Evaluation task 7
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The document discusses what the author learned from an initial preliminary task and subsequent film project. Specifically, the author notes improved camera work and editing skills. Techniques like the 180 degree rule and shot-reverse shot were applied. Some issues with sound and framing occurred in the preliminary task but were addressed for the film opening by using a tripod and no diegetic sound. Editing for the film opening was more advanced using effects, text, and sound to complement visuals. Overall, the author found the project enjoyable and acquired new skills to continue improving.
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Ben M Evaluation Q's 6 & 7
The document discusses what was learned about digital technologies through creating a media studies project. Premier Pro was used to edit videos and some issues with frame sizing occurred but effects were successfully added. A Panasonic camera was easy to use but zooming required care. Tripods helped create steady shots but panning was initially difficult. Sound equipment was simple to use. YouTube was also easy to upload to. Mistakes from the preliminary task like poor planning and inconsistent shots were improved on for the main task, creating a higher quality final product.
Evaluation question 7
The student learned several things from their preliminary task to the final product. They improved their use of continuity editing by ensuring consistent clothing and props. Sound quality was better by using a boom microphone rather than a small table microphone. Camera work and shots were more innovative by having more space to film. Image composition was higher quality by adjusting color, lighting, and image clarity. Continuity editing rules were followed and an eye line match was properly used in the final product.
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.
Pre production planning
The document summarizes the pre-production, production, and post-production process for a short video project. It discusses how the group planned locations, costumes, props, and story in pre-production. On the day of shooting, the planning helped the process go smoothly. The only challenge was lighting. In post-production, the learner realized how planning shots and editing helps speed up the editing process. For their next project, they will plan shots better and repeat shots more to have options in editing.
Q7 Zac
Zac learned several important lessons from completing his preliminary task and full film opening project. He improved his lighting techniques after issues with lighting in the preliminary task. He also expanded his knowledge of editing software beyond just Final Cut Pro. Creating a two-minute film within a strict time limit proved challenging compared to the preliminary task as well. While he implemented typical film conventions and proper editing, time management issues resulted in an underdeveloped plot and potential continuity errors.
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 question 7
The document discusses the progression of skills from a preliminary film project to a final film project. For the preliminary project, filming was difficult due to a lack of shots and shaky camerawork. Editing was also challenging due to limited knowledge of software and continuity issues. For the final project, lessons were applied from the preliminary task - more shots were taken, lighting and sound was improved, and editing utilized more advanced techniques like color correction, sound bridges, and varied transitions. Overall the document focuses on the improvements made and skills developed between the two projects.
Maisy wilgoss task seven
The student felt their final opening sequence task was more polished than the preliminary task, likely due to having more time. They learned skills like navigating editing software and considering shot composition. While the preliminary task allowed room for improvement and adapting to new equipment, the final task incorporated learned techniques like match cuts, filters, and scripting to create a more dramatic atmosphere fitting the genre. Overall, the student felt more confident in their abilities after completing both tasks.
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Ben M Evaluation Q's 6 & 7
The document discusses what was learned about digital technologies through creating a media studies project. Premier Pro was used to edit videos and some issues with frame sizing occurred but effects were successfully added. A Panasonic camera was easy to use but zooming required care. Tripods helped create steady shots but panning was initially difficult. Sound equipment was simple to use. YouTube was also easy to upload to. Mistakes from the preliminary task like poor planning and inconsistent shots were improved on for the main task, creating a higher quality final product.
Evaluation question 7
The student learned several things from their preliminary task to the final product. They improved their use of continuity editing by ensuring consistent clothing and props. Sound quality was better by using a boom microphone rather than a small table microphone. Camera work and shots were more innovative by having more space to film. Image composition was higher quality by adjusting color, lighting, and image clarity. Continuity editing rules were followed and an eye line match was properly used in the final product.
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.
Pre production planning
The document summarizes the pre-production, production, and post-production process for a short video project. It discusses how the group planned locations, costumes, props, and story in pre-production. On the day of shooting, the planning helped the process go smoothly. The only challenge was lighting. In post-production, the learner realized how planning shots and editing helps speed up the editing process. For their next project, they will plan shots better and repeat shots more to have options in editing.
Q7 Zac
Zac learned several important lessons from completing his preliminary task and full film opening project. He improved his lighting techniques after issues with lighting in the preliminary task. He also expanded his knowledge of editing software beyond just Final Cut Pro. Creating a two-minute film within a strict time limit proved challenging compared to the preliminary task as well. While he implemented typical film conventions and proper editing, time management issues resulted in an underdeveloped plot and potential continuity errors.
