Media preliminary evaluation
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The document summarizes the author's learning during a video editing project. They learned how to use Premiere Pro to edit videos, add transitions, and cut clips to match actions. They also learned how to properly frame shots, use a video camera, observe the 180 degree rule, and incorporate different camera shots. Areas for improvement include properly exporting the final video, participating in storyboarding, and importing videos into Premiere Pro. Overall, the author believes the brief was well met by following rules and ensuring the finished video was continuous.
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Preliminary task evaluation
The document summarizes the learning and areas for improvement from a preliminary filmmaking task. It discusses successes like editing clips together and using planned camera shots. Areas for development included not filming enough footage for scenes and continuity issues between days. While the group produced a decent clip, they failed to meet the brief and time requirements by not following rules like the 180 degree shot continuity. The individual contributed as camera operator and editor but could improve with more advanced editing skills and additional footage.
Preliminary task evaluation
The document summarizes the learning and areas for improvement from a preliminary filmmaking task. It discusses successes like editing clips together and using planned camera shots. Areas for development were not filming enough footage for scenes and continuity issues between days. The brief was not fully met as it lacked a 180 degree rule. The author's contribution as camera operator and editor was decent but could be improved with more footage and advanced editing skills.
Reflection on film tasks
The document reflects on two filmmaking assignments. For the first assignment on shot types, organizing the filming was challenging and resulted in an unprofessional final product that lacked quality. Footage was edited in Final Cut Pro by dragging clips into the timeline. For the second assignment on continuity, various shots like close-ups and shot reverse shot were used, but organization during filming caused delays. Editing involved matching shots on action in the timeline. Overall, better organization is needed for professional quality work.
Evaluation question 6
The brief for the preliminary task was to film a conversation scene including key filming techniques. This was to practice skills needed for the final thriller opening. From completing the task, the student learned how to use continuity rules, shoot different shot types, and gained experience working as a group and editing with Final Cut. Completing the preliminary task helped with the final project by providing experience using the camera, continuity, planning, group work, and editing skills, which ensured a smooth production process for the thriller opening.
evaluation question 7
During the preliminary task, the filmmaker struggled with properly operating the camera, following techniques like matching action and the 180-degree rule, and understanding concepts like line of action. For the final film, they were able to apply what they learned to shoot effectively, following the basic functions of the camera and rules of filmmaking.
Media evaluation 1
The document summarizes what was learned from creating a preliminary video task. It discusses using a storyboard to plan shots and characters, learning to operate a camera and manage time. Continuity errors due to outfits between shots was also experienced. The finished video used a variety of shots but could have been longer and had better editing. Group work was generally good but there were disagreements. Areas for future improvement include including more shots, better planning, and spending more time practicing editing.
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 Question three
The document discusses how the author's production skills developed throughout creating a thriller film project. Their camera skills improved as they learned to film various shot types. They also learned to confidently use editing software like Final Cut Pro, adding various effects, titles, and editing techniques. Additional programs like QuickTime Player and Audio Network helped with tasks like screen recording and finding appropriate music. Overall, the author's production skills massively increased as they gained experience with cameras, editing, and other software through completing this project.
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Preliminary task evaluation
The document summarizes the learning and areas for improvement from a preliminary filmmaking task. It discusses successes like editing clips together and using planned camera shots. Areas for development included not filming enough footage for scenes and continuity issues between days. While the group produced a decent clip, they failed to meet the brief and time requirements by not following rules like the 180 degree shot continuity. The individual contributed as camera operator and editor but could improve with more advanced editing skills and additional footage.
Preliminary task evaluation
The document summarizes the learning and areas for improvement from a preliminary filmmaking task. It discusses successes like editing clips together and using planned camera shots. Areas for development were not filming enough footage for scenes and continuity issues between days. The brief was not fully met as it lacked a 180 degree rule. The author's contribution as camera operator and editor was decent but could be improved with more footage and advanced editing skills.
Reflection on film tasks
The document reflects on two filmmaking assignments. For the first assignment on shot types, organizing the filming was challenging and resulted in an unprofessional final product that lacked quality. Footage was edited in Final Cut Pro by dragging clips into the timeline. For the second assignment on continuity, various shots like close-ups and shot reverse shot were used, but organization during filming caused delays. Editing involved matching shots on action in the timeline. Overall, better organization is needed for professional quality work.
