Media preliminary task evaluation pp
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This document summarizes a student's media production project. It describes the pre-production, production, and post-production processes. In pre-production, the student created a storyboard and script with his partner Matt. Their story involved Matt playing a drug dealer. During production, they filmed various shots but encountered issues with other students in shots and lighting variations. In post-production, they had many technical difficulties editing in Premier Pro, taking several lessons to resolve file compatibility issues. They were ultimately pleased with the final outcome despite the challenges.
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Evaluation Q3
The student learned several important lessons from completing their preliminary task that helped them improve for their full film project. They learned about planning, storyboarding, editing conventions, time management, and organizing their group. Some specific things they improved on were being more precise with planning and storyboarding, better continuity editing, learning sound editing skills, and fixing mistakes like inconsistent shots. The preliminary task helped introduce them to the filmmaking process and allowed them to develop skills before filming the final project.
Preliminary task evaluation
Sukhpreet evaluates their group's pre-production work for a preliminary film task. They found the work was evenly distributed and they were able to discuss issues that arose. Finding willing cast members was difficult. They should have considered camera angles more. An iPad was used to film, which had limitations like an inability to use a tripod, but the quality was good. They learned the importance of landscape over portrait orientation and avoiding unwanted backgrounds. Editing in iMovie was challenging but the inexperienced group was able to cut clips together. The completed task met criteria like character movement and dialogue. Overall, Sukhpreet learned about camera techniques, iMovie editing, storyboards, and lessons like proper filming conditions and att
Preliminary task evaluation
John Power evaluated his group's preliminary task process. [1] He felt their pre-production workflow was effective as they listened to each other's ideas, though brainstorming took too long at times. [2] They used an iPad camcorder which worked well and made transferring video easy. [3] He learned lighting and camera techniques are important. [4] They used iMovie on iMacs to edit, which was simple and met their deadline. [5] Their completed task met the criteria of showing match-on-action, 180 degree rule, and shot/reverse shot. [6] Overall, he learned more about the filmmaking process and can now notice techniques like continuity in other films.
Test video reflections proforma finlay
This document summarizes Finlay McCall-Smith's reflections on filming test videos and editing them in Premiere. Some of the key challenges included positioning the camera effectively, keeping camera settings consistent between shots, and managing time during filming. Editing challenges included keeping footage looking consistent and making the final product feel fluid. The main lessons learned were to take more footage than needed, use editing to fix mistakes, and have solid ideas and a shot plan before filming. Action points for future projects include making a shot plan, using a tripod, pre-planning camera settings, taking extra footage, and utilizing more effects and colors in the final edit.
Preliminary task powerpoint
The document summarizes what was learned from a preliminary filmmaking task completed by Frank and Max. It discusses several key points:
- Skills learned included storyboarding, camera operation, filming techniques, editing, and sound design. Managing time and ensuring continuity between shots posed challenges.
- The filming and finished video were successful given it was their first attempt, but time management and continuity errors need improvement.
- Peer assessment praised their equal contributions and storyline, but noted the continuity issues between shots.
- For future projects, the author will focus on avoiding continuity errors, better time management, and improving editing skills.
Preliminary task evaluation
The filmmakers used an iPad to film their preliminary task, which provided good quality footage but resulted in some issues with fingers blocking the microphone. They storyboarded in pre-production but could have benefited from better time management. In filming, they learned about proper lighting. iMovie was used for editing and worked well despite some uploading issues. The completed task met all the criteria of including dialogue between characters entering and sitting in a room. Overall, the filmmakers learned thorough planning and use of professional equipment allows for a successful film project.
As preliminary evaluation
The student learned how to use various objects and camera positions to get different shots while filming a media studies task. They also learned how to edit the various shots together using Premier Pro software. While the finished project met the requirements of the task brief, the student notes that time management was an issue as most of the time went to filming with not enough left for thorough editing. Overall they gained valuable experience with filming techniques, editing, and collaboration on a group project.
Question 6
The student learned several key skills when progressing from their preliminary media studies task to their full thriller film project. For the preliminary, they had only one hour to film and edit, whereas the thriller project allowed weeks of filming and editing. While the preliminary piece did not flow as well due to inexperience, it allowed them to experiment with the editing software and camera. This helped them apply techniques like match cuts, shot reverse shot, and the 180 degree rule more effectively in their larger thriller project. The preliminary also helped them gain comfort with editing tools like slow motion and speeding up clips. Overall, the student improved their filming, editing, and storytelling skills from the initial preliminary task to the full thriller film.
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Evaluation Q3
The student learned several important lessons from completing their preliminary task that helped them improve for their full film project. They learned about planning, storyboarding, editing conventions, time management, and organizing their group. Some specific things they improved on were being more precise with planning and storyboarding, better continuity editing, learning sound editing skills, and fixing mistakes like inconsistent shots. The preliminary task helped introduce them to the filmmaking process and allowed them to develop skills before filming the final project.
