Media evaluation question 7
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Making a film was more difficult than expected due to weather conditions and equipment issues. Scenes had to be re-shot due to poor lighting and filming which took 1-2 months to complete. Lessons were learned about not rushing and properly planning shooting schedules. While some issues arose, the final outcome was not changed. Filming of the intro helped improve time management skills and using personal resources reduced worries. Gathering all cast members was tricky due to scheduling conflicts.
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Kebbinnn
The document discusses challenges faced during the filming and editing process of a student film project. During filming, the location lacked good lighting and they had to film late due to school schedules. They overcame this by filming during free periods and right after school. Some actors were also unreliable. During editing, the editor had to work creatively within the limitations of the footage available and started providing more input during filming to get the shots needed. They also used techniques like loading a second copy of the film to edit in parallel and prevent delays from loading footage.
Preliminary Task look back
The document discusses lessons learned from the preliminary task. It states that not taking enough time to plan led to shortcomings in the preliminary. This included not properly organizing filming locations. For the full project, more planning through storyboarding was done. Additionally, the document notes that a wider variety of camera shots were used compared to the preliminary, which helped make the full opening more believable. Shots like close-ups and extreme close-ups added dramatic effect.
AS Media preliminary task evaluation.
The student learned how to use video equipment like cameras and tripods through completing a group preliminary task. They worked well together, giving each other advice to improve their video. However, they realized they could have improved it further by spending more time editing. They successfully storyboarded and filmed multiple takes when needed, but refilming wasted lesson time. The student also gained skills that will help with future group projects.
Ig3 evaluation
The student completed an IG3 evaluation for a group project creating a short film. Their group wrote scripts, did pre-production planning like location scouting and storyboards. Filming was difficult due to scheduling issues but they completed the shoot. The editing process went well though some shots lacked continuity due to weather. Through this project, the student learned skills in filmmaking and time management.
Evaluation powerpoint
This document summarizes a student's experience filming a short video clip using continuity techniques for class. The student learned how to properly use a video camera and editing software. Time management was challenging, but the finished product came together well. Areas for improvement include better time planning and experimenting more with editing features. While some continuity techniques were successfully used, others like the 180 degree rule were difficult to include. The student evaluated their positive contribution to group roles and workflow.
Evaluation of preliminary task
The document summarizes the evaluation of a preliminary film task. It notes that while there were setbacks in filming, the actors performed well and the location and lighting were suitable. However, mistakes were made such as not strictly following the storyboard, poor planning of filming dates, and technical errors like a boom pole falling into the shot. Lessons learned include the importance of adhering to the storyboard, advanced planning, and avoiding technical mistakes. The brief was partially met but shot reverse shots were not achieved due to time constraints. Technical skills like titles and transitions were applied in editing.
Preliminary task evaluation
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.
Evaluation - Question 7
In our preliminary task, we learned the importance of planning, as thorough planning allowed us to include a variety of shots and improve the quality and professionalism of our work. We also improved on avoiding mistakes during filming and ensuring proper timing of shots. For our main task, we used a more experienced actress and further developed the setting to make it more relatable. Overall, we learned from our mistakes and were able to create a higher quality final piece through more planning and attention to detail.
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Kebbinnn
The document discusses challenges faced during the filming and editing process of a student film project. During filming, the location lacked good lighting and they had to film late due to school schedules. They overcame this by filming during free periods and right after school. Some actors were also unreliable. During editing, the editor had to work creatively within the limitations of the footage available and started providing more input during filming to get the shots needed. They also used techniques like loading a second copy of the film to edit in parallel and prevent delays from loading footage.
Preliminary Task look back
The document discusses lessons learned from the preliminary task. It states that not taking enough time to plan led to shortcomings in the preliminary. This included not properly organizing filming locations. For the full project, more planning through storyboarding was done. Additionally, the document notes that a wider variety of camera shots were used compared to the preliminary, which helped make the full opening more believable. Shots like close-ups and extreme close-ups added dramatic effect.
