Hollie morriss as pre production tasks feedback sheetiik
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This document provides feedback on a student's pre-production tasks for a film project. The teacher assessed the student's work in 14 areas related to pre-production planning and research. While some elements were missing initially, the teacher provided guidance for improvement. The student made all the recommended additions and changes, and the teacher recognized this by raising the mark from 11 to 18 out of 20 and noting the work was now at an excellent level.
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Ellie pike as pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Ellie Pike, on her pre-production tasks for a film project. The teacher provides feedback on 14 specific pre-production elements, noting what work was provided and improvements needed. All tasks were ultimately completed to a high standard, with the addition of requested materials like proper script formatting, storyboards, and schedules. The teacher awarded an initial mark of 10 out of 20, which was improved to 18 out of 20 after Ellie addressed all feedback.
Lucy froud as pre production tasks feedback sheet
The document provides feedback on a student's pre-production work for a film project. The teacher provides positive feedback on the student's research and planning tasks, including an analysis of similar films, genre analysis, target audience details, script, storyboards, shotlist, floor plans, locations, costumes, props, actors, and equipment. The teacher notes some areas for minor improvements but overall rates the student's work as excellent and at a high level, with a mark of 16/20. The student makes the recommended improvements and receives a final mark of 18/20.
Planning
Angus Smith completed pre-production tasks for his AS media production project, including research on similar films, genre analysis, target audience research, scriptwriting, storyboarding, shotlisting, location layouts, costumes, props, casting, and equipment choices. His teacher provided feedback that his work was generally good but needed more detail on the audience and genre. Angus amended his posts to address this feedback by adding more primary and secondary research. His teacher awarded him a final mark of 16 out of 20.
Coupland joshua pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Joshua Coupland, on his pre-production tasks for a music video. The teacher comments that Joshua needs to improve several areas, including using music video theory more fully in his analysis, addressing feedback received, adding citations, analyzing album covers and ads more deeply, including technical language in storyboards and shots, and providing more details in several tasks. The initial mark is 7 out of 20 and no improvements were made based on the feedback, so the final mark remains 7 out of 20. The teacher expresses disappointment that Joshua did not take advantage of the feedback to strengthen his work.
Rice yasmin pre production feedback ajo
Yasmin Rice completed pre-production tasks for a music video including research on similar music videos, genre analysis, target audience analysis, annotated lyrics, storyboards, shot lists, location plans, costumes, props, actors, and equipment. Her teacher provided feedback on each task, noting that her work was consistently good and at a proficient standard. The teacher suggested some areas for improvement, such as adding more details to the production schedule, storyboards, and plans for actors. Overall her work was marked at 15/20 initially but improved to 16/20 after addressing the teacher's feedback.
Skills Development
The document discusses the skills development process for creating a music video. It covers the planning, filming, and editing stages:
1) In planning, the group communicated ideas, decided on a concept, storyboarded shots and details.
2) Filming was challenging due to time constraints but the group persevered over 5 days to get footage despite weather delays.
3) Editing on Final Cut Pro allowed the creator to understand how to lip sync, use markers, edit to the beat, and color correct clips to convey the intended message.
Pre production feedback mark sheet
This document provides feedback from a teacher to a student, Ben Walker, on pre-production tasks for a music video project. The teacher confirms Ben completed research on similar music videos, genre analysis, target audience, annotated lyrics, storyboards, shotlists, floor plans, locations, costumes, props, and actors. The feedback notes some areas for improvement, such as adding more details to storyboards. It also recommends labeling the production schedule as "pre-production" for clarity. The student action plan shows changes made in response to the feedback. The teacher awards Ben 15 out of 20 initially, then fully after improvements were made.
Question 7
The document summarizes the learning process from the author's preliminary film task to their completed film product. In the preliminary task, the author lacked confidence using the camera equipment and directing the actors, which led to issues like continuity errors. Between the projects, the author gained more knowledge about filmmaking techniques, terminology, genres, and practiced editing to improve. This increased experience and understanding allowed the author to feel more confident taking control for the full film product.
