This document provides an evaluation of Ben Clayton's final film project. It discusses each stage of the production process including pre-production, production, post-production, scheduling, individual performance, team performance, troubleshooting, resources, production techniques, monitoring and review, early versions of the film, and the final film. Overall, Ben felt his pre-production planning went well but production faced challenges due to scheduling issues and equipment limitations that required additional filming.
This document provides an evaluation of a student's film production project. It discusses the pre-production, production, and post-production processes. Some key points include: the pre-production planning went well but could have been improved by arranging filming times earlier; production filming went well in the studio but outdoor footage was too shaky and had to be refilmed; and post-production editing was successful but more time should have been allotted for sound editing. Overall the evaluation identifies strengths and opportunities for improvement in scheduling, team performance, and troubleshooting technical issues during the project.
This document provides questions for a student named Robert-Ryan to evaluate their final film project. It addresses various aspects of the filmmaking process, including pre-production, production, post-production, scheduling, individual performance, team performance, troubleshooting, resources, production techniques, monitoring and review, early versions of the film, and an assessment of the final film. Robert-Ryan provides detailed responses evaluating what went well and could be improved at each stage of making their short film.
This document contains weekly reflections from a student on their work producing a short film over multiple weeks. Some key points:
- In the first week, the student started by filming a short film and collecting audio effects, and began planning their main project which involved time travel using a watch.
- Subsequent weeks were spent researching, completing pre-production plans like contingencies, editing together shots while learning green screen techniques, and getting peer feedback on their completed short film.
- The student enjoyed the filming and editing parts the most, but aims to improve time management and not leave tasks until the last minute in the future. Learning new skills like green screen compositing from online tutorials was also beneficial.
This document provides questions for a student to evaluate their final film project. The questions cover pre-production, production, post-production, scheduling, and individual performance. For pre-production, the student planned out their film but could have improved their film idea and shot list. Production went well but the student did not fully stick to their shot list. For post-production, the student edited together their film footage using Adobe software and added audio, but some original audio was muffled. Scheduling the different parts was easy but difficult to stick to once issues arose. The student acted as both director and cameraperson for the project.
The filmmaker evaluates their short film project. They believe the editing and soundtrack were strengths, making the film look professional. However, production was disorganized, with planned shots missed due to scheduling issues. If they were to remake the film, the filmmaker would improve the script, filming quality, organization, and continuity to create a higher quality, more professional product. Overall, they gained skills like planning, improvisation, and editing, but feel the project could have gone more smoothly with teamwork improvements.
The document discusses the filmmaker's production scheduling process. They filmed at two locations - an office and a house. They first discussed availability with cast and locations to plan filming days, then created a schedule in PowerPoint and printouts listing what would be filmed each day. One problem was an actor becoming unavailable, requiring rescheduling. They created call sheets for each shoot day detailing needed equipment, personnel, etc. Overall they were able to film all necessary shots on schedule despite some challenges.
Ewan Wild evaluated his production process for creating an animation. Through research, he gained an understanding of animation techniques and conventions for film posters. Weaknesses in his primary research were addressed with suggestions for improvement. Planning included initial ideas, shot lists, and timelines, though some areas like shot lists could have been more detailed. Production time management was inconsistent, leading to a shorter final trailer than intended. Technical aspects like lighting and stop motion were well-executed in the trailer, while the black and white poster format had limitations. Overall the evaluation provided lessons for strengthening research, planning, and time management in future projects.
The student learned several important skills when progressing from their preliminary task to the full product:
1) They did much more planning, research, and preparation for the main task compared to the preliminary task. This included researching genre conventions, creating detailed scripts and storyboards, and planning locations, costumes, props, and actors.
2) Their organization, time management, and technical skills improved greatly. For the main task they created schedules and shot lists to stay on track and learned how to use video editing software independently.
3) They paid closer attention to realism, conventions, and audience experience. For the main task they considered appropriate locations, costumes, music, and lighting to better match the narrative and make
This document provides an evaluation of a student's film production project. It discusses the pre-production, production, and post-production processes. Some key points include: the pre-production planning went well but could have been improved by arranging filming times earlier; production filming went well in the studio but outdoor footage was too shaky and had to be refilmed; and post-production editing was successful but more time should have been allotted for sound editing. Overall the evaluation identifies strengths and opportunities for improvement in scheduling, team performance, and troubleshooting technical issues during the project.
This document provides questions for a student named Robert-Ryan to evaluate their final film project. It addresses various aspects of the filmmaking process, including pre-production, production, post-production, scheduling, individual performance, team performance, troubleshooting, resources, production techniques, monitoring and review, early versions of the film, and an assessment of the final film. Robert-Ryan provides detailed responses evaluating what went well and could be improved at each stage of making their short film.
This document contains weekly reflections from a student on their work producing a short film over multiple weeks. Some key points:
- In the first week, the student started by filming a short film and collecting audio effects, and began planning their main project which involved time travel using a watch.
- Subsequent weeks were spent researching, completing pre-production plans like contingencies, editing together shots while learning green screen techniques, and getting peer feedback on their completed short film.
- The student enjoyed the filming and editing parts the most, but aims to improve time management and not leave tasks until the last minute in the future. Learning new skills like green screen compositing from online tutorials was also beneficial.
This document provides questions for a student to evaluate their final film project. The questions cover pre-production, production, post-production, scheduling, and individual performance. For pre-production, the student planned out their film but could have improved their film idea and shot list. Production went well but the student did not fully stick to their shot list. For post-production, the student edited together their film footage using Adobe software and added audio, but some original audio was muffled. Scheduling the different parts was easy but difficult to stick to once issues arose. The student acted as both director and cameraperson for the project.
The filmmaker evaluates their short film project. They believe the editing and soundtrack were strengths, making the film look professional. However, production was disorganized, with planned shots missed due to scheduling issues. If they were to remake the film, the filmmaker would improve the script, filming quality, organization, and continuity to create a higher quality, more professional product. Overall, they gained skills like planning, improvisation, and editing, but feel the project could have gone more smoothly with teamwork improvements.
The document discusses the filmmaker's production scheduling process. They filmed at two locations - an office and a house. They first discussed availability with cast and locations to plan filming days, then created a schedule in PowerPoint and printouts listing what would be filmed each day. One problem was an actor becoming unavailable, requiring rescheduling. They created call sheets for each shoot day detailing needed equipment, personnel, etc. Overall they were able to film all necessary shots on schedule despite some challenges.
Ewan Wild evaluated his production process for creating an animation. Through research, he gained an understanding of animation techniques and conventions for film posters. Weaknesses in his primary research were addressed with suggestions for improvement. Planning included initial ideas, shot lists, and timelines, though some areas like shot lists could have been more detailed. Production time management was inconsistent, leading to a shorter final trailer than intended. Technical aspects like lighting and stop motion were well-executed in the trailer, while the black and white poster format had limitations. Overall the evaluation provided lessons for strengthening research, planning, and time management in future projects.