AS Media preliminary task evaluation.
The student learned how to use video equipment like cameras and tripods through completing a group preliminary task. They worked well together, giving each other advice to improve their video. However, they realized they could have improved it further by spending more time editing. They successfully storyboarded and filmed multiple takes when needed, but refilming wasted lesson time. The student also gained skills that will help with future group projects.
Ig3 evaluation
The student completed an IG3 evaluation for a group project creating a short film. Their group wrote scripts, did pre-production planning like location scouting and storyboards. Filming was difficult due to scheduling issues but they completed the shoot. The editing process went well though some shots lacked continuity due to weather. Through this project, the student learned skills in filmmaking and time management.
Evaluation powerpoint
This document summarizes a student's experience filming a short video clip using continuity techniques for class. The student learned how to properly use a video camera and editing software. Time management was challenging, but the finished product came together well. Areas for improvement include better time planning and experimenting more with editing features. While some continuity techniques were successfully used, others like the 180 degree rule were difficult to include. The student evaluated their positive contribution to group roles and workflow.
Evaluation of preliminary task
The document summarizes the evaluation of a preliminary film task. It notes that while there were setbacks in filming, the actors performed well and the location and lighting were suitable. However, mistakes were made such as not strictly following the storyboard, poor planning of filming dates, and technical errors like a boom pole falling into the shot. Lessons learned include the importance of adhering to the storyboard, advanced planning, and avoiding technical mistakes. The brief was partially met but shot reverse shots were not achieved due to time constraints. Technical skills like titles and transitions were applied in editing.
Preliminary task evaluation
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.
Evaluation - Question 7
In our preliminary task, we learned the importance of planning, as thorough planning allowed us to include a variety of shots and improve the quality and professionalism of our work. We also improved on avoiding mistakes during filming and ensuring proper timing of shots. For our main task, we used a more experienced actress and further developed the setting to make it more relatable. Overall, we learned from our mistakes and were able to create a higher quality final piece through more planning and attention to detail.
What have i learnt about technologies from the
The document discusses the filming and editing process for a student film project. It describes some of the technical challenges encountered, such as unstable handheld camera shots, costume issues, and battery life in cold weather. It also discusses how the filmmakers addressed these challenges, including using tripods, filming costume inserts separately, and bringing spare batteries. The document also covers creative choices like adding special effects in editing and filming extra shots to extend the film.
Production Journey 1
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.
Evaluation of practise task
The student discusses the benefits of editing over camera movements for their practice task. Editing allowed them to create a smooth narrative through match cuts and remove unwanted footage. It also enabled more professional-looking shots through zooms. The camerawork was steady but not perfectly paced as they were still learning. The narrative is clear enough without voiceover. They focused on basic camera techniques like panning and framing. Natural props and costumes were used to create realistic sets. Background music set the mood initially to complement the limited script.
Preliminary task evaluation
Craig Curtis reflects on his preliminary task evaluation. He is proud that he completed pre-production tasks early to maximize filming and editing time. His camera work was solid, keeping stars framed and in focus. However, he had to change one star for the final shots due to availability, taking extra time. Acting in the video was also poor as the stars lacked experience. For future tasks, he will find stars with some acting experience and improve camera focusing to enhance his work.
Development
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
Prelim eval
The student learned several skills from completing their preliminary film task. They learned how to effectively use camera shots like low angles, continuity techniques like matching clothes and locations, and basic editing. Some areas of success included good continuity and using a variety of shots. However, they need to improve planning time better and including more challenging shots and credits in the future.
As media studies evaluation
For their preliminary media studies task, the author was assigned to complete a photo story and video assignment. They chose to do an individual photo story and group continuity task/short film. In pre-production, they researched techniques, developed a story, found locations and actors, and created scripts and storyboards. During production, they filmed using techniques like establishing shots, pans, and close ups, but had issues with focus and camera shaking. In editing, they used Pinnacle Studio 15 and had trouble inserting custom captions.
Looking back at your prelim task, what have you learnt in the progression fro...
