Evaluation question 7
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The student learned several things from their preliminary task to the final product. They improved their use of continuity editing by ensuring consistent clothing and props. Sound quality was better by using a boom microphone rather than a small table microphone. Camera work and shots were more innovative by having more space to film. Image composition was higher quality by adjusting color, lighting, and image clarity. Continuity editing rules were followed and an eye line match was properly used in the final product.
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Evaluation task 7
The document discusses what the author learned from an initial preliminary task and subsequent film project. Specifically, the author notes improved camera work and editing skills. Techniques like the 180 degree rule and shot-reverse shot were applied. Some issues with sound and framing occurred in the preliminary task but were addressed for the film opening by using a tripod and no diegetic sound. Editing for the film opening was more advanced using effects, text, and sound to complement visuals. Overall, the author found the project enjoyable and acquired new skills to continue improving.
Question 7
The document discusses what was learned from the preliminary task to the full product. It was noted that planning was poor for the preliminary task, which made it challenging and required changing ideas halfway. This highlighted the importance of thorough planning. Other lessons included utilizing foley sounds to add realism, and gaining more experience with cameras and editing software to implement more advanced titles, transitions, and shot types in the full product. Overall, mistakes from the preliminary task helped inform what was needed to progress to a higher quality final project.
Question 7 Media
The student learned three key areas for improvement in progressing from their preliminary project to the full production: editing, location, and sound. For editing, they gained experience using Adobe Premiere and learned how effects like tints impact the outcome. Regarding location, feedback noted issues with posters in the classroom setting used, so a more appropriate inherited house location was chosen for the final piece. And for sound, ambient noise was removed and an underlying soundtrack added to make the final production more enjoyable and scary.
Preliminary task evaluation
Josh evaluated his group's preliminary task process. They planned thoroughly using storyboards and considered location options, though could have brainstormed more. They filmed using an iPad, but it picked up background noise. Josh learned to choose locations without excess light and to use a tripod. They edited in iMovie, which helped produce a better final product than other software. Overall, Josh felt the task met its criteria and he learned various filming techniques and skills in editing through iMovie that will help with future projects.
Media prelim task
The student group used storyboards to help visualize their ideas for the preliminary task video. They filmed the task using an iPad, which provided good camera quality but was difficult to hold steady without a tripod. In editing, they used iMovie to add sound and cut clips to improve the flow of the video. The completed task met some criteria by including two characters with dialogue and shot/reverse shot filming. Overall, the student learned how to film different shots and movements and how to edit video using iMovie.
Preliminary Project Evaluation
The document summarizes what the author learned from a filmmaking task. They learned basic camera skills for video, different shot types and angles and how to use Adobe Premiere Pro. They also gained experience working as part of a team to record, edit and produce a quality final work. Areas for future improvement include better lighting, planning, focus and audio quality.
Project 1 production techniques evaluation 2
This document summarizes the student's experiments with different graphic design and advertising production techniques. It discusses the advantages and disadvantages of tools like Photoshop and Premiere Pro. It also includes examples of projects the student created, such as a poster advertising Coke, a radio advertisement, and an advergame video. The student reflects that the radio advertisement likely best promoted its product due to the use of sound effects, voice, and messaging. They also note they have more to learn about using tools like Photoshop and Premiere Pro to refine their skills.
Project 1 evaluation
The document discusses production techniques for graphic design, radio, and video game projects. It provides advantages and disadvantages of working in Photoshop and Premiere Pro. It reflects on a radio advertisement the author created, mentioning elements like a Coca-Cola can opening and a film reel with witches. The author would change some elements in the radio ad for improvement. The document also compares the author's projects and identifies the poster as most professional for its ability to advertise in various locations.
Recommended
Evaluation task 7
The document discusses what the author learned from an initial preliminary task and subsequent film project. Specifically, the author notes improved camera work and editing skills. Techniques like the 180 degree rule and shot-reverse shot were applied. Some issues with sound and framing occurred in the preliminary task but were addressed for the film opening by using a tripod and no diegetic sound. Editing for the film opening was more advanced using effects, text, and sound to complement visuals. Overall, the author found the project enjoyable and acquired new skills to continue improving.
