The document outlines tasks for a unit on film and video editing techniques, including preparing a rushes log to select footage, annotating a script, creating an edit decision list, clarifying the project with a client, preparing to edit, and maintaining a production diary. The tasks provide evidence of skills like importing clips, organizing media, editing footage, adding transitions, and getting feedback to improve the promotional video being created for a college.
The document provides guidance for students on tasks to complete an editing project for a promotional video for a college. It outlines 6 tasks for students to complete, including preparing a rushes log to select suitable footage, annotating a script, creating an edit decision list, clarifying the project purpose with a client, preparing to edit by importing clips and organizing timelines, and maintaining a production diary. The tasks are meant to help students plan and structure their editing in a professional manner, and provide evidence of their work through documentation and screenshots at various stages of the project.
The document provides instructions for several tasks related to editing moving image material for a promotional college video. The tasks include creating a rushes log to select suitable clips, annotating a script, creating an edit decision list, clarifying the purpose with the client, and preparing to edit by importing clips and setting up the timeline, bins, and file structure. Over 100 raw video clips were logged with descriptions of the camera shots and decisions on whether to include them in the final video. The document outlines the level of detail and organization required to meet professional standards for each task.
The document provides guidance for students on tasks related to preparing and editing moving image material for a promotional video about a college. It includes instructions for completing a rushes log to evaluate video clips and decide which to use. A sample rushes log is provided with descriptions and decisions for over 100 clips. Additional tasks include marking up a script and creating an edit decision list. The final task provides questions and guidelines for clarifying the purpose and requirements of the promotional video with the client, including desired length, target market, and types of shots.
This document contains a unit on film and video editing techniques. It provides instructions for a task to create a rushes log analyzing footage shot for a promotional college video. The rushes log includes a table with 30 clips described, and decisions made on whether each clip could be used and the reasons why. Clips showing various areas of the college were considered, but many were rejected due to poor quality, lack of clear content, or not effectively promoting the college. Several clips were selected that could showcase facilities, courses, and activities in a way to attract new students.
The document outlines a plan for developing skills in Movie Maker. It involves assessing current skill levels, identifying key techniques needed like scripting, camera shots, and editing. The plan is to research these techniques through online tutorials, books, and asking others. The plan then describes how each skill will be developed through practice and experimentation. Progress will be evidenced through storyboards, screenshots, and the final produced video, which will demonstrate the skills learned match the research materials.
The document outlines the process and goals for students at Abu Dhabi Men's College to create a video chronicle of the 2003 TESOL Arabia Conference as an integrated class project. Students were enrolled in English, media production, and journalism classes and worked collaboratively to develop treatments, scripts, storyboards, interviews, footage, and post-production editing to create a promotional video for TESOL Arabia that would showcase the conference and UAE. The final product was meant to be included in the students' portfolios and presentations.
Unit 3 skills development task 4 luc john raubenheimerCeliaHuang5
This document provides guidance for creating a final presentation or portfolio by selecting the best elements of work produced during a task. It includes a checklist of materials to include and assessments criteria for organizing and presenting content. The document also contains sample slides for a PowerPoint presentation with headings like the introduction, skills audit, challenges, and successes. It instructs the candidate to select screenshots and images to showcase in the portfolio and to be ready to assess their work against the criteria.
Upon completing a five-day course, students will be able to create basic photojournalistic products. The target audience includes US Navy Reservists, non-Mass Communication Specialists, and undesignated strikers to the MC rating. There are several steps to developing a course, beginning with defining the course objective and breaking it down into smaller parts like terminal objectives and enabling objectives. Lesson plans are then created to cover the objectives and include instructor guidance, exercises, and reviews to ensure students meet the objectives.
The document provides guidance for students on tasks to complete an editing project for a promotional video for a college. It outlines 6 tasks for students to complete, including preparing a rushes log to select suitable footage, annotating a script, creating an edit decision list, clarifying the project purpose with a client, preparing to edit by importing clips and organizing timelines, and maintaining a production diary. The tasks are meant to help students plan and structure their editing in a professional manner, and provide evidence of their work through documentation and screenshots at various stages of the project.
The document provides instructions for several tasks related to editing moving image material for a promotional college video. The tasks include creating a rushes log to select suitable clips, annotating a script, creating an edit decision list, clarifying the purpose with the client, and preparing to edit by importing clips and setting up the timeline, bins, and file structure. Over 100 raw video clips were logged with descriptions of the camera shots and decisions on whether to include them in the final video. The document outlines the level of detail and organization required to meet professional standards for each task.
The document provides guidance for students on tasks related to preparing and editing moving image material for a promotional video about a college. It includes instructions for completing a rushes log to evaluate video clips and decide which to use. A sample rushes log is provided with descriptions and decisions for over 100 clips. Additional tasks include marking up a script and creating an edit decision list. The final task provides questions and guidelines for clarifying the purpose and requirements of the promotional video with the client, including desired length, target market, and types of shots.
