Media evaluation 7
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The document summarizes the author's experience completing preliminary exercises and a main task for a media evaluation course. For the preliminary exercise, the author filmed shots of a character opening a door and conversing, practicing techniques like match on action, shot-reverse-shot, and following the 180-degree rule. For the main task, the author created the opening titles and first two minutes of a fiction film, applying techniques learned and experimenting with new editing tricks. The author felt they improved their understanding of how to practically apply filming and editing techniques through hands-on experience with the assignments.
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Question 7
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
Preliminary task evaluation
The document provides an evaluation of a preliminary filmmaking task. It notes that the camera was sometimes unsteady but efforts were made to keep it steady. Shots like medium and medium close-ups were done well by following techniques like the 180 degree rule. All necessary shots for the task were captured, including establishing shots. Care was taken with sound editing to only use diegetic sounds and cut out mistakes. Overall the group worked well together by assigning roles and keeping in contact during the project.
Preliminary task
The document evaluates the performance of a group on their preliminary filmmaking task. They filmed a scene with two characters in a room using establishing shots, close-ups, over-the-shoulder shots, and two-shots. The author's role was setting up the camera in the right positions. They followed some continuity rules but could have done more. In editing, they removed mistakes and the group worked well together by agreeing on the plan and providing ideas. The author feels confident with the camera but less so with video editing software.
Year+12+preliminary+task introduction
The document provides instructions for a Year 12 preliminary film task. Students must plan, storyboard, film, and edit a short scene showing a character opening a door, crossing a room, sitting in a chair, and having a brief dialogue with another character. This will demonstrate film techniques like match on action, shot/reverse shot, and following the 180-degree rule. Students are instructed to brainstorm ideas for filming locations, actors, schedule, and dialogue before storyboarding their scene over half term break.
Presentation
An editor puts together film scenes in the proper story order by cutting and assembling raw footage or "rushes" shot on set. During pre-production, the editor works with the director to plan the editing. While filming, the editor reviews each day's footage. By the end of filming, the editor has created a rough cut of the entire film. In post-production, the editor refines the cut with the director until getting final approval. The editor then oversees adding music and sound effects to create the final film.
As media preliminary task evaluation
Mini Rana's role in the preliminary task was as the cameraman, filming all the shots that are in the video. They found planning the production to be their favorite part, as it allowed for brainstorming ideas and storyboarding shots. Working in a group helped with efficiency but also led to some conflicting ideas that slowed filming down. Mini Rana tried to include camera techniques like match on match, 180 degree rule, and shot reverse shot. They felt the investigation scene and match on match corridor scene were strengths. Further development could involve more thorough planning and using a wider variety of shots.
Tom and jacksons role choices
Tom chose to be the director because the video idea originated from his treatment, so he knew exactly how he wanted everything to look and ensuring the smooth filming to realize his ideas.
Tom and Jackson agreed to share the role of production manager because they both have good planning ideas and pre-production designs as well as experience managing the required duties.
Jackson chose to be the editor because he is experienced using Final Cut, Photoshop, and After Effects for effects and has a fondness for editing software.
Sweding task
This document discusses plans for a student's media task where they will recreate 1 minute of Kendrick Lamar's music video for "ADHD" by "sweeding" or frame-by-frame recreating the video. The student discusses choosing a location at a park near a shop featured in the original video. They list the roles and preparations needed from their cast, including learning lyrics for the main character. Finally, they outline the various shot types they will need to complete their sweded version to match the original video.
Recommended
Question 7
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
Preliminary task evaluation
The document provides an evaluation of a preliminary filmmaking task. It notes that the camera was sometimes unsteady but efforts were made to keep it steady. Shots like medium and medium close-ups were done well by following techniques like the 180 degree rule. All necessary shots for the task were captured, including establishing shots. Care was taken with sound editing to only use diegetic sounds and cut out mistakes. Overall the group worked well together by assigning roles and keeping in contact during the project.
Preliminary task
The document evaluates the performance of a group on their preliminary filmmaking task. They filmed a scene with two characters in a room using establishing shots, close-ups, over-the-shoulder shots, and two-shots. The author's role was setting up the camera in the right positions. They followed some continuity rules but could have done more. In editing, they removed mistakes and the group worked well together by agreeing on the plan and providing ideas. The author feels confident with the camera but less so with video editing software.