The student learned several important skills when progressing from their preliminary task to the full product:
1) They did much more planning, research, and preparation for the main task compared to the preliminary task. This included researching genre conventions, creating detailed scripts and storyboards, and planning locations, costumes, props, and actors.
2) Their organization, time management, and technical skills improved greatly. For the main task they created schedules and shot lists to stay on track and learned how to use video editing software independently.
3) They paid closer attention to realism, conventions, and audience experience. For the main task they considered appropriate locations, costumes, music, and lighting to better match the narrative and make
The document provides an evaluation of the production process for a music video. Key strengths included thorough research of genre conventions and technical elements. Planning strengths were detailed equipment lists and schedules. During production, time was well-managed by completing filming during holidays and sticking to schedules. Peer feedback noted strengths like visual effects and editing but suggested improving video quality, using transitions, and getting more complex shots. The evaluation identifies areas for improvement like making research and planning more targeted and contingency planning.
Mv production assignment evaluation form 2021 new 5JamieBrown724394
The document discusses the process of creating a music video. It describes the strengths and weaknesses of the creator's research, planning, time management, technical qualities of filming and editing, aesthetic qualities, and audience appeal. Peer feedback praised the video effects but suggested relying less on editing and improving lighting. The creator agrees some editing was unnecessary but disagrees that lip-syncing was an issue, and would change too many dark shots.
The document provides an evaluation of the production process for a music video. Key strengths included thorough research of genre conventions and technical elements. Strengths of planning included detailed equipment and location lists. Strengths of time management included completing filming during holidays and finishing editing on schedule. Peer feedback praised visual effects and imagery but noted some footage was pixelated and suggested getting more complex shots. The evaluation identifies weaknesses in research questionnaires, planning storyboards and contingency plans, and not collecting all audience data.
The document provides an evaluation of a production process by Olly Taylor. It summarizes the strengths and weaknesses of their research, planning, and time management. For research, existing products helped inspire the idea while surveys conducted earlier were not as useful. Pre-production strengths included reflection, questions for interviews, and a production schedule. Improvements could have included a mind map and more of a storyboard. Time management was a struggle early on but improved with production. Footage was captured efficiently. [END SUMMARY]
Mv production assignment evaluation form 2020matthewturley1
The document provides an evaluation of the production process for a music video. It summarizes the student's research, planning, time management, technical qualities of camera work and editing, aesthetic qualities, and audience appeal. Peer feedback praised the retro style, transitions, and dark tones but noted a lack of narrative and uneven color/editing quality. The student agrees feedback on improving transitions and applying effects consistently, and will experiment more with editing capabilities for future projects.
The document provides an evaluation of Fintan Sedgwick's production process for a short film project. Some key strengths included thorough audience research and ensuring the film did not offend any groups. Weaknesses included incomplete editing and needing more ideas in the initial mind map. Time management was adequate but additional time would have allowed for improved shots. Comparisons are made to another short film, noting differences in quality, audio design, and shot continuity between the two films. Green screen shots were a personal strength while blurry quality was a weakness of the camera work.
Ewan Wild conducted research and planning for an animation project. Some strengths of his research included analyzing existing products and secondary research. However, some primary research through surveys and interviews had weaknesses since responses could not be fully verified. Planning strengths were putting detail into fonts and music selection. Weaknesses included a brief shot list and minimal resource planning. During production, time management suffered as work took longer than expected, limiting footage. The finished trailer utilized stop motion and had strengths like lighting matching ceiling lights. However, the black and white poster lacked color impact of others. Room for improvement included charcoal technique and proportion of background elements.
Ewan evaluated his production process for an animated short film. His research provided useful information about film posters and animation styles. Some primary research like surveys had weaknesses due to untrustworthy responses. Planning strengths included detailed fonts and music, but weaknesses were a brief shot list and resource planning. Limited time during production impacted the quality and length of the final trailer. Peer feedback praised the unique style but suggested improvements like adding color and smoothing transitions.
This document provides reflections from a student on their film production process over several weeks. They began by watching short films to get ideas, then struggled to come up with their own concept. They settled on a story about someone struggling with loss but had difficulties with planning shots and storyboarding. Filming went well but illness prevented full editing. They then had to rush the final edit and evaluation due to absences. While proud of pushing their creative skills, they realized their film did not fully appeal to their intended audience.
Matthew Turnbull Evaluation for Extended ProjectMatthew Turnbull
Matthew created a documentary about a local mountain biking team as his extended project. He experienced several challenges along the way, including difficulties filming, editing issues, and not being able to interview team members as planned. While his final outcome was similar to his original idea of documenting the team's locations and history, it lacked some intended details and interviews. He received generally positive feedback from audiences, with some suggestions to improve the music, add more subtitles, and include a concluding commentary. For future projects, Matthew would plan more filming time, structure the documentary differently, and stick closer to his project plan.
Jay Birkin experimented with filming and editing techniques for an upcoming video project. He filmed with a camera and got comfortable with camera settings like focus and lighting. In editing, he organized video clips and added effects like black and white colorization. For research, Jay conducted surveys and used secondary sources like Google to inform his video concept. He created documents like a proposal, schedule, storyboard, and risk assessment to plan the project. During production, Jay filmed on location and added effects in editing like speed adjustments. He finished the video, which included looping footage to extend the length within time constraints.
Oli Hewson evaluated his documentary project on graffiti in Leeds. He felt his research and editing went well but could have improved on audience research, planning, and technical qualities. Peer feedback noted the edits were good but the video quality could be better and more background on graffiti was needed. Oli agreed with the feedback and aims to focus on cleaner cuts, higher quality, and more context in future projects.
The document discusses the author's production of a documentary. It evaluates what went well, including obtaining useful footage through multiple interviews and locations. Organizing day shoots with the subject and child was challenging but effective. Issues with time management meant not meeting deadlines, as too much time was spent filming and not enough editing. Overall the author was pleased with the documentary's quality and variation provided through additional interviews.
The document provides an evaluation of the production process for a post-apocalyptic film trailer project. Planning was challenging due to scheduling actors, but filming went smoothly thanks to clear communication. Additional tension-building shots were filmed on a whim and improved the final product. Post-production took a long time due to extensive sky masking to achieve the desired bleak atmosphere while retaining contrast.
This week the document's author focused on researching different filmmaking styles and techniques to incorporate into their project. This included looking at how screenwriters structure stories and how directors use costumes, camerawork, and other elements to set the scene and immerse viewers. The author analyzed several films and directors to learn how to craft an engaging story and purposefully move the narrative forward. They also began planning production elements like scheduling, locations, and addressing potential risks.
The document summarizes the student's research and planning for their film trailer and poster products. They spent significant time researching conventions of different film trailer genres by watching many trailers. They also researched trailer editing, sound design, and 3D tracking in After Effects. For posters, they analyzed some examples but focused more research on the trailer as the main product. Planning included story development, style sheets, mood boards, and a production schedule. Time management went well until some rescheduled shooting dates due to actor exam schedules, but production then went according to the new schedule.
