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The document discusses the production of a 5 minute short film by a group of students. It describes the roles of each group member and the challenges they faced finding a filming location and actor within their budget. They struggled to coordinate schedules but eventually filmed on location. The narrative relied on flashbacks edited to be recognizable through distorted sound and imagery. Sound design was a key aspect, using non-sync sound to allow for manipulation and avoid sync sound failures.
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Evaluation question 7
My preliminary film lacked quality equipment and camera skills as it was my first time filming. Since then, I have gained more experience with cameras and editing software. For my foundation production, I focused on using a variety of shots and ensuring the sound fit the genre of the film. I also learned the importance of teamwork, as I had to complete the foundation production with only one other team member after the third left.
Evaluation
The document summarizes the evaluation of a group project to create a short film. It discusses the research conducted, pre-production planning with storyboards and location scouting, filming with a first-person viewpoint that resulted in some shaky footage, group roles in editing together a 1 minute 30 second horror film about a girl being chased, and feedback from audiences that liked the viewpoint and locations but were confused by the running.
Evaluation question 1
The film uses, develops, and challenges conventions of real car action films in several ways:
1) It subverts expectations with the title "The Prodigy" and a female protagonist instead of focusing solely on cars and racing.
2) Shots include establishing shots of the Silverstone track as well as a mix of shots like mid shots and close ups to film the protagonist and cars.
3) It challenges gender stereotypes by portraying a determined female protagonist and including her in roles usually reserved for men like racing and mechanics.
4) The film is set in the real location of the Silverstone racing circuit but had to adapt to limitations of only being able to film in some areas for
Question 7 transcript
1. The document discusses how a film production group improved their skills and filmmaking techniques between a preliminary task and main task focused on a romantic comedy genre.
2. They conducted research to understand their target audience and genre conventions. They introduced the main characters at the beginning and incorporated a variety of shots and angles to enhance the story.
3. Editing and post-production skills improved, allowing for smoother transitions between scenes. Shots were reduced to 1-2 seconds to create suspense. Location choices and sound editing also helped make the film more realistic and coherent.
Question 2 evaluation
This document summarizes how a film represents social groups through its use of stereotypes, locations, characters, camerawork, sound, and editing. The film focuses on the stereotype of disability, with the main character being disabled. It uses typical motor sport film locations like a racetrack and garage. Through props and clothing, the one main character subverts stereotypes of youth to represent the difficulties of being disabled. The camerawork, sound design, and editing aim to construct a reading that conveys the character's emotions and experience of becoming disabled through flashbacks and symbolic techniques.
Task 8 (1)
The filmmakers had several issues during production that required changing their storyline and locations. Their main character was unavailable so they had to find a new one. The onboard microphone also had issues, forcing them to use background noise. Some rooms were occupied, so compromise was needed. Despite challenges, they were able to get some good shots including wide, panning, close-ups and tracking shots to develop the story. Acting was also good. Editing in iMovie was simpler than professional software. Multiple reshoots from different angles helped improve the story.
Prelim task evaluation
The document provides an evaluation of the preliminary tasks for a documentary project. It summarizes the cinematography, editing, mise en scene, and graphics used. For cinematography, conventional techniques like the rule of thirds were followed, though the interviewer could have been at eye-level. The cutaways were relevant but not placed correctly due to time constraints. Costuming and lighting were appropriate for interviewing a student, though background noise was an issue. Only one graphic was used due to time - the interviewee's name and relevance were displayed but the text could have been sized better.
Question 1 evaluation
The document discusses how the opening of a student-made motor sport film uses and challenges conventions of the genre. It uses conventional titles and credits, but an unconventional protagonist who is disabled. Locations like the race track are conventional. Costumes subvert stereotypes to show how the protagonist has changed. Camera work uses standard establishing and tracking shots. Editing contrasts fast-paced flashbacks with slower present-day scenes to convey a change in the protagonist's life. Overall the narrative draws on conventions like settings but also subverts expectations through the protagonist's disability.
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Evaluation question 7
My preliminary film lacked quality equipment and camera skills as it was my first time filming. Since then, I have gained more experience with cameras and editing software. For my foundation production, I focused on using a variety of shots and ensuring the sound fit the genre of the film. I also learned the importance of teamwork, as I had to complete the foundation production with only one other team member after the third left.
Evaluation
The document summarizes the evaluation of a group project to create a short film. It discusses the research conducted, pre-production planning with storyboards and location scouting, filming with a first-person viewpoint that resulted in some shaky footage, group roles in editing together a 1 minute 30 second horror film about a girl being chased, and feedback from audiences that liked the viewpoint and locations but were confused by the running.
Evaluation question 1
The film uses, develops, and challenges conventions of real car action films in several ways:
1) It subverts expectations with the title "The Prodigy" and a female protagonist instead of focusing solely on cars and racing.
2) Shots include establishing shots of the Silverstone track as well as a mix of shots like mid shots and close ups to film the protagonist and cars.
3) It challenges gender stereotypes by portraying a determined female protagonist and including her in roles usually reserved for men like racing and mechanics.
