First film evaluation
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The film demonstrated effective camera angles, shots, and editing that followed cinematography rules. However, the film was only one minute long, which was too short, and the idea could have been more creative. To improve, the script should be rewritten to make it funnier and longer. More planning should go into writing a stronger script to create a better and more entertaining short film.
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Guide to a short
The document discusses guidelines for creating a successful short film, including using an original idea, grabbing the audience's attention with a strong beginning, and applying high production values despite a low budget. It also notes the film avoids repetition and includes plot twists. The short film discussed in the document takes inspiration from successful movies to tell a modern fairy tale and uses techniques like a diary entry at the beginning to engage viewers and free video editing software to achieve professional quality on a limited budget.
Continguency plan pdf
This document outlines potential issues that could arise during the filming of a TV advert and describes backup plans to address each issue. It discusses backup plans for if the primary filming location is unavailable, equipment is broken or missing, bad weather occurs, a team member is absent, there are sound issues, not enough time is available, or there is a lack of lighting. The backup plans include using an alternate location like the atrium, borrowing replacement equipment from the school, using a backup actor, addressing issues later, doing multiple shots to save time, and getting lamps. Having contingency plans is presented as important for ensuring the filming can be completed successfully.
P2 e
The producer outlines plans for a 10-episode television series to be filmed over 5 months starting in July and released in January to coincide with television award season. Filming will take place at Tatton Park for outdoor scenes and a BBC studio that will be dressed to resemble the interior of Tatton Park. A contingency plan is included to deal with potential issues like actor absences, budget overruns, location problems, delays, and equipment failures through advance planning, backups, and quick solutions.
Progression Since Preliminary Task
The document discusses the author's progression from the preliminary task to the final film project. In the preliminary task, the author's skills in editing, camera work, sound design, and use of mise-en-scene were more limited. However, for the final film, the author gained experience that allowed for improvements in interesting camera angles, subtle audio layering, continuity, set design, costume design, use of props, lighting techniques, and cinematography. The extensive reworking of drafts also improved the overall quality and coherence of the final film compared to the preliminary task.
Question 7
The learner summarizes what they learned from their preliminary media exercise to their final thriller project. For the preliminary, they filmed a 30-second scene but did not do extensive planning or research. For the final project, the group improved by researching other thrillers, developing their script through multiple drafts, choosing shots deliberately based on meaning, adding sound effects and editing techniques like fades. Their equipment skills, acting, and organization also improved greatly from the initial experience to the final thriller.
Question 7
The student learned many skills from their preliminary task to the final product that improved the quality of their work. Specifically, they learned how to storyboard, use camera equipment properly, incorporate editing techniques like cutting and adding effects, improve acting, and add elements like sound design and music to enhance the viewer experience. For the final product, they conducted more research on film techniques, developed their script further through revisions, and applied more advanced cinematography concepts. While not as polished as a professional film due to time and budget constraints, the student believes their final thriller was a success given the limitations of their school project.
Production diary
The document discusses the production of the author's short film for their final major project. Production went well overall, with the author managing to complete all shots on time. One issue was that the garage location had a lot of clutter that was difficult to hide or move. Another shoot took multiple hours but they were able to complete it in one day. There were some complications like preparing the camera and the author's directing skills being rusty, but improved over time. One actor also dropped out last minute, but a friend helped fill in. Overall, filming went quite well despite some challenges.
Evaluation
The document provides a self-evaluation of a student's final major project creating a movie trailer.
The student struggled most with filming due to being unorganized and not a strong director when working alone. Editing went better as independent work. Key scenes like the opening board room scene, fight scene, and closing shot worked well after multiple takes. Some actors did not show up or wore inappropriate costumes, requiring reshoots or cutting scenes. Overall the student is proud of the trailer but learned lessons about preparation, budgets, hiring professional actors, and improving lighting and sound quality.
Recommended
Guide to a short
The document discusses guidelines for creating a successful short film, including using an original idea, grabbing the audience's attention with a strong beginning, and applying high production values despite a low budget. It also notes the film avoids repetition and includes plot twists. The short film discussed in the document takes inspiration from successful movies to tell a modern fairy tale and uses techniques like a diary entry at the beginning to engage viewers and free video editing software to achieve professional quality on a limited budget.
