Evaluation question 7
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The document discusses the author's experience making a preliminary film and subsequent final product. For the preliminary film, the author lacked planning and storyboarding skills and did not understand important concepts like framing, mise-en-scene, and editing. For the final product, the author improved their skills in planning, camerawork, mise-en-scene, editing, collaboration, and time management. Overall, the author gained valuable experience and developed many new skills in film production from the preliminary film to the final product.
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Evaluation question 7
The document discusses what the author learned from their preliminary task to their final film project. They realized the importance of planning tools like storyboards and learned to better manage their time. They improved their camera skills like panning and used more shot types. For their final project, they researched conventions like opening sequences and learned editing skills like adding music and transitions. They also learned to consider their target audience and improved their lighting and screenwriting skills.
Question 7
The preliminary task provided valuable experience for the group as some had never filmed or acted before. It allowed each person to try different roles like acting and filming which helped understand the process. Some benefits included gaining confidence, learning new skills in filming and editing software, and improving collaboration. However, attendance issues within the group and struggles learning new software posed some challenges. Overall, the group was pleased with the preliminary video and proud of their accomplishments for a first film.
Nabila's evaluation
Nabila discusses her progress in technical filmmaking skills over the past year. She learned how to hold the camera steady to avoid shaky footage and became more proficient with the video editing software Final Cut Pro. Nabila also learned about continuity editing and how to seamlessly edit together video clips to make the action flow naturally from one shot to the next. For her most recent project, Nabila filmed and edited all of the video clips. The main challenge was a lack of actors, which forced them to improvise with limited preparation time. Going forward, Nabila plans to prepare more thoroughly for projects and ensure clear communication within her group.
5. production reflection sf 2017
The student began their production by looking at existing short films for inspiration. They created initial plans including a mood board and mind map. For week 2, they researched their target market through an online survey and IMDb to determine the preferred genre. They began drafting their proposal. In week 3, they finished the proposal and started pre-production including storyboarding and shot lists. Week 4 involved finishing pre-production and filming, using a high-quality camera. In the final week they began editing in Adobe Premier Pro, using royalty-free audio assets. They reflected that collecting their own audio may have improved the production quality.
Evaluation of Promotional Video
1) The document describes the process of creating a short promotional film for Bede Campus. It outlines how the group allocated roles, decided on an interview format, and filmed around campus.
2) During filming, some plans did not go as expected but the group adapted by taking additional photos. They tried different camera techniques and worked well as a team.
3) In editing, the group used Premier Pro software and received guidance on basic tools and transitions. The final product achieved the goal of persuasively promoting the college.
4) Overall, the project provided experience making a film and extended the group's filmmaking knowledge and skills.
Question 7 evaluation
The document discusses the learning process from a preliminary filmmaking task to a full film opening project. For the preliminary task, the author filmed a scene with classmates involving different shots. They struggled with editing software but learned about camera shots, continuity, and location importance. For the full project, more time was needed for planning, improved editing, and creating a cohesive plot and film opening conventions were followed. Overall, the preliminary task helped prepare skills but the full project required a higher standard of quality.
Prelim evaluation
Originally, the filmmaker planned to create a hostage situation set in a car, but later changed the script to be about a businesswoman holding her sister hostage. While filming, the filmmaker focused on incorporating shots like shot reverse shot and match on action shots. The biggest challenge was following the 180 degree rule, which caused some confusion at the end. Overall, the filmmaker was pleased with the filming and editing skills improved since their last media project, but would spend more time ensuring the 180 degree rule was followed properly for clarity if redoing the project.
Question 7
The student learned many new skills in progressing from the preliminary task to the full title sequence project, including how to use video and editing equipment like cameras, Premier Pro, and blogs. They developed stronger planning skills like crafting storyboards, scripts, and risk assessments. They learned the importance of drafting and polishing their work prior to filming to avoid mistakes. Researching other similar films helped them understand conventions of the genre and how to attract their target audience. Overall, the biggest lesson was that thorough planning is essential to the success of any project.
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Evaluation question 7
The document discusses what the author learned from their preliminary task to their final film project. They realized the importance of planning tools like storyboards and learned to better manage their time. They improved their camera skills like panning and used more shot types. For their final project, they researched conventions like opening sequences and learned editing skills like adding music and transitions. They also learned to consider their target audience and improved their lighting and screenwriting skills.