4) The film is set in the real location of the Silverstone racing circuit but had to adapt to limitations of only being able to film in some areas for
Question 7 transcript
1. The document discusses how a film production group improved their skills and filmmaking techniques between a preliminary task and main task focused on a romantic comedy genre.
2. They conducted research to understand their target audience and genre conventions. They introduced the main characters at the beginning and incorporated a variety of shots and angles to enhance the story.
3. Editing and post-production skills improved, allowing for smoother transitions between scenes. Shots were reduced to 1-2 seconds to create suspense. Location choices and sound editing also helped make the film more realistic and coherent.
Question 2 evaluation
This document summarizes how a film represents social groups through its use of stereotypes, locations, characters, camerawork, sound, and editing. The film focuses on the stereotype of disability, with the main character being disabled. It uses typical motor sport film locations like a racetrack and garage. Through props and clothing, the one main character subverts stereotypes of youth to represent the difficulties of being disabled. The camerawork, sound design, and editing aim to construct a reading that conveys the character's emotions and experience of becoming disabled through flashbacks and symbolic techniques.
Task 8 (1)
The filmmakers had several issues during production that required changing their storyline and locations. Their main character was unavailable so they had to find a new one. The onboard microphone also had issues, forcing them to use background noise. Some rooms were occupied, so compromise was needed. Despite challenges, they were able to get some good shots including wide, panning, close-ups and tracking shots to develop the story. Acting was also good. Editing in iMovie was simpler than professional software. Multiple reshoots from different angles helped improve the story.
Prelim task evaluation
The document provides an evaluation of the preliminary tasks for a documentary project. It summarizes the cinematography, editing, mise en scene, and graphics used. For cinematography, conventional techniques like the rule of thirds were followed, though the interviewer could have been at eye-level. The cutaways were relevant but not placed correctly due to time constraints. Costuming and lighting were appropriate for interviewing a student, though background noise was an issue. Only one graphic was used due to time - the interviewee's name and relevance were displayed but the text could have been sized better.
Question 1 evaluation
The document discusses how the opening of a student-made motor sport film uses and challenges conventions of the genre. It uses conventional titles and credits, but an unconventional protagonist who is disabled. Locations like the race track are conventional. Costumes subvert stereotypes to show how the protagonist has changed. Camera work uses standard establishing and tracking shots. Editing contrasts fast-paced flashbacks with slower present-day scenes to convey a change in the protagonist's life. Overall the narrative draws on conventions like settings but also subverts expectations through the protagonist's disability.
Question 7
The student learned several important lessons from their preliminary task to the full film product. They improved their filming technique, using less shaky shots and more professional locations. They also upgraded their equipment from school cameras to better quality gear. For editing, they found iMovie easier to use than Premiere Pro. Regarding sound, they incorporated more original effects and balanced levels better. Collaboration in their group improved as they distributed roles well and stuck to a schedule. Finally, they added an ident for the full product but feel it could have been more distinctive through additional elements like unique sound or animation.
Preliminary Task Evaluation Report
This document provides an evaluation of the quality of a student film project. It discusses several aspects of the film's production:
1) Shot composition and camerawork, praising the close-ups and framing but noting room for improvement in steady walking shots.
2) Content and adherence to the assigned task, finding the film stayed on topic as planned.
3) Mise-en-scene elements like location, lighting, props, and character positioning, identifying these as areas needing most improvement.
4) Editing, sound design, and dialogue delivery, seeing these as the film's strongest elements.
5) Group collaboration and planning, seeing room for better organization and location selection.
Advanced media production portfolio edited
This document provides details about an advanced media production portfolio project involving a short film adaptation of "The Boy Who Cried Wolf". The short film will modernize the fable through narrative, genre, mise-en-scene, and ideology with the moral being "There is no believing a liar, even when he speaks the truth". It also describes creating a poster and film magazine review page to promote the short film. The document outlines the film crew roles and responsibilities, including the
Question one
The document discusses conventions used in real media products such as teaser trailers, and how the student's media products challenged and developed these conventions. Specifically:
- Their teaser trailer used montage editing and a voiceover for the titles to effectively convey the narrative in a short time, as is common in teaser trailers. However, they challenged conventions by placing titles on a white background for clarity.
- Their production company ident was simplified to a bold, recognizable silhouette shown for 3 seconds, adhering to the brief ident duration in teaser trailers. But they included more color than typical black idents.
- Shots, props, settings and other elements were incorporated from real teaser
Evaluation
The document provides an evaluation of the student's film project. It discusses the pre-production research process, challenges during filming, audience feedback, and areas for improvement. The student analyzed other media to focus on camera work, editing, sound, and mise-en-scene. During filming, they struggled with camera angles but were able to adjust scenes. The audience feedback noted that the film could have used closer shots of the prop and better sound mixing, while the poster's text was difficult to read. Going forward, the student aims to improve editing, camera skills, and incorporating more realistic shots.
Evaluation
The document summarizes Donelle's analysis of a documentary they watched and how it informed their own film project called "Rush." They analyzed elements like camera work, editing, mise-en-scene, and sound design. The pre-production process faced some challenges but was overall helpful. The production was successful at engaging the audience but could have better followed the comedy genre conventions. Audience feedback noted strengths in editing and transitions but weaknesses in shaky filming and delayed scenes. Suggested improvements include getting straight to the point, using closer shots, and being more involved in pre-production.