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 question 7
The document discusses the progression of skills from a preliminary film project to a final film project. For the preliminary project, filming was difficult due to a lack of shots and shaky camerawork. Editing was also challenging due to limited knowledge of software and continuity issues. For the final project, lessons were applied from the preliminary task - more shots were taken, lighting and sound was improved, and editing utilized more advanced techniques like color correction, sound bridges, and varied transitions. Overall the document focuses on the improvements made and skills developed between the two projects.
Maisy wilgoss task seven
The student felt their final opening sequence task was more polished than the preliminary task, likely due to having more time. They learned skills like navigating editing software and considering shot composition. While the preliminary task allowed room for improvement and adapting to new equipment, the final task incorporated learned techniques like match cuts, filters, and scripting to create a more dramatic atmosphere fitting the genre. Overall, the student felt more confident in their abilities after completing both tasks.
Evaluation question 7
The document discusses the filmmaker's experience filming and editing their final project compared to their preliminary task. For filming, they learned to create detailed shot lists, use different shot types and movements, and maintain consistent lighting. Their editing skills improved as they learned to use color correction, add sound bridges and sound effects, and vary transitions between cuts. Overall, the filmmaker felt they progressed in their technical skills and ability to avoid continuity errors from the preliminary task to the final project.
Evaluation Q7
The document summarizes what was learned from a preliminary continuity editing task that was applied to a later full film project. It states that the preliminary task helped familiarize themselves with basic shots and gain insight into the filmmaking process. While the full film was not similar in content, techniques from the preliminary task like medium shots and match on action were utilized. The preliminary task also helped learn essential rules of camera and editing work, though the document notes one such rule, the 180 degree line, was not fully followed and shots needed to be flipped during editing. Sound effects were also practiced in the preliminary task, providing a foundation for the full film.
Looking back at your preliminary tasks, what
The document summarizes the learning Phoebe has gained from preliminary media tasks in her AS Level Media Studies course. Through exercises in continuity, filming techniques, editing, and recreating a TV scene, she has gained practical skills in using equipment like cameras, tripods, and editing software. She has also broadened her understanding of essential film elements like sound, editing, mise-en-scene, and camera shots. Reflecting on early tasks, she has identified areas for improvement like lighting that helped strengthen her final media project of a film opening sequence.
Question 7
The document summarizes what the author has learned from an initial preliminary task to a final thriller opening sequence task. The author learned how to use Adobe Premier Pro editing software, how to make titles in Adobe After Effects, and more about camera angles and shots. For the preliminary task, the author did not know what they were doing but it allowed experimentation. For the final task, the author learned more about Premier Pro and how to improve existing clips. The task required concentration and effort but allowed the author to improve and focus on using available content.
Q6
The document discusses technologies used to create a film project. It describes using Celtx to write the script, filming a preliminary task with the same camera to be used for the final project, and learning how to operate the camera. It also discusses struggles with keeping the camera level and using a GoPro for point-of-view shots. Finally, it talks about splitting editing work in Adobe Premiere Pro between the group due to one person's previous experience with the program.
Question 7
The document discusses lessons learned from a preliminary film project that were applied to improve a main film task. Key points include:
1) Continuity issues around props and hairstyles were avoided in the main task by filming scenes in one day instead of over multiple days.
2) Audio levels were more carefully monitored and adjusted between scenes to ensure consistency in the main task, after volume inconsistencies in the preliminary.
3) More pre-production techniques like camera setup tests, filming practice scenes, and detailed shooting schedules helped improve shot quality and continuity in the main film.
Evaluation Question 7
The document discusses what the author learned from their preliminary task to their full product. They felt their professionalism and camerawork improved, such as using different shots to highlight elements and understanding techniques like the 180 degree rule. They also upgraded their editing software from iMovie to Premiere Pro which helped improve the quality. Additionally, the author learned about the importance of setting and costume to add authenticity and maintain continuity between shots filmed on different days.
Eval 7
From producing a preliminary task to a full product, the author learned significant skills in camera work, directing, editing, and teamwork. For the preliminary task, the author's camera skills were limited and the directing was disorganized. However, experience with different shots and editing software improved the author's abilities. Additional research helped add special effects. Coordination with the team also improved, allowing for better planning and task distribution. These gained skills led to a main task that incorporated more advanced shots and tighter editing than the preliminary version.
