Evidence advert
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The document provides evidence that a group recorded in an RSR studio by including pictures of each member recording. It discusses production meetings held in the studio to plan tasks and address any problems faced by group members. The group also took precautions to prevent hazards before recording. While software programming issues arose initially, the group solved the problem and recording went smoothly according to their production schedule, allowing efficient use of time and demonstrating the ability to keep to a schedule. In the end, good communication and efficient group work led to a successful advert being produced.
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Evidence
The group took turns recording parts for their advert using Adobe Audition software. They used a production plan to stay on schedule and a risk assessment to identify hazards in the recording studio. Working as a team allowed them to finish tasks on time and practice their pitch effectively. Areas for improvement include distributing jobs more evenly, practicing their presentation more, making the adverts more enthusiastic, and including both male and female actors.
AS Media preliminary task evaluation.
The student learned how to use video equipment like cameras and tripods through completing a group preliminary task. They worked well together, giving each other advice to improve their video. However, they realized they could have improved it further by spending more time editing. They successfully storyboarded and filmed multiple takes when needed, but refilming wasted lesson time. The student also gained skills that will help with future group projects.
Radio advert evaluation
We had to make several creative changes to our original radio advert plan. Originally, part of the recording sounded bland and we rushed it. We lowered the vocal levels which made it quieter but more pleasant. We also had to tone down some slang words to make it appropriate for school. Working with a partner was challenging as it was hard to stay focused. Recording with others present caused embarrassment and ruined takes, taking more time. The advert uses techniques like direct address to hook the target audience and uses a relatable situation about not using a condom, though it relies on negative stereotypes. Feedback showed the advert was poor quality and needed reworking of many elements like acting, effects, and stereotypes used.
Evaluation 7
After completing their preliminary task, the student learned several important skills for their full opening sequence project. They learned about different camera shots and editing techniques in Final Cut Express by practicing on their preliminary work. They also improved their sound editing abilities and learned the value of writing scripts and assigning roles for directing and planning. Creating a detailed storyboard helped strengthen their opening sequence over the preliminary task by improving communication and organization. The weaknesses identified in the preliminary task, such as lack of skills and communication, were addressed to create a high quality final product.
Evaluation 7
After completing their preliminary task, the students learned several skills that helped them improve their full opening sequence product. They learned about different camera shots and editing techniques in Final Cut Express by practicing on their preliminary task. They also learned the importance of proper planning, communication, and assigning roles for directing and writing. Creating a storyboard helped make their opening sequence more successful. The weaknesses they identified in the preliminary task, such as lack of skills and communication, were not issues in the final product due to what they learned.
Presentation review
The group created a promotional video for Haverstock School. They divided roles, with Arnold handling editing, Mohamed doing research, and Yuri filming. Through audience research, they learned students wanted fun learning and safety, while parents prioritized education standards and safety. The group used techniques like L-cuts between interviews and footage to both inform and engage audiences. While some weaknesses included missed deadlines and lack of communication, strengths included dividing work evenly and collaborating on ideas. Overall, feedback showed the finished video met conventions of being informative and looking like an effective promotional piece for the school.
Presentation review
The group created a promotional video for Haverstock School. They divided roles, with Arnold handling editing, Mohamed doing research, and Yuri filming. Through audience research, they learned students wanted fun learning and safety, while parents prioritized education standards and safety. The group used techniques like L-cuts between interviews and footage to both inform and engage audiences. While some weaknesses included missed deadlines and lack of communication, strengths included dividing work evenly and sharing ideas. Overall, feedback showed the finished video met conventions of being informative and engaging for its target audiences.
Evaluation question 7
The student learned several important skills from completing their AS Media coursework project. They gained experience using audio editing software like Adobe Audition and Premier, learning how to import and export files and use various tools. They also learned the importance of taking time to properly record high quality audio and do multiple takes to ensure perfection. Through the process, the student developed their understanding of how to produce a professional radio broadcast and conduct interviews.