Magazine Cover and Film Poster Shoot - Same Differences
The document summarizes efforts to reshoot promotional materials for a film project. The original shoot during filming only captured basic pictures with poor lighting. To improve quality, the crew set up three-point lighting and used a DSLR camera on a tripod. They took a variety of shots, such as full body, laughing, and low angles. The reshoot was successful in providing higher quality, more professional-looking photos with better variety to distinguish the magazine cover from film poster. The new photos will enhance the persuasiveness of the marketing campaign.
Evaluation
The aims of the charity campaign brief were to raise awareness about stopping bullying. While the group's pitch helped get feedback to improve their campaign film, some weaknesses included an unclear beginning and music that changed the intended mood. The group developed editing skills like using different shots and transitions, but could improve by refining the opening and choosing music more suited to the serious topic.
In what ways does your media product use
The documentary employed conventions of real documentaries such as rule of thirds, tripod shots, interviews, and titles to identify speakers. However, it also challenged some conventions by centering a speaker instead of using rule of thirds, handheld shots, and close-ups to make it more artistic. A variety of footage was used including B-roll, concerts, and archives. Elements like mise-en-scene with stage lighting and guitars helped develop the live music theme to resemble professional documentaries.
Q 7
The document discusses the progression of skills from the preliminary task to the full production. Key skills that improved include camera techniques like tilting and angle usage. Lighting and sound design were also stronger in the final production. Props, actor performance, and editing skills like using blade tool in Final Cut progressed. Organization and ensuring professionalism on set was learned. Overall, many technical and planning aspects strengthened from lessons of the preliminary task.
Bloodlust evaluation
The analysis research helped the filmmaker establish techniques to emphasize different feelings in drama and documentary genres. This informed ideas for the film group, such as close-ups to show character emotions.
The pre-production process with a call sheet and treatment was organized and allowed input from the group. However, filming was not as successful as expected due to missing props sometimes and interruptions.
Strengths included achieving the a-b story structure and setting. Weaknesses included difficulty making scenes scary and lack of sound effects for suspense. Feedback noted potential improvements like more music, longer film, and additional horror scenes.
Preliminary evaluation
Planning helped the production go smoothly by having a script, shot list, and idea of what to convey. The script outlined shots while some dialogue was improvised for naturalness. Having a shot list gave direction for each shot.
Everyone contributed to planning by deciding genres and representations. All participated in production, with the author acting as lead. Jordan did most editing as he had editing software at home, allowing more time and higher quality.
Technical elements like costumes, locations, lighting, sound, editing, and camerawork were used effectively. Costumes fit the post-apocalyptic genre. Abandoned locations looked apocalyptic. Low key lighting created struggle. Sound added pace and introduced characters.
Sound journal
The document discusses the role of sound in film and the sound design process for a student film project. It covers dividing roles for working on diegetic and non-diegetic elements, recording dialogue with the actor, balancing sound levels in editing, choosing scores to set emotion, and using sound effects to add realism. Overall, sound was a key component and the filmmakers took precautions during filming and put in significant time and effort to maximize the sound design's potential.
Analise poster
The poster uses Gutenberg's design principles to effectively convey key information about the movie. In the primary optical area at the top, it features the main actor and movie title to attract viewers' attention. In the strong fallow area below, it includes the release date and symbols like a cross to hint at themes of death and faith. At the center is the main character Liam Nesson standing in a pool of blood, oriented by the axis to draw the eye, indicating the movie contains violence and is not for children.
Campaign evaluation
The document summarizes the evaluation of a campaign video created for the charity Childline about bullying. The goals were to create a video showing how to deal with and the effects of verbal, physical, and cyber bullying. Original plans involved three forms of bullying acted out, but the story changed during filming. Weaknesses included unprofessional music, poor editing, and constantly changing the story without a final plan. Work was not distributed equally and camera work and story clarity could have been improved.
Task 7 - media evaluation
The document discusses what the author has learned from their preliminary task to their full product task. They discuss improvements in using a tripod, utilizing a variety of shots and angles to keep audiences interested and maintain continuity. Editing skills like layering clips, adding titles and color correcting improved. More focus was given to mise-en-scene elements like location, props, costumes, lighting and expressions to fit the thriller genre. Sound design was expanded to build tension. Matching shots on action was done more realistically. Research and planning was more extensive for the full product.
Task 8
Brandon was part of a group tasked with creating a short horror film called "The Devil's Playground." Their original storyline did not meet requirements, so they changed it completely, requiring new characters and incorporating members from another group. Filming was difficult due to a broken microphone that picked up background noise and unavailable locations. However, they quickly created a better new storyline and filmed it well, adding music and titles when editing to improve the final product. Brandon's character had a more substantial role in the new storyline compared to the original limited one. They met all requirements by documenting their work, but could have improved use of time and sound quality. Overall, it went well despite the difficulties in completing the film.
