Lauren johnson
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The document is a blog post by Lauren Johnson documenting her progress on a media studies coursework project at college. It covers planning, filming, and editing a short horror/comedy film opening in collaboration with her classmate Sara-Jayne. They researched conventions of the genres, storyboarded shots, filmed on location at a graveyard, and edited together music, effects and credits for their 2 minute opening titled "Come Die With Me". Upon screening, the class provided positive feedback on the film's camera work, music, and adherence to genre conventions without dialogue.
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Sarajaynes mediaaaaaaaaaaa
Sara-Jayne and Lauren worked together on their media coursework, which included a preliminary task and main task. For the preliminary task, they created a safety hazards comedy video. They then produced a clip following filming techniques for their main task, which was a horror film titled "Come Die With Me." They storyboarded, filmed, and edited their clips. They received positive feedback from classmates through a questionnaire and made minor edits to improve their final project.
Hannah Media Blog
The document provides details about a student's media coursework project involving creating a short film to demonstrate continuity editing techniques. It outlines the student's process of planning, filming, and editing a preliminary short film. This included storyboarding, filming in difficult conditions, and learning how to edit together clips. The student then discusses planning and creating a larger main task film involving filming techniques, locations, props, and receiving feedback on the final product.
Alex girling
The document is a media diary detailing the process of creating two film projects - a preliminary task and main task - by the author and two classmates. It describes planning, storyboarding, filming with different shots, and extensive editing of both projects over several weeks. Feedback from audiences was positive and led to further refinements, and the author feels their filmmaking skills improved through the process.
Filming & Editing Updates
1) The document provides updates on the filming and editing process for the film "The Ruin's Mist" over 4 days of filming and 3 weeks of editing.
2) Filming locations included a classroom, bedroom, and woods. Consistency in actors, lighting, and locations posed challenges. Extra lighting was sometimes problematic.
3) During editing, footage was arranged and transitions added in Movie Studio Platinum. Effects and filters were used to address mistakes and set atmosphere. Titling was created in Photoshop. Sound editing addressed volume, extraneous noises, and diegetic/non-diegetic elements.
As media preliminary evaluation
1) The document discusses Amber Needham's experience making a preliminary film assessment for her media class. She learned how to use equipment like tripods and cameras, and enjoyed the editing process using Adobe Premiere Pro.
2) Amber notes time management was important since one actor was only available on certain days. Her group worked well together despite initial concerns, and she was pleased with shots like one of her arm on a staircase.
3) Areas for improvement included strengthening the storyline and character portrayals. Amber contributed by acting in the film, helping with shots, and editing parts of the project. She feels she learned valuable lessons that will help with future media assignments.
Term 1 theory tasks
The document discusses the television show Spaced and analyzes various film techniques used in an episode, including mise-en-scene, camera techniques, editing, sound design, and intertextuality. It provides context on the creators and stars of the show. Key details analyzed include the editing of a scene comparing two characters' evening plans and other comedic edits.
Research into 5 Film Openings
The opening scene shows a family saying goodbye to their daughter for her first day of high school. A low angle shot establishes the parents as taller than the daughter. They take a photo together smiling, showing their close bond. A voiceover then plays as the daughter recalls embarrassing childhood memories. The scene establishes the characters, their relationships, and sets the narrative as the daughter prepares for her first day of school.
Evaluation Q3
The document summarizes feedback received on drafts of a student music video and the resulting changes made. Key points:
- Feedback on the first draft noted that a slow motion eye shot did not fit the style and was moved to sync with lyrics. Lip syncing in some clips was improved.
- Further feedback provided extensive positive analysis and suggestions, including cutting clips to the beat of the music, linking effects to characters, and removing discontinuities.
- Changes made for the second draft included cutting the opening clip to the start of the song, using an effect consistently linked to a character, removing an out of sync singing clip, and timing slow motion shots to the music.
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Sarajaynes mediaaaaaaaaaaa
Sara-Jayne and Lauren worked together on their media coursework, which included a preliminary task and main task. For the preliminary task, they created a safety hazards comedy video. They then produced a clip following filming techniques for their main task, which was a horror film titled "Come Die With Me." They storyboarded, filmed, and edited their clips. They received positive feedback from classmates through a questionnaire and made minor edits to improve their final project.
Hannah Media Blog
The document provides details about a student's media coursework project involving creating a short film to demonstrate continuity editing techniques. It outlines the student's process of planning, filming, and editing a preliminary short film. This included storyboarding, filming in difficult conditions, and learning how to edit together clips. The student then discusses planning and creating a larger main task film involving filming techniques, locations, props, and receiving feedback on the final product.
Alex girling
The document is a media diary detailing the process of creating two film projects - a preliminary task and main task - by the author and two classmates. It describes planning, storyboarding, filming with different shots, and extensive editing of both projects over several weeks. Feedback from audiences was positive and led to further refinements, and the author feels their filmmaking skills improved through the process.
Filming & Editing Updates
1) The document provides updates on the filming and editing process for the film "The Ruin's Mist" over 4 days of filming and 3 weeks of editing.
2) Filming locations included a classroom, bedroom, and woods. Consistency in actors, lighting, and locations posed challenges. Extra lighting was sometimes problematic.
3) During editing, footage was arranged and transitions added in Movie Studio Platinum. Effects and filters were used to address mistakes and set atmosphere. Titling was created in Photoshop. Sound editing addressed volume, extraneous noises, and diegetic/non-diegetic elements.
As media preliminary evaluation
1) The document discusses Amber Needham's experience making a preliminary film assessment for her media class. She learned how to use equipment like tripods and cameras, and enjoyed the editing process using Adobe Premiere Pro.
