Film and tv editing wk12 [autosaved]
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This document provides instructions for an activity where students will learn about editing techniques used in film and television. It explains that students will watch video clips in groups, identify the editing techniques used, and present their findings to the class. They will then continue working on their own video projects, applying what they have learned about techniques like cutaways, dissolves, and montages. The goals are for all students to be able to explain editing techniques, most to discuss reasons for their use, and some to implement techniques in their own edits.
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Evaluation
The document discusses what the author learned from producing a video as part of a media studies class. They learned how to communicate in a team, overcome problems, use camera equipment, and properly frame shots. The video was successful in using different shot types and good teamwork. Areas for improvement include improving shot quality by adjusting lighting and exposure, using more editing effects, and improving audio quality with an external microphone. Overall, the brief of having dialogue, different shots, and length over a minute was met.
Making a video - Stefan Buttigieg
This document provides guidance for making an informational or promotional video. It outlines the basic steps which include planning the purpose and content, storyboarding, capturing footage and photos, organizing assets, and video editing. Key aspects of planning include writing a script, creating a storyboard, and preparing a checklist. When capturing footage, it is important to get different angles, shots, and backups. Popular free video editing software like Windows Movie Maker and iMovie are recommended for beginners, while Final Cut Pro and Adobe Premiere Pro provide more advanced features. Choosing appropriate music is also highlighted as being critical to set the right mood.
Guide to make a good music video
This document provides guidance for making a music video, including sections on shooting, editing, lip syncing, screenings and feedback, and assessment. The key points are:
- When shooting, use a CD player with an audible microphone and shoot performance angles three times from different views. Additional shots are also needed.
- During editing, organize footage, import only needed clips, and line up the "base track" for lip syncing before adding other elements. Being ruthless in cuts creates a tighter, more powerful piece.
- Get feedback from target audiences by screening rough cuts twice and using tools like surveys to improve the video based on comments about genre, artist impression, and mise-en-scene
Making Videos, M. Reed
There are three approaches to making videos: professional videos, do-it-yourself videos, and video slideshows. Professional videos involve hiring a filmmaker and having a contract to ensure you have editorial control. Do-it-yourself videos involve using a camcorder, Microsoft Movie Maker software, planning shots and interviews, and editing on your own. Video slideshows simply synchronize photos with a narrative or music.
Guide to make a good music video
This document provides guidance for making a music video, including directions for shooting footage, editing the video, getting feedback, and being assessed. It recommends shooting the performance from multiple angles to have flexibility in editing. When editing, it advises being ruthless with cuts to make the video more powerful, and using effects to disguise problems. It emphasizes getting feedback from audiences on rough cuts to help develop the video, and summarizing and evaluating the feedback. The document stresses following guidelines to ensure a high quality final product is achieved.
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Evaluation
The document discusses what the author learned from producing a video as part of a media studies class. They learned how to communicate in a team, overcome problems, use camera equipment, and properly frame shots. The video was successful in using different shot types and good teamwork. Areas for improvement include improving shot quality by adjusting lighting and exposure, using more editing effects, and improving audio quality with an external microphone. Overall, the brief of having dialogue, different shots, and length over a minute was met.
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This document provides guidance for making a music video, including sections on shooting, editing, lip syncing, screenings and feedback, and assessment. The key points are:
- When shooting, use a CD player with an audible microphone and shoot performance angles three times from different views. Additional shots are also needed.
- During editing, organize footage, import only needed clips, and line up the "base track" for lip syncing before adding other elements. Being ruthless in cuts creates a tighter, more powerful piece.
- Get feedback from target audiences by screening rough cuts twice and using tools like surveys to improve the video based on comments about genre, artist impression, and mise-en-scene
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There are three approaches to making videos: professional videos, do-it-yourself videos, and video slideshows. Professional videos involve hiring a filmmaker and having a contract to ensure you have editorial control. Do-it-yourself videos involve using a camcorder, Microsoft Movie Maker software, planning shots and interviews, and editing on your own. Video slideshows simply synchronize photos with a narrative or music.
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The document discusses a lesson on producing a magazine show, including practicing equipment operation, examining intro/outro structure, and scripting a rough intro. Students will understand multicamera script format, produce a simple intro script, and use studio equipment. They will watch an intro example, analyze a sample script, and complete tasks to script and plan their own intro while gaining experience in the TV studio workshop.
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Top 10 killer things every video editor should know_learn when starting out.pdf
Filming your video is only half the battle won the other half of the crucial work lies in the post-production stage. This is the time when you put your wizard hat on and create a story to grip the audience. A video editor uses footage, sound and graphics to tell a story.
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INTRO- Copy.pptx
This document provides information about an introductory production course. It introduces the instructor Helen Bruce and provides details about course requirements and assessments. Students will complete tasks such as researching examples of TV shows, developing ideas for their own TV show, learning practical production skills, and self-evaluating their work. The core project is to create an original magazine-style TV show with pre-recorded video inserts (VTs) by the end of the term. Guidelines are provided on show format, using equipment, and deadlines for assignments.
