Media q 7 of 7
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The document discusses the author's improvement in various filmmaking skills after initial difficulties using new equipment. It covers checking equipment, storyboarding, camera techniques like match on action and following the 180 degree rule. It also addresses incorporating diegetic music to avoid copyright issues, editing sound to set atmospheres, adding titles to identify roles, and demonstrating developed editing abilities with no obvious flaws.
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Preliminary Task Evaluation
1) The document discusses a preliminary video task to demonstrate understanding of image framing and shot types by creating a linear photo story.
2) It then describes a video continuity task to showcase the three stages of production using 180 degree rule, shot/reverse shot, and match on action techniques.
3) The team carried out research analyzing examples to further their knowledge of how the 180 degree rule indicates emotional shifts and how shot/reverse shot creates a sense of continuous action.
Preliminary task evaluation
1) The preliminary task was for the video group to create a linear photo story demonstrating their understanding of image framing and shot types.
2) They were to produce a short video sequence using 180 degree rule, shot/reverse shot, and match on action techniques to show the three stages of production.
3) The group researched examples of video continuity, storyboarded their mysterious package idea, and produced the video in a friend's house over a few hours, having some camera issues but solving them with a phone.
Video Continuity Task Evaluation
The document discusses a video continuity task completed by Nikoleta and Ada. They created a storyline demonstrating their understanding of image framing, shot types, and the three main production stages - pre-production, production, and post-production. In pre-production, they outlined a mysterious package idea, created a storyboard, and planned production. During production they filmed at a friend's house using a phone camera after technical issues. In post-production, Nikoleta used video editing software to import footage, edit scenes, add effects, and sound editing to complete the video continuity sequence.
Evaluation 7
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full main product?
Media p task reflection mashud ahmed
The document discusses the process of creating a school video for a P-task assignment. It addresses filming challenges such as dealing with background noise and scheduling actors. It also covers editing in Final Cut Pro, including adjusting sound levels, organizing footage, and adding basic effects like fades. The key lessons learned were how to apply cinematography techniques, manage issues that arise during filming on location, and use video editing software to craft the raw footage into a polished end product.
Evaluation Question 7
The document discusses the progression from a preliminary task to a full film opening product. It notes that the preliminary task helped learn basic camera and editing skills but involved limited planning and creativity. More complex skills like varied camera shots, in-depth planning with storyboards and scripts, extensive research, and improved production elements like lighting, costumes, and sound design were incorporated into the film opening. Overall, the preliminary task provided foundational experience that supported creating a higher quality final product with the film opening.
As media evaluation
The document discusses the planning, filming, and editing process for a student's anti-smoking film project. It describes researching anti-smoking videos for inspiration, planning elements like tone, target audience, and locations. It also covers learning camera skills, doing a risk assessment, and editing clips together in Final Cut, including adding transitions. The student reflects on applying theory like shot types and sound techniques to make the video more professional.
Evaluation question 6 and 7
Tom learned several skills related to film production and editing software. He learned how to use Final Cut Pro to edit films, including applying filters to alter scenes and adding sound effects. He also learned about different types of cuts useful for different purposes, such as fast cuts for action scenes and long takes to build tension. Finally, he learned to use Blogger to document the pre-production and production process of his film.
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Preliminary Task Evaluation
1) The document discusses a preliminary video task to demonstrate understanding of image framing and shot types by creating a linear photo story.
2) It then describes a video continuity task to showcase the three stages of production using 180 degree rule, shot/reverse shot, and match on action techniques.
3) The team carried out research analyzing examples to further their knowledge of how the 180 degree rule indicates emotional shifts and how shot/reverse shot creates a sense of continuous action.
Preliminary task evaluation
1) The preliminary task was for the video group to create a linear photo story demonstrating their understanding of image framing and shot types.
2) They were to produce a short video sequence using 180 degree rule, shot/reverse shot, and match on action techniques to show the three stages of production.
3) The group researched examples of video continuity, storyboarded their mysterious package idea, and produced the video in a friend's house over a few hours, having some camera issues but solving them with a phone.
Video Continuity Task Evaluation
The document discusses a video continuity task completed by Nikoleta and Ada. They created a storyline demonstrating their understanding of image framing, shot types, and the three main production stages - pre-production, production, and post-production. In pre-production, they outlined a mysterious package idea, created a storyboard, and planned production. During production they filmed at a friend's house using a phone camera after technical issues. In post-production, Nikoleta used video editing software to import footage, edit scenes, add effects, and sound editing to complete the video continuity sequence.
