Evaluation question 7
•Download as DOCX, PDF•
0 likes•281 views
1) The software used to create the preliminary task (IMovie) was more basic than the software used for the film opening (PremierePro), which offered more tools and allowed for dubbing sound, fading shots, and title screens. 2) Recording equipment improved from using built-in camera microphones to using an external Sennheiser microphone and H1 zoom recorder, resulting in better quality sound. 3) Camera skills improved from unsteady pan shots taken freehand to smoother pan shots taken with a tripod, and more extensive camera shots and title screens were used in the film opening compared to the preliminary task.
Report
Share
Report
Share
Recommended
Technology
Aidan Harrison documented the equipment, technology, and processes used to film and edit an opening for a film project. A Canon DSLR camera was used to film 1080p footage, mounted on an adjustable tripod. Adobe Premiere Pro was used to edit footage, add transitions, and adjust audio levels. Photoshop was used to design titles and After Effects to add effects like sliding and typing transitions. A boom microphone reduced background noise after issues with the camera microphone. Music and sound effects were synced to footage in Premiere Pro. Storyboards were referred to during filming and editing to stay on track. Through this process, Aidan's skills with equipment, filming, editing software, and continuity improved.
technology
Aidan Harrison documented the equipment, technology, and processes used to film and edit an opening for a film project. A Canon DSLR camera was used to film 1080p footage, mounted on an adjustable tripod. Adobe Premiere Pro was used to edit footage, add transitions, and adjust audio levels. Photoshop was used to design titles and After Effects to add effects like sliding and typing animations. A boom microphone reduced background noise after issues with the camera's microphone. Music and sound effects were synced to footage in Premiere Pro. Storyboards were referred to during filming and editing to stay on track. Through this process, Aidan's skills with equipment, editing software, and filming improved.
What have you learnt about technologies from constructing
The student learned several new technologies in creating their film project. They struggled at first with the video editing software Premiere Elements but were able to utilize effects like layering and rewinds to create a dream-like feeling. While their voiceover worked well to set the mood, the lack of a boom microphone led to inconsistent sound quality. Using a tripod for their camera shots improved the quality and allowed for continuous takes without the shakiness experienced without a tripod in an earlier project.
Evaluation 6
The document discusses problems and successes encountered when using various technologies in the filmmaking process. Some key issues included limited battery life with camera equipment resulting in incomplete footage, difficulty booking equipment, accidental inclusions in shots, lack of filming experience leading to mistakes, and lengthy rendering times in editing software. Planning locations in advance and utilizing editing tools like cutting clips were highlighted as effective aspects of the process.
Q6 powerpoint media
The document summarizes the key technologies used in creating a horror film opening for a class project. It discusses the use of a Panasonic camera for filming, the importance of using a tripod to get steady shots, and challenges with encoding footage and learning Adobe Premier Pro for editing. The student learned improved camera and filming skills over the course of the project and how to use editing software to enhance effects and atmosphere through techniques like adjusting contrast, cutting between shots, and adding titles and sound.
Mashud q5
The document discusses technologies learned during the process of creating a film project. It describes using a camera to record clips, importing clips into Final Cut Pro for editing. In Final Cut Pro, the author learned to make subclips to select scenes, use cut and color correction tools to structure the film, and adjust sound levels using the pen tool. GarageBand was used to find and create music, while Livetype and Motion were used to create title screens, with Motion adding additional effects. The programs integrated directly with Final Cut Pro to import work into the film project.
Mashud q6
The document discusses technologies learned during the process of creating a film project. It describes using a camera to record clips, importing clips into Final Cut Pro for editing. In Final Cut Pro, the author learned to make subclips to select scenes, use cut and color correction tools to structure the film, and adjust sound levels using the pen tool. GarageBand was used to find and create music, while Livetype and Motion were used to create title screens, with Motion adding additional effects. The programs integrated directly with Final Cut Pro to import work into the film project.
Media evaluation task 6
The document discusses the filmmaker's process of recording and editing their film. They used a Canon DSLR camera, tripod, microphone, and windbreaker to record audio and video. Background noise was an issue with the footage, but using a windbreaker and microphone helped make dialogue clearer. Editing software like Adobe Premiere Pro and After Effects were used to fuse the footage together and add simple titles, but re-recording was needed when attempts to alter quiet audio failed to fit with the scene.
Recommended
Technology
Aidan Harrison documented the equipment, technology, and processes used to film and edit an opening for a film project. A Canon DSLR camera was used to film 1080p footage, mounted on an adjustable tripod. Adobe Premiere Pro was used to edit footage, add transitions, and adjust audio levels. Photoshop was used to design titles and After Effects to add effects like sliding and typing transitions. A boom microphone reduced background noise after issues with the camera microphone. Music and sound effects were synced to footage in Premiere Pro. Storyboards were referred to during filming and editing to stay on track. Through this process, Aidan's skills with equipment, filming, editing software, and continuity improved.
technology
Aidan Harrison documented the equipment, technology, and processes used to film and edit an opening for a film project. A Canon DSLR camera was used to film 1080p footage, mounted on an adjustable tripod. Adobe Premiere Pro was used to edit footage, add transitions, and adjust audio levels. Photoshop was used to design titles and After Effects to add effects like sliding and typing animations. A boom microphone reduced background noise after issues with the camera's microphone. Music and sound effects were synced to footage in Premiere Pro. Storyboards were referred to during filming and editing to stay on track. Through this process, Aidan's skills with equipment, editing software, and filming improved.
What have you learnt about technologies from constructing
The student learned several new technologies in creating their film project. They struggled at first with the video editing software Premiere Elements but were able to utilize effects like layering and rewinds to create a dream-like feeling. While their voiceover worked well to set the mood, the lack of a boom microphone led to inconsistent sound quality. Using a tripod for their camera shots improved the quality and allowed for continuous takes without the shakiness experienced without a tripod in an earlier project.
Evaluation 6
The document discusses problems and successes encountered when using various technologies in the filmmaking process. Some key issues included limited battery life with camera equipment resulting in incomplete footage, difficulty booking equipment, accidental inclusions in shots, lack of filming experience leading to mistakes, and lengthy rendering times in editing software. Planning locations in advance and utilizing editing tools like cutting clips were highlighted as effective aspects of the process.
Q6 powerpoint media
The document summarizes the key technologies used in creating a horror film opening for a class project. It discusses the use of a Panasonic camera for filming, the importance of using a tripod to get steady shots, and challenges with encoding footage and learning Adobe Premier Pro for editing. The student learned improved camera and filming skills over the course of the project and how to use editing software to enhance effects and atmosphere through techniques like adjusting contrast, cutting between shots, and adding titles and sound.
