Evaluation task 6
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The document discusses how the filmmakers improved from their preliminary task to the full film production. They paid closer attention to continuity details between shots. They also planned more adventurous shots and included more action and graphic matches in the title sequence. The filmmakers experimented with transitions like cross dissolves instead of just straight cuts. They also learned how to properly record and edit sound and music. They gained experience using technologies like Livetype for titles. Overall, the preliminary task provided a helpful learning experience to improve their skills and knowledge for the full production.
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7
The document discusses the progression of skills learned from an initial preliminary film task to a final film project. For the preliminary task, the filmmaker had no prior experience and struggled with shot selection, camera stability, lighting, and basic editing. For the final project, the filmmaker applied lessons learned by creating a shot list, incorporating shaky POV shots, improving pans and camera movement, adding more shot varieties. Editing skills improved through adding sound bridges, color correction, and more advanced transitions. The hardest parts of both projects were shot planning, achieving continuity between shots, and finding the right pacing and flow during editing.
7) looking back at your preliminary task
The preliminary task allowed the document's author to gain experience filming and editing, as well as practice using equipment like cameras and tripods. They learned the importance of following techniques like the 180 degree rule and planning shots in advance with a storyboard. Completing the preliminary task increased the author's awareness of how pre-production planning and cinematic techniques contribute to filmmaking quality.
Media
Looking back, the author feels their filmmaking skills have improved in areas like camera work, editing, and understanding the industry. They were able to successfully operate equipment and learned new techniques like mise-en-scene. Filming went smoothly with no issues in the group and they were able to explore editing in new ways. While there were some minor difficulties with filming conditions, they were able to overcome these with experience using the camera and a tripod. Translating their storyboard onto location proved perfect though initially daunting. Upon first viewing their finished film, they were surprised by what they achieved though saw areas for improvement upon further viewings.
Preliminary task evaluation
The document discusses the filmmaking group's experience with their pre-production, filming, and editing of a preliminary film task. It notes that their idea development went well, but their pace of work was slow. They used an iPad to film, which provided good quality but required steady hands. Editing in iVideo went smoothly. Lessons learned include needing to check for unwanted objects in shots and improving time management. The preliminary task met the criteria of demonstrating techniques like match cuts and shot/reverse shot. The process helped the group learn basic camera techniques and terms.
Evaluation
The document discusses the technical quality, skills developed, alignment with intentions, time management, target audience, and lessons learned from a final major project documentary. It notes audio syncing took a long time, impacting quality. Interview footage exceeded the 10 minute limit, requiring choosing one interview. Time management was a major issue, impacting quality and completion of planned elements. The target audience was effectively reached except for lack of family member perspectives. Going forward, more planning, shooting, editing and feedback would be prioritized to improve quality and execution.
Question 7
Leah Rolfe reflects on what she learned from the preliminary task that helped with the full product. She found using the camera helped her feel more comfortable with filming. Planning was also crucial, and storyboarding helped visualize shots and keep everyone on track. For the preliminary task, not enough planning went into locations, props, and characters, making filming tricky. Organization was also important to stay on schedule and have the right equipment in the right places. These lessons helped Leah improve for the main task.
Evaluation question 6 c.m
If doing the project again, the group would improve planning, filming, and editing. For planning, they would create a detailed plan so everyone knows their roles. For filming, they would schedule actors and shots to avoid forgetting anything. For editing, they would allocate more time and ensure continuity. The project taught skills in editing software, camera work, and different shot types. Key advice is to plan thoroughly, know filming responsibilities, and leave enough time for editing and sound. While editing software had online tutorials, it could lag with many clips, impacting precision. The group could have scheduled more time for sound recording and used a storyboard to structure filming and avoid wasting daylight.
Min Project Evaluation Q6 & 7
The student learned several important lessons from creating their media project. They learned that producing actual media like videos is much harder than expected and requires skills learned using software like Adobe Premiere. Access to professional digital cameras and editing software allowed the students to produce work near professional quality. However, they struggled with finding appropriate locations to film due to needing permissions. Looking back, the student realized how important planning and research are from the start to avoid getting stuck later. Leaving ideas open helped them adapt when things did not go as planned.
Recommended
7
The document discusses the progression of skills learned from an initial preliminary film task to a final film project. For the preliminary task, the filmmaker had no prior experience and struggled with shot selection, camera stability, lighting, and basic editing. For the final project, the filmmaker applied lessons learned by creating a shot list, incorporating shaky POV shots, improving pans and camera movement, adding more shot varieties. Editing skills improved through adding sound bridges, color correction, and more advanced transitions. The hardest parts of both projects were shot planning, achieving continuity between shots, and finding the right pacing and flow during editing.
7) looking back at your preliminary task
The preliminary task allowed the document's author to gain experience filming and editing, as well as practice using equipment like cameras and tripods. They learned the importance of following techniques like the 180 degree rule and planning shots in advance with a storyboard. Completing the preliminary task increased the author's awareness of how pre-production planning and cinematic techniques contribute to filmmaking quality.