Question 7
The document discusses what was learned from the preliminary task to the full product. It was noted that planning was poor for the preliminary task, which made it challenging and required changing ideas halfway. This highlighted the importance of thorough planning. Other lessons included utilizing foley sounds to add realism, and gaining more experience with cameras and editing software to implement more advanced titles, transitions, and shot types in the full product. Overall, mistakes from the preliminary task helped inform what was needed to progress to a higher quality final project.
Question 7 Media
The student learned three key areas for improvement in progressing from their preliminary project to the full production: editing, location, and sound. For editing, they gained experience using Adobe Premiere and learned how effects like tints impact the outcome. Regarding location, feedback noted issues with posters in the classroom setting used, so a more appropriate inherited house location was chosen for the final piece. And for sound, ambient noise was removed and an underlying soundtrack added to make the final production more enjoyable and scary.
Preliminary task evaluation
Josh evaluated his group's preliminary task process. They planned thoroughly using storyboards and considered location options, though could have brainstormed more. They filmed using an iPad, but it picked up background noise. Josh learned to choose locations without excess light and to use a tripod. They edited in iMovie, which helped produce a better final product than other software. Overall, Josh felt the task met its criteria and he learned various filming techniques and skills in editing through iMovie that will help with future projects.
Media prelim task
The student group used storyboards to help visualize their ideas for the preliminary task video. They filmed the task using an iPad, which provided good camera quality but was difficult to hold steady without a tripod. In editing, they used iMovie to add sound and cut clips to improve the flow of the video. The completed task met some criteria by including two characters with dialogue and shot/reverse shot filming. Overall, the student learned how to film different shots and movements and how to edit video using iMovie.
Preliminary Project Evaluation
The document summarizes what the author learned from a filmmaking task. They learned basic camera skills for video, different shot types and angles and how to use Adobe Premiere Pro. They also gained experience working as part of a team to record, edit and produce a quality final work. Areas for future improvement include better lighting, planning, focus and audio quality.
Project 1 production techniques evaluation 2
This document summarizes the student's experiments with different graphic design and advertising production techniques. It discusses the advantages and disadvantages of tools like Photoshop and Premiere Pro. It also includes examples of projects the student created, such as a poster advertising Coke, a radio advertisement, and an advergame video. The student reflects that the radio advertisement likely best promoted its product due to the use of sound effects, voice, and messaging. They also note they have more to learn about using tools like Photoshop and Premiere Pro to refine their skills.
Project 1 evaluation
The document discusses production techniques for graphic design, radio, and video game projects. It provides advantages and disadvantages of working in Photoshop and Premiere Pro. It reflects on a radio advertisement the author created, mentioning elements like a Coca-Cola can opening and a film reel with witches. The author would change some elements in the radio ad for improvement. The document also compares the author's projects and identifies the poster as most professional for its ability to advertise in various locations.
Preliminary Project Evaluation
The document summarizes what the author learned from a filmmaking task. They learned about using different camera shots for video, the purpose of each shot, and how to use Adobe Premiere Pro video editing software. They also gained experience working as part of a team to record, edit, and produce a quality final work. Areas for future improvement include lighting, planning, focus, and audio quality.
First module coca cola
The document discusses the production techniques used for a graphic design poster, radio advertisement, and pixel art video game. For the poster, the student used Photoshop to layer and fade images together to give an aged feel. For the radio ad, the student sampled dialogue and added music in Adobe Premiere Pro. For the video game, the student animated a simple advergame using pixels. The student felt the poster was the most successful at advertising the product due to its clarity while maintaining mystery.
