Evaluation question 7
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The student learned several lessons from their preliminary task to improve the quality of their full product. They used foley sounds and separate audio recording equipment to add realism. A tripod was purchased to reduce camera shaking. More attention to continuity was paid, and having another actor allowed focus on directing during filming.
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Preliminary task - evaluation
The document provides a self-evaluation of the author's preliminary film task. It discusses both challenges and successes. It found storyboarding and mapping out ideas difficult. However, the script was good and filming went smoothly without needing retakes. Some minor issues with lighting and adding more sound effects are noted for future improvement. Overall, the author enjoyed the process of working on their preliminary task and learned new skills in editing.
Evidence & evaluation
The document provides evidence of the filmmaking process for a short film, including photos of the editing process and different stages of editing. Screenshots show the folder containing footage and photos, the rough cut with voiceover added, and adding background music. Additional screenshots provide evidence of editing sound levels, transitions between scenes, and export settings. An evaluation includes a link to the uploaded film on YouTube. The film meets the client's specifications of being over 5 minutes and featuring an original idea. Some shots could be improved if refilmed under better conditions. Overall it was a learning experience and keeping to deadlines and schedules would help improve the quality next time.
Preliminary task evaluation
The group worked well together to complete the preliminary task on time. They filmed from various angles but some shots were shaky and had to be refilmed. They used Premiere Pro to edit the shots together smoothly. Sound quality needed improvement as the camera picked up background noise that could not be eliminated in editing. Overall the group was pleased with their first attempt and will focus on improving sound quality in future tasks.
Mind map
Pre-Production: The group changed ideas frequently and did not write down or decide on ideas as a group. They also did not do test shots to ensure what they filmed would work in the final film.
Production: The main character wore different coats in scenes shot on different days because they lacked time for reshoots. Actors also sometimes did not show up, delaying filming and requiring changed scenes.
Post-production: Editing in one-hour lessons was difficult, making it hard to consistently work on and correct scenes. Audio quality from on-board cameras was poor with background noise. Having everyone take turns with roles like editing slowed progress and created a lack of consultation.
Evidence & evaluation
The document provides evidence of the filmmaking process for a short film, including screenshots of the film folder containing footage and photos, a rough cut with voiceover, and adding background music. It also discusses using transitions between scenes, export settings, receiving positive feedback, meeting the client's specifications of length and original idea, the film's quality, and lessons learned about keeping to deadlines and schedules.
Evaluation question 7
The document provides an evaluation of improvements made from a preliminary editing task to the final production. Six key areas are discussed:
1) Proper use of the 180 degree rule, mise-en-scene, match on action, focus pull, shot reverse shot, and camera work improved the continuity and professionalism of the final product compared to the preliminary task.
2) Lighting was used more effectively to set the proper mood, with dark colors creating an evil feeling in the opening sequence and cloudy outdoor lighting suiting a thriller genre.
3) Unwanted items were removed from shots and the shots were better organized and planned in the final version after learning mistakes made in the preliminary task.
Task 6 evaluation
The pre-production process was mostly successful for Marija and her group. Creating a storyboard, proposal, and call sheet helped them plan shots and stick to their story. However, the call sheet was not very helpful as they did not have many props or other elements. Overall, Marija found the pre-production process important for filming.
The group's filming had some weaknesses with camera angles and could be improved by practicing more and striving for a more professional look. However, their editing and sound effects were strengths, as they researched effects and used techniques like vignettes and color/shading.
To improve, Marija and her group should work on camera stability and skills, as well as
Originality and ceativity
The document discusses the creative choices made in filming a promotional video for California Hotel. Mid shots were used to show some detail of the subject while still capturing the whole. Relaxing music was added after a survey found 53% wanted music. iMovie was chosen for its functions and tutorials. The video was rendered in MP4 as that is what iMovie accepts. No storyline was included based on survey feedback that it would confuse viewers. The goal was to attract more customers to the hotel through a promotional video on their website.