Media
Looking back, the author feels their filmmaking skills have improved in areas like camera work, editing, and understanding the industry. They were able to successfully operate equipment and learned new techniques like mise-en-scene. Filming went smoothly with no issues in the group and they were able to explore editing in new ways. While there were some minor difficulties with filming conditions, they were able to overcome these with experience using the camera and a tripod. Translating their storyboard onto location proved perfect though initially daunting. Upon first viewing their finished film, they were surprised by what they achieved though saw areas for improvement upon further viewings.
Preliminary task evaluation
The document discusses the filmmaking group's experience with their pre-production, filming, and editing of a preliminary film task. It notes that their idea development went well, but their pace of work was slow. They used an iPad to film, which provided good quality but required steady hands. Editing in iVideo went smoothly. Lessons learned include needing to check for unwanted objects in shots and improving time management. The preliminary task met the criteria of demonstrating techniques like match cuts and shot/reverse shot. The process helped the group learn basic camera techniques and terms.
Evaluation
The document discusses the technical quality, skills developed, alignment with intentions, time management, target audience, and lessons learned from a final major project documentary. It notes audio syncing took a long time, impacting quality. Interview footage exceeded the 10 minute limit, requiring choosing one interview. Time management was a major issue, impacting quality and completion of planned elements. The target audience was effectively reached except for lack of family member perspectives. Going forward, more planning, shooting, editing and feedback would be prioritized to improve quality and execution.
Question 7
Leah Rolfe reflects on what she learned from the preliminary task that helped with the full product. She found using the camera helped her feel more comfortable with filming. Planning was also crucial, and storyboarding helped visualize shots and keep everyone on track. For the preliminary task, not enough planning went into locations, props, and characters, making filming tricky. Organization was also important to stay on schedule and have the right equipment in the right places. These lessons helped Leah improve for the main task.
Evaluation question 6 c.m
If doing the project again, the group would improve planning, filming, and editing. For planning, they would create a detailed plan so everyone knows their roles. For filming, they would schedule actors and shots to avoid forgetting anything. For editing, they would allocate more time and ensure continuity. The project taught skills in editing software, camera work, and different shot types. Key advice is to plan thoroughly, know filming responsibilities, and leave enough time for editing and sound. While editing software had online tutorials, it could lag with many clips, impacting precision. The group could have scheduled more time for sound recording and used a storyboard to structure filming and avoid wasting daylight.
Min Project Evaluation Q6 & 7
The student learned several important lessons from creating their media project. They learned that producing actual media like videos is much harder than expected and requires skills learned using software like Adobe Premiere. Access to professional digital cameras and editing software allowed the students to produce work near professional quality. However, they struggled with finding appropriate locations to film due to needing permissions. Looking back, the student realized how important planning and research are from the start to avoid getting stuck later. Leaving ideas open helped them adapt when things did not go as planned.
Evaluation task 1
The title sequence for the film "Don't Look Back in Sadness" uses flashbacks to introduce the main character Sam and his deceased love interest Emily. Scenes transition between the past and present using fades and dissolves to signify the dreamlike nature of memories. The sequence was filmed in Danson Park and uses props like a watch and funeral program to establish key plot points. Compared to similar romantic dramas like "Titanic" and "The Notebook", it more prominently features the main characters and challenges expectations by having one character die before the film begins.
Evaluation task 2
The media product represents teenagers and young children. It portrays the main characters as teenagers in a counter to typical rebellious portrayals, instead showing them as happy and content. It also conveys that life can end at any age. Costumes and props are used to indicate the characters' ages - as children they wear casual clothes and coats, with one bright item; as teenagers their dress is more formal but casual, reflecting their age while removing school elements. An element of childhood is kept through one character's Peppa Pig watch. Another film, The Notebook, similarly uses costumes to represent the characters maturing from teenagers to young adults over time through changing fashion and appearances.
Evaluation task 6
The document discusses how the filmmakers improved from their preliminary task to the full film production. They paid closer attention to continuity details between shots. They also planned more adventurous shots and included more action and graphic matches in the title sequence. The filmmakers experimented with transitions like cross dissolves instead of just straight cuts. They also learned how to properly record and edit sound and music. They gained experience using technologies like Livetype for titles. Overall, the preliminary task provided a helpful learning experience to improve their skills and knowledge for the full production.
Evaluation task 7
For this project, the student learned several technologies:
1) They used an HD camera and tripod to film, learning how to pan and zoom to achieve desired shots.
2) They edited videos using Final Cut Express on an Apple computer, learning basic and advanced editing skills like transitions, cutting footage, and adding effects.
3) They created blog posts using Blogger to document their process, and uploaded work-in-progress files and HTML codes from other sites to keep their work organized.
Task 7
The document discusses the progression from the preliminary task to the main task. It summarizes that the main task required more in-depth planning and preparation compared to the preliminary task which had a short timeframe. It also discusses improvements in filmmaking skills like storyboarding, camerawork, use of sound, and ability to use new technology like Final Cut Pro and Soundtrack Pro from the preliminary to the main task.
Evaluation task 7
- The preliminary task required little planning and was completed quickly, while the main task involved more planning, decision making, and coordination over a longer period of time.
