Media evaluation question 7
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The student feels they have improved their skills in using software, operating a DSLR camera, and film production since their preliminary task. For their horror film, the student researched successful horror films and developed their own storyline. They spent three weeks filming, compared to only half an hour for the preliminary task, improving their camera skills. Extensive editing incorporated sound effects, camera shots, and transitions to build atmosphere and variation. Working alone allowed the student to fully control creative decisions, though they solicited classmates for feedback.
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Evaluation question 7
The document discusses what the author learned from creating a preliminary film task and applying it to their full opening sequence film. They learned how to properly use the cameras, find effective shot angles and editing techniques. Creating a script and storyboard in advance helped improve the process. Extensive research on thriller conventions aided their understanding and ability to utilize or subvert those conventions. Sharing drafts and getting feedback further helped the author improve their final product.
1. initial plans (1)
The document outlines an initial plan to make a horror film. The student enjoys horror films and is good at filming and editing to create powerful and frightening scenes. They have previously made a horror film but want to improve on it by focusing on extra details and high quality camera shots. The plan includes ideas for the film, a mind map, and mood board analysis to influence the final product's presentation and recreate techniques from inspirational horror movies.
Question 7
The document discusses the skills the author gained and improved on through completing a preliminary video project and final film opening project. For the preliminary project, the author learned basic camera skills and how to use Premiere Pro and Blogger. However, the preliminary project suffered from issues like poor focus, unskilled actors, and an undeveloped script. For the final project, the author addressed these issues by using manual focus, carefully selecting experienced actors, researching to create a realistic script, and improving preparation, match-on-action shots, and clip length for smoother editing. The author aims to further develop skills in camera lighting and special effects editing.
Evaluation
The group had to make a short film using techniques from TV shows like Prison Break and Making a Murderer. Their analysis of the chosen theme of comedy was helpful for planning the film. However, procrastination by one group member caused issues in the pre-production process. Production was difficult due to the main character dropping out and limited locations. Audience feedback praised the music but noted needs for improved editing and a longer film. Areas for improvement include more comedy, steadier camerawork, and better planning to overcome challenges.
Evaluation question 7
The document discusses the author's experience making a preliminary film and subsequent final product. For the preliminary film, the author lacked planning and storyboarding skills and did not understand important concepts like framing, mise-en-scene, and editing. For the final product, the author improved their skills in planning, camerawork, mise-en-scene, editing, collaboration, and time management. Overall, the author gained valuable experience and developed many new skills in film production from the preliminary film to the final product.
Evaluation question 4
The document discusses the various media technologies and skills the student used at different stages of their film project. They learned to use Final Cut Pro and Photoshop to edit film clips, add special effects like speech bubbles, and create a film poster. For research, they used Prezi, YouTube, and BBC websites to explore short films and film reviews. They also developed camera skills like filming without glare and panning shots while directing and filming independently.
Evaluation question 7
By completing a full film opening rather than just a preliminary task, the student learned several important lessons. They gained a deeper understanding of film conventions and genres through extensive research. Improved planning allowed them to fully realize their vision. Using better equipment like a DSLR camera and microphones resulted in higher quality footage and audio. Increased practice led to stronger filming skills. Learning new editing software and techniques enabled more polished post-production. Overall, the progression from a preliminary task to a full film opening helped the student expand their filmmaking knowledge and abilities.
Q7
Looking back to their preliminary task, the document discusses what they feel they have learned in progressing from the preliminary task to the full product. Specifically, they note that for the preliminary task they did no research or planning, it was hastily made up and did not turn out well. However, it helped them learn how to use the camera and editing software. For the full product, they conducted research, created a storyboard, script, and divided roles to better organize and plan the project. They also improved their camera skills and editing was split between two people to finish more quickly. Overall, the document expresses that significant improvements were made from more planning, research, defined roles, and experience gained from the preliminary task.
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Evaluation question 7
The document discusses what the author learned from creating a preliminary film task and applying it to their full opening sequence film. They learned how to properly use the cameras, find effective shot angles and editing techniques. Creating a script and storyboard in advance helped improve the process. Extensive research on thriller conventions aided their understanding and ability to utilize or subvert those conventions. Sharing drafts and getting feedback further helped the author improve their final product.
1. initial plans (1)
The document outlines an initial plan to make a horror film. The student enjoys horror films and is good at filming and editing to create powerful and frightening scenes. They have previously made a horror film but want to improve on it by focusing on extra details and high quality camera shots. The plan includes ideas for the film, a mind map, and mood board analysis to influence the final product's presentation and recreate techniques from inspirational horror movies.
Question 7
The document discusses the skills the author gained and improved on through completing a preliminary video project and final film opening project. For the preliminary project, the author learned basic camera skills and how to use Premiere Pro and Blogger. However, the preliminary project suffered from issues like poor focus, unskilled actors, and an undeveloped script. For the final project, the author addressed these issues by using manual focus, carefully selecting experienced actors, researching to create a realistic script, and improving preparation, match-on-action shots, and clip length for smoother editing. The author aims to further develop skills in camera lighting and special effects editing.
Evaluation
The group had to make a short film using techniques from TV shows like Prison Break and Making a Murderer. Their analysis of the chosen theme of comedy was helpful for planning the film. However, procrastination by one group member caused issues in the pre-production process. Production was difficult due to the main character dropping out and limited locations. Audience feedback praised the music but noted needs for improved editing and a longer film. Areas for improvement include more comedy, steadier camerawork, and better planning to overcome challenges.
