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.
The document summarizes Sam Webb's work on a film studies project involving a short film. It discusses planning, filming, and editing various scenes over multiple days. Key elements included storyboarding, using different camera shots and techniques, adding sound effects and titles. Research was also conducted on film openings to help design their own opening title sequence for a horror film about a man being kidnapped for experimental use.
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.
The document discusses the planning and production process for a student media project. It describes planning days which involved location scouting, storyboarding, and determining shots. Filming took place over one day and included establishing shots, match on action sequences, and shots following the 180 degree rule. Editing was done over another day, including cutting footage and organizing shots. The final piece is linked which shows the applied techniques.
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.
The filming took place over 9 shoots spanning from early January to late February in Three Sisters Nature Park near the filmmaker's college. The director's role was to control the shoots, instruct the cast and crew, and work with the camera operator to get the best shots. Challenges included wet grounds, high camera angles from trees, realistic falls, and adapting to changing weather and environmental conditions. Overall the shoots went well and got good footage, but future shoots could be faster paced to allow more editing time.
Within our group we had two designated camera men (Charlie and Tom) they both worked smoothly together and gave each other feedback if they believed a shot could be done differently to improve it. All of our filming was done in two takes over twos day, we were not rushed for time to collect the shots we required. Due to the location of where we were film being a school changing room,the amount of peoples bags within the changing room would change , if we were to film one shot without the bags or with the bags the consistency of the Mise en scene would be ruined so as a group we decided to include the bags to the Mise en scene of our Preliminary task.
The group originally planned to film a murder mystery titled "Love at First Bite" using actor friends, but technical issues caused them to lose all footage. They hastily redesigned the project as an interview between a detective and criminal for their school deadline. This second version lacked the production quality of the first due to limited time, equipment, and unfamiliar actors. The author notes they should have backed up footage, used proper lighting and sound equipment, and planned locations more carefully for authenticity and minimal disruptions.
The document summarizes the filming and editing process for a student film project over several days:
1) The students filmed scenes in a dark room to add mystery and represent death, using strobe lighting on a phone to create a disorienting flashback effect.
2) On the second day of filming, the cinematographer was also acting so the author took on more camera work and discussed shot styles, though a faulty tripod hindered shot quality.
3) By the third day, the students knew what shots they needed and experimented more to improve the overall look and quality of their piece.
4) Editing was done separately due to time constraints, with the author editing scenes at
The document summarizes Sam Webb's work on a film studies project involving a short film. It discusses planning, filming, and editing various scenes over multiple days. Key elements included storyboarding, using different camera shots and techniques, adding sound effects and titles. Research was also conducted on film openings to help design their own opening title sequence for a horror film about a man being kidnapped for experimental use.
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.
The document discusses the planning and production process for a student media project. It describes planning days which involved location scouting, storyboarding, and determining shots. Filming took place over one day and included establishing shots, match on action sequences, and shots following the 180 degree rule. Editing was done over another day, including cutting footage and organizing shots. The final piece is linked which shows the applied techniques.
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.
The filming took place over 9 shoots spanning from early January to late February in Three Sisters Nature Park near the filmmaker's college. The director's role was to control the shoots, instruct the cast and crew, and work with the camera operator to get the best shots. Challenges included wet grounds, high camera angles from trees, realistic falls, and adapting to changing weather and environmental conditions. Overall the shoots went well and got good footage, but future shoots could be faster paced to allow more editing time.
Within our group we had two designated camera men (Charlie and Tom) they both worked smoothly together and gave each other feedback if they believed a shot could be done differently to improve it. All of our filming was done in two takes over twos day, we were not rushed for time to collect the shots we required. Due to the location of where we were film being a school changing room,the amount of peoples bags within the changing room would change , if we were to film one shot without the bags or with the bags the consistency of the Mise en scene would be ruined so as a group we decided to include the bags to the Mise en scene of our Preliminary task.
The group originally planned to film a murder mystery titled "Love at First Bite" using actor friends, but technical issues caused them to lose all footage. They hastily redesigned the project as an interview between a detective and criminal for their school deadline. This second version lacked the production quality of the first due to limited time, equipment, and unfamiliar actors. The author notes they should have backed up footage, used proper lighting and sound equipment, and planned locations more carefully for authenticity and minimal disruptions.
The document summarizes the filming and editing process for a student film project over several days:
1) The students filmed scenes in a dark room to add mystery and represent death, using strobe lighting on a phone to create a disorienting flashback effect.
2) On the second day of filming, the cinematographer was also acting so the author took on more camera work and discussed shot styles, though a faulty tripod hindered shot quality.
3) By the third day, the students knew what shots they needed and experimented more to improve the overall look and quality of their piece.