- Having learned filmmaking skills, the group had more freedom and ability to create their own storyboard and shots for the main task, leading to a more polished final production.
- Handling the camera felt more natural for the main task, allowing for better shots than the basic shots in the preliminary task. Sound and editing skills also improved between the two projects.
Evaluation task 7
- The preliminary task required little planning and was completed quickly, while the main task involved more planning, decision making, and coordination over a longer period of time.
- Having more experience and lessons in filmmaking led to improved storyboarding, camerawork, use of sound, and editing skills in the main task compared to the preliminary task.
- The additional planning and experience gained between the two assignments resulted in a higher quality final production for the main task.
Evaluation Questions
The document discusses what the student learned about technology from creating a horror film project. They used camera equipment like a camcorder and tripod, which were mostly easy to use though the tripod took some getting used to. They also used editing software like Final Cut Pro and GarageBand. Final Cut Pro was initially difficult but became easier with a tutorial, while GarageBand was familiar from prior use. Overall their skills with the software improved over the project. Compared to an earlier preliminary task, the student felt they planned more thoroughly through research, storyboarding, and applying techniques from their coursework. They also felt more confident using the equipment and software.
Evaluation greg
Planning helped in the production stage of the film trailer by creating a production proposal outlining the film's genre and goals, a mind map of key ideas and themes, and a step outline listing achievable ideas and shots. This planning allowed the team to effectively translate ideas to camera and know exactly what to film. Both students contributed equally to planning, production such as camerawork and acting roles suited to their skills, and post-production including editing and sound effects. Technical elements like composition, shot types, sound, editing, and mise-en-scene were effectively used but could be improved with more time and practice, especially with the editing software. Skills in editing and knowledge of the editing software need improvement before beginning their
Evaluation zoe
Planning was helpful for the production stage by creating a production proposal, mind map, and shot list. The planning documents outlined the film's genre, ideas, and achievable scenes to film. During production, tasks were split equally between planning, filming, and editing. The individual brought different skills, with one more comfortable acting and the other knowledgeable about composition. Technical elements like camera shots, sound, editing, mise en scene, and location were effectively used but could be improved with more time. Key skills to improve for A2 productions include developing editing skills and knowledge of the Adobe Premier Elements software.
Question 4.v2
The document discusses the stages of research, planning, construction, ancillary tasks, and evaluation for a music video project. For research, the group analyzed conventions of different music genres and professional versus amateur music videos. In planning, they developed an idea influenced by their research and created a storyboard. For construction, they filmed using a Canon camera after a Sony camera had a disc error, and edited in Adobe Premiere Pro. They created ancillary materials like a digipak and poster in Photoshop. Their skills increased through using new technologies like editing software.
Question 4 powerpoint
The document discusses the use of new media technologies in the stages of constructing a music video project. In the research stage, the group analyzed professional and amateur music videos to inform their idea. In planning, they created a storyboard to guide shooting. They filmed using a Sony camera, but encountered errors, so re-filmed with a Canon camera. In construction, they edited footage in Corel but switched to Adobe Premiere Pro for its advanced tools. They created ancillary materials like a digipak and poster in Photoshop. Overall, the new technologies increased the quality and skills of the group's work.
Question 4 powerpoint
The document discusses the use of new media technologies in the stages of constructing a music video project. In the research stage, the group analyzed professional and amateur music videos to inform their idea. In planning, they created a storyboard to guide shooting. They filmed using a Sony camera, but encountered errors, so re-filmed with a Canon camera. In construction, they edited footage in Corel but switched to Adobe Premiere Pro for its advanced tools. They created ancillary materials like a digipak and poster in Photoshop. Overall, the new technologies increased the quality and skills of the group's work.
Question 4
This document discusses the research, planning, construction, and evaluation stages of creating a music video. It describes researching different music video genres and conventions. Planning involved developing an idea influenced by this research and creating a storyboard. Filming was initially done with a Sony camera, but issues arose so a Canon camera was then used. Footage was edited using Corel and Adobe Premiere Pro. Ancillary tasks like a digipak and poster were created in Photoshop. New technologies increased skills and allowed for a higher quality final product and evaluation.
Question 4 presentation
This document discusses the research, planning, construction, and evaluation stages of creating a music video. It describes researching different music video genres and conventions. Planning involved developing an idea influenced by this research and creating a storyboard. Filming was initially done with a Sony camera, but issues arose so a Canon camera was then used. Footage was edited using Corel and Adobe Premiere Pro. Ancillary tasks like a digipak and poster were created in Photoshop. New technologies increased skills and allowed for a higher quality evaluation.
Evaluation of prelim task
The student worked on a group project to create a film sequence for a preliminary task. They worked well as a team, with defined roles for filming, acting, and editing. They storyboarded their sequence and did practice runs to plan shots. They used a Canon HD camera, tripod, Adobe Premiere software, and external hard drive to complete the filming and editing. Factors like schedules, lighting, location, and sound quality were considered. The sequence was completed ahead of schedule. The student learned new camera, software, and film editing skills through this project.