Mashud q5
The document discusses technologies learned during the process of creating a film project. It describes using a camera to record clips, importing clips into Final Cut Pro for editing. In Final Cut Pro, the author learned to make subclips to select scenes, use cut and color correction tools to structure the film, and adjust sound levels using the pen tool. GarageBand was used to find and create music, while Livetype and Motion were used to create title screens, with Motion adding additional effects. The programs integrated directly with Final Cut Pro to import work into the film project.
Mashud q6
The document discusses technologies learned during the process of creating a film project. It describes using a camera to record clips, importing clips into Final Cut Pro for editing. In Final Cut Pro, the author learned to make subclips to select scenes, use cut and color correction tools to structure the film, and adjust sound levels using the pen tool. GarageBand was used to find and create music, while Livetype and Motion were used to create title screens, with Motion adding additional effects. The programs integrated directly with Final Cut Pro to import work into the film project.
Media evaluation task 6
The document discusses the filmmaker's process of recording and editing their film. They used a Canon DSLR camera, tripod, microphone, and windbreaker to record audio and video. Background noise was an issue with the footage, but using a windbreaker and microphone helped make dialogue clearer. Editing software like Adobe Premiere Pro and After Effects were used to fuse the footage together and add simple titles, but re-recording was needed when attempts to alter quiet audio failed to fit with the scene.
AS Media Question three
The document discusses how the author's production skills developed throughout creating a thriller film project. Their camera skills improved as they learned to film various shot types. They also learned to confidently use editing software like Final Cut Pro, adding various effects, titles, and editing techniques. Additional programs like QuickTime Player and Audio Network helped with tasks like screen recording and finding appropriate music. Overall, the author's production skills massively increased as they gained experience with cameras, editing, and other software through completing this project.
Evaluation question 4
The document discusses the use of various digital technologies in production work. Photoshop was used to design a movie poster, allowing adjustments to exposure and opacity. Final Cut Pro was used to edit video shots, add color correction, transitions, and sound. GarageBand was utilized to find sound effects for the film and produce a radio trailer, with a simple interface to navigate sounds.
Equipment and software
Mia Jones outlines the equipment and software she will use to film and edit a film trailer, including a Canon SLR camera, tripod, boom microphone, Adobe Premiere Pro for editing, Photoshop for still images, Adobe Audition for sound editing, and After Effects for visual effects.
Question 6 2
For their media production project, the student learned how to use various technologies at each stage of the process. In planning and research, they used YouTube, IMDb, and BBFC to find information about existing films. During construction, they learned how to properly use a camera, including framing shots, focusing manually, and exporting footage. They also learned how to use a tripod, microphone, and lighting equipment. For editing, they used Movie Studio Platinum and Photoshop to edit together footage, add titles, and adjust lighting and colors. Overall, the student learned how to properly use filming, audio, lighting, and editing equipment and software for their media project.
Evaluation question 6
Evaluation Question 6 -What have you learnt about technologies from the process of constructing this product?
Equipment and software
The document lists the equipment and software the author plans to use to film and edit a trailer, including a DSLR camera, tripod, boom microphone, Premiere Pro for editing, Photoshop for images, Adobe Audition for sound, and After Effects for visual effects. The author intends to use various tools to film steady footage, enhance audio quality, and produce the trailer by editing video, adding graphics and sound effects.
Equipment
The document lists equipment needed to create a movie that includes sound, including a Canon 700D camera for filming in industry standard 24 frames per second, a Rode videomic pro and Tascam DR-05 for external audio recording and syncing in post-production to improve sound quality, and a clapboard to aid in syncing video and audio during editing. Additional software listed includes Adobe After Effects for special effects, Adobe Premier Pro for editing, Audition for sound editing, Photoshop for image editing, Story Plus for scriptwriting, and a Spider Steady for smooth handheld shots.
Question 7
The document discusses lessons learned from a preliminary film project that were applied to improve a main film task. Key points include:
1) Continuity issues around props and hairstyles were avoided in the main task by filming scenes in one day instead of over multiple days.
2) Audio levels were more carefully monitored and adjusted between scenes to ensure consistency in the main task, after volume inconsistencies in the preliminary.
3) More pre-production techniques like camera setup tests, filming practice scenes, and detailed shooting schedules helped improve shot quality and continuity in the main film.
Evaluation Part 4
The document discusses various tools and equipment used in the production of a film trailer, including:
- A Canon 1100D camera that provided good video quality but poor audio quality without an external microphone.
- Sony Movie Studio Platinum 12 software for editing the video, which the author was familiar with and allowed editing on a laptop.
- Blogger for organizing coursework, a tripod for steady shots, an iPhone for communication and low light filming, and Google Maps to locate the filming location.
- Additional influences included horror film trailers viewed at an Odeon cinema, fonts from Dafont.com, and communication via Facebook Messenger.
Question 6
The document discusses the technologies used at different stages of constructing a media product. In the planning and research stage, websites like YouTube, IMDb, and BBFC were used to find information. During construction, the author learned how to use camera equipment like lighting and microphones. Editing software like Movie Studio Platinum and Photoshop were also utilized. Throughout the process, the author gained skills in areas like camerawork, lighting techniques, and using editing software.
Q6
The document discusses several pieces of technology used in creating an opening sequence:
A tripod and HD camera were used to film various scenes like car scenes and a gun shooting scene. Lighting was used to make characters and scenery visible and balanced in different lights. Adobe Premier was used for editing the various clips together into a final product with fitting music. Prezi was used to present work in a more representative way, though it was challenging to use at first.
Research Into Equipment
Layla will film her music video using a Canon 500MM SLR camera for its high quality and features like interchangeable lenses. She will use wide angle and fisheye lenses to achieve different shots. Additional equipment includes lights, a white backdrop, and access to a green screen for visual effects. Layla will edit the footage using Adobe Premiere, which she is still learning but knows it can create a professional finish. She will also use Photoshop to edit photos from the shoot and InDesign to design marketing materials like a digipack and magazine ad.
Evaluation Q6 What have you learned about technologies from the process of co...
The document discusses the technologies used to create a film opening, including cameras, tripods, iMacs, Adobe Premiere Pro, Adobe After Effects, Final Cut, and YouTube. The author learned about camera angles, positioning microphones, color correction, animation, and title creation. They found YouTube tutorials especially helpful but struggled with Adobe After Effects. Overall, the process improved their editing skills and ability to communicate with their film team.
How did you use media technologies in the construction and research planning ...