Continguency plan pdf
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P2 e
The producer outlines plans for a 10-episode television series to be filmed over 5 months starting in July and released in January to coincide with television award season. Filming will take place at Tatton Park for outdoor scenes and a BBC studio that will be dressed to resemble the interior of Tatton Park. A contingency plan is included to deal with potential issues like actor absences, budget overruns, location problems, delays, and equipment failures through advance planning, backups, and quick solutions.
Progression Since Preliminary Task
The document discusses the author's progression from the preliminary task to the final film project. In the preliminary task, the author's skills in editing, camera work, sound design, and use of mise-en-scene were more limited. However, for the final film, the author gained experience that allowed for improvements in interesting camera angles, subtle audio layering, continuity, set design, costume design, use of props, lighting techniques, and cinematography. The extensive reworking of drafts also improved the overall quality and coherence of the final film compared to the preliminary task.
Question 7
The learner summarizes what they learned from their preliminary media exercise to their final thriller project. For the preliminary, they filmed a 30-second scene but did not do extensive planning or research. For the final project, the group improved by researching other thrillers, developing their script through multiple drafts, choosing shots deliberately based on meaning, adding sound effects and editing techniques like fades. Their equipment skills, acting, and organization also improved greatly from the initial experience to the final thriller.
Question 7
The student learned many skills from their preliminary task to the final product that improved the quality of their work. Specifically, they learned how to storyboard, use camera equipment properly, incorporate editing techniques like cutting and adding effects, improve acting, and add elements like sound design and music to enhance the viewer experience. For the final product, they conducted more research on film techniques, developed their script further through revisions, and applied more advanced cinematography concepts. While not as polished as a professional film due to time and budget constraints, the student believes their final thriller was a success given the limitations of their school project.
Production diary
The document discusses the production of the author's short film for their final major project. Production went well overall, with the author managing to complete all shots on time. One issue was that the garage location had a lot of clutter that was difficult to hide or move. Another shoot took multiple hours but they were able to complete it in one day. There were some complications like preparing the camera and the author's directing skills being rusty, but improved over time. One actor also dropped out last minute, but a friend helped fill in. Overall, filming went quite well despite some challenges.
Evaluation
The document provides a self-evaluation of a student's final major project creating a movie trailer.
The student struggled most with filming due to being unorganized and not a strong director when working alone. Editing went better as independent work. Key scenes like the opening board room scene, fight scene, and closing shot worked well after multiple takes. Some actors did not show up or wore inappropriate costumes, requiring reshoots or cutting scenes. Overall the student is proud of the trailer but learned lessons about preparation, budgets, hiring professional actors, and improving lighting and sound quality.
Evaluation Q7
The document compares the student's preliminary film project "The Confession" to their completed thriller opening "Paperchain", summarizing what they learned from the progression. Key lessons included using title effects and camerawork like pans and angles to set the scene and build tension. Shots in the completed project were more creative, varied, and controlled. The student also learned about pacing, incorporating flashbacks, and considering the audience experience. They felt proud of improving their skills in camerawork, editing, and creating an intriguing opening for viewers.
Pte
The document provides a self-evaluation of a group's short film project. It identifies several areas for improvement in the quality of the filming and editing. To address these issues, the group plans to use a tripod to steady shots, improve lighting for mood, simplify scenes, and reduce actor movement. They were pleased with their group dynamics and planning, but will need to work harder as a smaller group for future projects. The document suggests filming in a different location next time to improve the setting.
Powerpoint4
- The focus group screening responded positively overall to the trailer but provided some suggestions for improvement. They liked the intertitles matching the theme and the dialogue/acting. They suggested adding blood to knife shots and that the trailer needed music. The average score was 6/10.
- As a result of the screening, they finished editing the trailer to the final length and added custom music. They filmed additional shots like a jump scare ending and a car wheel screeching. They added more gore effects like a scalping shot using latex and fake blood.