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Preliminary task - evaluation
The document provides a self-evaluation of the author's preliminary film task. It discusses both challenges and successes. It found storyboarding and mapping out ideas difficult. However, the script was good and filming went smoothly without needing retakes. Some minor issues with lighting and adding more sound effects are noted for future improvement. Overall, the author enjoyed the process of working on their preliminary task and learned new skills in editing.
Evidence & evaluation
The document provides evidence of the filmmaking process for a short film, including photos of the editing process and different stages of editing. Screenshots show the folder containing footage and photos, the rough cut with voiceover added, and adding background music. Additional screenshots provide evidence of editing sound levels, transitions between scenes, and export settings. An evaluation includes a link to the uploaded film on YouTube. The film meets the client's specifications of being over 5 minutes and featuring an original idea. Some shots could be improved if refilmed under better conditions. Overall it was a learning experience and keeping to deadlines and schedules would help improve the quality next time.
Preliminary task evaluation
The group worked well together to complete the preliminary task on time. They filmed from various angles but some shots were shaky and had to be refilmed. They used Premiere Pro to edit the shots together smoothly. Sound quality needed improvement as the camera picked up background noise that could not be eliminated in editing. Overall the group was pleased with their first attempt and will focus on improving sound quality in future tasks.
Mind map
Pre-Production: The group changed ideas frequently and did not write down or decide on ideas as a group. They also did not do test shots to ensure what they filmed would work in the final film.
Production: The main character wore different coats in scenes shot on different days because they lacked time for reshoots. Actors also sometimes did not show up, delaying filming and requiring changed scenes.
Post-production: Editing in one-hour lessons was difficult, making it hard to consistently work on and correct scenes. Audio quality from on-board cameras was poor with background noise. Having everyone take turns with roles like editing slowed progress and created a lack of consultation.
Evidence & evaluation
The document provides evidence of the filmmaking process for a short film, including screenshots of the film folder containing footage and photos, a rough cut with voiceover, and adding background music. It also discusses using transitions between scenes, export settings, receiving positive feedback, meeting the client's specifications of length and original idea, the film's quality, and lessons learned about keeping to deadlines and schedules.
Evaluation question 7
The document provides an evaluation of improvements made from a preliminary editing task to the final production. Six key areas are discussed:
1) Proper use of the 180 degree rule, mise-en-scene, match on action, focus pull, shot reverse shot, and camera work improved the continuity and professionalism of the final product compared to the preliminary task.
2) Lighting was used more effectively to set the proper mood, with dark colors creating an evil feeling in the opening sequence and cloudy outdoor lighting suiting a thriller genre.
3) Unwanted items were removed from shots and the shots were better organized and planned in the final version after learning mistakes made in the preliminary task.
Task 6 evaluation
The pre-production process was mostly successful for Marija and her group. Creating a storyboard, proposal, and call sheet helped them plan shots and stick to their story. However, the call sheet was not very helpful as they did not have many props or other elements. Overall, Marija found the pre-production process important for filming.
The group's filming had some weaknesses with camera angles and could be improved by practicing more and striving for a more professional look. However, their editing and sound effects were strengths, as they researched effects and used techniques like vignettes and color/shading.
To improve, Marija and her group should work on camera stability and skills, as well as
Originality and ceativity
The document discusses the creative choices made in filming a promotional video for California Hotel. Mid shots were used to show some detail of the subject while still capturing the whole. Relaxing music was added after a survey found 53% wanted music. iMovie was chosen for its functions and tutorials. The video was rendered in MP4 as that is what iMovie accepts. No storyline was included based on survey feedback that it would confuse viewers. The goal was to attract more customers to the hotel through a promotional video on their website.
Question 7 – looking back at your preliminary
The document discusses the differences between the author's preliminary video task and their final opening video for a coursework project. For the preliminary task, they had little time to prepare and film shots, resulting in a rushed video with average skills. For the final opening, they put in significant preparation, used specialized equipment, researched techniques like camera angles and makeup, and added elements like transitions, titles, and a soundtrack to achieve a higher production quality and capture the horror genre conventionally. The author learned from the preliminary experience and applied those lessons to better emphasize skills and create a more polished and appealing final product.