Task 8
Brandon was part of a group tasked with creating a short horror film called "The Devil's Playground." Their original storyline did not meet requirements, so they changed it completely, requiring new characters and incorporating members from another group. Filming was difficult due to a broken microphone that picked up background noise and unavailable locations. However, they quickly created a better new storyline and filmed it well, adding music and titles when editing to improve the final product. Brandon's character had a more substantial role in the new storyline compared to the original limited one. They met all requirements by documenting their work, but could have improved use of time and sound quality. Overall, it went well despite the difficulties in completing the film.
Editors journal
Kiren Anandji served as both the cinematographer and editor for a film directed by Sara Anandji. As cinematographer, Kiren was able to share Sara's vision and ensure there was no miscommunication in post-production about the shots taken. As editor, Kiren had creative freedom to assemble the first cut without interruptions for a quicker pace of work. Potential problems like inconsistent lighting were addressed through extensive color correcting. Transitions like cuts and fades were used appropriately. Sound levels from outdoor filming needed adjustments, and effects were added to a voiceover for continuity. Kiren worked efficiently from home by setting goals for each editing session.
Reflection on Preliminary Task
The document provides a reflection on a preliminary filmmaking task completed by the student. It discusses the brief provided by OCR, which was to create a short film demonstrating continuity editing techniques. The student summarizes their pre-production planning, production process, and post-production lessons learned. While the short film captured some of the requested elements, the student recognizes areas for improvement in planning, equipment preparation, and developing a more extensive plan for their next film opening project.
The book evaluation josh whipday
The team worked well together in the pre-production phase by assigning specific roles based on strengths. They planned out the storyline and held regular meetings. During production, each person fulfilled their role successfully with only one minor sound issue. In post-production, each team member edited the clips together using various techniques like color correction, transitions, and key framing to tell the story. The film required skills in cameras, editing, and creativity.
7
1) The student learned many new skills between their preliminary task and final production, including improved camera techniques, editing, sound design, and planning.
2) For the preliminary task, equipment was basic and filming was limited, resulting in a simple final product. The final production utilized professional HD equipment and software.
3) Extensive planning, including storyboards and scheduling, allowed the complex final production to be shot over multiple days and locations. Titles, credits, and other elements were significantly more polished.
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Question 7
The student learned several important lessons from their preliminary task to the full film product. They improved their filming technique, using less shaky shots and more professional locations. They also upgraded their equipment from school cameras to better quality gear. For editing, they found iMovie easier to use than Premiere Pro. Regarding sound, they incorporated more original effects and balanced levels better. Collaboration in their group improved as they distributed roles well and stuck to a schedule. Finally, they added an ident for the full product but feel it could have been more distinctive through additional elements like unique sound or animation.
Preliminary Task Evaluation Report
This document provides an evaluation of the quality of a student film project. It discusses several aspects of the film's production:
1) Shot composition and camerawork, praising the close-ups and framing but noting room for improvement in steady walking shots.
2) Content and adherence to the assigned task, finding the film stayed on topic as planned.
3) Mise-en-scene elements like location, lighting, props, and character positioning, identifying these as areas needing most improvement.
4) Editing, sound design, and dialogue delivery, seeing these as the film's strongest elements.
5) Group collaboration and planning, seeing room for better organization and location selection.
Advanced media production portfolio edited
This document provides details about an advanced media production portfolio project involving a short film adaptation of "The Boy Who Cried Wolf". The short film will modernize the fable through narrative, genre, mise-en-scene, and ideology with the moral being "There is no believing a liar, even when he speaks the truth". It also describes creating a poster and film magazine review page to promote the short film. The document outlines the film crew roles and responsibilities, including the
Question one
The document discusses conventions used in real media products such as teaser trailers, and how the student's media products challenged and developed these conventions. Specifically:
- Their teaser trailer used montage editing and a voiceover for the titles to effectively convey the narrative in a short time, as is common in teaser trailers. However, they challenged conventions by placing titles on a white background for clarity.
- Their production company ident was simplified to a bold, recognizable silhouette shown for 3 seconds, adhering to the brief ident duration in teaser trailers. But they included more color than typical black idents.
- Shots, props, settings and other elements were incorporated from real teaser
Evaluation
The document provides an evaluation of the student's film project. It discusses the pre-production research process, challenges during filming, audience feedback, and areas for improvement. The student analyzed other media to focus on camera work, editing, sound, and mise-en-scene. During filming, they struggled with camera angles but were able to adjust scenes. The audience feedback noted that the film could have used closer shots of the prop and better sound mixing, while the poster's text was difficult to read. Going forward, the student aims to improve editing, camera skills, and incorporating more realistic shots.
Evaluation
The document summarizes Donelle's analysis of a documentary they watched and how it informed their own film project called "Rush." They analyzed elements like camera work, editing, mise-en-scene, and sound design. The pre-production process faced some challenges but was overall helpful. The production was successful at engaging the audience but could have better followed the comedy genre conventions. Audience feedback noted strengths in editing and transitions but weaknesses in shaky filming and delayed scenes. Suggested improvements include getting straight to the point, using closer shots, and being more involved in pre-production.
Magazine Cover and Film Poster Shoot - Same Differences
The document summarizes efforts to reshoot promotional materials for a film project. The original shoot during filming only captured basic pictures with poor lighting. To improve quality, the crew set up three-point lighting and used a DSLR camera on a tripod. They took a variety of shots, such as full body, laughing, and low angles. The reshoot was successful in providing higher quality, more professional-looking photos with better variety to distinguish the magazine cover from film poster. The new photos will enhance the persuasiveness of the marketing campaign.