4) Editing was done separately due to time constraints, with the author editing scenes at
The problems we have come across during the filming and editing processLama Alzughaibi
The document summarizes several problems encountered while filming a music video. It identifies issues like a tilted camera, poor lighting in a warehouse scene, lack of lip syncing practice from performers, and restricted access to the filming location. Not enough footage was captured due to a lack of shot variety. Improvements for the next filming session include preparing the performers, securing instrument loans, updating the storyboard, and practicing color grading. The goal is to complete pickup shots before the first rough cut deadline.
Spencer and the author chose the treatment that was most straightforward to film given their lack of resources. They storyboarded the opening sequence and assigned roles, though as a two person team they shared responsibilities equally. During the shoot they encountered problems like camera shake from handholding and interruptions. Lighting the interior shots also proved difficult. In post-production, they graded their shots and created a rough cut to identify issues before editing the final product, which came in too long at first. They used jump cuts and pace-matching edits to trim time as needed.
On various dates in December and January, the document's author and their group filmed scenes for a production project. They filmed an opening scene at Primrose Hill on a foggy day but had to postpone due to rain. Later they filmed outside a school but moving vehicles interfered, so they filmed from a higher private road. On another day they debated cuts and got additional footage in sunny weather. They were unable to film one day due to equipment use by other students and phone footage was poor quality. Finally, they began editing by uploading shots to computers.
Spencer and I chose our film treatment based on which was the most straightforward to film with our limited resources of time and money. We storyboarded our opening sequence and assigned roles, then prepared props and secured a quiet exterior shooting location at Spencer's house. During the shoot, we encountered problems with unstable handheld camera shots and interruptions, and had difficulty lighting interior shots. In post-production, we graded our shots and edited a rough cut to identify issues before completing our final edit, which required trimming shots to meet the length and find suitable non-copyrighted music.
The filmmaker began filming their series this week with a practice shoot on Monday to test the chemistry between actors, filming speed, and quality of visuals and sound. They filmed rehearsals, poster shots, and some scenes in a college office set, but encountered issues with audio quality and distracting items in shots. They also filmed at a tunnel location for an outdoor camp scene, but the dark lighting, echoes, and pedestrian traffic made it problematic. Overall the practice shoot was productive and helped establish production standards and identify areas for improvement going forward.
Filming was a learning process that improved over time. They started by using tripods for stability but later filmed without tripods to get more interactive shots. It was important to film scenes at night in good lighting so facial expressions could be seen. Different locations were tested to ensure video quality. The artist reflected on a relationship through scenic walking shots. Balloon scenes were shot at home with disco lights that matched the balloons' colors for an aesthetic effect. An iPhone was used instead of a professional camera for a past scene shot under natural light.
The document discusses various skills and techniques the author learned related to filmmaking, including using different cameras, camera angles, editing techniques on Macs, adding effects like altering lighting and contrast, finding appropriate music and sound effects from online sources, and learning how to effectively use these various elements for their horror film project.
Joe Leah & Connor Lovatt analyzed key areas of improvement between their preliminary film project and main film project. They improved their camera skills, positioning, lighting, planning with storyboarding, and editing techniques. For the main project, they ensured better lighting, stuck closer to the storyboard while allowing flexibility on set, and created smoother cuts and transitions with sound effects. These changes led to an improved final film compared to the preliminary piece.
The document summarizes a student's summer project creating a stop motion animation. Some of the initial narrative ideas involved using pencils, stationery, hands, and feet to create words or mimic the opening of the film "Footloose". The student decided to combine using fingers to create letters with moving feet. Limited resources like a tripod and backdrop created challenges, but shoes near the stairs provided a background. The student worked with a classmate and found collaborating beneficial to bounce ideas off each other.
The document compares the filmmaker's process for a preliminary short film task versus their main film opening task. For the preliminary, there was little planning, research, or attention to conventions. However, for the main opening they spent significant time: 1) researching horror film conventions, 2) planning locations, costumes, sounds, and story, 3) finding suitable actors through casting, 4) choosing an appropriate soundtrack, 5) using professional editing software, and 6) implementing lighting, titles, and sounds that fit genre conventions. This extensive planning and research resulted in a higher quality final product.
The group shot scenes for their film project at their editor's apartment. They filmed scenes of two main characters doing their morning routines in different areas of the apartment. The documenter's main responsibility was directing the actors and helping with lighting and sound equipment between takes. They used various cameras including GoPros to capture different angles. Things went well because of their preparation and the actors' memorization of lines and costumes. However, they encountered minor issues like an injury from a fridge door and difficulty mounting a GoPro in the bathroom without the proper suction cup. Their next steps are to review footage, do some editing, and plan filming of a gym scene.