Evaluation question 7
The document discusses the author's experience making a preliminary film and subsequent final product. For the preliminary film, the author lacked planning and storyboarding skills and did not understand important concepts like framing, mise-en-scene, and editing. For the final product, the author improved their skills in planning, camerawork, mise-en-scene, editing, collaboration, and time management. Overall, the author gained valuable experience and developed many new skills in film production from the preliminary film to the final product.
Evaluation question 4
The document discusses the various media technologies and skills the student used at different stages of their film project. They learned to use Final Cut Pro and Photoshop to edit film clips, add special effects like speech bubbles, and create a film poster. For research, they used Prezi, YouTube, and BBC websites to explore short films and film reviews. They also developed camera skills like filming without glare and panning shots while directing and filming independently.
Evaluation question 7
By completing a full film opening rather than just a preliminary task, the student learned several important lessons. They gained a deeper understanding of film conventions and genres through extensive research. Improved planning allowed them to fully realize their vision. Using better equipment like a DSLR camera and microphones resulted in higher quality footage and audio. Increased practice led to stronger filming skills. Learning new editing software and techniques enabled more polished post-production. Overall, the progression from a preliminary task to a full film opening helped the student expand their filmmaking knowledge and abilities.
Q7
Looking back to their preliminary task, the document discusses what they feel they have learned in progressing from the preliminary task to the full product. Specifically, they note that for the preliminary task they did no research or planning, it was hastily made up and did not turn out well. However, it helped them learn how to use the camera and editing software. For the full product, they conducted research, created a storyboard, script, and divided roles to better organize and plan the project. They also improved their camera skills and editing was split between two people to finish more quickly. Overall, the document expresses that significant improvements were made from more planning, research, defined roles, and experience gained from the preliminary task.
Question 7
I learned that different camera shots can portray characters differently and used various shots to show aggression or undermine characters. My camera skills improved significantly from the preliminary task - I am now more confident using different camera modes and ensure each shot is in focus to maintain quality. I also included more varied shot types like low-angle, high angle, and close-up shots to enhance the film's variety and quality. My editing abilities improved as well - I was better able to efficiently piece footage together while adding special features to enhance the film's pace and quality. Overall, I feel my media skills have significantly improved and I am proud of the progress made in my filming.
EVALUATION Q7
The document discusses what the author learned from their preliminary task to their full product. They learned: 1) To vary camera shots and angles more to engage audiences better. 2) The importance of storyboards and shot lists to plan shots in advance. 3) Better editing is needed for effective continuity between shots to make scenes look more realistic. They also learned to add opening titles to make the movie look more polished and planned out.
Evaluation Question 7
The student learned many important lessons when progressing from their preliminary film to the full film. They realized issues like camera shaking due to not using a tripod, background noise, and loose editing. They learned skills like using different camera angles and shots, following the 180 degree rule and using match on action. They also learned the importance of sound quality, dubbing dialogue, and adding sound effects. Additional lessons included understanding mise-en-scene, representation, and using better editing software. Overall, the student learned that filmmaking requires extensive planning, research, storyboarding, and more than just shooting and editing.
Evaluation question 7
The document discusses the learning and improvements from the author's preliminary task to their main film opening task. For the preliminary interview task, basic camera techniques were used to create a formal atmosphere but some shots were uneven. For the main opening task, a wider range of techniques like montage, zooms and angles were used to create a sense of unease. Editing skills improved with faster pacing and effects. Areas for future improvement include adding more action/dialogue and improving sound quality.
Evaluation question 7
The document discusses what the author learned from their preliminary task to their final film project. They realized the importance of planning tools like storyboards and learned to better manage their time. They improved their camera skills like panning and used more shot types. For their final project, they researched conventions like opening sequences and learned editing skills like adding music and transitions. They also learned to consider their target audience and improved their lighting and screenwriting skills.
Evaluation question 4
The document discusses the use of various media technologies in the production of a short film. It describes using Final Cut Pro for video editing, including adding special effects like speech bubbles. Photoshop was used to create the film poster, with skills like masking and trimming learned from tutorials. Prezi was used for research and planning presentations. YouTube and BBC websites provided film references. A camcorder was used for filming, which presented challenges like avoiding glare and keeping the camera steady.
Evaluation – preliminary task
The student learned new skills using Adobe Premier software to edit their preliminary task. They cut out repetitive footage to make the film continuous, as required. They also learned new camera angles which they used to make the film look more professional. The editing and different camera angles helped ensure the task met the criteria and brief.
Media question 7
The document discusses what the student has learned from their preliminary task to their final film product for a course. They note that mistakes were made in filming the preliminary task, but that the final film used separate filming and editing which made it look more professional. Overall, the student learned new filming, editing, and advertising skills through completing the coursework tasks.
question 7
The document discusses the student's experiences filming preliminary sequences and opening sequences for class projects. It covers what they learned about shooting techniques like different camera angles, continuity, and dialogue. They improved at audience research and feedback between the preliminary and opening sequences. The student also discusses what they learned about teamwork, organization, and the filming and editing process.
Evaluation Question 7
The document discusses the learning process of creating short films for class assignments. It describes creating a preliminary sequence about a man discovering his girlfriend's pregnancy. For their coursework, the student group created an opening action film sequence with various shots and angles. They received feedback on the preliminary sequence but did not conduct formal audience research. The student learned about shooting different angles, proper dialogue techniques, and organizing group work to improve their skills and sequences.
