enables powerful image editing but has a steep learning curve. InDesign facilitates separating document components but can reduce image quality. SLR cameras provide high-quality photos but complex settings. Prezi offers creative presentations but can be slow and difficult to edit within its path structure.
Question 7
The document discusses the development of the author's skills from an initial task to a larger main task involving the creation of a magazine. The author learned new skills in Photoshop and InDesign that allowed them to create a more professional product. Their skills with software like Photoshop improved, allowing them to apply effects like a vintage look to photos for the magazine. The author also managed their time better by setting deadlines and planning out tasks, leading to work that was more well-planned and in line with professional magazine conventions compared to their initial task.
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How has the group progressed since the initial prelim
How has the group progressed since the initial prelim
Similar to Evaluation question 7
Evaluation 7
After completing their preliminary task, the students learned several skills that helped them improve their full opening sequence product. They learned about different camera shots and editing techniques in Final Cut Express by practicing on their preliminary task. They also learned the importance of proper planning, communication, and assigning roles for directing and writing. Creating a storyboard helped make their opening sequence more successful. The weaknesses they identified in the preliminary task, such as lack of skills and communication, were not issues in the final product due to what they learned.
Evaluation 7
After completing their preliminary task, the student learned several important skills for their full opening sequence project. They learned about different camera shots and editing techniques in Final Cut Express by practicing on their preliminary work. They also improved their sound editing abilities and learned the value of writing scripts and assigning roles for directing and planning. Creating a detailed storyboard helped strengthen their opening sequence over the preliminary task by improving communication and organization. The weaknesses identified in the preliminary task, such as lack of skills and communication, were addressed to create a high quality final product.
Evaluation Question 7
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.
Evaluation 7
Through completing the full product, the student learned about the techniques of continuity editing such as the 180 degree rule and match on action shots. They also improved practical skills like shot logging, organization, framing, and editing skills like accurately cutting shots and implementing effects. The student feels they made the most progression in editing and wants to gain more experience with Premiere Pro in the future.
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.
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.
Evaluation q7 - hibba
The student learned several important skills from their preliminary task to their final media product. They improved their editing skills in Final Cut Pro, learning how to cut unnecessary clips and add titles and effects. They also gained experience with shot types, using close-ups, pans, and points of view in the final product. Additionally, the student improved their organization, preparing scripts and schedules ahead of time rather than working last minute. They learned the importance of planning and gathering actors to avoid changing ideas and being unprepared during filming.
Looking back at your preliminary task, what
From filming the preliminary video to creating the full horror opening, I have learned a lot about camera work and video editing. For the preliminary video, I had little experience with camera angles, but working with the group on the full opening helped me improve by learning from others' skills. I now understand the importance of camera angles and pacing in editing to keep audiences engaged. While I still have more to learn about advanced editing techniques, I have become more proficient at audio editing and inserting sounds to enhance the video overall.
Evauation 7
For their preliminary task, the student's group overcomplicated the concept and tried more difficult shots that ended up looking poor quality. They struggled with shots like the over the shoulder shot and had too much empty space. However, they learned better cinematography techniques from practicing. For the opening sequence, the student spent more time editing and using effects. They found better ambient music instead of using Final Cut's default options. Overall, the opening sequence demonstrated progression in cinematography, editing, sound design and time management from lessons learned in the preliminary task.
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.
Media evaluation
The student learned several technical filmmaking skills during the production of their preliminary task, including how to operate a camera mounted to a tripod and how to set up different camera shots. They also learned time management skills and how to use editing software. Working in a group presented some challenges around scheduling, but the group was able to resolve issues and complete the project on time. Areas for future improvement include better managing continuity during filming and allocating time more flexibly to meet group members' needs.
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.
Evaluation 6
1) The document discusses the technology used at different stages of a media project, including researching, planning, constructing a video, and evaluating. Software like Prezi, Blogger, Movie Studio Platinum, Photoshop, and Emaze were used.
2) Key things learned include how to use Blogger, Prezi, and Movie Studio Platinum for editing video and adding effects like fading.
3) Evaluations helped identify strengths and weaknesses to improve future work, and new software like Emaze was also learned.