2) Amber notes time management was important since one actor was only available on certain days. Her group worked well together despite initial concerns, and she was pleased with shots like one of her arm on a staircase.
3) Areas for improvement included strengthening the storyline and character portrayals. Amber contributed by acting in the film, helping with shots, and editing parts of the project. She feels she learned valuable lessons that will help with future media assignments.
Term 1 theory tasks
The document discusses the television show Spaced and analyzes various film techniques used in an episode, including mise-en-scene, camera techniques, editing, sound design, and intertextuality. It provides context on the creators and stars of the show. Key details analyzed include the editing of a scene comparing two characters' evening plans and other comedic edits.
Research into 5 Film Openings
The opening scene shows a family saying goodbye to their daughter for her first day of high school. A low angle shot establishes the parents as taller than the daughter. They take a photo together smiling, showing their close bond. A voiceover then plays as the daughter recalls embarrassing childhood memories. The scene establishes the characters, their relationships, and sets the narrative as the daughter prepares for her first day of school.
Evaluation Q3
The document summarizes feedback received on drafts of a student music video and the resulting changes made. Key points:
- Feedback on the first draft noted that a slow motion eye shot did not fit the style and was moved to sync with lyrics. Lip syncing in some clips was improved.
- Further feedback provided extensive positive analysis and suggestions, including cutting clips to the beat of the music, linking effects to characters, and removing discontinuities.
- Changes made for the second draft included cutting the opening clip to the start of the song, using an effect consistently linked to a character, removing an out of sync singing clip, and timing slow motion shots to the music.
Assignment 10: Film Billing
The opening sequence for the movie "Bad Teacher" is 2 minutes and 10 seconds long. It shows flashbacks of schools with cursive writing over it. The purpose is to give more feeling to the title and show clips related to schools. The credits are shown with the actors, crew, producers, writers, and director's names in different colors and the same font over a black background.
A2 evaluation 1
This document provides evaluation questions and instructions for Kate Horn's A2 coursework on creating a media product. It includes four evaluation questions to answer, using a combination of formats like PowerPoints, press articles, word documents, and video. For the first question, Kate is asked to take nine frames from her video and explain how they fit the brief in 2-3 sentences each. She is also asked to take screen grabs from other music videos and provide a similar analysis of how those nine frames meet the brief. The brief focuses on shots that link to lyrics/music, represent the artist, illustrate genre, include intertextual references, demonstrate camera/lighting/mise-en-scene use, and show influences from other music
Evaluation - Question 1
The document discusses the use of conventions and forms in the opening sequence of a thriller film media product. It summarizes how the opening sequence includes conventional characters of a young male lead and vulnerable female. It also includes typical thriller themes of romance and uses non-diegetic music and titles to introduce characters. The document analyzes how the opening sequence adheres to conventions but also aims to challenge expectations through the use of lighting and editing techniques.
Ig3 evaluation
During her short film production assignment, Ashleigh worked with a group to plan and begin filming a psychological thriller. However, two group members left, forcing Ashleigh and the remaining member to join a new group. This caused some disruption as they had to adapt their plans. Ashleigh found editing the hardest part due to her inexperience, but gained skills over time. While some difficulties occurred due to changing groups and actor availability, Ashleigh was pleased with her pre-production work and the group's organized production schedule of filming on weekends and editing during lessons.
Question 7
Olivia Desanges discusses how she has improved in filmmaking techniques through her preliminary project and opening sequence. She learned to better establish continuity, properly apply the 180 degree rule, and incorporate match-on-action and shot reverse shot techniques. For her opening sequence, she experimented with different shots, angles, lighting, editing, titles and props to add mystery and meaning and better develop the thriller genre. Overall, she feels she has gained a deeper understanding of how technical elements can impact tone and storytelling.
Evaluation q7
Olivia Desanges discusses how she has improved in filmmaking techniques through her preliminary project and opening sequence. She learned to better establish continuity, properly apply the 180 degree rule, and implement match on action and shot reverse shot techniques. For her opening sequence, she utilized more angles, shots, lighting, props, and editing to add mystery and meaning. Overall, she feels she has gained a better understanding of how to thoughtfully incorporate various film elements to successfully achieve her chosen genre of mystery thriller.
example 2
The document describes a student's work on creating a thriller film opening called "Unauthorised16" with two classmates. They split responsibilities equally, with the student directing scene one, editing all scenes, and creating the title. They used various software and studied techniques from films like Knight and Day to create mystery and suspense. Feedback on their opening was generally positive.
76658451 meeting-minutes
In a series of meeting minutes, a student group discusses plans for creating a music video for their class project. They decide on the song "Ego" by the band The Saturdays. Over multiple meetings, they create a storyboard and assign roles for who will perform different scenes and lyrics. They discuss costume and prop choices and audition male actors. Finally, they book studio time and equipment to film performance scenes and behind-the-scenes footage for their music video.
Title sequence to thrillers
The opening sequence will be a psychological thriller titled "Attraction" inspired by "Se7en". It will take place in a small room focused on a table, showing hands doing something without revealing the full context. Shots will include pages turning in a book, a skeleton's teeth, cable being wrapped around a hand, writing, religious/devil symbols, dropping a teabag in water, cutting images, a bible, crucifix, cleaning tools, social media, writing, and the title. Spooky music will play as the man observes photos of young females and props. Filming over two weeks will capture needed shots simply in a room with table and chair, handling equipment carefully. The target audience is ages
Evaluation - Question 1
This document provides an evaluation of a student film called "Epidemic" that is in the zombie horror genre. It discusses various aspects of the film such as storyline, cinematography, sound, and makeup/costumes. The evaluation compares scenes and conventions from the student film to popular zombie films like The Walking Dead and World War Z. It finds that the student film effectively sets up the storyline and captures audience attention in the opening scenes. However, it also notes some continuity issues between shots. Overall, the document provides a thorough analysis of how the student film uses and develops conventions of the zombie horror genre.