Test video reflections proforma 2021
This document outlines the tasks and sections to be completed for a video reflection and review project. It includes sections to discuss filming with a camera, working with others, editing in Premiere, reflections on what was learned, and action points for future work. For the camera section, the document lists discussing areas that were interesting, difficult, what went well, and what was less successful about using the camera. It provides examples for each point. Similarly, it prompts discussing working with others on the test filming and editing in Premiere. The reflections section asks about the three main things learned. Finally, it requests five action points to consider for a future music video project.
Decisions and revisions
The document discusses the filmmaker's pre-production process for their film opening and title sequence about boxing. They began by researching boxing films to get ideas for camera shots, storytelling, and editing. They decided to tell a real-life boxing story to engage audiences. Location and equipment research was also conducted. Test footage was shot to evaluate lighting and equipment choices. Minor revisions were made to locations and equipment based on the test footage, but actors remained the same.
What have i learnt
1) For their prelim project, the author's group did little planning and research before filming and everyone was new to using the camera equipment, which led to problems during filming.
2) Their filming skills improved for the final project, as they planned locations, costumes, and storyboarded their film in advance. Their camerawork was better with different shot types.
3) The author's editing skills were not very developed for the prelim but improved for the final project, where they learned to use Final Cut Pro more effectively and add motion graphics.
Skill development
Research and planning are essential to filmmaking. Researching film genres and conventions allows one to plan a more professional film. Planning every aspect of the film from the story to shots to costumes ensures it will look professionally produced rather than improvised. Construction skills improved from the preliminary project to the final one thanks to practice with editing software. Choosing appropriate locations and actors is also important, as is addressing issues like sound quality which wind can impact.
Reflection
We were asked to film footage of someone walking through a door, sitting, and having a conversation to practice our filming skills and camera techniques.
I planned a story about a patient visiting the doctor for a blood cancer diagnosis. I filmed at my sixth form center to resemble a doctor's office.
I'm pleased with the smooth editing and added sound, which enhances the scenes. I struggled with speed and audio syncing but resolved it by adjusting speeds and audio positions.
For next time, I would make a clearer storyboard and include more shots. I learned proper tripod use and copyright sound searching, which will help with the main task. I also learned about Serif Movie Plus layers.
Evaluation quesion 7
The student learned a great deal from their preliminary task to the full thriller product. For the preliminary task, they did not properly use camera angles or the tripod, resulting in shaky footage. However, for the thriller, they used better camera settings like night vision, ensured the tripod was leveled, and used more shots to engage the audience. The student also improved at editing using effects and joining clips, having gained more experience using the software. Overall, they believe taking more time to plan was key to the thriller being more successful than the preliminary task.
SHORT FILM EVALUTION
Charlotte Oliver evaluated her production process for creating a short film. She conducted primary research through surveys and secondary research comparing demographics. For planning, she created a shot list and time schedule but wished they were more detailed. The entire process took 4 weeks. She was happy with using different camera angles but noted issues with changing lighting throughout the day. Peer feedback praised the storyline and wardrobe but suggested improvements could be made to lighting and props.
Evaluation Question Seven
I learned from filming a preliminary task that I needed to plan my shots more carefully to properly represent characters and locations. For the film opening, I focused on using different camera angles and shots to distinguish the different social classes of the characters and keep them in focus. As the main camera operator, I was heavily involved in the storyboards to ensure the shots matched cinematic conventions and represented the characters as intended, such as using a low camera angle for a powerful protagonist. Through taking multiple takes of scenes, I improved my camera skills and shot composition between the preliminary task and the completed film opening.
Qs#7
After completing his full movie, the student reflects on what he has learned compared to his preliminary task. In his preliminary task, he only knew basic camera handling and shots but had no screenplay or proper dialog. This led to difficulties like his actor not knowing what to say. Additionally, he did not have a tripod and the audio had loud background noise drowning out dialog. However, for his full movie, he conducted research like making a storyboard and shot list. He used better camera equipment which allowed HD video and clearer sound. He also employed techniques like depth of field and used a lapel mic to improve audio quality. Having a screenplay meant the actors knew their lines, improving the film overall.
Evaluation Question#7
The student learned several important improvements from their preliminary task to the full product. In the preliminary task, they only knew basic shots and had no screenplay or proper dialogues. This led to difficulties like the actors not knowing what to say and loud background noise obscuring dialogues. For the full product, the student did extensive research like making a storyboard and shot list. They also upgraded their camera equipment and used a microphone to improve audio quality. By implementing depth of field and having a screenplay, the dialogues were clearer and the actors knew their lines, representing significant improvements over the preliminary task.
Criteria 2
The document discusses representations of teenagers in media like television shows and films. It provides the example of the TV show Skins, which exaggerates the behaviors of teenagers to be more dramatic and interesting, portraying them as moody, lazy, destructive, and rebellious. However, the authors wanted to represent teenage girls in a different light in their own short film, focusing on more realistic issues like music and internet obsessions rather than drugs and sex. They also included school uniforms to contrast with more casual clothing typically shown in media and aimed to explore family relationships rather than partying behaviors.
How effective is the combination of your main product and ancillary tasks?
The document discusses ancillary tasks created to promote a music artist, including a digipak album cover and magazine advertisement. Both ancillary pieces feature a lantern theme consistent with the artist's music video. The digipak clearly shows the album and was designed with an indie style. The advertisement uses the same image as the album cover to coordinate the products. Together, the ancillary pieces and music video work synergistically to promote the artist and their new album across different media platforms.