Evaluation
The aims of the charity campaign brief were to raise awareness about stopping bullying. While the group's pitch helped get feedback to improve their campaign film, some weaknesses included an unclear beginning and music that changed the intended mood. The group developed editing skills like using different shots and transitions, but could improve by refining the opening and choosing music more suited to the serious topic.
In what ways does your media product use
The documentary employed conventions of real documentaries such as rule of thirds, tripod shots, interviews, and titles to identify speakers. However, it also challenged some conventions by centering a speaker instead of using rule of thirds, handheld shots, and close-ups to make it more artistic. A variety of footage was used including B-roll, concerts, and archives. Elements like mise-en-scene with stage lighting and guitars helped develop the live music theme to resemble professional documentaries.
Q 7
The document discusses the progression of skills from the preliminary task to the full production. Key skills that improved include camera techniques like tilting and angle usage. Lighting and sound design were also stronger in the final production. Props, actor performance, and editing skills like using blade tool in Final Cut progressed. Organization and ensuring professionalism on set was learned. Overall, many technical and planning aspects strengthened from lessons of the preliminary task.
Bloodlust evaluation
The analysis research helped the filmmaker establish techniques to emphasize different feelings in drama and documentary genres. This informed ideas for the film group, such as close-ups to show character emotions.
The pre-production process with a call sheet and treatment was organized and allowed input from the group. However, filming was not as successful as expected due to missing props sometimes and interruptions.
Strengths included achieving the a-b story structure and setting. Weaknesses included difficulty making scenes scary and lack of sound effects for suspense. Feedback noted potential improvements like more music, longer film, and additional horror scenes.
Preliminary evaluation
Planning helped the production go smoothly by having a script, shot list, and idea of what to convey. The script outlined shots while some dialogue was improvised for naturalness. Having a shot list gave direction for each shot.
Everyone contributed to planning by deciding genres and representations. All participated in production, with the author acting as lead. Jordan did most editing as he had editing software at home, allowing more time and higher quality.
Technical elements like costumes, locations, lighting, sound, editing, and camerawork were used effectively. Costumes fit the post-apocalyptic genre. Abandoned locations looked apocalyptic. Low key lighting created struggle. Sound added pace and introduced characters.
Sound journal
The document discusses the role of sound in film and the sound design process for a student film project. It covers dividing roles for working on diegetic and non-diegetic elements, recording dialogue with the actor, balancing sound levels in editing, choosing scores to set emotion, and using sound effects to add realism. Overall, sound was a key component and the filmmakers took precautions during filming and put in significant time and effort to maximize the sound design's potential.
Analise poster
The poster uses Gutenberg's design principles to effectively convey key information about the movie. In the primary optical area at the top, it features the main actor and movie title to attract viewers' attention. In the strong fallow area below, it includes the release date and symbols like a cross to hint at themes of death and faith. At the center is the main character Liam Nesson standing in a pool of blood, oriented by the axis to draw the eye, indicating the movie contains violence and is not for children.
Campaign evaluation
The document summarizes the evaluation of a campaign video created for the charity Childline about bullying. The goals were to create a video showing how to deal with and the effects of verbal, physical, and cyber bullying. Original plans involved three forms of bullying acted out, but the story changed during filming. Weaknesses included unprofessional music, poor editing, and constantly changing the story without a final plan. Work was not distributed equally and camera work and story clarity could have been improved.
Task 7 - media evaluation
The document discusses what the author has learned from their preliminary task to their full product task. They discuss improvements in using a tripod, utilizing a variety of shots and angles to keep audiences interested and maintain continuity. Editing skills like layering clips, adding titles and color correcting improved. More focus was given to mise-en-scene elements like location, props, costumes, lighting and expressions to fit the thriller genre. Sound design was expanded to build tension. Matching shots on action was done more realistically. Research and planning was more extensive for the full product.
Task 8
Brandon was part of a group tasked with creating a short horror film called "The Devil's Playground." Their original storyline did not meet requirements, so they changed it completely, requiring new characters and incorporating members from another group. Filming was difficult due to a broken microphone that picked up background noise and unavailable locations. However, they quickly created a better new storyline and filmed it well, adding music and titles when editing to improve the final product. Brandon's character had a more substantial role in the new storyline compared to the original limited one. They met all requirements by documenting their work, but could have improved use of time and sound quality. Overall, it went well despite the difficulties in completing the film.
Task 8
Brandon was part of a group tasked with creating a short horror film called "The Devil's Playground." Their original storyline did not meet requirements, so they changed it completely, requiring new characters and incorporating members from another group. Filming was difficult due to a broken microphone that picked up background noise and unavailable locations. However, they quickly created a better new storyline and filmed it well, adding music and titles when editing to improve the final product. Brandon's character had a more substantial role in the new storyline compared to the original limited one. They met all requirements by documenting their work, but could have improved use of time and sound quality. Overall, it went well despite the difficulties in completing the film.