The document discusses the various media technologies and software the author used at different stages of their media project. During the research and planning stage, they used YouTube to analyze music videos in their chosen genre and blog posts to document their ideas. They used PowerPoint to present their storyboards and Microsoft Word for writing. For production, they used a tripod, camcorder, and Nikon camera to film footage and take pictures. Adobe Premiere Pro was used for editing and adding effects to video clips, while Adobe Photoshop and Macromedia Fireworks were used to edit photos and design ancillary tasks like a digipak.
Q6
The document discusses several pieces of technology used in the production of an opening sequence, including a tripod and HD camera for filming, lighting to illuminate scenes, Adobe Premiere for editing, and Prezi for presenting work. The tripod helped capture footage but needed better balancing. Lighting helped visibility but sometimes compromised the image quality. Adobe Premiere was essential for assembling the final product and allowed adding fitting music. Prezi was useful for representing work but the author felt they rushed creating it. Overall, the author felt the use of technology in filming and editing the opening sequence went well but could be improved with more focus on setup and organization.
Evaluation question 6 fo j
I have learned about various technologies from constructing this product. I used websites like Blogger and Prezi to document our progress and embed documents. Software like Sony Vegas and Photoshop were challenging to learn but became easier with practice. Equipment such as cameras and microphones required getting used to but then became straightforward to use. Overall, the process taught me about both easy and difficult technologies and the importance of practice.
Media year 2 evaluation question 4
The document discusses various media technologies used during the construction, research, planning and evaluation stages of a project. Specifically, it mentions using a Sony camera, tripod, clip-on microphone, Dell desktop computer, Adobe Premiere and Photoshop software, online resources like Dafont, Brusheezy and YouTube, and a radio studio. These technologies were used for filming interviews and b-roll footage, storing and editing video, creating promotional materials, conducting research, and recording audio.
Evaluation q6
The document discusses the technologies used in creating a project, including a camera, tripod, sound equipment, and Adobe Premiere Pro. It describes learning how to properly use and adjust camera settings to get the best shots. A tripod was used to get steady shots and allow for panning and craning. Sound equipment includes a microphone, boom pole, and wind protection devices, though they were not used. Adobe Premiere Pro was used to edit clips together and color correct scenes for continuity.
Evaluation q6
The group gained significant experience with camerawork and editing technologies through constructing their final product. They learned that a tripod produced smoother footage than a handheld camera. Editing in Final Cut Pro rather than iMovie allowed for more advanced sound, lighting, and other effects. For future projects, they would use a higher quality microphone and capture more footage to have more editing options.
Mv production assignment evaluation form 2019 2
The document provides an evaluation of a production process. It summarizes strengths and weaknesses in research, planning, time management, and technical and aesthetic qualities. Feedback from peers is also discussed. The main points that could have been improved include more research on camera equipment, having backup plans, better time management of filming, and incorporating more editing and extending the length.
Unit 9 photography techniques task 7
The document discusses potential names for a new app or game, comparing "What's the snap" and "What's That Snap". While "What's the snap" doesn't flow well, "What's That Snap" is preferred because the three words have a similar sound that flows nicely.
Cast and crew requriements
This document lists the characters and crew for a film production, including Mohamed playing Alex, Yuri playing Leon, Jorge playing CJ, Arnold playing Kevin, Valza playing Lisa, and Endrin playing PC Oliver. It also lists Hassan Miah as the camera man, Kevin Prado as the director, Abdullahi for lighting, and Daors for sound.
More Related Content
What's hot
AS Media Question three
The document discusses how the author's production skills developed throughout creating a thriller film project. Their camera skills improved as they learned to film various shot types. They also learned to confidently use editing software like Final Cut Pro, adding various effects, titles, and editing techniques. Additional programs like QuickTime Player and Audio Network helped with tasks like screen recording and finding appropriate music. Overall, the author's production skills massively increased as they gained experience with cameras, editing, and other software through completing this project.
Evaluation question 4
The document discusses the use of various digital technologies in production work. Photoshop was used to design a movie poster, allowing adjustments to exposure and opacity. Final Cut Pro was used to edit video shots, add color correction, transitions, and sound. GarageBand was utilized to find sound effects for the film and produce a radio trailer, with a simple interface to navigate sounds.
Equipment and software
Mia Jones outlines the equipment and software she will use to film and edit a film trailer, including a Canon SLR camera, tripod, boom microphone, Adobe Premiere Pro for editing, Photoshop for still images, Adobe Audition for sound editing, and After Effects for visual effects.
Question 6 2
For their media production project, the student learned how to use various technologies at each stage of the process. In planning and research, they used YouTube, IMDb, and BBFC to find information about existing films. During construction, they learned how to properly use a camera, including framing shots, focusing manually, and exporting footage. They also learned how to use a tripod, microphone, and lighting equipment. For editing, they used Movie Studio Platinum and Photoshop to edit together footage, add titles, and adjust lighting and colors. Overall, the student learned how to properly use filming, audio, lighting, and editing equipment and software for their media project.
Evaluation question 6
Evaluation Question 6 -What have you learnt about technologies from the process of constructing this product?
Equipment and software
The document lists the equipment and software the author plans to use to film and edit a trailer, including a DSLR camera, tripod, boom microphone, Premiere Pro for editing, Photoshop for images, Adobe Audition for sound, and After Effects for visual effects. The author intends to use various tools to film steady footage, enhance audio quality, and produce the trailer by editing video, adding graphics and sound effects.
Equipment
The document lists equipment needed to create a movie that includes sound, including a Canon 700D camera for filming in industry standard 24 frames per second, a Rode videomic pro and Tascam DR-05 for external audio recording and syncing in post-production to improve sound quality, and a clapboard to aid in syncing video and audio during editing. Additional software listed includes Adobe After Effects for special effects, Adobe Premier Pro for editing, Audition for sound editing, Photoshop for image editing, Story Plus for scriptwriting, and a Spider Steady for smooth handheld shots.
Question 7
The document discusses lessons learned from a preliminary film project that were applied to improve a main film task. Key points include:
1) Continuity issues around props and hairstyles were avoided in the main task by filming scenes in one day instead of over multiple days.
2) Audio levels were more carefully monitored and adjusted between scenes to ensure consistency in the main task, after volume inconsistencies in the preliminary.
3) More pre-production techniques like camera setup tests, filming practice scenes, and detailed shooting schedules helped improve shot quality and continuity in the main film.
Evaluation Part 4
The document discusses various tools and equipment used in the production of a film trailer, including:
- A Canon 1100D camera that provided good video quality but poor audio quality without an external microphone.