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Ellie pike as pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Ellie Pike, on her pre-production tasks for a film project. The teacher provides feedback on 14 specific pre-production elements, noting what work was provided and improvements needed. All tasks were ultimately completed to a high standard, with the addition of requested materials like proper script formatting, storyboards, and schedules. The teacher awarded an initial mark of 10 out of 20, which was improved to 18 out of 20 after Ellie addressed all feedback.
Lucy froud as pre production tasks feedback sheet
The document provides feedback on a student's pre-production work for a film project. The teacher provides positive feedback on the student's research and planning tasks, including an analysis of similar films, genre analysis, target audience details, script, storyboards, shotlist, floor plans, locations, costumes, props, actors, and equipment. The teacher notes some areas for minor improvements but overall rates the student's work as excellent and at a high level, with a mark of 16/20. The student makes the recommended improvements and receives a final mark of 18/20.
Planning
Angus Smith completed pre-production tasks for his AS media production project, including research on similar films, genre analysis, target audience research, scriptwriting, storyboarding, shotlisting, location layouts, costumes, props, casting, and equipment choices. His teacher provided feedback that his work was generally good but needed more detail on the audience and genre. Angus amended his posts to address this feedback by adding more primary and secondary research. His teacher awarded him a final mark of 16 out of 20.
Coupland joshua pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Joshua Coupland, on his pre-production tasks for a music video. The teacher comments that Joshua needs to improve several areas, including using music video theory more fully in his analysis, addressing feedback received, adding citations, analyzing album covers and ads more deeply, including technical language in storyboards and shots, and providing more details in several tasks. The initial mark is 7 out of 20 and no improvements were made based on the feedback, so the final mark remains 7 out of 20. The teacher expresses disappointment that Joshua did not take advantage of the feedback to strengthen his work.
Rice yasmin pre production feedback ajo
Yasmin Rice completed pre-production tasks for a music video including research on similar music videos, genre analysis, target audience analysis, annotated lyrics, storyboards, shot lists, location plans, costumes, props, actors, and equipment. Her teacher provided feedback on each task, noting that her work was consistently good and at a proficient standard. The teacher suggested some areas for improvement, such as adding more details to the production schedule, storyboards, and plans for actors. Overall her work was marked at 15/20 initially but improved to 16/20 after addressing the teacher's feedback.
Skills Development
The document discusses the skills development process for creating a music video. It covers the planning, filming, and editing stages:
1) In planning, the group communicated ideas, decided on a concept, storyboarded shots and details.
2) Filming was challenging due to time constraints but the group persevered over 5 days to get footage despite weather delays.
3) Editing on Final Cut Pro allowed the creator to understand how to lip sync, use markers, edit to the beat, and color correct clips to convey the intended message.
Pre production feedback mark sheet
This document provides feedback from a teacher to a student, Ben Walker, on pre-production tasks for a music video project. The teacher confirms Ben completed research on similar music videos, genre analysis, target audience, annotated lyrics, storyboards, shotlists, floor plans, locations, costumes, props, and actors. The feedback notes some areas for improvement, such as adding more details to storyboards. It also recommends labeling the production schedule as "pre-production" for clarity. The student action plan shows changes made in response to the feedback. The teacher awards Ben 15 out of 20 initially, then fully after improvements were made.
Question 7
The document summarizes the learning process from the author's preliminary film task to their completed film product. In the preliminary task, the author lacked confidence using the camera equipment and directing the actors, which led to issues like continuity errors. Between the projects, the author gained more knowledge about filmmaking techniques, terminology, genres, and practiced editing to improve. This increased experience and understanding allowed the author to feel more confident taking control for the full film product.
pre production tasks feedback sheet
This document provides feedback on a student's pre-production tasks for a film project. The teacher provides positive feedback on the student's research, planning, script, storyboards, shotlist, locations, and production schedule. Some areas for improvement are noted, such as adding more details to the genre analysis, costume choices, and equipment list. The student makes the recommended improvements. The teacher awards the work a final mark of 15 out of 20 and commends the student's proficient and well-organized work.