Editors journal
Kiren Anandji served as both the cinematographer and editor for a film directed by Sara Anandji. As cinematographer, Kiren was able to share Sara's vision and ensure there was no miscommunication in post-production about the shots taken. As editor, Kiren had creative freedom to assemble the first cut without interruptions for a quicker pace of work. Potential problems like inconsistent lighting were addressed through extensive color correcting. Transitions like cuts and fades were used appropriately. Sound levels from outdoor filming needed adjustments, and effects were added to a voiceover for continuity. Kiren worked efficiently from home by setting goals for each editing session.
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Magazine Cover and Film Poster Shoot - Same Differences
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Similar to H@cked
Reflection on Preliminary Task
The document provides a reflection on a preliminary filmmaking task completed by the student. It discusses the brief provided by OCR, which was to create a short film demonstrating continuity editing techniques. The student summarizes their pre-production planning, production process, and post-production lessons learned. While the short film captured some of the requested elements, the student recognizes areas for improvement in planning, equipment preparation, and developing a more extensive plan for their next film opening project.
The book evaluation josh whipday
The team worked well together in the pre-production phase by assigning specific roles based on strengths. They planned out the storyline and held regular meetings. During production, each person fulfilled their role successfully with only one minor sound issue. In post-production, each team member edited the clips together using various techniques like color correction, transitions, and key framing to tell the story. The film required skills in cameras, editing, and creativity.
7
1) The student learned many new skills between their preliminary task and final production, including improved camera techniques, editing, sound design, and planning.
2) For the preliminary task, equipment was basic and filming was limited, resulting in a simple final product. The final production utilized professional HD equipment and software.
3) Extensive planning, including storyboards and scheduling, allowed the complex final production to be shot over multiple days and locations. Titles, credits, and other elements were significantly more polished.
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.
Watch Powerpoint Presentation
The Henley College
AS Media Studies production unit evaluation presentation for 'Watch' by:-
Rebecca Hudson
Simon (Pete) Morton
Darryl King
Karisma Jarakana
Evaluation
The document provides an evaluation of the author's group's short film project. It summarizes that while there were issues with location, actors, and timing, the film featured effective match cuts and realistic acting. Some mistakes were made, like accidentally including the boom mic in a shot, and not filming enough footage for editing options. The group learned from the experience to allocate more time, carefully choose available actors, and prepare for contingencies. While the brief of walking into a room and having a conversation was achieved, shot/reverse shot was missed due to time constraints. The film included appropriate titles and subtle sound editing to seem professional. Attention to mise-en-scene created a stereotypical masculine gym environment fitting for the plot
Ig3 evaluation
The student completed an IG3 evaluation for a group project creating a short film. Their group wrote scripts, did pre-production planning like location scouting and storyboards. Filming was difficult due to scheduling issues but they completed the shoot. The editing process went well though some shots lacked continuity due to weather. Through this project, the student learned skills in filmmaking and time management.
Eval 4
The group received positive feedback on the narrative, monster choice, pacing, and cinematography of their trailer. They were told the narrative was clear. While the pacing and setting were strengths, the font used for intertitles was difficult to read. Based on further feedback, the group added a jump scare at the end, improved audio levels at certain points, and fixed grainy footage. The overall feedback helped them improve areas they had missed during editing to get the best possible trailer given their limitations.
EL342- Evaluation
The student evaluated their process of creating a short film for a class project. They were challenged by having to learn new software and equipment within a 10 week deadline. Their process involved extensive research, writing a 12 page treatment, storyboarding, scheduling filming in scenes, casting actors from their group, and editing. Some difficulties included sound issues, limited equipment access, and scheduling conflicts. The student believes the experience improved their filmmaking skills and knowledge of managing group projects.
Adam's media evaluation: Q7
The document discusses what the author learned from their preliminary film task to their full film product. They learned that with their preliminary task, they had no film experience which led to some problems. However, through practice and experimentation on their full product, they overcame issues with teamwork, time management, camera work, sound, locations, and editing techniques. Specifically, they improved at compromising with teammates, setting deadlines, using diverse shots and angles, customizing soundtracks, using multiple locations, and implementing advanced editing features.
Fixation Evaluation
The document provides details about the production of an opening title sequence for a crime thriller film called "Fixation". It discusses the inspiration taken from films such as Se7en and Gone Girl. It describes the roles of the production team members, including the director, producer, editor, and director of photography. It discusses the camera work and editing approach, which involved close-ups, varied angles, and color grading to achieve a sinister tone. The production challenged some conventions by revealing the antagonist early and giving the audience an advantage of knowing the villain.
Question 7 evaluation media
The student learned several important lessons about filmmaking from their preliminary task that helped improve their full product. They gained experience with different types of shots and how framing can enhance a scene. Their shot quality improved with a stronger tripod. Editing techniques like pacing and shot transitions became stronger. They incorporated appropriate sounds and music to set the tone. Working as a cohesive group with clear roles and organization was key to their success. Planning through storyboards and deadlines kept them on track to complete a high quality two-minute opening sequence.