Question 7
The preliminary task provided valuable experience for the group as some had never filmed or acted before. It allowed each person to try different roles like acting and filming which helped understand the process. Some benefits included gaining confidence, learning new skills in filming and editing software, and improving collaboration. However, attendance issues within the group and struggles learning new software posed some challenges. Overall, the group was pleased with the preliminary video and proud of their accomplishments for a first film.
Nabila's evaluation
Nabila discusses her progress in technical filmmaking skills over the past year. She learned how to hold the camera steady to avoid shaky footage and became more proficient with the video editing software Final Cut Pro. Nabila also learned about continuity editing and how to seamlessly edit together video clips to make the action flow naturally from one shot to the next. For her most recent project, Nabila filmed and edited all of the video clips. The main challenge was a lack of actors, which forced them to improvise with limited preparation time. Going forward, Nabila plans to prepare more thoroughly for projects and ensure clear communication within her group.
5. production reflection sf 2017
The student began their production by looking at existing short films for inspiration. They created initial plans including a mood board and mind map. For week 2, they researched their target market through an online survey and IMDb to determine the preferred genre. They began drafting their proposal. In week 3, they finished the proposal and started pre-production including storyboarding and shot lists. Week 4 involved finishing pre-production and filming, using a high-quality camera. In the final week they began editing in Adobe Premier Pro, using royalty-free audio assets. They reflected that collecting their own audio may have improved the production quality.
Evaluation of Promotional Video
1) The document describes the process of creating a short promotional film for Bede Campus. It outlines how the group allocated roles, decided on an interview format, and filmed around campus.
2) During filming, some plans did not go as expected but the group adapted by taking additional photos. They tried different camera techniques and worked well as a team.
3) In editing, the group used Premier Pro software and received guidance on basic tools and transitions. The final product achieved the goal of persuasively promoting the college.
4) Overall, the project provided experience making a film and extended the group's filmmaking knowledge and skills.
Question 7 evaluation
The document discusses the learning process from a preliminary filmmaking task to a full film opening project. For the preliminary task, the author filmed a scene with classmates involving different shots. They struggled with editing software but learned about camera shots, continuity, and location importance. For the full project, more time was needed for planning, improved editing, and creating a cohesive plot and film opening conventions were followed. Overall, the preliminary task helped prepare skills but the full project required a higher standard of quality.
Prelim evaluation
Originally, the filmmaker planned to create a hostage situation set in a car, but later changed the script to be about a businesswoman holding her sister hostage. While filming, the filmmaker focused on incorporating shots like shot reverse shot and match on action shots. The biggest challenge was following the 180 degree rule, which caused some confusion at the end. Overall, the filmmaker was pleased with the filming and editing skills improved since their last media project, but would spend more time ensuring the 180 degree rule was followed properly for clarity if redoing the project.
Question 7
The student learned many new skills in progressing from the preliminary task to the full title sequence project, including how to use video and editing equipment like cameras, Premier Pro, and blogs. They developed stronger planning skills like crafting storyboards, scripts, and risk assessments. They learned the importance of drafting and polishing their work prior to filming to avoid mistakes. Researching other similar films helped them understand conventions of the genre and how to attract their target audience. Overall, the biggest lesson was that thorough planning is essential to the success of any project.
Media evaluation question 7
The student feels they have improved their skills in using software, operating a DSLR camera, and film production since their preliminary task. For their horror film, the student researched successful horror films and developed their own storyline. They spent three weeks filming, compared to only half an hour for the preliminary task, improving their camera skills. Extensive editing incorporated sound effects, camera shots, and transitions to build atmosphere and variation. Working alone allowed the student to fully control creative decisions, though they solicited classmates for feedback.
Qs#7
After completing his full movie, the student reflects on what he has learned compared to his preliminary task. In his preliminary task, he only knew basic camera handling and shots but had no screenplay or proper dialog. This led to difficulties like his actor not knowing what to say. Additionally, he did not have a tripod and the audio had loud background noise drowning out dialog. However, for his full movie, he conducted research like making a storyboard and shot list. He used better camera equipment which allowed HD video and clearer sound. He also employed techniques like depth of field and used a lapel mic to improve audio quality. Having a screenplay meant the actors knew their lines, improving the film overall.