Pre-production Task Feedback
The student, Yasmin Rice, completed pre-production tasks for a film project including research on similar films, genre analysis, defining the target audience, drafting a script, storyboards, a shotlist, floor plans for locations, choosing costumes, props, actors, and equipment. The teacher provided detailed feedback on each task, praising the student's research, visualizations, and planning. Minor additions were suggested to achieve a strong Level 4 grade. When resubmitted, the work was assessed as Level 4.
George eccles as pre production tasks feedback sheet (2)
George Eccles completed pre-production tasks for a film project including research on similar films, genre analysis, defining the target audience, drafting a script, creating storyboards and a shotlist, designing floor plans and costumes. The teacher provided feedback requesting more details in some areas and minor revisions. George made improvements such as adding inspiration from similar films, more details on the target audience and equipment, and editing times to the production schedule. The final mark was 14 out of 20.
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Oliver Booth completed pre-production tasks for a film project, including research on similar films, genre analysis, target audience analysis, script drafting, storyboards, shotlists, location plans, costumes, props, actors, and a production schedule. The teacher provided feedback, praising Oliver's analyses, research, and organization. Suggestions for improvement included formatting the script correctly, splitting up storyboards, and adding images for costumes, props, actors, and equipment. Oliver made the requested changes, and the teacher awarded him a final mark of 16 out of 20.
White faegan as cw pre production tasks feedback sheet
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Emma McConologue completed pre-production tasks for her film project, including research on similar films, genre analysis, target audience analysis, script drafting, storyboards, shotlists, location plans, costumes, props, actors, and a production schedule. Her teacher provided feedback, praising her excellent analyses and use of technical language. Minor improvements were suggested, such as adding images. Emma addressed each point in her action plan and blog, gaining a final mark of 18/20.
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Rory completed pre-production tasks for a music video including research on similar products, genre analysis, target audience analysis, annotated lyrics, storyboards, shot lists, location plans, costumes, props, actors, and equipment. The teacher provided feedback, praising Rory's analysis, research, and presentation. Minor improvements were suggested around adding timings to storyboards and more production schedule details. Rory made the improvements and received final marks of 15/20 and 16/20 from the teacher.
Beth aldridge as pre production tasks feedback sheet 1
Beth Aldridge received feedback on her pre-production tasks for an AS film project. The teacher provided positive feedback on Beth's research into similar films, genre analysis, script, storyboards, shotlist, locations, costumes, props, actors, and equipment. The teacher suggested some areas for improvement, such as being more specific about equipment brands and explaining challenges of filming in water. Beth addressed these areas by uploading clearer production schedules, adding an avatar for audience analysis, draft scripts, and details about filming locations and equipment. As a result, the teacher awarded Beth 15/20 initially and then 18/20 after she made the recommended improvements.
Beatrice betsy as pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Beatrice Betsy, on her pre-production tasks for a film project. The teacher notes that the student's initial submission was missing several required elements of pre-production planning and only met the minimum level. The teacher provides comments on each task with areas needing improvement. All tasks are now marked as completed by the student with additional details, locations explained, and images added. The final mark awarded is 14 out of 20.