Evaluation question 6
The brief for the preliminary task was to film a conversation scene including key filming techniques. This was to practice skills needed for the final thriller opening. From completing the task, the student learned how to use continuity rules, shoot different shot types, and gained experience working as a group and editing with Final Cut. Completing the preliminary task helped with the final project by providing experience using the camera, continuity, planning, group work, and editing skills, which ensured a smooth production process for the thriller opening.
evaluation question 7
During the preliminary task, the filmmaker struggled with properly operating the camera, following techniques like matching action and the 180-degree rule, and understanding concepts like line of action. For the final film, they were able to apply what they learned to shoot effectively, following the basic functions of the camera and rules of filmmaking.
Media evaluation 1
The document summarizes what was learned from creating a preliminary video task. It discusses using a storyboard to plan shots and characters, learning to operate a camera and manage time. Continuity errors due to outfits between shots was also experienced. The finished video used a variety of shots but could have been longer and had better editing. Group work was generally good but there were disagreements. Areas for future improvement include including more shots, better planning, and spending more time practicing editing.
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 Question three
The document discusses how the author's production skills developed throughout creating a thriller film project. Their camera skills improved as they learned to film various shot types. They also learned to confidently use editing software like Final Cut Pro, adding various effects, titles, and editing techniques. Additional programs like QuickTime Player and Audio Network helped with tasks like screen recording and finding appropriate music. Overall, the author's production skills massively increased as they gained experience with cameras, editing, and other software through completing this project.
Question Three
The document discusses the software, hardware, and technical skills the author developed throughout creating a film production project. It describes using Adobe After Effects, Premiere Pro, Photoshop, and other programs, as well as an iMac, Macbook Pro, and other hardware. The author details challenges with learning new software like Photoshop and Wix but overcoming difficulties to be proud of the posters and trailers created. Room for improvement on the website is also noted.
6. fmp production reflection
The document describes the production process and equipment used to create a YouTube video. It details two cameras - a Canon EOS 600D used for cinematic shots and indoor self-vlogging, and a GoPro Hero 3 for outdoor self-vlogging, though audio quality suffered due to its waterproof case. Footage was organized and a shot list created before multi-day editing in Premiere Pro to cut unwanted content and add music. The final video was exported at 720p for YouTube and shared on social media.
Question 7 Media Studies
In their preliminary task, the student's team filmed examples of cinematography techniques like the 180 degree rule and match on action to learn the different rules of filming. This helped prepare them for shooting their final product by practicing skills like match on action and learning how to use the camera equipment. They also improved their teamwork and communication through having different views in the preliminary task, which readied them for collaborating on the full product.
Evaluation Task 7
Looking back at your preliminary task, you feel you have greatly improved your skills in camera work, editing, and continuity from your initial task to your final product. When filming the preliminary task, you struggled with shaky camera movements but overcame this for the final product. Your editing skills vastly improved from initial difficulties using Premiere to learning how to properly time cuts. Your camera skills expanded from learning new shots and techniques. Continuity was an issue initially but was handled well in the final product. You also came to better understand the importance of the 180 degree rule and shot/reverse shot technique through this process.
Powerpointformedia1
The document summarizes the initial steps taken to edit a short film in Adobe Premier Pro. It discusses:
1) Creating a new project and selecting the appropriate sequence presets to match the digital SLR camera used for filming.
2) Selecting a file location to save project elements to avoid issues with missing audio or video files.
3) Importing video files from the media folder into the project storyboard, renaming clips to correspond with the shot list for easy ordering later in the timeline.
Reflection on the prelim task
The filmmakers accomplished their goals of achieving a 180 degree rule, match on action, and shot reverse shot in their preliminary film. While using the camera was initially tricky and some shots had to be retaken due to memory issues, the filmmakers were pleased with how the prelim task went overall. The prelim task provided an opportunity for the filmmakers to learn camera and tripod usage as well as be creative in developing narrative and exploring new camera angles.
AS Media Studies: Evaluation Question 6
The document discusses various technologies the student learned about through creating a film project. They learned new skills using their Canon camera, such as the recording feature and manual focus. They also learned about different camera shots, filming techniques, and angles. The student used a tripod to keep the camera steady and level. For software, they learned to use LiveType to create idents, iMovie to edit video and audio, and were familiar with using Apple Macs. They also got used to using Blogger to plan, record production details, and log research.