Update on narrative
The group decided to change the opening of their narrative by scrapping a scene showing the protagonist punching a wall as a child in frustration over his parents arguing. While this scene was initially included to show the protagonist's rough background, it was cut due to issues with the dark location and lack of planning for filming it. Instead, the group will open with just a training montage and frequent title cards, emulating the simple but effective opening of "Raging Bull" that establishes the film is about boxing.
Mv production assignment evaluation form 2019
The document provides an evaluation of the student's music video production process. It summarizes the strengths and weaknesses of each stage of production, including research, planning, time management, technical qualities of camerawork, editing, and aesthetics. It also discusses audience appeal and includes summaries of peer feedback. The student agrees with feedback that some clips were too dark but notes time constraints. They would reshoot dark clips given more time.
Mv production assignment evaluation form 2019
This document contains an evaluation of a production process for a music video. It discusses strengths and weaknesses in the research, planning, time management, technical qualities of camerawork, editing, and aesthetics. Feedback from peers praised the combination of animation and camerawork but suggested some clips were too dark. The creator agrees some footage could have been reshoot under better lighting and would make the animation more complex given more time.
Evaluation question 7
The document discusses the key lessons learned from the preliminary task to the full product. For the preliminary task, there was little planning which resulted in issues like not enough camera angles and shaky footage. However, for the full product extensive planning was done around booking equipment, scheduling filming dates, and writing scripts. This improved the quality of filming which now used a professional HD camera on a tripod rather than a handheld camera. Editing also improved significantly by using Final Cut Pro instead of iMovie, allowing for more advanced editing techniques and options.
Evaluation question 7
The document discusses the key lessons learned from the preliminary task to the full product. For the preliminary task, there was little planning which resulted in issues like not enough camera angles and shaky footage. However, for the full product extensive planning was done around booking equipment, scheduling filming dates, and writing scripts. This improved the quality of filming. Other improvements included using a higher quality HD camera and microphone rather than a handheld camera. For editing, using Final Cut Pro instead of iMovie provided more advanced editing tools that enhanced the overall film.
FMP evaluation updated
The document provides an evaluation of a film production process by William Thirlaway. It covers various aspects of the process including research, planning, time management, technical qualities, aesthetic qualities, audience appeal, and peer feedback. For research, Thirlaway found inspiration from other heist films. For planning, a script and shot list were created. Some challenges were faced with time management and finding suitable locations. Technical aspects like camera settings and post-production editing are described. Aesthetic choices like handheld camerawork are discussed. Audience preferences determined aspects like the serious tone. Peer feedback addressed likes such as dramatic elements, and improvements such as shortening a slow-motion sequence.
Technical difficulties
We had several technical difficulties filming our mockumentary. The audio from the actors was very low and the camera picked up a lot of wind noise, requiring retakes. There were also issues with shaky camera framing. Editing the footage in Final Cut Pro took time due to the non-chronological order of scenes and uploading the finished video to YouTube was slower than expected given the length.
Preliminary task evaluation
The group worked well together and was able to complete the preliminary task on time by filming from various camera angles. Some shots were shaky or of poor quality and had to be refilmed. They storyboarded their plan and filmed multiple takes until suitable shots were captured, then edited the footage together in Premiere Pro.
Problems, issues and successes
The filming had some initial problems. When filming at night, they only had a small torch for lighting, making shots dark. Some shots from the camera were wobbly. When filming in a car, it had to be slowed down during playback to make the dialogue audible, making the shot look crude. On reshoots, the lighting and acting were improved.
FMP Evaluation
The document provides an evaluation of William Thirlaway's production process for a film. It discusses various aspects of the production including research, planning, time management, technical qualities, aesthetic qualities, audience appeal, and peer feedback. For research, William found inspiration from other heist films but could have researched promotional materials more. Planning involved creating a script and shot list but could have included storyboards. Time management worked out overall but location and actor scheduling caused some delays. Technical aspects like 4K resolution and color grading were addressed. Aesthetics like handheld camerawork added tension. Peer feedback noted effective elements while suggesting shortening the slow motion sequence and improving the poster image.