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Reuben osborn lax a2 pre production tasks feedback sheet
This document provides feedback on a student's pre-production tasks for a music video project. The feedback comments that the student has provided evidence for research on similar products, genre analysis, target audience, annotated lyrics, drafts, storyboards, shotlist, layouts, locations, costumes, props, actors, and equipment. However, the teacher requests more detail in the genre analysis and application of Goodwin's six aspects of music videos. The student is asked to relabel some posts for clarity and rotate an image for readability. Additional feedback provides praise for the target audience research, storyboards, shotlist, floor plans, location descriptions, and adjusted production schedule. The student receives a mark of 5/20 initially for incomplete
A2 pre production tasks feedback sheet jarvis-ferentinos
This document provides feedback on a student's pre-production tasks for a music video project. The teacher comments that some areas like storyboards and shotlists provided good detail, while other areas like target audience analysis, lyrics annotations, and production scheduling needed more information. The student action plan was to add annotations, floor plans, and advertisement analyses. The final mark reflected improvements in providing more details.
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Oliver Alexander received feedback from their teacher on their pre-production tasks for an AS film project. The teacher provided positive feedback, praising Oliver's analyses of film openings, genre research, script, storyboards, shotlist, and production schedule. The teacher suggested some areas for improvement, such as adding details about the target audience, typical audience member images, scene references for the floor plans, and evaluating the project. Oliver made the recommended improvements to their blog. The teacher gave an overall mark of 17 out of 20 and praised Oliver's organization and ambition for the project.
Charlotte chamberlain as pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Charlotte Chamberlain, on her pre-production work for a film project. The teacher provides positive feedback on Charlotte's research, planning, script, storyboards, schedules, and use of locations. The teacher suggests a minor script edit and requests that Charlotte complete her production schedule and equipment list to earn a higher grade. Charlotte makes the additional updates, gaining praise from the teacher and a full mark.
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This document provides feedback on a student's pre-production tasks for a music video project. The teacher provides positive feedback on the student's research, planning, storyboards, schedules, and use of technology. Minor improvements are suggested, such as adding more images and commenting on peer feedback. The student's work is marked as 17/20 initially, then improved to 19/20 after addressing the feedback. Areas the student committed to improving included adding photos, commenting on drafts, and obtaining permission letters for child actors. The teacher was impressed by the student's comprehensive planning and use of technology for the project.
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This document provides feedback from a teacher on a student's pre-production tasks for a music video project. The teacher confirms the student provided evidence for all required pre-production elements including research, planning, storyboards, shot lists, locations, costumes, and a production schedule. The teacher provides positive feedback and confirms the work meets expectations. Some minor issues are noted such as adding more detail to storyboards and shot lists. The student makes the recommended improvements and receives a final mark of 16 out of 20.
Morriss hollief
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Morriss hollie evaluation and overall feedback sheetv
Hollie Morriss received an overall grade of A for their A2 coursework. Their video received comments about controlled camera use, good variety of shots, and clear narrative, though some shots were out of focus and footage did not always match the intensity of the song. Their digipak and poster showed proficiency in technical skills and creative design. In their evaluation, they provided excellent detail on how their video and other works conformed to genre conventions through technical elements and mise-en-scene. Their use of multiple technologies to give and receive feedback on their work was also commented on positively, though one post could have been more critical in its response. Overall, their practical work was of a good standard and they
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This document provides feedback from a teacher to a student, Aaron Cork, on a pre-production tasks assignment. The teacher notes that Aaron was missing several key pre-production documents and materials in his initial submission. Aaron has now uploaded all of the missing work to his blog, including a script, storyboards, shot lists, floor plans, location photos, costumes, props, actor information, equipment lists, and a production schedule. The teacher acknowledges that Aaron's work now varies from basic to well-thought-out overall and merits a proficient level, raising his mark from 3/20 initially to 12/20 after completing all tasks.
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Oliver Booth completed pre-production tasks for a film project, including research on similar films, genre analysis, target audience analysis, script drafting, storyboards, shotlists, location plans, costumes, props, actors, and a production schedule. The teacher provided feedback, praising Oliver's analyses, research, and organization. Suggestions for improvement included formatting the script correctly, splitting up storyboards, and adding images for costumes, props, actors, and equipment. Oliver made the requested changes, and the teacher awarded him a final mark of 16 out of 20.