- The evaluation screening went well overall. They were happy with how it came together with the music. Minor adjustments like sound levels were suggested. The swearing caused
Evaluation
Oliver Keppie evaluates their finished documentary piece. They note that their documentary differs from others due to its smaller budget and shorter production time. They would have liked to do a fully animated documentary but it was not feasible given the criteria. Overall, they think the project went well but they could improve their planning, animation skills, and adding more emotion to narration in future projects. Feedback suggested improving the intro, audio quality, and green screen lighting. Oliver agrees improvements could be made in these areas for future projects.
Evaluation
The group had to make a short film using techniques from TV shows like Prison Break and Making a Murderer. Their analysis of the chosen theme of comedy was helpful for planning the film. However, procrastination by one group member caused issues in the pre-production process. Production was difficult due to the main character dropping out and limited locations. Audience feedback praised the music but noted needs for improved editing and a longer film. Areas for improvement include more comedy, steadier camerawork, and better planning to overcome challenges.
Evaluation 7
1. The document discusses what the author has learned throughout creating a film opening project.
2. Key skills developed include editing, filming, directing, and understanding different roles. Editing skills improved through learning to use Adobe Premiere and synchronize footage and music.
3. Following techniques like the 180 degree rule, storyboarding, and filming excessive footage helped improve the quality and success of the final product. Attention to detail was also important.
Video evaluation
The document provides feedback on a student film project. It discusses whether the film met the criteria of the brief, which asked for a 1-5 minute film without dialogue aimed at a 16-19 year old audience and filmed on campus. The feedback notes that most criteria were met but more footage could have been filmed on campus. It also discusses whether the finished film matched the original idea, which was for a horror trailer, and notes some minor differences in shots. Areas for improving planning, strong shots, and weaknesses like unsteady camerawork are identified. With more time, the opening shots and additional scenes would be changed or reshoot.
Audience feedback from our Pitch
The audience provided feedback on the film pitch that suggested some changes be made to improve the story and filmmaking approach. Based on this feedback, the filmmakers decided to scrap some ideas like frequent flashbacks and reduce the number of actors. They also chose to modify shots at the beginning and simplify the plot. However, many original aspects were kept as well. The location and music choices required no changes according to the feedback.
Evaluation activity 7
In comparing their preliminary task to the final product, the document discusses several key areas of improvement:
1) A wider range of camera shots and movements were used in the final product compared to only a few stationary shots in the preliminary task.
2) Better understanding and application of techniques like shot composition, the 180-degree rule, lighting, editing, and shot reverse shots improved the flow and engagement of the final product.
3) Valuable lessons were learned around efficiently incorporating different shots and camera movements, adhering to filming rules, and ensuring shots flowed coherently through editing.
Audience feedback
In this PowerPoint Presentation for our A2 Media Studies Coursework, we will be answering the question of what we learnt from the feedback given to us from the audiences and what actions we took to make good on those suggestions
Question seven
The student learned more planning and preparation were needed for their full-length film compared to the preliminary task. This included researching thriller conventions, camera angles, editing techniques, and audience expectations. For the preliminary task, filming was limited due to time and lighting constraints, and editing was challenging working in a group. For the final film, the student worked independently and focused on smoother editing, using transitions, repetition, and adjusting lighting to create tension. While mistakes occurred in both, the student gained valuable experience in skills and techniques in progressing from the preliminary task to the full film.
Evaluation 7
The document compares the student's preliminary film project to their final thriller product. It notes that the preliminary had limited planning time, while the final product benefited from weeks of pre-production planning. This allowed for improved organization, filming, and editing. While some shots and elements were carried over, the student aimed to improve focus, sound, and flow based on lessons from the preliminary experience. The preliminary also helped develop editing skills that enhanced the quality of the final thriller opening.