- Sony Movie Studio Platinum 12 software for editing the video, which the author was familiar with and allowed editing on a laptop.
- Blogger for organizing coursework, a tripod for steady shots, an iPhone for communication and low light filming, and Google Maps to locate the filming location.
- Additional influences included horror film trailers viewed at an Odeon cinema, fonts from Dafont.com, and communication via Facebook Messenger.
Question 6
The document discusses the technologies used at different stages of constructing a media product. In the planning and research stage, websites like YouTube, IMDb, and BBFC were used to find information. During construction, the author learned how to use camera equipment like lighting and microphones. Editing software like Movie Studio Platinum and Photoshop were also utilized. Throughout the process, the author gained skills in areas like camerawork, lighting techniques, and using editing software.
Q6
The document discusses several pieces of technology used in creating an opening sequence:
A tripod and HD camera were used to film various scenes like car scenes and a gun shooting scene. Lighting was used to make characters and scenery visible and balanced in different lights. Adobe Premier was used for editing the various clips together into a final product with fitting music. Prezi was used to present work in a more representative way, though it was challenging to use at first.
Research Into Equipment
Layla will film her music video using a Canon 500MM SLR camera for its high quality and features like interchangeable lenses. She will use wide angle and fisheye lenses to achieve different shots. Additional equipment includes lights, a white backdrop, and access to a green screen for visual effects. Layla will edit the footage using Adobe Premiere, which she is still learning but knows it can create a professional finish. She will also use Photoshop to edit photos from the shoot and InDesign to design marketing materials like a digipack and magazine ad.
Evaluation Q6 What have you learned about technologies from the process of co...
The document discusses the technologies used to create a film opening, including cameras, tripods, iMacs, Adobe Premiere Pro, Adobe After Effects, Final Cut, and YouTube. The author learned about camera angles, positioning microphones, color correction, animation, and title creation. They found YouTube tutorials especially helpful but struggled with Adobe After Effects. Overall, the process improved their editing skills and ability to communicate with their film team.
How did you use media technologies in the construction and research planning ...
The document discusses the various media technologies and software the author used at different stages of their media project. During the research and planning stage, they used YouTube to analyze music videos in their chosen genre and blog posts to document their ideas. They used PowerPoint to present their storyboards and Microsoft Word for writing. For production, they used a tripod, camcorder, and Nikon camera to film footage and take pictures. Adobe Premiere Pro was used for editing and adding effects to video clips, while Adobe Photoshop and Macromedia Fireworks were used to edit photos and design ancillary tasks like a digipak.
Q6
The document discusses several pieces of technology used in the production of an opening sequence, including a tripod and HD camera for filming, lighting to illuminate scenes, Adobe Premiere for editing, and Prezi for presenting work. The tripod helped capture footage but needed better balancing. Lighting helped visibility but sometimes compromised the image quality. Adobe Premiere was essential for assembling the final product and allowed adding fitting music. Prezi was useful for representing work but the author felt they rushed creating it. Overall, the author felt the use of technology in filming and editing the opening sequence went well but could be improved with more focus on setup and organization.
Evaluation question 6 fo j
I have learned about various technologies from constructing this product. I used websites like Blogger and Prezi to document our progress and embed documents. Software like Sony Vegas and Photoshop were challenging to learn but became easier with practice. Equipment such as cameras and microphones required getting used to but then became straightforward to use. Overall, the process taught me about both easy and difficult technologies and the importance of practice.
Media year 2 evaluation question 4
The document discusses various media technologies used during the construction, research, planning and evaluation stages of a project. Specifically, it mentions using a Sony camera, tripod, clip-on microphone, Dell desktop computer, Adobe Premiere and Photoshop software, online resources like Dafont, Brusheezy and YouTube, and a radio studio. These technologies were used for filming interviews and b-roll footage, storing and editing video, creating promotional materials, conducting research, and recording audio.
Evaluation q6
The document discusses the technologies used in creating a project, including a camera, tripod, sound equipment, and Adobe Premiere Pro. It describes learning how to properly use and adjust camera settings to get the best shots. A tripod was used to get steady shots and allow for panning and craning. Sound equipment includes a microphone, boom pole, and wind protection devices, though they were not used. Adobe Premiere Pro was used to edit clips together and color correct scenes for continuity.
Evaluation q6
The group gained significant experience with camerawork and editing technologies through constructing their final product. They learned that a tripod produced smoother footage than a handheld camera. Editing in Final Cut Pro rather than iMovie allowed for more advanced sound, lighting, and other effects. For future projects, they would use a higher quality microphone and capture more footage to have more editing options.
Mv production assignment evaluation form 2019 2
The document provides an evaluation of a production process. It summarizes strengths and weaknesses in research, planning, time management, and technical and aesthetic qualities. Feedback from peers is also discussed. The main points that could have been improved include more research on camera equipment, having backup plans, better time management of filming, and incorporating more editing and extending the length.
What's hot (20)
Evaluation Q6 What have you learned about technologies from the process of co...
Evaluation Q6 What have you learned about technologies from the process of co...
How did you use media technologies in the construction and research planning ...
How did you use media technologies in the construction and research planning ...
Viewers also liked
Unit 9 photography techniques task 7
The document discusses potential names for a new app or game, comparing "What's the snap" and "What's That Snap". While "What's the snap" doesn't flow well, "What's That Snap" is preferred because the three words have a similar sound that flows nicely.
Cast and crew requriements
This document lists the characters and crew for a film production, including Mohamed playing Alex, Yuri playing Leon, Jorge playing CJ, Arnold playing Kevin, Valza playing Lisa, and Endrin playing PC Oliver. It also lists Hassan Miah as the camera man, Kevin Prado as the director, Abdullahi for lighting, and Daors for sound.
E4 demographic
E4's target demographic is predominantly young viewers between ages 16-24, with a majority being female. They attract this demographic through programming like drama, comedy, and reality shows that appeal to issues relevant in the lives of young adults. Data shows that under E4's viewers, 63% are under 18 years old, 29% are 18-24, and 59% are female. This allows producers to understand that E4 has strong appeal among teenage girls and young women.
Meeting minutes 4
The minutes document the meeting of a film group discussing their short film script, locations for filming, potential actors, and next steps. They read through the script and contributed ideas to improve it, decided on a final idea, discussed location options for different scenes, and identified some people who could play roles. Action items included completing the script, checking paperwork progress, and holding auditions for actors.