Preliminary task evaluation
Sukhpreet evaluates their group's pre-production work for a preliminary film task. They found the work was evenly distributed and they were able to discuss issues that arose. Finding willing cast members was difficult. They should have considered camera angles more. An iPad was used to film, which had limitations like an inability to use a tripod, but the quality was good. They learned the importance of landscape over portrait orientation and avoiding unwanted backgrounds. Editing in iMovie was challenging but the inexperienced group was able to cut clips together. The completed task met criteria like character movement and dialogue. Overall, Sukhpreet learned about camera techniques, iMovie editing, storyboards, and lessons like proper filming conditions and att
Preliminary task evaluation
John Power evaluated his group's preliminary task process. [1] He felt their pre-production workflow was effective as they listened to each other's ideas, though brainstorming took too long at times. [2] They used an iPad camcorder which worked well and made transferring video easy. [3] He learned lighting and camera techniques are important. [4] They used iMovie on iMacs to edit, which was simple and met their deadline. [5] Their completed task met the criteria of showing match-on-action, 180 degree rule, and shot/reverse shot. [6] Overall, he learned more about the filmmaking process and can now notice techniques like continuity in other films.
Test video reflections proforma finlay
This document summarizes Finlay McCall-Smith's reflections on filming test videos and editing them in Premiere. Some of the key challenges included positioning the camera effectively, keeping camera settings consistent between shots, and managing time during filming. Editing challenges included keeping footage looking consistent and making the final product feel fluid. The main lessons learned were to take more footage than needed, use editing to fix mistakes, and have solid ideas and a shot plan before filming. Action points for future projects include making a shot plan, using a tripod, pre-planning camera settings, taking extra footage, and utilizing more effects and colors in the final edit.
Preliminary task powerpoint
The document summarizes what was learned from a preliminary filmmaking task completed by Frank and Max. It discusses several key points:
- Skills learned included storyboarding, camera operation, filming techniques, editing, and sound design. Managing time and ensuring continuity between shots posed challenges.
- The filming and finished video were successful given it was their first attempt, but time management and continuity errors need improvement.
- Peer assessment praised their equal contributions and storyline, but noted the continuity issues between shots.
- For future projects, the author will focus on avoiding continuity errors, better time management, and improving editing skills.
Preliminary task evaluation
The filmmakers used an iPad to film their preliminary task, which provided good quality footage but resulted in some issues with fingers blocking the microphone. They storyboarded in pre-production but could have benefited from better time management. In filming, they learned about proper lighting. iMovie was used for editing and worked well despite some uploading issues. The completed task met all the criteria of including dialogue between characters entering and sitting in a room. Overall, the filmmakers learned thorough planning and use of professional equipment allows for a successful film project.
As preliminary evaluation
The student learned how to use various objects and camera positions to get different shots while filming a media studies task. They also learned how to edit the various shots together using Premier Pro software. While the finished project met the requirements of the task brief, the student notes that time management was an issue as most of the time went to filming with not enough left for thorough editing. Overall they gained valuable experience with filming techniques, editing, and collaboration on a group project.
Question 6
The student learned several key skills when progressing from their preliminary media studies task to their full thriller film project. For the preliminary, they had only one hour to film and edit, whereas the thriller project allowed weeks of filming and editing. While the preliminary piece did not flow as well due to inexperience, it allowed them to experiment with the editing software and camera. This helped them apply techniques like match cuts, shot reverse shot, and the 180 degree rule more effectively in their larger thriller project. The preliminary also helped them gain comfort with editing tools like slow motion and speeding up clips. Overall, the student improved their filming, editing, and storytelling skills from the initial preliminary task to the full thriller film.
Areas for development q3
During the creation of a preliminary film task, the group faced some challenges with time management and continuity errors. Scenes took longer to film than anticipated, leaving less time for editing. This resulted in rushed title sequences and credits. Minor continuity errors around a character's hair and background items were also issues. For the main task, the group plans to spend less time on storyboards while still making them detailed. They will allocate more time for reviewing the finished film to catch and correct any continuity errors.
AS Media preliminary task evaluation.
The student learned how to use video equipment like cameras and tripods through completing a group preliminary task. They worked well together, giving each other advice to improve their video. However, they realized they could have improved it further by spending more time editing. They successfully storyboarded and filmed multiple takes when needed, but refilming wasted lesson time. The student also gained skills that will help with future group projects.
Reflection on p task
The document reflects on the first version of a group's film production task. It describes the elements they were asked to include, like shot types and camera movements. They created a PowerPoint plan but it was not well thought out. On the shoot day, they encountered problems due to lack of planning. They concluded the task did not meet the required standard and decided to redo it with improved planning and organization.