Evaluation Question#7
The student learned several important improvements from their preliminary task to the full product. In the preliminary task, they only knew basic shots and had no screenplay or proper dialogues. This led to difficulties like the actors not knowing what to say and loud background noise obscuring dialogues. For the full product, the student did extensive research like making a storyboard and shot list. They also upgraded their camera equipment and used a microphone to improve audio quality. By implementing depth of field and having a screenplay, the dialogues were clearer and the actors knew their lines, representing significant improvements over the preliminary task.
Question 7 evaluation
The document discusses the learning and improvements from a student's preliminary film task to their full film opening project. For the preliminary task, the student filmed a scene with classmates involving different shots. The student learned about camera shots, rules, and editing but found the software difficult. Improvements would include more time, a better location, and smoother transitions. For the full project, more filming, continuity, and conventions were needed but the preliminary task prepared the student on techniques and helped the group work more professionally.
Evaluation
The client provided feedback on the script in two meetings, resulting in three drafts. The client liked the plot twist but disliked the first draft's layout and terminology. To improve, the script was changed to industry standard layout and font, and "clown" was replaced with "man dressed as a clown". The client felt expectations were met with the unpredictable plot twist. A full shooting script was produced meeting legal and ethical standards. The client was pleased with the final product given the effort and being their first attempt.
Evaluation question 7
The document discusses the learning and improvements from the author's preliminary task to their main film opening task. For the preliminary interview task, basic camera techniques were used to create a formal atmosphere but some shots were uneven. For the main opening task, a wider range of techniques like montage, zooms and angles were used to create a sense of unease. Editing skills improved with faster pacing and effects. Areas for future improvement include adding more action/dialogue and improving sound quality.
Preliminary task evaluation
Craig Curtis reflects on his preliminary task evaluation. He is proud that he completed pre-production tasks early to maximize filming and editing time. His camera work was solid, keeping stars framed and in focus. However, he had to change one star for the final shots due to availability, taking extra time. Acting in the video was also poor as the stars lacked experience. For future tasks, he will find stars with some acting experience and improve camera focusing to enhance his work.
Evaluation
The filmmaker had several issues during filming their advert. They had trouble finding actors for the scheduled shoots and issues with camera quality and location access that slowed filming. Acting quality from non-professional actors was also a problem. During editing, the filmmaker improved the advert by adding fitting music to tell the story without dialogue. However, the short time frame made fully achieving the jock vs nerd concept difficult. Overall, better preparation for filming and hiring professional actors could improve future projects.
Task 6
This document contains updates from a student named Harry Johnson on their progress developing a 3D robot model for a creative media production course. Over multiple dates, the student researched reference images online, sketched initial design ideas, and then used 3D modeling software to build the robot model. They started with the chest and arms, adding details like a mask and wheels. Texture mapping was then used to add color and make the robot appear shinier and more finished. The student felt the creation process went well given the time constraints and access to modeling tools.
Experiments
Nathan Millett experimented with different editing skills like slow motion filming, color tints, and fade effects to make videos more interesting for audiences. He also tried timelapse filming and moving object masking to see how they could enhance videos. Through these experiments, he confirmed techniques like slow motion, color adjustments, fades, and moving object text reveals that will make his final project more creative and professional.
New microsoftworddocument.docx
Adam enjoyed completing his film opening title sequence project over the past few months as he learned new skills in editing, filming, and motion graphics that will help him in future projects and potentially in a media career. While some edits did not go exactly as planned due to limitations of the software, Adam was happy with the final product. He found creating credits sequences with motion graphics to be particularly enjoyable and a chance to experiment. Filming was the most stressful but also most enjoyable part, though working with friends led to distractions. Overall, Adam felt he managed his time well and was pleased with how the project turned out as an introduction to an indie film.
7. evaluation
Nathan Millett evaluated his production process for creating promotional materials for a watch brand. Some strengths included thorough research on existing products that informed color scheme, imagery, and messaging choices. Planning with mind maps helped organize ideas and ensure all necessary resources were obtained. However, weaknesses included not obtaining footage during planning that impacted one product, and receiving some unreliable responses to a questionnaire. Overall, time management was good though one product could have been started earlier. Technical qualities drew inspiration from existing works but added creative elements to make each product stand out.