Question 7
In the preliminary task, the filmmaker's skills were more limited, using only match-on-action cuts and the 180-degree rule. However, for the final product, they learned to incorporate close-ups to show detail, mid-shots, panning shots, and improved use of camera equipment. They also gained experience using Apple Macs and video editing programs, allowing them to add credits and music that were not included in the preliminary version. Overall, the filmmaker's skills and knowledge have significantly grown from the initial task to the final product.
Question 6 - fraser
The student learned several skills related to camera use, video editing, and production work through creating a film. They found operating the camera challenging at first but enjoyed experimenting with different shots. Editing software like iMovie was easy to use and allowed splitting audio tracks. The student's production skills improved significantly over the course, from cautious early shots to a better final product using a variety of shots without a difficult-to-use GoPro. To continue improving, the student aims to learn how to use a broader range of technologies.
fjwsfiwhat
Natalie Bunbury reflects on a preliminary task where she filmed herself running late and meeting with Nicola, ending on a humorous note. She thought the match on action was good, with varied angles and cuts, but could have improved some lighting and a sync issue. From both tasks, she learned about teamwork, running shoots, receiving feedback, and adjusting to new software for editing. The opening sequence showed improvement from practice on the preliminary task and had a more professional look.
Project 1 evaluation
The document discusses production techniques for graphic design, radio, and video game projects. It provides advantages and disadvantages of working in Photoshop and Premiere Pro. It reflects on a radio advertisement the author created, mentioning elements like a Coca-Cola can opening and a film reel with witches. The author would change some elements in the radio ad for improvement. The document also compares the author's projects and identifies the poster as most professional for its ability to advertise in various locations.
Evaluation question 7
The document summarizes what the author learned from their preliminary task to their full media product. They discuss improvements in technical skills like using a tripod, taking multiple takes, better framing shots, and avoiding continuity errors. They also learned to use new software like LiveType and Premiere Pro which allowed for more advanced editing. Overall, they learned to carefully plan, reshot scenes from different angles, and that planning and preparation leads to a better final product.
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 6
The document discusses the hardware and software used to produce a product. It describes using a video camera, tripod, torches, and Apple macs for hardware. The hardware provided benefits like higher quality footage from using a video camera instead of a phone. Software like Final Cut, Photoshop, After Effects, Prezi, and GarageBand were used. The software helped with editing, titles, animation, and soundtracks. While some software like GarageBand and After Effects took time to learn, overall the hardware and software helped improve the professional quality of the product.
Task 6
The document discusses three technologies used in editing a film project. Rough cut software allowed editing together clips and working on continuity, though precise cutting could be difficult. After Effects was used to add transitions, titles, and filters to enhance the film and change its mood, though color correction was challenging to fine tune. Titles created with After Effects turned out professionally but some were introduced too late in the film.
Evaluation - Question 7
The document discusses what the author learned from creating a preliminary short film titled "The Dealer" compared to their full film opening. They struggled at first with the video editing software and operating the camera but gained experience. The preliminary project helped them practice filming techniques like camera angles and distances that they applied to the full opening.
Lecture 6
The lecture was a Final Cut Pro workshop that taught students how to edit film and sound using the software. While similar to Premiere Pro which the student had used for years, Final Cut Pro allowed editing without dragging and dropping clips. The workshop provided skills for adjusting footage and sound using Final Cut Pro during post-production.
comparison
The document reflects on the learning from an initial preliminary film task to a subsequent full film product. It notes that some filming techniques from the preliminary task like match on action worked well but film quality was poor. Mistakes were made with shot reverse shot technique. For the full product, filming techniques were revised to improve film quality, transitions, and overall flow. More attention to details like titles, fonts, lighting and transitions made the full film more sophisticated and polished compared to the rushed preliminary task. The key lesson was focusing on perfecting techniques is crucial for success.
Hector_Razon_Resume01
Hector Razon has over 5 years of experience in television production, graphic design, photography, and motion graphics. He currently works as a freelance director of a morning television show, where he writes scripts, oversees content, and ensures a smooth program flow. He aims to complete all projects on time and with attention to detail. Hector earned a certificate in design communication arts from UCLA Extension and is proficient in software like Photoshop, Premiere, and After Effects.
Q6
The document discusses the learning experience of progressing from a preliminary media task to a final product. There were several key differences:
1) The preliminary task had strict guidelines and lacked creativity, while the final product required using film techniques like mise en scene, camera work, editing, and sound to add meaning.