Editors journal
Kiren Anandji served as both the cinematographer and editor for a film directed by Sara Anandji. As cinematographer, Kiren was able to share Sara's vision and ensure there was no miscommunication in post-production about the shots taken. As editor, Kiren had creative freedom to assemble the first cut without interruptions for a quicker pace of work. Potential problems like inconsistent lighting were addressed through extensive color correcting. Transitions like cuts and fades were used appropriately. Sound levels from outdoor filming needed adjustments, and effects were added to a voiceover for continuity. Kiren worked efficiently from home by setting goals for each editing session.
Q7 – Evaluation
From their preliminary tasks, the student learned several skills that improved their final product. They learned different camera angles and film effects from the Juno task. The dancing animals task taught them how to add sound and sync audio with video. From the don't dream task, they improved their filming quality by using a tripod. For their final product, they applied these lessons by incorporating various shots and angles, syncing music, and using a tripod for steady footage.
Test screening audience feedback
The film students received feedback on their rough cut teaser trailer from other groups in their class. While the mise en scene and camerawork were well received, the feedback highlighted that the trailer felt unprofessional because it included unedited shots and lacked finished sound. Suggestions for improvement included adding more titles, voiceover, and shots to lengthen and improve the pacing of the teaser. Based on this feedback, the group decided to film additional shots and secure props to extend the length of the trailer, and to focus on time management going forward.
Preliminary evaluation
The document provides a preliminary evaluation of a music video created by the author. It includes strengths, weaknesses, and areas for improvement. The strengths highlighted are successfully syncing lip movement to audio despite using multiple shots, and using props and costumes to look like a convincing band. Weaknesses identified are poor video quality from the cameras used and a static performance that lacked energy. The main improvement noted is needing better lighting and exposure to make the video look more professional.
Question 7
The student learned several important lessons from their preliminary task that improved their final opening video. For the opening, they placed more emphasis on planning and research before filming. They also used a higher quality external microphone instead of the camera's internal mic to improve audio quality and avoid echoes. Additionally, they switched the camera to manual focus settings rather than auto focus to eliminate loud droning sounds that interfered with audio. These changes led to a much better final opening compared to the preliminary task.
Evaluation Question Seven
George Johnson reflects on the progression from the preliminary task to the final product. The preliminary exercise showcased basic elements like match-on-action and the 180-degree rule. For the final feature, more elaborate edits were achieved, like attaching two scenes in an unbroken transition. The finished film "Do Not Pass Go" is a vast improvement with more complex transitions, appropriate camera angles, non-diegetic sound, and a better storyline, demonstrating the group's development of filmmaking skills.
evaluation q 7
In the progression from the preliminary task to the full product, the group learned the importance of effective planning. For the preliminary task, there was little planning but for the main task, the group created a WhatsApp group to discuss filming dates, locations, costumes and props. Additionally, the group improved filming quality by using a tripod and better camera, and conducted actor auditions to cast the best actors for each role. Overall, the planning and production quality was much higher for the main task compared to the preliminary task.
Evaluation q7
The document discusses what was learned from the preliminary task to the full opening sequence project. It describes learning that foley sound is important to make actions seem more realistic. Proper microphones are also important for good audio quality of dialogue without echoes. Choosing actors that look the appropriate age for their roles helps with verisimilitude. Maintaining continuity between shots is also important but can be challenging when filming in public.
Evaluation Q7
The document discusses what was learned from the preliminary task to the full opening sequence project. It describes learning that foley sound is important to make actions seem more realistic. Proper microphones are also important for good audio quality of dialogue without echoes. Choosing actors that look the appropriate age for their roles helps with verisimilitude. Maintaining continuity between shots is also important but can be challenging when filming in public.
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.
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.