The document summarizes the production of a short film about subliminal messaging. It discusses:
1) Filming being rescheduled due to equipment issues but then taking place over one day and going smoothly.
2) The editing process where clips were selected and arranged on a timeline with montages added to represent different techniques of subliminal messaging.
3) The decision to add a VHS effect and keep original sound for the montages to give an old television feel.
The document summarizes filming for a thriller opening scene that took place on November 7th. Most of the filming was completed using one camera despite it not being the preferred one. Images show the actors Kerry, Lauren and Emily filming various scenes, including an over-the-shoulder shot of the stalker and the stalker walking. Objects in frame had to be moved to maintain the proper scene. Filming locations included outside Emily's house in Penge, including a scene where the stalker leaves a note for Chloe.
The document summarizes a preliminary filmmaking task and a subsequent 2-minute film task. For the preliminary task, the author created a short conversation scene using shot reverse shot and a match on action. This helped them understand how to film these techniques. For the 2-minute film, they focused on basic techniques like 180-degree rule and shot reverse shot. They tried a new approach to 180-degree rule by focusing on a tree instead of the characters. The preliminary task gave them confidence and knowledge that helped in creating the 2-minute film.
The student received feedback from their classmates on an initial screening of their music video. The feedback noted issues with lighting, the fighting scene not being obvious enough, and some narrative shots being too dark. Based on this feedback, the student decided to re-film the fighting scene and narrative shots to improve the lighting and make the narrative more clear. They also adjusted some park shots that were too bright and fixed continuity issues between camera qualities. The feedback helped the student identify key areas to improve in their music video.
The document provides information about various editing techniques used in filmmaking. It discusses the history of editing from early analogue films that were cut and pasted together to modern digital editing with software. It describes the purposes of editing such as improving visuals, correcting mistakes, and manipulating audience interpretation. The document also outlines principles of editing like storytelling, using multiple shots, and following the 180-degree rule. It explains specific techniques including continuity editing, match cuts, parallel editing, and shot-reverse-shot. Transitions between scenes like fades, dissolves, and wipes are also summarized.
The document contains pre-production information for three potential student film projects. It chooses "The Devil's Student" as the film to be made. Key details include: the film's title, tagline and horror storyline about a bullied girl possessed by the devil at school; it will be filmed at a local school using school uniforms and makeup as costumes and props; and the pre-production covers areas like script, locations, characters, crew, equipment, permissions, budget, production schedule and potential problems.
The document discusses the differences in approach between the filmmaker's preliminary task and main film opening task. For the preliminary task, there was little planning, research, or attention to conventions. However, for the film opening the filmmaker learned from this experience. They placed a strong emphasis on planning, research, evaluating other films, finding suitable locations and actors, selecting an appropriate soundtrack, and considering lighting and other technical elements. This extensive preparation led to a higher quality final product that better followed film genre conventions.
The document discusses the differences in approach between the filmmaker's preliminary task and main film opening task. For the preliminary task, there was little planning, research, or attention to conventions. However, for the film opening the filmmaker learned from this and put extensive effort into planning, researching conventions, finding suitable locations and actors, choosing an appropriate soundtrack, and considering elements like lighting and titles. This level of planning improved the quality of the final film opening product.
The document compares the student's process for their preliminary task and film opening task. For the preliminary task, there was little planning, unfamiliarity with techniques, and a rushed process. For the film opening, the student did extensive research, planning, and practice of techniques. This included researching locations, sound, lighting, titles and more to create a high quality product that followed horror film conventions. The increased planning and practice of techniques resulted in a major improvement from the preliminary task.
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.
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.
The problems we have come across during the filming and editing processLama Alzughaibi
The document summarizes several problems encountered while filming a music video. It identifies issues like a tilted camera, poor lighting in a warehouse scene, lack of lip syncing practice from performers, and restricted access to the filming location. Not enough footage was captured due to a lack of shot variety. Improvements for the next filming session include preparing the performers, securing instrument loans, updating the storyboard, and practicing color grading. The goal is to complete pickup shots before the first rough cut deadline.
Spencer and the author chose the treatment that was most straightforward to film given their lack of resources. They storyboarded the opening sequence and assigned roles, though as a two person team they shared responsibilities equally. During the shoot they encountered problems like camera shake from handholding and interruptions. Lighting the interior shots also proved difficult. In post-production, they graded their shots and created a rough cut to identify issues before editing the final product, which came in too long at first. They used jump cuts and pace-matching edits to trim time as needed.
On various dates in December and January, the document's author and their group filmed scenes for a production project. They filmed an opening scene at Primrose Hill on a foggy day but had to postpone due to rain. Later they filmed outside a school but moving vehicles interfered, so they filmed from a higher private road. On another day they debated cuts and got additional footage in sunny weather. They were unable to film one day due to equipment use by other students and phone footage was poor quality. Finally, they began editing by uploading shots to computers.