Reflection on preliminary task
The student reflects that their group successfully fulfilled the criteria for their preliminary task by planning and filming their video. As a group, they considered how to represent their characters and chose casual outfits to portray them as normal teenagers. They practiced shot reverse shots and match on action shots during a conversation scene between characters. They learned the importance of sound quality during filming and organizing actors and locations. The student notes they had to ensure shots were framed correctly and did not break cinematography rules. Through the editing process, the student learned how to upload footage, cut clips, and adjust color and lighting to improve the overall film.
Preliminary task - Britney Spears
The student attempted to recreate shots from Britney Spears' "Baby One More Time" music video for a school project. They used a classmate to play Britney and dressed her similarly, though they lacked some props. Shots of clocks and bells had to be adjusted due to timing. A substitute teacher stood in. The hallway was narrower than in the original. The student learned to plan shots and gather props more thoroughly for future projects.
Costumes, Actors and Props
The document discusses the costumes, actors, and props for Chloe Street's AS Media coursework film. It identifies her cousin Jack to play the role of Toby, wearing a red onesie. Sarah Hearn will play the mother, wearing a purple jumper. Alex James will play the school teacher, wearing a suit. The main props will be toy trains for Toby to play with and a toy car for the trains to crash into, driving the film's storyline.
Question 1
The document discusses how the media producer's video challenges and develops conventions of real media products through its use of various locations and camera shots. Some locations used include a park to represent both freedom and isolation, a classroom to depict an argument rather than learning, and a toilet cubicle to realistically portray drug use. Shots include medium and long shots of the park that show the environment, as well as over-the-shoulder shots looking in the mirror inspired by other music videos. Costumes are meant to look like typical London teen fashion. The video aims to portray its themes, such as the influence of music, in a realistic yet impactful way.
Music videoproductiondiary
1) The document describes 5 days of filming for a music video production project. On the first day, the group filmed at Eccles train station for scenes of the protagonist traveling. They struggled with equipment but improved over the day.
2) The second day of filming was delayed by over two weeks due to conflicts in the group. When they did film, it took all day and 11 tries to get a difficult silhouette scene correctly. Battery life was an issue.
3) A third spontaneous filming day had poor organization and resulted in mostly unusable footage.
4) Footage was also captured in London during a school break to represent the protagonist traveling.
5) The fifth and final filming day with just two
G321 evaluation acitivity 7 notes
The document summarizes what Hannah Ram learned from creating a preliminary task and progressing to a full product. Some key points include:
1) Shots were shaky in the preliminary task due to lack of a tripod, but a tripod was used for the full product to create steady shots.
2) Framing of shots needed improvement, so character positioning was planned in advance for the full product.
3) Research was conducted on conventions like the 180 degree rule to ensure content was appropriate.
4) Attention to details like location, lighting, and sound editing improved the overall quality and meaning conveyed.
5) Movement of actors and continuity of editing between shots was enhanced.
Ariana Grande Music Video Analysis
The music video features many conventions of pop music videos. It represents the female gender as desirable objects for men and promotes an idealized standard of beauty. Throughout the video, there is a clear narrative of a forbidden love story that can be analyzed using Todorov's narrative theory of disruption and repair of equilibrium, though applied in reverse order. The cinematography uses techniques like panning shots, close ups, and tracking shots to engage the audience and focus on the artist.
My actors pp
The document describes the actors cast in the filmmaker's gangster film. Josh Surface plays Mickey, the lead role, as he is experienced with gangster film conventions from watching many films. Courtney Fry plays Michael, given to a lesser role as he is less comfortable in front of the camera. Ben Hughes plays Tony and has a bold personality suited to the role, though scheduling conflicts made filming difficult. Jack Hodge plays a main role as Joey due to his enthusiasm for gangster films and suitable voice. Sam Hodge plays the intimidating Donny despite being unthreatening in real life, adding humor. Kyle Moxham plays the lively Ralf, modeled after his own personality though keeping his focus during scenes was challenging
Evaluation activity 1
1) The film is titled "Rhythm" and is about a teenager named Joseph who wants to pursue his dream of being good at drums.
2) Scenes were filmed at Joseph's house and their school to portray his home and school environment.
3) Costumes were everyday clothes to seem realistic rather than specific outfits. Props included a skateboard representing teen culture and a drum kit for Joseph's passion.
4) The opening uses various shots including extreme closeups, long shots, and shots using mirrors and angles to introduce Joseph and follow him through his morning routine in an interesting way while credits are synced to music.
Titanuim powerpoint
This document provides a textual analysis of the music video for the song "Titanium" by David Guetta featuring Sia:
1) It examines the genre of the song/video as electronic pop/dance and analyzes elements like instruments, lyrics, and emotions conveyed.
2) It describes the narrative/concept of the video as showing a child dealing with vulnerability and running away from problems.
3) It analyzes the film techniques used in the video like shots, framing, editing, and how they help tell the story and fit the genre.
Camera angles
This document discusses various camera angles that could be used in a thriller title sequence about the stalking and abduction of a young girl. It describes point-of-view shots, high angle shots, low angle shots, establishing shots, wide shots, and behind the shoulder shots. For the title sequence, it proposes using a point-of-view shot from the antagonist to portray the stalking, a high angle shot of the girl on a swing to foreshadow danger, and a low angle shot to show the male's dominance without revealing his identity. A behind the shoulder shot could also be used to show the antagonist watching the girl while hiding his face.