Finished question 7
This document discusses the progression from a preliminary editing task to the full product. It identifies several areas of improvement, including assigning roles based on strengths rather than coming up with an idea first, gaining experience with camera skills like shot types and steadying shots, developing character profiles and costumes, choosing iconic locations, focusing on sound and titles, and creating a smoother story flow between shots. The lessons learned from the preliminary task helped improve the quality and professionalism of the final piece.
Question 7
The document discusses what the author learned from their preliminary task to their final film project. They realized the importance of effective communication within their group, allowing them to meet deadlines. They also learned to properly plan casting, research conventions, engage audiences on social media, improve mise-en-scene with locations and props, and enhance editing skills like using color, sound, and higher quality software. Going through challenges on the preliminary task helped them identify areas for improvement to create a more polished final product.
Question 7: Looking back at your preliminary task, what do you feel you have ...
The document discusses what the author learned from their preliminary task to their final film project. They realized the importance of effective communication within their group, allowing them to meet deadlines. They also learned to properly plan casting, research conventions, engage audiences on social media, improve mise-en-scene with locations and props, and strengthen editing skills like using color, sound, and higher quality software. Going through challenges on the preliminary task helped them identify areas for improvement to create a more polished final product.
Q1: In what ways does your media product use, develop or challenge forms and ...
Our documentary follows real media conventions like documentary interviews filmed with a tripod and camera, and vox pops of ordinary people. Graphics include names and images that introduce subjects and link to hair styling. Archive footage in a montage shows celebrity hairstyles referenced in the voiceover. Music and voices aim to set a happy tone, and sound editing balances levels to reduce background noise.
As media evaluation kamron
The group struggled with planning their production and changing themes, which affected the quality and organization. They decided on the theme "The Godfather" by voting, though some members who lost the vote did not cooperate fully. The production strayed from the original proposal due to underestimating the difficulty and lack of necessary props and funding. Medium shots and shot reverse shots were used to focus on facial expressions and immerse the audience in dialogue. Costumes, body language, props, and natural lighting were employed as elements of mise-en-scene to portray a modern gambling scene.
As media evaluation kamron
The group struggled with planning their production and changing themes, which affected the quality and organization. They decided on the theme "The Godfather" by voting, though some members who lost the vote did not cooperate fully. The production strayed from the original proposal due to underestimating the difficulty and lack of necessary props and funding. Medium shots and shot reverse shots were used to focus on facial expressions and immerse the audience in dialogue. Costumes, body language, props, and natural lighting were employed as elements of mise-en-scene to portray a modern gambling scene.
As media-evaluation-kamron
The group changed their theme for the production multiple times, affecting their time management and resulting in a rushed and poor quality final product. They ultimately decided on the theme of "The Godfather" by taking a vote, though some group members lost motivation after their preferred themes did not win. The group was influenced to choose this theme because it was a popular and creative film that they believed would push their abilities. However, they lacked the necessary props and funds to fully realize their original proposal of recreating a scene from the film. As a result, they had to alter aspects of the production and filming location.
As media evaluation kamron
The group struggled with planning their production and changing themes, which affected the quality and organization. They decided on the theme "The Godfather" by voting, though some members who lost the vote did not cooperate fully. The production strayed from the original proposal due to underestimating the difficulty and lack of necessary props and funding. Camera shots like medium shots and shot reverse shot were used to focus on facial expressions and immerse the audience in dialogue.
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Question 7: Looking back at your preliminary task, what do you feel you have ...
Question 7: Looking back at your preliminary task, what do you feel you have ...
Q1: In what ways does your media product use, develop or challenge forms and ...
Q1: In what ways does your media product use, develop or challenge forms and ...
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Disparity pp
This document summarizes the production process of a student film project exploring experimental techniques. It outlines the development of the idea to focus on more experimental styles after their first project. It then details the filming process, including multiple planning meetings, a tutorial before filming to discuss the storyboard, dividing tasks between shoots. Technical elements like the use of green screen and fake blood are described. Sound recording and editing are also summarized, focusing on building atmosphere and using distortion to contrast ideal and realistic scenes.
2 Min Presentation
The document outlines the planning and production of a short film about apathy towards the environment. It discusses the original idea of portraying mundane tasks and their negative environmental impacts through three long shots. During production, sounds were recorded to build atmosphere and connect to themes of destruction. Some challenges occurred, such as keeping the camera steady. In post-production, cuts were added between the second and third shots for a jarring effect. A voiceover and shortened shots were later added based on feedback to better convey the film's message.
Treatment 1
The documentary film treatment proposes a short film and longer film exploring the theme of apathy. The short film will follow an unseen protagonist going about mundane daily tasks in a strange manner that is wasteful and lacks regard for the environment. Sounds of violence will interrupt the protagonist but he will ignore them. The longer film will have a voiceover of the protagonist's mundane story, also interrupted by ignored domestic abuse sounds. Both films will use exaggerated sound and bizarre visual metaphors to represent how individual actions can harm the environment and society through ignorance and apathy.
Treatment 2
The document provides a synopsis and production details for a short film about apathy. The film will show how a protagonist's actions are apathetic and harmful through a series of scenes. It will then show how the protagonist distracts himself from these issues by focusing on superficial things. The film is intended to have a personal viewpoint and experimental style. It will contrast scenes of the protagonist's apathetic actions with images he chooses to focus on instead. The document discusses inspiration from other films and details plans for cinematography and sound design to convey the intended message about societal apathy.