2) Editing in the preliminary task was basic, but the final product required complex editing to add pace, fit music, and insert text to suggest meaning.
3) Elements like text, music, and camera shots were not required in the preliminary but were important to convey mood and theme in the final product.
4) Using proper equipment like a tripod improved the quality and professional
Evaluation 7
The document discusses the improvements made from the author's preliminary editing task to their final film product. For the final product, the author improved their editing skills by learning to smoothly transition between scenes without jumps or glitches. They also learned to use a variety of shots and a tripod to create steady shots. Additionally, the author improved their sound design by adding music to engage audiences. They showed better camerawork by following conventions like the 180 degree rule to maintain clear continuity. Overall, the author demonstrated a vast improvement in skills like editing, sound, and camerawork to produce a more polished and professional final film.
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Evaluation question 7
The document discusses the filmmaker's experience filming and editing their final project compared to their preliminary task. For filming, they learned to create detailed shot lists, use different shot types and movements, and maintain consistent lighting. Their editing skills improved as they learned to use color correction, add sound bridges and sound effects, and vary transitions between cuts. Overall, the filmmaker felt they progressed in their technical skills and ability to avoid continuity errors from the preliminary task to the final project.
Evaluation Q7
The document summarizes what was learned from a preliminary continuity editing task that was applied to a later full film project. It states that the preliminary task helped familiarize themselves with basic shots and gain insight into the filmmaking process. While the full film was not similar in content, techniques from the preliminary task like medium shots and match on action were utilized. The preliminary task also helped learn essential rules of camera and editing work, though the document notes one such rule, the 180 degree line, was not fully followed and shots needed to be flipped during editing. Sound effects were also practiced in the preliminary task, providing a foundation for the full film.
Looking back at your preliminary tasks, what
The document summarizes the learning Phoebe has gained from preliminary media tasks in her AS Level Media Studies course. Through exercises in continuity, filming techniques, editing, and recreating a TV scene, she has gained practical skills in using equipment like cameras, tripods, and editing software. She has also broadened her understanding of essential film elements like sound, editing, mise-en-scene, and camera shots. Reflecting on early tasks, she has identified areas for improvement like lighting that helped strengthen her final media project of a film opening sequence.
Question 7
The document summarizes what the author has learned from an initial preliminary task to a final thriller opening sequence task. The author learned how to use Adobe Premier Pro editing software, how to make titles in Adobe After Effects, and more about camera angles and shots. For the preliminary task, the author did not know what they were doing but it allowed experimentation. For the final task, the author learned more about Premier Pro and how to improve existing clips. The task required concentration and effort but allowed the author to improve and focus on using available content.
Q6
The document discusses technologies used to create a film project. It describes using Celtx to write the script, filming a preliminary task with the same camera to be used for the final project, and learning how to operate the camera. It also discusses struggles with keeping the camera level and using a GoPro for point-of-view shots. Finally, it talks about splitting editing work in Adobe Premiere Pro between the group due to one person's previous experience with the program.
Question 7
The document discusses lessons learned from a preliminary film project that were applied to improve a main film task. Key points include:
1) Continuity issues around props and hairstyles were avoided in the main task by filming scenes in one day instead of over multiple days.
2) Audio levels were more carefully monitored and adjusted between scenes to ensure consistency in the main task, after volume inconsistencies in the preliminary.
3) More pre-production techniques like camera setup tests, filming practice scenes, and detailed shooting schedules helped improve shot quality and continuity in the main film.
Evaluation Question 7
The document discusses what the author learned from their preliminary task to their full product. They felt their professionalism and camerawork improved, such as using different shots to highlight elements and understanding techniques like the 180 degree rule. They also upgraded their editing software from iMovie to Premiere Pro which helped improve the quality. Additionally, the author learned about the importance of setting and costume to add authenticity and maintain continuity between shots filmed on different days.
Eval 7
From producing a preliminary task to a full product, the author learned significant skills in camera work, directing, editing, and teamwork. For the preliminary task, the author's camera skills were limited and the directing was disorganized. However, experience with different shots and editing software improved the author's abilities. Additional research helped add special effects. Coordination with the team also improved, allowing for better planning and task distribution. These gained skills led to a main task that incorporated more advanced shots and tighter editing than the preliminary version.