The document discusses the progression from a preliminary film task to the final product. Some key things learned were using camera shots like match on action and continuous filming. The preliminary task was a good first experience but some shots like the beginning and end were messy. For the final opening, a wider range of shots and editing effects were used to set the atmosphere. Looking back, focusing shots and using more variety would have improved the preliminary task. Comparing the two, there is clear improvement in shots like two shots and tracking shots which were done more perfectly in the final film.
Filming production process
The filmmakers decided to film as much as possible in one night. They charged the camera battery before setting up the camera on a tripod to ensure it would not turn off during shooting. They filmed the scenes without flashbacks first since the main character would be in the same state of mind and clothing. The camera and tripod from the college were used to get clear, professional footage without unnecessary shaking. No studio lighting or microphone were used to keep the scenes looking natural. Some practice takes helped them get used to filming before shooting the first real scenes. The only initial problem was the tripod slipping, but this was fixed by securing the clips. Pre-production and storyboarding helped the filming go smoothly by knowing what shots were
Weekly update 5
The weekly meeting covered planning for the second filming session on Thursday, issues caused by the main actor being unavailable on Wednesday, and ensuring all cast and crew were prepared. They discussed feeling pressure from their busy schedules but hoping the Thursday shoot will be successful. Their to-do list included keeping the blog updated, finalizing scripts and notes, discussing the previous shoot, editing, and screen testing.
Evaluation to Prelim task
The document discusses the filming of a short video project for class. It describes the various shot types used, including establishing shots, medium shots, and over-the-shoulder shots. It also identifies some technical issues that arose during filming, such as inconsistent clothing between scenes and shaky camerawork during some shots. Suggested improvements include better planning of wardrobe, details and shot types to make the final video more cohesive and professional.
Evaluation 7
The document discusses the learning process from a preliminary filmmaking task to the final product. It identifies several key areas of improvement:
1) Equipment handling skills improved, such as proper use of a tripod.
2) Technical skills improved, with fewer mistakes in framing, matching shots, and focusing.
3) Better planning process for the final product, including treatment, shot list, screenplay, storyboards.
4) Location and lighting choices improved image quality in the final version.
5) Specific techniques like walking shots and matching action shots were executed correctly after mistakes in the preliminary task.
Evaluation question 7
The document discusses how the filmmakers have progressed since their preliminary film project. They improved their time management and organization which allowed them to have a more organized film set with better equipment. Their editing skills improved as they ensured camera angles coincided well and addressed issues with lighting and sound effects from their preliminary. They also greatly improved their use of props, costumes, and set design which added realism and a more professional appearance.
Prelim evaluation
The document discusses the author's process for creating a preliminary film task. They had two initial ideas - a low-light Western or a humorous classroom scene. They chose the latter because it was simpler and allowed them to focus on the required shots like shot reverse shot. During filming, they struggled with obeying the 180 degree rule and had to re-shoot parts. However, they gained experience filming multiple takes and editing confidently in Premier Pro. Overall they were pleased with the outcome but received feedback to experiment more with lighting and sound next time.
Prelim eval
The document summarizes what the author learned from completing a preliminary filmmaking task. The author learned how to effectively use camera shots, manage time during filming, and ensure continuity between shots during both filming and editing. Areas of success for the task included good continuity and the use of various shot types. The author identifies areas for improvement such as more effective planning and inclusion of credits.
Evaluation number 3
The student learned several important lessons when progressing from their preliminary task to the full product. They improved their use of camera techniques like matching shots and following the 180 degree rule. Their storyboarding and time management was much better, allowing them to finish filming and editing early. They also improved their filming quality by learning how to properly focus cameras and control things like aperture. Controlling actors and organizing props and costumes in advance helped make the filming go smoothly.
Evaluation of practise task
The document summarizes a student's evaluation of their practice task filming assignment. It discusses how editing was beneficial compared to camera movements, how steady the camera work was as they were just starting to learn, and that the narrative was clear enough though a voiceover may have improved it. It also outlines the planned elements of mise en scene, basic camerawork techniques used along with a match on action, and using the video camera for sound. Minor additional editing effects like music were included to set the mood without words.