Recommended
Evidence
The group took turns recording parts for their advert using Adobe Audition software. They used a production plan to stay on schedule and a risk assessment to identify hazards in the recording studio. Working as a team allowed them to finish tasks on time and practice their pitch effectively. Areas for improvement include distributing jobs more evenly, practicing their presentation more, making the adverts more enthusiastic, and including both male and female actors.
AS Media preliminary task evaluation.
The student learned how to use video equipment like cameras and tripods through completing a group preliminary task. They worked well together, giving each other advice to improve their video. However, they realized they could have improved it further by spending more time editing. They successfully storyboarded and filmed multiple takes when needed, but refilming wasted lesson time. The student also gained skills that will help with future group projects.
Radio advert evaluation
We had to make several creative changes to our original radio advert plan. Originally, part of the recording sounded bland and we rushed it. We lowered the vocal levels which made it quieter but more pleasant. We also had to tone down some slang words to make it appropriate for school. Working with a partner was challenging as it was hard to stay focused. Recording with others present caused embarrassment and ruined takes, taking more time. The advert uses techniques like direct address to hook the target audience and uses a relatable situation about not using a condom, though it relies on negative stereotypes. Feedback showed the advert was poor quality and needed reworking of many elements like acting, effects, and stereotypes used.
Evaluation 7
After completing their preliminary task, the student learned several important skills for their full opening sequence project. They learned about different camera shots and editing techniques in Final Cut Express by practicing on their preliminary work. They also improved their sound editing abilities and learned the value of writing scripts and assigning roles for directing and planning. Creating a detailed storyboard helped strengthen their opening sequence over the preliminary task by improving communication and organization. The weaknesses identified in the preliminary task, such as lack of skills and communication, were addressed to create a high quality final product.
Evaluation 7
After completing their preliminary task, the students learned several skills that helped them improve their full opening sequence product. They learned about different camera shots and editing techniques in Final Cut Express by practicing on their preliminary task. They also learned the importance of proper planning, communication, and assigning roles for directing and writing. Creating a storyboard helped make their opening sequence more successful. The weaknesses they identified in the preliminary task, such as lack of skills and communication, were not issues in the final product due to what they learned.
Presentation review
The group created a promotional video for Haverstock School. They divided roles, with Arnold handling editing, Mohamed doing research, and Yuri filming. Through audience research, they learned students wanted fun learning and safety, while parents prioritized education standards and safety. The group used techniques like L-cuts between interviews and footage to both inform and engage audiences. While some weaknesses included missed deadlines and lack of communication, strengths included dividing work evenly and collaborating on ideas. Overall, feedback showed the finished video met conventions of being informative and looking like an effective promotional piece for the school.
Presentation review
The group created a promotional video for Haverstock School. They divided roles, with Arnold handling editing, Mohamed doing research, and Yuri filming. Through audience research, they learned students wanted fun learning and safety, while parents prioritized education standards and safety. The group used techniques like L-cuts between interviews and footage to both inform and engage audiences. While some weaknesses included missed deadlines and lack of communication, strengths included dividing work evenly and sharing ideas. Overall, feedback showed the finished video met conventions of being informative and engaging for its target audiences.
Evaluation question 7
The student learned several important skills from completing their AS Media coursework project. They gained experience using audio editing software like Adobe Audition and Premier, learning how to import and export files and use various tools. They also learned the importance of taking time to properly record high quality audio and do multiple takes to ensure perfection. Through the process, the student developed their understanding of how to produce a professional radio broadcast and conduct interviews.
Media powerpoint
The production was planned over three weeks where they brainstormed ideas and assigned tasks like writing the script. They discussed who would act, film, and direct. Their original idea was influenced by spy movies and involved two agents discussing a mission. Though they had to change locations due to scheduling, they found a new solution that worked well. Camera composition involves what is in frame, like close ups or wide shots. Movement effects panning and tilting. Mise en scene includes settings, costumes, expressions, lighting, and character placement. Diegetic sound comes from on screen while non-diegetic sound is added like narration.