Year+12+preliminary+task introduction
The document provides instructions for a Year 12 preliminary film task. Students must plan, storyboard, film, and edit a short scene showing a character opening a door, crossing a room, sitting in a chair, and having a brief dialogue with another character. This will demonstrate film techniques like match on action, shot/reverse shot, and following the 180-degree rule. Students are instructed to brainstorm ideas for filming locations, actors, schedule, and dialogue before storyboarding their scene over half term break.
Presentation
An editor puts together film scenes in the proper story order by cutting and assembling raw footage or "rushes" shot on set. During pre-production, the editor works with the director to plan the editing. While filming, the editor reviews each day's footage. By the end of filming, the editor has created a rough cut of the entire film. In post-production, the editor refines the cut with the director until getting final approval. The editor then oversees adding music and sound effects to create the final film.
As media preliminary task evaluation
Mini Rana's role in the preliminary task was as the cameraman, filming all the shots that are in the video. They found planning the production to be their favorite part, as it allowed for brainstorming ideas and storyboarding shots. Working in a group helped with efficiency but also led to some conflicting ideas that slowed filming down. Mini Rana tried to include camera techniques like match on match, 180 degree rule, and shot reverse shot. They felt the investigation scene and match on match corridor scene were strengths. Further development could involve more thorough planning and using a wider variety of shots.
Tom and jacksons role choices
Tom chose to be the director because the video idea originated from his treatment, so he knew exactly how he wanted everything to look and ensuring the smooth filming to realize his ideas.
Tom and Jackson agreed to share the role of production manager because they both have good planning ideas and pre-production designs as well as experience managing the required duties.
Jackson chose to be the editor because he is experienced using Final Cut, Photoshop, and After Effects for effects and has a fondness for editing software.
Sweding task
This document discusses plans for a student's media task where they will recreate 1 minute of Kendrick Lamar's music video for "ADHD" by "sweeding" or frame-by-frame recreating the video. The student discusses choosing a location at a park near a shop featured in the original video. They list the roles and preparations needed from their cast, including learning lyrics for the main character. Finally, they outline the various shot types they will need to complete their sweded version to match the original video.
Evaluation - Question 7
The preliminary task was a short film no more than a couple minutes practicing continuity, with a character opening a door and having a conversation. This taught skills like match on action, the 180 degree rule, and shot reverse shot. The full project was a 2-3 minute opening to a film allowing flexibility. Key skills learned from the preliminary included using cameras, Adobe Premiere Pro, properly framing shots to avoid continuity errors and make shots look better. It also showed how the group works together and roles could be assigned. From preliminary to full project, the group got better at pre-production planning, working under pressure and deadlines, and problem solving as a group.
Evaluation activity 7
The document discusses the improvements made in camera work and editing between an initial preliminary task and the final product. Specifically:
- Camera angles and shots were improved to better frame subjects and avoid missed elements or objects cut off. Low angles were better centered on main characters.
- A variety of shots including two-shots, mid shots and others were effectively used to focus attention on faces and locations while following continuity rules.
- Editing techniques like motion smoothing, audio adjustment and transitions were used more extensively. A wider range of skills and more advanced techniques created a better emotional connection with audiences.
Evaluation 7
For their preliminary task, the students had limited time and equipment for planning and filming. Their final thriller opening took weeks to plan with in-depth research. While some shots like shot-reverse-shot were similar, the final product had improved planning, equipment usage, and editing skills. They gained confidence using cameras, dolly, and tripod. Continuity editing skills improved between tasks. Though one scene lacked a dolly, overall the final thriller looked professional and realistic due to high quality filming and editing.
Evaluation Q7
The document summarizes what the group learned between their preliminary task and full 2-minute film opening. They filmed a continuity exercise demonstrating shot/reverse shot and the 180-degree rule. For the opening, they applied skills in cinematography, editing, and following filmmaking rules learned. They improved lighting, stabilized camera shots, and expanded editing skills like color correction and effects. Overall, the group progressed significantly from the initial task by applying lessons to film more advanced shots and create a polished 2-minute opening.