Evaluation of preliminary task
The document summarizes the evaluation of a preliminary film task. It notes that while there were setbacks in filming, the actors performed well and the location and lighting were suitable. However, mistakes were made such as not strictly following the storyboard, poor planning of filming dates, and technical errors like a boom pole falling into the shot. Lessons learned include the importance of adhering to the storyboard, advanced planning, and avoiding technical mistakes. The brief was partially met but shot reverse shots were not achieved due to time constraints. Technical skills like titles and transitions were applied in editing.
Prelim evaluation
The document discusses the author's process for creating a preliminary film task. They had two initial ideas - a low-light Western or a humorous classroom scene. They chose the latter because it was simpler and allowed them to focus on the required shots like shot reverse shot. During filming, they struggled with obeying the 180 degree rule and had to re-shoot parts. However, they gained experience filming multiple takes and editing confidently in Premier Pro. Overall they were pleased with the outcome but received feedback to experiment more with lighting and sound next time.
Evaluation 7
1) In the preliminary task, the storyboard could not be fully replicated due to unsuitable filming locations, which impacted the plot flow. For the final outcome, the storyboard was created with the available locations in mind so each shot could be planned precisely.
2) Lighting and composition were improved upon for the final outcome. Poor lighting situations were corrected and shots were pre-planned to avoid awkward angles.
3) A larger variety of shot types were used in the final outcome compared to the preliminary, including establishing shots and pans to imply character traits, adhering more closely to film conventions.
Q7
This document discusses the development of filmmaking skills from a preliminary task to a final film project. It addresses applying rules like the 180-degree rule and matching shots. While the preliminary task had some issues like audio cutting off, the final film showed progress with better editing, added sound effects, and a larger variety of shots like canted angles and tracking shots to provide different perspectives. Overall, completing this project helped expand filmmaking skills and knowledge of media from the start.
Question 7 evaluation
The document discusses the learning and improvements from a student's preliminary film task to their full film opening project. For the preliminary task, the student filmed a scene with classmates involving different shots. The student learned about camera shots, rules, and editing but found the software difficult. Improvements would include more time, a better location, and smoother transitions. For the full project, more filming, continuity, and conventions were needed but the preliminary task prepared the student on techniques and helped the group work more professionally.
Evaluation activity 7
- The filmmakers improved their skills in camerawork, editing, and shot composition between their preliminary task and final production.
- In the final production, they used more varied shots, camera movements, and editing techniques like jump cuts to better engage audiences.
- They also improved at applying filmmaking principles like the 180-degree rule and matching shots for continuity between scenes.
- Some challenges remained, like maintaining consistent lighting across different filming days, but overall their skills and the production quality increased significantly from the preliminary task to the final film.
Q7
The document compares the filmmaker's preliminary task to their full thriller opening in terms of sound, editing, lighting, camerawork, and shot composition. For the preliminary task, many of these elements were not fully developed or planned. However, for the thriller opening the filmmaker learned how to better use techniques like diegetic sound effects, smoother transitions, purposeful lighting, shots from different angles, and rule of thirds composition to enhance mood, tension, and the overall professional quality of the film. The thriller opening represented an improvement in all areas compared to the preliminary task.
Looking back at my preliminary task
The preliminary task showed much room for improvement in areas like video quality, camera work, shot variety, editing, and atmosphere. However, it served as a valuable learning experience, helping the filmmaker progress significantly for the final piece. Skills like lighting, sound, filming techniques, and creativity advanced. Mistakes from the preliminary task were turned into strengths for an improved final product with professional-quality footage, smooth camera work, varied shots creating tension and suspense, and polished editing. Overall, the preliminary task was an educational starting point that allowed the filmmaker's media skills to vastly improve.
Task 8 production schedule (part 2)
The document outlines a production schedule for recording radio advertisements at Ringwood School. On May 8th, students will record ads between 9:10-10:00 AM to encourage year 11 students to attend the sixth form and primary students to enroll in year 7. The recordings will take place in the school's geography conference room. Students are reminded to follow safety protocols and be careful with equipment during the session.