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Emma McConologue completed pre-production tasks for her film project, including research on similar films, genre analysis, target audience analysis, script drafting, storyboards, shotlists, location plans, costumes, props, actors, and a production schedule. Her teacher provided feedback, praising her excellent analyses and use of technical language. Minor improvements were suggested, such as adding images. Emma addressed each point in her action plan and blog, gaining a final mark of 18/20.
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AS pre production tasks feedback sheet
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This document provides feedback from a teacher to a student, Charlotte Chamberlain, on her pre-production work for a film project. The teacher provides positive feedback on Charlotte's research, planning, script, storyboards, schedules, and use of locations. The teacher suggests a minor script edit and requests that Charlotte complete her production schedule and equipment list to earn a higher grade. Charlotte makes the additional updates, gaining praise from the teacher and a full mark.
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This document provides feedback on a student's pre-production tasks for a music video project. The teacher provides positive feedback on the student's research, planning, storyboards, schedules, and use of technology. Minor improvements are suggested, such as adding more images and commenting on peer feedback. The student's work is marked as 17/20 initially, then improved to 19/20 after addressing the feedback. Areas the student committed to improving included adding photos, commenting on drafts, and obtaining permission letters for child actors. The teacher was impressed by the student's comprehensive planning and use of technology for the project.
Edmunds lucy a2 cw pre production tasks feedback sheet
This document provides feedback from a teacher on a student's pre-production tasks for a music video project. The teacher confirms the student provided evidence for all required pre-production elements including research, planning, storyboards, shot lists, locations, costumes, and a production schedule. The teacher provides positive feedback and confirms the work meets expectations. Some minor issues are noted such as adding more detail to storyboards and shot lists. The student makes the recommended improvements and receives a final mark of 16 out of 20.
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This document provides feedback on a student's pre-production work for a music video project. The feedback assessed 14 tasks completed by the student. For most tasks, the assessor found the student provided good details and research. Some areas were identified as needing more information, such as the early history of the genre. The student amended posts to address feedback. The assessor praised the student's blog organization and ease of navigation. While work showed understanding, it lacked strong use of technical terminology. The student was asked to complete missing work and improve areas. After amendments, the assessor gave the work an overall mark of 16/20 and praised it as a confident and well-presented piece.
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Target audience research
The document summarizes research conducted with 20 people of different ages and occupations to understand the target audience for a music video. Key findings include:
- Younger people aged 16-25 preferred genres like house/dance and liked artists like Calvin Harris and Duke Dumont. They were more likely to attend music festivals.
- Older people tended to prefer pop or dance music and artists like Ed Sheeran and Ellie Goulding.
- Most people listened to house music on their phone or radio, indicating it appeals widely.
- Younger people were more socially active, enjoying meeting friends and going out, suggesting an outgoing target audience.
- Most listened to Capital radio, known
Radio figures researchl
- Radio listening figures show that 47.8 million adults in the UK listen to the radio weekly, with consumers aged 15-24 more likely to listen on their phones and follow presenters on social media.
- Radio 1's average listener is 21 years old, indicating its focus on younger audiences and trendier music styles less appealing to older generations.
- Stations like Capital FM and Capital Xtra that play house and dance music have core audiences in the 15-30 age range, showing this genre is most relevant to younger demographics.
pre production floor plans
This document provides floor plans and shot lists for filming a movie. It details 6 different filming locations - a bedroom, garden, outside a friend's house, a friend's bedroom, kitchen, and Bournemouth Beach. For each location, it maps out the floor plan and lists the planned camera shots along with notes on angles, furniture, and other details to storyboard the filming.
Shot list newm
The shot list contains 38 shots detailing scenes that will be filmed of Anna with her friends Emma and Olivia. The shots include Anna packing her bags and leaving her house, burning pictures of her ex in the garden, driving to Emma's house smiling, getting ready and dancing with her friends, taking shots, attending a party, sitting sadly at the beach before laughing with her friends in the sea, and driving home wrapped in towels.