The document provides a summary of the research, planning, production, and technical qualities of Samuel Schottner's film trailer project. Some key points:
- Extensive research was done on film trailers by analyzing conventions, pacing, and styles. This informed the planning and shooting of footage.
- Planning included storyboards, style sheets, mood boards, and production schedules. Footage was shot to fit within a trailer structure.
- Production went smoothly with an enthusiastic cast, though scheduling issues led to a condensed shooting timeframe.
- Technical aspects like aspect ratio, color grading, and flat profiles were used to enhance the cinematic quality and give flexibility in post-production.
The document provides a summary of the research, planning, production, and technical qualities of Samuel Schottner's film trailer project. Some key points:
- Extensive research was done on film trailers by analyzing conventions, pacing, and styles. This informed the planning and shooting of footage.
- Planning included storyboards, style sheets, mood boards, and production schedules. Footage was shot to fit within a trailer structure.
- Production ran into delays due to exam schedules but was completed on time. Actors were enthusiastic and helped motivate completing the project.
- Technical aspects like aspect ratio, color grading, and flat profiles were used to give the trailer a cinematic look and allow creative control
Yes, you were very clear in explaining what shots were needed and where everyone needed to be positioned. You were always available to answer any questions.
How did I use media technologies in the construction and research, planning a...09shawmic
The document describes several problems encountered and successes achieved during the production of a music video. The main problems included getting permission to use a song, finding a replacement cast after the original dropped out, and scheduling filming times around everyone's availability. These setbacks resulted in delays. Successes included gaining permission to use a song, adapting the concept to work with a replacement cast, meeting self-imposed deadlines, and assistance from classmates. The document also discusses the development of editing skills through practice and tutorials, organizing work across drives and Google Docs, and creating blog posts in advance.
Luke Headland reflects on his experience making a short film for his production work. He enjoyed the process overall but faced challenges with time management and overestimating his capabilities given COVID restrictions. Filming the first scene took multiple reshoots which wasted time. However, he learned from this and improved his planning for subsequent scenes. Sound design during editing took the most time and was frustrating but helped him learn. He is proud of aspects like directing, cinematography and sound design in the final film but feels the narrative could be confusing at times.
Luke Headland reflects on his experience making a short film production. He enjoyed the process overall but faced challenges with time management and overestimating his capabilities under COVID restrictions. Filming the first scene took multiple reshoots which wasted time. However, he learned from this and improved his planning for subsequent scenes. Sound design during editing took the most time and was frustrating at times to get right. He is proud of aspects like directing, cinematography, and sound design but feels the narrative could be confusing. He discusses addressing problems during production like weather issues and having limited help. Luke also reflects on enjoying the colour correction, sound design, and poster creation aspects of his project.
The document provides an evaluation of the production process for a music video. Key strengths included thorough research of genre conventions and technical elements. Planning strengths were detailed equipment lists and schedules. During production, time was well-managed by completing filming during holidays and sticking to schedules. Peer feedback noted strengths like visual effects and editing but suggested improving video quality, using transitions, and getting more complex shots. The evaluation identifies areas for improvement like making research and planning more targeted and contingency planning.
Mv production assignment evaluation form 2021 new 5JamieBrown724394
The document discusses the process of creating a music video. It describes the strengths and weaknesses of the creator's research, planning, time management, technical qualities of filming and editing, aesthetic qualities, and audience appeal. Peer feedback praised the video effects but suggested relying less on editing and improving lighting. The creator agrees some editing was unnecessary but disagrees that lip-syncing was an issue, and would change too many dark shots.
The document provides an evaluation of the production process for a music video. Key strengths included thorough research of genre conventions and technical elements. Strengths of planning included detailed equipment and location lists. Strengths of time management included completing filming during holidays and finishing editing on schedule. Peer feedback praised visual effects and imagery but noted some footage was pixelated and suggested getting more complex shots. The evaluation identifies weaknesses in research questionnaires, planning storyboards and contingency plans, and not collecting all audience data.
The document provides an evaluation of a production process by Olly Taylor. It summarizes the strengths and weaknesses of their research, planning, and time management. For research, existing products helped inspire the idea while surveys conducted earlier were not as useful. Pre-production strengths included reflection, questions for interviews, and a production schedule. Improvements could have included a mind map and more of a storyboard. Time management was a struggle early on but improved with production. Footage was captured efficiently. [END SUMMARY]
Mv production assignment evaluation form 2020matthewturley1
The document provides an evaluation of the production process for a music video. It summarizes the student's research, planning, time management, technical qualities of camera work and editing, aesthetic qualities, and audience appeal. Peer feedback praised the retro style, transitions, and dark tones but noted a lack of narrative and uneven color/editing quality. The student agrees feedback on improving transitions and applying effects consistently, and will experiment more with editing capabilities for future projects.
The document provides an evaluation of Fintan Sedgwick's production process for a short film project. Some key strengths included thorough audience research and ensuring the film did not offend any groups. Weaknesses included incomplete editing and needing more ideas in the initial mind map. Time management was adequate but additional time would have allowed for improved shots. Comparisons are made to another short film, noting differences in quality, audio design, and shot continuity between the two films. Green screen shots were a personal strength while blurry quality was a weakness of the camera work.
Ewan Wild conducted research and planning for an animation project. Some strengths of his research included analyzing existing products and secondary research. However, some primary research through surveys and interviews had weaknesses since responses could not be fully verified. Planning strengths were putting detail into fonts and music selection. Weaknesses included a brief shot list and minimal resource planning. During production, time management suffered as work took longer than expected, limiting footage. The finished trailer utilized stop motion and had strengths like lighting matching ceiling lights. However, the black and white poster lacked color impact of others. Room for improvement included charcoal technique and proportion of background elements.
Ewan evaluated his production process for an animated short film. His research provided useful information about film posters and animation styles. Some primary research like surveys had weaknesses due to untrustworthy responses. Planning strengths included detailed fonts and music, but weaknesses were a brief shot list and resource planning. Limited time during production impacted the quality and length of the final trailer. Peer feedback praised the unique style but suggested improvements like adding color and smoothing transitions.
This document provides reflections from a student on their film production process over several weeks. They began by watching short films to get ideas, then struggled to come up with their own concept. They settled on a story about someone struggling with loss but had difficulties with planning shots and storyboarding. Filming went well but illness prevented full editing. They then had to rush the final edit and evaluation due to absences. While proud of pushing their creative skills, they realized their film did not fully appeal to their intended audience.
Matthew Turnbull Evaluation for Extended ProjectMatthew Turnbull
Matthew created a documentary about a local mountain biking team as his extended project. He experienced several challenges along the way, including difficulties filming, editing issues, and not being able to interview team members as planned. While his final outcome was similar to his original idea of documenting the team's locations and history, it lacked some intended details and interviews. He received generally positive feedback from audiences, with some suggestions to improve the music, add more subtitles, and include a concluding commentary. For future projects, Matthew would plan more filming time, structure the documentary differently, and stick closer to his project plan.