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Question 7 – looking back at your preliminary
The document discusses the differences between the author's preliminary video task and their final opening video for a coursework project. For the preliminary task, they had little time to prepare and film shots, resulting in a rushed video with average skills. For the final opening, they put in significant preparation, used specialized equipment, researched techniques like camera angles and makeup, and added elements like transitions, titles, and a soundtrack to achieve a higher production quality and capture the horror genre conventionally. The author learned from the preliminary experience and applied those lessons to better emphasize skills and create a more polished and appealing final product.
Update on narrative
The group decided to change the opening of their narrative by scrapping a scene showing the protagonist punching a wall as a child in frustration over his parents arguing. While this scene was initially included to show the protagonist's rough background, it was cut due to issues with the dark location and lack of planning for filming it. Instead, the group will open with just a training montage and frequent title cards, emulating the simple but effective opening of "Raging Bull" that establishes the film is about boxing.
Mv production assignment evaluation form 2019
The document provides an evaluation of the student's music video production process. It summarizes the strengths and weaknesses of each stage of production, including research, planning, time management, technical qualities of camerawork, editing, and aesthetics. It also discusses audience appeal and includes summaries of peer feedback. The student agrees with feedback that some clips were too dark but notes time constraints. They would reshoot dark clips given more time.
Mv production assignment evaluation form 2019
This document contains an evaluation of a production process for a music video. It discusses strengths and weaknesses in the research, planning, time management, technical qualities of camerawork, editing, and aesthetics. Feedback from peers praised the combination of animation and camerawork but suggested some clips were too dark. The creator agrees some footage could have been reshoot under better lighting and would make the animation more complex given more time.
Evaluation question 7
The document discusses the key lessons learned from the preliminary task to the full product. For the preliminary task, there was little planning which resulted in issues like not enough camera angles and shaky footage. However, for the full product extensive planning was done around booking equipment, scheduling filming dates, and writing scripts. This improved the quality of filming which now used a professional HD camera on a tripod rather than a handheld camera. Editing also improved significantly by using Final Cut Pro instead of iMovie, allowing for more advanced editing techniques and options.
Evaluation question 7
The document discusses the key lessons learned from the preliminary task to the full product. For the preliminary task, there was little planning which resulted in issues like not enough camera angles and shaky footage. However, for the full product extensive planning was done around booking equipment, scheduling filming dates, and writing scripts. This improved the quality of filming. Other improvements included using a higher quality HD camera and microphone rather than a handheld camera. For editing, using Final Cut Pro instead of iMovie provided more advanced editing tools that enhanced the overall film.
FMP evaluation updated
The document provides an evaluation of a film production process by William Thirlaway. It covers various aspects of the process including research, planning, time management, technical qualities, aesthetic qualities, audience appeal, and peer feedback. For research, Thirlaway found inspiration from other heist films. For planning, a script and shot list were created. Some challenges were faced with time management and finding suitable locations. Technical aspects like camera settings and post-production editing are described. Aesthetic choices like handheld camerawork are discussed. Audience preferences determined aspects like the serious tone. Peer feedback addressed likes such as dramatic elements, and improvements such as shortening a slow-motion sequence.
Technical difficulties
We had several technical difficulties filming our mockumentary. The audio from the actors was very low and the camera picked up a lot of wind noise, requiring retakes. There were also issues with shaky camera framing. Editing the footage in Final Cut Pro took time due to the non-chronological order of scenes and uploading the finished video to YouTube was slower than expected given the length.
Preliminary task evaluation
The group worked well together and was able to complete the preliminary task on time by filming from various camera angles. Some shots were shaky or of poor quality and had to be refilmed. They storyboarded their plan and filmed multiple takes until suitable shots were captured, then edited the footage together in Premiere Pro.
Problems, issues and successes
The filming had some initial problems. When filming at night, they only had a small torch for lighting, making shots dark. Some shots from the camera were wobbly. When filming in a car, it had to be slowed down during playback to make the dialogue audible, making the shot look crude. On reshoots, the lighting and acting were improved.