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Evaluation task 1
The title sequence for the film "Don't Look Back in Sadness" uses flashbacks to introduce the main character Sam and his deceased love interest Emily. Scenes transition between the past and present using fades and dissolves to signify the dreamlike nature of memories. The sequence was filmed in Danson Park and uses props like a watch and funeral program to establish key plot points. Compared to similar romantic dramas like "Titanic" and "The Notebook", it more prominently features the main characters and challenges expectations by having one character die before the film begins.
Evaluation task 2
The media product represents teenagers and young children. It portrays the main characters as teenagers in a counter to typical rebellious portrayals, instead showing them as happy and content. It also conveys that life can end at any age. Costumes and props are used to indicate the characters' ages - as children they wear casual clothes and coats, with one bright item; as teenagers their dress is more formal but casual, reflecting their age while removing school elements. An element of childhood is kept through one character's Peppa Pig watch. Another film, The Notebook, similarly uses costumes to represent the characters maturing from teenagers to young adults over time through changing fashion and appearances.
Evaluation task 6
The document discusses how the filmmakers improved from their preliminary task to the full film production. They paid closer attention to continuity details between shots. They also planned more adventurous shots and included more action and graphic matches in the title sequence. The filmmakers experimented with transitions like cross dissolves instead of just straight cuts. They also learned how to properly record and edit sound and music. They gained experience using technologies like Livetype for titles. Overall, the preliminary task provided a helpful learning experience to improve their skills and knowledge for the full production.
Evaluation task 7
For this project, the student learned several technologies:
1) They used an HD camera and tripod to film, learning how to pan and zoom to achieve desired shots.
2) They edited videos using Final Cut Express on an Apple computer, learning basic and advanced editing skills like transitions, cutting footage, and adding effects.
3) They created blog posts using Blogger to document their process, and uploaded work-in-progress files and HTML codes from other sites to keep their work organized.
Viewers also liked (10)
Similar to Evaluation task 6
Task 7
The document discusses the progression from the preliminary task to the main task. It summarizes that the main task required more in-depth planning and preparation compared to the preliminary task which had a short timeframe. It also discusses improvements in filmmaking skills like storyboarding, camerawork, use of sound, and ability to use new technology like Final Cut Pro and Soundtrack Pro from the preliminary to the main task.
Evaluation task 7
- The preliminary task required little planning and was completed quickly, while the main task involved more planning, decision making, and coordination over a longer period of time.
- Having learned filmmaking skills, the group had more freedom and ability to create their own storyboard and shots for the main task, leading to a more polished final production.
- Handling the camera felt more natural for the main task, allowing for better shots than the basic shots in the preliminary task. Sound and editing skills also improved between the two projects.
Evaluation task 7
- The preliminary task required little planning and was completed quickly, while the main task involved more planning, decision making, and coordination over a longer period of time.
- Having more experience and lessons in filmmaking led to improved storyboarding, camerawork, use of sound, and editing skills in the main task compared to the preliminary task.
- The additional planning and experience gained between the two assignments resulted in a higher quality final production for the main task.
Evaluation Questions
The document discusses what the student learned about technology from creating a horror film project. They used camera equipment like a camcorder and tripod, which were mostly easy to use though the tripod took some getting used to. They also used editing software like Final Cut Pro and GarageBand. Final Cut Pro was initially difficult but became easier with a tutorial, while GarageBand was familiar from prior use. Overall their skills with the software improved over the project. Compared to an earlier preliminary task, the student felt they planned more thoroughly through research, storyboarding, and applying techniques from their coursework. They also felt more confident using the equipment and software.
Evaluation greg
Planning helped in the production stage of the film trailer by creating a production proposal outlining the film's genre and goals, a mind map of key ideas and themes, and a step outline listing achievable ideas and shots. This planning allowed the team to effectively translate ideas to camera and know exactly what to film. Both students contributed equally to planning, production such as camerawork and acting roles suited to their skills, and post-production including editing and sound effects. Technical elements like composition, shot types, sound, editing, and mise-en-scene were effectively used but could be improved with more time and practice, especially with the editing software. Skills in editing and knowledge of the editing software need improvement before beginning their
Evaluation zoe
Planning was helpful for the production stage by creating a production proposal, mind map, and shot list. The planning documents outlined the film's genre, ideas, and achievable scenes to film. During production, tasks were split equally between planning, filming, and editing. The individual brought different skills, with one more comfortable acting and the other knowledgeable about composition. Technical elements like camera shots, sound, editing, mise en scene, and location were effectively used but could be improved with more time. Key skills to improve for A2 productions include developing editing skills and knowledge of the Adobe Premier Elements software.
Question 4.v2
The document discusses the stages of research, planning, construction, ancillary tasks, and evaluation for a music video project. For research, the group analyzed conventions of different music genres and professional versus amateur music videos. In planning, they developed an idea influenced by their research and created a storyboard. For construction, they filmed using a Canon camera after a Sony camera had a disc error, and edited in Adobe Premiere Pro. They created ancillary materials like a digipak and poster in Photoshop. Their skills increased through using new technologies like editing software.