Evaluation 7
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full main product?
Media p task reflection mashud ahmed
The document discusses the process of creating a school video for a P-task assignment. It addresses filming challenges such as dealing with background noise and scheduling actors. It also covers editing in Final Cut Pro, including adjusting sound levels, organizing footage, and adding basic effects like fades. The key lessons learned were how to apply cinematography techniques, manage issues that arise during filming on location, and use video editing software to craft the raw footage into a polished end product.
Evaluation Question 7
The document discusses the progression from a preliminary task to a full film opening product. It notes that the preliminary task helped learn basic camera and editing skills but involved limited planning and creativity. More complex skills like varied camera shots, in-depth planning with storyboards and scripts, extensive research, and improved production elements like lighting, costumes, and sound design were incorporated into the film opening. Overall, the preliminary task provided foundational experience that supported creating a higher quality final product with the film opening.
As media evaluation
The document discusses the planning, filming, and editing process for a student's anti-smoking film project. It describes researching anti-smoking videos for inspiration, planning elements like tone, target audience, and locations. It also covers learning camera skills, doing a risk assessment, and editing clips together in Final Cut, including adding transitions. The student reflects on applying theory like shot types and sound techniques to make the video more professional.
Evaluation question 6 and 7
Tom learned several skills related to film production and editing software. He learned how to use Final Cut Pro to edit films, including applying filters to alter scenes and adding sound effects. He also learned about different types of cuts useful for different purposes, such as fast cuts for action scenes and long takes to build tension. Finally, he learned to use Blogger to document the pre-production and production process of his film.
All About That Bass Reflection
The document discusses filming a music video project. It describes using equipment like cameras, lights, and tripods to film footage of dancers. The author gained experience adjusting the tripod and securing the camera. Footage was edited on Final Cut Pro software, which was challenging but helped develop editing skills. For the main project, more planning and research will be needed on other music videos in the genre to identify conventions and appeal to the target audience.
Evaluation q1 p1
The document discusses the process of creating a music video product for a target audience of 13-25 year olds. To develop ideas, the author watched several professional and amateur music videos to understand common conventions. Notable conventions included having a storyline and using black and white footage. The author's video features a dancing busker in Manchester raising money. Black and white footage and lyrics displayed behind the performer were included to follow conventions. Filming at night meant relying on street lamps and building lights for lighting, giving the video a synthetic look once color was removed.
Priliminary evaluation
The document discusses Daniel Veale's reflections on creating a preliminary film task. He learned about different camera angles and techniques like over-the-shoulder shots and establishing shots. He also learned continuity techniques and how to use editing software like iMovie. Planning and filming were most enjoyable, while lighting challenges and a lack of props were difficulties. The location created atmosphere but cuts could have been quicker in the chase scene.
Evaluation q7
This document discusses the author's learning and improvement in camera work and editing skills through completing preliminary and main filmmaking tasks. For the preliminary task, the author learned new camera angles and shots as well as editing techniques. They then applied these skills to a project recreating an opening sequence from Arlington Road, where they gained experience with Final Cut Express, titles, and sound editing. For the main task, the author was responsible for planning, filming, and editing the opening titles and sequence for an original thriller film. Through this process, the author learned about important pre-production elements like location planning, risk assessment, and audience research.
Question 7 2
The document discusses the differences in approach between the filmmaker's preliminary task and main film opening task. For the preliminary task, there was little planning, research, or attention to conventions. However, for the film opening the filmmaker learned from this and put extensive effort into planning, researching conventions, finding suitable locations and actors, choosing an appropriate soundtrack, and considering elements like lighting and titles. This level of planning improved the quality of the final film opening product.
Question 7
The document discusses the differences in approach between the filmmaker's preliminary task and main film opening task. For the preliminary task, there was little planning, research, or attention to conventions. However, for the film opening the filmmaker learned from this experience. They placed a strong emphasis on planning, research, evaluating other films, finding suitable locations and actors, selecting an appropriate soundtrack, and considering lighting and other technical elements. This extensive preparation led to a higher quality final product that better followed film genre conventions.
Question 7
- The document discusses the learning and progression from a preliminary task to creating a full film opening. For the preliminary task, the author had to learn basic camera and editing skills. When creating the film opening, the author was able to apply these skills as well as advance their knowledge in areas like complex planning, creative camera shots, detailed editing and sound design. Overall, doing the preliminary task provided valuable practice and learning that helped the author successfully plan, film and evaluate their higher quality film opening.