Jay Birkin experimented with filming and editing techniques for an upcoming video project. He filmed with a camera and got comfortable with camera settings like focus and lighting. In editing, he organized video clips and added effects like black and white colorization. For research, Jay conducted surveys and used secondary sources like Google to inform his video concept. He created documents like a proposal, schedule, storyboard, and risk assessment to plan the project. During production, Jay filmed on location and added effects in editing like speed adjustments. He finished the video, which included looping footage to extend the length within time constraints.
Oli Hewson evaluated his documentary project on graffiti in Leeds. He felt his research and editing went well but could have improved on audience research, planning, and technical qualities. Peer feedback noted the edits were good but the video quality could be better and more background on graffiti was needed. Oli agreed with the feedback and aims to focus on cleaner cuts, higher quality, and more context in future projects.
The document discusses the author's production of a documentary. It evaluates what went well, including obtaining useful footage through multiple interviews and locations. Organizing day shoots with the subject and child was challenging but effective. Issues with time management meant not meeting deadlines, as too much time was spent filming and not enough editing. Overall the author was pleased with the documentary's quality and variation provided through additional interviews.
The document provides an evaluation of the production process for a post-apocalyptic film trailer project. Planning was challenging due to scheduling actors, but filming went smoothly thanks to clear communication. Additional tension-building shots were filmed on a whim and improved the final product. Post-production took a long time due to extensive sky masking to achieve the desired bleak atmosphere while retaining contrast.
This week the document's author focused on researching different filmmaking styles and techniques to incorporate into their project. This included looking at how screenwriters structure stories and how directors use costumes, camerawork, and other elements to set the scene and immerse viewers. The author analyzed several films and directors to learn how to craft an engaging story and purposefully move the narrative forward. They also began planning production elements like scheduling, locations, and addressing potential risks.
The document summarizes the student's research and planning for their film trailer and poster products. They spent significant time researching conventions of different film trailer genres by watching many trailers. They also researched trailer editing, sound design, and 3D tracking in After Effects. For posters, they analyzed some examples but focused more research on the trailer as the main product. Planning included story development, style sheets, mood boards, and a production schedule. Time management went well until some rescheduled shooting dates due to actor exam schedules, but production then went according to the new schedule.
The document provides a summary of the research, planning, production, and technical qualities of Samuel Schottner's film trailer project. Some key points:
- Extensive research was done on film trailers by analyzing conventions, pacing, and styles. This informed the planning and shooting of footage.
- Planning included storyboards, style sheets, mood boards, and production schedules. Footage was shot to fit within a trailer structure.
- Production went smoothly with an enthusiastic cast, though scheduling issues led to a condensed shooting timeframe.
- Technical aspects like aspect ratio, color grading, and flat profiles were used to enhance the cinematic quality and give flexibility in post-production.
The document provides a summary of the research, planning, production, and technical qualities of Samuel Schottner's film trailer project. Some key points:
- Extensive research was done on film trailers by analyzing conventions, pacing, and styles. This informed the planning and shooting of footage.
- Planning included storyboards, style sheets, mood boards, and production schedules. Footage was shot to fit within a trailer structure.
- Production ran into delays due to exam schedules but was completed on time. Actors were enthusiastic and helped motivate completing the project.
- Technical aspects like aspect ratio, color grading, and flat profiles were used to give the trailer a cinematic look and allow creative control
Yes, you were very clear in explaining what shots were needed and where everyone needed to be positioned. You were always available to answer any questions.
How did I use media technologies in the construction and research, planning a...09shawmic
The document describes several problems encountered and successes achieved during the production of a music video. The main problems included getting permission to use a song, finding a replacement cast after the original dropped out, and scheduling filming times around everyone's availability. These setbacks resulted in delays. Successes included gaining permission to use a song, adapting the concept to work with a replacement cast, meeting self-imposed deadlines, and assistance from classmates. The document also discusses the development of editing skills through practice and tutorials, organizing work across drives and Google Docs, and creating blog posts in advance.
Luke Headland reflects on his experience making a short film for his production work. He enjoyed the process overall but faced challenges with time management and overestimating his capabilities given COVID restrictions. Filming the first scene took multiple reshoots which wasted time. However, he learned from this and improved his planning for subsequent scenes. Sound design during editing took the most time and was frustrating but helped him learn. He is proud of aspects like directing, cinematography and sound design in the final film but feels the narrative could be confusing at times.
Luke Headland reflects on his experience making a short film production. He enjoyed the process overall but faced challenges with time management and overestimating his capabilities under COVID restrictions. Filming the first scene took multiple reshoots which wasted time. However, he learned from this and improved his planning for subsequent scenes. Sound design during editing took the most time and was frustrating at times to get right. He is proud of aspects like directing, cinematography, and sound design but feels the narrative could be confusing. He discusses addressing problems during production like weather issues and having limited help. Luke also reflects on enjoying the colour correction, sound design, and poster creation aspects of his project.
The student reflects on their experience producing a short film, noting the challenges of managing time and overestimating capabilities as well as enjoying the filming process, though found editing and sound design particularly stressful; they discuss specific scenes, problems encountered like weather and having limited help, and their satisfaction with directing, cinematography, and sound despite weaknesses in narrative and their own performance.
Josh evaluated his production process and short film. Some strengths included gathering varied survey responses to understand media consumption and adapting the film based on feedback that preferred thrillers over horror. Planning went well and allowed for reshoots when needed. Weaknesses included an early survey that focused too broadly instead of the film. Color grading and flickering light effects turned out well technically. Audience appeal may come from building tension with a countdown clock and music. Peer feedback suggested improving readability of opening text messages and adding a flashing image warning.
The student received feedback on a film project from peers. Key points from the feedback included:
1. The cinematography and use of different shots was a strength. Shots were well executed.
2. The music worked well and added suspense.
3. The plot was difficult to follow at times due to some long shots.
The student agreed the shots and actress' performance were strengths. They also agreed the plot could be harder to follow but with more time would have added more context. For future projects, the student would shorten gaps between scenes to improve pacing and clarity.
The document summarizes the evaluation of a student's production process for a short film project. It discusses strengths and weaknesses of the student's research, planning, time management, and feedback received. For research, watching other films provided inspiration, but finding similar concepts was difficult. Planning went well overall with idea generation and pre-production, but storyboards and mood boards did not help during filming. Time management was good initially but worsened later. Peer feedback noted liking sound effects and coherence, but improvements could be making scenes darker and a car scene more visible. The student agrees improvements like louder sound effects and a clearer car scene would strengthen the short film.