Question 7
The document discusses the progression of skills learned from the beginning of a media production project. It notes that initially everything was new and challenging, like learning to use equipment safely. Over time, skills with camera work, terminology, angles, and editing in Final Cut Pro improved. However, time management was a weakness, causing tasks to be rushed. Going forward, the author resolved to better manage time, avoid rushing, and practice camera skills.
Media evaluation 1
The document summarizes what was learned from creating a preliminary video task. It discusses using a storyboard to plan shots and characters, learning to operate a camera and manage time. Continuity errors due to outfits between shots was also experienced. The finished video used a variety of shots but could have been longer and had better editing. Group work was generally good but there were disagreements. Areas for future improvement include including more shots, better planning, and spending more time practicing editing.
Evaluation question 4
The student used various media technologies throughout their media project. During research and planning, they used computers, the internet, search engines, YouTube, PowerPoint, and Word to gather information and organize their work. They communicated with group members using technology and filmed target audiences with cameras and microphones. For construction of their video and ancillary materials, they used cameras, Movie Studio Platinum for editing, Photoshop, and downloaded music. Across evaluations, they created presentations and recordings using Prezi, Movie Studio Platinum, Word, and uploaded work to their blog using Blogger. The student felt they gained skills in software like Photoshop and Movie Studio Platinum.
Question 7 evaluation
The document discusses what the author has learned from their preliminary task to their full product. They learned several technical skills like better framing shots with less room and movement, continuity, and composition. They also learned how to use software like LiveType and Premiere Pro to edit video and add titles/logos. Additionally, the author learned the importance of planning, retaking shots, and cutting footage to keep things flowing in under 2 minutes.
As preliminary evaluation
The student learned how to use various objects and camera positions to get different shots while filming a media studies task. They also learned how to edit the various shots together using Premier Pro software. While the finished project met the requirements of the task brief, the student notes that time management was an issue as most of the time went to filming with not enough left for thorough editing. Overall they gained valuable experience with filming techniques, editing, and collaboration on a group project.
Evaluation question 7 final
The document discusses the author's learning and progress in technical skills, software skills, and general filmmaking skills from an initial preliminary task to subsequent work. Some key lessons learned were: using a tripod and taking multiple takes improves shot quality; proper framing and following the rule of thirds enhances composition; maintaining continuity is important; and planning and reshoots are critical for a high quality final product. The author also learned to use editing software like Premiere Pro and design software like LiveType.
Q4. how did you use media technologies in the construction and research
The student used various media technologies at different stages of their media project:
- Google for research and planning to find images, logos, dimensions, and other resources
- YouTube and Blogger to research case studies and structure work
- WhatsApp, Timetoast, and Moodle for communication, planning, and accessing templates
- Adobe Premiere Pro and Photoshop for video editing and print product design
- Canon cameras for video and photo shoots
- Emaze and Prezi for presentations
- Blogger as the main platform to document work
- Slideshare to import PowerPoint slides for embedding in blogs
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Evaluation question 7
- 3. 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.
- 4. 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.
- 5. Teamwork L0oking back at my preliminary task, I have definitely felt as if our teamwork has progressed throughout the project because we were discussing more about the project e.g. where about’s it would take place, how we would we get there, time arrangements etc. Having meetings a lot more frequently and pitching more ideas to each other, whereas before we would keep the ideas to ourselves and be clueless on what to do. Teamwork as helped me specifically because I know that I can trust my fellow team members when performing task as I would know they would complete it with no difficulty and I have learnt that teamwork is a vital step in making and completing my final project.
- 6. Deadlines What I have personally learnt about deadlines from the preliminary task to the final project is that meeting deadlines is key because this allows you to plan when you want to finish each part by, for example I planned to finish the editing process, for my final project, at least 2 weeks early as this gives me enough time to make improvements to make it at its best or fix anything if there are any mistakes, whereas in the preliminary task me and my group rushed with the editing process as we did not keep an eye on the deadlines. Also I learnt that meeting deadlines ensures you that your work is at a smooth flow and it also make you a team player as a person that meets a deadlines is a good person, whereas if a person from your group does not meet the deadlines would drag the whole group down, so I made sure that I meet deadlines as well as my team members.
- 7. Overall Overall I feel as if I have learnt, since my preliminary task, a bunch of different things from every aspect of media, for example editing and camerawork techniques, some of what I never knew existed before. To sum it all up I have learnt new and advanced ways in making projects and how you can really catch and wow the audiences of your project.