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Question 7
I learned that different camera shots can portray characters differently and used various shots to show aggression or undermine characters. My camera skills improved significantly from the preliminary task - I am now more confident using different camera modes and ensure each shot is in focus to maintain quality. I also included more varied shot types like low-angle, high angle, and close-up shots to enhance the film's variety and quality. My editing abilities improved as well - I was better able to efficiently piece footage together while adding special features to enhance the film's pace and quality. Overall, I feel my media skills have significantly improved and I am proud of the progress made in my filming.
EVALUATION Q7
The document discusses what the author learned from their preliminary task to their full product. They learned: 1) To vary camera shots and angles more to engage audiences better. 2) The importance of storyboards and shot lists to plan shots in advance. 3) Better editing is needed for effective continuity between shots to make scenes look more realistic. They also learned to add opening titles to make the movie look more polished and planned out.
Evaluation Question 7
The student learned many important lessons when progressing from their preliminary film to the full film. They realized issues like camera shaking due to not using a tripod, background noise, and loose editing. They learned skills like using different camera angles and shots, following the 180 degree rule and using match on action. They also learned the importance of sound quality, dubbing dialogue, and adding sound effects. Additional lessons included understanding mise-en-scene, representation, and using better editing software. Overall, the student learned that filmmaking requires extensive planning, research, storyboarding, and more than just shooting and editing.
Evaluation question 7
The document discusses the learning and improvements from the author's preliminary task to their main film opening task. For the preliminary interview task, basic camera techniques were used to create a formal atmosphere but some shots were uneven. For the main opening task, a wider range of techniques like montage, zooms and angles were used to create a sense of unease. Editing skills improved with faster pacing and effects. Areas for future improvement include adding more action/dialogue and improving sound quality.
Evaluation question 7
The document discusses what the author learned from their preliminary task to their final film project. They realized the importance of planning tools like storyboards and learned to better manage their time. They improved their camera skills like panning and used more shot types. For their final project, they researched conventions like opening sequences and learned editing skills like adding music and transitions. They also learned to consider their target audience and improved their lighting and screenwriting skills.
Evaluation question 4
The document discusses the use of various media technologies in the production of a short film. It describes using Final Cut Pro for video editing, including adding special effects like speech bubbles. Photoshop was used to create the film poster, with skills like masking and trimming learned from tutorials. Prezi was used for research and planning presentations. YouTube and BBC websites provided film references. A camcorder was used for filming, which presented challenges like avoiding glare and keeping the camera steady.
Evaluation – preliminary task
The student learned new skills using Adobe Premier software to edit their preliminary task. They cut out repetitive footage to make the film continuous, as required. They also learned new camera angles which they used to make the film look more professional. The editing and different camera angles helped ensure the task met the criteria and brief.
Media question 7
The document discusses what the student has learned from their preliminary task to their final film product for a course. They note that mistakes were made in filming the preliminary task, but that the final film used separate filming and editing which made it look more professional. Overall, the student learned new filming, editing, and advertising skills through completing the coursework tasks.
question 7
The document discusses the student's experiences filming preliminary sequences and opening sequences for class projects. It covers what they learned about shooting techniques like different camera angles, continuity, and dialogue. They improved at audience research and feedback between the preliminary and opening sequences. The student also discusses what they learned about teamwork, organization, and the filming and editing process.
Evaluation Question 7
The document discusses the learning process of creating short films for class assignments. It describes creating a preliminary sequence about a man discovering his girlfriend's pregnancy. For their coursework, the student group created an opening action film sequence with various shots and angles. They received feedback on the preliminary sequence but did not conduct formal audience research. The student learned about shooting different angles, proper dialogue techniques, and organizing group work to improve their skills and sequences.
Test video reflections proforma 2021
This document outlines the tasks and sections to be completed for a video reflection and review project. It includes sections to discuss filming with a camera, working with others, editing in Premiere, reflections on what was learned, and action points for future work. For the camera section, the document lists discussing areas that were interesting, difficult, what went well, and what was less successful about using the camera. It provides examples for each point. Similarly, it prompts discussing working with others on the test filming and editing in Premiere. The reflections section asks about the three main things learned. Finally, it requests five action points to consider for a future music video project.
Decisions and revisions
The document discusses the filmmaker's pre-production process for their film opening and title sequence about boxing. They began by researching boxing films to get ideas for camera shots, storytelling, and editing. They decided to tell a real-life boxing story to engage audiences. Location and equipment research was also conducted. Test footage was shot to evaluate lighting and equipment choices. Minor revisions were made to locations and equipment based on the test footage, but actors remained the same.
What have i learnt
1) For their prelim project, the author's group did little planning and research before filming and everyone was new to using the camera equipment, which led to problems during filming.
2) Their filming skills improved for the final project, as they planned locations, costumes, and storyboarded their film in advance. Their camerawork was better with different shot types.
3) The author's editing skills were not very developed for the prelim but improved for the final project, where they learned to use Final Cut Pro more effectively and add motion graphics.
Skill development
Research and planning are essential to filmmaking. Researching film genres and conventions allows one to plan a more professional film. Planning every aspect of the film from the story to shots to costumes ensures it will look professionally produced rather than improvised. Construction skills improved from the preliminary project to the final one thanks to practice with editing software. Choosing appropriate locations and actors is also important, as is addressing issues like sound quality which wind can impact.
Reflection
We were asked to film footage of someone walking through a door, sitting, and having a conversation to practice our filming skills and camera techniques.
I planned a story about a patient visiting the doctor for a blood cancer diagnosis. I filmed at my sixth form center to resemble a doctor's office.
I'm pleased with the smooth editing and added sound, which enhances the scenes. I struggled with speed and audio syncing but resolved it by adjusting speeds and audio positions.