BBFC 2013 survey
One in five children were disturbed by content from illegal streaming sites. Half of kids spent an hour a day watching movies on smartphones and tablets over the summer. A survey found that many kids downloaded rated 15 movies from pirate sites, and felt peer pressure to use illegal sites. Parents are encouraged to use online tools to help kids watch movies safely and legally.
Assignment 2c
The document discusses different types of work schedules and contracts that employees may have. It describes day and night shifts that typically run from Monday to Friday. It also discusses freelance work, which has no fixed hours, and irregular work patterns with rotating shifts 24/7. The document outlines how employees should be paid hourly wages or overtime, and are entitled to at least minimum wage. Piecework is also described, where employees are paid per completed task.
2011 mo m workshop artifacts
Teachers from the New Tech Network participated in an activity where they worked in groups to create rubrics. Each group started by writing the proficient column of a rubric. They then passed their rubric to another group who added the advanced column. Finally, they passed the rubric again to complete it with the unsatisfactory column. The groups then shared their completed rubrics and discussed lessons learned from the process. Next steps included sharing the rubrics more broadly and potentially compiling them into a draft document for continued discussion.
Accelerating Clinical Research For Inclusive Development
The document summarizes challenges facing clinical research in India, including a lack of universal healthcare access, low participation in clinical trials, and issues with ethics committees. It outlines steps to make research more inclusive, such as regulatory approvals, informed consent processes, and safety monitoring. However, it notes that ethics committees lack independent oversight and accountability. For research to progress ethically, it recommends improving training, transparency, and preventing conflicts of interest.
Babel
The document provides a summary of the film "Babel" including:
- The film tells 4 interlocking stories connected by a single gun that converge and reveal how people around the world aren't so different despite language/cultural barriers.
- The stories take place in Morocco, Japan, Mexico, and involve an American couple's Mexican nanny.
- The film explores themes of misunderstanding due to language barriers and how we are all connected on a human level.
- Some criticize the film for perpetuating stereotypes about Arabs.
Equipment List
The document lists the key equipment needed to produce a five minute film:
A Canon HD video camera will be used to capture the motion picture footage in 1080p definition. A digital camera will be used to take pictures for the storyboard, location scouting, and portraits. A tripod will allow for steadier shots and more creative camera movements. Laptops will be used for planning, research, editing, and reviewing other films. Tape and SD cards will store and transfer footage and pictures between cameras and computers during filming and editing.
British Broad of Film Classification
This document summarizes the British Board of Film Classification (BBFC) rating system. It outlines the criteria for content around language, sexual behavior, violence, and drug use that is allowable under each rating of U, PG, 12A, 12, 15, 18, and R18. The ratings progress from all-audience suitable content to strictly restricted adult-only content as the numbers increase.
Homework 2 - TV Drama
The document discusses various camera shots and angles that can be used in television dramas to convey different meanings and effects to audiences. It describes extreme long shots, long shots, medium shots, close-ups, and point of view shots. It also covers high angles, low angles, neutral angles, and Dutch angles. Finally, it discusses different types of camera movement including tilts, pans, zooms, and tracking shots. The goal is to help the reader understand how framing, angles, and movement can influence the desired effects and meaning derived from scenes.
Ass 1 draft 2
The document discusses research conducted on the comedy horror subgenre by four students. It summarizes two films, Shaun of the Dead and Piranha 3DD, noting inspiration for aspects of a student film project about zombies. For Shaun of the Dead, inspiration is taken from the costumes, locations, and use of freeze frames in the trailer. Piranha 3DD provides inspiration for an unusual aqua park location, use of mainly young characters, and plot of creatures killing everyone that could be recreated with zombies.
The kindest cut
The document discusses how editing plays a key role in music videos by directing the narrative flow and underscoring visual structures. It notes that music video editing is particularly responsive to the music itself, enabling relationships between the song and images. Continuity editing from films is less common in music videos as it could overtake the song. Music video editing exceeds film editing by responding strongly to musical features like rhythm, tone, melody and structure. Close-ups of the artist are often edited in a way that allows the audience to grasp a musical element.
Presentation thomas hetak3
Thomas Hetak is seeking a table games management position utilizing over 15 years of experience in casino management and customer service roles. He has a history of making significant contributions to casino growth and profits through people-oriented leadership and a focus on superior customer service. Hetak has strong skills in management, customer relations, and languages and is driven to meet goals and solve problems creatively.
Evaluation Final
The document summarizes a media promotion package created by the author for a fictional film. It includes a teaser trailer created with a group as well as individual works like a magazine cover and poster. Research was conducted on film genres, codes for trailers, and conventions for promotional materials. Feedback from target audiences was positive and indicated interest in the film. A variety of software and tools were used to research, create, edit, and gather feedback on the promotional works.
Scream shot type
This document describes the shot types, angles, and mise-en-scene elements of two scenes. The first scene uses a long shot from a high angle with darker lighting, shadows, and red decor to depict an innocent man against a killer. The second scene is an establishing shot from a high angle of a big open space with a man alone in daylight creating shadows.
About istopmotionanimation
Creating stop-motion animations with iStopMotion software allows students to bring models and drawings to life. The software captures frames from a digital camera or iSight camera connected to a Mac. Students can plan stories, create simple models and backdrops, then manipulate the models between frames to create the illusion of movement when played back at 12 frames per second. Captured animation clips can be edited and exported from iStopMotion to use in iMovie projects.
4 cpd
This document provides information about continuing professional development (CPD) requirements for health professionals. It notes that CPD helps maintain and improve knowledge and skills. Professionals must complete a minimum of 20 hours or points per year of CPD activities and document details of activities. Acceptable CPD activities include courses, conferences, workshops, journal readings, and involvement in projects. The document encourages professionals to think creatively about CPD opportunities and consider activities beyond just in-services and workshops. Templates are provided for documenting and reflecting on CPD activities.
Viewers also liked (20)
Accelerating Clinical Research For Inclusive Development
Accelerating Clinical Research For Inclusive Development
Similar to Evaluation question 7
Untitled presendkkdmmtation
1) The document discusses the technologies and skills the author learned in creating a film project, including learning to use Premiere Pro for editing.
2) The author details how they gained skills using Premiere Pro over the course of the project, from basic skills like arranging clips to more advanced skills like adjusting audio levels and transitions.
3) The author also discusses using a Canon DSLR camera, tripod, and lights for filming, and notes both benefits like image quality but also challenges like the camera's microphone picking up too much background noise.
Question 7 Evaluation- Jumana Ismail
The document summarizes the progression the author made from their preliminary task video to their main task opening sequence video. For the preliminary task, the author had limited knowledge and experience with filming techniques, planning, sound, editing and choosing locations. For the main task, the author conducted extensive research, created storyboards, filmed in various London locations, learned to use sound editing software to add sound effects, and implemented a variety of shots and editing effects. The author felt they gained significant experience and improved their skills in all areas from the preliminary to the main task.