Looking back at my preliminary task
The preliminary task showed much room for improvement in areas like video quality, camera work, shot variety, editing, and atmosphere. However, it served as a valuable learning experience, helping the filmmaker progress significantly for the final piece. Skills like lighting, sound, filming techniques, and creativity advanced. Mistakes from the preliminary task were turned into strengths for an improved final product with professional-quality footage, smooth camera work, varied shots creating tension and suspense, and polished editing. Overall, the preliminary task was an educational starting point that allowed the filmmaker's media skills to vastly improve.
evaluation q 7
In the preliminary task, the group did not plan as effectively and shot the film in one afternoon without much preparation. For the main task, they created a WhatsApp group to better plan filming dates, locations, costumes, and props. They also auditioned actors and used better equipment like a tripod and higher quality camera to get better footage. The group learned from their preliminary experience and put more thought into planning, filming, editing, adding sound/music, and choosing appropriate props and costumes for the main task.
Evaluation q6
The group gained significant experience with technologies through constructing their final product compared to the preliminary task. Using a tripod rather than a hand-held camera for the final film resulted in smoother, less shaky footage. Their editing skills improved greatly from using iMovie for the preliminary task to Final Cut Pro for the final product, which offered more editing effects. For future projects, using a higher quality microphone and shooting more footage would further improve the technology level.
Editing Process
This document provides a timeline and overview of the editing process for a film. It describes how intro logos and company logos were created in Photoshop and Final Cut. It also details how a sniper scope effect was overlaid, an error where an actor dropped a gun was fixed by cutting and imposing footage, different gunshot sound effects were layered, tension was built with breath and heartbeat sounds, and stabilization was used to smooth shots and add panning/tracking effects.
Question 7
The author learned a great deal from their preliminary task to their full film project. They improved their research, especially into film genres and production aspects. Planning was also much more extensive for the full project compared to the preliminary task. This included location scouting, casting, and music selection. Technical skills like camera techniques, shots, and editing software also improved greatly with the practice of the preliminary task, despite using different equipment and software for the full project. Overall, the preliminary task was invaluable for learning lessons that improved the quality of the completed film project.
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1) The document discusses a study on the impact of integrating storybooks into a mathematics unit on kindergarten students' mathematical achievement and approaches to learning.
2) The study found storybooks helped students make real-world connections to mathematics, motivated students to engage in problem solving, and increased mathematical achievement.
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Prelim task
From filming their preliminary short film, the author learned several lessons that improved their skills for the full film. They gained experience with filming techniques like different shots and maintaining the 180 degree rule. For editing, they learned tools like razor cuts and ripple deletes in Premiere Pro. Communication and using feedback helped strengthen their group work. Applying these lessons, the author created stronger sound editing, more cohesive music, and improved video quality for their final film compared to the preliminary version.
Question 6 & 7
We have learned many valuable skills through creating this thriller opening project. Specifically:
- How to properly use camera, editing, and audio equipment and software that we had not used before.
- The lengthy editing process, including techniques like cropping, transitions, and ensuring no errors.
- How to create original music and sound effects using mixcraft to enhance the thriller genre.
- Storyboarding is crucial to stay on track and make efficient use of filming time.
- The importance of reviewing footage for errors before editing and how to film extra footage for flexibility.
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.
Evaluating our Preliminary Task
The document summarizes a group's experience filming and editing a short film for a class assignment. They worked well together to film using techniques like match on action, the 180 degree rule, and shot-reverse shot. Some mistakes were made, like overexposing the lighting, but they were able to fix issues quickly. The group found editing easier than filming and were able to complete the task on time. Overall it was a positive learning experience where they practiced important filmmaking skills.
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The document discusses filming a music video project. It describes using equipment like cameras, lights, and tripods to film footage of dancers. The author gained experience adjusting the tripod and securing the camera. Footage was edited on Final Cut Pro software, which was challenging but helped develop editing skills. For the main project, more planning and research will be needed on other music videos in the genre to identify conventions and appeal to the target audience.