The document summarizes experiments the author conducted with camera angles, editing software, color correction, and sound editing. For the camera experiment, the author practiced different angles, handheld shots, and lighting. In the editing experiment, the author edited together various shots on Premier Pro and added transitions, titles, and color correction. For color, the author adjusted hues in Premier Pro to create different moods. In sound editing on Audition, the author adjusted volume, trimmed audio, and edited multiple tracks together. The author intends to apply techniques from these experiments, like varied angles, transitions, and subtle color/sound adjustments, to their final film project.
The document summarizes the production process for a student's short film project. It describes the research conducted, including primary research with surveys and secondary research on film ratings. Planning involved forms like a call sheet, risk assessment, and shot list. Filming went well with good time management. Editing was positive and new skills were learned. Feedback was positive about effects, angles, and storyline clarity, with suggestions to improve focus, camera stability, and audio quality.
For his creative media project, the student created a short comedy action film about exaggerated global problems and North Korean threats. If he were to redo the project, he would spend more time planning, scripting, storyboarding, choreographing fight scenes, and learning video editing software to improve filming, visual effects, sound, and fluency between scenes. He also aims to learn better camera techniques and use additional sound effects from different sources. Overall, more preparation and skills development would help the student make a more professional and enjoyable film.
Ross created a short film for his final project. He began by brainstorming ideas and creating a production schedule. Then he wrote a script and proposal describing his film. Ross felt the interrogation and flashback scenes went well because the team worked cooperatively. However, he started filming late and had to change some scenes, which didn't always improve the original plans. Ross was happy with his project overall but thinks he could have added more special effects and started earlier to allow more editing time. He learned new skills in Premiere Pro, camera angles, and camera usage.
The document provides a self-evaluation of a student's short film project. It discusses the strengths and weaknesses of the student's research, planning, production, and product. For research, conducting a survey and case studies on other films were identified as strengths, while time constraints due to weather were a weakness. For planning, mind maps were helpful but health and safety paperwork took too much time. Production went well within the scheduled time frame. The student felt their short film looked good visually but could have been more creative and improved aspects like camerawork, storytelling, and acting. Peer feedback noted good music, atmosphere and scenery but a confusing story where the music did not fit as well. The student agrees with peers that the story
Production management evaluation 2015 (1)EthanPayne
This document provides an evaluation of a student's film production project. It includes questions about pre-production, production, post-production, scheduling, individual and team performance, troubleshooting, resources, production techniques, monitoring progress, early versions of the film, and an assessment of the final film. The student provides detailed responses analyzing their process and outcomes for each stage of the project, noting what went well and areas for improvement. Specifically, they note green screen effects and gathering additional footage as challenges that could be improved upon for future projects.
Katie evaluated her final film project using a provided rubric. She felt her pre-production went well though location planning could have been improved. Production went smoothly despite issues with lighting and sound. Post-production challenges included special effects and sound editing. Scheduling her cast and crew was difficult. Lack of contingency for her actor canceling last scenes hurt the film. She learned new skills but pushing visual effects too far compromised quality. Feedback helped improve her film and understanding. While technical quality suffered, the film met her creative vision and deadline.
The student learned valuable skills through completing preliminary filmmaking tasks. The "Life on Mars" activity taught them about camera usage and shot timing. Storyboarding their opening scene helped them plan shots and experiment with editing. Each successive task built on their skills, and by the film opening they had learned effects, titles, and how to intrigue audiences. While challenging, creating the opening scene taught them the importance of character, location, and genre establishment to draw viewers in.
1. The director felt they had a better relationship with the cinematographer, who understood the vision, while communication was more strained with the editor.
2. Group communication was reasonable due to regular meetings, but the director felt they had the worst time management of the group.
3. Organizing shoots was challenging due to scheduling around other groups and daylight hours, leading to pressure when reshoots were needed.
4. While familiarity with equipment improved, switching cameras mid-production placed greater strain and delays due to unfamiliarity with the new camera.
1) The director felt they had a better relationship with the cinematographer, who understood the vision, while communication was more strained with the editor.
2) Group communication was reasonable due to regular lessons and meetings, but the director felt they had the worst time management.
3) Organizing shoots was challenging due to coordinating equipment, actors, and crew availability, and relying on actors to arrive on time caused delays.
This document contains reflections from a student over multiple weeks of a film production rotation. In the first week, the student struggled for ideas but was inspired by horror films and began storyboarding. They explored techniques like jump scares. In the second week, the group analyzed short films and the student enjoyed sound editing exercises. In the third week, the student worried about completing paperwork but finished on time. The following week was spent filming, where reshoots were needed after technical issues. The student was ultimately pleased with the final film. In the last week, the student evaluated their work and had peers review the film for feedback.
The document discusses the process of filming title sequences for a film project. It describes taking photos while filming inside sequences due to better lighting conditions. Filming inside went quicker than outside but required more shots and retakes. Some inside shots had to be redone due to unprofessional laughter from actors. Editing inside shots was easier since the vision was clearer, while outside shots required more experimentation. Filming took around 2 hours total, putting pressure on getting outside shots before dark. Overall, filming inside was most enjoyable due to working with helpful friends, despite issues that came from their joking around.
The document discusses the filmmaker's process for shooting and editing the inside and outside portions of an opening title sequence. It describes shooting most scenes inside first due to better lighting and fewer distractions, which allowed for multiple takes but took longer than shooting outside. Some retakes were needed due to unprofessional actors laughing during scenes. Overall, filming took around 2 hours and editing the inside shots was easier since the vision for those scenes was clearer from the start.
1) The director felt they had a better relationship with the cinematographer who understood their vision, while they felt the editor wanted to take the production in a different direction and there was some confusion over the final vision.
2) Group communication was generally good due to regular lessons and meetings, but the director felt they had the worst time management of the group.
3) Organizing shoots was challenging due to scheduling with other groups and only being able to film on Saturdays due to daylight. Actors sometimes showed up late which delayed filming.
4) The director would change shooting earlier in the year to have more daylight, improve organization, maintain better communication, and be more involved in post-production
The document provides details about the production planning for a short film project, including developing the idea, structure, plot, characters and locations. Research was conducted through primary surveys of classmates and secondary research of similar genre films. The target audience was identified as 18-24 year olds. The film will contain moderate violence in the form of a fight scene using sticks. Resources needed were audited and found to be minimal, with most equipment already accessible. Constraints on production like time, personnel and technical issues will be mitigated through planning, backups and securing resources in advance.
The document outlines Ben Clayton's proposal and pitch for a short film about a dream that his friend Jamie has where he is chased through a forest by a mysterious man in black and engages in a stick fight battle with him, with details on characters, locations, budget, schedule, and crew and casting requirements.
[Pro forma] corporate - live project evaluationBen Clayton
Ben Clayton created a corporate video for a hotel. He organized his files and set up his Premiere project. He imported footage and music, then edited the timelapse shot first. After editing shots together and adding color correction, he cropped the video for a cinematic look. Some shots used a "boomerang effect" by duplicating and reversing footage. Peer and client feedback was positive, with the client using the video for advertising. Management of the student team worked well through communication and planning. There were no legal or financial constraints. The final product came out professionally and is being used successfully by the client.