Critical reflection 3
Rudi Dempsey's production skills developed greatly over the course of creating a film opening. They learned how to use software like Premiere Pro, InDesign, and Blogger as well as how to properly film with a Canon 5D. Specifically, their skills in editing with Premiere Pro improved from basic cuts to using advanced techniques like foley sounds and titles. Their camera skills also improved as they learned how to focus properly, use settings like ISO and shutter speed, and maintain steady shots. Overall, they went from not knowing how to create a film opening to mastering various technical skills and filmmaking conventions.
Question 6 and 7
Evaluation Question 6 and 7)
6) What have you learnt about technologies from the process of constructing this product?
7) Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
Evaluation - Question 6
The document discusses the various technologies the student learned about and used during the process of creating a film project. They used a Canon DSLR camera to film footage, learning how to properly focus and set aperture and shutter speeds. Premiere Pro was used to edit, allowing manipulation of audio and video. Other programs like SlideShare, Blogger, Prezi, Powtoon, Animaker, YouTube and Facebook were utilized at different stages for tasks like sharing work, receiving feedback, and creating interactive presentations. The student feels they gained significant knowledge and understanding of technologies from starting the preliminary project to completing the final film.
Evaluation- Question 7. By Jumana Ismail
The document discusses the progression of skills from the author's preliminary task video to their main task opening sequence video. For the preliminary task, planning, camera techniques, sound, editing and mis-en-scene were limited due to lack of experience. However, for the main task the author conducted extensive research, created storyboards, improved camera shots, learned to use sound editing software, shot at multiple locations, and applied advanced editing techniques like filters and transitions. This resulted in a much more polished and professional final product compared to the preliminary task.
Evaluation Task 6
The document discusses the technologies and equipment used to create a film opening project. It describes how using different microphones and a wind shield improved audio quality when filming. Adobe Premiere Pro and After Effects were used for editing and creating titles, allowing the use of effects like fades and color/font changes. Sticking to the original storyboard helped ensure shot types were included as planned. Overall, the process helped improve skills with technologies like Adobe programs and using equipment like microphones.
Libby evaluation question 6 and 7
The document discusses the technologies used to create an action zombie horror film opening. It describes using a digital camera and tripod for filming, and researching the genre online to understand conventions. iMovie was used to edit clips, add transitions, adjust sound and color, and create titles. Skills like organizing footage and explaining directorial visions to actors were developed. The summarizer learned to use iMovie more effectively for editing, applying more technical changes between the preliminary and final projects.
Critical reflection 3
Rudi Dempsey's production skills developed greatly over the course of creating a film opening. Their preliminary skills were basic, including mistakes like not following the 180 degree rule or adding sound effects. However, by the end of the project they had learned skills like advanced editing techniques in Premiere Pro, creating titles, using different types of cameras and filming professionally. They went from unsure usage of software to mastering programs like Premiere Pro, InDesign, and Blogger. Their camera work also improved significantly, with steady shots, proper focus and exposure. Overall, Rudi was able to create a high quality film opening demonstrating their new skills.
Documentary Evaluation (1).pptx
The student created a documentary for the BBC on the effects of social media and platform addiction. Researching facts, statistics, and audience demographics helped shape the documentary. Shooting interviews and footage with an iPhone provided consistent quality. Editing in Adobe Premiere Pro brought the documentary together through color balancing, audio filtering, and seamless transitions. Overall, the project was a positive learning experience that will help the student's future video production work.
Evaluation
The interviewee learned many new skills when progressing from their preliminary task to creating a full horror film opening. Under software, they learned to use Premiere Pro which offered more editing options and helped make the film look more professional. They also learned how to dub sounds, adjust volumes, and dissolve shots. For techniques, they improved camera shot composition, spacing, and learned to use a tripod to avoid shaking. Finally, under miscellaneous they learned to take multiple shots of the same action to avoid needing reshoots, and that planning is important for constructing a film with good flow.
Final question evaluation
The document discusses the learning and improvements the author experienced from an initial preliminary task to a completed film project in their video editing course. The author learned how to use effects, sound, and timing in Premiere Pro through experimentation. Issues with camera stability and finding the right sound effects occurred. Through the preliminary task, the author gained skills in using specific camera shots, planning with storyboards, and personal blogging. The finished product showed a vast improvement in professionalism compared to the preliminary task.
Presentation1
The document summarizes what was learned from a preliminary filmmaking task involving basic camera shots to a full film product. It discusses learning more about equipment and feeling more confident with it after the preliminary task. It also notes focusing more on camera work and cinematography for the full film, and learning to edit video professionally using effects and compiling shots in a coherent order between the preliminary and full tasks.
Evaluation Question 4
The document discusses Anna Skelding's use of various media technologies in the construction, research, planning and evaluation of her advanced portfolio project. She used iMovie extensively to construct her film trailer, learning skills like trimming audio, adjusting video color and effects, and altering audio levels. She used Photoshop to create ancillary products. Google Docs and various online platforms helped with audience feedback, research presentation, and evaluation. Blogger was used throughout to log her progress.
Evaluation question 6
The document discusses the various technologies the author learned through constructing a media product. They learned how to use an SLR camera, Mac computer, and editing software like iMovie and Premiere Pro. YouTube was useful for researching film techniques. The author improved at skills like shot framing and planning an efficient filming schedule. Using a microphone and dead cat during recording was challenging but improved the narration. Maintaining a blog to organize work was a key learning, providing an efficient way to receive feedback and inspiration. Overall the author feels they have gained substantial knowledge of media technologies and skills over the first six months of their course.
How did you use media technologies in the
The document discusses the various media technologies used at different stages of creating a short film. An HD digital camcorder was used to record footage, and Adobe Premiere Elements 9 was used to edit clips and manipulate them on a timeline. Stop motion and sound effects were added using editing software. Logic Pro 9 was used to create soundtracks by cutting and pasting sound samples. A digital camera captured stills for the film poster. Microsoft Publisher was used to layout the film review. Blogger and SlideShare hosted planning documents and research, while YouTube provided a platform to share and get feedback on the finished film.
Evaluation 7
The document discusses the improvements made from the author's preliminary editing task to their final film product. Key areas of growth included stronger editing skills like smoother transitions between shots, improved camera work using a tripod for steady shots, the addition of sound effects and music, and greater attention to continuity across costumes, lighting, and more. Conducting both the preliminary and final projects provided valuable lessons and experience that will allow the author to continue progressing their filmmaking abilities.