Test video reflections proforma 2021
The document outlines the tasks, filming, editing, and reflections from a test video project. It includes:
- Discussing the pros and cons of using a phone camera versus professional camera for filming.
- Noting that while the filming team got along, there were issues from differences in ideas that were later resolved.
- Realizing that with more editing time, effects could have been added to the music video.
- Learning skills like animating text and graphics, and the importance of planning, camera skills, and narrative for future projects.
Question 7
- The document discusses what was learned from a preliminary task of filming a 2-minute script to creating a 2-minute film opening sequence. For the opening sequence, there was more freedom for creativity and consideration of target audiences. Technical skills like continuity editing, shot types, and storyboarding improved. A wider range of editing techniques were used for the opening compared to just continuity editing in the preliminary task. Overall, more was learned from the opening sequence due to more programs available, more time for planning, and lessons in teamwork.
Presentation 7
The document discusses the author's progress in developing filmmaking skills since an initial preliminary task. Specifically:
1) When they started, the author did not understand how to write a script, edit footage, or film properly. However, they have since learned key editing and sound software like After Effects as well as the important editing software Premiere Pro.
2) Another important skill developed was learning how to storyboard shots precisely and understand why techniques like the 180 degree rule are important for camera work.
3) Overall, the author feels they have come a long way, progressing from having no filmmaking knowledge to being able to produce the opening of a film, showing huge growth from their preliminary work.
Self Evaluation
The document contains self-evaluations from four students - Jordan, Adam, Ben, and Chantel - on their group film production. Jordan discusses acquiring camera and editing skills with Final Cut and overcoming issues with camera steadiness. Adam discusses acquiring production skills without a script and overcoming an issue where Chantel got stuck in the park. Ben discusses learning Final Cut editing skills and overcoming issues with too-dark footage. The students reflect on challenges faced and skills learned from their first film production experience.
Ben M Evaluation Q's 6 & 7
The document discusses what was learned about digital technologies through creating a media studies project. Premier Pro was used to edit videos and some issues with frame sizing occurred but effects were successfully added. A Panasonic camera was easy to use but zooming required care. Tripods helped create steady shots but panning was initially difficult. Sound equipment was simple to use. YouTube was also easy to upload to. Mistakes from the preliminary task like poor planning and inconsistent shots were improved on for the main task, creating a higher quality final product.
Q6.1
Through constructing a film opening, the student learned new skills using software like Final Cut Express, GarageBand, and Text Live. Some limitations encountered included Final Cut crashing, audio files not saving, and rendering/space issues wasting time. However, the student believes these challenges provided learning experiences. For future projects, the student would film earlier and get more shots to improve editing flexibility and resolve continuity errors. A variety of software and online tools were used to be versatile in planning, editing, uploading, and researching film openings. The process helped the student appreciate the work involved in professional filmmaking.
Q6
The document discusses what the student has learned about technologies from constructing a film opening. The student learned skills using Final Cut Express, Live Text, and Garage Band. They enjoyed gaining experience with video editing software. Some limitations encountered included Final Cut crashing, audio files not saving, and long rendering times. Overall the student feels they have gained valuable experience with software and the filmmaking process that will help with future projects.
Scott Porad - Web 2.0 Expo SF 2011
The document discusses motivating new employees on their first day. It shares positive quotes from new hires about their first day experiences. It then jokes that the company doesn't show new employees where the bathroom is located until they have committed some code. The rest of the document provides tips for controlling a new employee's first day experience by giving them a small, specific coding task with mentor support to set them up for success.
Production techniques evaluation
This document discusses production techniques for graphic design, radio, and advergame experiments. For graphic design in Photoshop, advantages include familiarity with the program, while disadvantages are potential crashes or slow performance if internet is unavailable. For radio production in Premiere Pro, advantages are prior experience, while files can become lost, corrupted, or saved incorrectly, requiring starting over. An radio advert was created quickly in a day. For advergame production in Photoshop, advantages are ease of use, while drawing circles is difficult. The radio advert is considered most effective at advertising due to including the sound of a Coke can opening. The poster is deemed most professional due to its neat appearance.
Reflection on as blog
The student found the AS coursework to be challenging but rewarding. They enjoyed the editing process the most since they had experience with the software. However, they found creating the shooting script and storyboards most difficult because ideas changed frequently requiring alterations. Other difficulties included equipment malfunctions during filming and difficulty coordinating schedules for all actors. To improve, the student would focus on better planning, organization, and preparation.
Aimee media1
Planning was essential for the final product. Creating a storyboard and animatic allowed the group to agree on steps and avoid arguments over the sequence of events.