Evaluation activity 7
In the preliminary task, the filmmakers learned about following the 180-degree rule and using shot reverse shot. For the final product, they improved their editing, with more refined continuity editing to build tension. They also better understood and followed conventions like the 180-degree rule, improved their match on action editing, tightened their shot reverse shot framing and rhythm, and incorporated more varied camera angles and shots. Overall, the filmmaker feels they gained valuable experience in the filmmaking process and applying different cinematic rules and skills from their preliminary task to their final product.
Question 7
The preliminary task provided valuable experience for planning, filming, and editing a full film sequence. It highlighted the importance of planning with storyboards and schedules, and helped familiarize the filmmaker with equipment and roles. Mistakes in the preliminary task like improper shot orientation or lack of shot timing information informed better practices for the full sequence. Overall it was a useful learning experience that prepared the filmmaker for the increased complexity of the full project.
Q7) looking back at your preliminary task
The document discusses a film student's experience filming preliminary exercises and a final short film. For the preliminary exercise, the student's group demonstrated techniques like the 180 degree rule and shot reverse shot. This experience gave the student an advantage when filming their own final 2-minute film opening. The student was able to apply rules and shots like match on action shots that they had learned. Through the process, the student improved at organizing, camera work, and editing techniques in Final Cut Express.
Q7
Our preliminary task focused on continuity through a character moving and sitting across from another for a dialogue exchange. This demonstrated match-on-action, shot reverse shot, and the 180-degree rule. For our full film opening sequence, we adapted elements from the preliminary task, using the 180-degree rule in establishing town scenes but changing it later to confuse viewers during an ending chaos scene. We learned from mistakes in the preliminary task to use filmmaking techniques more effectively in the main film.
Evaluation question 7
The preliminary task taught the student important filming and editing skills like match on action shots, 180 degree rule shots, and using Sony Vegas editing software. These skills helped make the final production look more polished with varied shots. Specifically, the preliminary task experience helped with acting, using equipment, and understanding when to use certain shots to set mood. It also showed the importance of capturing scenes from multiple angles to aid the editing process. Overall, the preliminary task built the student's confidence and skills for a successful full production.
Evaluation question 7
The preliminary task taught the student important filming and editing skills like match on action shots, 180 degree rule shots, and using Sony Vegas editing software. These skills helped make the final production look more polished with varied shots. Specifically, the preliminary task experience helped with acting, using equipment, and understanding when to use certain shots to set mood. It also showed the importance of getting multiple angles and takes of scenes to aid the editing process. These lessons directly improved the filming and production quality of the main final project.
Evaluation question 7
In the preliminary task, the filmmaker focused on continuity and smoothness by creating match on action, shot reverse shot, and 180 degree rule shots. However, these skills did not help develop the story for their full film project, which required an opening scene with a storyline. Through the preliminary exercise, the filmmaker learned to improve camera angles to make shots more effective for a film opening.
Question 6
The student learned several key skills when progressing from their preliminary media studies task to their full thriller film project. For the preliminary, they had only one hour to film and edit, whereas the thriller project allowed weeks of filming and editing. While the preliminary piece did not flow as well due to inexperience, it allowed them to experiment with the editing software and camera. This helped them apply techniques like match cuts, shot reverse shot, and the 180 degree rule more effectively in their larger thriller project. The preliminary also helped them gain comfort with editing tools like slow motion and speeding up clips. Overall, the student improved their filming, editing, and storytelling skills from the initial preliminary task to the full thriller film.
Question 6
The student learned several key skills when progressing from their preliminary media studies task to their full thriller film project. For the preliminary, they had only one hour to film and edit a short scene, but it allowed them to experiment with the camera and editing software. While the preliminary piece did not flow as well, it helped them improve for the full project by learning the software and experimenting with editing techniques. The student now feels confident with skills like matching shots, using effects, and structuring longer, more complex scenes due to the progression from their preliminary task to the final thriller opening.
Task 7 - media evaluation
The document discusses what the author has learned from their preliminary task to their full product task. They discuss improvements in using a tripod, utilizing a variety of shots and angles to keep audiences interested and maintain continuity. Editing skills like layering clips, adding titles and color correcting improved. More focus was given to mise-en-scene elements like location, props, costumes, lighting and expressions to fit the thriller genre. Sound design was expanded to build tension. Matching shots on action was done more realistically. Research and planning was more extensive for the full product.