Introduction to level 2 media.pptx
This document provides an introduction to a practical production course taught by Helen Bruce. It outlines the format of the course, including tasks such as creating a magazine TV show with pre-recorded video clips. Students are expected to research examples of TV shows, develop ideas, and learn skills like using camera and editing equipment. Deadlines are provided to complete a practice show by November and a final show by December. Students will be assessed on their portfolio, communication of ideas, practical skills, and self-evaluation. The document also contains guidance on sample magazine show formats, with examples like Ant & Dec's Saturday Night Takeaway, and instructions for a task analyzing features of a chosen TV show.
Professional practice
The document provides information on routes into careers in the film and television industry, including festivals, training schemes, educational programs, networking opportunities, and work experience. It discusses comparing current skills to those required for two career opportunities and creating a four-year plan to achieve career goals through education and professional development activities like internships and freelancing. Notable film schools in the UK are also listed.
Professional practice
The document provides guidance on creating an 8-week career plan for a film project, outlining key processes like location scouting, actor auditions, finalizing scripts and storyboards, and filming. It describes the skills needed for each process, such as taking location photos, researching access and permissions, creating audition advertisements, producing script breakdowns and call sheets, and storyboarding camera angles and lighting. Students are instructed to plan out and track their film activities and skill development over the next 8 weeks.
Scriptwriting hnd wk5
This document discusses various scriptwriting structures including:
- The hero's journey technique, the sequence approach, and the 11 step story structure.
- The typical 3-act structure of setup, confrontation, and resolution.
- How the story poses a dramatic question in Act 2 that is answered in Act 3.
- How the first act establishes characters and events, leading to an inciting incident and first plot point.
- How the protagonist responds in Act 2, often making the situation worse before learning new skills to confront the conflict.
- How the climax and resolution in Act 3 answer the initial questions and leave the protagonist changed.
Unit 7 film practices wk4b
This document provides guidance on writing a script for a film. It discusses including typical plot points like a set up, confrontation, and resolution. It also mentions holding back information from the audience and using narrative devices. The document then gives step-by-step instructions on script formatting, including using Courier New font, writing slug lines in capital letters, centering character names and dialogue, and ensuring dialogue advances the story and reveals character traits and subtext. The learning outcomes are to use narrative techniques, descriptive dialogue, and proper script format.
Unit 7 film practices wk5
The document provides guidance on writing a screenplay treatment. A treatment is a prose summary of a story's plot that is generally 3-30 pages long. Treatments are used to get a story down on paper before writing the screenplay or to pitch a script idea to a production company. An effective treatment includes a title, contact information, logline, introduction to key characters, and a summary of the three acts and major plot points. It is meant to be a high-level overview of the story in prose form rather than a scene-by-scene outline.
Unit 7 film practices wk4
Students must conduct secondary research into the themes and scenes of their film scripts. They should develop their script treatment based on this research and have the option to create a detailed research portfolio. Specifically, students are tasked with writing down at least 5 themes to research and investigating these areas to produce at least a page and a half of research on each theme.
Editing wk6
The document discusses various editing techniques used in filmmaking including in-camera editing, continuity, jump cuts, parallel editing, the 180 degree rule, and motivated editing. It provides definitions and examples of techniques like shot reverse shot editing, manipulation of time through montages and special effects, and splicing of film. The aims are for students to understand how editing works within a scene and use proper terminology, with learning outcomes around analyzing transitions, sound editing, and comparing techniques using examples.
write a report
The document provides guidance on writing reports for a degree level film course. It discusses the key components of an academic report, including the introduction, main body, and conclusion. For the introduction, it recommends including background information, the purpose, research context, limitations, and an outline. The main body should demonstrate knowledge, clarify importance, reference information, draw conclusions, and make comparisons. Descriptive writing should be avoided in favor of analysis. Proper research and referencing is also covered.
Induction week
This document provides information about the HND in Film Creative Media Diploma program, including assignment briefs, grading, and course expectations. It contains the following key points:
- Assignment briefs outline the learning outcomes, submission requirements, and grading criteria for assignments in order to guide students' independent work. They also specify submission deadlines.
- Modules are graded on a pass, merit, distinction scale and assigned point values that determine the final grade. Criteria for higher grades include demonstrating additional learning or meeting multiple criteria.
- The course consists of 8 units in year 1 and 7 in year 2, each worth a certain number of credits that contribute to the overall course credit value. Students must pass
Proffessional practice
The document discusses careers in the film industry. It identifies key roles such as management, creative, editorial, technical, research, financial, organizational, and administrative. Each role requires different skillsets and knowledge. The document instructs researching a specific career path and a professional in that field. It provides questions to evaluate one's own skills, knowledge, and experience compared to requirements for the chosen career. The assignment is to write a report analyzing the film industry evolution, comparing career roles and their skillsets/knowledge, reviewing a practitioner, and evaluating one's preparation for their chosen career path.