This document contains a unit on film and video editing techniques. It provides instructions for a task to create a rushes log analyzing footage shot for a promotional college video. The rushes log includes a table with 30 clips described, and decisions made on whether each clip could be used and the reasons why. Clips showing various areas of the college were considered, but many were rejected due to poor quality, lack of clear content, or not effectively promoting the college. Several clips were selected that could showcase facilities, courses, and activities in a way to attract new students.
The document outlines a plan for developing skills in Movie Maker. It involves assessing current skill levels, identifying key techniques needed like scripting, camera shots, and editing. The plan is to research these techniques through online tutorials, books, and asking others. The plan then describes how each skill will be developed through practice and experimentation. Progress will be evidenced through storyboards, screenshots, and the final produced video, which will demonstrate the skills learned match the research materials.
The document outlines the process and goals for students at Abu Dhabi Men's College to create a video chronicle of the 2003 TESOL Arabia Conference as an integrated class project. Students were enrolled in English, media production, and journalism classes and worked collaboratively to develop treatments, scripts, storyboards, interviews, footage, and post-production editing to create a promotional video for TESOL Arabia that would showcase the conference and UAE. The final product was meant to be included in the students' portfolios and presentations.
Unit 3 skills development task 4 luc john raubenheimerCeliaHuang5
This document provides guidance for creating a final presentation or portfolio by selecting the best elements of work produced during a task. It includes a checklist of materials to include and assessments criteria for organizing and presenting content. The document also contains sample slides for a PowerPoint presentation with headings like the introduction, skills audit, challenges, and successes. It instructs the candidate to select screenshots and images to showcase in the portfolio and to be ready to assess their work against the criteria.
Upon completing a five-day course, students will be able to create basic photojournalistic products. The target audience includes US Navy Reservists, non-Mass Communication Specialists, and undesignated strikers to the MC rating. There are several steps to developing a course, beginning with defining the course objective and breaking it down into smaller parts like terminal objectives and enabling objectives. Lesson plans are then created to cover the objectives and include instructor guidance, exercises, and reviews to ensure students meet the objectives.
The document outlines the requirements for a promotional video for a college. It details that the target audience is students ages 14-16 and parents. The video should be 2-3 minutes long and focus on showing clips from all subject areas, facilities, and interviews with students discussing courses and extracurricular activities. The content should be fast-paced to showcase much information in a short time. Simple background music is preferred. College branding and colors should be included to identify the school. The video will have a voiceover providing details on courses and use text to highlight facilities and success stories. The theme should be modern.
The document provides instructions for 6 tasks as part of a unit on film and video editing techniques. The first task involves creating a rushes log to evaluate video clips and determine their suitability for a promotional college video. The second task requires annotating a script and considering sound effects and footage placement. The third task is to create an edit decision list to plan the video structure. The fourth task involves meeting with the client to clarify the purpose and goals of the video. The fifth task covers preparatory editing work like importing clips, creating bins and timelines, and file management. The sixth task is to maintain a production diary documenting progress.
The document provides instructions for two tasks related to preparing and editing moving image material for a promotional video about Hartlepool Sixth Form College. The first task involves completing a rushes log to select suitable video clips and the second task involves annotating a sample script to identify appropriate footage and sound effects.
This document provides a rushes log from film footage shot for a promotional college video. It describes 144 video clips in detail, noting the camera shot type for each and deciding whether to use the clip in the final video. Clips are evaluated based on shot quality, clarity in showing subject matter, and potential to attract different target audiences. The best clips showcase course content clearly without being shaky or having distracting elements.
The document provides information about preparing and editing moving image material for a college promotional video. It includes a rushes log evaluating 144 video clips for potential inclusion. An edit decision list is presented outlining the selected shots and their placement. Instructions are given for annotating a script and clarifying purposes with the client, including desired content, style, and audience for the video. The goal is to produce a 2-3 minute promotional video for the college to attract new students and parents by showcasing the variety of subjects and activities.
[Pro forma] college corporate project 2charles-stick
The document outlines a pre-production brief for a promotional video for York College's Creative Media Production L3 course. It discusses the client and their expectations, which is to create a 30-60 second video showing the college grounds, classrooms, and interviews. Existing similar videos are analyzed for techniques. Initial ideas are brainstormed and a proposal is made to film shots of the location and interviews. A schedule is outlined. The production log documents the filming. Constraints, such as other students during filming, and time management are evaluated. Feedback will be discussed to improve the final video.
1) The student did not fully adhere to the brief as their video was only 30 seconds instead of the required 3 minutes, and felt it resembled a film trailer more than a short film. However, they did represent British youth culture stereotypes as asked.
2) While short, the student felt the video was somewhat effective in representing different youth stereotypes and using transitions between them.
3) For production and post-production, the group used a video camera, tripod, Final Cut editing software, free music, and Vimeo for uploading. They learned how to use the new software and equipment but struggled with some technical aspects like uploading to Vimeo.