Camera angles
Different camera angles are used in film and photography to create different effects and convey meaning to the audience. Establishing shots set the scene, eye-level shots show perspectives, mid shots enable seeing faces and bodies, extreme close-ups show emotion, high angles indicate less power making subjects seem small, and low angles make characters seem more powerful by having others look up to them.
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Assignment 10: Film Billing
The opening sequence for the movie "Bad Teacher" is 2 minutes and 10 seconds long. It shows flashbacks of schools with cursive writing over it. The purpose is to give more feeling to the title and show clips related to schools. The credits are shown with the actors, crew, producers, writers, and director's names in different colors and the same font over a black background.
A2 evaluation 1
This document provides evaluation questions and instructions for Kate Horn's A2 coursework on creating a media product. It includes four evaluation questions to answer, using a combination of formats like PowerPoints, press articles, word documents, and video. For the first question, Kate is asked to take nine frames from her video and explain how they fit the brief in 2-3 sentences each. She is also asked to take screen grabs from other music videos and provide a similar analysis of how those nine frames meet the brief. The brief focuses on shots that link to lyrics/music, represent the artist, illustrate genre, include intertextual references, demonstrate camera/lighting/mise-en-scene use, and show influences from other music
Evaluation - Question 1
The document discusses the use of conventions and forms in the opening sequence of a thriller film media product. It summarizes how the opening sequence includes conventional characters of a young male lead and vulnerable female. It also includes typical thriller themes of romance and uses non-diegetic music and titles to introduce characters. The document analyzes how the opening sequence adheres to conventions but also aims to challenge expectations through the use of lighting and editing techniques.
Ig3 evaluation
During her short film production assignment, Ashleigh worked with a group to plan and begin filming a psychological thriller. However, two group members left, forcing Ashleigh and the remaining member to join a new group. This caused some disruption as they had to adapt their plans. Ashleigh found editing the hardest part due to her inexperience, but gained skills over time. While some difficulties occurred due to changing groups and actor availability, Ashleigh was pleased with her pre-production work and the group's organized production schedule of filming on weekends and editing during lessons.
Question 7
Olivia Desanges discusses how she has improved in filmmaking techniques through her preliminary project and opening sequence. She learned to better establish continuity, properly apply the 180 degree rule, and incorporate match-on-action and shot reverse shot techniques. For her opening sequence, she experimented with different shots, angles, lighting, editing, titles and props to add mystery and meaning and better develop the thriller genre. Overall, she feels she has gained a deeper understanding of how technical elements can impact tone and storytelling.
Evaluation q7
Olivia Desanges discusses how she has improved in filmmaking techniques through her preliminary project and opening sequence. She learned to better establish continuity, properly apply the 180 degree rule, and implement match on action and shot reverse shot techniques. For her opening sequence, she utilized more angles, shots, lighting, props, and editing to add mystery and meaning. Overall, she feels she has gained a better understanding of how to thoughtfully incorporate various film elements to successfully achieve her chosen genre of mystery thriller.
example 2
The document describes a student's work on creating a thriller film opening called "Unauthorised16" with two classmates. They split responsibilities equally, with the student directing scene one, editing all scenes, and creating the title. They used various software and studied techniques from films like Knight and Day to create mystery and suspense. Feedback on their opening was generally positive.
76658451 meeting-minutes
In a series of meeting minutes, a student group discusses plans for creating a music video for their class project. They decide on the song "Ego" by the band The Saturdays. Over multiple meetings, they create a storyboard and assign roles for who will perform different scenes and lyrics. They discuss costume and prop choices and audition male actors. Finally, they book studio time and equipment to film performance scenes and behind-the-scenes footage for their music video.
Title sequence to thrillers
The opening sequence will be a psychological thriller titled "Attraction" inspired by "Se7en". It will take place in a small room focused on a table, showing hands doing something without revealing the full context. Shots will include pages turning in a book, a skeleton's teeth, cable being wrapped around a hand, writing, religious/devil symbols, dropping a teabag in water, cutting images, a bible, crucifix, cleaning tools, social media, writing, and the title. Spooky music will play as the man observes photos of young females and props. Filming over two weeks will capture needed shots simply in a room with table and chair, handling equipment carefully. The target audience is ages
Evaluation - Question 1
This document provides an evaluation of a student film called "Epidemic" that is in the zombie horror genre. It discusses various aspects of the film such as storyline, cinematography, sound, and makeup/costumes. The evaluation compares scenes and conventions from the student film to popular zombie films like The Walking Dead and World War Z. It finds that the student film effectively sets up the storyline and captures audience attention in the opening scenes. However, it also notes some continuity issues between shots. Overall, the document provides a thorough analysis of how the student film uses and develops conventions of the zombie horror genre.
Reflection on preliminary task
The student reflects that their group successfully fulfilled the criteria for their preliminary task by planning and filming their video. As a group, they considered how to represent their characters and chose casual outfits to portray them as normal teenagers. They practiced shot reverse shots and match on action shots during a conversation scene between characters. They learned the importance of sound quality during filming and organizing actors and locations. The student notes they had to ensure shots were framed correctly and did not break cinematography rules. Through the editing process, the student learned how to upload footage, cut clips, and adjust color and lighting to improve the overall film.
Preliminary task - Britney Spears
The student attempted to recreate shots from Britney Spears' "Baby One More Time" music video for a school project. They used a classmate to play Britney and dressed her similarly, though they lacked some props. Shots of clocks and bells had to be adjusted due to timing. A substitute teacher stood in. The hallway was narrower than in the original. The student learned to plan shots and gather props more thoroughly for future projects.
Costumes, Actors and Props
The document discusses the costumes, actors, and props for Chloe Street's AS Media coursework film. It identifies her cousin Jack to play the role of Toby, wearing a red onesie. Sarah Hearn will play the mother, wearing a purple jumper. Alex James will play the school teacher, wearing a suit. The main props will be toy trains for Toby to play with and a toy car for the trains to crash into, driving the film's storyline.