Evaluation power point for media preliminary task
Matt discusses completing a preliminary media task with his group. He found the pre-production workflow went well due to everyone contributing ideas. They were able to film the task on iPads and learned lessons about camera stability and different angles. Editing in iMovie went smoothly. Overall, Matt learned about camera techniques, planning, and the full filmmaking process.
Evaluation Question 7
In the preliminary task, the filmmakers focused on smoothly filming match-on-action shots and applying the 180-degree rule. For the main project, they created a 2-minute opening for a paranormal horror film, applying techniques learned previously. Specifically, they implemented match-on-action shots more easily and overcame challenges of the 180-degree rule in a confined space. Close-ups and a variety of shots improved from the preliminary, helping capture the genre more effectively. The preliminary experience helped with understanding shot types and how to best utilize space and sound.
Evaluation question 7
From their preliminary task to the final film opening, the group learned:
1) Thorough planning of shots is crucial for efficient filming and to ensure all needed shots are captured.
2) Different equipment was used for the final opening than the preliminary, but they quickly learned to use the new camera.
3) While some continuity techniques from the preliminary like shot reverse shot were not needed, match on action and the 180 degree rule were still employed in the opening.
Evaluation Question 7
The document discusses the progression from a preliminary task to a full film opening product. It notes that the preliminary task helped learn basic camera and editing skills but involved limited planning and creativity. More complex skills like varied camera shots, in-depth planning with storyboards and scripts, extensive research, and improved production elements like lighting, costumes, and sound design were incorporated into the film opening. Overall, the preliminary task provided foundational experience that supported creating a higher quality final product with the film opening.
Question 7
- The document discusses the learning and progression from a preliminary task to creating a full film opening. For the preliminary task, the author had to learn basic camera and editing skills. When creating the film opening, the author was able to apply these skills as well as advance their knowledge in areas like complex planning, creative camera shots, detailed editing and sound design. Overall, doing the preliminary task provided valuable practice and learning that helped the author successfully plan, film and evaluate their higher quality film opening.
7 looking back at your preliminary task
The student learned several key filmmaking skills from completing a preliminary task that helped with their final product. They learned how to properly use a tripod to keep shots steady and allow panning shots. While the location could have been better to reduce echo, the preliminary task demonstrated basic shots like match on action and helped ensure rules like the 180 degree line were followed. For the final product, the student applied more creative shots and lighting to better manipulate mood and atmosphere through techniques like mis en scene.
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Evaluation - Question 7
The preliminary task was a short film no more than a couple minutes practicing continuity, with a character opening a door and having a conversation. This taught skills like match on action, the 180 degree rule, and shot reverse shot. The full project was a 2-3 minute opening to a film allowing flexibility. Key skills learned from the preliminary included using cameras, Adobe Premiere Pro, properly framing shots to avoid continuity errors and make shots look better. It also showed how the group works together and roles could be assigned. From preliminary to full project, the group got better at pre-production planning, working under pressure and deadlines, and problem solving as a group.
Evaluation activity 7
The document discusses the improvements made in camera work and editing between an initial preliminary task and the final product. Specifically:
- Camera angles and shots were improved to better frame subjects and avoid missed elements or objects cut off. Low angles were better centered on main characters.
- A variety of shots including two-shots, mid shots and others were effectively used to focus attention on faces and locations while following continuity rules.
- Editing techniques like motion smoothing, audio adjustment and transitions were used more extensively. A wider range of skills and more advanced techniques created a better emotional connection with audiences.
Evaluation 7
For their preliminary task, the students had limited time and equipment for planning and filming. Their final thriller opening took weeks to plan with in-depth research. While some shots like shot-reverse-shot were similar, the final product had improved planning, equipment usage, and editing skills. They gained confidence using cameras, dolly, and tripod. Continuity editing skills improved between tasks. Though one scene lacked a dolly, overall the final thriller looked professional and realistic due to high quality filming and editing.
Evaluation Q7
The document summarizes what the group learned between their preliminary task and full 2-minute film opening. They filmed a continuity exercise demonstrating shot/reverse shot and the 180-degree rule. For the opening, they applied skills in cinematography, editing, and following filmmaking rules learned. They improved lighting, stabilized camera shots, and expanded editing skills like color correction and effects. Overall, the group progressed significantly from the initial task by applying lessons to film more advanced shots and create a polished 2-minute opening.