Colourf
The document provides research on different colors and their common associations and meanings. It discusses how red represents passion and power but also danger. It can stimulate quick decisions. Orange combines the energy of red and happiness of yellow, representing enthusiasm and creativity. Yellow symbolizes happiness, intellect and energy but may disturb babies. Green suggests growth, harmony and safety. Blue promotes calmness, trust and wisdom. Purple combines stability and energy, associated with royalty. White denotes purity and cleanliness while black power and formality. The research is to help determine appropriate costume colors to represent the transition of a character from misery to moving forward in a play.
Risk assessmen1
This risk assessment document outlines potential risks for the film production "All Cried Out" and measures to mitigate those risks. It identifies five main risk areas: 1) Equipment and props posing trip hazards if left out, which will be addressed by keeping the set tidy and alerting cast to any equipment. 2) Use of fire in a scene posing a hazard, which will involve practice and having fire extinguishing materials on hand. 3) A driving scene potentially distracting an actor, which will require reminders to focus on acting and allow stops if uncomfortable. 4) A scene running into the sea risking falls, which will involve safety instructions and allowing stops. 5) Transporting camera equipment risking damage, which will require
Shot list newj
The document outlines a shot list for a film containing 38 shots. The shots include scenes of Anna packing her things, burning pictures in her garden, driving to a friend's house where they get ready and go out partying, and ending with the three friends laughing together in a car after spending the day at the beach. The shot list provides details on the camera angles, movements, locations, timing, and equipment needed for each shot.
Script newg
1) Anna packs her things and leaves her bedroom, tearing down pictures and setting fire to them in a bin before driving away in her car with a bag.
2) Anna arrives smiling at her friend's house where they go inside laughing. They put on music, get ready and do shots before going to a party with flashing lights.
3) At the beach later, Anna watches the sea sadly while her friends swim but then laughs as they run up, throwing her heels down to join them in the water, splashing and laughing together. They return home wrapped in towels, dancing in the car.
Music video analysis – all cried out n
The music video takes a narrative genre, telling the story of a woman leaving her partner. She packs up his belongings and embarks on a trip with friends to recreate an explosion seen on TV, blowing up his things on a yacht. Various shots and imagery are used to illustrate the song's meaning and show the woman gaining power and freedom. Stylistic elements like costumes, locations, and camerawork emphasize themes of empowerment, criminality, and the characters' control over their lives.
Shot list
The document is a shot list for a film containing 38 shots showing Anna packing her things, burning memorabilia, driving to a friend's house where they get ready and go out for the night. It ends with them driving home laughing and wrapped in towels after spending the day at the beach. The shots include different camera angles, movements, locations and the actions required to film each scene.
Script
The document is a shot list for a short film depicting a day in the life of Anna. It begins with Anna packing her things and burning pictures in her bedroom. She then drives to her friends' house, where they get ready and go out for the night, going to a club and then the beach. The shots show Anna and her friends laughing, dancing, and enjoying each other's company. It ends with them driving home happily at the end of the day.
Digipak and poster analysis (2)2
The main image of the digipak is Rihanna, satisfying the record label and drawing in fans. The sepia tones and her dark makeup/hair set a tone of dark, edgy music. However, the album name is written small in white, symbolizing her elegant side. There is a theme of female dominance through her body language and clothing. Key features of the digipak include the artist and album names, images of the artist, tracklist, and label info. The album advert uses the same main image as the digipak to clearly relate the two. Key features are the artist name, album name, release date, and hit songs. Both emphasize Rihanna as the star through the prominent
Digipak and poster analysis (2)l
The digipak and album advert for Rihanna's "Loud" album feature themes of female dominance and rebellion through imagery of Rihanna smoking and unusual poses that go against feminine stereotypes. The color scheme uses sepia tones to set a dark, edgy tone while contrasting this with the delicate writing of the album name. Key features included are the artist name, album name, tracklist, and barcode. The advert matches the digipak by using the same main image, fonts, and colors to clearly relate the two. Both emphasize Rihanna as the central star through the size of her image.