4) The preliminary task was
The promotional video was created for York College's Creative Media Production department. It aimed to showcase the course content and opportunities to current and prospective students in an entertaining way. Footage included interviews, studio demonstrations, and motion graphics. Frankie, the main actor, appeared in digitally manipulated scenes to demonstrate techniques learned on the course. The video utilized equipment like a green screen and graphics tablet. Some challenges arose from scheduling conflicts and last-minute changes, but the end result effectively promoted the program in under a minute through a variety of visuals and a personalized approach.
The document provides details about creating a promotional video for a photography course at a college. It discusses researching other college videos, interviewing photography students and teachers for the new video, and showing student work from the course. The budget for the project is £4000 which will be used for equipment, software, and other production expenses. Legal and ethical considerations for the video like copyright, confidentiality, and fair representation are also addressed.
This document provides the assignment brief for a BTEC National Diploma in editing techniques. The assignment involves 3 tasks to demonstrate understanding and application of editing principles and techniques. Task 1 focuses on exploring editing fundamentals and pioneers through blog activities. Task 2 teaches preparation of footage through setting up a project in editing software. Task 3 requires choosing 3 exercises to edit footage and demonstrate techniques like shot reverse shot, parallel editing, and chroma keying. The assignment aims to develop technical and theoretical editing skills to a professional standard.
This document outlines a 4-day training program to teach undergraduate students basic video field production skills. The training will teach students how to set up equipment like tripods and cameras, compose shots, use proper lighting and audio techniques, and critique videos. Assessment includes pre/post surveys, peer reviews of video projects, and evaluating if students can independently film a video using the skills taught. Instructional methods include demonstrations, hands-on practice, and online discussion forums. The goal is for students to successfully film a 5-minute video at the end of the training.
_ig1 film opening title sequence assignment 2014 to 2015DeclanTyldsley
This assignment brief outlines tasks for a unit on single camera techniques. Students must complete pre-production, production, and post-production phases to create an opening title sequence for a film. The tasks include analyzing title sequences, generating ideas, creating pre-production materials like scripts and storyboards, shooting footage, and editing a rough and final cut of the sequence. Students must document the production process and work as a team to complete the project by the deadline.
IG1 film opening title sequence assignment 2014 to 2015Phoebe Budgen
This assignment brief outlines tasks for a unit on single camera techniques. Students must complete pre-production, production, and post-production phases to create an opening title sequence for a film. The tasks include analyzing title sequences, generating ideas, creating pre-production materials like scripts and storyboards, shooting footage, and editing a rough and final cut of the sequence. Students must document the production process and work as a team to complete the project by the deadline.
_ig1 film opening title sequence assignment 2014 to 2015Sadie Bailey
This assignment brief outlines tasks for a unit on single camera techniques. Students must complete pre-production, production, and post-production phases to create an opening title sequence for a film. The tasks include analyzing title sequences, generating ideas, creating pre-production materials like scripts and storyboards, shooting footage, and editing a rough and final cut. Students must document their production process and work as a team to complete the project by the deadline.
_ig1 film opening title sequence assignment 2014 to 2015 (1) 2reecemechan
This assignment brief outlines tasks for a unit on single camera techniques. Students must complete pre-production, production, and post-production phases to create an opening title sequence for a film. The tasks include analyzing title sequences, generating ideas, creating pre-production materials like scripts and storyboards, shooting footage, and editing a rough and final cut of the sequence. Students must document the production process and work as a team to complete the project by the deadline.
IG1 film opening title sequence assignment 2014 to 2015jessicagrundy98
This assignment brief outlines tasks for a unit on single camera techniques. Students must complete pre-production, production, and post-production phases to create an opening title sequence for a film. The tasks include analyzing title sequences, generating ideas, creating pre-production materials like scripts and storyboards, shooting footage, and editing a rough and final cut of the sequence. Students must document the production process and work as a team to complete the project by the deadline.
_ig1 film opening title sequence assignment 2014 to 2015 (1)Georgie Austin
This assignment brief outlines tasks for a unit on single camera techniques. Students must complete pre-production, production, and post-production phases to create an opening title sequence for a film. The tasks include analyzing title sequences, generating ideas, creating pre-production materials like scripts and storyboards, shooting footage, and editing a rough and final cut of the sequence. Students must document the production process and work as a team to complete the project by the deadline.
_ig1 film opening title sequence assignment 2014 to 2015Adam Grundy
This assignment brief outlines tasks for a unit on single camera techniques. Students must complete pre-production, production, and post-production phases to create an opening title sequence for a film. The tasks include analyzing title sequences, generating ideas, creating pre-production materials like scripts and storyboards, shooting footage, and editing a rough and final cut of the sequence. Students must document the production process and work as a team to complete the project by the deadline.