Question 7
In the preliminary task, the filmmaker's skills were more limited, using only match-on-action cuts and the 180-degree rule. However, for the final product, they learned to incorporate close-ups to show detail, mid-shots, panning shots, and improved use of camera equipment. They also gained experience using Apple Macs and video editing programs, allowing them to add credits and music that were not included in the preliminary version. Overall, the filmmaker's skills and knowledge have significantly grown from the initial task to the final product.
Question 6 - fraser
The student learned several skills related to camera use, video editing, and production work through creating a film. They found operating the camera challenging at first but enjoyed experimenting with different shots. Editing software like iMovie was easy to use and allowed splitting audio tracks. The student's production skills improved significantly over the course, from cautious early shots to a better final product using a variety of shots without a difficult-to-use GoPro. To continue improving, the student aims to learn how to use a broader range of technologies.
fjwsfiwhat
Natalie Bunbury reflects on a preliminary task where she filmed herself running late and meeting with Nicola, ending on a humorous note. She thought the match on action was good, with varied angles and cuts, but could have improved some lighting and a sync issue. From both tasks, she learned about teamwork, running shoots, receiving feedback, and adjusting to new software for editing. The opening sequence showed improvement from practice on the preliminary task and had a more professional look.
Project 1 evaluation
The document discusses production techniques for graphic design, radio, and video game projects. It provides advantages and disadvantages of working in Photoshop and Premiere Pro. It reflects on a radio advertisement the author created, mentioning elements like a Coca-Cola can opening and a film reel with witches. The author would change some elements in the radio ad for improvement. The document also compares the author's projects and identifies the poster as most professional for its ability to advertise in various locations.
Evaluation question 7
The document summarizes what the author learned from their preliminary task to their full media product. They discuss improvements in technical skills like using a tripod, taking multiple takes, better framing shots, and avoiding continuity errors. They also learned to use new software like LiveType and Premiere Pro which allowed for more advanced editing. Overall, they learned to carefully plan, reshot scenes from different angles, and that planning and preparation leads to a better final product.
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 6
The document discusses the hardware and software used to produce a product. It describes using a video camera, tripod, torches, and Apple macs for hardware. The hardware provided benefits like higher quality footage from using a video camera instead of a phone. Software like Final Cut, Photoshop, After Effects, Prezi, and GarageBand were used. The software helped with editing, titles, animation, and soundtracks. While some software like GarageBand and After Effects took time to learn, overall the hardware and software helped improve the professional quality of the product.
Task 6
The document discusses three technologies used in editing a film project. Rough cut software allowed editing together clips and working on continuity, though precise cutting could be difficult. After Effects was used to add transitions, titles, and filters to enhance the film and change its mood, though color correction was challenging to fine tune. Titles created with After Effects turned out professionally but some were introduced too late in the film.
Evaluation - Question 7
The document discusses what the author learned from creating a preliminary short film titled "The Dealer" compared to their full film opening. They struggled at first with the video editing software and operating the camera but gained experience. The preliminary project helped them practice filming techniques like camera angles and distances that they applied to the full opening.
Lecture 6
The lecture was a Final Cut Pro workshop that taught students how to edit film and sound using the software. While similar to Premiere Pro which the student had used for years, Final Cut Pro allowed editing without dragging and dropping clips. The workshop provided skills for adjusting footage and sound using Final Cut Pro during post-production.
comparison
The document reflects on the learning from an initial preliminary film task to a subsequent full film product. It notes that some filming techniques from the preliminary task like match on action worked well but film quality was poor. Mistakes were made with shot reverse shot technique. For the full product, filming techniques were revised to improve film quality, transitions, and overall flow. More attention to details like titles, fonts, lighting and transitions made the full film more sophisticated and polished compared to the rushed preliminary task. The key lesson was focusing on perfecting techniques is crucial for success.
Hector_Razon_Resume01
Hector Razon has over 5 years of experience in television production, graphic design, photography, and motion graphics. He currently works as a freelance director of a morning television show, where he writes scripts, oversees content, and ensures a smooth program flow. He aims to complete all projects on time and with attention to detail. Hector earned a certificate in design communication arts from UCLA Extension and is proficient in software like Photoshop, Premiere, and After Effects.
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Similar to Evaluation task 7
Q6
The document discusses the learning experience of progressing from a preliminary media task to a final product. There were several key differences:
1) The preliminary task had strict guidelines and lacked creativity, while the final product required using film techniques like mise en scene, camera work, editing, and sound to add meaning.