- The document discusses different types of briefs that can be used for projects, including contractual, formal, informal, co-operative, negotiated, tender, and competition briefs. It provides definitions and discusses advantages and disadvantages of each type.
- The author's project used an informal brief where they verbally agreed on details with their manager client, allowing flexibility but potentially lacking clarity. They found some issues arose from not having a written document to refer to.
- It is important to thoroughly read briefs to avoid issues from anything being unclear or unspecified. The author negotiated with their client before production to address any legal matters.
The document discusses various techniques used in corporate and promotional videos. It describes different types of transitions that can be used between video clips as well as how audio transitions focus attention on a voiceover. The language and scripts in corporate videos are meant to self-promote the business in a positive light. Shooting techniques discussed include slider shots, stills, and drone footage. A voiceover can guide the audience and be used for comedic effect. Logos are shown at the beginning or end to be memorable. Interviews, titles, music, graphics, and unique selling points are all discussed as common elements in corporate videos.
The document provides information about promotional materials for the movie Harry Potter and the Deathly Hallows Part 2, including a movie poster, trailer, and interview with actor Daniel Radcliffe. The poster depicts the main characters in a dark, battle-worn style to appeal to older audiences. The fast-paced trailer uses flashbacks and intense clips to build hype for the action-focused plot. An interview with Daniel Radcliffe was released a month before the movie to generate interest from fans who had grown up watching the films.
There were no limitations explicitly stated in the brief provided. The brief focused on defining different types of briefs (contractual, formal, informal, co-operative, negotiated, tender, competition) and discussing their advantages and disadvantages. No specific production, budget or timing limitations were mentioned for a particular brief.
The document discusses various techniques used in corporate video production, including transitions, language/script, shooting techniques, voiceovers, logos, titles, unique selling points, cutaways, interviews, music, and graphics. It provides examples from corporate videos for companies like Australia Tourism, Dodgy Kent Hotel, Pub in York, Dollar Shave Club, Samsung, Sandy Balls, and Poopourri to illustrate how different techniques are implemented. The document also discusses considerations for producing corporate videos like target audiences, budgets, equipment, legal/ethical issues, and production practices.
E4 is a British television channel aimed at audiences aged 16-34. It broadcasts comedy shows and was originally a subscription channel but became available on Freeview in 2005, increasing its audience and advertising revenue. The channel's idents are strange but comedic, featuring a purple robot mascot. They reference youth culture through references and varying tones from calm to crazy.
The document discusses television idents for different channels and their design and purpose. It analyzes idents for BBC1, BBC2, ITV, Channel 4, and Channel 5. For BBC1 and BBC2, it notes their simple, calm designs reflect their universal audiences. ITV idents link to shows or time of day. Channel 4 idents are abstract and engaging to match their diverse shows. Channel 5 idents lack a clear identity. It compares opportunities and challenges for BBC1, which must be inclusive, versus Channel 4 appealing to younger audiences. The document evaluates Channel 4 as having the better, more unique idents.
This document discusses various motion graphics and visual effects techniques used in filmmaking. It provides examples of how motion graphics are used to create title sequences that set the tone for movies like Casino Royale and Vertigo. It also describes early visual effects techniques like matte paintings and travelling mattes that allowed filmmakers to create imaginary settings. Blue screen/green screen compositing is discussed as well as CGI techniques. Specific directors like Danny Fincher are highlighted for their innovative uses of visual effects that are often unnoticeable, like the unique flying camera effect created for the sex scene in Fight Club.
This document provides information about motion graphics, visual effects techniques, and film/video production standards. It discusses the use of motion graphics to create animated video sequences. It describes early visual effects techniques like matte paintings and travelling mattes. It also covers blue screen/green screen compositing, CGI, and frame rates, video formats, screen ratios, resolutions, and compression standards for film, television, and online video. Examples are given from movies like Batman, The Old Man and the Sea, and Avengers to illustrate various visual effects techniques.
The document discusses various motion graphics and visual effects techniques used in filmmaking. It provides examples of opening title sequences from movies like Casino Royale and Vertigo to illustrate the use of motion graphics to set the tone and provide context. It also covers early visual effects techniques like matte paintings, blue screen compositing, and travelling mattes. The document discusses the transition to digital techniques like CGI and how they have advanced visual effects capabilities and reduced costs.
Within this episode Summer is focused on and shows her true colors. She tries to deal with problems at home by distracting herself with a boyfriend on a post-apocalyptic planet. However, she returns to normal once Rick disrupts her new life and wants to go back home, showing she will always love her family.
The episode focuses on Rick turning himself into a pickle to skip family counseling. His plan backfires when his family realizes he did it to avoid counseling. The episode follows Rick's adventure as a pickle to get to counseling and retrieve the serum to turn back into a human, showcasing his genius but also showing counseling can help him with his emotions.
Early filmmakers experimented with different editing techniques as the technology developed. One of the earliest films, the Lumiere Brothers' "Arrival of a Train" from 1896, used a single long static shot. George Melies advanced editing in 1903 with his film "A Trip to the Moon" by connecting shots with dissolves. Edwin Porter further developed editing in 1903 with "The Great Train Robbery" by cutting between shots without transitions. Lev Kuleshov also pioneered montage in the 1910s-1920s by juxtaposing shots to let the audience derive new meanings. Sergei Eisenstein then expanded on this with his theories of intellectual, rhyme, tonal, and overtonal mont
Ben Clayton's narrative is a closed, single-strand story with a linear structure and anti-realist elements. It has a beginning that introduces the main character, does not contain conflict but has slight tension, and ends with resolution and a happy ending, as is common in children's books. The narrative lacks enigma, climax, or manipulation of time and space.
The document provides feedback on a graphic narrative project. It summarizes the key points made in each response section, evaluating how well the final product reflects the original intentions, how the images were constructed, how text was used to anchor images, the suitability for the target audience, techniques used, and representations in the work. Overall it reflects on the strengths and weaknesses of the pre-production planning.
The peer feedback provided positive feedback on the detailed backgrounds and simple yet effective character designs. Suggestions for improvement included condensing the amount of text per page to better suit the target audience, including a closer view of Jack climbing the beanstalk for clarity, and changing the thought bubbles to speech bubbles. The creator agreed with most of the feedback, but disagreed that the landscape page needed to be portrait to match the others due to its subject matter working better in landscape format. Overall the feedback was constructive and helped identify areas for potential improvement.
The document summarizes three classic children's stories - Billy Goats Gruff, Jack and the Beanstalk, and Three Little Pigs. For each story, it lists the characters, locations, intended audience and potential adaptations. The Billy Goats Gruff story is about three goats who must cross a bridge to get to grass, avoiding a troll. Jack and the Beanstalk is about a boy who trades a cow for magic beans, which grow into a beanstalk leading to a giant's land. Three Little Pigs features three pigs who each build a house of different material and are confronted by a wolf.