IG1 Film Opening Title Sequence Assignment 2014 to 2015 (1)Carla Appleby
This assignment brief outlines tasks for a unit on single camera techniques. Students must complete pre-production, production, and post-production phases to create an opening title sequence for a film. The tasks include analyzing title sequences, generating ideas, creating pre-production materials like scripts and storyboards, shooting footage, and editing a rough and final cut of the sequence. Students must document the production process and work as a team to complete the project by the deadline.
_ig1 film opening title sequence assignment 2014 to 2015HemitDhanji
This assignment brief outlines tasks for a unit on single camera techniques. Students must complete pre-production, production, and post-production phases to create an opening title sequence for a film. The tasks include analyzing title sequences, generating ideas, creating pre-production materials like scripts and storyboards, shooting footage, and editing a rough and final cut of the sequence. Students must document the production process and work as a team to complete the project by the deadline.
This document provides an overview of a unit on film and video editing techniques. It includes learning outcomes, sections on understanding the development and principles of editing, the purposes of film editing, and conventions and techniques. Examples are provided of early film pioneers and productions that demonstrated pioneering developments in areas like continuity, shot variation, and manipulation of time and space. Modern auteurs like Hitchcock, Tarantino, and Spielberg are discussed. Key editing techniques like seamless cuts, continuity, jump cuts, and shot reverse shot are defined and film examples given.
Legal Issues discusses the importance of clearances and copyright for using music, names, and other copyrighted materials in productions. It also mentions the need for public liability insurance to cover injuries to cast and crew during filming.
Codes of Practice describes the British Board of Film Classification (BBFC) as an independent non-profit organization established in 1912 to regulate and classify films and videos based on their suitability. It aims to prevent people from accessing content not suitable for their age while preserving its independence from government or industry subsidies.
The document outlines the requirements for a promotional video for a college. It details that the target audience is students ages 14-16 and parents. The video should be 2-3 minutes long and focus on showing clips from all subject areas, facilities, and interviews with students discussing courses and extracurricular activities. The content should be fast-paced to showcase much information in a short time. Simple background music is preferred. College branding and colors should be included to identify the school. The video will have a voiceover providing details on courses and use text to highlight facilities and success stories. The theme should be modern.
The document provides instructions for 6 tasks as part of a unit on film and video editing techniques. The first task involves creating a rushes log to evaluate video clips and determine their suitability for a promotional college video. The second task requires annotating a script and considering sound effects and footage placement. The third task is to create an edit decision list to plan the video structure. The fourth task involves meeting with the client to clarify the purpose and goals of the video. The fifth task covers preparatory editing work like importing clips, creating bins and timelines, and file management. The sixth task is to maintain a production diary documenting progress.
The document provides instructions for two tasks related to preparing and editing moving image material for a promotional video about Hartlepool Sixth Form College. The first task involves completing a rushes log to select suitable video clips and the second task involves annotating a sample script to identify appropriate footage and sound effects.
This document provides a rushes log from film footage shot for a promotional college video. It describes 144 video clips in detail, noting the camera shot type for each and deciding whether to use the clip in the final video. Clips are evaluated based on shot quality, clarity in showing subject matter, and potential to attract different target audiences. The best clips showcase course content clearly without being shaky or having distracting elements.
The document provides information about preparing and editing moving image material for a college promotional video. It includes a rushes log evaluating 144 video clips for potential inclusion. An edit decision list is presented outlining the selected shots and their placement. Instructions are given for annotating a script and clarifying purposes with the client, including desired content, style, and audience for the video. The goal is to produce a 2-3 minute promotional video for the college to attract new students and parents by showcasing the variety of subjects and activities.
[Pro forma] college corporate project 2charles-stick
The document outlines a pre-production brief for a promotional video for York College's Creative Media Production L3 course. It discusses the client and their expectations, which is to create a 30-60 second video showing the college grounds, classrooms, and interviews. Existing similar videos are analyzed for techniques. Initial ideas are brainstormed and a proposal is made to film shots of the location and interviews. A schedule is outlined. The production log documents the filming. Constraints, such as other students during filming, and time management are evaluated. Feedback will be discussed to improve the final video.
1) The student did not fully adhere to the brief as their video was only 30 seconds instead of the required 3 minutes, and felt it resembled a film trailer more than a short film. However, they did represent British youth culture stereotypes as asked.
2) While short, the student felt the video was somewhat effective in representing different youth stereotypes and using transitions between them.
3) For production and post-production, the group used a video camera, tripod, Final Cut editing software, free music, and Vimeo for uploading. They learned how to use the new software and equipment but struggled with some technical aspects like uploading to Vimeo.
4) The preliminary task was
The promotional video was created for York College's Creative Media Production department. It aimed to showcase the course content and opportunities to current and prospective students in an entertaining way. Footage included interviews, studio demonstrations, and motion graphics. Frankie, the main actor, appeared in digitally manipulated scenes to demonstrate techniques learned on the course. The video utilized equipment like a green screen and graphics tablet. Some challenges arose from scheduling conflicts and last-minute changes, but the end result effectively promoted the program in under a minute through a variety of visuals and a personalized approach.