Evaluation q1 p1
The document discusses the process of creating a music video product for a target audience of 13-25 year olds. To develop ideas, the author watched several professional and amateur music videos to understand common conventions. Notable conventions included having a storyline and using black and white footage. The author's video features a dancing busker in Manchester raising money. Black and white footage and lyrics displayed behind the performer were included to follow conventions. Filming at night meant relying on street lamps and building lights for lighting, giving the video a synthetic look once color was removed.
Priliminary evaluation
The document discusses Daniel Veale's reflections on creating a preliminary film task. He learned about different camera angles and techniques like over-the-shoulder shots and establishing shots. He also learned continuity techniques and how to use editing software like iMovie. Planning and filming were most enjoyable, while lighting challenges and a lack of props were difficulties. The location created atmosphere but cuts could have been quicker in the chase scene.
Evaluation q7
This document discusses the author's learning and improvement in camera work and editing skills through completing preliminary and main filmmaking tasks. For the preliminary task, the author learned new camera angles and shots as well as editing techniques. They then applied these skills to a project recreating an opening sequence from Arlington Road, where they gained experience with Final Cut Express, titles, and sound editing. For the main task, the author was responsible for planning, filming, and editing the opening titles and sequence for an original thriller film. Through this process, the author learned about important pre-production elements like location planning, risk assessment, and audience research.
Question 7 2
The document discusses the differences in approach between the filmmaker's preliminary task and main film opening task. For the preliminary task, there was little planning, research, or attention to conventions. However, for the film opening the filmmaker learned from this and put extensive effort into planning, researching conventions, finding suitable locations and actors, choosing an appropriate soundtrack, and considering elements like lighting and titles. This level of planning improved the quality of the final film opening product.
Question 7
The document discusses the differences in approach between the filmmaker's preliminary task and main film opening task. For the preliminary task, there was little planning, research, or attention to conventions. However, for the film opening the filmmaker learned from this experience. They placed a strong emphasis on planning, research, evaluating other films, finding suitable locations and actors, selecting an appropriate soundtrack, and considering lighting and other technical elements. This extensive preparation led to a higher quality final product that better followed film genre conventions.
Question 7
- The document discusses the learning and progression from a preliminary task to creating a full film opening. For the preliminary task, the author had to learn basic camera and editing skills. When creating the film opening, the author was able to apply these skills as well as advance their knowledge in areas like complex planning, creative camera shots, detailed editing and sound design. Overall, doing the preliminary task provided valuable practice and learning that helped the author successfully plan, film and evaluate their higher quality film opening.
Looking back at my preliminary task
The preliminary task showed much room for improvement in areas like video quality, camera work, shot variety, editing, and atmosphere. However, it served as a valuable learning experience, helping the filmmaker progress significantly for the final piece. Skills like lighting, sound, filming techniques, and creativity advanced. Mistakes from the preliminary task were turned into strengths for an improved final product with professional-quality footage, smooth camera work, varied shots creating tension and suspense, and polished editing. Overall, the preliminary task was an educational starting point that allowed the filmmaker's media skills to vastly improve.
evaluation q 7
In the preliminary task, the group did not plan as effectively and shot the film in one afternoon without much preparation. For the main task, they created a WhatsApp group to better plan filming dates, locations, costumes, and props. They also auditioned actors and used better equipment like a tripod and higher quality camera to get better footage. The group learned from their preliminary experience and put more thought into planning, filming, editing, adding sound/music, and choosing appropriate props and costumes for the main task.
Evaluation q6
The group gained significant experience with technologies through constructing their final product compared to the preliminary task. Using a tripod rather than a hand-held camera for the final film resulted in smoother, less shaky footage. Their editing skills improved greatly from using iMovie for the preliminary task to Final Cut Pro for the final product, which offered more editing effects. For future projects, using a higher quality microphone and shooting more footage would further improve the technology level.
Editing Process
This document provides a timeline and overview of the editing process for a film. It describes how intro logos and company logos were created in Photoshop and Final Cut. It also details how a sniper scope effect was overlaid, an error where an actor dropped a gun was fixed by cutting and imposing footage, different gunshot sound effects were layered, tension was built with breath and heartbeat sounds, and stabilization was used to smooth shots and add panning/tracking effects.
Question 7
The author learned a great deal from their preliminary task to their full film project. They improved their research, especially into film genres and production aspects. Planning was also much more extensive for the full project compared to the preliminary task. This included location scouting, casting, and music selection. Technical skills like camera techniques, shots, and editing software also improved greatly with the practice of the preliminary task, despite using different equipment and software for the full project. Overall, the preliminary task was invaluable for learning lessons that improved the quality of the completed film project.