Question 4 powerpoint
The document discusses the use of new media technologies in the stages of constructing a music video project. In the research stage, the group analyzed professional and amateur music videos to inform their idea. In planning, they created a storyboard to guide shooting. They filmed using a Sony camera, but encountered errors, so re-filmed with a Canon camera. In construction, they edited footage in Corel but switched to Adobe Premiere Pro for its advanced tools. They created ancillary materials like a digipak and poster in Photoshop. Overall, the new technologies increased the quality and skills of the group's work.
Question 4 powerpoint
The document discusses the use of new media technologies in the stages of constructing a music video project. In the research stage, the group analyzed professional and amateur music videos to inform their idea. In planning, they created a storyboard to guide shooting. They filmed using a Sony camera, but encountered errors, so re-filmed with a Canon camera. In construction, they edited footage in Corel but switched to Adobe Premiere Pro for its advanced tools. They created ancillary materials like a digipak and poster in Photoshop. Overall, the new technologies increased the quality and skills of the group's work.
Question 4
This document discusses the research, planning, construction, and evaluation stages of creating a music video. It describes researching different music video genres and conventions. Planning involved developing an idea influenced by this research and creating a storyboard. Filming was initially done with a Sony camera, but issues arose so a Canon camera was then used. Footage was edited using Corel and Adobe Premiere Pro. Ancillary tasks like a digipak and poster were created in Photoshop. New technologies increased skills and allowed for a higher quality final product and evaluation.
Question 4 presentation
This document discusses the research, planning, construction, and evaluation stages of creating a music video. It describes researching different music video genres and conventions. Planning involved developing an idea influenced by this research and creating a storyboard. Filming was initially done with a Sony camera, but issues arose so a Canon camera was then used. Footage was edited using Corel and Adobe Premiere Pro. Ancillary tasks like a digipak and poster were created in Photoshop. New technologies increased skills and allowed for a higher quality evaluation.
Evaluation of prelim task
The student worked on a group project to create a film sequence for a preliminary task. They worked well as a team, with defined roles for filming, acting, and editing. They storyboarded their sequence and did practice runs to plan shots. They used a Canon HD camera, tripod, Adobe Premiere software, and external hard drive to complete the filming and editing. Factors like schedules, lighting, location, and sound quality were considered. The sequence was completed ahead of schedule. The student learned new camera, software, and film editing skills through this project.
Question 4
The document discusses the stages of research, planning, construction, and evaluation for a music video project. In the research stage, the group analyzed professional and amateur music videos on YouTube and Google to understand conventions. For planning, they created a storyboard and drafted their idea. They filmed footage using a Sony camera, but had issues, so re-filmed with a Canon camera. They edited in Adobe Premiere Pro. For ancillary tasks like a digipak and poster, they used Photoshop. New technologies increased skills and the quality of their evaluations.
Evaluation of prelim task
The team of four students managed tasks well through assigning main roles for filming and editing. They storyboarded and practiced their scene before filming with a Canon HD camera and tripod. Footage was edited together in Adobe Premiere on a Lacie drive. Factors like schedules, lighting, location, and sound quality were considered during planning and shooting. The sequence was completed ahead of schedule, and the group learned new filming, editing, and project management skills through hands-on experience with the technology and creative process.
Evauation 7
For their preliminary task, the student's group overcomplicated the concept and tried more difficult shots that ended up looking poor quality. They struggled with shots like the over the shoulder shot and had too much empty space. However, they learned better cinematography techniques from practicing. For the opening sequence, the student spent more time editing and using effects. They found better ambient music instead of using Final Cut's default options. Overall, the opening sequence demonstrated progression in cinematography, editing, sound design and time management from lessons learned in the preliminary task.
Evaluation of prelim task
The student worked with a team of four on a filmmaking prelim task. They managed roles and schedules, with the student taking on editing. They storyboarded and practiced their scene before filming with a Canon camera and tripod. The team then used Adobe Premiere to edit, adding effects. The student learned new camera, software and editing skills through completing the task.
Evaluation of prelim task
The student worked with a team of four on a film project. They created storyboards and did practice runs to plan the sequence. They used a Canon HD camera, tripod, Adobe Premiere software, and LaCie drive to complete the filming and editing. Some challenges included balancing schedules and learning to use the new technology. Overall the sequence was successful and completed ahead of schedule. The student learned new camera, editing, and filmmaking skills through this project.
Evaluation question 7
The preliminary task allowed the document author to practice filming techniques like shots, angles, and basic editing. This was a learning experience that helped in planning and production for the full film. Some lessons learned were improving storyboards, planning props/costumes, using better equipment, and more advanced editing software. Overall, the preliminary task helped improve skills for the successful final film production.
Evaluation, Question 7
1) During their preliminary task, the group had little knowledge of film production and the roles involved. They worked as a group on all aspects, which took a long time.
2) For their opening sequence, they learned about different film production roles and split up tasks accordingly. This allowed work to be completed more efficiently and to a higher standard.
3) Their knowledge of film production roles improved greatly between the preliminary task and opening sequence.