Spencer and I chose our film treatment based on which was the most straightforward to film with our limited resources of time and money. We storyboarded our opening sequence and assigned roles, then prepared props and secured a quiet exterior shooting location at Spencer's house. During the shoot, we encountered problems with unstable handheld camera shots and interruptions, and had difficulty lighting interior shots. In post-production, we graded our shots and edited a rough cut to identify issues before completing our final edit, which required trimming shots to meet the length and find suitable non-copyrighted music.
The filmmaker began filming their series this week with a practice shoot on Monday to test the chemistry between actors, filming speed, and quality of visuals and sound. They filmed rehearsals, poster shots, and some scenes in a college office set, but encountered issues with audio quality and distracting items in shots. They also filmed at a tunnel location for an outdoor camp scene, but the dark lighting, echoes, and pedestrian traffic made it problematic. Overall the practice shoot was productive and helped establish production standards and identify areas for improvement going forward.
Filming was a learning process that improved over time. They started by using tripods for stability but later filmed without tripods to get more interactive shots. It was important to film scenes at night in good lighting so facial expressions could be seen. Different locations were tested to ensure video quality. The artist reflected on a relationship through scenic walking shots. Balloon scenes were shot at home with disco lights that matched the balloons' colors for an aesthetic effect. An iPhone was used instead of a professional camera for a past scene shot under natural light.
The document discusses various skills and techniques the author learned related to filmmaking, including using different cameras, camera angles, editing techniques on Macs, adding effects like altering lighting and contrast, finding appropriate music and sound effects from online sources, and learning how to effectively use these various elements for their horror film project.
Joe Leah & Connor Lovatt analyzed key areas of improvement between their preliminary film project and main film project. They improved their camera skills, positioning, lighting, planning with storyboarding, and editing techniques. For the main project, they ensured better lighting, stuck closer to the storyboard while allowing flexibility on set, and created smoother cuts and transitions with sound effects. These changes led to an improved final film compared to the preliminary piece.
The document summarizes a student's summer project creating a stop motion animation. Some of the initial narrative ideas involved using pencils, stationery, hands, and feet to create words or mimic the opening of the film "Footloose". The student decided to combine using fingers to create letters with moving feet. Limited resources like a tripod and backdrop created challenges, but shoes near the stairs provided a background. The student worked with a classmate and found collaborating beneficial to bounce ideas off each other.
The document compares the filmmaker's process for a preliminary short film task versus their main film opening task. For the preliminary, there was little planning, research, or attention to conventions. However, for the main opening they spent significant time: 1) researching horror film conventions, 2) planning locations, costumes, sounds, and story, 3) finding suitable actors through casting, 4) choosing an appropriate soundtrack, 5) using professional editing software, and 6) implementing lighting, titles, and sounds that fit genre conventions. This extensive planning and research resulted in a higher quality final product.
The group shot scenes for their film project at their editor's apartment. They filmed scenes of two main characters doing their morning routines in different areas of the apartment. The documenter's main responsibility was directing the actors and helping with lighting and sound equipment between takes. They used various cameras including GoPros to capture different angles. Things went well because of their preparation and the actors' memorization of lines and costumes. However, they encountered minor issues like an injury from a fridge door and difficulty mounting a GoPro in the bathroom without the proper suction cup. Their next steps are to review footage, do some editing, and plan filming of a gym scene.
The document summarizes the production of a short film about subliminal messaging. It discusses:
1) Filming being rescheduled due to equipment issues but then taking place over one day and going smoothly.
2) The editing process where clips were selected and arranged on a timeline with montages added to represent different techniques of subliminal messaging.
3) The decision to add a VHS effect and keep original sound for the montages to give an old television feel.
The document summarizes filming for a thriller opening scene that took place on November 7th. Most of the filming was completed using one camera despite it not being the preferred one. Images show the actors Kerry, Lauren and Emily filming various scenes, including an over-the-shoulder shot of the stalker and the stalker walking. Objects in frame had to be moved to maintain the proper scene. Filming locations included outside Emily's house in Penge, including a scene where the stalker leaves a note for Chloe.
The document summarizes a preliminary filmmaking task and a subsequent 2-minute film task. For the preliminary task, the author created a short conversation scene using shot reverse shot and a match on action. This helped them understand how to film these techniques. For the 2-minute film, they focused on basic techniques like 180-degree rule and shot reverse shot. They tried a new approach to 180-degree rule by focusing on a tree instead of the characters. The preliminary task gave them confidence and knowledge that helped in creating the 2-minute film.