Editing note
The document summarizes the editing process for a movie project. It discusses using Final Cut Pro to add effects to create a news broadcast look and subtitles. Photoshop was used to create an institution logo. Adobe Premiere Pro was the most important tool, stitching together scenes and adding effects like cropping, tinting, and dip to black transitions to achieve a cinematic look. Audio editing included using keyframes and effects like news music and car sounds.
Video Continuity Post-Production Evaluation
Polina Zalevskaya created a video continuity sequence for her AS level Media Studies course. She used Vegas Pro video editing software to import footage, arrange shots in chronological order, trim clips, add transitions, and implement color corrections, image speed adjustments, and special effects. Polina focused on sound editing and caption design, though had to use templates for the captions due to time constraints. For future projects, she would spend more time on sound reduction, create her own text templates, add smoother transitions, and better plan filming to improve continuity.
Evaluation Question 7
Caleb Carpenter discusses what they learned about editing and camerawork from their preliminary task. For editing, they learned how to change clip speed, add text overlays, and use software features to modify quality and effects. For camerawork, they learned different shot types like low and high angles, and tracking shots. Caleb also discusses learning about the 180 degree rule, match on action, and shot reverse shot techniques to improve flow between shots. They realized the importance of patience while filming to achieve the best quality.
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.
6) evaluation post 6
I learned several skills related to video production technologies from constructing this product:
1) I gained experience using a video camera to film scenes and learned camera techniques like different shots, zooming, and tilting.
2) Using a tripod provided steady shots and allowed techniques like panning and tilting that are difficult without one, giving a more professional finish.
3) iMac computers allowed the use of professional video editing software and tools to complete the project, and I improved my skills using Mac operating systems.
New editing powerpoint
The document discusses editing a video project in Final Cut Pro after initially starting it in iMovie. It describes importing footage into both programs, learning how to select and arrange clips in Final Cut Pro, using different transitions like cross dissolves, and applying techniques like adjusting clip speed and using overlays. Final Cut Pro provided more editing options and was quicker to work with than iMovie.
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Question Three
The document discusses the software, hardware, and technical skills the author developed throughout creating a film production project. It describes using Adobe After Effects, Premiere Pro, Photoshop, and other programs, as well as an iMac, Macbook Pro, and other hardware. The author details challenges with learning new software like Photoshop and Wix but overcoming difficulties to be proud of the posters and trailers created. Room for improvement on the website is also noted.
6. fmp production reflection
The document describes the production process and equipment used to create a YouTube video. It details two cameras - a Canon EOS 600D used for cinematic shots and indoor self-vlogging, and a GoPro Hero 3 for outdoor self-vlogging, though audio quality suffered due to its waterproof case. Footage was organized and a shot list created before multi-day editing in Premiere Pro to cut unwanted content and add music. The final video was exported at 720p for YouTube and shared on social media.
Question 7 Media Studies
In their preliminary task, the student's team filmed examples of cinematography techniques like the 180 degree rule and match on action to learn the different rules of filming. This helped prepare them for shooting their final product by practicing skills like match on action and learning how to use the camera equipment. They also improved their teamwork and communication through having different views in the preliminary task, which readied them for collaborating on the full product.
Evaluation Task 7
Looking back at your preliminary task, you feel you have greatly improved your skills in camera work, editing, and continuity from your initial task to your final product. When filming the preliminary task, you struggled with shaky camera movements but overcame this for the final product. Your editing skills vastly improved from initial difficulties using Premiere to learning how to properly time cuts. Your camera skills expanded from learning new shots and techniques. Continuity was an issue initially but was handled well in the final product. You also came to better understand the importance of the 180 degree rule and shot/reverse shot technique through this process.
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The document summarizes the initial steps taken to edit a short film in Adobe Premier Pro. It discusses:
1) Creating a new project and selecting the appropriate sequence presets to match the digital SLR camera used for filming.
2) Selecting a file location to save project elements to avoid issues with missing audio or video files.
3) Importing video files from the media folder into the project storyboard, renaming clips to correspond with the shot list for easy ordering later in the timeline.