Director's journal
The director is responsible for organizing the production team and ensuring everyone understands their role. As director, the author's responsibilities included establishing the narrative, hiring equipment, organizing shoot schedules, overseeing editing, and ensuring safety. They chose this role to face new challenges and build skills in organization, planning, and working with others. Some obstacles included forgotten props, exposure issues, and scheduling delays. Overall, taking on the director role improved the author's understanding of filmmaking and developed useful skills such as communication.
Skills review
The document reviews Aidan Harrison's skills in researching, planning, and constructing a British gangster film opening. It discusses researching conventions and films in the genre, planning with a mind map, storyboards, and character profiles, and constructing with a scene script, filming techniques, and overcoming technical difficulties. While many aspects were helpful, the document identifies areas for improvement such as better documentation, more planning of costumes and locations, and increased focus on lighting, framing, and complex editing.
Evaluation
My promotional video for a butcher shop achieved what I wanted it to achieve. The video included the key aspects I wanted and turned out as expected or even better. While I would have liked to include some slider shots of the product and a voiceover, I was limited by time and the quality of the slider shots. Feedback from my client and classmates was mostly positive, with some constructive suggestions for future improvements. The client particularly liked the video and plans to share it on their Facebook page.
Evaluation task 7
After creating a preliminary task, the author learned many lessons that helped with creating a full opening sequence product. They learned about action matching, symbolism in details, and the importance of planning, equipment, resources, lighting, editing, and getting enough footage. Creating the media product took several days of shooting over London and two weeks of iterative editing to craft the storyline and get feedback before finalizing. The process taught the importance of organization, problem-solving, and creating something quality for the audience.
Evaluation question 4
The document discusses the use of various media technologies in the production of a short film. It describes using Final Cut Pro for video editing, including adding special effects like speech bubbles. Photoshop was used to create the film poster, with skills like masking and trimming learned from tutorials. Prezi was used for research and planning presentations. YouTube and BBC websites provided film references. A camcorder was used for filming, which presented challenges like avoiding glare and keeping the camera steady.
Demi q7
From completing a preliminary editing task and creating a full media thriller film, the document author learned:
1) The importance of being organized with a shooting script and storyboard while filming to stay on track with their vision.
2) That a full film requires incorporating genre conventions beyond a simple conversation, like for a psychological thriller.
3) Research is crucial, including understanding the target audience and editing techniques, to create an effective product that achieves its goals.
Skills review1
The document reviews Aidan Harrison's skills in researching, planning, and constructing a British gangster film opening. It discusses researching conventions and films in the genre, planning through storyboards, character profiles and locations, and constructing through scripting, filming, and overcoming technical difficulties. While many aspects were helpful, the document identifies areas for improvement such as better documentation, more planning, and greater attention to lighting, props, and framing during filming.
Evaluation question 4
The document discusses the various media technologies and skills the student used at different stages of their film project. They learned to use Final Cut Pro and Photoshop to edit film clips, add special effects like speech bubbles, and create a film poster. For research, they used Prezi, YouTube, and BBC websites to explore short films and film reviews. They also developed camera skills like filming without glare and panning shots while directing and filming independently.
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Media evaluation question 7
The student feels they have improved their skills in using software, operating a DSLR camera, and film production since their preliminary task. For their horror film, the student researched successful horror films and developed their own storyline. They spent three weeks filming, compared to only half an hour for the preliminary task, improving their camera skills. Extensive editing incorporated sound effects, camera shots, and transitions to build atmosphere and variation. Working alone allowed the student to fully control creative decisions, though they solicited classmates for feedback.
Qs#7
After completing his full movie, the student reflects on what he has learned compared to his preliminary task. In his preliminary task, he only knew basic camera handling and shots but had no screenplay or proper dialog. This led to difficulties like his actor not knowing what to say. Additionally, he did not have a tripod and the audio had loud background noise drowning out dialog. However, for his full movie, he conducted research like making a storyboard and shot list. He used better camera equipment which allowed HD video and clearer sound. He also employed techniques like depth of field and used a lapel mic to improve audio quality. Having a screenplay meant the actors knew their lines, improving the film overall.
Evaluation Question#7
The student learned several important improvements from their preliminary task to the full product. In the preliminary task, they only knew basic shots and had no screenplay or proper dialogues. This led to difficulties like the actors not knowing what to say and loud background noise obscuring dialogues. For the full product, the student did extensive research like making a storyboard and shot list. They also upgraded their camera equipment and used a microphone to improve audio quality. By implementing depth of field and having a screenplay, the dialogues were clearer and the actors knew their lines, representing significant improvements over the preliminary task.