For next time, I would make a clearer storyboard and include more shots. I learned proper tripod use and copyright sound searching, which will help with the main task. I also learned about Serif Movie Plus layers.
Evaluation quesion 7
The student learned a great deal from their preliminary task to the full thriller product. For the preliminary task, they did not properly use camera angles or the tripod, resulting in shaky footage. However, for the thriller, they used better camera settings like night vision, ensured the tripod was leveled, and used more shots to engage the audience. The student also improved at editing using effects and joining clips, having gained more experience using the software. Overall, they believe taking more time to plan was key to the thriller being more successful than the preliminary task.
SHORT FILM EVALUTION
Charlotte Oliver evaluated her production process for creating a short film. She conducted primary research through surveys and secondary research comparing demographics. For planning, she created a shot list and time schedule but wished they were more detailed. The entire process took 4 weeks. She was happy with using different camera angles but noted issues with changing lighting throughout the day. Peer feedback praised the storyline and wardrobe but suggested improvements could be made to lighting and props.
Evaluation Question Seven
I learned from filming a preliminary task that I needed to plan my shots more carefully to properly represent characters and locations. For the film opening, I focused on using different camera angles and shots to distinguish the different social classes of the characters and keep them in focus. As the main camera operator, I was heavily involved in the storyboards to ensure the shots matched cinematic conventions and represented the characters as intended, such as using a low camera angle for a powerful protagonist. Through taking multiple takes of scenes, I improved my camera skills and shot composition between the preliminary task and the completed film opening.
Qs#7
After completing his full movie, the student reflects on what he has learned compared to his preliminary task. In his preliminary task, he only knew basic camera handling and shots but had no screenplay or proper dialog. This led to difficulties like his actor not knowing what to say. Additionally, he did not have a tripod and the audio had loud background noise drowning out dialog. However, for his full movie, he conducted research like making a storyboard and shot list. He used better camera equipment which allowed HD video and clearer sound. He also employed techniques like depth of field and used a lapel mic to improve audio quality. Having a screenplay meant the actors knew their lines, improving the film overall.
Evaluation Question#7
The student learned several important improvements from their preliminary task to the full product. In the preliminary task, they only knew basic shots and had no screenplay or proper dialogues. This led to difficulties like the actors not knowing what to say and loud background noise obscuring dialogues. For the full product, the student did extensive research like making a storyboard and shot list. They also upgraded their camera equipment and used a microphone to improve audio quality. By implementing depth of field and having a screenplay, the dialogues were clearer and the actors knew their lines, representing significant improvements over the preliminary task.
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Criteria 2
The document discusses representations of teenagers in media like television shows and films. It provides the example of the TV show Skins, which exaggerates the behaviors of teenagers to be more dramatic and interesting, portraying them as moody, lazy, destructive, and rebellious. However, the authors wanted to represent teenage girls in a different light in their own short film, focusing on more realistic issues like music and internet obsessions rather than drugs and sex. They also included school uniforms to contrast with more casual clothing typically shown in media and aimed to explore family relationships rather than partying behaviors.
How effective is the combination of your main product and ancillary tasks?
The document discusses ancillary tasks created to promote a music artist, including a digipak album cover and magazine advertisement. Both ancillary pieces feature a lantern theme consistent with the artist's music video. The digipak clearly shows the album and was designed with an indie style. The advertisement uses the same image as the album cover to coordinate the products. Together, the ancillary pieces and music video work synergistically to promote the artist and their new album across different media platforms.
20) production log ok
The document outlines 23 lessons for a student to complete coursework on creating their own music magazine. Over the lessons, the student created drafts of a front cover, content page, and double page spread for their magazine, receiving feedback from their teacher. They also conducted research and interviews. While some lessons were spent planning, the majority of lessons were used to design and refine the different pages of the magazine before submitting for grading.
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Textual Analysis
The document provides a textual analysis of two soap opera trailers from Coronation Street and Hollyoaks. For the Coronation Street trailer, the analysis focuses on the use of verbal codes like short, dramatic dialogue, and a monotone voiceover. Non-verbal codes examined include dark lighting, clothing, and facial expressions. Technical codes discussed are shots at eye-level, close-ups, and fast-paced cuts. For the Hollyoaks trailer, the analysis looks at the lack of dialogue and a voiceover foreshadowing major changes. Sounds effects of fire and glass throwing are discussed, as are colors like white, red and black representing themes. Shots like over-the-shoulder and low camera
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How effective is the combination of your main product and ancillary tasks?
How effective is the combination of your main product and ancillary tasks?
كيفية التعبير عن إعجابك برأي معين عبر الفيسبوك Done
كيفية التعبير عن إعجابك برأي معين عبر الفيسبوك Done
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7. evaluation
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5. production reflection sf 2017
The document summarizes the student's work on several stages of a film production project. In stage 5, the student practiced using camera equipment and learned how to manipulate settings to achieve different lighting effects. They also learned how to record sound effects using new software. In pre-production, the student storyboarded ideas and created shot lists to plan filming. During production and editing, the student filmed the planned shots but some took longer than expected, and they had difficulties with sound editing and color correction. In their evaluation, the student gathered peer feedback, reflected on what went well and areas to improve, and compared their work to other films.
Question 4
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Development diary fmp film week two
The document summarizes a student filmmaker's research progress for their horror film project during the second week. They watched several horror films to get ideas for story elements, blocking, makeup effects, and camera movements. Specifically, they found a documentary on the making of Halloween useful. For their own film, they have researched props, costumes, makeup effects, and lighting that will link to their story idea. They plan practical experiments on makeup effects and homemade blood this weekend, and camera movements and screen colors the following week. They are collecting more audience feedback through an online survey to inform their project.