Evaluation
While filming their short film, the student learned several important lessons about organization and planning. They struggled to coordinate schedules with actors who lived far from each other, requiring changes in shooting locations and dates. Technical issues like a malfunctioning camera also forced delays. Overall, the experience taught the importance of realistic scheduling, clear roles, and thorough equipment checks to efficiently film a short movie.
7
1) The student learned that planning and organization are crucial when making a film, as their preliminary task suffered from a lack of storyboarding, scheduling, and consideration of lighting and continuity.
2) From completing both the preliminary task and final film, the student realized the importance of rehearsing scenes thoroughly with actors and having a solid script in order to film efficiently.
3) The experience helped the student and their group understand their individual strengths and how to divide roles for filming and editing.
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What have i learnt about technologies from the
The document discusses the filming and editing process for a student film project. It describes some of the technical challenges encountered, such as unstable handheld camera shots, costume issues, and battery life in cold weather. It also discusses how the filmmakers addressed these challenges, including using tripods, filming costume inserts separately, and bringing spare batteries. The document also covers creative choices like adding special effects in editing and filming extra shots to extend the film.
Production Journey 1
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.
Evaluation of practise task
The student discusses the benefits of editing over camera movements for their practice task. Editing allowed them to create a smooth narrative through match cuts and remove unwanted footage. It also enabled more professional-looking shots through zooms. The camerawork was steady but not perfectly paced as they were still learning. The narrative is clear enough without voiceover. They focused on basic camera techniques like panning and framing. Natural props and costumes were used to create realistic sets. Background music set the mood initially to complement the limited script.
Preliminary task evaluation
Craig Curtis reflects on his preliminary task evaluation. He is proud that he completed pre-production tasks early to maximize filming and editing time. His camera work was solid, keeping stars framed and in focus. However, he had to change one star for the final shots due to availability, taking extra time. Acting in the video was also poor as the stars lacked experience. For future tasks, he will find stars with some acting experience and improve camera focusing to enhance his work.
Development
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
Prelim eval
The student learned several skills from completing their preliminary film task. They learned how to effectively use camera shots like low angles, continuity techniques like matching clothes and locations, and basic editing. Some areas of success included good continuity and using a variety of shots. However, they need to improve planning time better and including more challenging shots and credits in the future.
As media studies evaluation
For their preliminary media studies task, the author was assigned to complete a photo story and video assignment. They chose to do an individual photo story and group continuity task/short film. In pre-production, they researched techniques, developed a story, found locations and actors, and created scripts and storyboards. During production, they filmed using techniques like establishing shots, pans, and close ups, but had issues with focus and camera shaking. In editing, they used Pinnacle Studio 15 and had trouble inserting custom captions.
Looking back at your prelim task, what have you learnt in the progression fro...
The document discusses the progression from a preliminary film task to the final product. Some key things learned were using camera shots like match on action and continuous filming. The preliminary task was a good first experience but some shots like the beginning and end were messy. For the final opening, a wider range of shots and editing effects were used to set the atmosphere. Looking back, focusing shots and using more variety would have improved the preliminary task. Comparing the two, there is clear improvement in shots like two shots and tracking shots which were done more perfectly in the final film.
Filming production process
The filmmakers decided to film as much as possible in one night. They charged the camera battery before setting up the camera on a tripod to ensure it would not turn off during shooting. They filmed the scenes without flashbacks first since the main character would be in the same state of mind and clothing. The camera and tripod from the college were used to get clear, professional footage without unnecessary shaking. No studio lighting or microphone were used to keep the scenes looking natural. Some practice takes helped them get used to filming before shooting the first real scenes. The only initial problem was the tripod slipping, but this was fixed by securing the clips. Pre-production and storyboarding helped the filming go smoothly by knowing what shots were
Weekly update 5
The weekly meeting covered planning for the second filming session on Thursday, issues caused by the main actor being unavailable on Wednesday, and ensuring all cast and crew were prepared. They discussed feeling pressure from their busy schedules but hoping the Thursday shoot will be successful. Their to-do list included keeping the blog updated, finalizing scripts and notes, discussing the previous shoot, editing, and screen testing.