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Similar to First film evaluation
Evaluation Q7
The document compares the student's preliminary film project "The Confession" to their completed thriller opening "Paperchain", summarizing what they learned from the progression. Key lessons included using title effects and camerawork like pans and angles to set the scene and build tension. Shots in the completed project were more creative, varied, and controlled. The student also learned about pacing, incorporating flashbacks, and considering the audience experience. They felt proud of improving their skills in camerawork, editing, and creating an intriguing opening for viewers.
Pte
The document provides a self-evaluation of a group's short film project. It identifies several areas for improvement in the quality of the filming and editing. To address these issues, the group plans to use a tripod to steady shots, improve lighting for mood, simplify scenes, and reduce actor movement. They were pleased with their group dynamics and planning, but will need to work harder as a smaller group for future projects. The document suggests filming in a different location next time to improve the setting.
Powerpoint4
- The focus group screening responded positively overall to the trailer but provided some suggestions for improvement. They liked the intertitles matching the theme and the dialogue/acting. They suggested adding blood to knife shots and that the trailer needed music. The average score was 6/10.
- As a result of the screening, they finished editing the trailer to the final length and added custom music. They filmed additional shots like a jump scare ending and a car wheel screeching. They added more gore effects like a scalping shot using latex and fake blood.
- The evaluation screening went well overall. They were happy with how it came together with the music. Minor adjustments like sound levels were suggested. The swearing caused
Evaluation
Oliver Keppie evaluates their finished documentary piece. They note that their documentary differs from others due to its smaller budget and shorter production time. They would have liked to do a fully animated documentary but it was not feasible given the criteria. Overall, they think the project went well but they could improve their planning, animation skills, and adding more emotion to narration in future projects. Feedback suggested improving the intro, audio quality, and green screen lighting. Oliver agrees improvements could be made in these areas for future projects.
Evaluation
The group had to make a short film using techniques from TV shows like Prison Break and Making a Murderer. Their analysis of the chosen theme of comedy was helpful for planning the film. However, procrastination by one group member caused issues in the pre-production process. Production was difficult due to the main character dropping out and limited locations. Audience feedback praised the music but noted needs for improved editing and a longer film. Areas for improvement include more comedy, steadier camerawork, and better planning to overcome challenges.
Evaluation 7
1. The document discusses what the author has learned throughout creating a film opening project.
2. Key skills developed include editing, filming, directing, and understanding different roles. Editing skills improved through learning to use Adobe Premiere and synchronize footage and music.
3. Following techniques like the 180 degree rule, storyboarding, and filming excessive footage helped improve the quality and success of the final product. Attention to detail was also important.
Video evaluation
The document provides feedback on a student film project. It discusses whether the film met the criteria of the brief, which asked for a 1-5 minute film without dialogue aimed at a 16-19 year old audience and filmed on campus. The feedback notes that most criteria were met but more footage could have been filmed on campus. It also discusses whether the finished film matched the original idea, which was for a horror trailer, and notes some minor differences in shots. Areas for improving planning, strong shots, and weaknesses like unsteady camerawork are identified. With more time, the opening shots and additional scenes would be changed or reshoot.
Audience feedback from our Pitch
The audience provided feedback on the film pitch that suggested some changes be made to improve the story and filmmaking approach. Based on this feedback, the filmmakers decided to scrap some ideas like frequent flashbacks and reduce the number of actors. They also chose to modify shots at the beginning and simplify the plot. However, many original aspects were kept as well. The location and music choices required no changes according to the feedback.
Evaluation activity 7
In comparing their preliminary task to the final product, the document discusses several key areas of improvement:
1) A wider range of camera shots and movements were used in the final product compared to only a few stationary shots in the preliminary task.
2) Better understanding and application of techniques like shot composition, the 180-degree rule, lighting, editing, and shot reverse shots improved the flow and engagement of the final product.
3) Valuable lessons were learned around efficiently incorporating different shots and camera movements, adhering to filming rules, and ensuring shots flowed coherently through editing.