Professional practice
This document outlines the tasks for an assignment on the evolution of creative media production professions. Students are required to research the contemporary and historical development of the industry, evaluate the opportunities and threats presented by its evolution, and write an introduction to their report meeting degree-level academic standards, including referencing. The specific task is to continue researching and write an evaluation of how the creative media production industry has evolved.
Professional practice
The document outlines a professional development assignment asking students to:
1) Research the evolution of creative media industries such as filmmaking, television, radio, web, apps, and games from their beginnings to present day.
2) Evaluate how technological changes and convergence of skills have created both new opportunities and threats within the media industry by offering examples of emerging careers.
3) Write an introduction to their degree-level assignment analyzing how the film industry has changed over time, the new opportunities and threats this has presented, backing up points with research.
Unit 7 film practices
This document provides guidance on developing character profiles through research. It instructs students to research their character's career, personality, quirks, and background to fill out character profile guides. Students are expected to conduct secondary research, develop character profiles based on their findings, and could create detailed realistic profiles. They should save all research and character profiles in their film practices portfolio folder.
Unit 7 film practices
The document provides guidance on generating ideas for a short film based on the theme "the battle". It instructs the reader to develop a concept by researching the theme and genres of film to write a concept outline. It then prompts the reader to interpret the theme, find inspiring images, and outline the beginning, middle, and end of their story, including the big conflict. Finally, it tasks the reader with conducting research on other works related to the theme and compiling their findings and story outline into a planning portfolio folder.
Retake of professional practice
This document outlines the tasks and deadlines for a student to complete a report and career plan related to the film industry over the course of 7 weeks. The report requires research on the evolution of the creative media industry, comparisons of career roles and skills required, and an evaluation of the student's skills in relation to their chosen career. The career plan involves researching job opportunities, evaluating the student's current skills and abilities, and creating a 4-year development plan to achieve career goals through further training, experience, and skill development. Students are to submit their final report and career plan, prepare a record of relevant documents like their CV and online profiles, and participate in a mock interview about their personal and professional development plans.
collaborative
The document provides guidance for a collaborative project to create a sitcom. It outlines that students must decide on research roles and complete individual research on considerations like set design, characters, situations, and target audience. They should then have a group discussion to assign research roles and plan what each person needs to do. Following research, they will review findings to inform their idea development.
collaborative project
This document provides guidance for a collaborative project to create a sitcom featuring 7 actors that will be distributed via a streaming service. Students will form groups to come up with a sitcom idea, research and plan the project, produce a recorded pilot episode, distribute it online, and write a report on collaborating. It offers examples of successful sitcoms and discusses typical sitcom features like recurring characters, humorous situations and settings, believable dialogue, and character development. Students are also prompted to brainstorm individual location, career, and group ideas to bring to their group discussion.
Scriptwriting hnd wk4
This document discusses the difference between high concept and low concept stories. It defines high concept as a story with a unique premise that can be pitched in 3 sentences or less, while low concept focuses more on characters and world-building than the central plot. Examples are given of high concept pitches and low concept stories. The task is to write a basic concept outline for an original story, identifying it as high or low concept and explaining the target audience and scope.
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Film and tv editing wk12 [autosaved]
- 1. Put the meaning to an editing term onto the Moodle film and TV words dictionary (at the top) • Cross- cutting • Cut • Cutting on the action • Cut in • Cut away • Graphic match • Dissolve • Fade • Cross-dissolve • Montage • Reaction shot • Movie Maker • Adobe Premiere 10 minutes Whilst you’re waiting for the register to be taken….
- 2. Film and TV Filming and Editing
- 3. Learning Aims… as explained by…. • All of you will be able to explain editing techniques. • Most of you will be able to discuss the reasons for using various editing techniques. • Some of you will be able to use editing techniques in your own edit.
- 4. Things to consider in your presentation • Sound Effects • Music • Speech • Shot types • Editing
- 5. Activity- In groups of four Watch the clip you have been given and prepare a presentation about the editing techniques used • Use the presentation template on Moodle • Watch the clip you have been given. • Explain how you would use this technique in your edit. You could show how you would recreate this technique. 20 minutes
- 6. Activity- Present your work 20 minutes
- 7. Today you will be continuing to work through and finish off your video projects • Film your scenes • Edit your scenes • Use editing techniques • Add music • Gather feedback (questionnaires) • Review
- 8. Set your target relating to where you are at with your Video Project and work on it in the lesson • Go onto http://padlet.com/helen_wells/editing • Write what you are going to do today • Click anywhere on the wall to write a target • Write your name in red • Write target underneath and drag it to place it where you think it needs to go. 20 minutes
- 9. Working in the industry
- 10. Learning Aims… explain how you have met the learning aim. Move your Padlet target. Some of you will be able to use editing techniques in your own edit. All of you will be able to explain editing techniques. Most of you will be able to discuss the reasons for using various editing techniques.