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Magazine Advert Analysis
The document discusses several music magazine advertisements and album covers. Key elements included are using consistent color schemes and layouts across formats to tie them together. Important information like the artist/band name and album title are prominently displayed in bold, large fonts in high contrast colors to catch viewers' attention. Images are often unconventionally used and not always related to the album content. Contact details are also consistently included.
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The document discusses several neuromuscular disorders including poliomyelitis, amyotrophic lateral sclerosis, neuropathies, myopathies, myasthenia gravis, diseases of the neuromuscular junction, and botulism. Key points include that poliomyelitis and ALS affect motor neurons, neuropathies often present with weakness or foot drop and intact sensation, and myopathies cause generalized weakness while preserving sensation. Myasthenia gravis is due to antibodies against acetylcholine receptors. Diseases of the neuromuscular junction include myasthenia gravis and botulism.
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Resource in mathematics
1) The document discusses a study on the impact of integrating storybooks into a mathematics unit on kindergarten students' mathematical achievement and approaches to learning.
2) The study found storybooks helped students make real-world connections to mathematics, motivated students to engage in problem solving, and increased mathematical achievement.
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Prelim task
From filming their preliminary short film, the author learned several lessons that improved their skills for the full film. They gained experience with filming techniques like different shots and maintaining the 180 degree rule. For editing, they learned tools like razor cuts and ripple deletes in Premiere Pro. Communication and using feedback helped strengthen their group work. Applying these lessons, the author created stronger sound editing, more cohesive music, and improved video quality for their final film compared to the preliminary version.
Question 6 & 7
We have learned many valuable skills through creating this thriller opening project. Specifically:
- How to properly use camera, editing, and audio equipment and software that we had not used before.
- The lengthy editing process, including techniques like cropping, transitions, and ensuring no errors.
- How to create original music and sound effects using mixcraft to enhance the thriller genre.
- Storyboarding is crucial to stay on track and make efficient use of filming time.
- The importance of reviewing footage for errors before editing and how to film extra footage for flexibility.
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.
Evaluating our Preliminary Task
The document summarizes a group's experience filming and editing a short film for a class assignment. They worked well together to film using techniques like match on action, the 180 degree rule, and shot-reverse shot. Some mistakes were made, like overexposing the lighting, but they were able to fix issues quickly. The group found editing easier than filming and were able to complete the task on time. Overall it was a positive learning experience where they practiced important filmmaking skills.
Prelim to real task
Looking back at the prelim task, what do you feel you have learnt in the progression from it to the full product?
Power point
The document discusses improvements made from the author's preliminary short video to their final product. Some of the key upgrades included using a better camera and tripod for higher quality video and audio. A wider range of camera shots were used along with more advanced techniques like steady cam shots. Setting and props were chosen more carefully to better suit scenes and portray characters. More appropriate clothing, hairstyles, and makeup were used to represent characters personalities. Extensive research was also done and documented in a blog to help make the final video more relevant to the intended audience.
Evaluation question 7
The student learned many new skills when progressing from their preliminary task to the full product. They improved at editing techniques in Final Cut, incorporating things like color correction and edge blur. Their camerawork advanced as they focused on shot types, angles, and following rules. Sound design expanded to include diegetic and non-diegetic elements. Matching shots became more precise. Titles were added. Overall, their skills grew tremendously in areas like editing, camerawork, and storytelling.
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 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.
As Media Evaluation Connor Lovatt Preliminary Task
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.
Preliminary Task Evaluation
The document discusses Robert Corbishley's preliminary task for #ashtag Films. It describes the pre-production workflow, use of an iPad for filming which had limitations, lessons learned about steady shots and landscape filming, using iMovie for editing, and how the completed task met most of the criteria. Overall, Robert feels he learned about editing software, camera shots, filming techniques, and benefits of longer shots during the process of completing the preliminary task.
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The document summarizes the stages of a film production project by a group of students. It describes their preliminary exercise to learn filming skills like camera angles and continuity editing. It evaluates problems in their first exercise with lighting and sound. For their main project, the group chose a simple location and costumes, and improved on techniques like matching shots. The document outlines various cinematography, editing and post-production lessons learned like applying the 180-degree rule and rule of thirds, as well as challenges with scheduling and choosing audio.