Question 4 evaluation
The document discusses the use of new media technologies in the production stages of a documentary. In the research stage, the internet was used to analyze other documentaries and find topics. Microsoft Word and Excel were used to write information and create questionnaires. Adobe Premier was the main software used for editing, which allowed skills to improve over time. A digital camera was used to capture behind-the-scenes footage and stills during editing. Photoshop created a print advert, and the school radio studio recorded voiceovers.
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Evaluation task 4
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Evaluation task 3
New Line Cinema would be a suitable company to distribute the film because it has successfully distributed similar romantic drama films like The Notebook. The Notebook grossed $115.6 million worldwide in cinemas and continues to earn profits from DVD sales, so the filmmakers could be confident that their film would find similar success through New Line Cinema. However, as the film lacks big name actors, an independent film company like Film 4 may be better, as it showcases British independent films and uses its TV and online channels to advertise specific film showings, premieres and boost viewership, helping to launch the film without major Hollywood connections.
Evaluation task 2
The media product represents teenagers and young children. It portrays the main characters as teenagers in a counter to typical rebellious portrayals, instead showing them as happy and content. It also conveys that life can end at any age. Costumes and props are used to indicate the characters' ages - as children they wear casual clothes and coats, and as teenagers they dress more formally while retaining some childhood elements like a character's watch. The product aims to represent average British teenagers neutrally without stereotyping social groups.
Evaluation task 3
New Line Cinema would be a suitable company to distribute the film because it has successfully distributed similar romantic drama films like The Notebook, which grossed $115.6 million worldwide. New Line Cinema is experienced in the genre and would be able to fund extensive advertising through various media channels to promote the film, similarly helping it find financial success. As the film shares the romantic drama genre and target audience of The Notebook, distributing with New Line Cinema could leverage an existing audience.
Evaluation task 7
The student learned several technologies through creating a film project. They used an HD camera and tripod to film shots, and learned camera techniques like panning and zooming. They edited footage using Final Cut Express, learning basic skills like transitions, cutting, arranging clips, and adding sound. Throughout the project, the student documented their process on a blog created with Blogger, uploading work and keeping it organized. They also used Vimeo, SoundCloud, and SlideShare to convert and upload video, audio, and documents to embed on their blog.
Evaluation task 4
This document summarizes the target audience for a film as Laura Newnham, a typical 16-year-old girl from South East London who enjoys socializing, shopping, and dresses and acts in a stereotypically feminine way. She listens to pop music, watches shows on E4, and enjoys romantic drama and comedy films and books that feature love stories about characters her age. Addressing Laura and others like her would appeal to the film because it features relatable teenage characters and a genre she enjoys.
Evaluation task 4
This document summarizes the target audience for a film as Laura Newnham, a typical 16-year-old girl from South East London who enjoys popular music, television shows on E4, and romantic drama and comedy films dealing with love stories and emotional storylines. She reads teenage romance novels and owns DVDs of her favorite love stories. The film would appeal to her because she fantasizes about romance as a stereotypical girly girl and can relate to the teenage characters in the film, enjoying other similar genre films.
Evaluation task 1
The title sequence for the film "Don't Look Back in Sadness" introduces the main character Sam and his lost love Emily through flashbacks. It shows Sam's memories of them as children and teenagers under a significant tree, and contrasts this with his present-day sadness alone at the tree after apparently losing Emily. The sequence establishes the romantic drama genre and foreshadows Sam struggling to move on from loss. It introduces the characters through minimal dialogue and uses fades between flashbacks to convey the passage of time.
Main task call sheet template
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The document contains the results from a 10 question survey about film preferences. Question 1 asked respondents to rate 10 film genres from 1 to 10. Question 6 asked how many films out of a list each of 10 people had seen. The other questions covered preferences around pace of films, endings, music genres, and likelihood to see a film with a given description. The responses are presented visually through bar graphs and pie charts.
Media questionnaire
This document contains a 10 question media questionnaire about film preferences. It asks the respondent to provide their age, gender and postcode. It then asks them to rate 10 different film genres from 1 to 10, list the last film they saw in cinemas, rate that film out of 10, and name their favorite film. It also asks how many of 6 listed romantic films they have seen. Finally, it asks preferences around film pacing, endings, instrumental music, and likelihood to see a film described as "A love story that ended too soon."
survey results tables
The document appears to be the results of a survey about film preferences. It includes responses from 10 people to questions about their preferred genres, last film seen, favorite film, favorite actor/actress, number of listed films seen, preferred film speed and endings, preferred instruments, and likelihood of seeing a new film. The genres of action, comedy, romance and romantic comedy were rated on a scale of 1 to 10. The average ratings for each genre are also provided.
Updated Prop list
The document is a prop list for a film or television production. It describes 5 props: a black suit, funeral program, scarf, and watch. It provides the item name, any associated costs, a description of the prop, who uses it (actors and characters), and any relevant notes. The props are of varying importance and used across different scenes and time periods in the production to establish characters and tell the story.
Updated script for main task
Sam sits under a tree clutching a funeral program and watch, remembering his friend Emily. The title sequence will show memories of Sam and Emily in the park from childhood through their teenage years, set to acoustic guitar music. These memories include the two chasing each other, flying a kite, running as teenagers with Emily still wearing the watch, chatting and laughing while leaning against the tree together, and Emily being spun until they collapse in laughter under the tree. The sequence ends by circling back to the opening scene of Sam alone under the tree.