This document provides a planning summary for a digital graphic narrative project. It includes sections on costs, available resources, quantity, audience/target market, quality factors, codes of practice, regulations, copyright, ethical issues, resources, production schedule, and health and safety considerations. The student has access to necessary software, paper/supplies, and computers through their college. They plan to produce 10,000 copies of a children's book adaptation of Jack and the Beanstalk targeting ages 3-6. The production schedule outlines background and character development for each page over multiple sessions. Health and safety risks from computer use and long work hours are considered.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
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বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
film evaluation ben clayton
1. PRODUCTION
MANAGEMENT
EVALUATION
BEN CLAYTON
YOU SHOULD USE THIS TO EVALUATE YOUR FINAL FILM
PROJECT. EACH QUESTION SHOULD BE ANSWERED FULLY, USE
SPECIFIC EXAMPLES FROM YOUR PROJECT WHERE NECESSARY
AND EXPAND ON THE POINTS TO FULLY EXPLAIN AND JUSTIFY
YOUR ANSWERS. YOU MAY ADD ILLUSTRATIONS AND ADD
EXTRA SLIDE WHERE NECESSARY, BUT YOU MUST ANSWER
EACH QUESTION.
2. PRE-PRODUCTION
The pre-production process was the planning and scheduling of the film. We were given documents which were
laid out to have guidance for us to follow to make a structure so that we could all work more independently
since they had information we would need. The first stage was thinking of the film idea which we had a process
of thinking of our own ideas and to make mind maps and anything which we thought of to keep note off. We
then were to go into deeper research into similar films, genre, audience and anything about the idea we had to
further add to it. This allowed me to understand what was needed to make a film like what I wanted and whom
the audience is for those types of films. The planning went very well as it isn’t something which can really go
wrong unless you don’t have the initial idea which I had. The hardest part for the pre-production was creating
the shot list. This was because of having to visualise every single shot within the film whilst thinking about the
location and how it will plan out and work. This made it difficult as I hadn’t been to the location for so long since
before. I ended up making a second shot list which had colour coordinated extra shots which would help fill the
film if shots were not going to work which I had planned and were not specific on location but just specific with
shot angle etc. this allowed me to have a sort of back up for anything which could go wrong with the location
having of slightly changed (path ways etc overgrown since it is within a forest).
My schedule planning went rather well for the main shoot day as I planned as I had made sure I had more then
enough people to come in case anyone bailed as one did but did not make a difference as was not an actor but
a camera man whom I got someone else to take the place. My only issue was that I didn’t schedule enough time
as we thought we had enough overall footage but because some was rushed towards the end meant I had to
schedule a second shoot day which was difficult since i had to alter my other schedules slightly for post-
production.
All the documents such as risk assessment and safety forms etc were easy to complete as over the college
course we have made these for every single task like the short film so I was able to use my pre-existing
knowledge of this and alter it to work with new locations etc.
I could’ve improved my pre-production by spending the time to work on the story of the film to make a stronger
more diverse plot which might sound more difficult but my issue was even though we were working of a shot
list once you start making it (as mine was a running film) it got very repetitive with things looking similar and it
seeming quite boring to watch if so boring to make. This means I would research more depth into films that are
similar and see what gives there edge of being different to the table and try add something similar to mine.
3. PRODUCTION
My production process of filming. This was quite difficult as always I felt much more confident about
my pre-production and planning which ends up not being as good as I expect effecting the overall
production. I had planned to get all my filming done within one day as it is within one location and
made more sense for the story of the film as it is set all in the same day so with weather changing
slightly etc would of changed the film. After the shoot day thinking it was successful found out that
we did not get enough footage to get the whole 3 minutes. This was due to some shots being
unusable due to them not being good enough or not in focus. This created issues as I had to plan
another film day to reshoot some shots which I needed. This meant planning another shoot day which
effected my time schedule. Another thing which created the issue of needing another shoot day was
not sticking to the shot list like I should have and thinking adding or not doing certain shots would be
beneficial when really I should have filmed everything within the shot list and extras if I wanted which
would’ve meant I might have had more than enough footage compared to not enough which is
something I can now implement into the next time of doing something like this.
I do have a lot of things I would’ve liked to improve during production. This would start with thinking
about who to choose as an actor/s who fits the role best as even though I did want the main character
to be smaller than the bad guy but I did not think since a lot of running the unfair pace which made
some of the shots where I catch up to him in the chase and then some how drop back behind in the
next shot not look so good as my actor was just physically unable to run as fast as me (I was the other
actor within the film). Towards the end of shoot day we started to get tired and were beginning to rush
things such as the fight which should have had more shots of different angles but instead decided to
try be quicker and film longer shots of the same shot which was not what I needed. This made some
of the most important scenes of the film the worse. I felt very positive with the first half of the shoot
day as we spent time and made sure we re-watched everything and if something did not come to
standards would re-shoot.
4. POST-PRODUCTION
Adobe Premiere Pro (APP) was the software I used to put together my sequence and do
all the editing I needed for my film. I started by laying out in order the footage so I knew
what I was working with and how long my movie was currently. This was when I realised
straight away that I was going to need to film more. APP had everything I needed to
make my film from all the visuals and all the sound. As I am very used to using APP
from previous projects and within my own time made this the fastest and strongest part
of the overall making of the movie and meant that I had more time then needed planned
for the post-production. This meant that I was able to dedicate some of the spare time to
more filming to complete my sequence after finding out it wasn’t complete by laying out
the footage within APP. I was very disappointed with the audio out come as I was
thinking the natural ambient sound would’ve been picked up more and useable but with
the camera being moved a lot and ran around with meant the wind created issues and
meant I had to use royalty free music and sound instead which I was planning anyway
but not for the throughout the film. As I was able to shoot on my own equipment and not
the standard college kit I was able to use my 10-18mm lens which is really good at
taking in the light and getting nice detailed shots meant it was benefited by the good
weather but sometimes too much with shots being too bright or losing some of the
colour I was wanting. This didn’t matter as I was able to use within APP colour/lighting
corrections that allowed me to get the mood and feel from the shots which I didn’t get
on the day of shooting. Even though it was a challenge working with some of the
footage I had got I still felt that the overall post-production went very well and I was able
to over come any problems or challenges.
5. SCHEDULING
Scheduling itself is very simple and easy to do as I used a very simple
method of tables on power point which meant I could create basic easy to
follow tables for myself and the team to understand. As I was given a start
and end date for the overall creating of the film meant I was able to use just
power point for creating my schedules and no specialist software which may
have been more time consuming and not essential compared to other parts
of production and if you can understand and follow a schedule why make it
complex.
My issue was sticking to the schedule as I had planned my self quite evenly
split time for all parts of the making of the film. This was a mistake as I
should’ve dedicated more time to the actual filming and less to the post-
production as all this meant was going off what my schedule said and
started to create confusion when I was doing things back to front. Such as
reshooting or needing to shoot more.