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 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 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 7
The group created a storyboard for their preliminary task, which helped structure the shoot and explain shots to actors. However, they did not do much other planning. During filming, they struggled to find a location and had to reschedule. For their main shoot, they planned the location booking in advance to avoid issues. Most group members were unfamiliar with filming techniques, so the preliminary task allowed them to practice shots like 180-degree rules. It also let them edit and improve shots. Editing the preliminary task familiarized them with the software. This preparation helped improve the quality of their main opening sequence shoot and edit.
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.
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.
Preliminary task evaluation grid
This document provides a self-evaluation by Chloe Read of various tasks involved in a preliminary radio station project. For most tasks, Chloe indicates what went well, what problems occurred, and what she would do differently in the future. The tasks included planning, identifying roles, script writing, creating a jingle, recording, editing, teamwork, blogging, individual contributions, classwork, and independent work. For many tasks, Chloe found the work went smoothly with no issues, such as teamwork, recording with a dictaphone, and blogging. Some tasks presented initial challenges, like learning to use editing software, but improved with experience.
Evaluating skills developed
1) The document discusses skills developed during a music video project, including techniques, equipment use, and issues encountered like time management, planning, costumes, and practicing.
2) Techniques learned were those commonly used in music videos like split screens, varied framing and angles, lip syncing. Attention-grabbing elements like costumes, props, and technology were also important.
3) Issues encountered were time management, costumes/props, and planning. Better planning of tasks, costumes, props and shots would have resulted in a more polished final product.
Media evaluation
The student learned several technical filmmaking skills during the production of their preliminary task, including how to operate a camera mounted to a tripod and how to set up different camera shots. They also learned time management skills and how to use editing software. Working in a group presented some challenges around scheduling, but the group was able to resolve issues and complete the project on time. Areas for future improvement include better managing continuity during filming and allocating time more flexibly to meet group members' needs.
Peter mepham preliminary task
Our group consisted of Peter, Andy, and Jake. We practiced with cameras by filming around the school. This helped us get used to camera functions like zooming and keeping steady shots. For our preliminary task, we decided to film a short comedy film about homework set in our school, as it would be convenient. We storyboarded and planned our script, considering shot types like match on action and shot reverse shot. Our filming went smoothly and we effectively used these shots. During editing, we compiled the footage and added titles/credits, creating a polished final product.
Evaluation question 4
The document discusses the group's use of media technologies in planning, filming, and editing their documentary project. In planning, they used storyboards, scanned images, and researched online. For filming, they used cameras, microphones, tripods, and headphones to capture quality audio. In editing with Adobe Premiere, they input footage, trimmed clips, and organized their timeline. They also used Adobe Photoshop to design a print advertisement by combining a photo of a snake's head and a volunteer's tongue.
Pre production planning- Cheyenne
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 storylines before filming. On the day of shooting, the group was well prepared and able to efficiently film all necessary shots according to their plan. In post-production, the document reflects on how planning editing during pre-production helped streamline the editing process. It also notes that filming each shot multiple times provides more options during editing. Overall, the brief for the project was met, with the exception of one difficult shot that will be improved upon for their next video project.
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.
As preliminary evaluation
The student learned how to use various objects and camera positions to get different shots while filming a media studies task. They also learned how to edit the various shots together using Premier Pro software. While the finished project met the requirements of the task brief, the student notes that time management was an issue as most of the time went to filming with not enough left for thorough editing. Overall they gained valuable experience with filming techniques, editing, and collaboration on a group project.
question 6 and 7 james and david
The document discusses what was learned during the process of filming and editing a product. It describes problems encountered with lighting and camera focus during filming, and how lamps were used to improve lighting. It also discusses basics learned in editing like converting YouTube videos to MP3. Throughout the project, research was done on film noir openings and the opening of the film "Seven" was influential. More planning is needed for future projects as lack of planning affected the process. Skills with camera shots and editing software like Final Cut were improved, but sticking closer to the initial plan would allow more time for improvements.