The document provides details about creating a promotional video for a photography course at a college. It discusses researching other college videos, interviewing photography students and teachers for the new video, and showing student work from the course. The budget for the project is £4000 which will be used for equipment, software, and other production expenses. Legal and ethical considerations for the video like copyright, confidentiality, and fair representation are also addressed.
This document provides the assignment brief for a BTEC National Diploma in editing techniques. The assignment involves 3 tasks to demonstrate understanding and application of editing principles and techniques. Task 1 focuses on exploring editing fundamentals and pioneers through blog activities. Task 2 teaches preparation of footage through setting up a project in editing software. Task 3 requires choosing 3 exercises to edit footage and demonstrate techniques like shot reverse shot, parallel editing, and chroma keying. The assignment aims to develop technical and theoretical editing skills to a professional standard.
This document outlines a 4-day training program to teach undergraduate students basic video field production skills. The training will teach students how to set up equipment like tripods and cameras, compose shots, use proper lighting and audio techniques, and critique videos. Assessment includes pre/post surveys, peer reviews of video projects, and evaluating if students can independently film a video using the skills taught. Instructional methods include demonstrations, hands-on practice, and online discussion forums. The goal is for students to successfully film a 5-minute video at the end of the training.
_ig1 film opening title sequence assignment 2014 to 2015DeclanTyldsley
This assignment brief outlines tasks for a unit on single camera techniques. Students must complete pre-production, production, and post-production phases to create an opening title sequence for a film. The tasks include analyzing title sequences, generating ideas, creating pre-production materials like scripts and storyboards, shooting footage, and editing a rough and final cut of the sequence. Students must document the production process and work as a team to complete the project by the deadline.
IG1 film opening title sequence assignment 2014 to 2015Phoebe Budgen
This assignment brief outlines tasks for a unit on single camera techniques. Students must complete pre-production, production, and post-production phases to create an opening title sequence for a film. The tasks include analyzing title sequences, generating ideas, creating pre-production materials like scripts and storyboards, shooting footage, and editing a rough and final cut of the sequence. Students must document the production process and work as a team to complete the project by the deadline.
_ig1 film opening title sequence assignment 2014 to 2015Sadie Bailey
This assignment brief outlines tasks for a unit on single camera techniques. Students must complete pre-production, production, and post-production phases to create an opening title sequence for a film. The tasks include analyzing title sequences, generating ideas, creating pre-production materials like scripts and storyboards, shooting footage, and editing a rough and final cut. Students must document their production process and work as a team to complete the project by the deadline.
_ig1 film opening title sequence assignment 2014 to 2015 (1) 2reecemechan
This assignment brief outlines tasks for a unit on single camera techniques. Students must complete pre-production, production, and post-production phases to create an opening title sequence for a film. The tasks include analyzing title sequences, generating ideas, creating pre-production materials like scripts and storyboards, shooting footage, and editing a rough and final cut of the sequence. Students must document the production process and work as a team to complete the project by the deadline.
IG1 film opening title sequence assignment 2014 to 2015jessicagrundy98
This assignment brief outlines tasks for a unit on single camera techniques. Students must complete pre-production, production, and post-production phases to create an opening title sequence for a film. The tasks include analyzing title sequences, generating ideas, creating pre-production materials like scripts and storyboards, shooting footage, and editing a rough and final cut of the sequence. Students must document the production process and work as a team to complete the project by the deadline.
_ig1 film opening title sequence assignment 2014 to 2015 (1)Georgie Austin
This assignment brief outlines tasks for a unit on single camera techniques. Students must complete pre-production, production, and post-production phases to create an opening title sequence for a film. The tasks include analyzing title sequences, generating ideas, creating pre-production materials like scripts and storyboards, shooting footage, and editing a rough and final cut of the sequence. Students must document the production process and work as a team to complete the project by the deadline.
_ig1 film opening title sequence assignment 2014 to 2015Adam Grundy
This assignment brief outlines tasks for a unit on single camera techniques. Students must complete pre-production, production, and post-production phases to create an opening title sequence for a film. The tasks include analyzing title sequences, generating ideas, creating pre-production materials like scripts and storyboards, shooting footage, and editing a rough and final cut of the sequence. Students must document the production process and work as a team to complete the project by the deadline.
IG1 Film Opening Title Sequence Assignment 2014 to 2015 (1)Carla Appleby
This assignment brief outlines tasks for a unit on single camera techniques. Students must complete pre-production, production, and post-production phases to create an opening title sequence for a film. The tasks include analyzing title sequences, generating ideas, creating pre-production materials like scripts and storyboards, shooting footage, and editing a rough and final cut of the sequence. Students must document the production process and work as a team to complete the project by the deadline.
_ig1 film opening title sequence assignment 2014 to 2015HemitDhanji
This assignment brief outlines tasks for a unit on single camera techniques. Students must complete pre-production, production, and post-production phases to create an opening title sequence for a film. The tasks include analyzing title sequences, generating ideas, creating pre-production materials like scripts and storyboards, shooting footage, and editing a rough and final cut of the sequence. Students must document the production process and work as a team to complete the project by the deadline.