Pre production planning
The document summarizes the pre-production, production, and post-production process for a short video project. It discusses how the group planned locations, costumes, props, and story in pre-production. On the day of shooting, the planning helped the process go smoothly. The only challenge was lighting. In post-production, the learner realized how planning shots and editing helps speed up the editing process. For their next project, they will plan shots better and repeat shots more to have options in editing.
Preliminary task evalutaion
Tayla Thorley reflects on her group's process for completing a preliminary film task. She notes that working as a team and brainstorming together helped generate ideas, though one member's absence hindered the process. Filming with an iPad proved difficult due to its size, resulting in some shaky footage. Lessons learned include using a different, more stable camera and choosing a quieter filming location. Editing in iMovie went smoothly and allowed adding effects. Overall, the criteria were met but more shot/reverse shot coverage could have been included. Tayla learned about different camera techniques and the film editing process in iMovie.
Learning.
The document reflects on the learning from a preliminary task to the final production of a film. It notes that the preliminary was not as well-organized or detailed as the final product, with the final having a more detailed storyboard and script. Key lessons learned were needing a steadier camera and better filming location. Overall, the document concludes that doing the preliminary task helped them learn a lot and led to producing a better final film.
Q6
From their preliminary continuity editing task, the document's author learned how to shoot from better camera angles and follow rules like the 180-degree rule. They also improved their editing skills, as the preliminary task had some issues with jump cuts and unsynchronized sound, better preparing them for editing a longer full product. Additionally, they learned the importance of sound design and mise-en-scene elements like clothing, props, and colors for their opening sequence production.
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The document summarizes what was learned from a preliminary filmmaking task. It discusses gaining basic camera and shot skills, learning organizational skills for filming, and how to work effectively as a group. Areas of success included applying various shots to the short film and editing it using Adobe Premier Pro. An area for improvement was that some shots were too dark to see clearly due to lighting issues. Overall, the brief of including specific shots, audio, and a sound effect was met successfully.
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The document summarizes what was learned from a preliminary filmmaking task. It discusses gaining basic camera and shot skills, learning organizational skills for filming, and how to work effectively as a group. Areas of success included applying various shots to the short film and editing it using Adobe Premier Pro. An area for improvement was that some shots were too dark to see clearly due to lighting issues. Overall, the brief of including specific shots, audio, and a sound effect was met successfully.
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The document discusses various experiments and production techniques for graphic design, radio production, and advergames. It analyzes the advantages and disadvantages of working in Photoshop and Premiere Pro. It also compares two of the author's products and reflects on what was learned.
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The document summarizes a student's evaluation of their practice task filming assignment. It discusses how editing was beneficial compared to camera movements, how steady the camera work was as they were just starting to learn, and that the narrative was clear enough though a voiceover may have improved it. It also outlines the planned elements of mise en scene, basic camerawork techniques used along with a match on action, and using the video camera for sound. Minor additional editing effects like music were included to set the mood without words.
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The document provides feedback on completing a preliminary film task. It summarizes that the group worked well together in pre-production but could have been more efficient with time. Filming with an iPad was convenient but resulted in low quality footage. Lessons learned include planning ahead more, being precise with shots, and focusing on establishing shots for future projects. The completed task met the criteria of filming characters in dialogue across different shots. Overall, the process taught valuable filmmaking skills.
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The document summarizes the pre-production, production, and post-production process for a short video project. It discusses how the group planned locations, costumes, props, and story in pre-production. On the day of shooting, the planning helped the process go smoothly. The only challenge was lighting. In post-production, the learner realized how planning shots and editing helps speed up the editing process. For their next project, they will plan shots better and repeat shots more to have options in editing.
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Tayla Thorley reflects on her group's process for completing a preliminary film task. She notes that working as a team and brainstorming together helped generate ideas, though one member's absence hindered the process. Filming with an iPad proved difficult due to its size, resulting in some shaky footage. Lessons learned include using a different, more stable camera and choosing a quieter filming location. Editing in iMovie went smoothly and allowed adding effects. Overall, the criteria were met but more shot/reverse shot coverage could have been included. Tayla learned about different camera techniques and the film editing process in iMovie.