Preliminary task evaluation
We encountered problems with continuity, camera stability, and insufficient footage in our preliminary task. To improve for our main task, we will mark actor and prop positions, shoot in a park to blend markers, practice steadier filming, and record each shot multiple times to get the best take.
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DIGIDEVTV A New area of OTT Distribution
At Digidev, we are working to be the leader in interactive streaming platforms of choice by smart device users worldwide.
Our goal is to become the ultimate distribution service of entertainment content. The Digidev application will offer the next generation television highway for users to discover and engage in a variety of content. While also providing a fresh and
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Unveiling Paul Haggis Shaping Cinema Through Diversity. .pdf
Paul Haggis is undoubtedly a visionary filmmaker whose work has not only shaped cinema but has also pushed boundaries when it comes to diversity and representation within the industry. From his thought-provoking scripts to his engaging directorial style, Haggis has become a prominent figure in the world of film.
原版制作(Mercer毕业证书)摩斯大学毕业证在读证明一模一样
学校原件一模一样【微信：741003700 】《(Mercer毕业证书)摩斯大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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Barbie Movie Review - The Astras.pdfffff
Barbie Movie Review has gotten brilliant surveys for its fun and creative story. Coordinated by Greta Gerwig, it stars Margot Robbie as Barbie and Ryan Gosling as Insight. Critics adore its perky humor, dynamic visuals, and intelligent take on the notorious doll's world. It's lauded for being engaging for both kids and grown-ups. The Astras profoundly prescribes observing the Barbie Review for a delightful and colorful cinematic involvement.https://theastras.com/hca-member-gradebooks/hca-gradebook-barbie/
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Introduction
Leonardo DiCaprio, A name synonymous with Hollywood excellence. is not only known for his stellar acting career but also for his impressive real estate investments. The "Leonardo DiCaprio house" is a topic that piques the interest of many. as the Oscar-winning actor has amassed a diverse portfolio of luxurious properties. DiCaprio's homes reflect his varied tastes and commitment to sustainability. from retreats to historic mansions. This article will delve into the fascinating world of Leonardo DiCaprio's real estate. Exploring the details of his most notable residences. and the unique aspects that make them stand out.
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Leonardo DiCaprio House: Malibu Beachfront Retreat
A Prime Location
His Malibu beachfront house is one of the most famous properties in Leonardo DiCaprio's real estate portfolio. Situated in the exclusive Carbon Beach. also known as "Billionaire's Beach," this property boasts stunning ocean views and private beach access. The "Leonardo DiCaprio house" in Malibu is a testament to the actor's love for the sea and his penchant for luxurious living.
Architectural Highlights
The Malibu house features a modern design with clean lines, large windows. and open spaces blending indoor and outdoor living. The expansive deck and patio areas provide ample space for entertaining guests or enjoying a quiet sunset. The house has state-of-the-art amenities. including a gourmet kitchen, a home theatre, and many guest suites.
Sustainable Features
Leonardo DiCaprio is a well-known environmental activist. whose Malibu house reflects his commitment to sustainability. The property incorporates solar panels, energy-efficient appliances, and sustainable building materials. The landscaping around the house is also designed to be water-efficient. featuring drought-resistant plants and intelligent irrigation systems.
Leonardo DiCaprio House: Hollywood Hills Hideaway
Privacy and Seclusion
Another remarkable property in Leonardo DiCaprio's collection is his Hollywood Hills house. This secluded retreat offers privacy and tranquility. making it an ideal escape from the hustle and bustle of Los Angeles. The "Leonardo DiCaprio house" in Hollywood Hills nestled among lush greenery. and offers panoramic views of the city and surrounding landscapes.
Design and Amenities
The Hollywood Hills house is a mid-century modern gem characterized by its sleek design and floor-to-ceiling windows. The open-concept living space is perfect for entertaining. while the cozy bedrooms provide a comfortable retreat. The property also features a swimming pool, and outdoor dining area. and a spacious deck that overlooks the cityscape.
Environmental Initiatives
The Hollywood Hills house incorporates several green features that are in line with DiCaprio's environmental values. The home has solar panels, energy-efficient lighting, and a rainwater harvesting system. Additionally, the landscaping designed to support local wildlife and promote
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The Evolution of the Leonardo DiCaprio Haircut: A Journey Through Style and C...
Leonardo DiCaprio, a name synonymous with Hollywood stardom and acting excellence. has captivated audiences for decades with his talent and charisma. But, the Leonardo DiCaprio haircut is one aspect of his public persona that has garnered attention. From his early days as a teenage heartthrob to his current status as a seasoned actor and environmental activist. DiCaprio's hairstyles have evolved. reflecting both his personal growth and the changing trends in fashion. This article delves into the many phases of the Leonardo DiCaprio haircut. exploring its significance and impact on pop culture.