Audience feedback
In this PowerPoint Presentation for our A2 Media Studies Coursework, we will be answering the question of what we learnt from the feedback given to us from the audiences and what actions we took to make good on those suggestions
Question seven
The student learned more planning and preparation were needed for their full-length film compared to the preliminary task. This included researching thriller conventions, camera angles, editing techniques, and audience expectations. For the preliminary task, filming was limited due to time and lighting constraints, and editing was challenging working in a group. For the final film, the student worked independently and focused on smoother editing, using transitions, repetition, and adjusting lighting to create tension. While mistakes occurred in both, the student gained valuable experience in skills and techniques in progressing from the preliminary task to the full film.
Evaluation 7
The document compares the student's preliminary film project to their final thriller product. It notes that the preliminary had limited planning time, while the final product benefited from weeks of pre-production planning. This allowed for improved organization, filming, and editing. While some shots and elements were carried over, the student aimed to improve focus, sound, and flow based on lessons from the preliminary experience. The preliminary also helped develop editing skills that enhanced the quality of the final thriller opening.
Evaluation of preliminary task
The document summarizes the evaluation of a preliminary film task. It notes that while there were setbacks in filming, the actors performed well and the location and lighting were suitable. However, mistakes were made such as not strictly following the storyboard, poor planning of filming dates, and technical errors like a boom pole falling into the shot. Lessons learned include the importance of adhering to the storyboard, advanced planning, and avoiding technical mistakes. The brief was partially met but shot reverse shots were not achieved due to time constraints. Technical skills like titles and transitions were applied in editing.
Prelim evaluation
The document discusses the author's process for creating a preliminary film task. They had two initial ideas - a low-light Western or a humorous classroom scene. They chose the latter because it was simpler and allowed them to focus on the required shots like shot reverse shot. During filming, they struggled with obeying the 180 degree rule and had to re-shoot parts. However, they gained experience filming multiple takes and editing confidently in Premier Pro. Overall they were pleased with the outcome but received feedback to experiment more with lighting and sound next time.
Evaluation 7
1) In the preliminary task, the storyboard could not be fully replicated due to unsuitable filming locations, which impacted the plot flow. For the final outcome, the storyboard was created with the available locations in mind so each shot could be planned precisely.
2) Lighting and composition were improved upon for the final outcome. Poor lighting situations were corrected and shots were pre-planned to avoid awkward angles.
3) A larger variety of shot types were used in the final outcome compared to the preliminary, including establishing shots and pans to imply character traits, adhering more closely to film conventions.
Q7
This document discusses the development of filmmaking skills from a preliminary task to a final film project. It addresses applying rules like the 180-degree rule and matching shots. While the preliminary task had some issues like audio cutting off, the final film showed progress with better editing, added sound effects, and a larger variety of shots like canted angles and tracking shots to provide different perspectives. Overall, completing this project helped expand filmmaking skills and knowledge of media from the start.
Question 7 evaluation
The document discusses the learning and improvements from a student's preliminary film task to their full film opening project. For the preliminary task, the student filmed a scene with classmates involving different shots. The student learned about camera shots, rules, and editing but found the software difficult. Improvements would include more time, a better location, and smoother transitions. For the full project, more filming, continuity, and conventions were needed but the preliminary task prepared the student on techniques and helped the group work more professionally.
Evaluation activity 7
- The filmmakers improved their skills in camerawork, editing, and shot composition between their preliminary task and final production.
- In the final production, they used more varied shots, camera movements, and editing techniques like jump cuts to better engage audiences.
- They also improved at applying filmmaking principles like the 180-degree rule and matching shots for continuity between scenes.
- Some challenges remained, like maintaining consistent lighting across different filming days, but overall their skills and the production quality increased significantly from the preliminary task to the final film.
Q7
The document compares the filmmaker's preliminary task to their full thriller opening in terms of sound, editing, lighting, camerawork, and shot composition. For the preliminary task, many of these elements were not fully developed or planned. However, for the thriller opening the filmmaker learned how to better use techniques like diegetic sound effects, smoother transitions, purposeful lighting, shots from different angles, and rule of thirds composition to enhance mood, tension, and the overall professional quality of the film. The thriller opening represented an improvement in all areas compared to the preliminary task.