Continuity editing was more challenging for the final product due to more footage and action. Mistakes were made in the preliminary but not recognized until later. Formal techniques like match cuts and 180 degree rule were included but less necessary without dialogue.
Confidence with equipment grew from preliminary to final. Initially there was anxiety about using new equipment but the preliminary helped boost confidence which continued to grow until the final product.
Overall the end product was felt to be fairly successful having overcome obstacles through teamwork and assistance. The group was effective in editing and making
Evaluation - Question 7
The document discusses what the author learned from creating a preliminary short film titled "The Dealer" compared to their full film opening. They struggled at first with the video editing software and operating the camera but gained experience. The preliminary project helped them practice filming techniques like camera angles and distances that they applied to the full opening.
Mv process log form 2020 (1)
The document provides guidance for tracking the production process of a music video. It is broken into two sections - filming and editing. For filming, it prompts the user to explain what worked, what didn't, and how challenges were managed in areas like technical issues, logistics, personnel, and planning. For editing, it prompts the user to record their progress, decisions, problems and include screenshots. Some examples that went well included capturing the intended aesthetic, song choice, and effective clips. Problems encountered included computer crashes losing work, limited clips due to lockdown, and realizing some clips were portrait format. Key lessons learned included editing techniques, the time and effort required, importance of planning, having a clear aesthetic, and time management.
Aimee media1
Planning was essential for their final product. In planning, they learned to embed important conventions like enigma and appropriate music to set the thriller genre. Their storyboard helped them visualize each step to avoid arguments over the story.
Continuity editing was more challenging in their final product due to more footage and complex shots. While their preliminary helped practice techniques like match-on-action, the final product required fewer of these techniques with no dialogue.
Filming the preliminary boosted their confidence with the equipment, but they were still anxious initially. By the end of the final product, they were confident operating the camera, tripod, lights, and other equipment.
Preliminary task evaluation
The document discusses the filmmaking group's experience with their pre-production, filming, and editing of a preliminary film task. It notes that their idea development went well, but their pace of work was slow. They used an iPad to film, which provided good quality but required steady hands. Editing in iVideo went smoothly. Lessons learned include needing to check for unwanted objects in shots and improving time management. The preliminary task met the criteria of demonstrating techniques like match cuts and shot/reverse shot. The process helped the group learn basic camera techniques and terms.
Evaluation of prelim task
The team of four students managed tasks well through assigning main roles for filming and editing. They storyboarded and practiced their scene before filming with a Canon HD camera and tripod. Footage was edited together in Adobe Premiere on a Lacie drive. Factors like schedules, lighting, location, and sound quality were considered during planning and shooting. The sequence was completed ahead of schedule, and the group learned new filming, editing, and project management skills through hands-on experience with the technology and creative process.
Evaluation of prelim task
The student worked with a team of four on a film project. They created storyboards and did practice runs to plan the sequence. They used a Canon HD camera, tripod, Adobe Premiere software, and LaCie drive to complete the filming and editing. Some challenges included balancing schedules and learning to use the new technology. Overall the sequence was successful and completed ahead of schedule. The student learned new camera, editing, and filmmaking skills through this project.
Evaluating your preliminary task
The document discusses a group's evaluation of their pre-production process and filming of a movie for a task. It describes how the group worked well together despite some disagreements. It suggests areas for improvement like better planning of camera shots and costumes. The group was hindered by an unexpected change in location but found a suitable alternative. Filming went smoothly using iPads but the group will secure a location earlier in the future. Overall, the document reflects on lessons learned about filmmaking techniques and skills gained through completing the project.
Question 7
The preliminary task provided valuable experience for planning, filming, and editing a full film sequence. It highlighted the importance of planning with storyboards and schedules, and helped familiarize the filmmaker with equipment and roles. Mistakes in the preliminary task like improper shot orientation or lack of shot timing information informed better practices for the full sequence. Overall it was a useful learning experience that prepared the filmmaker for the increased complexity of the full project.
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Areas for development q3
During the creation of a preliminary film task, the group faced some challenges with time management and continuity errors. Scenes took longer to film than anticipated, leaving less time for editing. This resulted in rushed title sequences and credits. Minor continuity errors around a character's hair and background items were also issues. For the main task, the group plans to spend less time on storyboards while still making them detailed. They will allocate more time for reviewing the finished film to catch and correct any continuity errors.
AS Media preliminary task evaluation.
The student learned how to use video equipment like cameras and tripods through completing a group preliminary task. They worked well together, giving each other advice to improve their video. However, they realized they could have improved it further by spending more time editing. They successfully storyboarded and filmed multiple takes when needed, but refilming wasted lesson time. The student also gained skills that will help with future group projects.
