Film workshop
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Here is my Slide share to show what I have learnt from the Film Workshop. I have gained a lot more confidence to create my own music video.
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Problems and solutions
The document discusses potential problems that may arise during filming of a music video and proposes solutions. It identifies issues such as not having enough footage, shaky camera work, poor lighting, actors not knowing what to do, forgetting necessary equipment, bad weather if filming outdoors, and the camera dying. The proposed solutions are to film extra footage, use a tripod, film in natural daylight, brief actors beforehand, create an equipment checklist, use waterproof gear if outdoors and have a charger on hand.
Reflection of preliminary task
1) The film met the criteria of being under two minutes long and capturing a character opening a door. Shots were filmed using techniques like the 180 degree rule to engage the audience.
2) Filming without a clear schedule led to continuity issues like characters wearing different clothes between takes. Learning to properly position the camera for different shot types and impressions was valuable.
3) The editing process taught skills like uploading footage, clipping scenes, adjusting volume, organizing clips into bins, and applying filters to prepare the video for export. These editing fundamentals will support future projects.
Media Evaluation - 7
The document discusses what the author has learned about filming and editing techniques from creating a preliminary and pre-production video. Specifically, the author notes learning how to properly frame shots to avoid cutting off actors' heads, using slow motion during title sequences, and employing techniques like the 180-degree rule and shot reverse shot. The author believes applying these techniques has helped improve their filmmaking skills.
Risk Assesment
This document outlines various risks and responsibilities associated with shooting a music video for an advanced portfolio. It identifies potential issues such as unavailable resources, permission to film at certain locations, actor performances, unfamiliar surroundings, cash problems, health and safety, the video not matching the animatic, software problems, weather issues, unreliable actors, transporting equipment, faulty equipment, public interference, and the video lacking typical conventions. For each risk, it assigns responsibility and provides ways to overcome the issues, such as securing locations and permissions in advance, assessing health and safety, regularly saving work, and scouting locations beforehand.
Planning for preliminary task
This document provides planning instructions for a preliminary filmmaking task that is due on July 7. It instructs students to film a 1-minute conversation between two people sitting down. It discusses shot types, storyboarding, scripting, and following techniques like the 180-degree rule and match on action. Students are told to divide roles, create an overhead plan, script, storyboard, and shotlist. Examples of good and bad videos are provided to illustrate techniques.
Q6
The document discusses various technologies and skills learned during an AS media course, including:
- Editing software like Final Cut Express, and learning how to use tools like the razor tool to cut footage.
- Using a camera to record footage and learning where the SD card goes. Recording voiceovers and controlling audio volume.
- Finding and embedding songs from Audio Network. Using Blogger to post videos, photos and links.
- Gaining experience with filming shots like close-ups, long shots, and point-of-view shots, and learning which shots work best to connect with characters for different scenes.
5.%2520 pre production
Luke Headland has created a pre-production document that outlines the props, locations, contingencies, health and safety considerations, and schedule for an upcoming film project. The document details the props and locations needed, potential issues and solutions, hazards and how to avoid them. It also provides a 8-day schedule to shoot scenes, edit a trailer, and create posters.
Risk assessment
The risk assessment document identifies several safety risks for a film shoot including crew falling down stairs or from a swing, hazards from dangling lights, improper use of equipment, and filming near water. The document proposes overcoming these risks by using signage and verbal warnings, monitoring lights, training on equipment use, having safety equipment available near water, and having an evacuation plan and crew list.
Recommended
Problems and solutions
The document discusses potential problems that may arise during filming of a music video and proposes solutions. It identifies issues such as not having enough footage, shaky camera work, poor lighting, actors not knowing what to do, forgetting necessary equipment, bad weather if filming outdoors, and the camera dying. The proposed solutions are to film extra footage, use a tripod, film in natural daylight, brief actors beforehand, create an equipment checklist, use waterproof gear if outdoors and have a charger on hand.
Reflection of preliminary task
1) The film met the criteria of being under two minutes long and capturing a character opening a door. Shots were filmed using techniques like the 180 degree rule to engage the audience.
2) Filming without a clear schedule led to continuity issues like characters wearing different clothes between takes. Learning to properly position the camera for different shot types and impressions was valuable.
3) The editing process taught skills like uploading footage, clipping scenes, adjusting volume, organizing clips into bins, and applying filters to prepare the video for export. These editing fundamentals will support future projects.