Evaluation activity 7
In the preliminary task, the filmmakers learned about following the 180-degree rule and using shot reverse shot. For the final product, they improved their editing, with more refined continuity editing to build tension. They also better understood and followed conventions like the 180-degree rule, improved their match on action editing, tightened their shot reverse shot framing and rhythm, and incorporated more varied camera angles and shots. Overall, the filmmaker feels they gained valuable experience in the filmmaking process and applying different cinematic rules and skills from their preliminary task to their final product.
Question 7
The preliminary task provided valuable experience for planning, filming, and editing a full film sequence. It highlighted the importance of planning with storyboards and schedules, and helped familiarize the filmmaker with equipment and roles. Mistakes in the preliminary task like improper shot orientation or lack of shot timing information informed better practices for the full sequence. Overall it was a useful learning experience that prepared the filmmaker for the increased complexity of the full project.
Q7) looking back at your preliminary task
The document discusses a film student's experience filming preliminary exercises and a final short film. For the preliminary exercise, the student's group demonstrated techniques like the 180 degree rule and shot reverse shot. This experience gave the student an advantage when filming their own final 2-minute film opening. The student was able to apply rules and shots like match on action shots that they had learned. Through the process, the student improved at organizing, camera work, and editing techniques in Final Cut Express.
Q7
Our preliminary task focused on continuity through a character moving and sitting across from another for a dialogue exchange. This demonstrated match-on-action, shot reverse shot, and the 180-degree rule. For our full film opening sequence, we adapted elements from the preliminary task, using the 180-degree rule in establishing town scenes but changing it later to confuse viewers during an ending chaos scene. We learned from mistakes in the preliminary task to use filmmaking techniques more effectively in the main film.
Evaluation question 7
The preliminary task taught the student important filming and editing skills like match on action shots, 180 degree rule shots, and using Sony Vegas editing software. These skills helped make the final production look more polished with varied shots. Specifically, the preliminary task experience helped with acting, using equipment, and understanding when to use certain shots to set mood. It also showed the importance of capturing scenes from multiple angles to aid the editing process. Overall, the preliminary task built the student's confidence and skills for a successful full production.
Evaluation question 7
The preliminary task taught the student important filming and editing skills like match on action shots, 180 degree rule shots, and using Sony Vegas editing software. These skills helped make the final production look more polished with varied shots. Specifically, the preliminary task experience helped with acting, using equipment, and understanding when to use certain shots to set mood. It also showed the importance of getting multiple angles and takes of scenes to aid the editing process. These lessons directly improved the filming and production quality of the main final project.
Evaluation question 7
In the preliminary task, the filmmaker focused on continuity and smoothness by creating match on action, shot reverse shot, and 180 degree rule shots. However, these skills did not help develop the story for their full film project, which required an opening scene with a storyline. Through the preliminary exercise, the filmmaker learned to improve camera angles to make shots more effective for a film opening.
Question 6
The student learned several key skills when progressing from their preliminary media studies task to their full thriller film project. For the preliminary, they had only one hour to film and edit, whereas the thriller project allowed weeks of filming and editing. While the preliminary piece did not flow as well due to inexperience, it allowed them to experiment with the editing software and camera. This helped them apply techniques like match cuts, shot reverse shot, and the 180 degree rule more effectively in their larger thriller project. The preliminary also helped them gain comfort with editing tools like slow motion and speeding up clips. Overall, the student improved their filming, editing, and storytelling skills from the initial preliminary task to the full thriller film.
Question 6
The student learned several key skills when progressing from their preliminary media studies task to their full thriller film project. For the preliminary, they had only one hour to film and edit a short scene, but it allowed them to experiment with the camera and editing software. While the preliminary piece did not flow as well, it helped them improve for the full project by learning the software and experimenting with editing techniques. The student now feels confident with skills like matching shots, using effects, and structuring longer, more complex scenes due to the progression from their preliminary task to the final thriller opening.