Reflection on p task
The document reflects on the first version of a group's film production task. It describes the elements they were asked to include, like shot types and camera movements. They created a PowerPoint plan but it was not well thought out. On the shoot day, they encountered problems due to lack of planning. They concluded the task did not meet the required standard and decided to redo it with improved planning and organization.
Test video reflections proforma 2021
The document outlines the tasks, filming, editing, and reflections from a test video project. It includes:
- Discussing the pros and cons of using a phone camera versus professional camera for filming.
- Noting that while the filming team got along, there were issues from differences in ideas that were later resolved.
- Realizing that with more editing time, effects could have been added to the music video.
- Learning skills like animating text and graphics, and the importance of planning, camera skills, and narrative for future projects.
Question 7
- The document discusses what was learned from a preliminary task of filming a 2-minute script to creating a 2-minute film opening sequence. For the opening sequence, there was more freedom for creativity and consideration of target audiences. Technical skills like continuity editing, shot types, and storyboarding improved. A wider range of editing techniques were used for the opening compared to just continuity editing in the preliminary task. Overall, more was learned from the opening sequence due to more programs available, more time for planning, and lessons in teamwork.
Presentation 7
The document discusses the author's progress in developing filmmaking skills since an initial preliminary task. Specifically:
1) When they started, the author did not understand how to write a script, edit footage, or film properly. However, they have since learned key editing and sound software like After Effects as well as the important editing software Premiere Pro.
2) Another important skill developed was learning how to storyboard shots precisely and understand why techniques like the 180 degree rule are important for camera work.
3) Overall, the author feels they have come a long way, progressing from having no filmmaking knowledge to being able to produce the opening of a film, showing huge growth from their preliminary work.
Self Evaluation
The document contains self-evaluations from four students - Jordan, Adam, Ben, and Chantel - on their group film production. Jordan discusses acquiring camera and editing skills with Final Cut and overcoming issues with camera steadiness. Adam discusses acquiring production skills without a script and overcoming an issue where Chantel got stuck in the park. Ben discusses learning Final Cut editing skills and overcoming issues with too-dark footage. The students reflect on challenges faced and skills learned from their first film production experience.
Ben M Evaluation Q's 6 & 7
The document discusses what was learned about digital technologies through creating a media studies project. Premier Pro was used to edit videos and some issues with frame sizing occurred but effects were successfully added. A Panasonic camera was easy to use but zooming required care. Tripods helped create steady shots but panning was initially difficult. Sound equipment was simple to use. YouTube was also easy to upload to. Mistakes from the preliminary task like poor planning and inconsistent shots were improved on for the main task, creating a higher quality final product.
Q6.1
Through constructing a film opening, the student learned new skills using software like Final Cut Express, GarageBand, and Text Live. Some limitations encountered included Final Cut crashing, audio files not saving, and rendering/space issues wasting time. However, the student believes these challenges provided learning experiences. For future projects, the student would film earlier and get more shots to improve editing flexibility and resolve continuity errors. A variety of software and online tools were used to be versatile in planning, editing, uploading, and researching film openings. The process helped the student appreciate the work involved in professional filmmaking.
Q6
The document discusses what the student has learned about technologies from constructing a film opening. The student learned skills using Final Cut Express, Live Text, and Garage Band. They enjoyed gaining experience with video editing software. Some limitations encountered included Final Cut crashing, audio files not saving, and long rendering times. Overall the student feels they have gained valuable experience with software and the filmmaking process that will help with future projects.
Scott Porad - Web 2.0 Expo SF 2011
The document discusses motivating new employees on their first day. It shares positive quotes from new hires about their first day experiences. It then jokes that the company doesn't show new employees where the bathroom is located until they have committed some code. The rest of the document provides tips for controlling a new employee's first day experience by giving them a small, specific coding task with mentor support to set them up for success.
Production techniques evaluation
This document discusses production techniques for graphic design, radio, and advergame experiments. For graphic design in Photoshop, advantages include familiarity with the program, while disadvantages are potential crashes or slow performance if internet is unavailable. For radio production in Premiere Pro, advantages are prior experience, while files can become lost, corrupted, or saved incorrectly, requiring starting over. An radio advert was created quickly in a day. For advergame production in Photoshop, advantages are ease of use, while drawing circles is difficult. The radio advert is considered most effective at advertising due to including the sound of a Coke can opening. The poster is deemed most professional due to its neat appearance.
Reflection on as blog
The student found the AS coursework to be challenging but rewarding. They enjoyed the editing process the most since they had experience with the software. However, they found creating the shooting script and storyboards most difficult because ideas changed frequently requiring alterations. Other difficulties included equipment malfunctions during filming and difficulty coordinating schedules for all actors. To improve, the student would focus on better planning, organization, and preparation.
Aimee media1
Planning was essential for the final product. Creating a storyboard and animatic allowed the group to agree on steps and avoid arguments over the sequence of events.