The student received feedback from their classmates on an initial screening of their music video. The feedback noted issues with lighting, the fighting scene not being obvious enough, and some narrative shots being too dark. Based on this feedback, the student decided to re-film the fighting scene and narrative shots to improve the lighting and make the narrative more clear. They also adjusted some park shots that were too bright and fixed continuity issues between camera qualities. The feedback helped the student identify key areas to improve in their music video.
The document provides information about various editing techniques used in filmmaking. It discusses the history of editing from early analogue films that were cut and pasted together to modern digital editing with software. It describes the purposes of editing such as improving visuals, correcting mistakes, and manipulating audience interpretation. The document also outlines principles of editing like storytelling, using multiple shots, and following the 180-degree rule. It explains specific techniques including continuity editing, match cuts, parallel editing, and shot-reverse-shot. Transitions between scenes like fades, dissolves, and wipes are also summarized.
The document contains pre-production information for three potential student film projects. It chooses "The Devil's Student" as the film to be made. Key details include: the film's title, tagline and horror storyline about a bullied girl possessed by the devil at school; it will be filmed at a local school using school uniforms and makeup as costumes and props; and the pre-production covers areas like script, locations, characters, crew, equipment, permissions, budget, production schedule and potential problems.
The document discusses the differences in approach between the filmmaker's preliminary task and main film opening task. For the preliminary task, there was little planning, research, or attention to conventions. However, for the film opening the filmmaker learned from this experience. They placed a strong emphasis on planning, research, evaluating other films, finding suitable locations and actors, selecting an appropriate soundtrack, and considering lighting and other technical elements. This extensive preparation led to a higher quality final product that better followed film genre conventions.
The document discusses the differences in approach between the filmmaker's preliminary task and main film opening task. For the preliminary task, there was little planning, research, or attention to conventions. However, for the film opening the filmmaker learned from this and put extensive effort into planning, researching conventions, finding suitable locations and actors, choosing an appropriate soundtrack, and considering elements like lighting and titles. This level of planning improved the quality of the final film opening product.
The document compares the student's process for their preliminary task and film opening task. For the preliminary task, there was little planning, unfamiliarity with techniques, and a rushed process. For the film opening, the student did extensive research, planning, and practice of techniques. This included researching locations, sound, lighting, titles and more to create a high quality product that followed horror film conventions. The increased planning and practice of techniques resulted in a major improvement from the preliminary task.
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.
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.
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.
The set brief for the preliminary task was to produce a short film involving a character opening a door, crossing a room, and having a conversation with another character. This was to incorporate match on action, shot/reverse shot, and the 180 degree rule. In preparation, the student researched terms, explored camera techniques, storyboarded scenes, planned locations and casting. Filming went well though there were issues with natural lighting. In post-production, the student edited in Adobe Premier Pro, adding elements to create an eerie atmosphere through manipulating shots and sound. Overall the preliminary task met the brief, with strong camerawork but some room for improvement in match on action continuity.
The document discusses the learning and planning process for a student film project from the preliminary task to the final product. It describes techniques learned like shot types and close-ups. Locations, characters, costumes, and a simple plot were chosen. Strict schedules were made to make the most of 12 hours of filming. Sound effects and titles were added in editing to enhance the final piece, unlike the preliminary task. Lighting and audio quality presented challenges that could be improved upon for future projects. The preliminary task informed choices for the full film but had limitations in areas like sound editing.
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.
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.
The document discusses the ways in which a student's media production did or did not use, develop, or challenge conventions of real media.
The student analyzed several shots from their production compared to the original media they were mimicking. They found similarities but also differences in shot types, lighting, costumes, and setting used between their production and the real media.
The student discussed feedback received which suggested adding a soundtrack and transitions. They also outlined technologies like cameras, editing software, and online platforms used during the production process and ways they could improve for their next project.
The document summarizes a group's experience filming and editing a short film for a class assignment. They worked well together to film using techniques like match on action, the 180 degree rule, and shot-reverse shot. Some mistakes were made, like overexposing the lighting, but they were able to fix issues quickly. The group found editing easier than filming and were able to complete the task on time. Overall it was a positive learning experience where they practiced important filmmaking skills.
The document summarizes what the filmmakers learned from their preliminary task to their full opening sequence film project. They improved planning, scripting, research, storyboarding, use of locations/costumes/props, camera techniques like continuity shots and action matching, and use of dialogue. They applied these lessons to better develop characters, narrative, and filmmaking skills in their larger opening sequence project.
From filming their preliminary short film, the author learned several lessons that improved their skills for the full film. They gained experience with filming techniques like different shots and maintaining the 180 degree rule. For editing, they learned tools like razor cuts and ripple deletes in Premiere Pro. Communication and using feedback helped strengthen their group work. Applying these lessons, the author created stronger sound editing, more cohesive music, and improved video quality for their final film compared to the preliminary version.