Task 7 - media evaluation
The document discusses what the author has learned from their preliminary task to their full product task. They discuss improvements in using a tripod, utilizing a variety of shots and angles to keep audiences interested and maintain continuity. Editing skills like layering clips, adding titles and color correcting improved. More focus was given to mise-en-scene elements like location, props, costumes, lighting and expressions to fit the thriller genre. Sound design was expanded to build tension. Matching shots on action was done more realistically. Research and planning was more extensive for the full product.
Evaluation power point for media preliminary task
Matt discusses completing a preliminary media task with his group. He found the pre-production workflow went well due to everyone contributing ideas. They were able to film the task on iPads and learned lessons about camera stability and different angles. Editing in iMovie went smoothly. Overall, Matt learned about camera techniques, planning, and the full filmmaking process.
Evaluation Question 7
In the preliminary task, the filmmakers focused on smoothly filming match-on-action shots and applying the 180-degree rule. For the main project, they created a 2-minute opening for a paranormal horror film, applying techniques learned previously. Specifically, they implemented match-on-action shots more easily and overcame challenges of the 180-degree rule in a confined space. Close-ups and a variety of shots improved from the preliminary, helping capture the genre more effectively. The preliminary experience helped with understanding shot types and how to best utilize space and sound.
Evaluation question 7
From their preliminary task to the final film opening, the group learned:
1) Thorough planning of shots is crucial for efficient filming and to ensure all needed shots are captured.
2) Different equipment was used for the final opening than the preliminary, but they quickly learned to use the new camera.
3) While some continuity techniques from the preliminary like shot reverse shot were not needed, match on action and the 180 degree rule were still employed in the opening.
Evaluation Question 7
The document discusses the progression from a preliminary task to a full film opening product. It notes that the preliminary task helped learn basic camera and editing skills but involved limited planning and creativity. More complex skills like varied camera shots, in-depth planning with storyboards and scripts, extensive research, and improved production elements like lighting, costumes, and sound design were incorporated into the film opening. Overall, the preliminary task provided foundational experience that supported creating a higher quality final product with the film opening.
Question 7
- The document discusses the learning and progression from a preliminary task to creating a full film opening. For the preliminary task, the author had to learn basic camera and editing skills. When creating the film opening, the author was able to apply these skills as well as advance their knowledge in areas like complex planning, creative camera shots, detailed editing and sound design. Overall, doing the preliminary task provided valuable practice and learning that helped the author successfully plan, film and evaluate their higher quality film opening.
7 looking back at your preliminary task
The student learned several key filmmaking skills from completing a preliminary task that helped with their final product. They learned how to properly use a tripod to keep shots steady and allow panning shots. While the location could have been better to reduce echo, the preliminary task demonstrated basic shots like match on action and helped ensure rules like the 180 degree line were followed. For the final product, the student applied more creative shots and lighting to better manipulate mood and atmosphere through techniques like mis en scene.
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বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
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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South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.Recently uploaded (20)
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
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South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Media evaluation 7
- 1. MEDIA EVALUATION 7 By James Dingwall
- 2. The briefs Preliminary Exercise • Film a sequence of shots of a character opening a door, sitting in a chair opposite another character, then exchanging a few lines of dialogue. • Use match on action, shot- reverse-shot and the 180 degree line properly to keep continuity in the film. Main Task • Create the titles and opening of a new fiction film, to last a maximum of 2 minutes. • Use any previous learnt techniques to achieve this.
- 3. Preliminary Exercise • When preparing to film the preliminary exercise, I learned about match on action, shot-reverse-shot and the 180◦ rule. • These were then put to use effectively when filming the preliminary exercise, which we were one of the first groups to finish. • (I don’t think we used the extra time effectively though, as we were one of the last to finish the main project.)
- 4. The Main task • In the main task we used all of the techniques from the preliminary; match on action when the Commander picks up Sam, shot-reverse-shot and the 180◦ rule during the interrogation. • I think that I have improved my knowledge of how these techniques can be used in a real film from having to do it myself. • I have also used new tricks and effects in the Main film, such as the cross-cuts at the beginning of the film, and edits such as the green and red filter in one scene or the white fade used when Spyke uses his powers (which conveniently helps with continuity). I believe these were also used effectively in the film.
- 5. Summary • I have learned a lot about filming techniques, editing tricks and effects, and working in a group has been something I learned about too.