Continuity editing was more challenging for the final product due to more footage and action. Mistakes were made in the preliminary but not recognized until later. Formal techniques like match cuts and 180 degree rule were included but less necessary without dialogue.
Confidence with equipment grew from preliminary to final. Initially there was anxiety about using new equipment but the preliminary helped boost confidence which continued to grow until the final product.
Overall the end product was felt to be fairly successful having overcome obstacles through teamwork and assistance. The group was effective in editing and making
Evaluation - Question 7
The document discusses what the author learned from creating a preliminary short film titled "The Dealer" compared to their full film opening. They struggled at first with the video editing software and operating the camera but gained experience. The preliminary project helped them practice filming techniques like camera angles and distances that they applied to the full opening.
Mv process log form 2020 (1)
The document provides guidance for tracking the production process of a music video. It is broken into two sections - filming and editing. For filming, it prompts the user to explain what worked, what didn't, and how challenges were managed in areas like technical issues, logistics, personnel, and planning. For editing, it prompts the user to record their progress, decisions, problems and include screenshots. Some examples that went well included capturing the intended aesthetic, song choice, and effective clips. Problems encountered included computer crashes losing work, limited clips due to lockdown, and realizing some clips were portrait format. Key lessons learned included editing techniques, the time and effort required, importance of planning, having a clear aesthetic, and time management.
Aimee media1
Planning was essential for their final product. In planning, they learned to embed important conventions like enigma and appropriate music to set the thriller genre. Their storyboard helped them visualize each step to avoid arguments over the story.
Continuity editing was more challenging in their final product due to more footage and complex shots. While their preliminary helped practice techniques like match-on-action, the final product required fewer of these techniques with no dialogue.
Filming the preliminary boosted their confidence with the equipment, but they were still anxious initially. By the end of the final product, they were confident operating the camera, tripod, lights, and other equipment.
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Similar to Media preliminary task evaluation pp
Preliminary task evaluation
The document discusses the filmmaking group's experience with their pre-production, filming, and editing of a preliminary film task. It notes that their idea development went well, but their pace of work was slow. They used an iPad to film, which provided good quality but required steady hands. Editing in iVideo went smoothly. Lessons learned include needing to check for unwanted objects in shots and improving time management. The preliminary task met the criteria of demonstrating techniques like match cuts and shot/reverse shot. The process helped the group learn basic camera techniques and terms.
Evaluation of prelim task
The team of four students managed tasks well through assigning main roles for filming and editing. They storyboarded and practiced their scene before filming with a Canon HD camera and tripod. Footage was edited together in Adobe Premiere on a Lacie drive. Factors like schedules, lighting, location, and sound quality were considered during planning and shooting. The sequence was completed ahead of schedule, and the group learned new filming, editing, and project management skills through hands-on experience with the technology and creative process.
Evaluation of prelim task
The student worked with a team of four on a film project. They created storyboards and did practice runs to plan the sequence. They used a Canon HD camera, tripod, Adobe Premiere software, and LaCie drive to complete the filming and editing. Some challenges included balancing schedules and learning to use the new technology. Overall the sequence was successful and completed ahead of schedule. The student learned new camera, editing, and filmmaking skills through this project.
Evaluating your preliminary task
The document discusses a group's evaluation of their pre-production process and filming of a movie for a task. It describes how the group worked well together despite some disagreements. It suggests areas for improvement like better planning of camera shots and costumes. The group was hindered by an unexpected change in location but found a suitable alternative. Filming went smoothly using iPads but the group will secure a location earlier in the future. Overall, the document reflects on lessons learned about filmmaking techniques and skills gained through completing the project.
Question 7
The preliminary task provided valuable experience for planning, filming, and editing a full film sequence. It highlighted the importance of planning with storyboards and schedules, and helped familiarize the filmmaker with equipment and roles. Mistakes in the preliminary task like improper shot orientation or lack of shot timing information informed better practices for the full sequence. Overall it was a useful learning experience that prepared the filmmaker for the increased complexity of the full project.
Evaluation of Preliminary Task - The Interrogation
- The filming process went well considering they had to change their plan due to casting issues. They were able to use camera techniques like different angles to represent emotions. However, the background mise-en-scene wasn't always accurate and there were issues with sound.
- They learned they need to focus more on accurate mise-en-scene, lighting, and exploring more camera angles. They also need to ensure consistent sound quality.
- They met most of the brief by using different camera shots and angles, though they forgot one shot of the detective sitting down.