Question 1
The document discusses how the media producer's video challenges and develops conventions of real media products through its use of various locations and camera shots. Some locations used include a park to represent both freedom and isolation, a classroom to depict an argument rather than learning, and a toilet cubicle to realistically portray drug use. Shots include medium and long shots of the park that show the environment, as well as over-the-shoulder shots looking in the mirror inspired by other music videos. Costumes are meant to look like typical London teen fashion. The video aims to portray its themes, such as the influence of music, in a realistic yet impactful way.
Music videoproductiondiary
1) The document describes 5 days of filming for a music video production project. On the first day, the group filmed at Eccles train station for scenes of the protagonist traveling. They struggled with equipment but improved over the day.
2) The second day of filming was delayed by over two weeks due to conflicts in the group. When they did film, it took all day and 11 tries to get a difficult silhouette scene correctly. Battery life was an issue.
3) A third spontaneous filming day had poor organization and resulted in mostly unusable footage.
4) Footage was also captured in London during a school break to represent the protagonist traveling.
5) The fifth and final filming day with just two
G321 evaluation acitivity 7 notes
The document summarizes what Hannah Ram learned from creating a preliminary task and progressing to a full product. Some key points include:
1) Shots were shaky in the preliminary task due to lack of a tripod, but a tripod was used for the full product to create steady shots.
2) Framing of shots needed improvement, so character positioning was planned in advance for the full product.
3) Research was conducted on conventions like the 180 degree rule to ensure content was appropriate.
4) Attention to details like location, lighting, and sound editing improved the overall quality and meaning conveyed.
5) Movement of actors and continuity of editing between shots was enhanced.
Ariana Grande Music Video Analysis
The music video features many conventions of pop music videos. It represents the female gender as desirable objects for men and promotes an idealized standard of beauty. Throughout the video, there is a clear narrative of a forbidden love story that can be analyzed using Todorov's narrative theory of disruption and repair of equilibrium, though applied in reverse order. The cinematography uses techniques like panning shots, close ups, and tracking shots to engage the audience and focus on the artist.
My actors pp
The document describes the actors cast in the filmmaker's gangster film. Josh Surface plays Mickey, the lead role, as he is experienced with gangster film conventions from watching many films. Courtney Fry plays Michael, given to a lesser role as he is less comfortable in front of the camera. Ben Hughes plays Tony and has a bold personality suited to the role, though scheduling conflicts made filming difficult. Jack Hodge plays a main role as Joey due to his enthusiasm for gangster films and suitable voice. Sam Hodge plays the intimidating Donny despite being unthreatening in real life, adding humor. Kyle Moxham plays the lively Ralf, modeled after his own personality though keeping his focus during scenes was challenging
Evaluation activity 1
1) The film is titled "Rhythm" and is about a teenager named Joseph who wants to pursue his dream of being good at drums.
2) Scenes were filmed at Joseph's house and their school to portray his home and school environment.
3) Costumes were everyday clothes to seem realistic rather than specific outfits. Props included a skateboard representing teen culture and a drum kit for Joseph's passion.
4) The opening uses various shots including extreme closeups, long shots, and shots using mirrors and angles to introduce Joseph and follow him through his morning routine in an interesting way while credits are synced to music.
Titanuim powerpoint
This document provides a textual analysis of the music video for the song "Titanium" by David Guetta featuring Sia:
1) It examines the genre of the song/video as electronic pop/dance and analyzes elements like instruments, lyrics, and emotions conveyed.
2) It describes the narrative/concept of the video as showing a child dealing with vulnerability and running away from problems.
3) It analyzes the film techniques used in the video like shots, framing, editing, and how they help tell the story and fit the genre.
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This document discusses various camera angles that could be used in a thriller title sequence about the stalking and abduction of a young girl. It describes point-of-view shots, high angle shots, low angle shots, establishing shots, wide shots, and behind the shoulder shots. For the title sequence, it proposes using a point-of-view shot from the antagonist to portray the stalking, a high angle shot of the girl on a swing to foreshadow danger, and a low angle shot to show the male's dominance without revealing his identity. A behind the shoulder shot could also be used to show the antagonist watching the girl while hiding his face.
Camera angles
Different camera angles are used in film and photography to create different effects and convey meaning to the audience. Establishing shots set the scene, eye-level shots show perspectives, mid shots enable seeing faces and bodies, extreme close-ups show emotion, high angles indicate less power making subjects seem small, and low angles make characters seem more powerful by having others look up to them.
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The document is a script that follows the kidnapping of a 10-year old girl named April Lovett. It shows April being stalked and filmed by her kidnapper as she walks home from school and to the park. When she disappears from the swing set, the local news reports on her disappearance. Scenes then show the kidnapper's shed, which contains photos of April and notes about her daily routine. The script ends with a police officer receiving a call about taking on April's missing person case.
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The document discusses the film "The Silent Followings" and how it uses, develops, and challenges conventions of real media products. It summarizes how the film's title, setting, costumes, camera work, title style, story, characters, and special effects relate to conventions in other films and media. It also discusses how the film represents social groups through the stalker character and what has been learned through using the technology and progressing over the year of the project.
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The documentary compares public and private schools in the UK by looking at facilities, students, and interviews with teachers and students. It aims to determine if private school education has an effect on GCSE exam results. Statistics will be presented at the conclusion to see if the type of school attended impacts exam performance. The documentary will be participatory with the filmmaker asking interview questions and providing commentary. Archive footage and backing music will also be included to engage audiences.