2) Editing in the preliminary task was basic, but the final product required complex editing to add pace, fit music, and insert text to suggest meaning.
3) Elements like text, music, and camera shots were not required in the preliminary but were important to convey mood and theme in the final product.
4) Using proper equipment like a tripod improved the quality and professional
Evaluation 7
The document discusses the improvements made from the author's preliminary editing task to their final film product. For the final product, the author improved their editing skills by learning to smoothly transition between scenes without jumps or glitches. They also learned to use a variety of shots and a tripod to create steady shots. Additionally, the author improved their sound design by adding music to engage audiences. They showed better camerawork by following conventions like the 180 degree rule to maintain clear continuity. Overall, the author demonstrated a vast improvement in skills like editing, sound, and camerawork to produce a more polished and professional final film.
Final question evaluation
The document discusses the learning and improvements the author experienced from an initial preliminary task to a completed film project in their video editing course. The author learned how to use effects, sound, and timing in Premiere Pro through experimentation. Issues with camera stability and finding the right sound effects occurred. Through the preliminary task, the author gained skills in using specific camera shots, planning with storyboards, and personal blogging. The finished product showed a vast improvement in professionalism compared to the preliminary task.
Prelim to real task
Looking back at the prelim task, what do you feel you have learnt in the progression from it to the full product?
Evaluation 7
The document discusses the improvements made from the author's preliminary editing task to their final film product. Key areas of growth included stronger editing skills like smoother transitions between shots, improved camera work using a tripod for steady shots, the addition of sound effects and music, and greater attention to continuity across costumes, lighting, and more. Conducting both the preliminary and final projects provided valuable lessons and experience that will allow the author to continue progressing their filmmaking abilities.
Evaluation 7
The document discusses the improvements made from the author's preliminary editing task to their final film product. Key areas of growth included stronger editing skills like smoother transitions between shots, improved camera work using a tripod for steady shots, the addition of sound effects and music, and greater attention to continuity across costumes, lighting, and more. Conducting both the preliminary and final projects provided valuable lessons and experience that will allow the author to continue progressing their filmmaking abilities.
Evaluation question 6
Through the process of constructing their product, the document's author learnt several things about technologies:
They gained skills in using a camera properly, such as keeping it steady on a tripod. They also learned the importance of planning shots and re-shooting to ensure good quality footage.
When it came to editing, switching to Final Cut Pro from iMovie greatly improved their process. Researching how to edit sound, lighting, and levels was challenging but helped strengthen their skills.
Working with Adobe Illustrator, the author was able to create an intro logo for their film after guidance. Overall, their skills with the Mac, Final Cut Pro, and Illustrator grew through completing this project despite having no prior experience
Evaluation question 4
The student used various media technologies throughout the construction, research, planning, and evaluation of their coursework.
During construction, they used a Canon camera, tripod, Premiere Pro, After Effects, and Photoshop. They learned new skills in operating the camera, editing techniques in Premiere Pro like adding filters and layers, and image editing in Photoshop and After Effects.
For research, they utilized YouTube, Google Images, and their camera for audience research interviews edited in iMovie.
Planning was done through sketching and diagrams with some online research.
Evaluation involved creating videos in Premiere Pro, as well as using PowerPoint and SmartDraw, showing an increased
Preliminary task evaluation
- The document discusses the author's experience filming and editing a video project for the first time where they took on roles they had not done before like operating the camera and editing solo.
- They learned how to properly use camera equipment like performing focus pulls and handling the camera to create a professional look, though felt their focus skills needed improvement.
- Through practicing camerawork and editing techniques like matching shots, the author was able to create a better flowing narrative and more professional production, but received feedback that some repetitive footage could be tedious for the audience.
Evaluation question 6
From producing a film opening, the student has learned about various technologies. The student was introduced to blogger and learned how to construct and organize a blog to plan filming and keep track of research and ideas. YouTube provided research by analyzing other openings and tutorials to improve skills. Creating a storyboard and animatic helped visualize shots and plan filming. Using a camera and voice recorder provided experience filming and recording high quality footage and sound. Adobe Premiere and Photoshop were used to edit, add titles and effects to produce the final opening. Websites provided non-copyrighted music and sounds to enhance the opening. Overall, the student gained substantial knowledge and experience using new technologies from constructing the media product.