Questions six and seven
The document discusses what was learned during the filming and editing process of creating a film opening sequence. It was discovered that lighting was an issue during filming but was resolved using provided lamps. Editing basics like editing clips and extracting audio were learned. The most used effect was changing clips to black and white. Planning was identified as an area that could be improved, as not sticking to the initial plan caused running out of time. Overall confidence with equipment and editing programs increased, but the opening sequence could still be improved with more time.
Question 4
The document discusses the various media technologies used at different stages of creating a documentary project. In planning, the group researched online and watched similar documentaries on YouTube for inspiration. Microsoft Word and Excel were used to design questionnaires and analyze responses. Equipment like digital cameras, video cameras, and microphones were used to film interviews, reconstructions, and vox pops. Adobe Premiere was the primary software for editing video and audio. Photoshop was used to design print advertisements. PowerPoint, mobile phones, and blogs were utilized for evaluation and sharing the final work.
Question 4
The student used various media technologies at different stages of their music video project. In planning, they researched other music videos on YouTube to get ideas. Google was heavily used for general research. During construction, they used a Canon DSLR camera to film scenes and a photo shoot. For editing, Final Cut Pro was used to edit the video and Adobe Photoshop and Illustrator were used for print materials. For evaluation, they used Prezi for presentations, Blogger to document their process, and SlideShare to share their presentation online. Wix was also used to create a website to showcase their work.
Question 7
Caroline discusses filming her opening sequence for a class project. She filmed some shots using a tripod, which allowed her camera to remain steady. However, the tripod took up too much space in the filming location. As a result, some shots had to be handheld and were slightly shaky. Caroline also learned skills like framing shots, using mise-en-scene elements appropriately, smooth editing, adding sound effects, and ensuring actor movements fit the story. Her group collaborated well, dividing tasks and meeting deadlines to complete the project on time and to a high standard.
Filming evidence unit 17
The document summarizes the filmmaker's process of directing and filming a project. It discusses directing actors by explaining their roles and ensuring shots are in focus. Multiple takes were sometimes needed to achieve high quality footage. Shots were varied by adjusting the camera position and tripod. Safety of the actors was also emphasized, such as making them aware of potential hazards like cars or tripping during filming. A variety of photos depicted explaining the storyboards, positioning actors, and setting up camera equipment.
Editing evidence
Jamie Hamer describes their editing process for a film project called "Lost" in Adobe Premiere Pro. The process involved renaming film clips for organization, placing clips in the correct order, editing clip lengths and removing background noise, adding transitions between clips to improve flow, adding background music from Bensound to make parts more tense, and including opening and closing credits with director and actor names to look professional. The last steps were rendering the completed film and exporting it to be viewed outside of Premiere Pro on YouTube.
More Related Content
Similar to Evidence advert
Media powerpoint
The production was planned over three weeks where they brainstormed ideas and assigned tasks like writing the script. They discussed who would act, film, and direct. Their original idea was influenced by spy movies and involved two agents discussing a mission. Though they had to change locations due to scheduling, they found a new solution that worked well. Camera composition involves what is in frame, like close ups or wide shots. Movement effects panning and tilting. Mise en scene includes settings, costumes, expressions, lighting, and character placement. Diegetic sound comes from on screen while non-diegetic sound is added like narration.
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 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 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 7
The group created a storyboard for their preliminary task, which helped structure the shoot and explain shots to actors. However, they did not do much other planning. During filming, they struggled to find a location and had to reschedule. For their main shoot, they planned the location booking in advance to avoid issues. Most group members were unfamiliar with filming techniques, so the preliminary task allowed them to practice shots like 180-degree rules. It also let them edit and improve shots. Editing the preliminary task familiarized them with the software. This preparation helped improve the quality of their main opening sequence shoot and edit.
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.
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.
Preliminary task evaluation grid
This document provides a self-evaluation by Chloe Read of various tasks involved in a preliminary radio station project. For most tasks, Chloe indicates what went well, what problems occurred, and what she would do differently in the future. The tasks included planning, identifying roles, script writing, creating a jingle, recording, editing, teamwork, blogging, individual contributions, classwork, and independent work. For many tasks, Chloe found the work went smoothly with no issues, such as teamwork, recording with a dictaphone, and blogging. Some tasks presented initial challenges, like learning to use editing software, but improved with experience.