FMP Evaluation
The document provides an evaluation of William Thirlaway's production process for a film. It discusses various aspects of the production including research, planning, time management, technical qualities, aesthetic qualities, audience appeal, and peer feedback. For research, William found inspiration from other heist films but could have researched promotional materials more. Planning involved creating a script and shot list but could have included storyboards. Time management worked out overall but location and actor scheduling caused some delays. Technical aspects like 4K resolution and color grading were addressed. Aesthetics like handheld camerawork added tension. Peer feedback noted effective elements while suggesting shortening the slow motion sequence and improving the poster image.
Editors journal
Kiren Anandji served as both the cinematographer and editor for a film directed by Sara Anandji. As cinematographer, Kiren was able to share Sara's vision and ensure there was no miscommunication in post-production about the shots taken. As editor, Kiren had creative freedom to assemble the first cut without interruptions for a quicker pace of work. Potential problems like inconsistent lighting were addressed through extensive color correcting. Transitions like cuts and fades were used appropriately. Sound levels from outdoor filming needed adjustments, and effects were added to a voiceover for continuity. Kiren worked efficiently from home by setting goals for each editing session.
Q7 – Evaluation
From their preliminary tasks, the student learned several skills that improved their final product. They learned different camera angles and film effects from the Juno task. The dancing animals task taught them how to add sound and sync audio with video. From the don't dream task, they improved their filming quality by using a tripod. For their final product, they applied these lessons by incorporating various shots and angles, syncing music, and using a tripod for steady footage.
Test screening audience feedback
The film students received feedback on their rough cut teaser trailer from other groups in their class. While the mise en scene and camerawork were well received, the feedback highlighted that the trailer felt unprofessional because it included unedited shots and lacked finished sound. Suggestions for improvement included adding more titles, voiceover, and shots to lengthen and improve the pacing of the teaser. Based on this feedback, the group decided to film additional shots and secure props to extend the length of the trailer, and to focus on time management going forward.
Preliminary evaluation
The document provides a preliminary evaluation of a music video created by the author. It includes strengths, weaknesses, and areas for improvement. The strengths highlighted are successfully syncing lip movement to audio despite using multiple shots, and using props and costumes to look like a convincing band. Weaknesses identified are poor video quality from the cameras used and a static performance that lacked energy. The main improvement noted is needing better lighting and exposure to make the video look more professional.
Question 7
The student learned several important lessons from their preliminary task that improved their final opening video. For the opening, they placed more emphasis on planning and research before filming. They also used a higher quality external microphone instead of the camera's internal mic to improve audio quality and avoid echoes. Additionally, they switched the camera to manual focus settings rather than auto focus to eliminate loud droning sounds that interfered with audio. These changes led to a much better final opening compared to the preliminary task.
Evaluation Question Seven
George Johnson reflects on the progression from the preliminary task to the final product. The preliminary exercise showcased basic elements like match-on-action and the 180-degree rule. For the final feature, more elaborate edits were achieved, like attaching two scenes in an unbroken transition. The finished film "Do Not Pass Go" is a vast improvement with more complex transitions, appropriate camera angles, non-diegetic sound, and a better storyline, demonstrating the group's development of filmmaking skills.
evaluation q 7
In the progression from the preliminary task to the full product, the group learned the importance of effective planning. For the preliminary task, there was little planning but for the main task, the group created a WhatsApp group to discuss filming dates, locations, costumes and props. Additionally, the group improved filming quality by using a tripod and better camera, and conducted actor auditions to cast the best actors for each role. Overall, the planning and production quality was much higher for the main task compared to the preliminary task.
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Evaluation q7
The document discusses what was learned from the preliminary task to the full opening sequence project. It describes learning that foley sound is important to make actions seem more realistic. Proper microphones are also important for good audio quality of dialogue without echoes. Choosing actors that look the appropriate age for their roles helps with verisimilitude. Maintaining continuity between shots is also important but can be challenging when filming in public.