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The document reflects on the learning from a preliminary task to the final production of a film. It notes that the preliminary was not as well-organized or detailed as the final product, with the final having a more detailed storyboard and script. Key lessons learned were needing a steadier camera and better filming location. Overall, the document concludes that doing the preliminary task helped them learn a lot and led to producing a better final film.
Q6
From their preliminary continuity editing task, the document's author learned how to shoot from better camera angles and follow rules like the 180-degree rule. They also improved their editing skills, as the preliminary task had some issues with jump cuts and unsynchronized sound, better preparing them for editing a longer full product. Additionally, they learned the importance of sound design and mise-en-scene elements like clothing, props, and colors for their opening sequence production.
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The document summarizes what was learned from a preliminary filmmaking task. It discusses gaining basic camera and shot skills, learning organizational skills for filming, and how to work effectively as a group. Areas of success included applying various shots to the short film and editing it using Adobe Premier Pro. An area for improvement was that some shots were too dark to see clearly due to lighting issues. Overall, the brief of including specific shots, audio, and a sound effect was met successfully.
As Media Evaluation Connor Lovatt Preliminary Task
The document summarizes what was learned from a preliminary filmmaking task. It discusses gaining basic camera and shot skills, learning organizational skills for filming, and how to work effectively as a group. Areas of success included applying various shots to the short film and editing it using Adobe Premier Pro. An area for improvement was that some shots were too dark to see clearly due to lighting issues. Overall, the brief of including specific shots, audio, and a sound effect was met successfully.
Production techniques evaluation
The document discusses various experiments and production techniques for graphic design, radio production, and advergames. It analyzes the advantages and disadvantages of working in Photoshop and Premiere Pro. It also compares two of the author's products and reflects on what was learned.
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The document discusses various technologies used in a production project. The author learned to use Photoshop and mastered its tools. They also learned to efficiently use and set up a camera and tripod for filming. Redhead lights were harder to set up but very bright. Final Cut Pro was used for editing and was found to be easy to use with good transitions and effects. The editor mastered Final Cut Pro techniques. Music and sound effects were also used well to set moods.
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This is my Media Studies Preliminary Evaluation for a short piece of film that I created. The film is on my blogger account also, but the broad idea was to have two people walking into a room and exchanging dialogue before leaving the room.
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.
Rough cut feedback
The document provides feedback from showing a rough cut of a music video to others. Based on the feedback, the opening title was made more upbeat by adding flashes in time with the music's beat. Some location shots were removed as they seemed random and could hurt the scoring. Badly framed shots were also cut or had their screen time reduced to focus more on well-framed shots, as too many could be noticeable. The feedback helped strengthen the mise-en-scene and improve the overall final product.
Review on documentary
We watched our documentary on a big screen without headphones, which allowed us to see that the sound levels needed improvement and identify small errors we had missed. We noticed captions were missing from some interviews and more cutaways were needed during interviews to keep viewers engaged. However, some transitions worked very well so we aimed to replicate them to improve the documentary overall.
Evaluation of practise task
The document summarizes a student's evaluation of their practice task filming assignment. It discusses how editing was beneficial compared to camera movements, how steady the camera work was as they were just starting to learn, and that the narrative was clear enough though a voiceover may have improved it. It also outlines the planned elements of mise en scene, basic camerawork techniques used along with a match on action, and using the video camera for sound. Minor additional editing effects like music were included to set the mood without words.
Preliminary task evaluation
The document provides feedback on completing a preliminary film task. It summarizes that the group worked well together in pre-production but could have been more efficient with time. Filming with an iPad was convenient but resulted in low quality footage. Lessons learned include planning ahead more, being precise with shots, and focusing on establishing shots for future projects. The completed task met the criteria of filming characters in dialogue across different shots. Overall, the process taught valuable filmmaking skills.