- Their editing and use of sound effects helped tell the story, but the mise-en-scene could have been more accurate and
Preliminary task evaluation
The document provides feedback on completing a preliminary film task. It summarizes that the group worked well together in pre-production but could have been more efficient with time. Filming with an iPad was convenient but resulted in low quality footage. Lessons learned include planning ahead more, being precise with shots, and focusing on establishing shots for future projects. The completed task met the criteria of filming characters in dialogue across different shots. Overall, the process taught valuable filmmaking skills.
Evaluation of prelim task
The student worked with a team of four on a filmmaking prelim task. They managed roles and schedules, with the student taking on editing. They storyboarded and practiced their scene before filming with a Canon camera and tripod. The team then used Adobe Premiere to edit, adding effects. The student learned new camera, software and editing skills through completing the task.
Evaluation of prelim task
The student worked on a group project to create a film sequence for a preliminary task. They worked well as a team, with defined roles for filming, acting, and editing. They storyboarded their sequence and did practice runs to plan shots. They used a Canon HD camera, tripod, Adobe Premiere software, and external hard drive to complete the filming and editing. Factors like schedules, lighting, location, and sound quality were considered. The sequence was completed ahead of schedule. The student learned new camera, software, and film editing skills through this project.
Media
Looking back, the author feels their filmmaking skills have improved in areas like camera work, editing, and understanding the industry. They were able to successfully operate equipment and learned new techniques like mise-en-scene. Filming went smoothly with no issues in the group and they were able to explore editing in new ways. While there were some minor difficulties with filming conditions, they were able to overcome these with experience using the camera and a tripod. Translating their storyboard onto location proved perfect though initially daunting. Upon first viewing their finished film, they were surprised by what they achieved though saw areas for improvement upon further viewings.
Eval final 6
The group learned several technologies through creating their product:
They used Celtx to write a script for their preliminary task, finding it easy to use. Microsoft Word was also heavily used to create documents like a shot list and record information. Filming the preliminary task helped them learn how to effectively use the cameras and troubleshoot any issues. For the main task, they researched genres and similar popular films online using Google and documented their findings on Google Blogger. Final Cut Pro allowed quick and collaborative editing and adding title sequences. YouTube was utilized to upload and get feedback on the finished film.
Eval final 6
The group learned several technologies through creating their product:
They used Celtx to write a script for their preliminary task, finding it easy to use. Microsoft Word was also heavily used to create documents like a shot list and record information. Filming the preliminary task helped them learn how to effectively use the cameras and troubleshoot any issues. For the main task, they researched genres and similar popular films online using Google and documented their findings on Google Blogger. Final Cut Pro allowed quick and collaborative editing and adding title sequences. YouTube was utilized to upload and receive feedback on the finished film.
Eval final 6
The group learned several technologies through creating their product:
They used Celtx to write a script for their preliminary task, finding it easy to use. Microsoft Word was also heavily used to create documents like a shot list and record information. Filming the preliminary task helped them learn how to effectively use the cameras and troubleshoot any issues. For the main task, they researched genres and similar popular films online using Google and documented their findings on Google Blogger. Final Cut Pro allowed quick and collaborative editing and adding title sequences. YouTube was utilized to upload and receive feedback on the finished film.
Eval final 6
The group learned several technologies through creating their film project. They used Celtx to write a script for their preliminary task, finding it easy to use. Microsoft Word was also heavily used, particularly for organizing shot lists and other information in a grid. The group's preliminary filming taught them how to properly use the camera and fix any issues, making the actual filming for their film go more smoothly. For editing, they used Final Cut Pro, which allowed them to easily assemble the scenes and add title sequences. Finally, they uploaded their finished film to YouTube to gather feedback and share their work.
Eval final 6
The document discusses technologies used during the process of creating a film project. Celtx was used to write the script quickly and efficiently. Microsoft Word allowed for organizing shot lists and other information in an easy to use grid format. Filming the preliminary task helped the students learn how to effectively use the camera, fixing any issues so that filming the main task went smoothly. Final Cut Pro was used to edit the film, allowing the students to work collaboratively to craft professional-looking scenes. YouTube provided a platform to upload and get feedback on the completed film.
Eval final 6
The group learned several technologies through creating their product:
They used Celtx to write a script for their preliminary task, finding it easy to use. Microsoft Word was also heavily used to create documents like a shot list and record information. Filming the preliminary task helped them learn how to effectively use the cameras and troubleshoot any issues. For the main task, they researched genres and similar popular films online using Google and documented their findings on Google Blogger. Final Cut Pro was used to edit the film together efficiently. YouTube was utilized to publish the finished product and collect feedback.
Preliminary evaluation
The document summarizes what worked well and what didn't work so well in a preliminary video project evaluation. Things that didn't work well included interruptions during filming due to noisy background and people walking in front of the camera, as well as not planning the script far enough in advance. Things that worked well included good communication during editing between group members, everyone participating in filming to generate more ideas, the actresses presenting each scene seriously, planning the project together, and learning to use new technology despite it being their first time.