Evaluation Q7
The document discusses what was learned from the preliminary task to the full opening sequence project. It describes learning that foley sound is important to make actions seem more realistic. Proper microphones are also important for good audio quality of dialogue without echoes. Choosing actors that look the appropriate age for their roles helps with verisimilitude. Maintaining continuity between shots is also important but can be challenging when filming in public.
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.
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.
Final Edit Evaluation
Megan Robinson produced a short horror film for her final major project. She filmed using professional cameras and a separate sound recorder to improve audio quality. In her editing, she effectively cut between scenes and added techniques like dropping the camera for mystery. She learned new skills like adding subtitles, TV static, and black eyes. While the project took a long time, she was happy with how her final film matched her original intentions and incorporated interview scenes for more drama and clarity. Time management of equipment was challenging but she overcame rescheduling issues.
Evaluation Question 7
The document discusses what the author learned from their preliminary task to their final media product. They discuss improvements in several areas including camera quality, sound quality, planning, editing techniques, use of titles, and music selection/editing. The author found that planning shots thoroughly, exploring different camera angles, practicing composition, and learning new editing skills in Premiere Pro helped improve their final product significantly compared to the preliminary task.
6. production reflection
Jesse Lapworth reflects on the production process of their film. They began with a tracking shot on a bike to set the countryside tone. Still photos were used, including a dog photo taken over several days and a Snapchat-style cake photo to maintain realism. An audio graph was created in After Effects to visualize a phone call and keep the viewer engaged. Finally, an interview subject's identity was concealed by blurring the image and distorting the audio in Premiere Pro.
What have you learnt about the technologies from the process of constructing ...
I have learned several things about using technology to create video projects:
1) Using a familiar tripod results in smoother camera movements compared to an unfamiliar school tripod.
2) Editing software like Adobe Premier allows adding titles, effects, and denoising audio to improve quality.
3) A high-quality HD camera that I'm familiar with makes it easier to capture professional-looking footage.
Question 6
Jacob used his Canon EOS Kiss x5 camera with third-party firmware to film a project, though it lacked image stabilization and had a poor built-in microphone. He struggled with kit lenses that distorted images and were hard to focus. Additional equipment like a Manfrotto tripod, Rode Video Mic, and LED light were used but had limitations. In editing with Final Cut Pro X, he found exposure and audio fixes didn't work well and needed to re-film some scenes. He learned to use his 50mm prime lens more, the importance of good audio capture, and that more lighting is needed than he had for outdoor scenes.
Question 7
1. The document discusses the process of creating a preliminary film and film opening for a media studies course. It covers the equipment, camera skills, editing, sound, ident and titles used.
2. For the preliminary film, the student used their iPhone without music or advanced editing. For the film opening, they upgraded their phone and used Premiere Pro to add effects, sounds, and titles.
3. Collaboration was important, with students acting for each other's preliminary films and helping each other learn editing skills.
What have you learnt about technologies from the process of constructing this...
The document discusses the strengths, weaknesses, opportunities, and threats of a film project. For strengths, it mentions good use of locations, shots, and sound. Weaknesses included difficulties finding suitable backing music and fully utilizing Premiere Pro skills. Opportunities included learning After Effects, but lack of time prevented using it. The main threat was being newly introduced to the media technology, which took longer to learn but provided motivation to develop new skills.
Evaluation
The document discusses the improvements made from the preliminary task to the full film opening product. It notes that the preliminary task used a phone camera which resulted in shaky footage, while the film opening used a tripod for a more professional look. Additional elements like music, sound effects, and a wider range of shots were incorporated. The editing in the film opening employed smooth transitions and continuity techniques like match on action to improve the overall flow and quality compared to the basic preliminary task.
Evaluation Question 7
The student conducted research early in the process which helped in choosing costumes, camera shots, and other elements more effectively. Their prelim project allowed them to see which shots worked and which did not, helping them select the best shots for their final piece. They improved aspects like steady camera shots, lighting, locations, actors, credits, and sound quality compared to their prelim based on lessons learned. Overall, the student feels their final piece is a vast improvement over their prelim due to developing skills that allowed for more adventurous ideas and learning from past mistakes.
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.