This document summarizes a student's preliminary film task for their AS level course. The student's group filmed a conversation between two characters applying three principles: match on action, shot-reverse shot, and the 180 degree rule. They made one minor mistake breaking the 180 degree rule but refilmed to correct it. The group collaborated well, taking turns operating equipment and editing. They managed resources, equipment, the deadline, and ensured health and safety during filming. The preliminary task provided experience with filming and editing techniques.
- 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
Continuity, the 180 degree rule, match on action, shot/reverse shot techniques, and mise-en-scene were areas the document identifies for improvement in cinematography skills. The preliminary task revealed issues like an unsteady camera, lack of shot variety, and costumes not suiting the scene. The diagnosis summarizes how the opening sequence applied lessons learned - using a tripod, wider shot selection motivated by meaning, and costumes fitting the character. Research into film techniques and examples supported developing a polished opening sequence adhering to genre conventions.
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.
The group worked collaboratively with clear roles for each member. Managing equipment was easy as they trusted each other. They approached filming professionally and shared camera duties equally. An initial location fell through late, forcing rushed reshoots. They met deadlines through experience. The filmmaker filmed creative shots like a steadicam opening and Facebook screenshots. Health and safety risks were minor. Technology enabled creativity through editing effects but sometimes caused issues like slow rendering. YouTube provided inspiration for research.
The document summarizes the conventions and techniques used in the student's children's film project. It discusses including conventions like having a child protagonist to relate to the audience, using action over dialogue, and introducing characters quickly. It also discusses challenging conventions like using tense action music rather than upbeat music and natural lighting over bright lighting. The target audience is identified as 8-12 year old boys and a PG rating is thought to be appropriate. Filming techniques like match cuts and shot variety are discussed, as well as lessons learned from planning and doing a preliminary task before filming the main project.
The document discusses a group project involving filming and editing a scene that took 3 weeks to complete. It describes different types of shots used in the scene, including wide shots to establish context, close-ups to show detail of faces, over-the-shoulder shots for conversations, and discusses the purpose of each shot. It also mentions issues with focus on early takes but that the group worked through the problems. Overall it reflects that the preliminary work allowed the group to practice skills that will be useful for future, larger projects.
1. The group chose an action/comedy genre about friends who start to dislike one member who changed for the better. Filming was delayed due to members missing and weather, and they struggled with faulty camera batteries.
2. For the full project, the group planned characters, storyboards, scripts, and shots extensively. They shot establishing shots, close-ups, and over-the-shoulder shots, having to fix a broken 180 degree rule.
3. In editing, they trimmed footage and added basic transitions and credits in Final Cut Pro and Motion.
The document discusses what the film crew learned from doing a preliminary task that helped them improve for the full product. They learned how to properly edit shots together, important filming rules like the 180-degree rule and shot reverse shot. From the preliminary task, they also learned to storyboard, manage their time better, and work with equipment. The crew communicated well through social media and worked efficiently together to film and edit on time.
1. AS Media Studies Coursework Diary Mathew Allison http://www.google.co.uk/images
2. My Chosen Group I decided to work in a group with Alex Girling and Sam Webb. This was because we have worked well previously in teams and have similar ideas. We all have different skills we can bring forward and share to make a successful team.
3. My micro-aspect – Mise en scene I was responsible for the mise en scene whilst filming. I needed to get the correct lighting, find the right props and costumes and an appropriate location. http://www.google.co.uk/images
4. Risk Assessment Before filming we had to make sure the area we were filming in was safe. We checked for loose wires and cables we could trip over in any rooms. For the main task where we filmed in the local town we were careful to not go close to the train tracks and stayed away from any ledges. We were also careful not to film the general public. We didn’t speak to anyone we didn’t need to. We never left equipment unattended and kept all food and water away. This applies to both Preliminary and Main tasks.
5. Preliminary Task This was a continuity task that required us to film a character opening a door, crossing a room, and then exchange a few lines of dialogue. I chose to work with Sam and Alex.
6. Is the process of carefully matching the movement across the two shots, filmmakers make it seem that the motion continues uninterrupted. Match on Action Images from http://classes.yale.edu/film-analysis/htmfiles/editing.htm
7. The 180° rule is a basic guideline in film making that states that two characters in the same scene should always have the same left/right relationship to each other. If the camera passes over the imaginary axis connecting the two subjects, it is known as a reverse angle. 180° Rule From Wikipedia, the free encyclopedia
8. Shot-reverse-shot From Wikipedia, the free encyclopedia Shot reverse shot (or shot/countershot) is a film technique where one character is shown looking at another character (often off-screen), and then the other character is shown looking back at the first character. These are mostly used in conversations. Image from http://www.tcf.ua.edu/Classes/Jbutler/T440/AnalExIllustrations.htm
9. 17/01/11 Sam, Alex and I made a basic storyboard containing shot types and editing ideas. Eg: Long shot Close up Two shot Over the shoulder Mid shot Etc.