This document provides an overview of a unit on film and video editing techniques. It includes learning outcomes, sections on understanding the development and principles of editing, the purposes of film editing, and conventions and techniques. Examples are provided of early film pioneers and productions that demonstrated pioneering developments in areas like continuity, shot variation, and manipulation of time and space. Modern auteurs like Hitchcock, Tarantino, and Spielberg are discussed. Key editing techniques like seamless cuts, continuity, jump cuts, and shot reverse shot are defined and film examples given.
Legal Issues discusses the importance of clearances and copyright for using music, names, and other copyrighted materials in productions. It also mentions the need for public liability insurance to cover injuries to cast and crew during filming.
Codes of Practice describes the British Board of Film Classification (BBFC) as an independent non-profit organization established in 1912 to regulate and classify films and videos based on their suitability. It aims to prevent people from accessing content not suitable for their age while preserving its independence from government or industry subsidies.
This document provides summaries for three films/TV shows:
1) And Then There Were None - A mystery thriller about guests who are killed one by one as predicted by a poem on Soldier Island. It is revealed that the judge was the culprit.
2) Cyberbully - A drama about a girl who is threatened and blackmailed by a hacker after arguing with her ex online. She realizes the hacker has access to her computer and threatens to leak her and her friends' private photos.
3) The Moors Murders - A crime documentary about the true story murders of Ian Brady and Myra Hindley in 1960s Manchester, which were committed in the moorlands. It establishes the dark
Film editing is the process of assembling shots into a coherent narrative. An editor shapes the raw film material and reorders shots to tell a specific story and elicit emotive responses from audiences. Effective editing makes the construction of the film seem "invisible" and engages viewers in the story. Editing has evolved greatly from its early origins, utilizing techniques like shot variation, manipulation of time, and different editing styles to immerse audiences in cinematic worlds.
This document discusses various film editing techniques, providing definitions and examples of each. It covers techniques like continuity editing, motivated cutting, montage, jump cuts, parallel editing/cross-cutting, the 180 degree rule, splicing, transitions, cutaways, point-of-view shots, shot reverse shot, providing and withholding information, editing rhythm, and cutting to soundtrack. For each technique, it explains what it is and when it would be used, and provides a film example and YouTube link to illustrate the technique and its effect on the audience.
The document is a skills audit that rates the author's experience with various computer programs, equipment, and skills on a scale from 1 to 10. They have the most experience with Microsoft Word and PowerPoint which they rate as a 10. They have less experience with Mac computers, DSLR cameras, and editing skills which they rate between 4-8. Their goals for the end of the year are to gain an understanding of media overall and learn how to use different equipment.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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1. UNIT 16: FILM AND
VIDEO EDITING
TECHNIQUES
Author: Sally Pickford 2015
LEARNING OUTCOMES
2. Be able to prepare movingimage material
for editing
3. Be able to editmovingimage material.
L3 BTEC Certificate
Creative MediaProduction[TV andFilm]
2. Unit 16: Film and Video Editing Techniques
Section 2 and 3 : Be able to prepare moving image material for
editing and be able to edit moving image material.
3. Unit 16: Film and Video Editing Techniques
Task 1: Rushes Log
This task will help you decide which clips will be most suitable to meet the clients
brief. Rushes logs will show a full appreciation of the possibilities and limitations of
shots. All paperwork will be clear and organised to a near-professional
standard.
You must check each rush and offer a description of the action in each clip. In your
description you MUST use camera specific terminology to describe the shot. You
must then decide whether this clip could be used in the final construction and give a
reason as to why you have made that decision.
Evidence will be the completed table.
CLIP DESCRIPTION DECISION REASON
1.mp4 Shotof the rugby
teamplayinga game
as the camera follows
the action.
Yes It showsoutside
activities.
00002.mp4 Filmingof two
studentssatinthe
costa café area
throughthe glass
containingfood.
No Doesn’tshow
anythingimportant.
00007.mp4 Close upof a teacher
usingthe board.
Yes Show range of
lessonsandwhatit
includes.
00008.mp4 Zoomout to reveal
the costa menu.
Yes Onlythe endhalf
due to the shaky
footage at the
beginningandit
lingerstoolong.
00009.mp4 Zoomout of the
coffee beansanda
closeupof the coffee
machine menu.
No It’snot relevant.
00032.mp4 Focuson the
computershowing
mediasoftware.
No Doesn’tshow
anythinginteresting.
00033.mp4(1) Overthe shoulder
shotof a student
usingthe media
software
Yes Showsactionof use
of software.
00033.mp4(2) Zoomin of the
studentsandthe
object.
Yes Showsvarietyof
lessons.
00033.mp4 Pan of the breakout
zone.
Yes Showsrange of
placesstudentscan
relax.