H@CKED DRAMA Shot list
The document provides a shot list for a film scene depicting a man named Scott interacting with his laptop computer in his office. The laptop begins displaying disturbing and threatening messages to Scott from an unknown person. Photos and information are sent to Scott, terrifying him. A timer counts down on the laptop screen. By the end of the scene, Scott is panicking and the timer reaches zero, implying something horrible will happen.
Sound Project
The document describes a sound piece that recreates the song "Seven Nation Army" using everyday sounds one would hear in a city. It lists sounds like skateboarding, crushing cups, and walking through leaves. The production process involved compiling each sound clip to the beat of the song, creating a city soundscape environment, and combining the song and environment to show a character transitioning from hearing everyday sounds to the sounds forming a song.
The Three Little Martians
The story is about a young boy named Timmy who loves to read books. One night, Timmy falls asleep reading a book about pirates and wakes up inside the story. Timmy joins the pirate crew on their adventures on the high seas and has fun exploring the pirate world, but misses his family. In the end, Timmy is able to return home safely after learning an important lesson about following his dreams.
Character Types & Narative Structures
The document summarizes key concepts in character types, narrative structure, and storytelling techniques as identified by various theorists. It then applies these concepts to analyze the character types, narrative structure, and other elements in a story the author wrote about three little Martians. The character types in the story include the three Martians as the heroes, the big bad alien as the villain, and the merchant Martian as the donor. The narrative follows a three-step structure of an initial state of equilibrium disrupted by the alien's arrival and restored at the end. It also features the binary opposition of good Martians versus evil alien.
Childrens Book Planning!
This document outlines the planning for a digital graphic narrative project. It considers costs, available resources, target audience, quality factors, regulations, copyright, and health and safety issues. A production schedule is included which breaks the project into 10 sessions over 10 weeks. Resources needed are a computer and drawing equipment, which the creator already has access to. The narrative will be a children's book about aliens with no ethical or regulatory concerns.
Children's Book Evaluation!
The peer feedback provided both praise and areas for improvement. Responses agreed with included praise for the clean layout and easy readability. However, peers noted the lack of variation in characters and scenery could be improved. If given more time, peers suggested adding more diverse character designs and changing background details on each page. While the summarizer aimed to keep the story familiar, peers felt more creative freedom could have enhanced the adaptation. Overall, the feedback aligned with the creator's own critique and provided validation as well as insights into strengthening the work further.
Digital Graphic Narrative!
Here is a revised script for the storyboards that addresses the feedback:
The Three Little Martians
By [Your Name]
Narrator: Once upon a time, there was an old Martian mother with three little Martians. She couldn't afford to keep them on Mars anymore, so she sent them off into space to make their fortunes.
The first little Martian met an asteroid miner with a bundle of space rocks. "Please, sir, may I have these rocks to build a house?" asked the Martian. The miner agreed.
With the rocks, the little Martian built a house on a small planet. Soon after, a bigger alien approached. "Little Martian,
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H@cked
- 1. H@CKED Meg Masters, Jack Humphreys, Beth Kerry, Luke Jackson, Harvey Mountford & Connor Christian
- 2. We decided to go with an idea initially proposed during film writing last semester.This was then formulated into a script and structured into a 5 minute short. Having the same group as we did for our documentary we already understood and could fairly reflect on one another’s abilities and thus some group members retained their roles whilst others wished to change and so we had our production team setup.
- 3. Producer: Meg Masters Director: Jack Humphreys DOP: Luke Jackson Editor: Beth Kerry Sound Recorder: Harvey Mountford Sound Design: Connor Christian
- 4. We struggled with finding a suitable office space as our main filming location, with many being too expensive for our budget. A number of enquiries were made into locations however the majority were massively out of our budget.
- 5. This also caused difficulties as it reduced the amount of production time that we had to conclude filming and get to the edit process.We eventually found an office space that was suitable for our price range and could host us when we needed and thus we went with this option.
- 6. We put out an advertisement for an audition tape to be created for our main actor; this was met with limited response, which really narrowed our choices. Our main actor is in our opinion more suited to stage acting as he struggled to grasp some of the concepts of emotions that we needed conveying through facial expressions as well as body language.
- 7. We also struggled with making arrangements with our actor due to clashes between his and our own university timetables, as well as other commitments outside of university. Our struggle with finding a shoot location also carried over to making it difficult to make arrangements with our actor, as we had no set date to film. When both issues were resolved we met with our actor on location and began filming.
- 8. Our narrative focused heavily on a non-linear story as flashbacks were the driving force of the characters downfall.This require the flashback sequence to be edited in such a way so that it is easily recognisable as a flashback through the use of micro elements e.g distorted sound and imagery.The rest of the film needed to be cut to match the suspense built in the sound design through concise cuts throughout.
- 9. Sound design was a key aspect of our film as stated in the brief. We decided to go with non-sync sound because it would allow for greater manipulation in Pro-Tools.We used this technique also to avoid sound failures when using sync sound with a camera.There were a number of foley sound we decided we wanted to emphasise and the best way to achieve this was recording them after the fact.