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Similar to Evaluation question 7
Question 7
The author learned a great deal from their preliminary task to their full film project. They improved their research, especially into film genres and production aspects. Planning was also much more extensive for the full project compared to the preliminary task. This included location scouting, casting, and music selection. Technical skills like camera techniques, shots, and editing software also improved greatly with the practice of the preliminary task, despite using different equipment and software for the full project. Overall, the preliminary task was invaluable for learning lessons that improved the quality of the completed film project.
Evaluation q7
The preliminary task for creating a thriller film opening was not as well planned as the main product. For the main product, the filmmakers storyboarded every shot, explored many initial ideas with feedback, and researched thriller film openings. They used a higher quality camera, improved medium shots, incorporated continuity editing and specific shot types. Additional elements like dialogue, costumes, locations, and lighting manipulation were used to make the main product more polished and effective than the preliminary task.
PowerPoint Presentation - Evaluation Question 6
I chose to answer Question 6 using a Microsoft PowerPoint, and talked about what I have learnt about different technologies from the process of constructing my product.
Evaluation Question 7
The document discusses the progression from a preliminary task to a full film opening product. It notes that the preliminary task helped learn basic camera and editing skills but involved limited planning and creativity. More complex skills like varied camera shots, in-depth planning with storyboards and scripts, extensive research, and improved production elements like lighting, costumes, and sound design were incorporated into the film opening. Overall, the preliminary task provided foundational experience that supported creating a higher quality final product with the film opening.
Question 7
- The document discusses the learning and progression from a preliminary task to creating a full film opening. For the preliminary task, the author had to learn basic camera and editing skills. When creating the film opening, the author was able to apply these skills as well as advance their knowledge in areas like complex planning, creative camera shots, detailed editing and sound design. Overall, doing the preliminary task provided valuable practice and learning that helped the author successfully plan, film and evaluate their higher quality film opening.
How did you use media technologies in the
The document discusses the use of various media technologies throughout the research, planning, construction, and evaluation stages of a media project. Technologies used included the internet for research, blogs for planning, cameras and microphones for filming, movie maker for editing, photoshop for poster and magazine design, and different presentation methods like PowerPoint and podcasts for evaluation. Challenges arose like battery and memory issues, but the technologies overall helped effectively complete the different stages of the project.
Evaluation question 6
Through constructing their product, the students learned several important skills regarding camerawork, filming, and editing. They learned that keeping shots steady using a tripod and stabilizing mounted cameras are important for quality. Proper planning of shots is also crucial to the final product. When editing, researching how to properly use software like Final Cut Pro and Adobe Illustrator was important. While the students learned to remove objects from video frames in Photoshop, they discovered it's important to confirm file compatibility with their primary editing software to avoid wasted effort.
Question 7
We have learned and progressed significantly from our preliminary task to our final product. Initially, editing was very difficult as we were unfamiliar with the software. However, through practice we learned skills like sound editing, cropping, adding effects and transitions. Our camerawork also improved as we gained experience operating the camera and understanding different shot types. While our preliminary task shots were basic, our final product incorporated a variety of shots like over-the-shoulder and close ups to tell the story effectively. Overall, we learned to create a higher quality final product through skills like camera movement, adding soundtracks, and producing a more polished edit.
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 6
The document discusses the use of various technologies for filming and editing a student film project. It describes using a Canon video camera to film scenes and having some difficulties with framing shots. It also discusses lighting challenges both outdoors and indoors, and using microphones to capture dialogue outdoors. For editing, the document mentions learning to use Adobe Premiere Elements and applying effects to enhance footage. It concludes that gaining experience using these technologies was a valuable learning experience and will help with future film projects.
Evaluation question 7
The document discusses how the filmmakers have progressed since their preliminary film project. They improved their time management and organization which allowed them to have a more organized film set with better equipment. Their editing skills improved as they ensured camera angles coincided well and addressed issues with lighting and sound effects from their preliminary. They also greatly improved their use of props, costumes, and set design which added realism and a more professional appearance.