00034.mp4 Studentinterview in
mediaclassroom
No Footage isquiet.
4. Unit 16: Film and Video Editing Techniques
00035.mp4 Anotherstudent
interview inthe
mediaroom.
Yes Clearverbal speech.
00036.mp4 Anotherinterview
thistime a girl
student.
Yes Onlythe first4
seconds.
00038.mp4 Footage of an empty
library.
No It doesn’tshow
anythingworth
viewing.
00053.mp4 Footage of a girls
football game.
Yes Showsfemale
outside activities.
00071.mp4 Footage of the rugby
teamabout to begin
the game.
No Alreadyshowing
outside activities.
00078.mp4 Panoramaof the gym Yes Showsrange of
facilities.
00085.mp4 Studentusinggym
equipment
Yes Showinguse of
facilities.
00087 Footage of the
entrance
Yes So people cansee
the front of the
college.
00088.mp4 Zoomout fromgym
equipmentshowing
alternative view of
the gym
No Alreadyusing
enoughfootage of
the gym
00096.mp4 Teacherassisting
studentintheirgym
use.
No Alreadygotgym
footage.
00100.mp4 Studentusing
woodwork
Yes Showsrange of
facilities.
00103.mp4 Footage of student
usingwoodwork
equipment
No Alreadyusingsimilar
footage.
00104.mp4 More footage of
studentinthe
woodworkarea.
No Alreadygotfootage.
00108.mp4 More footage of
woodworkarea.
No Alreadyusingsimilar
footage fromsame
area.
00109.mp4 Studentinwoodwork
area
No Same student,same
area,alreadygot
footage of.
00113.mp4 Laser machinery
cuttingobject.
NO Doesn’tshow
anythingimportant.
00114.mp4 Laser machinery
zoom.
Yes Showsvarietyof
equipment.
00117.mp4 Close upof laser
beingused.
Yes Showshow the laser
works
00132.mp4 Close upof students
usingchemicals
duringlessons.
Yes Cut the beginning
until the students
use the blotter.
5. Unit 16: Film and Video Editing Techniques
00146.mp4 Pan of a student
usinga drill.
No Alreadygotfootage
of woodwork.
00147.mp4 Overthe shoulder
shotof studentusing
woodwork
equipment
No Alreadygotsimilar
footage of the same
subject.
00149.mp4 Side angle of student
usingequipment.
No Alreadyusing
woodworkfootage.
MVI_1034.MPV Footage of a media
classroom
Yes Showsinside a
classroom
Art.mp4 Studentpaintingin
the art room
No Footage istoo
shaky..
AwardsEvening2015.mp4 Footage isspedup of
awardsevening
Yes Showsoutside
activities
Capture4.mp4 Showshow to enrol
at the college
Yes Helpsthemsee how
to use the website
Capture5.mp4 Showshow to use the
website
Yes Assistsparents
Capture6.mp4 Showsthe website No Alreadygotsimilar
footage
MVI_1035.MOV Showsstudents
workingon
computers
No Studentslookatthe
camera.
MVI_1036.MOV Zoomof students
workingonmedia
computer
Yes Onlyparts as some
footage isshakey.
Coporate logo.mp4 Transitionof logo Yes Establisheslogo
Costa.mp4 Pan of costa sign Yes Showsbreakout
area.
Costa2.mp4 Pan of the costa area Yes Showsstudents
enjoyingfacilities
MVI_1044.MOV Zoomof a studenton
computers
Yes Showsstudents
usingequipment
Lecture theatre.mp4 Pan of lecture theatre Yes Showsdifferent
areas available
Library5.mp4 Pan of the signto the
studentarea
yes Showsstudyzones
available
Library2.mp4 Studentschoosing
booksoverthe
shoulderangle
Yes Showsresources
available
Library3.mp4 Long shotof students
usinglibraryfacilities
Yes Showshow
accessible resources
are
Library4.mp4 Closeupof students
reading
No Alreadygotsimilar
material
MVI.1045.MOV Studentsdoingwork Yes Showslessontypes
MVI_1046.MOV Studenttalkingabout
the college
No Similarfootage
already
Shuttershock_v4218346.mp4 Burst of colour edits No Doesn’tsuitthe
video
MVI_1047.MOV Studentsdiscussing Yes Showsopinions
6. Unit 16: Film and Video Editing Techniques
theirlesson
Studenthelp2.mp4 Close upof student
beingassisted
Yes Showshow the
college help
Studenthelp5.mp4 Zoomout of a board Yes Showsresourcesat
studentsuse.