Reflection on the prelim task
The filmmakers accomplished their goals of achieving a 180 degree rule, match on action, and shot reverse shot in their preliminary film. While using the camera was initially tricky and some shots had to be retaken due to memory issues, the filmmakers were pleased with how the prelim task went overall. The prelim task provided an opportunity for the filmmakers to learn camera and tripod usage as well as be creative in developing narrative and exploring new camera angles.
AS Media Studies: Evaluation Question 6
The document discusses various technologies the student learned about through creating a film project. They learned new skills using their Canon camera, such as the recording feature and manual focus. They also learned about different camera shots, filming techniques, and angles. The student used a tripod to keep the camera steady and level. For software, they learned to use LiveType to create idents, iMovie to edit video and audio, and were familiar with using Apple Macs. They also got used to using Blogger to plan, record production details, and log research.
Editing note
The document summarizes the editing process for a movie project. It discusses using Final Cut Pro to add effects to create a news broadcast look and subtitles. Photoshop was used to create an institution logo. Adobe Premiere Pro was the most important tool, stitching together scenes and adding effects like cropping, tinting, and dip to black transitions to achieve a cinematic look. Audio editing included using keyframes and effects like news music and car sounds.
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Polina Zalevskaya created a video continuity sequence for her AS level Media Studies course. She used Vegas Pro video editing software to import footage, arrange shots in chronological order, trim clips, add transitions, and implement color corrections, image speed adjustments, and special effects. Polina focused on sound editing and caption design, though had to use templates for the captions due to time constraints. For future projects, she would spend more time on sound reduction, create her own text templates, add smoother transitions, and better plan filming to improve continuity.
Evaluation Question 7
Caleb Carpenter discusses what they learned about editing and camerawork from their preliminary task. For editing, they learned how to change clip speed, add text overlays, and use software features to modify quality and effects. For camerawork, they learned different shot types like low and high angles, and tracking shots. Caleb also discusses learning about the 180 degree rule, match on action, and shot reverse shot techniques to improve flow between shots. They realized the importance of patience while filming to achieve the best quality.
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.
6) evaluation post 6
I learned several skills related to video production technologies from constructing this product:
1) I gained experience using a video camera to film scenes and learned camera techniques like different shots, zooming, and tilting.
2) Using a tripod provided steady shots and allowed techniques like panning and tilting that are difficult without one, giving a more professional finish.
3) iMac computers allowed the use of professional video editing software and tools to complete the project, and I improved my skills using Mac operating systems.
New editing powerpoint
The document discusses editing a video project in Final Cut Pro after initially starting it in iMovie. It describes importing footage into both programs, learning how to select and arrange clips in Final Cut Pro, using different transitions like cross dissolves, and applying techniques like adjusting clip speed and using overlays. Final Cut Pro provided more editing options and was quicker to work with than iMovie.
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El documento habla sobre la naturaleza y proporciona varias definiciones. Define la naturaleza como equivalente al mundo natural o universo físico, excluyendo objetos artificiales e intervención humana. Describe dos tipos de naturaleza: la esencia innata de los seres y el conjunto del universo. También incluye una tabla sobre los países anfitriones y temas del Día Mundial del Medio Ambiente entre 2013-2008.
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This document provides an introduction to quantification tools for loan restructuring. It discusses topics such as the CAMPARI framework for credit analysis, the 5 Cs and 5 variables used to analyze loans, and how compounding interest, risk, and term extensions impact the total cost of credit. Quantitative examples are provided to illustrate concepts like how increasing the loan term reduces monthly payments but increases the total interest paid over the life of the loan.
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Similar to Media preliminary evaluation
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This document provides a preliminary evaluation of a project. It summarizes that the author learned how to use a video camera on a tripod, implement transitions, and storyboard a video. It also discusses the success of presenting a range of shots and meeting the brief. Areas for improvement include not meeting the one minute time limit and adding more transitions. In conclusion, the brief requirements of showing characters opening a door and sharing dialogue were satisfied.
Preliminary task evaluation
This document provides a brief for a filmmaking task that requires students to film a character opening a door, crossing a room, sitting in a chair, and exchanging dialogue with another character. It states that the task should demonstrate match on action, shot/reverse shot editing, and compliance with the 180-degree rule. It then evaluates the task, noting that planning, camera work, and iMovie editing went well as a group effort, with areas for improvement being to add more characters and use props to provide more detail.