Question 7 evaluation
The document discusses the learning and improvements from a student's preliminary film task to their full film opening project. For the preliminary task, the student filmed a scene with classmates involving different shots. The student learned about camera shots, rules, and editing but found the software difficult. Improvements would include more time, a better location, and smoother transitions. For the full project, more filming, continuity, and conventions were needed but the preliminary task prepared the student on techniques and helped the group work more professionally.
Evaluation
The client provided feedback on the script in two meetings, resulting in three drafts. The client liked the plot twist but disliked the first draft's layout and terminology. To improve, the script was changed to industry standard layout and font, and "clown" was replaced with "man dressed as a clown". The client felt expectations were met with the unpredictable plot twist. A full shooting script was produced meeting legal and ethical standards. The client was pleased with the final product given the effort and being their first attempt.
Evaluation question 7
The document discusses the learning and improvements from the author's preliminary task to their main film opening task. For the preliminary interview task, basic camera techniques were used to create a formal atmosphere but some shots were uneven. For the main opening task, a wider range of techniques like montage, zooms and angles were used to create a sense of unease. Editing skills improved with faster pacing and effects. Areas for future improvement include adding more action/dialogue and improving sound quality.
Preliminary task evaluation
Craig Curtis reflects on his preliminary task evaluation. He is proud that he completed pre-production tasks early to maximize filming and editing time. His camera work was solid, keeping stars framed and in focus. However, he had to change one star for the final shots due to availability, taking extra time. Acting in the video was also poor as the stars lacked experience. For future tasks, he will find stars with some acting experience and improve camera focusing to enhance his work.
Evaluation
The filmmaker had several issues during filming their advert. They had trouble finding actors for the scheduled shoots and issues with camera quality and location access that slowed filming. Acting quality from non-professional actors was also a problem. During editing, the filmmaker improved the advert by adding fitting music to tell the story without dialogue. However, the short time frame made fully achieving the jock vs nerd concept difficult. Overall, better preparation for filming and hiring professional actors could improve future projects.
Task 6
This document contains updates from a student named Harry Johnson on their progress developing a 3D robot model for a creative media production course. Over multiple dates, the student researched reference images online, sketched initial design ideas, and then used 3D modeling software to build the robot model. They started with the chest and arms, adding details like a mask and wheels. Texture mapping was then used to add color and make the robot appear shinier and more finished. The student felt the creation process went well given the time constraints and access to modeling tools.
Experiments
Nathan Millett experimented with different editing skills like slow motion filming, color tints, and fade effects to make videos more interesting for audiences. He also tried timelapse filming and moving object masking to see how they could enhance videos. Through these experiments, he confirmed techniques like slow motion, color adjustments, fades, and moving object text reveals that will make his final project more creative and professional.
New microsoftworddocument.docx
Adam enjoyed completing his film opening title sequence project over the past few months as he learned new skills in editing, filming, and motion graphics that will help him in future projects and potentially in a media career. While some edits did not go exactly as planned due to limitations of the software, Adam was happy with the final product. He found creating credits sequences with motion graphics to be particularly enjoyable and a chance to experiment. Filming was the most stressful but also most enjoyable part, though working with friends led to distractions. Overall, Adam felt he managed his time well and was pleased with how the project turned out as an introduction to an indie film.
7. evaluation
Nathan Millett evaluated his production process for creating promotional materials for a watch brand. Some strengths included thorough research on existing products that informed color scheme, imagery, and messaging choices. Planning with mind maps helped organize ideas and ensure all necessary resources were obtained. However, weaknesses included not obtaining footage during planning that impacted one product, and receiving some unreliable responses to a questionnaire. Overall, time management was good though one product could have been started earlier. Technical qualities drew inspiration from existing works but added creative elements to make each product stand out.
Director's journal
The director is responsible for organizing the production team and ensuring everyone understands their role. As director, the author's responsibilities included establishing the narrative, hiring equipment, organizing shoot schedules, overseeing editing, and ensuring safety. They chose this role to face new challenges and build skills in organization, planning, and working with others. Some obstacles included forgotten props, exposure issues, and scheduling delays. Overall, taking on the director role improved the author's understanding of filmmaking and developed useful skills such as communication.