Q7
The student learned a great deal from their preliminary task to their full product. They conducted research on thriller films and genres to inform their ideas. This taught them about techniques like camera angles, lighting, and editing. They applied this knowledge to make their own movie, gaining confidence. Their shooting skills improved through practice, learning various shot types. They also learned to use camera equipment and editing software while editing. Though the recording and planning could have been better, they overall felt it looked like a good thriller film that was suspenseful.
Stage 5
This document summarizes Emily Grace Porter's reflections on her production process for a short thriller film. In the first week, she created a mind map of ideas from the film's prompt and conducted audience research through a questionnaire. She also researched techniques from films like "Room" and "Contagion" to inform her production. In subsequent weeks, she storyboarded, planned shots and casting, and completed her proposal. She filmed over two nights but lost editing time due to camera issues. Finally, she edited the footage and conducted an evaluation that reviewed her process and responded to feedback.
Evaluation
For his creative media project, the student created a short comedy action film about exaggerated global problems and North Korean threats. If he were to redo the project, he would spend more time planning, scripting, storyboarding, choreographing fight scenes, and learning video editing software to improve filming, visual effects, sound, and fluency between scenes. He also aims to learn better camera techniques and use additional sound effects from different sources. Overall, more preparation and skills development would help the student make a more professional and enjoyable film.
FMP 2 Evaluation.pptx
Ben Brown created a parody horror film project titled "How to Survive a Slasher Movie" for his college Final Major Project. He was initially attracted to the horror genre after watching many slasher films during quarantine in 2020. Through research on horror tropes, directors, and audiences, as well as 1980s-era public service announcements, Ben developed the idea to combine horror parody with a traditional PSA format. During production, Ben refined his ideas through improved planning, research, and incorporating feedback. While initially concerned it may be too difficult, Ben felt the completed project was a success due to its clear comedic horror-PSA concept and pragmatic approach to changes. He learned the importance of planning, research
Question 7
The document discusses the skills and techniques the author has learned throughout a film course. From their preliminary task to the final product, the author's skills in pre-production, production, and editing improved significantly. In pre-production, the author spent more time developing storyboards, scripts, schedules, and other materials for the final product compared to the preliminary task. During production, the author used better equipment like a higher quality camera, tripod, and microphone. They also applied specific lighting and filming techniques suited to their genre. In editing, the author learned skills like color correction, titles, and using After Effects, resulting in a more polished final product. Overall, the author felt they gained valuable experience and improved their filmmaking abilities
Evaluation
The interviewee learned many new skills when progressing from their preliminary task to creating a full horror film opening. Under software, they learned to use Premiere Pro which offered more editing options and helped make the film look more professional. They also learned how to dub sounds, adjust volumes, and dissolve shots. For techniques, they improved camera shot composition, spacing, and learned to use a tripod to avoid shaking. Finally, under miscellaneous they learned to take multiple shots of the same action to avoid needing reshoots, and that planning is important for constructing a film with good flow.
Evaluation
The document discusses feedback received on a movie trailer. The feedback identified several positive aspects of the trailer, including that the storyline engaged viewers and clearly established the characters and plot. Viewers also responded positively to the sound design, saying the music enhanced the emotional scenes. Additional positives singled out were the age-appropriate language, clear genre, and suitable location that fit the storyline. The feedback provided insights to strengthen future projects.
How did you use media technologies?
The student used various media technologies for research, planning, construction, and evaluation of their film project. Google and YouTube were heavily used for initial research on film genres, techniques, and story elements. During construction, they used a DSLR camera, struggled at first with camera techniques but improved with practice. Editing was done using Final Cut Pro, which they learned to use proficiently. Photoshop was used to create the film poster. Blogging, Prezi, and YouTube were used for presenting and evaluation.
FMP 2 Evaluation.pptx
Ben Brown created a parody horror film for his final major project that mocked horror film tropes. He was initially attracted to the slasher genre after watching many horror films during quarantine in 2020. Through research on horror films, public service announcements from the 1980s, and horror audiences, Brown developed the idea to combine horror and comedy by creating a public service announcement about surviving a slasher. During production, Brown improved his ideas by limiting scenes, focusing on editing, and being flexible. In the end, Brown felt the project was a success despite initial concerns, as he learned valuable lessons about planning, research, and constant improvement that helped create a high quality film.
6. evaluation sf 2017 final
Kieran Bradley evaluated their short film project. They found strengths in their research exploring existing films and surveys of their target audience. Weaknesses included not researching concepts more. For planning, strengths were everything planned helped production, but weaknesses were not planning the concept enough. For time management, strengths were meeting deadlines, weaknesses were not having time for all planned sound effects. Based on peer feedback, Kieran would spend more time on editing effects to look more professional and change the genre, as the film was not seen as horror.
Question 4 – how did you use media.. copy - copy
The blogger used different online tools and websites to organize their coursework into sections for research, planning, construction, and evaluation. This included using Blogger to create pages for each section, YouTube to share a practice film trailer, and Flickr to research film poster and magazine cover conventions. Feedback was received on the blog to help improve the work. Various software like Photoshop, Movie Maker, and presentation tools were used to construct deliverables and organize findings.