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Preliminary task evaluation
The document provides a summary and evaluation of the preliminary task of directing and filming a horror film opening. It discusses the roles and ideas different group members contributed, what worked well like distributing roles and communicating effectively, and what didn't work as well such as lack of planning, technical issues, and timing issues filming at night. It also outlines lessons learned and plans to improve for the main task, such as better location selection, scheduling, storyboarding, and taking more time to ensure quality.
Quality summary
The author reflects on what they learned from their preliminary task to the final film project. They improved on tracking shots by keeping the actor centered, but felt it could have been smoother. Framing shots were improved by using a level on the tripod and retaking shots that were not high quality. The content and setting were made more believable for the horror genre. Mise-en-scene was improved by selecting an isolated location and using red lighting and colors to convey danger. Editing techniques were applied that were learned from analyzing other horror films to make the meaning clear. Sound and music were used appropriately throughout the film to build tension. The actors became more comfortable in front of the camera
Evaluation question 7
The document discusses the improvements made to various elements of filmmaking in a group's thriller project compared to their preliminary task. Specifically, it describes how they learned to better structure clips, experimented with effects and transitions, trimmed unnecessary footage, added original music and sound effects, incorporated more varied camera shots including establishing shots, point-of-view shots and long shots, considered mise-en-scene elements like costumes and location, and included title screens made from photos with shutter sound effects. The goal was to create a more polished and suspenseful thriller short film that flowed continuously.
Evaultion
The research done before filming helped the student understand different camera angles, sound effects, and mise-en-scene techniques to use. Pre-production included a storyboard, treatment, call sheet, and location recce. Filming involved the student acting as a main character while others directed and operated cameras. Feedback on the short film was mixed, praising editing and music but noting a confusing storyline and audio delay. Feedback on the horror-themed poster was also mixed, with positive comments on imagery matching the film's theme but negatives around font readability and page size.
Nabila question 6 and 7
- The document discusses lessons learned from creating a preliminary task versus a film opening project. For the preliminary task, the document's author notes they did not plan well, did not properly edit sound levels, did not manipulate sounds, only used long shots/close-ups without proper framing, made continuity mistakes, and did not think about aspects like costume and casting.
- For the film opening project, the author notes they planned more carefully, learned how to properly use equipment like cameras, edited sounds more effectively using software, shot a variety of shots, focused on proper framing and camerawork, assigned roles, and planned aspects like location, costume, and casting more thoroughly. The author reflects on skills and areas learned to
Question 7 Looking back at your preliminary task, what do you feel you have l...
The document discusses the improvements made to video production techniques in a group project from a preliminary task to a thriller film. Some key points covered include experimenting more with effects, transitions, and editing shots to better tell the story. Music and sound effects were added to create atmosphere. Camera shots like high angles, point of view, and long shots were utilized to add emphasis and tension. Mise-en-scene elements like the antagonist's black clothing were used to convey meaning. Titles were added through photos and sound effects to introduce the film.
Production log
The document summarizes the production process of a student film project over several lessons. It describes their progress in developing story ideas, writing a screenplay and shooting script, filming scenes on various dates, and rough editing of the filmed content. Their next steps included adding transitions, potentially voiceovers, and finishing the film evaluation.
Production log
- The group worked on producing a short film over several lessons, drafting a script, storyboarding, filming scenes, and editing footage.
- Their final edit of the five minute short film was completed with voiceovers and music added.
- To complete the project, they finished a poster, written reviews, and are now each writing individual evaluations while also working on a group PowerPoint evaluation.
37. production log
The document summarizes the production process of a student film project over several lessons. It describes their progress in developing story ideas, writing a screenplay and shooting script, filming scenes on various dates, and rough editing of the filmed content. Their next steps included adding transitions, potentially voiceovers, and finishing the film evaluation.
Technologies Nabila
In the document, the author discusses lessons learned from creating a preliminary task versus a film opening project. For the preliminary task, they did not plan adequately, had issues with sound editing, lighting continuity mistakes, and did not think about shot variety or framing. For the film opening, they assigned roles, planned thoroughly over 5 months, learned skills like camerawork, sound editing, and location scouting to improve the overall quality and narrative.
Hunted Evaluation
Gabby Gordon evaluated their opening thriller sequence for a class project. Their group chose to do a psychological thriller and make it mysterious by not revealing who the antagonist chasing the protagonist is. They filmed at night using conventions like low-key lighting, quick cuts, and varied angles. Based on feedback, they added more shots to better explain what was happening.
For research, Gordon watched thriller openers like Gone Girl to understand conventions. They looked at lighting, music, shot lengths. Their sequence was inspired by a scene from No Country For Old Men, using similar lighting, color grading, and quick cuts. They debated using voiceover vs. music. The sequence fits in Todorov's theory between disruption and repair. Their
Question 7 evaluation
In the preliminary task, the group created a brief storyboard and planned basic shots and edits but did not plan mise-en-scene or sound. For the final product, they did significantly more planning including casting, locations, and script drafts. They also practiced shots and researched other films. The group communicated well for the preliminary task but poorly for the final product, making the work more difficult. Through both tasks, the student learned about using different camera shots, angles, and movements to create specific effects, and improved at skills like matching shots, transitions, and incorporating music to build tension.
Media Evaluation
The document summarizes a film opening created by students. It discusses the creative choices made including using flashbacks, hidden faces, and night filming to build mystery. It aimed the film at males aged 15-25 and used camera techniques like worm's-eye views to make the audience feel involved. Student feedback on actors, soundtrack, and production was positive, validating their choices met the thriller genre and short film goals.
Unit 2 task 8 evolution
The document summarizes a short film project created by the author and their group for a class assignment. The film aims to warn teenagers about the dangers of communicating with strangers met online. It tells the story of two girls who befriend a new boy at school without properly vetting him. The group split roles and researched the horror genre to develop a plot where the girls' trust in the stranger has dangerous consequences. Scenes were planned, shot, and edited collaboratively with feedback from all members. While the film followed its plot and used varied camera shots to build suspense, the group reflects it could have benefited from more preparation time and a greater focus on character expressions.