Music video analysis
This music video demonstrates several key features of music videos:
1) It shows characteristics of the house music genre through a focus on dance.
2) There are some relationships between the lyrics and visuals, like shots of the ocean relating to lyrics about love being deep like the ocean.
3) The upbeat tone of the music is mirrored by upbeat, feel-good visuals of characters dancing and enjoying themselves.
4) It uses a famous model, Gigi Hadid, to appeal to different audiences as demanded by the record label.
5) Laura Mulvey's male gaze theory is supported by sexualized shots of the female protagonist.
Hollie morriss as coursework overall marksheetl
This document provides marks and feedback for Hollie Morriss' AS coursework in planning, construction, and evaluation. In construction, Hollie received high marks for technical skills including creative camera work, editing to build tension, and effective use of sound and music. The drama piece was praised for believably casting older actors from Hollie's family. In evaluation, Hollie effectively answered all questions using different technologies and received full marks for detail, examples, analysis, and reflection. Overall, Hollie received a total mark of 84 out of 100 and a grade of A for an excellent submission across all aspects of the coursework.
Question 1b
The document discusses how the filmmaker's student film title "Mollie" and use of props like sympathy cards and teddy bears conform to drama film conventions by building suspense without revealing crucial details upfront. Close-up shots of characters' emotional reactions and a setting in a lived-in family home make the story realistic and relatable. Emotional background music further develops tension and emotion in key scenes, mirroring techniques used in drama films like Gone Girl and My Sister's Keeper. Overall, the film follows the typical three-stage structure of equilibrium, disruption, and new equilibrium outlined in Todorov's theory for drama genres, challenging conventions by beginning in the disruption stage rather than showing the initial equilibrium.
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Morriss hollie evaluation and overall feedback sheetv
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7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Hand Gesture Control Robotic Arm using image processing.pptx
Hand Gesture Control Robotic Arm using image processing
Empowering Limpopo Entrepreneurs Consulting SMEs.pptx
Comprehensive program for Agricultural Finance, the Automotive Sector, and Empowerment . We will define the full scope and provide a detailed two-week plan for identifying strategic partners in each area within Limpopo, including target areas.:
1. Agricultural : Supporting Primary and Secondary Agriculture
• Scope: Provide support solutions to enhance agricultural productivity and sustainability.
• Target Areas: Polokwane, Tzaneen, Thohoyandou, Makhado, and Giyani.
2. Automotive Sector: Partnerships with Mechanics and Panel Beater Shops
• Scope: Develop collaborations with automotive service providers to improve service quality and business operations.
• Target Areas: Polokwane, Lephalale, Mokopane, Phalaborwa, and Bela-Bela.
3. Empowerment : Focusing on Women Empowerment
• Scope: Provide business support support and training to women-owned businesses, promoting economic inclusion.
• Target Areas: Polokwane, Thohoyandou, Musina, Burgersfort, and Louis Trichardt.
We will also prioritize Industrial Economic Zone areas and their priorities.
Sign up on https://profilesmes.online/welcome/
To be eligible:
1. You must have a registered business and operate in Limpopo
2. Generate revenue
3. Sectors : Agriculture ( primary and secondary) and Automative
Women and Youth are encouraged to apply even if you don't fall in those sectors.
原版制作(Exeter毕业证书)埃克塞特大学毕业证完成信一模一样
学校原件一模一样【微信：741003700 】《(Exeter毕业证书)埃克塞特大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Digital Fleet Management - Why Your Business Need It?
Fleet management these days is next to impossible without connected vehicle solutions. Why? Well, fleet trackers and accompanying connected vehicle management solutions tend to offer quite a few hard-to-ignore benefits to fleet managers and businesses alike. Let’s check them out!