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Authenticity in Motion Pictures: How Steve Greisen Retains Real Stories
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高仿(nyu毕业证书)美国纽约大学毕业证文凭毕业证原版一模一样
原版纸张【微信：741003700 】【(nyu毕业证书)美国纽约大学毕业证、文凭毕业证】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
定制(uow毕业证书)卧龙岗大学毕业证文凭学位证书原版一模一样
原版一模一样【微信：741003700 】【(uow毕业证书)卧龙岗大学毕业证文凭学位证书】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Top IPTV UK Providers of A Comprehensive Review.pdf
The television landscape in the UK has evolved significantly with the rise of Internet Protocol Television (IPTV). IPTV offers a modern alternative to traditional cable and satellite TV, allowing viewers to stream live TV, on-demand videos, and other multimedia content directly to their devices over the internet. This review provides an in-depth look at the top IPTV UK providers, their features, pricing, and what sets them apart.
Divertidamente SLIDE muito lindo e criativo, pptx
Slide criativo e muito lindo, apenas editar, muito simples
Orpah Winfrey Dwayne Johnson: Titans of Influence and Inspiration
Introduction
In the realm of entertainment, few names resonate as Orpah Winfrey Dwayne Johnson. Both figures have carved unique paths in the industry. achieving unparalleled success and becoming iconic symbols of perseverance, resilience, and inspiration. This article delves into the lives, careers. and enduring legacies of Orpah Winfrey Dwayne Johnson. exploring how their journeys intersect and what we can learn from their remarkable stories.
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Early Life and Backgrounds
Orpah Winfrey: From Humble Beginnings to Media Mogul
Orpah Winfrey, often known as Oprah due to a misspelling on her birth certificate. was born on January 29, 1954, in Kosciusko, Mississippi. Raised in poverty by her grandmother, Winfrey's early life was marked by hardship and adversity. Despite these challenges. she demonstrated a keen intellect and an early talent for public speaking.
Winfrey's journey to success began with a scholarship to Tennessee State University. where she studied communication. Her first job in media was as a co-anchor for the local evening news in Nashville. This role paved the way for her eventual transition to talk show hosting. where she found her true calling.
Dwayne Johnson: From Wrestling Royalty to Hollywood Superstar
Dwayne Johnson, also known by his ring name "The Rock," was born on May 2, 1972, in Hayward, California. He comes from a family of professional wrestlers, with both his father, Rocky Johnson. and his grandfather, Peter Maivia, being notable figures in the wrestling world. Johnson's early life was spent moving between New Zealand and the United States. experiencing a variety of cultural influences.
Before entering the world of professional wrestling. Johnson had aspirations of becoming a professional football player. He played college football at the University of Miami. where he was part of a national championship team. But, injuries curtailed his football career, leading him to follow in his family's footsteps and enter the wrestling ring.
Career Milestones
Orpah Winfrey: The Queen of All Media
Winfrey's career breakthrough came in 1986 when she launched "The Oprah Winfrey Show." The show became a cultural phenomenon. drawing millions of viewers daily and earning many awards. Winfrey's empathetic and candid interviewing style resonated with audiences. helping her tackle diverse and often challenging topics.
Beyond her talk show, Winfrey expanded her empire to include the creation of Harpo Productions. a multimedia production company. She also launched "O, The Oprah Magazine" and OWN: Oprah Winfrey Network, further solidifying her status as a media mogul.
Dwayne Johnson: From The Ring to The Big Screen
Dwayne Johnson's wrestling career took off in the late 1990s. when he became one of the most charismatic and popular figures in WWE. His larger-than-life persona and catchphrases endeared him to fans. making him a household name. But, Johnson had ambitions beyond the wrestling ring.
In the early 20
哪里买(osu毕业证书)美国俄勒冈州立大学毕业证双学位证书原版一模一样
原版纸张【微信：741003700 】【(osu毕业证书)美国俄勒冈州立大学毕业证，双学位证书】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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Evaluation task 6
- 1. Evaluation Task 6 Looking back at your preliminary task (the continuity editing task), what do you feel you have learnt in the progression from it to the full product? Since producing our preliminary task, we have gained a lot more knowledge on the entire film making process. Firstly we improved the continuity when filming our main task as we paid much more attention to minute detail and ensuring things lined up between shots. We decided to be a lot more adventurous with our shot list and storyboard planning so as to make our main task more interesting. With this in mind we featured more action matches and also graphic matches frequently in our title sequence. We only used straight cuts when editing the preliminary task, so for the main task we decided to develop our knowledge of the technologies available and experimented with transitions such as the cross dissolve we used for the majority of our sequence.
- 2. We used several more complex editing processes to line things up, in particular when creating the rotating and enlarging photograph as it transitions and comes to life. Another thing we developed our knowledge of was sound, learning to record proper ambient sound to apply to footage and to edit music and non-diegetic scores to fit the timing of our footage.
- 3. Other technologies we developed more knowledge for included Livetype, with which we learnt to create our own titles. Overall, the preliminary task was a very good learning curve for us as it allowed us to experience the kind of thing we would be creating and get an idea for the kind of technologies available to us before we launched into the production of our main task and also made us aware of any problems we may have encountered in the process of film production.