5. production reflection
In the first week, the student generated ideas and developed three music video concepts before choosing to create a romantic music video for the song "Songbird" by Oasis styled to look old fashioned. In week two, the student researched techniques and styles by watching other music videos and films to get inspiration. Week three involved experiments with different filming techniques and styles to determine what worked best. In week four, the student filmed footage around York over two days and spent a long time editing and adding effects to achieve the desired old film look. For week five, the student finished editing and uploading the video before evaluating the project, identifying strengths and areas for improvement.
5. Production Reflection sf 2017
This document contains weekly reflections from a student on their process of creating a video production over 5 weeks. In week 1, the student learned camera skills and filmed initial clips with their group. They struggled with storyboarding and keeping the camera focused. In week 2, they conducted research and worked on their proposal. They felt they need to apply their research more. In week 3, they continued planning but struggled with storyboarding and shot lists. Risk assessment was easier. In week 4, they began filming and editing but found it time consuming. They need to improve time management and editing skills. In week 5, they continued editing but struggled with specific tools and recording clear audio.
7. evaluation(improved)
The document provides a summary of the research, planning, production, and technical qualities of Samuel Schottner's film trailer project. Some key points:
- Extensive research was done on film trailers by analyzing conventions, pacing, and styles. This informed the planning and shooting of footage.
- Planning included storyboards, style sheets, mood boards, and production schedules. Footage was shot to fit within a trailer structure.
- Production went smoothly with an enthusiastic cast, though scheduling issues led to a condensed shooting timeframe.
- Technical aspects like aspect ratio, color grading, and flat profiles were used to enhance the cinematic quality and give flexibility in post-production.
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Media evaluation question 6
The student used various digital technologies and software in making their horror film. Survey Monkey and Padlet were used to conduct research and develop ideas. Photoshop was used to create branding elements and promotional materials. A Canon DSLR camera, tripod, and smartphone light were used to film, taking advantage of settings for different shots. Sony Vegas and Final Cut Pro were used to edit, with the latter being easier to learn. A smartphone app was also used to create a storyboard. YouTube and Blogger were used to upload and publish the film and related work. New technologies make media production easier by facilitating organization, advertising, and content creation.
Media evaluation question 5
The document discusses research the author conducted on their target audience of teenagers aged 15-19 for a horror movie. They created a survey to distribute to their college that provided feedback on preferred character types, props, and storylines for horror movies. The author used this audience research to inform decisions about the killer, props, and storyline for their movie, as well as the best time to release it when more of their target demographic would be available to see it during holiday periods.
Media evaluation Question 4
The document discusses the target audience for a horror film. The target audience is teenagers aged 15 to 19, as they are most likely to see horror films at cinemas, have disposable income and free time, and tend to spend money at cinemas watching movies. Research also showed the successful horror film "Scream" targeted this same 15 to 19 age range, making it an appropriate target for the author's new horror film as well.
Media evaluation q3
Dimension Films and New Line Cinema are the largest horror film distributors and would be well suited to distribute the author's horror film, which was inspired by the successful film Scream that Dimension distributed. Dimension is highly successful in the horror genre and would provide access to an existing wide audience. While Dimension is very successful, a disadvantage is that it is not as large as distributors like Universal or Paramount, so releasing around the same time as one of their horror films could draw audiences away.
Media evaluation q2
This document summarizes the target audience of a horror film. Statistics show that teenagers are the most common audience for horror films because they have the most free time and disposable income. While some adults also watch horror films, teenagers are the primary target. The film represents teenagers through stereotypical characters and events like teenage parties. Character clothing, like jeans and t-shirts, also stereotypically represents typical college attire to further target teenagers.
Detailed analysis of the opening sequence of shrooms
The document analyzes the opening sequence of the 2007 horror film "Shrooms". It begins with large white titles growing on a black screen, suggesting something is coming. There is then diegetic heavy breathing and a long shot of a woman running desperately through a dark forest from an unseen threat. A 42-second montage of shots from a creepy building shows weird events, confusing viewers but later revealed to introduce a key setting. Overall, the opening sequence effectively uses cinematography, mise-en-scene, and sound to create an unsettling, mysterious atmosphere typical of horror and engage viewers.
Institutional Research
This is my institutional research for my project, this research will help me decide on which genre film to create for my final film creation.
Certificates and audience
Age ratings placed on movies by the BBFC are intended to prevent younger audiences from viewing movies with mature or inappropriate content. The common UK ratings are U for universal, PG for parental guidance, 12A meaning those under 12 must be accompanied by an adult, 12, 15, and 18 being restricted to adults only. Each rating level specifies what types and extent of content is permissible, with higher ratings allowing stronger violence, language, sexual content and more mature themes. The document provides examples of the types of content typically seen at each rating level and concludes by explaining why the author's hypothetical horror film would merit a 15 rating.
The creation of my logo
The document describes the process of creating a logo for a horror production company called "SLASHER Productions". Key steps included:
1. Using Photoshop, the creator painted a black background and added text in a "pr_uncial_creepy" font that looked bloody to fit the horror genre.
2. Images of a knife and a bloody smiley face were extracted from online sources and placed behind and next to the text.
3.Layers were merged and centered on the black background to complete the logo incorporating a knife, bloody text and smiley face.
Risk assessment
This document outlines various risks associated with an independent film production and identifies ways to mitigate those risks. It notes that the director is responsible for most risks but that sensibility should be used throughout filming. It then lists specific risks like weather, equipment issues, actor absences or injuries, location safety concerns, and financial constraints. For each risk, it identifies who is responsible and potential solutions like scheduling backups, frequent communication, equipment checks, and ensuring safe locations and proper funding.