Eval q7
The document discusses the improvements made to the filmmaking techniques in a thriller film project compared to a preliminary project. Key areas of improvement included ordering clips in a logical story structure, experimenting with effects and transitions, cutting unnecessary footage to fit the time requirement, creating original music and sound effects using Mixcraft rather than just diegetic sounds, utilizing more varied camera shots like high angles, point of view, and long shots, and considering mise-en-scene elements like the antagonist wearing black to convey a sinister presence. Titles were also added through photos with camera shutter sound effects rather than just footage.
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.
Question 7
The document discusses the process of planning and filming a horror opening sequence for a class project. The students analyzed horror films like Nightmare on Elm Street 3 and The Orphan to understand effective openings. They created a storyboard and plot diagram to plan camera angles, sounds, and scenes. The opening sequence was filmed using a variety of shots and includes titles and credits to set up the horror theme and fulfill the assignment requirements. The students feel they improved in using specific shots and creating a successful product that meets the brief of a horror or film noir opening.
Media evaluation
The document provides an analysis of a student media project creating a title sequence for a horror film called "Abandoned" about an orphanage. It discusses the creative process, including choosing the horror genre, filming on location, editing techniques used, target audience, and skills learned. Key elements included using eerie music, burning photos to foreshadow the plot, and getting feedback to improve the sequence. The student learned important editing and sound design skills through the project.
Evaluation question 7
The document discusses the lessons learned from creating a thriller film. It describes experimenting with different editing techniques like ordering clips, transitions, and cutting shots to improve storytelling. Music and sound effects were added to create atmosphere. Various camera shots like high angles, point-of-view, and long shots were used to add emphasis and build suspense. Elements like the antagonist's black clothing, the protagonists' school bags, and a woodland setting were utilized to enhance the mise-en-scene and sinister tone. Titles were incorporated through photos and sound effects to introduce characters and further the unsettling mood.
Preliminary evaluation
My role in the preliminary task was to act in and help film a short horror clip. I came up with the basic storyline idea and helped elaborate on it with the group. I also provided input on editing the clip using online tutorials.
Our group worked well together through frequent communication and commitment to meeting schedules. However, our equipment, specifically the low quality camera and broken tripod, limited our ability to experiment with different shots. For the main task, I will improve planning and equipment testing to avoid similar issues.
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Question 7 Looking back at your preliminary task, what do you feel you have l...
Question 7 Looking back at your preliminary task, what do you feel you have l...
More from Felicity Marks
Media coursework
The poster features Gary Oldman with numbers and letters over his face, giving the illusion of a code. The tagline "the enemy is within" hints at the film's theme. No other characters or plot details are provided. The billing block lists the director, producers and production companies. The poster draws intrigue through its coded visuals and tagline, without revealing much about the film's content.
Jack beckett
The document discusses and evaluates various marketing materials created for a fictional film project, including a film poster, magazine covers, and a teaser trailer. The poster, covers, and trailer effectively utilize genre conventions and visual styles to promote the film's comedy genre and office workplace setting. Feedback acknowledges keeping the marketing materials cohesive while also experimenting with less exaggerated comedy conventions.
Natasha Pullinger
The document analyzes magazine and movie poster designs. It discusses design elements like mastheads, images, fonts, and text placements that identify the brand and entice readers. Magazine covers showcase stars and film details to promote featured interviews. Posters use symbols, colors and cast listings that provide clues about the genre and plot without revealing too much. Both formats aim to attract audiences and convey just enough information to intrigue them.
James busby
The document discusses various film techniques used in the student's media studies coursework. It provides details on shots filmed for the preliminary task, including a match on action, 180 degree rule, and shot reverse shot. Planning and filming for the main horror title sequence is also outlined, along with editing of both pieces. Risk assessments and audience feedback are analyzed.
Jack stuchbury
This document summarizes Jack Stuchbury's evaluation of a creative process project involving filming and editing short video clips. For a preliminary task, Jack and his group filmed a character opening a door and sitting down to have a brief conversation. They experimented with camera angles and shots. For the main task, the group filmed the opening titles and scenes for a two-minute sci-fi film. They storyboarded shots and filmed on multiple occasions, but need to re-film some shots due to continuity errors. They received generally positive audience feedback on their work.
Jen shutter
The document provides details about Jennifer Shutter's AS Media coursework. It discusses film techniques like match on action, the 180-degree rule, and shot reverse shot that she will be using. It summarizes her preliminary task of filming a conversation between two actors in a classroom. It also outlines her plans for the main task, which will be a 2-minute horror/mystery opening scene titled "The Hidden Truth." Production diaries describe the filming process over two days on location and challenges faced.
Mat allison
Mathew created a documentary diary of his media studies coursework. For the preliminary task, he filmed a scene with classmates about an interrogation. They captured different angles and edited them together. They received feedback that improvements could be made to settings and dialogue. For the main task, Mathew's group created the opening to a thriller by filming in various locations and adding flashbacks. They refined the project based on audience feedback. Mathew documented the entire process and learned valuable skills in filming, editing, and incorporating feedback.
James busby
The document describes the filming and editing process for a media studies coursework project. It discusses the various shots filmed, including match on action, 180 degree rule and shot reverse shot. Issues encountered during filming such as unstable camerawork and lighting are mentioned. Risk assessments were performed for the outdoor location. The summarizer edited the preliminary and main tasks using iMovie software.