Media Evaluation - 7
The document discusses what the author has learned about filming and editing techniques from creating a preliminary and pre-production video. Specifically, the author notes learning how to properly frame shots to avoid cutting off actors' heads, using slow motion during title sequences, and employing techniques like the 180-degree rule and shot reverse shot. The author believes applying these techniques has helped improve their filmmaking skills.
Risk Assesment
This document outlines various risks and responsibilities associated with shooting a music video for an advanced portfolio. It identifies potential issues such as unavailable resources, permission to film at certain locations, actor performances, unfamiliar surroundings, cash problems, health and safety, the video not matching the animatic, software problems, weather issues, unreliable actors, transporting equipment, faulty equipment, public interference, and the video lacking typical conventions. For each risk, it assigns responsibility and provides ways to overcome the issues, such as securing locations and permissions in advance, assessing health and safety, regularly saving work, and scouting locations beforehand.
Planning for preliminary task
This document provides planning instructions for a preliminary filmmaking task that is due on July 7. It instructs students to film a 1-minute conversation between two people sitting down. It discusses shot types, storyboarding, scripting, and following techniques like the 180-degree rule and match on action. Students are told to divide roles, create an overhead plan, script, storyboard, and shotlist. Examples of good and bad videos are provided to illustrate techniques.
Q6
The document discusses various technologies and skills learned during an AS media course, including:
- Editing software like Final Cut Express, and learning how to use tools like the razor tool to cut footage.
- Using a camera to record footage and learning where the SD card goes. Recording voiceovers and controlling audio volume.
- Finding and embedding songs from Audio Network. Using Blogger to post videos, photos and links.
- Gaining experience with filming shots like close-ups, long shots, and point-of-view shots, and learning which shots work best to connect with characters for different scenes.
5.%2520 pre production
Luke Headland has created a pre-production document that outlines the props, locations, contingencies, health and safety considerations, and schedule for an upcoming film project. The document details the props and locations needed, potential issues and solutions, hazards and how to avoid them. It also provides a 8-day schedule to shoot scenes, edit a trailer, and create posters.
Risk assessment
The risk assessment document identifies several safety risks for a film shoot including crew falling down stairs or from a swing, hazards from dangling lights, improper use of equipment, and filming near water. The document proposes overcoming these risks by using signage and verbal warnings, monitoring lights, training on equipment use, having safety equipment available near water, and having an evacuation plan and crew list.
Production log final
The document is a production log from a film student documenting their work filming a trailer. It summarizes:
- The student filmed the trailer on January 26th after it got dark to get the necessary footage as they were behind schedule.
- As the camera operator, the student was responsible for camera setup, movement, and ensuring proper shots. They used different shot types like close-ups and long shots.
- The student was also the director and made all artistic and technical decisions to guide the actors and crew.
- There were some minor recording errors but the student checked footage and was able to properly film what was needed. Filming took a lot of time to ensure each scene was perfect.
Stopmotion
A continuation of a previous slideshow talking about stopmotion/claymation and timelapse photography
Risk assessment
This risk assessment document identifies several hazards that could affect a film production event and outlines prevention strategies. Traveling long distances on foot poses injury and equipment damage risks. Equipment malfunctions could halt filming. Lack of emergency exits in buildings present danger. Interference from the public or animals could ruin shots. Dark lighting locations and slippery surfaces increase injury chances. Stunts carry high injury risk. Overworking actors may slow performance. Noise pollution can ruin continuity. Lifting heavy objects risks strain. Props like blood carry eye and slipping dangers. Confined spaces endanger those with claustrophobia and could trap equipment. Prevention strategies include safer routes, equipment checks, escape routes, filming at quiet times and locations, physical prec
5. fmp pre production
This document outlines the pre-production planning for a student film project titled "Kidnapped". It includes details on props, locations, contingency planning, health and safety, and a 8-day production schedule. Storyboards and scripts will be completed by Day 1. Locations will be scouted on Day 2. A call sheet and filming plan will be made by Day 3. Principal photography will take place over Days 4-5. Editing and poster design will occur between Days 6-7. The project will be finalized and submitted by Day 8. Contingency plans address potential issues like delays, unavailable cast/crew, equipment failures, and weather. Health and safety focuses on safe location changes, child supervision
Camera operator job qualificationsbtgrebwtrewby
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Risk assessment
This document summarizes risks and risk prevention strategies for a film shoot. It identifies risks such as illness, actor issues, weather, equipment malfunctions, low batteries, props/costumes, poor performances, location unavailability, public interference, software crashes, and health and safety issues. Prevention strategies include having backups, flexibility in scheduling, indoor filming locations, permissions for filming locations, frequent saving, and prioritizing health and safety over filming. Responsibility for risks generally falls to the filmmaker or actor.