Shot list
1. The document outlines 28 shots for a film scene involving characters Sidney, Olivia, and Ryan.
2. The first shots establish Sidney and Olivia walking in a park on a clear day before Ryan runs up to them. Subsequent shots include the characters getting ready at Sidney's house and driving to Ryan's party.
3. At the party, Sidney and Olivia decide to walk home but realize they are being followed by the killer. They run into an abandoned factory to hide but get separated, and Olivia is murdered in the dark facility.
4. Sidney struggles with the killer in the near darkness before running through the factory, only to find the killer is already waiting and murders her as
Call sheet
This document provides a call sheet for the short film "Beneath The Mask" with details about the shooting dates from October 31st to November 12th 2014. It lists the locations in Hartlepool, United Kingdom that will be used, including Sidney's house, Ryan's house/party location, and an abandoned factory. It also provides contact information for the cast and crew, a list of the camera and lighting equipment that will be used, as well as details about props and wardrobe for the typical teenager roles.
Detailed analysis of woman in black opening sequence
The opening sequence of The Woman in Black establishes mystery and builds tension. It begins with three little girls looking off-camera at something unknown, creating intrigue for the viewer. The setting of an old house with antique furnishings further suggests horror. Close-ups of the girls playing with dolls hint that the toys will factor into the upcoming scene. Without warning, one girl stands on a doll's head as if killing it, then all three jump from an open window to their deaths, with diegetic sounds reinforcing the sinister events. This shocking conclusion leaves the viewer unsettled and curious to understand more.
Preliminary task evaluation
This document provides instructions for a preliminary filmmaking task involving filming a character entering a room, sitting down, and having a brief conversation with another character. The task is meant to demonstrate continuity of action, shot/reverse shot filming, and adherence to the 180-degree rule. It asks that the planning, camera use, and editing with Final Cut Pro be evaluated, and that two areas for improvement be identified to work on for the main task. The response evaluates the team's planning and filming with a Canon camera, editing in Final Cut Pro, and identifies that some actors need more confidence and to be less camera shy.
Script for assessment 3 map 1
Gabriel enters a home and sits down nervously with his parents. He dramatically comes out to them as gay. His parents reveal they already knew and are supportive. They ask him to be quiet so they can continue watching TV, which upsets Gabriel who calls them homophobes.
Initial skills analysis
Shaun Moat completed an initial skills analysis for his media course, rating his confidence with various required skills and software on a scale from 1 to 10. He felt least confident with Mac computers, Photoshop, and iMovie/Final Cut. By the end of the course, he hopes to have improved his editing skills, knowledge of camera techniques, filming techniques, and ability to analyze films and video games.
Camera shots
This document defines and describes various camera shots and techniques used in filmmaking, including close-up shots to show emotions, high and low angle shots to manipulate a character's perceived power, bird's eye view and establishing shots to set a scene, panning and tilting to move the camera angle, tracking and dolly shots to move with characters, crane shots from high points, zooming in on important objects, handheld shots to convey motion, and different shot distances like long shots, medium shots, and close-ups. Proper techniques like maintaining eye lines and using the rule of thirds are also discussed.
As media assessment 2 map 1 mad men
The document analyzes camera work and mise-en-scene in the TV show Mad Men to examine representations of gender in the 1950s. In the opening scene, a tracking shot shows the bar is full of smoking men while Don Draper sits alone, seeming like an outsider. An interaction between Don and a black waiter, Sam, reveals discrimination but also Don's willingness to stick up for Sam. Shots of Don in bed with a dominant woman and a bird's eye view of the office suggest challenges to typical 1950s gender roles. Later shots follow a female character, Peggy, to show the stereotypical secretarial work expected of women at that time versus men's private offices.
Opie self portrait evaluation
Shaun Moat used various Photoshop tools like the pen tool, magnetic lasso tool, color picker, paint bucket, pencil, brush tool, and rubber tool to create a self-portrait. He outlined features with the pen and lasso tools, selected skin color with the picker, filled areas with the bucket, and refined edges with the pencil, brush, and rubber tools. Shaun did not find any of the tools difficult to use and felt his self-portrait was fairly successful in completing the task by using the requested tools and making the portrait resemble his actual face.
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Media evaluation question 7
- 1. Media Evaluation Question 7: Looking back at my preliminary task that I created at the start of my project, I feel that I have come a long way as to how to use each software more professionally, how to use a DSLR camera with more control and how to actually produce a film, from creating a storyboard to advertising my film. For example, when I got feedback from my preliminary task, it said that I needed to have better camera control, I needed a better storyline and that it needed the editing improved. So for my horror film, I worked on my own instead of a group to do some research on successful horror films and I came up with my own storyline based around other horrorfilms that I thought would be suitable for my own film. I also spent a lot of time filming my horror film over a period of about three weeks, instead of just half an hour which it took to film my preliminary task. This improved my control and knowledge of my DSLR camera, giving me better recording results for my horror film than I got for my preliminary film. I then spent weeks on my editing, learning different methods on how to scare an audience with a horror film, I used multiple sound effects to build a scary and creepy atmosphere for the film and I also used different camera shots and transitions to smooth the film out and give it variation. Because I worked on my own to produce my horror film instead of working as a group, this gave me the freedom to create my own storyboard and do my own research and produce my own film. This made my work a lot more time consuming, but this ment that I could alter and change things to how I wanted them to be, however I still asked multiple classmates for feedback so that I could improve my work even more. Me working on my own, also ment that I made the entire creative decision making, which made the production of my film a lot more easier as there was no arguments about what to do, however I was always open to feedback from classmates.