Evaluating skills developed
1) The document discusses skills developed during a music video project, including techniques, equipment use, and issues encountered like time management, planning, costumes, and practicing.
2) Techniques learned were those commonly used in music videos like split screens, varied framing and angles, lip syncing. Attention-grabbing elements like costumes, props, and technology were also important.
3) Issues encountered were time management, costumes/props, and planning. Better planning of tasks, costumes, props and shots would have resulted in a more polished final product.
Media evaluation
The student learned several technical filmmaking skills during the production of their preliminary task, including how to operate a camera mounted to a tripod and how to set up different camera shots. They also learned time management skills and how to use editing software. Working in a group presented some challenges around scheduling, but the group was able to resolve issues and complete the project on time. Areas for future improvement include better managing continuity during filming and allocating time more flexibly to meet group members' needs.
Peter mepham preliminary task
Our group consisted of Peter, Andy, and Jake. We practiced with cameras by filming around the school. This helped us get used to camera functions like zooming and keeping steady shots. For our preliminary task, we decided to film a short comedy film about homework set in our school, as it would be convenient. We storyboarded and planned our script, considering shot types like match on action and shot reverse shot. Our filming went smoothly and we effectively used these shots. During editing, we compiled the footage and added titles/credits, creating a polished final product.
Evaluation question 4
The document discusses the group's use of media technologies in planning, filming, and editing their documentary project. In planning, they used storyboards, scanned images, and researched online. For filming, they used cameras, microphones, tripods, and headphones to capture quality audio. In editing with Adobe Premiere, they input footage, trimmed clips, and organized their timeline. They also used Adobe Photoshop to design a print advertisement by combining a photo of a snake's head and a volunteer's tongue.
Pre production planning- Cheyenne
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 storylines before filming. On the day of shooting, the group was well prepared and able to efficiently film all necessary shots according to their plan. In post-production, the document reflects on how planning editing during pre-production helped streamline the editing process. It also notes that filming each shot multiple times provides more options during editing. Overall, the brief for the project was met, with the exception of one difficult shot that will be improved upon for their next video project.
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.
As preliminary evaluation
The student learned how to use various objects and camera positions to get different shots while filming a media studies task. They also learned how to edit the various shots together using Premier Pro software. While the finished project met the requirements of the task brief, the student notes that time management was an issue as most of the time went to filming with not enough left for thorough editing. Overall they gained valuable experience with filming techniques, editing, and collaboration on a group project.
question 6 and 7 james and david
The document discusses what was learned during the process of filming and editing a product. It describes problems encountered with lighting and camera focus during filming, and how lamps were used to improve lighting. It also discusses basics learned in editing like converting YouTube videos to MP3. Throughout the project, research was done on film noir openings and the opening of the film "Seven" was influential. More planning is needed for future projects as lack of planning affected the process. Skills with camera shots and editing software like Final Cut were improved, but sticking closer to the initial plan would allow more time for improvements.
Questions six and seven
The document discusses what was learned during the filming and editing process of creating a film opening sequence. It was discovered that lighting was an issue during filming but was resolved using provided lamps. Editing basics like editing clips and extracting audio were learned. The most used effect was changing clips to black and white. Planning was identified as an area that could be improved, as not sticking to the initial plan caused running out of time. Overall confidence with equipment and editing programs increased, but the opening sequence could still be improved with more time.
Question 4
The document discusses the various media technologies used at different stages of creating a documentary project. In planning, the group researched online and watched similar documentaries on YouTube for inspiration. Microsoft Word and Excel were used to design questionnaires and analyze responses. Equipment like digital cameras, video cameras, and microphones were used to film interviews, reconstructions, and vox pops. Adobe Premiere was the primary software for editing video and audio. Photoshop was used to design print advertisements. PowerPoint, mobile phones, and blogs were utilized for evaluation and sharing the final work.