Evaluation 7
The document discusses the improvements made from the author's preliminary editing task to their final film product. Key areas of growth included stronger editing skills like smoother transitions between shots, improved camera work using a tripod for steady shots, the addition of sound effects and music, and greater attention to continuity across costumes, lighting, and more. Conducting both the preliminary and final projects provided valuable lessons and experience that will allow the author to continue progressing their filmmaking abilities.
Evaluation 7
The document discusses the improvements made from the author's preliminary editing task to their final film product. For the final product, the author improved their editing skills by learning to smoothly transition between scenes without jumps or glitches. They also learned to use a variety of shots and a tripod to create steady shots. Additionally, the author improved their sound design by adding music to engage audiences. They showed better camerawork by following conventions like the 180 degree rule to maintain clear continuity. Overall, the author demonstrated a vast improvement in skills like editing, sound, and camerawork to produce a more polished and professional final film.
AS Media Evaluation part 7
In their preliminary task, the students shot a short scene using a basic camcorder. For their final film, they had more freedom and used a more advanced camera. They learned how to use different camera settings, angles, and shots. They also improved their editing skills in Final Cut by learning more tools and getting better at managing their time. While they carried over techniques like match-on-action from the preliminary, they developed their skills in areas like camera operation, shot variety, and moving shots.
Similar to Evaluation question 7 (20)
More from olliedwyer
AS Media Ownership Skyfall and Ill Manors
1) Large conglomerates like Sony have advantages in producing and distributing films due to their financial resources and ability to use cross-promotion across their subsidiaries.
2) Independent films like Ill Manors have difficulties marketing and distributing on a smaller budget without the resources of a major studio.
3) Independent companies try to compete through viral marketing and niche audiences, while conglomerates use extensive global marketing campaigns and product tie-ins.
Evaluation question 3 a2 ollie
The document discusses audience feedback gathered by the author to inform various marketing projects for a sportswear company called Infinite Sports. This included:
1) Asking the target audience to select a campaign title from three options, which helped choose "There Is No Limit".
2) Having the target audience select a company name from a list of 13 options, which resulted in the name "Infinite Sports" being chosen.
3) Looking at existing TV viewing figures to identify the best channel, Sky Sports 1, to sponsor for a sponsorship sequence.
4) Gauging feedback via likes and comments on a Facebook page for Infinite Sports to evaluate audience response.
5) Distributing a questionnaire
Audio permission infinite sports
This document is a permission and release form for audio submissions to INFINITESPORTS. It grants INFINITESPORTS permission to record, transcribe, reproduce, distribute and broadcast the submission in full or partial form. It also gives INFINITESPORTS the rights to use the author's image, voice, and biographical material for associated advertising. The author releases INFINITESPORTS from any liability arising from their participation. It must be signed and dated by the author to confirm they have obtained necessary licenses if their submission includes third-party content.
Ollie edit decision list sponsorship
This document contains summaries of 50 video shots taken for a fashion project. It provides details such as the shot duration, type of shot, and a comment on the quality and whether it was used. Most shots are evaluated as good, mediocre, or bad based on factors like framing, movement, pace, and preference over similar shots. The best shots show clear views of the clothing from different angles, with the model well-positioned and steady movement. Shots were excluded if the framing, movement, or model positioning were unsatisfactory.
Advert 2 edit decsion list ollie
This document contains a videographer's review of footage they captured for a running jacket advertisement. It provides details on 142 video clips such as duration, shot type, quality, and whether they were used in the final footage. Most clips showing the model wearing and using the jacket in outdoor environments received positive reviews. A few clips were deemed unusable due to issues like the model breaking character or moving out of frame. The reviewer aimed to showcase the jacket's aesthetics and functionality through a variety of shot types and angles in natural outdoor settings.
Advert 1 edit decision list ollie
This document reviews footage from video shoots for an advertisement for trainers. It provides details of 47 video clips, including the reference number, duration, shot type, quality assessment (good, mediocre, bad), and comments on whether and how each clip was used. The majority of clips were assessed as good, with steady camera work, good lighting, and clear views of the trainers. A few clips were deemed unusable due to unsteady camera work or objects like coats appearing in the shot. The best clips showed the trainers from different angles and distances and depicted the model in various active situations to demonstrate the versatility of the footwear.
Evaluation question a2 4
The document provides a detailed overview of the various media technologies used by the author across the planning, research, construction and evaluation stages of their main and ancillary tasks. These included Adobe Photoshop and Premiere Pro for designing graphics and editing videos, Microsoft Word for presenting information, YouTube and Blogger for sharing work, and filming equipment like a digital camcorder and microphone for capturing footage. The author provides specific examples of how their skills with these technologies improved from their AS foundation work to the current A2 tasks.
Treatment adverts
The document outlines plans for two advertisements - Advert 1 for a running trainer and Advert 2 for a running jacket. For Advert 1, shots will show the trainer being used for running as well as other sports like basketball and football to appeal to multiple audiences. Brief title screens will highlight qualities of the jacket in Advert 2 as it is used on various surfaces and the actor folds it into a portable bag. Both ads aim to showcase the products' performance and benefits in real-life settings to appeal to everyday consumers.
Call sheet main and ancilliary
This call sheet provides details for a filming shoot on January 25th, including the producer, location, meeting time and place, roles of crew members, transportation, costumes, and contact information. Oliver Dwyer will fill multiple crew roles and drive the transportation for the shoot featuring actor Stuart Plummer, who will model sportswear for two adverts and a photo shoot in various Sawbridgeworth areas.
Risk assessment pop up
Personnel filming a pop-up car shoot could be injured if hit by moving cars on the road. They will stop filming and move to the side of the road if cars approach to allow them to pass safely. Wires from camera equipment left on the ground could cause people to trip, so wires will be moved to the side safely. The tripod poses a tripping hazard if improperly assembled or placed, so it will be carefully assembled and not left in positions where it could harm anyone.
Risk assessment main and ancillary
This document identifies and proposes resolutions for several safety risks associated with filming equipment and locations. It discusses risks from cars on the road, tripping hazards in the forest, improperly assembled tripods, hazardous objects on location, collisions with pedestrians, and interactions with animals. The resolutions proposed include only filming on clear roads, removing debris from forests, properly assembling tripods, scouting locations for hazards, stopping filming briefly if pedestrians approach, and keeping distance from and stopping filming if animals are nearby.