Evaluation to Prelim task
The document discusses the filming of a short video project for class. It describes the various shot types used, including establishing shots, medium shots, and over-the-shoulder shots. It also identifies some technical issues that arose during filming, such as inconsistent clothing between scenes and shaky camerawork during some shots. Suggested improvements include better planning of wardrobe, details and shot types to make the final video more cohesive and professional.
Evaluation 7
The document discusses the learning process from a preliminary filmmaking task to the final product. It identifies several key areas of improvement:
1) Equipment handling skills improved, such as proper use of a tripod.
2) Technical skills improved, with fewer mistakes in framing, matching shots, and focusing.
3) Better planning process for the final product, including treatment, shot list, screenplay, storyboards.
4) Location and lighting choices improved image quality in the final version.
5) Specific techniques like walking shots and matching action shots were executed correctly after mistakes in the preliminary task.
Evaluation question 7
The document discusses how the filmmakers have progressed since their preliminary film project. They improved their time management and organization which allowed them to have a more organized film set with better equipment. Their editing skills improved as they ensured camera angles coincided well and addressed issues with lighting and sound effects from their preliminary. They also greatly improved their use of props, costumes, and set design which added realism and a more professional appearance.
Prelim evaluation
The document discusses the author's process for creating a preliminary film task. They had two initial ideas - a low-light Western or a humorous classroom scene. They chose the latter because it was simpler and allowed them to focus on the required shots like shot reverse shot. During filming, they struggled with obeying the 180 degree rule and had to re-shoot parts. However, they gained experience filming multiple takes and editing confidently in Premier Pro. Overall they were pleased with the outcome but received feedback to experiment more with lighting and sound next time.
Prelim eval
The document summarizes what the author learned from completing a preliminary filmmaking task. The author learned how to effectively use camera shots, manage time during filming, and ensure continuity between shots during both filming and editing. Areas of success for the task included good continuity and the use of various shot types. The author identifies areas for improvement such as more effective planning and inclusion of credits.
Evaluation number 3
The student learned several important lessons when progressing from their preliminary task to the full product. They improved their use of camera techniques like matching shots and following the 180 degree rule. Their storyboarding and time management was much better, allowing them to finish filming and editing early. They also improved their filming quality by learning how to properly focus cameras and control things like aperture. Controlling actors and organizing props and costumes in advance helped make the filming go smoothly.
Evaluation of practise task
The document summarizes a student's evaluation of their practice task filming assignment. It discusses how editing was beneficial compared to camera movements, how steady the camera work was as they were just starting to learn, and that the narrative was clear enough though a voiceover may have improved it. It also outlines the planned elements of mise en scene, basic camerawork techniques used along with a match on action, and using the video camera for sound. Minor additional editing effects like music were included to set the mood without words.
Evaluation
While filming their short film, the student learned several important lessons about organization and planning. They struggled to coordinate schedules with actors who lived far from each other, requiring changes in shooting locations and dates. Technical issues like a malfunctioning camera also forced delays. Overall, the experience taught the importance of realistic scheduling, clear roles, and thorough equipment checks to efficiently film a short movie.
7
1) The student learned that planning and organization are crucial when making a film, as their preliminary task suffered from a lack of storyboarding, scheduling, and consideration of lighting and continuity.
2) From completing both the preliminary task and final film, the student realized the importance of rehearsing scenes thoroughly with actors and having a solid script in order to film efficiently.
3) The experience helped the student and their group understand their individual strengths and how to divide roles for filming and editing.
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Similar to Media evaluation question 7
Preliminary Project
1) The student worked with a partner to film and edit a preliminary project, their first time working with cameras and editing software. They learned skills like using a lens to blur backgrounds and found the editing process enjoyable.