Looking back at my preliminary task
The preliminary task showed much room for improvement in areas like video quality, camera work, shot variety, editing, and atmosphere. However, it served as a valuable learning experience, helping the filmmaker progress significantly for the final piece. Skills like lighting, sound, filming techniques, and creativity advanced. Mistakes from the preliminary task were turned into strengths for an improved final product with professional-quality footage, smooth camera work, varied shots creating tension and suspense, and polished editing. Overall, the preliminary task was an educational starting point that allowed the filmmaker's media skills to vastly improve.
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The document outlines a production schedule for recording radio advertisements at Ringwood School. On May 8th, students will record ads between 9:10-10:00 AM to encourage year 11 students to attend the sixth form and primary students to enroll in year 7. The recordings will take place in the school's geography conference room. Students are reminded to follow safety protocols and be careful with equipment during the session.
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The document discusses various legal issues that may arise from creating a film and how to address them. It notes that filming actors requires signed permission forms. Any additional footage or media used needs permission from the copyright owners to avoid legal action. The creator owns intellectual property rights over the original film but must be careful not to infringe on others' copyrights. The film should serve the public interest by getting feedback to ensure it meets audience needs. Performance rights determine how and where the film can be publicly shown.
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Un heard script final 2
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2) Molly is left home alone for nights as Ian drinks at the pub. She becomes depressed and considers ending her life.
3) After overhearing a happy couple at the pub, Ian decides to try to reconcile with Molly. However, when he returns home he finds Molly dead in their bedroom from a bleach overdose.
Un heard script final
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- Ian becomes aggressive towards Molly, physically assaulting her on two occasions. He spends nights drinking at the pub while leaving Molly locked at home with bruises.
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Un heard script draft 1.5
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- Ian becomes increasingly abusive and controlling of Molly. He threatens her not to tell anyone about the abuse.
- Molly is left home alone crying most nights while Ian drinks at the pub. She becomes depressed and struggles to want to live.
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Risk assessment
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The document provides location scouting notes for filming a movie. It describes the living room, kitchen, hallway, bedroom, outside of the house, and a local grocery store as potential filming locations. For each location, it notes the available space, natural lighting, and any potential hazards that would need to be addressed for actor safety while filming.
Un heard script final 2
1) Ian returns home from a 5 month deployment with the army to his wife Molly. However, he seems distant and troubled.
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The document discusses various legal issues that may arise from creating a film and how to address them, including:
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- Obtaining signed permission forms from actors agreeing to be in the film and have it posted publicly
- Ensuring any additional footage, special effects, sound effects or music used have permission from the copyright owners to avoid legal action
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Casting details
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Production schedule
This document outlines the production schedule and tasks for filming and post-production of a short film over several days in February and March. It details the dates, locations, crew and cast needed, props, costumes, and equipment required for each shoot. Post-production work includes uploading footage, editing in Premiere Pro and Audition, exporting the final film, and writing an evaluation.
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First film evaluation
- 1. By Luke du Preez12U Film evaluation For thisfilmIfeltthatwe as a group demonstratedmanygoodcameraanglesandshotswhichwere all reallyeffective inourpiece.We alsohadmanyshot/reverseshotsandkeeptothe 180 degree rule as well.We alsoincludedmanydifferentthingsfrommediumshot,closeuptooverthe shoulder. The editinginmyopinionalsowentwellasitwas prettysmooththe finallythingandalso had some goodaudioto go alongwithitas well.There wasalsoan openingscreenandaclosing screenwhichlookedgood. The thingthat wasn’tso goodthat the filmwasno verylongand onlyjustreached1 minute. Also,I thinkthe whole ideaof the filmcouldhave beentunedtobe more creative andbetterfittingforour task. I thinkwe alsoneededmore comedywithinour piece tomake itthat little bitmore exciting and funny. If I hadto change anythingI wouldrewrite the scripttomake itmore funnyand make ita bitlonger as well sowasa bettershortfilm. Nexttime Iwill make sure totake time planningandwritingthe scriptsoit islongenoughand effectiveatthe same time.Thiswouldmake ourfilmmuchbetterandmore funnyforthe audience.