11. 19/01/11 Alex, Sam and I chose our cast, decided our location for filming, and wrote our dialogue. Location: Media room. (in storyline room that interrogator owns) Characters: Mat (hostage) Alex (interrogator) Loation:3-19 Dialogue: A: [Walks through door] M:*Muffles* A: [Bag/tape off, gun on table, sits on chair] Where’s the money? M: W, w, what money? A: Don’t play games with me! [reaches for gun] A: Your time is up… [Diagetic gun noise, camera tilt to feet, Close up of walking out]
12. 24/01/11 Today we were given a camera and tripod, we then began to get used to the camera and assigned Sam to be the camera man. After, we then rehearsed our shot types and role play. As I was responsible for mise en scene I made sure we had the correct props. I made sure we had both a gun and sunglasses. As costume, Alex was to wear black as it connotes as a negative colour. As the hostage it was irrelevant what I would wear, so any casual clothing is acceptable.
13. 26/01/11 Today we filmed our whole scene from a few different angles. (Long shot, over the shoulder x2, and mid shot/ two shot). Before filming I made sure the setting of the scene was to look as realistic as possible I closed blinds and re-arranged tables. After completing the filming we then uploaded it onto the computer.
14. 31/01/11 Today we started all our editing. We deleted unwanted shots, merged all the shots from our different angles and made a continuous flowing video. We also added beginning and end credits to create a more professional look. We finished and made a complete product.
16. Summary of Preliminary task In my opinion I think as a group we worked well together and all contributed equally. I believe the roles we picked were successful and will probably remain the same through the main task. What I would do differently next time is try to find a better setting for the scene and contain more dialogue. I’ve learnt that filming the whole scene from different angles makes it easier to edit and also leaving a gap before editing makes this increasingly convenient to edit.
17. Main task For our main task it required we create the titles and opening of a new fiction film. I decided to work with Alex and Sam again to complete this task.
18. Time Management We arranged this with our tutors and other students time management.
19. 07/02/11 Today we watched clips of introductions to films from different genres, we then analysed these and found strengths and weaknesses, this helped us get an overall idea the range of introductions to film. I took particular attention on the costume, lighting and location of the clips to help encourage ideas for our own task.
20. 09/02/11 Today Sam, Alex and I brainstormed ideas for our main task. We created a storyline and started to think about the mise en scéne , shot types and roles for the task. We decided that no dialogue would be needed, and we will keep the same roles as in our preliminary task. I started giving ideas for costume and an ideal location for the filming.
21. Character Profiles Surgeon: Currently a medical school student, disturbed and mentally ill. Describes himself as misunderstood. Devotes his life to research no matter how risky or perverse. Part time surgeon: Follows any orders from higher authority and good friends with main surgeon. Has no common sense. Captive: Lonely: single, no contact with family. Unemployed and lives in a small flat isolated from all other people. Lives in recluse.
22. 14/02/11 Today we created our storyboards and I wrote a full list for mise en scéne, we then also created a filming schedule and made sure we knew what was required for us to do our filming. As my role I needed to make sure everyone knew what they needed to bring for costume and props, I delegated Alex to bring his own costume (vest) and Sam to bring a tray for surgeon utensils. The majority of other props could be collected from college.
23. Mise en Scene list. Location: college classroom Costume/Props for surgeon: -White coat (science dept.) -Surgeon mask (carpentry dept.) -Metal utensils (Science dept. And Mat) -Metal tray (Sam) -Tables (college) Costume/Props for part time surgeon: Mask (Carpentry) Torch (Mat) Costume/props for captive: Vest clothing (Alex) Extras White sheets (Alex)
24. Story Board We later changed the storyboard by adding flash backs and removing autopsy scene, we found this to be a lot more effective.
25. 28/02/11 Today we collected our props from different courses in college and the majority was received for the science dept. We also brought our props from home and decided on adding flashbacks to the clip to lengthen the task. This would mean filming on locations outside of the college, we decided on the train station (which we asked permission for) and two separate bridges.
26. 02/03/11 Today we found an appropriate room for our filming and decided on the layout of the room. I made sure the lighting was appropriate, by adjusting blinds and lights, to give an effect we wanted to fit the genre of our task. As the location of our task was not in an ideal setting, we adjusted the room to make it as clinical as possible. I decided to get the best effect we would need to film against plain walls. We then filmed half our task. We decided on adding another scene before the start of our storyboard. We then uploaded the clip.