As media preliminary task evaluation
Mini Rana's role in the preliminary task was as the cameraman, filming all the shots that are in the video. They found planning the production to be their favorite part, as it allowed for brainstorming ideas and storyboarding shots. Working in a group helped with efficiency but also led to some conflicting ideas that slowed filming down. Mini Rana tried to include camera techniques like match on match, 180 degree rule, and shot reverse shot. They felt the investigation scene and match on match corridor scene were strengths. Further development could involve more thorough planning and using a wider variety of shots.
Evaluation 7
The document discusses what was learned from creating a preliminary task video to the final product. It describes learning the importance of following techniques like the 180 degree rule, shot reverse shot, and match on action to create continuity and coherence. Through practicing these in the preliminary task, the filmmakers discovered they could apply the rules more subtly while still creating continuity. They also learned to use two cameras instead of one when filming to better apply match on action. Additionally, they learned to incorporate more varied camera angles, shots, and edits to make the final video more professional and satisfying to the target audience. Completing the preliminary task helped teach important editing and camera work skills that improved the quality of the final video.
Assignment 15[1]
The group assessed their preliminary task video. They felt they successfully used different shots and camera movements while avoiding rule breaks. Areas for improvement included reducing background noise, adding opening credits, and incorporating more shot distances and camera angles. They learned skills in planning, filming, editing, uploading, and self-assessing through completing this preliminary assignment using technologies like PowerPoint, cameras, tripods, iMovie, QuickTime, YouTube, and online research.
Assignment 15 final
The group assessed their preliminary task assignment. They felt they did well with steady camera work and avoiding the 180 degree rule. Areas for improvement included reducing background noise, adding credits, and including more shot distances and camera angles. When assessing their use of camera techniques like framing and shot distances, they were mostly pleased but could have improved with an extreme close up shot and a mid shot. They learned skills in researching, planning, filming, editing, uploading and assessing their preliminary task. This included learning about shot varieties, match on action, editing software, and critically reviewing their own work.
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.
Q7) looking back at your preliminary task
The document discusses a film student's experience filming preliminary exercises and a final short film. For the preliminary exercise, the student's group demonstrated techniques like the 180 degree rule and shot reverse shot. This experience gave the student an advantage when filming their own final 2-minute film opening. The student was able to apply rules and shots like match on action shots that they had learned. Through the process, the student improved at organizing, camera work, and editing techniques in Final Cut Express.
AS Media Evaluation part 7
In their preliminary task, the students shot a short scene using a basic camcorder. For their final film, they had more freedom and used a more advanced camera. They learned how to use different camera settings, angles, and shots. They also improved their editing skills in Final Cut by learning more tools and getting better at managing their time. While they carried over techniques like match-on-action from the preliminary, they developed their skills in areas like camera operation, shot variety, and moving shots.
Evaluation Question 6
The document discusses what the student learned about technologies from constructing a film product with their group. They learned that planning is important before filming and they created a detailed shot list. They also learned how to properly use camera equipment like tripods to ensure steady shots and prevent unwanted angles. Editing the footage in Adobe Premier Elements was challenging but they learned to be patient as the software could be slow. They found blogging on Blogger to be an easy way to upload and access their work from anywhere. Overall, the student learned that technology does not always work as intended and being patient and practicing with the equipment and software helps improve skills and the quality of the final product.
Evaluation Question 6
The document discusses what the student learned about technologies from constructing a film product with their group. They learned that planning is important before filming and they created a detailed shot list. They also learned how to properly use camera equipment like tripods to ensure steady shots and prevent unwanted angles. Editing the footage in Adobe Premier Elements was challenging but they learned to be patient as the software could be slow. They found blogging on Blogger to be an easy way to upload and access their work from anywhere. Overall, the student learned that technology does not always work as intended and being patient and practicing with the equipment and software helps improve skills and the quality of the final product.
Preliminary task september 2014 evaluation
This document provides instructions for a preliminary filmmaking task involving filming a character opening a door, crossing a room, sitting in a chair, and exchanging dialogue with another character. It requires evidence of matching action between shots, using a shot/reverse shot technique, and following the 180-degree rule. It evaluates the task positively, noting that the group worked well together to storyboard, script, film, and edit separate clips into a cohesive video using iMovie. Areas for future improvement include practicing video editing and familiarizing themselves further with iMovie software, as well as incorporating props, costumes, and multiple backgrounds.