Risk assessment
The document summarizes potential risks and safety measures for filming a project called "Trapped In Asylum". Key risks include injury or illness of an actor, unpredictable weather damaging filming plans or equipment, and uncontrolled dogs attacking other dogs or behaving unpredictably on set. To mitigate these risks, the filmmakers plan to take safety precautions around roads and dogs during filming, work efficiently outside, and handle equipment and dogs carefully.
Preliminary Task Evaluation
The preliminary task asked the group to film a 30-second clip using techniques like the 180-degree rule, shot reverse shot, and continuity. Filming went well with organization and no camera shakes, and the group finished on time. Some areas for improvement included improving some camera angles and the acting. The preliminary task provided ideas for the 2-minute film opening, such as using over-the-shoulder shots and establishing shots, as well as learning video editing software.
Camera man ting
The document outlines the roles and responsibilities of a camera man for a music video project. As camera man, the individual was responsible for ensuring proper camera angles, lighting, and use of equipment to capture the shots directed by the project director. Key duties included proficiency with the camera features, capturing the specified shots, adding creative elements to some shots, and managing all camera equipment, which included using a video camera, tripod, and handheld steadicam.
Q6
The document discusses various filming and editing techniques the student learned through making a film. In terms of filming, techniques mentioned include the rule of thirds, 180-degree rule, continuity, framing, match on action, action/reaction shots, and different camera angles. Editing techniques discussed are assembly editing, audio editing like lowering background noise, and using fades for title sequences. The student learned the importance of these techniques for shot composition, flow, realism, audience engagement, and emphasis on characters and roles.
Contingency form
This document outlines potential problems that could arise during the production process and proposes solutions to mitigate risks. It identifies issues such as equipment malfunction, missing supplies, inaccurate planning, weather problems, budget overruns, lockdown restrictions, and proposes solutions like proper equipment handling, thorough pre-production checks, backup plans, and contingency scheduling or locations to address each risk. The document serves to anticipate challenges and plan contingencies to help ensure a smooth production process.
The package evoluation
The document discusses the learning and skills gained from creating a preliminary film task. The student learned how to storyboard, film with different shots, direct and produce a film. They gained skills in time management, working in a group, and addressing continuity errors. The student took on many roles in creating the film such as scriptwriting, directing, producing and editing. They worked flexibly within their group and received experience in various filmmaking skills.
Mv process log form 2021
The document summarizes the production process for a music video. It tracks the filming, editing, and post-production steps. For filming, it discusses what worked like finding good battle arenas as locations and having enough space to shoot. What didn't work was filming in public places with many people passing by and dealing with bad weather. For editing, it discusses how matching the footage length to the song runtime of 3 minutes and 16 seconds worked well. Problems included getting used to the editing software and footage getting disorganized when adding new clips. The document concludes with lessons learned, such as properly using editing software, planning ahead, using a tripod, basic special effects, and keeping footage shots short.
The package evoluation
The document is a self-evaluation by a student of their work on a preliminary film task. The student learned how to use storyboards, camera shots, and time management in filmmaking. They succeeded in including required scenes but had some continuity errors. The student met the task requirements and worked flexibly and well as part of their group, taking on roles like director, producer, actor and editor. However, they will avoid continuity errors and better plan filming locations for their main task.
Rahab's challenge action plan
My Arts Challenge is to improve my skills in film editing. I will take editing classes and workshops to learn software like Premier Pro and After Effects. I will gain experience by editing the film my production team creates.
I have attended introductory sessions on filmmaking roles and processes. I have established a production team and we are developing a film treatment. We have received guidance on scriptwriting, camerawork, lighting, sound, and editing.
My goal is to complete filming and produce a finished film edited with clear storytelling and atmosphere through techniques like color grading and effects. This will demonstrate my success in meeting my Arts Challenge of strengthening my editing abilities.