27. 07/03/11 Today we began editing our clip and adding the title sequences and finding appropriate sound for the filming. We also talked about where to film our flashbacks and the content of them. We also decided on a title, after much thought of mysterious, creepy names we decided on ‘Krankheit’. This means ‘illness’. This related to our film as the surgeon character is mentally ill.
28. 14/03/11 Today we found a new room to film in as last room was continually unavailable. We decided to restart our filming because of the continuity when editing. However we found this to an advantage because the lighting in this room was better and the layout was easier to establish. After finishing all the needed filming we uploaded and began editing again. This time we added super imposition into the film to give a professional effect to the product.
29. 09/03/11 Alex, Sam and I went out and filmed our flash backs today. I purchased a newspaper for a prop used in a scene. We asked permission in the local train station and was careful to only film our group. We also were careful in the other two more populated areas we filmed in (the two bridges). We were happy with the outcome and uploaded the film to our current progress. As I was in charge of mise en scene, I was careful that the costume was different than the inside filming, to give the impression of change of time. The light was appropriate as the flash backs we decided would be a brighter, almost dream- like.
30. 21/03/11 Today we continued with editing and continued refining our flashbacks and overall editing. We also created a questionnaire for our film ready for audience reviews. We made the flashbacks slower and also made the lighting a lot brighter for the dream like state. Whilst editing we made sure we did not infringe any copyright laws and only used sounds from the software.
31. 24/03/11 Today we handed out our questionnaires and received audience feedback. Sam then volunteered to write up and analyse the audience feedback. We decided to use qualitative feedback as it is rich in information and helpful data that we can easily act upon.
32. Audience feedback analysis. The first question we asked was ‘What genre do you think our film is?’. Roughly everyone gave the answer of a thriller which is correct. But a few people said sci-fi and horror which is guess the are clip could represent these genres. Next, we asked ‘Do you think the film makes sense?’. Half of the people said it was clear and easy to understand while others said that the transitions could be improved and the flashbacks need to be made more noticeable. ‘How did you rate the continuity within the film?’ Was the next question we asked . We recieved great feedback from this question almost everyone gave the answer of 4 out of 5. One person gave us a 3 but we still see this as a positive. After that question we asked ‘Do you think we have used a variety of shot types?’ The entirety of people said yes. We also included a point of view shot that people saw as very effective We asked ‘What emotional response did you receive from this film?’ What happens next, excited, scared where all the responses we received which is excellent there the exact answers we were looking for. Next we asked ‘Add any improvements we could use to help enhance our film?’ The main response we has was on improving are flashbacks within the film which we are prepared to improve on to make the film better. The penultimate question was ‘Did you enjoy the film? Everyone said yes which is great feedback for us. The last question was ‘ Please rate out film out of 5’ Everyone gave us a five which we found was very positive.
33. Acting upon audience feedback We then analysed the data and acted upon it. By doing this we feel we improved our film significantly. We added non diagetic sound to our flashbacks and improved the transitions between them. This helped bring across the genre of the film to the audience, making them feel a better sense of the genre. We also added an image of a walrus for our productions logo. We decided on a Walrus as it was a humorous image, we tried to portray how production companies who originally only produced a certain genre of film have diversified to expand their audience.
34. Research into similar products There are some films similar to our one, in terms of genre and filming techniques. For example, Memento (2000) used flashbacks like ours, shown in this clip: http://www.youtube.com/watch?v=B0L-Ssm4MxY Halloween (1978) is also similar to our film due to the genre and the way it uses point of view shots found in this clip: http://www.youtube.com/watch?v=BxRGw0l-b18
37. Technical equipment used HD camera Tripod Tape Camera iPhone 4 iMac Mini book http://www.google.co.uk/images
38. Appendix Our main task stays to the conventions of a thriller/horror film. Conventions common within this genre that featured in our task were point of view shots (used in films such as Halloween), no dialogue for tension and the use of flashbacks. The location also followed the conventions of thriller/horror, the use of lighting, costume and the environment (a stark white clinical room) helped to identify the genre.While we didn’t necessarily portray a particular social class we did portray psychopaths and killers in a way that we have seen in various other films such as “Psycho”. Hammer Horror would be an institution that may distribute our film because it is a similar genre to that of other films they have distributed. The audience would be people aged 16-25, most likely males as well due to the genre convention of violence. The audience in our main task is similar to that of Halloween, and so we appealed to our audience in the same way. This was through the tension created by certain camera shots such as point of view shots. Through creating the main task we became more skilled in using technology to create films. For example, we became familiar with features on iMovies such as creating title sequences and different transitions. We alsodeveloped camera skills. From the preliminary task we learnt and developed on our continuity, as there was a couple of errors in the preliminary. We also felt we our cuts were far better in our main task.
39. Thank You For Reading http://www.google.co.uk/images