Evaluation Activity 7
The document discusses what the author learned from their preliminary task to their completed film project. They learned how to use match on action cuts to add realism, the importance of shot-reverse-shot editing for conversations. They also kept the 180 degree rule and experimented with camera angles. Through editing in Final Cut Pro, the author learned how to alter pitch, speed up pace, and use effects like "old film" to manipulate the audience's perception.
Evaluation – preliminary task
The student learned new skills using Adobe Premier software to edit their preliminary task. They cut out repetitive footage to make the film continuous, as required. They also learned new camera angles which they used to make the film look more professional. The editing and different camera angles helped ensure the task met the criteria and brief.
Question 6
The equipment used for the project was a camera and tripod. The recording quality was not as high as expected but was improved using Final Cut Pro. Filming encountered problems with weather, as it was difficult to find a suitable day without rain or snow outside. Final Cut Pro was simple to use and gave the movie a professional finish, though more sound files would allow for more genres. Garage Band was too complicated and unable to create desired sounds. Overall, some technologies like camera quality and Garage Band could be improved, but Final Cut Pro is very useful for amateur movie makers.
Print scr harry
1) The document discusses improvements made from a preliminary short film task to a final production. This included adding soundtracks and recording voiceovers separately to improve audio quality.
2) Skills like avoiding breaking the 180 degree rule and choosing the best shots through careful editing were better utilized in the final production compared to the preliminary.
3) Shot reverse shots and match on action techniques were deliberately used in both productions but improved upon for the final, and more thought was given to mise-en-scene elements like props, locations, and genre conventions in the final production compared to the preliminary.
Q.6- What Have You Learnt About Technologies From The Process Of Creating Thi...
The document discusses various technologies the student used during the process of creating a film project and what they learned from each one. They used Google for research, Weebly to create a blog, PowerPoint for presentations, Excel for organizing shots, the DJI Osmo and Canon EOS cameras for filming, a Halo light for lighting, a tripod, a Rode mic for sound, Premiere Pro for editing, After Effects for titles, Media Encoder for exporting, Filmstro for scoring, and YouTube and Vimeo for distribution. The student learned how to effectively use each tool and gained skills in areas like research, organization, filming, editing, and distribution that will help with future projects.
Evaluation
Hannah created a horror film trailer for her final major project. She filmed with a Nikon DSLR camera and used close-ups, medium shots, and different angles. She edited the footage in Adobe Premier Pro, using slow then fast-paced music to build tension. Feedback noted she could have edited footage more and added effects, but overall the trailer was effective at not revealing too much while building tension through sound. Moving forward, Hannah would improve lighting and editing, but is pleased with how the trailer engaged its intended young adult horror fan audience.
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Evaluation question 7
- 1. Evaluation Question 7 Looking back at your preliminary task what do you feel that you have learnt in the progression from it to the full product
- 2. Sound I used foley sound in a couple of places to try and improve the quality of sound in my opening sequence as this was an issue in my preliminary task. Foley sound is also very important as it makes the scene more realistic. The audio box I used was called the zoom H4n I also used an Iphone 6S to record some foley sound
- 3. Sound Rather than just use the audio recorded from the camera which is very low quality I used foley sounds for things such as when the antagonist walks down the stairs. This helped make the scene more realistic. For my music I also decided to use filmstro pro as this allowed me to shape the music around the film and match the temp more accurately
- 4. Stability A major problem I had with my Preliminary task was the camera shaking this made much of my filming unusable damaging the quality of the final product. To solve this I bought a tri pod for use in my opening sequence and I think that it fixed the issue and improved the quality of my final product. The tripod I purchased was a hama star 75
- 5. Continuity I had some continuity errors in my preliminary task and to solve these I took more care when filming the opening sequence. One error made in the preliminary task was my character taking a worthless television remote for no reason I tried to fix mistakes like this in my opening sequence.
- 6. Casting In my preliminary task I acted as the main character making it hard to film and direct In my opening sequence to fix this I had my father play the main character this allowed me to focus on the filming aspect