Unit 23 multi-camera p
This document discusses multi-camera filming techniques. It begins by defining multi-camera as using multiple cameras to film an event from different angles. It then provides an example of the BBC comedy show "Mock the Week" and how multiple cameras are used to film different shots and areas. The document also covers visual style, communicating meaning to viewers, constraints of the studio space, the history of multi-camera filming, advantages and disadvantages, roles in a multi-camera production, equipment used, and the author's own role in a multi-camera student production, which involved setting up equipment and taking turns filming.
FMP Planning.pptx
The document provides details for the pre-production of a music video. Locations will include a bridge in Fulford York and a quiet car park in Clifton Moore. Equipment includes a Canon camera, tripod, and phone. Editing will take place at home or college using available software and hardware. The sole actor is a friend experienced in music videos. Props include cars, hats, and a baseball bat. Shots include the actor driving, walking, and sitting in various close-up and long shots. Files will be backed up on a memory stick and cloud storage. Recording will occur over two weeks with a week allotted for editing and contingencies. Potential health and safety issues and their avoidance are outlined.
Media preliminary task evaluation
The document summarizes Sara El-Batal's learning from a group project to create an anti-illegal downloading advertisement. Key learnings included:
1) Developing a final idea through considering multiple initial sub-ideas from group members.
2) Understanding required pre-production elements like scripting, storyboarding, scheduling and risk assessment to organize the shoot.
3) Gaining experience with equipment like cameras, microphones and support tools during filming and sound recording.
4) Discovering editing software capabilities and limitations in finishing the project.
Evaluation Final Major Project
The document describes a student's process for completing their final major project of creating a music video. They chose to make a video for the song "Hopeless Wanderer" by Mumford and Sons. They used techniques like mounting the camera on a tripod, depth of field, and rule of thirds to get high quality shots. Some footage was unusable, requiring changes to the storyboard. The student edited the video in Adobe Premiere, learning new skills. Though their lead actor cancelled, they acted in the video themselves. Feedback was positive about the editing matching the song. Overall the project met the brief and the student felt it was successful.
Evaluation Christian Owens
The document summarizes a student's final major project for creating their own music video. It discusses choosing Mumford and Sons' "Hopeless Wanderer" as the song, shooting techniques like using a tripod and applying rules of thirds. Some footage was unusable, requiring changes from the storyboard. Adobe Premiere was used to edit clips into sequence. Feedback was positive about editing matching the song. Time management was key, and the lead actor cancelling last minute required improvising by the student performing instead. The student believes the project met the brief and engaged the target audience.
Evaluation FMP
The document summarizes the process of creating a music video as a final major project. It discusses choosing Mumford and Sons' "Hopeless Wanderer" as the song, shooting footage over two days using techniques like depth of field and rule of thirds. Editing was done in Adobe Premiere, including shortening the song length and arranging shots. Feedback was positive about the editing matching the song and genre. Time management was key, and acting as the lead after the scheduled actor fell through was a challenge that was overcome. Overall the project was deemed a success at engaging the target audience.
Team Leadership - Assignment 3
Joseph Lane worked on the short film "Aoibhean and the Bear" in several roles including production stills photographer and assistant director. He took photos throughout the filming process at various locations to document the production. Joseph organized the team and assigned roles, but faced some communication challenges including not providing a shot list. Overall, he learned about the filmmaking process and different team roles through this experience.
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Production log final
The document is a production log from a film student documenting their work filming a trailer. It summarizes:
- The student filmed the trailer on January 26th after it got dark to get the necessary footage as they were behind schedule.
- As the camera operator, the student was responsible for camera setup, movement, and ensuring proper shots. They used different shot types like close-ups and long shots.
- The student was also the director and made all artistic and technical decisions to guide the actors and crew.
- There were some minor recording errors but the student checked footage and was able to properly film what was needed. Filming took a lot of time to ensure each scene was perfect.