Question 7
The document discusses a pre-liminary film task and how it compared to the opening sequence of the filmmakers' final product. In the pre-lim, they experimented with editing techniques but did not focus on elements like setting, costumes, and lighting. The pre-lim was a less serious teen drama, while the final opening was a film noir. The pre-lim allowed them to identify areas for improvement, such as using more shots and spending more time filming professionally. They applied these lessons to better plan and execute the shots and sequencing in their final opening sequence.
Q6
From their preliminary continuity editing task, the document's author learned how to shoot from better camera angles and follow rules like the 180-degree rule. They also improved their editing skills, as the preliminary task had some issues with jump cuts and unsynchronized sound, better preparing them for editing a longer full product. Additionally, they learned the importance of sound design and mise-en-scene elements like clothing, props, and colors for their opening sequence production.
Critical reflection 3
Rudi Dempsey's production skills developed greatly over the course of creating a film opening. They learned how to use software like Premiere Pro, InDesign, and Blogger as well as how to properly film with a Canon 5D. Specifically, their skills in editing with Premiere Pro improved from basic cuts to using advanced techniques like foley sounds and titles. Their camera skills also improved as they learned how to focus properly, use settings like ISO and shutter speed, and maintain steady shots. Overall, they went from not knowing how to create a film opening to mastering various technical skills and filmmaking conventions.
Evaluation Task 6
The document discusses the technologies and equipment used to create a film opening project. It describes how using different microphones and a wind shield improved audio quality when filming. Adobe Premiere Pro and After Effects were used for editing and creating titles, allowing the use of effects like fades and color/font changes. Sticking to the original storyboard helped ensure shot types were included as planned. Overall, the process helped improve skills with technologies like Adobe programs and using equipment like microphones.
Critical reflection 3
Rudi Dempsey's production skills developed greatly over the course of creating a film opening. Their preliminary skills were basic, including mistakes like not following the 180 degree rule or adding sound effects. However, by the end of the project they had learned skills like advanced editing techniques in Premiere Pro, creating titles, using different types of cameras and filming professionally. They went from unsure usage of software to mastering programs like Premiere Pro, InDesign, and Blogger. Their camera work also improved significantly, with steady shots, proper focus and exposure. Overall, Rudi was able to create a high quality film opening demonstrating their new skills.
How did you use new media technologies in
The document describes the various new media technologies used by the author at different stages of a project. It discusses using a Canon DSLR camera to film multiple takes and experiment with settings. The author had some initial trouble with Blogger layouts but learned to save images as JPEGs before uploading. Adobe Illustrator was used to create logos for a record label and streaming app. Adobe Premiere Pro, with which the author was familiar, was utilized to add cross dissolves, fades, and layering effects between shots to create flow for a song in the edited video project.
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.
Final2
The document discusses what the author has learned about technologies and skills in producing a media project. During planning, the author learned to be more organized and realistic in planning shots and locations. When using equipment like cameras, microphones, and editing software, the author became more proficient. Editing taught the importance of continuity and how to manipulate video. Overall, both preliminary and main tasks improved the author's planning, equipment operation, and editing abilities for media production.
Evaluation question 7
The document compares the learning process between a preliminary task and final film production. For the preliminary task, the focus was on gaining experience with equipment and basic shots/editing in iMovie with no storyboarding. For the final film, extensive planning included storyboards and booking equipment for quality. More editing techniques were used along with props, titles, and sound mixing. Overall the final film showed significant improvements in skills and quality from lessons learned through the preliminary task experience.
Question 7
The author learned a great deal from their preliminary task to their full film project. They improved their research, especially into film genres and production aspects. Planning was also much more extensive for the full project compared to the preliminary task. This included location scouting, casting, and music selection. Technical skills like camera techniques, shots, and editing software also improved greatly with the practice of the preliminary task, despite using different equipment and software for the full project. Overall, the preliminary task was invaluable for learning lessons that improved the quality of the completed film project.
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Activity 5
The document discusses how the creator of a film attracted and addressed their target audience. Their target audience was males and females aged 15 and older. They selected a universal theme of jealousy that most people can relate to. They showed an early version of the film to a sample of the target audience who provided positive feedback, showing they reached their intended viewers. While some improvements could be made to things like camera work, the audience understood the narrative and genre. The creator believes they successfully targeted and addressed their intended audience.
Evaluation activity 6
Adobe Premier Pro, Bluff Titler, YouTube, Blogger, and a Sony Handy Cam were used to construct a media project. Adobe Premier Pro was used for editing footage and was found to be straightforward. Bluff Titler created titles and credits. YouTube and Vimeo were used to share rough cuts for feedback. Blogger documented planning. A Sony Handy Cam was used for filming and required digitizing footage. Overall, these technologies made the project more manageable and enjoyable.