2) Time management was not an issue, but the lone computer they could use would randomly shut down, deleting their work. They adapted by working quickly.
3) Areas for improvement included securing actor schedules, maintaining consistent camera effects, and lengthening the film. Overall they felt they learned valuable lessons for their next project.
Hamza, evaluation part 2
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.
Evaluation
The document summarizes lessons learned from filming a project. It discusses problems encountered like wind interfering with audio, equipment malfunctions, and scheduling issues. Location recces could have been improved by testing audio quality and equipment should have been checked beforehand. More detailed planning of shots, schedules, and roles could have helped filming go more smoothly. Overall, management of the production went well but certain areas like location testing, equipment checks, and scheduling detail could be improved for future projects.
Evaluation Project Progresion
The student learned significant lessons when progressing from their preliminary task to the full production. Specifically, they learned how to effectively use camera techniques like lighting and angles to improve shot quality. They also learned how to properly edit clips together without background noise or jumps. Additionally, they learned to consider natural circumstances and genre conventions to make the final piece more authentic and clearly within the intended genre. Overall, every aspect of the production improved dramatically from the preliminary to final version.
Question 7 evauluation
1) The document discusses the learning experience of creating a film project from the preliminary task to the full film. It describes challenges faced such as changing ideas, poor planning, technical difficulties, and learning how to use editing software.
2) For the preliminary task, poor weather disrupted filming and the footage was unusable, requiring re-filming. Technical difficulties were also faced but overcome for the full film.
3) Both tasks involved challenges with establishing plotlines and ideas that could be successfully executed. Multiple ideas had to be changed and scrapped before finalizing concepts that worked for both the preliminary task and full film.
Q4
The document discusses the production of a music video. It covers aspects of camera work like using a DSLR camera and tripod for steady shots. Lighting was important for continuity, and locations had to be chosen carefully due to smoke bombs and weapons used. During editing, footage importation issues arose and clips didn't fill time as planned, so more performance shots were filmed using a school drum. Overall it was a learning process around camera work, lighting, locations, and pacing of shots for the narrative.
Evaluation question 7
Maximilian Mayo-Dell reflects on improvements from a preliminary task to a full thriller film opening. Key areas of growth include skills with equipment, framing shots professionally, using lighting and white balance effectively, improved pre-production with storyboards and location selection, allowing enough time for proper production and multiple takes, incorporating useful props, coaching actors, and advanced editing with sound and titles. Overall, the thriller opening was much more polished and tense compared to the preliminary task due to these lessons learned.
Question 7 – looking back at your preliminary
The document discusses the differences between the author's preliminary video task and their final opening video for a coursework project. For the preliminary task, they had little time to prepare and film shots, resulting in a rushed video with average skills. For the final opening, they put in significant preparation, used specialized equipment, researched techniques like camera angles and makeup, and added elements like transitions, titles, and a soundtrack to achieve a higher production quality and capture the horror genre conventionally. The author learned from the preliminary experience and applied those lessons to better emphasize skills and create a more polished and appealing final product.
Skills Development
The filmmakers initially did not use a tripod as they wanted to capture as much footage as possible in the first few days. However, they later realized most of this handheld footage was shaky and unusable. They learned how to properly set up and adjust the height of the tripod, as well as use the bubble level to ensure the camera was straight. They also discovered loosening the tripod made it easier to smoothly move and pan the camera. While the camera was difficult to learn to use initially, especially with a new model halfway through, seeking help from a technician showed them how to properly connect accessories like microphones. Focus and white balance also took practice to use effectively in the documentary. The only microphone issue
Evaluation question 3
The document reflects on what was learned from an initial preliminary task to the final product of a thriller film. It discusses mistakes made early on with camera angles and editing, but also how research into filming techniques and tools like Adobe Premiere helped improve the final product. Planning with storyboards and schedules was useful to an extent, but filming required adaptations from the plans. Managing time and crew became more challenging when filming extended across multiple days and locations.