Stopmotion
A continuation of a previous slideshow talking about stopmotion/claymation and timelapse photography
Risk assessment
This risk assessment document identifies several hazards that could affect a film production event and outlines prevention strategies. Traveling long distances on foot poses injury and equipment damage risks. Equipment malfunctions could halt filming. Lack of emergency exits in buildings present danger. Interference from the public or animals could ruin shots. Dark lighting locations and slippery surfaces increase injury chances. Stunts carry high injury risk. Overworking actors may slow performance. Noise pollution can ruin continuity. Lifting heavy objects risks strain. Props like blood carry eye and slipping dangers. Confined spaces endanger those with claustrophobia and could trap equipment. Prevention strategies include safer routes, equipment checks, escape routes, filming at quiet times and locations, physical prec
5. fmp pre production
This document outlines the pre-production planning for a student film project titled "Kidnapped". It includes details on props, locations, contingency planning, health and safety, and a 8-day production schedule. Storyboards and scripts will be completed by Day 1. Locations will be scouted on Day 2. A call sheet and filming plan will be made by Day 3. Principal photography will take place over Days 4-5. Editing and poster design will occur between Days 6-7. The project will be finalized and submitted by Day 8. Contingency plans address potential issues like delays, unavailable cast/crew, equipment failures, and weather. Health and safety focuses on safe location changes, child supervision
Camera operator job qualificationsbtgrebwtrewby
rtybtyebrtyebtybtyebrtyb rhebgurti bgyurtgbyurtbgohgye hgwwh bjrty bgutygbtyubg urty bgtyu gbutybrty bgurtyhgygbytbgyurthbgythr bhgy urtbvirthy grtygbirty hgrty byrt hrth brty hbh byrt bhytw byrtuwbghjrt
Risk assessment
This document summarizes risks and risk prevention strategies for a film shoot. It identifies risks such as illness, actor issues, weather, equipment malfunctions, low batteries, props/costumes, poor performances, location unavailability, public interference, software crashes, and health and safety issues. Prevention strategies include having backups, flexibility in scheduling, indoor filming locations, permissions for filming locations, frequent saving, and prioritizing health and safety over filming. Responsibility for risks generally falls to the filmmaker or actor.
Risk assessment
The document summarizes potential risks and safety measures for filming a project called "Trapped In Asylum". Key risks include injury or illness of an actor, unpredictable weather damaging filming plans or equipment, and uncontrolled dogs attacking other dogs or behaving unpredictably on set. To mitigate these risks, the filmmakers plan to take safety precautions around roads and dogs during filming, work efficiently outside, and handle equipment and dogs carefully.
Preliminary Task Evaluation
The preliminary task asked the group to film a 30-second clip using techniques like the 180-degree rule, shot reverse shot, and continuity. Filming went well with organization and no camera shakes, and the group finished on time. Some areas for improvement included improving some camera angles and the acting. The preliminary task provided ideas for the 2-minute film opening, such as using over-the-shoulder shots and establishing shots, as well as learning video editing software.
Camera man ting
The document outlines the roles and responsibilities of a camera man for a music video project. As camera man, the individual was responsible for ensuring proper camera angles, lighting, and use of equipment to capture the shots directed by the project director. Key duties included proficiency with the camera features, capturing the specified shots, adding creative elements to some shots, and managing all camera equipment, which included using a video camera, tripod, and handheld steadicam.
Q6
The document discusses various filming and editing techniques the student learned through making a film. In terms of filming, techniques mentioned include the rule of thirds, 180-degree rule, continuity, framing, match on action, action/reaction shots, and different camera angles. Editing techniques discussed are assembly editing, audio editing like lowering background noise, and using fades for title sequences. The student learned the importance of these techniques for shot composition, flow, realism, audience engagement, and emphasis on characters and roles.
Contingency form
This document outlines potential problems that could arise during the production process and proposes solutions to mitigate risks. It identifies issues such as equipment malfunction, missing supplies, inaccurate planning, weather problems, budget overruns, lockdown restrictions, and proposes solutions like proper equipment handling, thorough pre-production checks, backup plans, and contingency scheduling or locations to address each risk. The document serves to anticipate challenges and plan contingencies to help ensure a smooth production process.
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Similar to Film workshop
The package evoluation
The document discusses the learning and skills gained from creating a preliminary film task. The student learned how to storyboard, film with different shots, direct and produce a film. They gained skills in time management, working in a group, and addressing continuity errors. The student took on many roles in creating the film such as scriptwriting, directing, producing and editing. They worked flexibly within their group and received experience in various filmmaking skills.
Mv process log form 2021
The document summarizes the production process for a music video. It tracks the filming, editing, and post-production steps. For filming, it discusses what worked like finding good battle arenas as locations and having enough space to shoot. What didn't work was filming in public places with many people passing by and dealing with bad weather. For editing, it discusses how matching the footage length to the song runtime of 3 minutes and 16 seconds worked well. Problems included getting used to the editing software and footage getting disorganized when adding new clips. The document concludes with lessons learned, such as properly using editing software, planning ahead, using a tripod, basic special effects, and keeping footage shots short.