一比一原版(WashU文凭证书)圣路易斯华盛顿大学毕业证如何办理
一模一样【微信：176555708】【(WashU文凭证书)圣路易斯华盛顿大学毕业证成绩单Offer】【微信：176555708】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：176555708】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：176555708】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
What do the symbols on vehicle dashboard mean?
Ever been troubled by the blinking sign and didn’t know what to do?
Here’s a handy guide to dashboard symbols so that you’ll never be confused again!
Save them for later and save the trouble!
Here's Why Every Semi-Truck Should Have ELDs
Implementing ELDs or Electronic Logging Devices is slowly but surely becoming the norm in fleet management. Why? Well, integrating ELDs and associated connected vehicle solutions like fleet tracking devices lets businesses and their in-house fleet managers reap several benefits. Check out the post below to learn more.
欧洲杯比赛投注官网-欧洲杯比赛投注官网网站-欧洲杯比赛投注官网|【网址🎉ac123.net🎉】
欧洲杯比赛投注官网是独立的博彩公司。该公司最初专门从事在线体育博彩，现在合并了在线娱乐场。该公司最初成立时以其前董事长Victor Chandler的名字命名，之后更名为欧洲杯比赛投注官网。欧洲杯比赛投注官网现由商人和赛马主，迈克尔·塔博尔拥有，运营总部设在直布罗陀。平台拥有体育博彩（沙巴）、真人娱乐场、电子游戏、金融投注等游戏项目，支持手机投注，优惠活动很丰富。
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Hollie morriss as pre production tasks feedback sheetiik
- 1. AS Pre-production Tasks Feedback Student Name: Hollie Morriss Task 1 – Pre-production: Research & Planning Evidence on blog 1. Similar Products – film beginning analysis some 2. Genre Analysis Yes 3. Target Audience Yes 4. Script Yes 5. Drafts Yes 6. Storyboard Yes 7. Shotlist Yes 8. Layouts – floor plan No Yes 9. Locations Some Yes 10.Costumes Yes 11.Props Yes 12.Actors Some Yes 13.Equipment Yes 14.Production schedule Yes Teachers comments 1. Excellent analysis of Along Came a Spider and Gone Baby Gone. Please add 2 more film beginnings. Back to the Future and Gone Girl analysis now added to an excellent standard, great attention to detail in showing how each opening sets up the film, well done. 2. Excellent prezi on your genre, well done. 3. Well researched target audience. Good use of avatars to visualise your stereotypical audience member. 4. Well written script that follows conventions well. Please take your address off of the front page and replace with the school address. Now changed. 5. Good evidence of drafting of ideas and script. Excellent inclusion of a risk assessment. Title mind maps, title final choice and music choices now also added 6. Excellent well thought through storyboards, well done. 7. Extremely detailed shot list, well done. 8. No work uploaded Excellent floor plans of key locations, good use of a key. 9. Choice of locations identified well, please upload pictures. Excellent pictures of locations explained well. 10.Costume choices identified well, you could add images to show examples. Images and further detail now added. 11.Prop choices have been explained extremely thoroughly, well done. Images and further information now added. 12.Choice of actors identified well, please upload pictures. Images and additional information now added. 13.Equipment choices identified well. Images now added.
- 2. 14.A very detailed production schedule, well done. Overall this is very proficient with some excellent work Hollie and could be into level 4. However you are missing some elements and until then is a level 2. Please use the notes in red above to improve your work. All work has now been completed/improved to an excellent standard. Excellent additions of addition items such as music choices and risk assessments – level 4 well done. Mark out of 20: 11 Teacher name: A Jones Date: 22/12/14 Student action plan for improvement Added 2 more film beginnings Changed the address to school address Added floor plans Uploaded images for locations, actors, props and costumes. Added my initial ideas mind map Added the planning/mind map of my film title Final mark out of 20: 18 Date:16/03/15