6. INDIVIDUAL
PERFORMANCE
The roles I played were director, camera man and actor but mostly director and
actor as I only helped with the reshooting parts of the camera work due to not as
many people being able to come to those dates as they weren’t planned on paper.
I believe that I did very well for all 3 parts. I was able to plan everything and get
together a team who liked the idea of what I was wanting to make and be involved
making my director role start well but when it came to shoot day and playing both
actor and director is difficult when you are trying to direct yourself as well as the
camera men and actor which I felt I started to take easy routes and not doing
things properly which I felt would’ve not happened if I had more cast and did not
have to play a role of one of the actors. This is one thing I feel I can learn from
and that is being to cocky, thinking I am able to do everything when in reality the
more people the better and that is fact. When it came to the acting I felt I created a
very strong character by staying focus and within the characters role even when
having to direct others and help with camera shots which didn’t have me in them.
I felt when it came to me reshooting shots and me being a cameraman for them
that I pulled them off very well and that’s due to the whole film being envisioned
by me and how I want it to look when your using the tool to create what it looks
like is way easier when someone is trying to do what you want them to do.
7. TEAM PERFORMANCE
My team was meant to be myself, Jamie, Matt, and Charles. Making a team of
4 but for shoot 1 which was the main shoot only had 3 of us as Charles
could not make it due to some personal issues. This was annoying as it
meant I had to get Matt do the majority of the camera work with little help
from myself and Jamie. I found we acted well myself and Jamie for the
majority but when it got to the fight with sticks it was hard to keep focus and
take it serious making it take long due to re-filming lots of times and it was
also very tiring for the majority as it was mostly shots of running which also
didn’t help with having to fight after hours of running on a hot sunny day.
The camera man Matt did very well and managed to keep up with running
shots and holding the camera all day whilst changing between different
tripods etc, I must say would get the man of the match for team effort. As we
were all mates we did enjoy the day and it was an experience as well as the
hole filming (a good day out) this made it good for us but did effect the
overall production slightly as we were very relaxed not rushing, which may
help with quality in some ways but also effect how much work we could
have got done.
8. TROUBLESHOOTING
I found a major issue being lack of camera equipment which might seemed
strange due to I used my own camera equipment for the most I was hoping to be
able to book out a Steadicam and a slider which would have helped me get a more
stable overall film as it was all free hand apart from still shots which meant we
had to make do with this creating a style for the hole film to feature like this with
fast manual swiping the camera transitions etc which did go with the hole running
but for the shots being followed etc a camera man running with a fairly light small
camera makes it very shaky, losing the quality of some shots if they had the help
of a Steadicam.
I also found it hard to stick to the shot list due to change of environment from
when I last visited my location of filming which was late winter so wasn’t too
grown within the forest with more paths. Due to filming mid summer the forest
was very over grown making some shots where I planned to film unable making
the shot list more difficult to use. I did do a good job of using different areas and
changing some of the shots to make it fit still and almost get enough footage with
only needing to do a little amount of reshooting and extra shooting.
My contingency planned in a way of having a list to prepare and make sure I had
everything I needed with spares of everything (batteries, SD cards). As I was not
bringing the mask for my character I also remembered to ring the actor making
sure he was still able to bring it which I would have forgotten personally as I was
only thinking about what I needed to bring.
9. RESOURCES
The only issue I found within the costume was getting a mask for shoot 2 as
the second actor for that day did not need to be there which meant that we
had to used a black t-shirt and thigh it around my face which we managed to
pull of due to the shot being in the dark making it unable to tell on camera
that it isn’t the same mask we used for the rest of the film.
I also had planned to have a diverse use of shots through out my film to get
the boring repetitive running after running shots so I thought my
implementing interesting shots with changes would try take away the
repetitiveness which we were only able to do by using 2 different camera
lenses and tripods of my own as the equipment within college was being
used for other peoples film during when I got a schedule done for filming
where all my cast was free.
10. PRODUCTION
TECHNIQUES
The main new skills I developed during the making of the film was acting as I
had never been acting in front of a camera before. I may have made some
YouTube content talking to a camera and had played in small shows as a kid
which you would think would help for this. Well it is a different scenario
when you are pretending something isn’t there (the camera) it makes it hard
to act and not look at the camera or think about it, as this is not what I was
used to whilst acting the audience is live and can not be redone when its
done so its in the moment but due to having people tell you what you need
to do also being myself as I was also the director. I felt I did well within the
acting and did make this easier to myself when planning as I new I would
find difficulty finding actors so I knew I would be acting and by choosing a
zero dialogue movie made it easier as that is one of the hardest things about
acting.
11. MONITORING AND
REVIEW
This was a challenge for me due to the amount of work it took but I have
managed to keep my schedule just with some slight changes on the way but
still keeping to due dates and making sure that I edited the schedule when
things were complete by either erasing them or highlighting in colour done
so that it is clear what I need to be working on. I also made sure if there were
work I could not get done in time with the college schedule, I broke into my
private schedule outside of college and put in the extra time on things such
as editing since I also have access to the same software as college but also
slightly more productive due to my computer being slightly faster which
made editing especially beneficial to due whilst being at home.
12. EARLY VERSIONS OF
YOUR FILM
After completing the first draft of the film which was a very raw basic draft of
just being the shots in order with no sound added or colour corrections etc.
I wanted feedback from peers on what I can work on or change to make a
better film. After getting feedback I did soon agree and see what they were
on how the differences would actually make a better movie. Even though at
first you can take it the wrong way as I did since it was my film I did
understand that it isn’t being harsh or anything just necessary for me to do
better. I decided that the ending was very blunt and happened to quickly
which was due to the rushed fight of the ending but also not a very clear
ending which I was told by friends and peers.
I decided to change the ending but not by changing anything which had
already been filmed, I kept all that. But adding more to the end and
enhancing it so that my film would reach the length it needed to and gave a
more clear ending and more understand of what the overall film is about.
13. FINAL FILM
The film has definitely come out differently from what I was expecting to
get from it. This was majorly due to last minute filming to extend my
duration of the film by adding a further extension to the ending which
did actually help give a stronger better ending too. My film was also
effected due to changed in the original planning such as camera
equipment and the amount of people who made it to the shooting days
but did still manage to complete a film with a start middle and end. I felt
that the acting was very strong and well done for 2/3s of the film but
towards the fight section I felt it dropped but managed to pull it off by
adding an ending which introduced extra characters who were also very
good actors. I felt my weaknesses was the lack of time during the
shooting with not putting enough time into some shots and spending
the time to make sure the shots were perfect before moving on which
did have effect on the overall look of the movie with some looking very
well shot being very positive but some being let downs. I felt my overall
idea was creative and good fun due to this being a basic idea of a
typical running film to be done by students in the passed but
implemented with other typical ideas such as dreams and inceptions
and creates a not very typical film giving it its own unique touch.