The package evoluation
The document is a self-evaluation by a student of their work on a preliminary film task. The student learned how to use storyboards, camera shots, and time management in filmmaking. They succeeded in including required scenes but had some continuity errors. The student met the task requirements and worked flexibly and well as part of their group, taking on roles like director, producer, actor and editor. However, they will avoid continuity errors and better plan filming locations for their main task.
Rahab's challenge action plan
My Arts Challenge is to improve my skills in film editing. I will take editing classes and workshops to learn software like Premier Pro and After Effects. I will gain experience by editing the film my production team creates.
I have attended introductory sessions on filmmaking roles and processes. I have established a production team and we are developing a film treatment. We have received guidance on scriptwriting, camerawork, lighting, sound, and editing.
My goal is to complete filming and produce a finished film edited with clear storytelling and atmosphere through techniques like color grading and effects. This will demonstrate my success in meeting my Arts Challenge of strengthening my editing abilities.
Unit 23 multi-camera p
This document discusses multi-camera filming techniques. It begins by defining multi-camera as using multiple cameras to film an event from different angles. It then provides an example of the BBC comedy show "Mock the Week" and how multiple cameras are used to film different shots and areas. The document also covers visual style, communicating meaning to viewers, constraints of the studio space, the history of multi-camera filming, advantages and disadvantages, roles in a multi-camera production, equipment used, and the author's own role in a multi-camera student production, which involved setting up equipment and taking turns filming.
FMP Planning.pptx
The document provides details for the pre-production of a music video. Locations will include a bridge in Fulford York and a quiet car park in Clifton Moore. Equipment includes a Canon camera, tripod, and phone. Editing will take place at home or college using available software and hardware. The sole actor is a friend experienced in music videos. Props include cars, hats, and a baseball bat. Shots include the actor driving, walking, and sitting in various close-up and long shots. Files will be backed up on a memory stick and cloud storage. Recording will occur over two weeks with a week allotted for editing and contingencies. Potential health and safety issues and their avoidance are outlined.
Media preliminary task evaluation
The document summarizes Sara El-Batal's learning from a group project to create an anti-illegal downloading advertisement. Key learnings included:
1) Developing a final idea through considering multiple initial sub-ideas from group members.
2) Understanding required pre-production elements like scripting, storyboarding, scheduling and risk assessment to organize the shoot.
3) Gaining experience with equipment like cameras, microphones and support tools during filming and sound recording.
4) Discovering editing software capabilities and limitations in finishing the project.
Evaluation Final Major Project
The document describes a student's process for completing their final major project of creating a music video. They chose to make a video for the song "Hopeless Wanderer" by Mumford and Sons. They used techniques like mounting the camera on a tripod, depth of field, and rule of thirds to get high quality shots. Some footage was unusable, requiring changes to the storyboard. The student edited the video in Adobe Premiere, learning new skills. Though their lead actor cancelled, they acted in the video themselves. Feedback was positive about the editing matching the song. Overall the project met the brief and the student felt it was successful.
Evaluation Christian Owens
The document summarizes a student's final major project for creating their own music video. It discusses choosing Mumford and Sons' "Hopeless Wanderer" as the song, shooting techniques like using a tripod and applying rules of thirds. Some footage was unusable, requiring changes from the storyboard. Adobe Premiere was used to edit clips into sequence. Feedback was positive about editing matching the song. Time management was key, and the lead actor cancelling last minute required improvising by the student performing instead. The student believes the project met the brief and engaged the target audience.
Evaluation FMP
The document summarizes the process of creating a music video as a final major project. It discusses choosing Mumford and Sons' "Hopeless Wanderer" as the song, shooting footage over two days using techniques like depth of field and rule of thirds. Editing was done in Adobe Premiere, including shortening the song length and arranging shots. Feedback was positive about the editing matching the song and genre. Time management was key, and acting as the lead after the scheduled actor fell through was a challenge that was overcome. Overall the project was deemed a success at engaging the target audience.
Team Leadership - Assignment 3
Joseph Lane worked on the short film "Aoibhean and the Bear" in several roles including production stills photographer and assistant director. He took photos throughout the filming process at various locations to document the production. Joseph organized the team and assigned roles, but faced some communication challenges including not providing a shot list. Overall, he learned about the filmmaking process and different team roles through this experience.