Question 4
The student used various media technologies at different stages of their music video project. In planning, they researched other music videos on YouTube to get ideas. Google was heavily used for general research. During construction, they used a Canon DSLR camera to film scenes and a photo shoot. For editing, Final Cut Pro was used to edit the video and Adobe Photoshop and Illustrator were used for print materials. For evaluation, they used Prezi for presentations, Blogger to document their process, and SlideShare to share their presentation online. Wix was also used to create a website to showcase their work.
Question 7
Caroline discusses filming her opening sequence for a class project. She filmed some shots using a tripod, which allowed her camera to remain steady. However, the tripod took up too much space in the filming location. As a result, some shots had to be handheld and were slightly shaky. Caroline also learned skills like framing shots, using mise-en-scene elements appropriately, smooth editing, adding sound effects, and ensuring actor movements fit the story. Her group collaborated well, dividing tasks and meeting deadlines to complete the project on time and to a high standard.
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The document summarizes the filmmaker's process of directing and filming a project. It discusses directing actors by explaining their roles and ensuring shots are in focus. Multiple takes were sometimes needed to achieve high quality footage. Shots were varied by adjusting the camera position and tripod. Safety of the actors was also emphasized, such as making them aware of potential hazards like cars or tripping during filming. A variety of photos depicted explaining the storyboards, positioning actors, and setting up camera equipment.
Editing evidence
Jamie Hamer describes their editing process for a film project called "Lost" in Adobe Premiere Pro. The process involved renaming film clips for organization, placing clips in the correct order, editing clip lengths and removing background noise, adding transitions between clips to improve flow, adding background music from Bensound to make parts more tense, and including opening and closing credits with director and actor names to look professional. The last steps were rendering the completed film and exporting it to be viewed outside of Premiere Pro on YouTube.
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Costumes and props report unit 17
This document discusses costume and prop choices for several characters in a film. Chris and James will wear expensive branded clothing to portray their competitive personalities and desire to be seen as the best. Ryan will wear basic, non-branded clothes reflecting his quiet nature. Ben, the antagonist, will wear all black clothing with negative connotations as he has recently left a psychiatric hospital. Props including iPhones, a knife, fake blood, a car, and camping equipment are discussed and will be provided by the document's author without additional budget costs.
Final submission email
The client provided feedback in two bullet points. The developer implemented the first bullet point by formatting the script correctly. They also considered changing the ending per the second bullet point and decided to alter it slightly to improve the film's conclusion for viewers.
Key character profiles
This document profiles the key characters in the film "Lost": James and Chris, both 17-year-old males who clash due to their personalities, with James taking a leading role in organizing a camping trip; Ryan, an 18-year-old seen as more sensible who stops James and Chris from arguing; and Ben, the antagonist who was recently in a psychiatric hospital and is an abnormal, suspicious character disliked by the end of the film. Each character is meant to be relatable to the target audience of the same age.
Media
Planning out ideas is an important part of the writing process. An effective plan breaks down the main topic into subtopics and organizes them in a logical sequence. Outlining ideas on paper first allows the writer to structure their thoughts clearly before beginning to draft.
Game script
The game script outlines a scenario where the player's character finds a mysterious dragonshard in the Mournland. Upon closer examination, the shard begins to glow and the character hears a voice asking for help. The voice explains that it is trapped in the shard and needs assistance escaping before its life force is drained, offering clues to a nearby location that could help free it if the character agrees to provide aid.
Radio script
This radio script is about a golden bowl. It describes the bowl's intricate details and craftsmanship. The script suggests the bowl represents a symbol of wealth and luxury that has been passed down through generations of a wealthy family.
Film script
The film Straight Outta Compton tells the story of the rise of legendary rap group N.W.A. It follows the group's formation in Compton, California in the late 1980s and their rise to fame with controversial albums that brought the rough reality of life in Compton and issues like police brutality into the mainstream. The film also depicts the group's eventual breakup over financial disputes as the members went on to pursue solo careers.
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