Skills review
The document reviews Aidan Harrison's skills in researching, planning, and constructing a British gangster film opening. It discusses researching conventions and films in the genre, planning with a mind map, storyboards, and character profiles, and constructing with a scene script, filming techniques, and overcoming technical difficulties. While many aspects were helpful, the document identifies areas for improvement such as better documentation, more planning of costumes and locations, and increased focus on lighting, framing, and complex editing.
Evaluation
My promotional video for a butcher shop achieved what I wanted it to achieve. The video included the key aspects I wanted and turned out as expected or even better. While I would have liked to include some slider shots of the product and a voiceover, I was limited by time and the quality of the slider shots. Feedback from my client and classmates was mostly positive, with some constructive suggestions for future improvements. The client particularly liked the video and plans to share it on their Facebook page.
Evaluation task 7
After creating a preliminary task, the author learned many lessons that helped with creating a full opening sequence product. They learned about action matching, symbolism in details, and the importance of planning, equipment, resources, lighting, editing, and getting enough footage. Creating the media product took several days of shooting over London and two weeks of iterative editing to craft the storyline and get feedback before finalizing. The process taught the importance of organization, problem-solving, and creating something quality for the audience.
Evaluation question 4
The document discusses the use of various media technologies in the production of a short film. It describes using Final Cut Pro for video editing, including adding special effects like speech bubbles. Photoshop was used to create the film poster, with skills like masking and trimming learned from tutorials. Prezi was used for research and planning presentations. YouTube and BBC websites provided film references. A camcorder was used for filming, which presented challenges like avoiding glare and keeping the camera steady.
Demi q7
From completing a preliminary editing task and creating a full media thriller film, the document author learned:
1) The importance of being organized with a shooting script and storyboard while filming to stay on track with their vision.
2) That a full film requires incorporating genre conventions beyond a simple conversation, like for a psychological thriller.
3) Research is crucial, including understanding the target audience and editing techniques, to create an effective product that achieves its goals.
Skills review1
The document reviews Aidan Harrison's skills in researching, planning, and constructing a British gangster film opening. It discusses researching conventions and films in the genre, planning through storyboards, character profiles and locations, and constructing through scripting, filming, and overcoming technical difficulties. While many aspects were helpful, the document identifies areas for improvement such as better documentation, more planning, and greater attention to lighting, props, and framing during filming.
Evaluation question 4
The document discusses the various media technologies and skills the student used at different stages of their film project. They learned to use Final Cut Pro and Photoshop to edit film clips, add special effects like speech bubbles, and create a film poster. For research, they used Prezi, YouTube, and BBC websites to explore short films and film reviews. They also developed camera skills like filming without glare and panning shots while directing and filming independently.
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Similar to Evaluation question 7
Question 7
The document summarizes the student's progression and learning from preliminary filmmaking tasks to creating a full film opening scene. It discusses the various tasks completed along the way, including copying scenes from Life on Mars to learn camera techniques, storyboarding, and editing. Through these exercises, the student gained skills in shooting, lighting, editing, adding titles and effects, and incorporating film techniques. For the opening scene task, the student applied these new skills but also learned the importance of intriguing audiences, establishing characters and genre, and ending on a cliffhanger to motivate further viewing. Though challenging, the process helped the student better understand filmmaking.
Question 7
The document summarizes the tasks completed for a film project on "Life on Mars". It describes copying scenes from the TV show to learn camera techniques. It then discusses planning shots and storyboarding scenes. Final tasks included editing the film opening, where the importance of intriguing audiences and establishing genre in the first few minutes was learned. Though challenging, creating the opening helped improve filmmaking skills and gain knowledge about the filmmaking process.
Question 7
The document summarizes the tasks completed for a film project on "Life on Mars". It describes copying scenes from the TV show to learn camera techniques. It then discusses planning shots and storyboarding scenes. Final tasks included editing the film opening, where the importance of intriguing audiences and establishing genre in the first few minutes was learned. Though challenging, creating the opening helped improve filmmaking skills and gain knowledge about the filmmaking process.
Question 7
The document summarizes the tasks completed for a film project on "Life on Mars". It describes copying scenes from the TV show to learn camera techniques. It then discusses planning shots and storyboarding scenes. Final tasks included editing the film opening, where the importance of intriguing audiences and establishing genre in the first few minutes was learned. Though challenging, creating the opening helped improve filmmaking skills and gain knowledge about the filmmaking process.