Evaluation question 6
Through the process of constructing their product, the document's author learnt several things about technologies:
They gained skills in using a camera properly, such as keeping it steady on a tripod. They also learned the importance of planning shots and re-shooting to ensure good quality footage.
When it came to editing, switching to Final Cut Pro from iMovie greatly improved their process. Researching how to edit sound, lighting, and levels was challenging but helped strengthen their skills.
Working with Adobe Illustrator, the author was able to create an intro logo for their film after guidance. Overall, their skills with the Mac, Final Cut Pro, and Illustrator grew through completing this project despite having no prior experience
Evaluation 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.
Preliminary Project
1) The student worked with a partner to film and edit a preliminary project, their first time working with cameras and editing software. They learned skills like using a lens to blur backgrounds and found the editing process enjoyable.
2) Time management was not an issue, but the lone computer they could use would randomly shut down, deleting their work. They adapted by working quickly.
3) Areas for improvement included securing actor schedules, maintaining consistent camera effects, and lengthening the film. Overall they felt they learned valuable lessons for their next project.
Evaluation question 7
The preliminary task allowed the document author to practice filming techniques like shots, angles, and basic editing. This was a learning experience that helped in planning and production for the full film. Some lessons learned were improving storyboards, planning props/costumes, using better equipment, and more advanced editing software. Overall, the preliminary task helped improve skills for the successful final film production.
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.
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.
Ben M Evaluation Q's 6 & 7
The document discusses what was learned about digital technologies through creating a media studies project. Premier Pro was used to edit videos and some issues with frame sizing occurred but effects were successfully added. A Panasonic camera was easy to use but zooming required care. Tripods helped create steady shots but panning was initially difficult. Sound equipment was simple to use. YouTube was also easy to upload to. Mistakes from the preliminary task like poor planning and inconsistent shots were improved on for the main task, creating a higher quality final product.
Question 6
The main task was more difficult than the preliminary task for several reasons:
1) The footage for the main task was over 2 minutes long requiring extensive editing, while the preliminary task footage was only around 2 minutes with little editing needed.
2) The main task required capturing quality footage in busy areas with background noise, while the preliminary task could control surroundings.
3) The main task required incorporating a variety of shots to add cinematic effect, while the preliminary task only needed to mirror given shots.
4) Extensive creative thinking and planning was needed for the main task's original concept, while the preliminary task simply copied a given scene.
Evaluation task 7
- The preliminary task required little planning and was completed quickly, while the main task involved more planning, decision making, and coordination over a longer period of time.
- Having more experience and lessons in filmmaking led to improved storyboarding, camerawork, use of sound, and editing skills in the main task compared to the preliminary task.
- The additional planning and experience gained between the two assignments resulted in a higher quality final production for the main task.
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Evaluation question 7
- 1. Evaluation Question 7 Looking back at your preliminary task what do you feel you have learned in the progression from it to the product.
- 2. Comparison On one hand there was our old preliminary task which we filmed a few months prior to our actual thriller, it was a task to try to use continuity editing correctly, however this did not go to plan, we missed out on a couple of parts to do with continuity editing. For example at one moment a book appeared on camera from no where. However with our final product we sorted out all problems that we had with continuity editing as we made sure that everyone had the correct clothes, we made sure that there was nothing on camera that there wasn’t supposed to be etc.
- 3. What has been learnt? Since the preliminary task I have learnt to use the equipment better for example in the preliminary task the sound quality wasn’t that great due to the fact that as we were trying to record the sound we used a small microphone and stuck it to the table, however as we progressed onto using a boom microphone to record sound in the actual product so therefore was able to gather better sound.
- 4. What has been learnt? The camera work on the actual product is actually much better than it was on the preliminary task as we had more open space to film the product, we were able to use more innovative shots to make the film much more interesting. The composition of the image was that of a much better quality as we were able to change around with the colour and setting quality making the lighting better and much clearer on a better quality.
- 5. What has been learnt? This time, in the product we used continuity editing correctly, we did not break any of the rules, we also managed to use an eye line match correctly.