Studenthelp1.mp4 Zoomof the board of
tutor helps
No Alreadyusing
footage todo with
support
Studenthelp3.mp4 Studentgettinghelp No Alreadyhave similar
footage
Studenthelp4.mp4 Overthe shoulderof
studentgettinghelp
No Alreadyhave similar
footage
MVI_1048.MOV Studentsbeing
interviewed
Yes Range of opinions
Videotest2.mp4 College logo Yes Establisheslogo
MVI_1056.MOV Overshoulderof
studentsina group
No Footage istoo shaky
MVI_10457.MOV Group work No Footage isshakyand
doesn’tshow much
MVI_1067.MOV Side view of students
working
Yes Showsstudents
appearingpositive
MVI_1068.MOV Pan of display NO Alreadyhave
enoughmedia
footage,
MVI_1085.MOV Studentson
computers
No Alreadyhave
enoughmedia
footage
MVI_1086.MOV Interview withmedia
student
Yes Varietyof opinions
MVI_1087.MOV Practice of student
interview
No No useful material
MVI_1088.MOV Studentinterview No Alreadyhave
interview material
MVI_1089.MOV Studentinterview of
mediastudent
No Alreadyusinghis
material
MVI_1101.MOV Typesof classroom
learning
Yes Range of classroom
teachingsources.
Task 2: Markingup a script
In this task you will provide evidence of you annotating a script. Your annotation
must include ideas of sounds or any sound effects which you may need to include.
You may also start to think about what footage is best placed to exemplify the
voiceover. All paperwork will be clear and organised to a near-professional
standard.
7. Unit 16: Film and Video Editing Techniques
The evidence for this will be a scanned image of hand written
annotation ORyou may copy the scripthere and digitally annotate
and highlight.
Task 3: Edit decision list
In this task you will provide evidence of you incorporating your rushes into your final
promotional video. This is a document to help you plan the structure of your edit.
Your edit decision lists will provide a fully detailed blueprint for the final piece.
You must include lots of detail to reach the distinction grades. All paperwork will be
clear and organised to a near-professional standard.
The evidence you mustshow is a table such as the one below
which detailing the clip number,the starttime and end time, the
type of shot, description and then detail any transitions or effects
[including text captions]you will use on this clip. You may also
wish to detailany editing techniques you are planning on using.
Task 4: Clarifying the purpose of the work with a client or director
In this task you will provide evidence of you meeting with the client to
clarify the purpose of the work.
You will meet with the client on Friday 20th
November. You must list
below the questions you plan to ask your clientand why. You must
make notes during the meeting to ensureyou have addressedthe
needs of your client. You may either type up or scan your
handwritten notes and place them here together with a summary of
actions you must complete to ensureyou meetthe client’s needs.
Example questions: Who is the specific targetaudience? School
students who are in the transition processing of leaving school(yr
10/11)and their parents.
How long should the video be? 2-3 minutes
8. Unit 16: Film and Video Editing Techniques
Do you want the video to focus on any specific aspects of the
college? No, to be college wide so show all subjects,facilities,
interviews (no long interviews)and out of college activities.
Any specific music types? Fastpaced but not rock songs or too
slow.
What do you want to be done with the mottos and captions? Can’t
be too long and must be college colours.
Is there any things which you wantfor the voiceover? Needs to be
the right pace however itdoesn’thave to match the context,it just
has to be specific.
Does the college have a slogan? No make your own
Any specifics aboutthe theme? A modern,youngtheme
Does the socialmedia links have to be included? Up to the creator
Any specific shots of the building? Outside shots of the college,
café area and the breakout
What do you want doing with the indent? Indentat the beginning
and end, snappy animated captions throughout.
What should be done with the music when people are talking?
Quieten the music (duck it) when interviewsare occurring.
Any information you wish to be included? Pastpass results.
Any specific fonts? Any fonts.
Are you opposed to transitions? Transitionscan be used when
relevant.
1. What is your company mission/objective? To appeal to student who wish to attend
the college/ are looking to which college to apply to
2. What are the specific services or products you offer?
3. Who is your target market? Potential new students and parents of student.
4. Who are your competitors, and how are you unique among them? Any other
colleges
Task 5: Preparing to edit: importing clips; bins;timelines; storage
and folder management; online and offline editing; formats;
resolution
9. Unit 16: Film and Video Editing Techniques
In this task you will provide evidence of all of the specificelements listed
above.
The evidence you will provide will be screen shots ofeach of these
preparation techniques together with discussion of the technique
and analysis of how this feature will help the smooth production of
the completed promotionalvideo.
10. Unit 16: Film and Video Editing Techniques
Task 6: PRODUCTIONDIARY
In this task you will update the progress of your edit EACH LESSON.As
well as discussionof progress,you should also include screenshots as
evidence to show how you have used preparationtechniques (as listed
above) to help construct your product.
Save regularroughcuts of your promotionalvideo and gather
further feedback from clientand targetaudience.
Date ProgressReview Areas
to
impro
ve
4/12/20
15
Imported material put togetherthe first clips. Figure
out
what
next
shots
to put
togeth
er
5/12/20
15
Decided on what clips to next use and cut some clips
down to size
7/12/20 Fitted the audio to the footage and dimmed the sound
11. Unit 16: Film and Video Editing Techniques
15 down at particular points
8/12/20
15
Added the final shots in amongst the extra shots
filmed.