Question 7
The document summarizes the tasks completed for a film project on "Life on Mars". It describes copying scenes from the TV show to learn camera techniques. It then discusses planning shots and storyboarding scenes. Final tasks included editing the film opening, where the importance of intriguing audiences and establishing genre in the first few minutes was learned. Though challenging, creating the opening helped improve filmmaking skills and gain knowledge about the filmmaking process.
Evaluation
The filmmaker evaluates their short film project. They believe the editing and soundtrack were strengths, making the film look professional. However, production was disorganized, with planned shots missed due to scheduling issues. If they were to remake the film, the filmmaker would improve the script, filming quality, organization, and continuity to create a higher quality, more professional product. Overall, they gained skills like planning, improvisation, and editing, but feel the project could have gone more smoothly with teamwork improvements.
Question 7
The student learned valuable skills through completing preliminary filmmaking tasks. The "Life on Mars" activity taught them about camera usage and shot timing. Storyboarding their opening scene helped them plan shots and experiment with editing. Each successive task built on their skills, and by the film opening they had learned effects, titles, and how to intrigue audiences. While challenging, creating the opening scene taught them the importance of character, location, and genre establishment to draw viewers in.
Prelim and Final Product Comparison
The document compares the filmmaker's preliminary product to their final product, summarizing the key areas of improvement. From shot composition and camerawork to lighting, locations, actors, titles, and sound design, the filmmaker's skills developed significantly. Their final product featured well-composed shots, steady camerawork aided by a tripod, appropriate lighting and locations tied to genre, stronger acting, professionally designed titles, and enhanced sound editing to remove unwanted noise and add appropriate effects. These improvements came from experience, research into film techniques, and use of software like Final Cut and GarageBand.
Prelim evaluation
1) The document describes the filmmaker's original idea for their preliminary film project, which involved a hostage situation in a car.
2) They then decided to create a new script about a businesswoman keeping her sister hostage after realizing the original plan would not be as effective.
3) While filming, the filmmaker focused on incorporating different shots like shot reverse shot but struggled with following the 180 degree rule, which caused some confusion at the end.
Prelim evaluation
1) The document describes the filmmaker's original idea for their preliminary film project, which involved a hostage situation in a car.
2) They then decided to create a new script about a businesswoman keeping her sister hostage after realizing the original plan would not be as effective.
3) While filming, the filmmaker focused on incorporating different shots like shot reverse shot but struggled with following the 180 degree rule, which caused some confusion at the end.
Evaluation q7 - hibba
The student learned several important skills from their preliminary task to their final media product. They improved their editing skills in Final Cut Pro, learning how to cut unnecessary clips and add titles and effects. They also gained experience with shot types, using close-ups, pans, and points of view in the final product. Additionally, the student improved their organization, preparing scripts and schedules ahead of time rather than working last minute. They learned the importance of planning and gathering actors to avoid changing ideas and being unprepared during filming.
Evaluation question 6
- The preliminary task brief was for students to film a conversation scene using key filming skills like the 180 degree rule.
- It was assigned to familiarize students with the camera and filming techniques needed for the final project.
- Completing the preliminary task helped the student learn filming skills like shot types and continuity rules that they applied to successfully film and edit their thriller opening for the final project.
Pre production evaluation
The document summarizes the initial planning and pre-production process for a short film project. It discusses developing initial ideas and writing a proposal, script, storyboards and budget. It also covers project management tasks like creating personnel, resource, and risk management lists. Some challenges encountered included an actor's scheduling conflict, having to cut a character, and needing to find a new filming location due to health hazards in the original space. Overall the planning process helped visualize the film and prepare logistically, though contingencies could have prevented some issues.
Evaluation powerpoint
This document summarizes a student's experience filming a short video clip using continuity techniques for class. The student learned how to properly use a video camera and editing software. Time management was challenging, but the finished product came together well. Areas for improvement include better time planning and experimenting more with editing features. While some continuity techniques were successfully used, others like the 180 degree rule were difficult to include. The student evaluated their positive contribution to group roles and workflow.
Question 7
The student learned a great deal about filmmaking equipment, techniques, and software from completing their preliminary task and thriller opening task. They gained skills in shooting, lighting, editing, adding effects, directing actors, and collaborating with others. Specifically, the student learned how to use video recorders, tripods, editing software, techniques like the 180-degree rule and shot-reverse-shot. Their skills in areas like lighting, editing, using effects, and leadership improved from the preliminary to thriller opening task. Overall, they enjoyed the learning process and gaining experience with equipment, software, filming, and working with others.