Question 6
The document discusses the various technologies the student learned while creating a film opening for a media course, including blogs, cameras, and editing software. For blogs, the student learned to use Blogger to upload and organize coursework. For cameras, the student gained experience using a Hitachi camera, including attaching it to a tripod and adjusting settings. For editing software, challenges included importing videos at a resolution the software could handle and learning the software interface. The student also uploaded drafts and the final film to YouTube to share online.
Question 6
The document discusses the various technologies the student learned while creating a film opening for a media course, including blogs, cameras, and editing software. For blogs, the student learned to use Blogger to upload and organize coursework. For cameras, the student gained experience using a Hitachi camera, including attaching it to a tripod and adjusting settings. For editing software, challenges included importing videos at a resolution the software could handle and learning the software interface. The student also uploaded drafts and the final film to YouTube to share online.
Question 7 evaluation
The document discusses the learning and improvements from a student's preliminary film task to their full film opening project. For the preliminary task, the student filmed a scene with classmates involving different shots. The student learned about camera shots, rules, and editing but found the software difficult. Improvements would include more time, a better location, and smoother transitions. For the full project, more filming, continuity, and conventions were needed but the preliminary task prepared the student on techniques and helped the group work more professionally.
Evaluatioin question 6
The document discusses technologies used in creating a media product. It describes:
1) Using a Sony HDV 1080i MiniDV camera which allowed for better quality shots but initial difficulties in learning how to properly record and review footage.
2) Getting familiar with Final Cut Express for editing, which the group picked up quickly to cut and add sound.
3) Learning to use Blogger to create an online blog for sharing work and research.
4) Both successful and unsuccessful parts of incorporating new technologies, like initial camera issues but high quality final product, and lengthy music searches vs helpful audience feedback surveys.
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.
6: What have you learnt about technologies from the process of constructing t...
The document discusses technologies used at different stages of a film production project. In research, Apple Macs were used for genre research online using IMDb, YouTube, and Blogger. Slideshare was embedded into Blogger to share key research points. HD cameras were used to film preliminary tasks, and Final Cut Express was used to edit clips and add transitions. Celtx was used to write the script. HD cameras provided high definition footage for production. Final Cut Express allowed for flexible editing in post-production. The filmmaker learned to use Blogger, Final Cut Express, Celtx, and how to embed videos while camera phone quality could have been better.
As Media Connor Lovatt Evaluation
The document summarizes what was learned from a preliminary filmmaking task. It discusses gaining basic camera and shot skills, learning organizational skills for filming, and how to work effectively as a group. Areas of success included applying various shots to the short film and editing it using Adobe Premier Pro. An area for improvement was that some shots were too dark to see clearly due to lighting issues. Overall, the brief of including specific shots, audio, and a sound effect was met successfully.
Media evaluation
The document summarizes what was learned from a preliminary filmmaking task. It discusses gaining basic camera and shot skills, learning organizational skills for filming, and how to work effectively as a group. Areas of success included applying various shots to the short film and editing it using Adobe Premier Pro. An area for improvement was that some shots were too dark to see clearly due to lighting issues. Overall, the brief of including specific shots, audio, and a sound effect was met successfully.
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- 2. During the preliminary task the things I have learnt are how to use the program premiere pro to edit a video. I have learnt how to add transitions to the clips and how to cut the clips in order to succeed match on action. Another thing I have learnt is how to set up the tripod to take shots. I have also learnt how to observe the 180 degree rule. I have also learnt a variety of camera shots that we needed for our task.
- 3. My area of success during our task was that was I able to frame a shot. Also I am more confident about using a video camera as I was not familiar with this type of camera. Another area of success was that I was able to observe a 180 degree rule . I was also able to edit the clips to make sure that it was continuous and also I made sure that the editing shown match on action.
- 4. Areas for improvement One area for improvement is exporting the final video as when I did this the clip split into two parts. Another area I could improve on is doing the storyboarding as I didn’t take part in this task as I joined the group later than everyone else. Another area for improvement is importing the video in to premiere pro because I didn’t do this so I do not know how to this.
- 5. I think we met the brief well as we including everything that was stated. We included the 180 degree rule we walked into the room and said a couple lines of dialogue. We also involved match on action and used this very well as our finished video was continuous from clip to clip.