Preliminary Task Analysis
The document describes a preliminary filmmaking task that required students to create a short film demonstrating continuity editing techniques. It discusses the roles of each student in planning, filming, and editing the short film. Screenshots from the final film provide examples of how it showed match on action, shot/reverse shot editing, and adhered to the 180-degree rule. The document also reflects on what was learned about using digital cameras and editing software during the process.
Eq 7
The document compares the learner's preliminary media project to their full final product. For the preliminary task, the learner and their team planned shots but faced difficulties with continuity in editing and inconsistencies in mise-en-scene. For the final product, the learner gained experience using Final Cut Pro software, felt more confident trying different camera techniques, and learned to incorporate voiceovers, sound, filters, and credits more effectively. Overall, the learner felt they improved their camera skills, editing abilities, and time management for complex media projects through this learning experience.
Prelim eval
The document summarizes what the author learned from completing a preliminary filmmaking task. The author learned how to effectively use camera shots, manage time during filming, and ensure continuity between shots during both filming and editing. Areas of success for the task included good continuity and the use of various shot types. The author identifies areas for improvement such as more effective planning and inclusion of credits.
Evaluation 7
The document compares the student's preliminary film project to their final thriller product. It notes that the preliminary had limited planning time, while the final product benefited from weeks of pre-production planning. This allowed for improved organization, filming, and editing. While some shots and elements were carried over, the student aimed to improve focus, sound, and flow based on lessons from the preliminary experience. The preliminary also helped develop editing skills that enhanced the quality of the final thriller opening.
Evaluation: Question 7
The document summarizes the learning and improvements from the author's preliminary task to their final opening sequence project. They improved camerawork by using more shot types and better equipment for clearer footage. Lighting and use of tripods enhanced video quality. Music and sound effects were added to set atmosphere. Continuity between filming sessions ensured a cohesive sequence through consistent location, costumes, actors and lighting.
Reflection on preliminary task
The student believes they fulfilled most or all of the criteria for the preliminary task of filming a character entering or opening a door in under 2 minutes. They followed cinematography techniques like the 180 degree rule and used different shot types like long shots, mid shots, and close ups. Filming was difficult due to issues like actors' expressions, background noise, and lighting conditions at different times of day. The best times to film were during lessons and after school to avoid interruptions. Editing in Final Cut Pro taught the student how to upload footage, trim clips, change lighting, organize bins, and export a finished video.
Evaluation question 6
The document discusses various technologies and filming techniques the author learned about while constructing an opening film sequence. The author learned how to properly use camera equipment like setting the auto levels and ensuring buttons are unlocked. Editing software skills were also developed, such as fading shots, adjusting sound levels, and changing playback speed. Filming techniques including maintaining the 180 degree rule and using different angles and shots like high angles were practiced. Proper framing, camera positioning, and battery/equipment handling were also important lessons learned from the process.
Similar to Media q 7 of 7 (20)
As Media Evaluation Connor Lovatt Preliminary Task
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A 3-7a8691dacfa1bdd2e6a8b2a22d713ffb96241a1e-150226105016-conversion-gate01
A 3-7a8691dacfa1bdd2e6a8b2a22d713ffb96241a1e-150226105016-conversion-gate01
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- 2. Intro In our preliminary task, it was the first time I had used this equipment (camera and tripod) so it wasn’t as successful as I thought it would be. However with lots of practice, I have managed to improve my filming skills and I feel confident that I can film in a wide variety of techniques and understanding the techniques and what is authentic and what isn’t. First of all there were a few continuity errors which I later managed to take away. Checking equipment Storyboard Location
- 3. Camera Techniques We learnt that it is extremely important to get the use of Match on action, shot reverse shot and the 180 degree rule correct. We replicated filming well and in a professional manner. We did not break the 180 degree rule throughout the film.
- 4. Music/Sound We put music to the clip by having diegetic sound to the clip, we clearly show the actor turning the ipod on so it is obvious to the viewers and this enabled us not to breech any copyright laws. We managed to remove sound from clips or tone it down to create better atmospheres. We managed to incorporate other sounds to the clips, we used footsteps for going down the stairs to create an atmosphere of tension and fear.
- 5. Titles and Editing We learnt how to add titles to our work to show clear understanding of who is who and who did what. In our preliminary task we learnt how to edit clips and we incorporated this into this task. We demonstrated our editing techniques well as we have no faults in which are obvious to pick or we can find. We have developed our editing skills and made use of them in our main task.