Mv process log form 2020
The document provides a summary of the music video production process for a student. It details the filming, editing, and post-production tracking. For filming, the student explains technical challenges of using a phone instead of camera but overcoming it with a tripod. Logistically, locations worked well with no issues. Personnel changes due to friends' schedules required using family instead. Planning helped with inspiration but individual shots could have been better planned. For editing, color grading was challenging but solved. The software took time to learn. A lack of shots required filler clips. Key lessons were higher-level editing skills, better shot selection, longer production, and overcoming equipment limitations.
Evaluation christian owens (1)
The document summarizes the student's process for creating a music video as their final major project. They chose the song "Hopeless Wanderer" by Mumford and Sons and shot footage over two days using techniques like depth of field and rule of thirds. Some footage was unusable, requiring changes to the storyboard. The student edited the video in Adobe Premiere, shortening the song length. Audience feedback was positive about the editing matching the song and camera work engaging viewers throughout. Overall the project met the brief and target audience well.
Pre production
The document discusses various aspects of pre-production communication for a film shoot, including the importance of meetings to keep the cast and crew informed, the use of call sheets and shooting schedules to map out filming plans and times, and contact lists to organize crew information and roles. It also provides an overview of the many personnel involved in a film production, from directors and producers to camera operators, grips, and other specialized roles that make up a full film crew. Proper communication and organization are highlighted as essential for coordinating large film productions.
Task 3 – music video production job roles
The director oversees all aspects of production including casting, costumes, locations, and ensuring each element meets their vision. They work closely with camera operators and actors to translate their ideas. The camera team captures footage from various angles and locations, scouting areas that fit the music genre. They work closely with the director to realize their ideas. The sound recordist records all audio clearly, including the song and ambient noise. They coordinate with the camera team and produce the final mix. The lighting crew selects lighting to set the tone and bring out skin colors. They consider health and safety and must be able to adapt lighting as needed during shoots.
Pre production
The document summarizes the pre-production planning for a short horror film shot in the filmmaker's house, including creating a mind map of ideas, researching film trends, scheduling production, obtaining permission to film on location, writing a script without dialogue, completing a risk assessment, creating a storyboard, planning equipment needs, and managing resources and budgets. Key elements included choosing a house location familiar to the filmmaker, developing a script to guide scenes without words, ensuring safety through a risk assessment, using a storyboard to plan shots and communicate with cast and crew, and organizing paperwork and communication to manage resources effectively.
Evaluation Christian Owens (1)
The document summarizes the process of creating a music video for a final major project. Key points include:
- Choosing Mumford and Sons' "Hopeless Wanderer" as the song after initially selecting a different track. Some footage had to be changed to fit the new song.
- Using techniques like depth of field, rule of thirds, and varying angles to make shots more interesting and tell the story. Footage was edited in Adobe Premiere.
- The biggest challenge was the lead actor calling out sick on the day of filming, so the creator had to perform the role instead.
- Feedback on the final project was positive, praising the editing and how it
Mv process log form 2020 (2)
The document provides guidance for tracking the production process of a music video. It outlines sections to document filming, editing, what worked/didn't work, problems encountered, and lessons learned. For filming, the summarizer had issues with uninterested actors not giving enough takes, and camera batteries dying mid-production. Locations worked well but some shots could have been improved with different lighting. Editing went smoothly with clean transitions and color correction. Main things learned were using camera angles, syncing video with lyrics, importance of planning, having backup actors, and allowing sufficient time.
Problem solving
This document outlines potential problems and contingencies for Rhys Sadler-Scott's filmmaking project (FMP). It addresses issues that could arise with casting, rehearsal time, actor availability, equipment, ability, sets and locations. The key strategies to deal with problems include starting the casting and production process early, rewriting scenes if needed, practicing skills like camerawork, and planning alternative shooting schedules or locations. The goal is to be prepared for any issues that could delay or halt production so the large scope of the project remains feasible.
Q6
The document discusses technologies and skills learned during the process of making a media product. It covers filming techniques like using a tripod and lighting; editing skills like storyboarding, multi-trimming, and keeping original clips; sound editing like fading music in and out and adding background noise; and titling like font, color, positioning and timing. The creator learned the importance of steady footage, filming scenes multiple times, editing in sections, and ensuring titles are clear and timed properly. Overall the document reflects on the technical skills and knowledge gained from creating a media production.
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