Location release form main + ancillary
This document summarizes an agreement between Infinite Sports and Leventhorpe Leisure Centre granting Infinite Sports permission to film at the Leventhorpe outdoor sports facilities on specified dates. It allows Infinite Sports to bring personnel and equipment onto the property to produce an advertisement. Infinite Sports agrees to hold Leventhorpe harmless from any liability except those caused by Leventhorpe's own negligence. Leventhorpe gives Infinite Sports permission to copyright and distribute footage containing images of the premises.
Talent release form main
This talent release form allows for the use of video recordings, audio recordings, and images of the talent for advertising purposes. It gives consent to Infinite Sports to use recordings of the talent made at various locations in Sawbridgeworth for the Infinite Sports advertising project without further compensation. The talent and their legal guardian if a minor sign to acknowledge their agreement to these terms.
Talent release form ancilliary 2
This talent release form gives consent for a talent named to have their voice, video, photographs, and musical performances used without compensation for a project called "Infinite Sports Sponsorship Sequence and Web Pop Up." The filming took place at two locations on a specified date and was done by Oliver Dwyer for Infinite Sports. The talent and legal guardian if a minor signed the form providing consent.
Main influences main task
- The document discusses techniques used in advertisements for sports shoes and clothing that the author finds effective, such as slow motion footage focusing on products, title screens describing key features, and showing the products being used in different contexts.
- Specific elements that are highlighted include using slow motion to study product details, titles that simply describe benefits, and showing products enabling athletic performance.
- Pop-up advertisements are also examined, with aspects like contrasting colors to make products stand out, prominent display of prices and logos, and calls to action through buttons praised.
Main influences main task a2
The document discusses logo designs of popular sports brands such as Adidas, Nike, and Asics. It notes that each of these logos are simple yet distinct, consisting of basic shapes, the company name, and sometimes a slogan. The document concludes that for a new sports company logo, it would be best to take inspiration from these major brands by keeping the design straightforward with the company name and a simple symbol.
Media timeline sponsorship
Television broadcasting began in Berlin in 1935 with the first electronically scanned TV service. The BBC launched the first regular high-definition TV service in 1936 from Alexandra Palace in London, establishing it as the birthplace of modern television. The first TV sponsorship occurred in 1946 in the US during a baseball game, where Bulova paid $9 for a 10-second advertisement. Today, 30-second TV sponsorships can cost up to $180,000. Tim Berners-Lee invented the World Wide Web in 1991 while working in Switzerland. Web 2.0, introduced in 2002, allowed for more interactive websites and user-generated content like YouTube and Facebook. Pop-up ads were first used on Tripod.com in
Media timeline history of advertisements
This document provides a history of media advertising, beginning with the development of television in the UK from 1936 onward. It discusses how TV advertising began in 1955 on ITV and has since expanded with additional channels. While early TV ads were only affordable to large businesses, technological advances like desktop video in the 1990s allowed smaller businesses to produce ads. The document also summarizes the first radio ad in 1922 and newspaper ads dating back to 1704. It provides an example of a successful Evian TV ad from the late 1990s and notes the Angry Birds game trailer as the most viewed YouTube ad of all time.
Naming company and products main task
The document lists existing major brands in the sportswear industry such as Nike, Adidas, and Puma. It then provides potential names for a new sportswear company, including Light Wear, Sports Light, and Limitless Sports. Finally, it suggests possible names for running trainer and jacket products, such as Celeritas Jacket, Light Air Trainers, and Tenacious Jacket.
Initial ideas powerpoint a2 adverts
The document discusses initial ideas for creating two television advertisements focused on either sportswear for men, men's aftershave, or food. For sportswear, the document considers advertising running shoes and jackets from Nike to promote physical activity. Men's aftershave advertisements could feature two fragrances from Paco Rabanne to promote the brand overall. Finally, food advertisements may highlight McVitie's milk chocolate and dark chocolate biscuits to showcase the company's wide product selection.
More from olliedwyer (20)
Evaluation question 7
- 1. Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product? To begin with I looked back at both my preliminary task’s and my film opening, seeing if there was any comparison between the two, any developments that may of progressed between the two, and also the improvements that have been made along the way. The software that was used to create the final edition of my preliminary task was IMovie, this software is fairly basic and is easy to use, however I found it was not as useful as PremierePro, which is the software that I used to create my film opening. I found it was easier to navigate IMovie when editing video clips, however using more complex software such as PremierePro offered a wider range of tools and uses in comparison. The progression from using IMoive to edit clips, to PremierePro happened as I slowly learnt how to use this more complex program, through trail and error. On the PremierePro program I was able to dub the sound, fade shots out and include well timed title screens in my footage. PremierePro allowed me to create a film opening that seemed more realistic and smooth compared to what I could of created from using IMovie. Back when filming my preliminary tasks I simply used the mic’s built into the camera’s to pick up the dialogue of the two characters. As I progressed to making my film opening I found better methods of recording the sounds which I wished to use. To record most of the dialogue I used aSennheisermicrophone which was attached to a H1zoom handheld recorder. The Sennheiser is a large microphone on a long extendable pole, this allows users to record dialogue from fairly close range without the microphone being seen in the shot, however this method of recording sound is only practical when filming close up or medium ranged shots, as long shots would mean that the microphone would be seen from a distance in the shot. The H1 zoom allows for the recording to be stored digitally and can also be used on its own as a recording device, however I felt that the quality of the recording was better when using both the H1 zoom and the Sennheiser together. Progressing from using the built in camera recorder for the preliminary task, to using the combination of the H1 zoom and the Sennheiser for my film opening meant a massive improvement in the general quality of sound. The general quality of the camera shots used in my preliminary task was of a lower standard to what was used in my film opening. For example in my preliminary task the pan shots which I used seem to be unsteady, giving the scene a slightly unrealistic feel. On the other hand in my film opening the pan shots are a lot more steady and look more professional, this is because they were shot using a tripod which enabled the camera to be rotated on a smooth axes. In the preliminary task I filmed the pan shots simply using freehand, therefore they are a lot less smooth in comparison. Overall in terms of camera use I feel that my quality of filming has improved in progressing from the production of my preliminary task, to my film
- 2. opening as I have learnt how to make better use of camera equipment and the camera itself. Furthermore the general range of camera shots which I used in my film opening is a lot more extensive than the range of shots which I used in my preliminary task. In my preliminary task I used two title screens, and a total of 11 shots. Where as in my film opening I used a total of 8 title screens and 15 different shots. More shots were used as the film opening had to be around two minutes where as the preliminary task only had to be one minute. I feel that the quality of the shots and also the title screens which I used in my final film opening, were of a better quality to those which I used in my preliminary task.