Evaluation of piliminary task 2011 (1)
The document discusses what was learned from planning an advertising project about illegal downloading. It describes how the group created a mind map of ideas, storyboarded scenes, completed a risk assessment, and drafted a script, though the final product differed and the script changed. It also outlines learning how to use a camera, boom pole, headphones, and editing software to cut footage, add text, and rearrange scenes. Finally, it discusses applying techniques like shot types and point of view to link theory to the practical project.
Assignment 22
The document provides feedback on a preliminary film assignment. It identifies several areas for improvement in pre-production, production, and post-production. In pre-production, more thorough storyboards and script are needed. Better location selection is also important to avoid interruptions. During production, rushing led to shaky camera work, focusing issues, and poor audio quality. More planning and equipment checks are required. In post-production, file importing and rendering problems wasted time and caused jerky footage. The preliminary was useful for learning how to work as a team and identifying mistakes to avoid in the actual assignment video.
Question 7
The group created a storyboard for their preliminary task, which helped structure the shoot and explain shots to actors. However, they did not do much other planning. During filming, they struggled to find a location and had to reschedule. For their main shoot, they planned the location booking in advance to avoid issues. Most group members were unfamiliar with filming techniques, so the preliminary task allowed them to practice shots like 180-degree rules. It also let them edit and improve shots. Editing the preliminary task familiarized them with the software. This preparation helped improve the quality of their main opening sequence shoot and edit.
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Media preliminary task evaluation pp
- 1. Media Preliminary Task Evaluation
- 2. Pre-Development Our group was a group of two, me and Matt Wells, but we also had help from an A2 Media student, Aaron Baskerville. We started off by creating a storyboard for the project. This included a depiction of the shots we were planning on using, and also a brief description as to what was going to happen. We then got to work on making a script for the characters to say. We established that Matt was going to be in the production, and I was going to be the camera-man.
- 3. What went well? • I felt that Matt and I were a good pairing, as our ideas were very similar, and we got these tasks done quickly and ready for filming after a brief period. • We established what we were going to try and do early on, so our project was a smooth one (without the technical issues).
- 4. Areas of Improvement • Our storyboard may not have been clear to others, mainly due to my poor, and partly rushed, drawings.
- 5. Production Our main “plot” was for Matt to be a drug dealer on the way to meet a client. They would then discuss business before going through with it. For some of our shots we ended up having to wait a couple of days to film in that location, due to students being in the shot if we filmed. A lot of the time when we were filming, people were getting in the shot and ruining it. This was because we were filming in a location with high traffic.
- 6. What went well? • We conveyed a sense of mystery to Matt’s character, by having him have his hood up, and the audience never seeing his face until he gets to the “drug deal”. • I felt that our match-on-action was performed really well, and I am unable to recall any mistakes that affected the continuity. • We quickly established which shots we were going to shoot, and how we were going to do them. • We used a wide range of shot types such as: mid-range, point of view, low angle shot, high angle shot, leading lines.
- 7. Areas of Improvement • The cuttings between the lines of dialog were too abrupt, which corrupted the smoothness of the scene. This was not necessarily a continuity issue, and could have been fixed through better editing. • It took us a couple of lessons to shoot a close-up shot of Matt’s feet as he is walking. This was due to having the equipment available for a clean shot. We ended up using a P.E athletics mat, which managed to sneak its way into the shot. • The lighting varied in some of the shots. Sometimes it would be too bright, and sometime it would be quite dark. This wasn’t really our fault, as we couldn’t block up a 10 foot long window. • We could have included some music at certain points.
- 8. Post-Production For the post-production, Matt and I had to edit our task with Premier Pro. This involved making sure the match on action flowed smoothly, cutting out shots we didn’t want or need, and ordering our clips. We ran into a huge array of technical problems along the way, so it is a wonder that we managed to get what we did. We uploaded all of our clips onto the computer, only to realise that the file types weren’t compatible with Premier Pro. We then had to run all of our files through handbrake in order for them to become compatible. This process probably took up a total of 4/5 lessons.
- 9. What went well? • With what little time we had, we did a good job with the editing. • Our match-on-action was edited really well. • We included shot, reverse shots so that it was easy to tell what was happening in the dialogue section. This wasn’t as smooth as we would have liked, but still came out well.
- 10. Areas of Improvement • The time that we had could have been used more efficiently, but as were new to the software we weren’t really 100% on the techniques.
- 11. Conclusion Overall, I was happy with our final outcome, and thought that Matt and I worked hard to get to the end product that we came out with. I feel like Matt was a great partner to work with, as he performed his part very well, and left me to get on with what I was going to do. He also came up with a lot of good ideas for the project, and played a key part in the final outcome.