Evaluation questions 5 7
The document discusses the filmmaker's process in creating a film opening, including attracting their audience, the technologies they learned, and reflections on their preliminary work and progression. To attract the audience, they used tension, conventions of the war genre, and interesting characters. They learned how to use a Panasonic camcorder, Final Cut Pro, LiveType, and Photoshop. Working alone allowed them more control over the project compared to working in a group. Time management and adjusting to changes were important lessons learned.
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.
film evaluation ben clayton
This document provides an evaluation of Ben Clayton's final film project. It discusses each stage of the production process including pre-production, production, post-production, scheduling, individual performance, team performance, troubleshooting, resources, production techniques, monitoring and review, early versions of the film, and the final film. Overall, Ben felt his pre-production planning went well but production faced challenges due to scheduling issues and equipment limitations that required additional filming.
Q6 Eval
Dilraj Singh learned several skills related to media technologies through constructing his production. He learned that using a camera takes practice to get used to, but by the end he had mastered skills like maintaining focus during long shots. When editing, he found iMovie to be effective for adding effects and transitions. Overall, his skills in filming and editing developed greatly over the course, as he learned techniques for shots, blocking, and creating believable scenes. While his skills improved significantly, he recognizes areas for further development, such as using camera stabilization, blocking background noise, and improving cut transitions.
Evaluation Question #7
The document discusses the improvements in the student's skills from their preliminary task to their full final product. They learned to better plan and prepare, improved their time management, developed more advanced camera skills like tracking shots, learned about different types of shots and film opening conventions. Their editing skills in Premiere Pro became more advanced with effects, transitions, and audio mixing. For the final product, they considered their target audience and improved their lighting plan and used Final Draft to write their screenplay with proper formatting.
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Evaluation question 7
- 2. For the preliminary film, my planning/storyboard skills weren’t good. I didn’t know what shots would be most effective, this was because I didn’t create a storyboard so I never knew what I was going to do. I just did it as I went along.
- 3. As an actor in the preliminary film, I never really had a chance to use the camera. I could only do basic things like pan and track, I didn’t understand the importance of framing till after we reviewed our film.
- 4. During the preliminary film, I didn’t understand the importance of mise-en-scene and how it can change the meaning of a scene. I didn’t really take into account costume or location so the film didn’t look as good as it could of.
- 5. My editing skills for the preliminary film were very basic. All I could do was cut clips and put them in different positions on the timeline. As I wasn’t used to final cut pro, I never really knew what tool did what and I didn’t get the chance to experiment as I wasn’t the main editor.
- 6. During the planning stages for the final product. Dramatic changes were made in the way I planned. As a group we thought about a lot of the shots that we wanted to use as well as well as the costume that we though was best to represent the stereotypes we wanted to portray in the film.
- 7. My camera skills did increase quite a bit during the final product. Even though I hardly filmed, I started to understand the importance of framing and lighting. Also how making sure the camera was on level ground so the footage doesn’t look sloped to one side.
- 8. I believe the mise-en-scene of the final product was a lot better than the preliminary film. We thought about where we wanted to film and what actors should wear what. This made our final product successful as the audience understood what was going on in our film therefore the use of mise-en-scene was effective.
- 9. As the editor of the final product, I learnt several new skills and I discovered what a lot of the tools did in final cut pro. Also I discovered the different effects that were available and I used a few of them e.g. split screen, fading to a black screen. Timing was also something that I released was important, making sure the clips were put in the right order made the film flow and look more professional.
- 10. I improved my collaboration skills, I learnt that I can’t make every decision and I have to listen to ideas from my group members. This also links in with my decision making skills as I learnt to make decision based on feedback from peers and teachers.
- 11. I need to improve my time management as I didn’t leave any time to make changes after the production of the film. Also, I didn’t blog as much as I should as I was distracted with making the film.
- 12. Overall I believe I have developed a lot of skills that I previously never had from producing the preliminary film to the final product. Also I have improved on skills that I had before but weren’t very good e.g. decision making. I also know what I would do in the future if I had to redo this project. I would allow my self time to redo anything if I hadn’t done it properly the first time.