Activity 3
The document discusses the production and distribution of a film called Fixation. It states that the production company is called CMT Productionz and that Screen Gems would be chosen to distribute the film because they previously distributed a similar thriller/horror film called Obsessed that inspired Fixation. It also notes that the film received financial support from the UK Film Council and lists some of the main cast and crew involved in the production.
Activity 3
The document discusses the production and distribution of a film called Fixation. It identifies the production company as CMT Productionz and notes that Screen Gems would be an appropriate distribution company since they have distributed similar thriller and horror genre films in the past, including one that inspired Fixation. It also notes that the film received financial support from the UK Film Council and lists some of the main cast and crew involved in the production.
Evaluation activity 4
The document discusses the target audience for a media product called "Fixation". It would appeal to both males and females aged 15 and older, as the film contains moderate sex, violence and language. The concept of jealousy is something most people can relate to. Two target profiles are described - Teresa, a 50-year-old nurse who enjoys socializing and staying active, and Roxanne, an 18-year-old student interested in advertising and travel who enjoys music and reality shows. Their preferences and media consumption habits are outlined. Maslow's hierarchy of needs is referenced in relation to themes in the film.
Activity 1
The document discusses how the filmmaker's media product uses and develops conventions from the film Se7en through the use of key frames from the film. Specifically, the filmmaker uses similar lighting, camera shots, and titles to create mystery, suspense, and convey the thriller genre. However, the filmmaker also challenges some conventions by making intentions more clear with a character caressing another's face and using a green tint to symbolize jealousy rather than the red of Se7en.
Moodboard
This document appears to be a random string of numbers and symbols with no discernible meaning or message. It does not contain any essential information that can be summarized in 3 sentences or less.
Shooting Script
The document provides a shooting script with 10 shots describing Monica interacting with a journal, photograph, and telephone book as well as showing Mr. Carter walking across a car park and entering a school building. Shots 1-3 and 5-7 depict Monica writing, drawing, caressing a photograph, and pasting it in her journal. Shot 4 gives a close-up of the photograph. Shot 8 shows her highlighting numbers. Shots 9-10 are of Mr. Carter walking across a car park and entering a school building from a wide and zoomed perspective.
Analysing Film Openings
The document analyzes the openings of the films "Se7en" and "The Others" in order to gain inspiration for a film opening. It provides detailed descriptions of the visual elements, music, lighting, editing, and other technical aspects of each opening sequence. The opening of "Se7en" begins with hands working in a dark room, set to a tense, synthesized soundtrack. "The Others" opens with a woman reading to children, then shows the house from a story coming to life, establishing the gothic, isolated setting. Both openings effectively set moods of mystery and suspense through their technical elements.
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Evaluation task 7
- 1. Looking back at your preliminary task, what do you feel you have learnt?<br />Overall I have learnt a great deal regarding the production of new media products. In particular I feel my camera work and editing has improved from the preliminary task exercise to the production of my film opening. During the preliminary task we were introduced to some of the filming techniques used within the industry to include 180 degree rule, match-on-action and shot-reverse shot. Following this to demonstrate our understanding, we worked in groups to create a short piece incorporating the above techniques. The required techniques were all met and I feel were of a satisfactory standard. A few issues occurred with the clarity of the sound and framing however; this did not concerns any concerns as this was purely a prototype. When producing my film opening I had to ensure these complications did not re-occur therefore, I came to the decision not to use any diagetic sound within the opening. To prevent uneven shots a tripod was used which was of great benefit. In addition, editing of the preliminary task was rather basic comprising of straightforward cuts and a title. There is a is a clear difference between the editing of the preliminary task and Fixation and I put this down to undertaking further training how to use the specialist software (Adobe Premier Pro). Therefore, more visual effects have been employed, I have experimented with text and sound of which had to be altered so that it complemented the visuals for example, when Monica cuts the photograph of Mr. Carter and his wife the sound ascends to signify this action. A match action shot was used to show Mr. Carter walking towards the school entrance then a closer shot was taken showing him entering the school building as it was appropriate for the scene. Again this was of a much higher quality than the first time it was trialled. Finally I have found this project quite enjoyable and acquired a range of new skills in which I will endeavour to improve for future projects.<br />