Jack goward
The document discusses planning for a film production preliminary task. It describes planning filming techniques like match on action, 180 degree rule, and shot/reverse shots. It also includes links to example videos and photos of the storyboard and filming locations. Production diaries describe the three day process of planning, filming, and editing the short film that incorporates these techniques.
Ben chuter
The document provides information about various film techniques used in media studies coursework, including match on action, the 180-degree rule, and shot/reverse shot. It then describes the process of planning, filming, and editing a preliminary task and main task project involving a stalker following a girl home. Key challenges included coordinating shots, dealing with wind noise, traffic safety, and ensuring continuity across reshoots. Learning included improving camera skills and continuity, as well as receiving feedback from a screening questionnaire.
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学校原件一模一样【微信：741003700 】《(Mercer毕业证书)摩斯大学毕业证》【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
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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
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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
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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
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Leonardo DiCaprio House: Malibu Beachfront Retreat
A Prime Location
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Architectural Highlights
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Sustainable Features
Leonardo DiCaprio is a well-known environmental activist. whose Malibu house reflects his commitment to sustainability. The property incorporates solar panels, energy-efficient appliances, and sustainable building materials. The landscaping around the house is also designed to be water-efficient. featuring drought-resistant plants and intelligent irrigation systems.
Leonardo DiCaprio House: Hollywood Hills Hideaway
Privacy and Seclusion
Another remarkable property in Leonardo DiCaprio's collection is his Hollywood Hills house. This secluded retreat offers privacy and tranquility. making it an ideal escape from the hustle and bustle of Los Angeles. The "Leonardo DiCaprio house" in Hollywood Hills nestled among lush greenery. and offers panoramic views of the city and surrounding landscapes.
Design and Amenities
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Environmental Initiatives
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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
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The Unbelievable Tale of Dwayne Johnson Kidnapping: A Riveting Saga
Introduction
The notion of Dwayne Johnson kidnapping seems straight out of a Hollywood thriller. Dwayne "The Rock" Johnson, known for his larger-than-life persona, immense popularity. and action-packed filmography, is the last person anyone would envision being a victim of kidnapping. Yet, the bizarre and riveting tale of such an incident, filled with twists and turns. has captured the imagination of many. In this article, we delve into the intricate details of this astonishing event. exploring every aspect, from the dramatic rescue operation to the aftermath and the lessons learned.
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The Origins of the Dwayne Johnson Kidnapping Saga
Dwayne Johnson: A Brief Background
Before discussing the specifics of the kidnapping. it is crucial to understand who Dwayne Johnson is and why his kidnapping would be so significant. Born May 2, 1972, Dwayne Douglas Johnson is an American actor, producer, businessman. and former professional wrestler. Known by his ring name, "The Rock," he gained fame in the World Wrestling Federation (WWF, now WWE) before transitioning to a successful career in Hollywood.
Johnson's filmography includes blockbuster hits such as "The Fast and the Furious" series, "Jumanji," "Moana," and "San Andreas." His charismatic personality, impressive physique. and action-star status have made him a beloved figure worldwide. Thus, the news of his kidnapping would send shockwaves across the globe.
Setting the Scene: The Day of the Kidnapping
The incident of Dwayne Johnson's kidnapping began on an ordinary day. Johnson was filming his latest high-octane action film set to break box office records. The location was a remote yet scenic area. chosen for its rugged terrain and breathtaking vistas. perfect for the film's climactic scenes.
But, beneath the veneer of normalcy, a sinister plot was unfolding. Unbeknownst to Johnson and his team, a group of criminals had planned his abduction. hoping to leverage his celebrity status for a hefty ransom. The stage was set for an event that would soon dominate worldwide headlines and social media feeds.
The Abduction: Unfolding the Dwayne Johnson Kidnapping
The Moment of Capture
On the day of the kidnapping, everything seemed to be proceeding as usual on set. Johnson and his co-stars and crew were engrossed in shooting a particularly demanding scene. As the day wore on, the production team took a short break. providing the kidnappers with the perfect opportunity to strike.
The abduction was executed with military precision. A group of masked men, armed and organized, infiltrated the set. They created chaos, taking advantage of the confusion to isolate Johnson. Johnson was outnumbered and caught off guard despite his formidable strength and fighting skills. The kidnappers overpowered him, bundled him into a waiting vehicle. and sped away, leaving everyone on set in a state of shock and disbelief.
The Immediate Aftermath
The immediate aftermath of the Dwayne Johnson kidnappin
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Lauren johnson
- 1. AS Media coursework Lauren Johnson AS Media Studies at Aylesbury College
- 2. The Risk Assessment http://www.youtube.com/watch?v=N8xdSaWCGNw Please click the link below
- 4. 180 degree rule Shot-reverse-shot Match on match action Person walks through the door, walks across the room and sits down. The camera stays on this person throughout these actions
- 11. Me Editing
- 24. Our location We used this particular location to film as it went with the genre. The look of it is rather spooky and it is very old which adds to the scary theme and also exaggerates the comedy of our film.
- 29. The Results 100% of people said that They think our target audience Is teenagers 100% of people said that our film made sense How many horror movies have you seen?
- 30. Does it follow the conventions of a horror/comedy, if so what conventions? Yes the Scary music & tension Yes, the use of blood Yes, paranormal but funny What film would you compare our film to? 2 people said Scary Movie Others compared it to The Sixth Sense
- 31. On average people gave us a 3 star! 100% of people said it was effective not to include dialogue On a scale of 1-10 how would you rate our camera angles/shot types? 1 person- 8/10 1 person- 5/10 And the rest out of the six- 7/10
- 34. The Evaluation…
- 37. Who would be the audience for your media product? How did you attract/address your audience? What have you learnt about technologies from the process of constructing this product? http://www.youtube.com/watch?v=FxKNmSt19tU