Question 7
The student felt they learned more from creating the full product compared to the preliminary task. For the prelim, planning was brief and they followed a script without adding their own ideas. For the final product, they researched genres by watching movies and developed their own idea. Their filming and editing skills also improved from learning techniques like shot types, smoothing transitions, and using sound editing. Overall, they learned to plan more thoroughly and developed technical skills to create a higher quality final product.
Evaluating our Preliminary Task
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.
Producky
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.
Producky
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.
Question 7 evaluation
The document discusses the filming of a preliminary scene and main task for a school project.
The preliminary scene shows friends expressing concern for a protagonist distancing herself. It met technical requirements like match on action and shot reverse shot. Sound issues required re-recording in post-production.
The main task was more ambitious, including underwater filming. It reused the protagonist, costumes, and similar location. Planning was more organized. Technical skills like 180 degree rule and eye line match were applied. Location variety and ambient lighting improved over the preliminary. Lessons in camerawork and editing were learned.
Production Diary
The film crew realized that wind noise overwhelmed dialogue in some of their footage. They had received feedback that audio was muffled in their preliminary work. To address this, they tried recording dialogue separately but found it unrealistic. They then returned to the woods with a boom mic to rerecord dialogue clearly while maintaining consistent mise-en-scene and lighting.
Media evaluation – question 7
Through completing their full film opening sequence, the student learned how important planning and research are for a successful video. For the preliminary task, they created a basic storyboard but did not plan shots in detail. However, for the main task they took more time to thoroughly storyboard and plan ideas with the group. This ensured they used their limited filming time effectively and were prepared with equipment lists. While they tried to fit too much into one lesson for the preliminary task, mistakes from this taught them to better account for challenges and arrange additional filming days if needed. Overall, the student improved their camerawork, editing skills, and understands the value of production research.
Presentation5
The group had some challenges with time management and scheduling filming due to members' differing commitments. However, they were able to be very productive when working together. They managed to avoid continuity errors despite the disjointed filming schedule by shooting all scenes with the same actors on the same day. While lighting issues arose from filming on different days, the finished film had good flow and used various effective shot types and editing techniques. Going forward, they would improve their scheduling process and consider filming at alternative indoor locations to control lighting.
Preliminary Research Evaluation
The group had some challenges with time management and scheduling filming due to members' differing commitments. However, they were able to be very productive when working together. They managed to avoid continuity errors despite the disjointed filming schedule by shooting all scenes with the same actors on the same day. While lighting issues arose from filming on different days, the finished film had good flow and used various effective shot types and editing techniques. Areas for improvement include better coordinating schedules and considering alternative indoor filming locations to control lighting.
Production Diary 2
1) The document summarizes the filming of a thriller short film over two days at various locations.
2) On the first day, the author filmed remaining scenes alone at the kitchen/conservatory location and re-filmed unusable shots.
3) On the second day, the full group filmed at a woodland location but forgot a prop, though they found a replacement and completed filming most shots despite darker lighting at the end.
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Media evaluation question 7
- 2. Making the film was harder than we thought; we faced weather conditions and getting some of the equipment. We also had to re-shoot some of our scenes due to poor lighting and filming. What I have learnt from this task was not to rush and take time and get everything done properly. To shoot all of our shots it took around a month to two months, we also faced an issue where we couldn't use the school on some nights. This didn't change our final outcome though. The first time we use a camera for filming we took the shots straight from the book, so the changes of the camera were very sharp and not smooth, this was very clear when we watched the final of our continuity piece, this showed us exactly where we had to improve.
- 3. When it came to filming our final piece we knew exactly where we needed to improve and we did so, our camera shots were smooth and when we had finished filming our shots and put it all together it looked a lot better than when we had filmed our first piece. Filming our movie intro made us realise just how precious time was, this improved our time management skills greatly. We used our own resources so we didn't have to worry as much about looking out for them. Our cast was tricky to all get together because one of our main cast members had a hobby to attend to on some nights we were filming.