Miss kgt
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The document reflects on Dylan Lindsay's video tasks. It summarizes their continuity task where they filmed different shots of a conversation, such as close-ups and mid-shots, following editing techniques like the 180-degree rule. It discusses difficulties with organization but describes editing the footage together on a timeline. It also summarizes their shot types task where they recorded shots like mid-long shots and close-ups, though there was some lack of professionalism.
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Reflection on our videos irene
The document summarizes a video project that demonstrated different shot types and editing techniques. It discusses the good points such as clearly showing each shot type as an example and professionally transitioning between clips. Improvements noted include making the content more engaging by filming in a better location and having the narrator more clearly explain each shot type. Sound quality and disturbances during filming were also areas that could be improved upon for future projects.
Preliminary task evaluation
This document provides instructions for a preliminary filmmaking task involving filming a character entering a room, sitting down, and having a brief conversation with another character. The task is meant to demonstrate continuity of action, shot/reverse shot filming, and adherence to the 180-degree rule. It asks that the planning, camera use, and editing with Final Cut Pro be evaluated, and that two areas for improvement be identified to work on for the main task. The response evaluates the team's planning and filming with a Canon camera, editing in Final Cut Pro, and identifies that some actors need more confidence and to be less camera shy.
Evaluation Question 7
Ranvir Jandoo reflects on what was learned from the preliminary task of filming a conversation between two characters to the full production. Some of the key technical skills learned include shot-reverse-shot filming, match cuts to ensure continuity, and following the 180 degree rule. Additional lessons included different camera shots, editing techniques using Final Cut Pro, and the importance of good communication and collaboration within the film production team.
Preliminary task september 2014 evaluation
This document provides instructions for a preliminary filmmaking task involving filming a character opening a door, crossing a room, sitting in a chair, and exchanging dialogue with another character. It requires evidence of matching action between shots, using a shot/reverse shot technique, and following the 180-degree rule. It evaluates the task positively, noting that the group worked well together to storyboard, script, film, and edit separate clips into a cohesive video using iMovie. Areas for future improvement include practicing video editing and familiarizing themselves further with iMovie software, as well as incorporating props, costumes, and multiple backgrounds.
Preliminary task evaluation
This document provides instructions for a preliminary filmmaking task involving filming a character entering a room, sitting down in a chair, and exchanging dialogue with another character. It requires evidence of matching action between shots, using a shot/reverse shot technique, and following the 180-degree rule. A group worked well together to plan, film, and edit their preliminary task using iMovie, though they note they could have improved the plotline and spent more time editing.
Preliminary task evaluation lf
Laura Fussey was asked to create a short video using techniques like match on action, shot reverse shot, and the 180 degree rule. She planned the video by writing a script and storyboard. During filming, each shot was done separately with the director operating the camera. Editing involved smoothly joining the clips together. Things that went well included lighting, camera positioning, and a door opening clip. Areas for improvement were actor focus, the conversation flow, and matching actor movements on sits. The task reinforced the importance of precise directing for a smooth edit.
Aisling Preliminary Evaluation
This document provides a preliminary analysis of a film project. It identifies several areas for improvement, including ensuring continuity between shots by keeping characters' appearances and camera positioning consistent. Planning challenges like an overly complicated plot and inability to film all planned scenes resulted in parts of the film being cut. Lessons learned include maintaining character continuity between shots, audio editing skills, and avoiding an overly complicated plot by focusing on the main story.
Preliminary Project Evaluation
This document provides a preliminary evaluation of a project. It summarizes that the author learned how to use a video camera on a tripod, implement transitions, and storyboard a video. It also discusses the success of presenting a range of shots and meeting the brief. Areas for improvement include not meeting the one minute time limit and adding more transitions. In conclusion, the brief requirements of showing characters opening a door and sharing dialogue were satisfied.
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Reflection on our videos irene
The document summarizes a video project that demonstrated different shot types and editing techniques. It discusses the good points such as clearly showing each shot type as an example and professionally transitioning between clips. Improvements noted include making the content more engaging by filming in a better location and having the narrator more clearly explain each shot type. Sound quality and disturbances during filming were also areas that could be improved upon for future projects.
Preliminary task evaluation
This document provides instructions for a preliminary filmmaking task involving filming a character entering a room, sitting down, and having a brief conversation with another character. The task is meant to demonstrate continuity of action, shot/reverse shot filming, and adherence to the 180-degree rule. It asks that the planning, camera use, and editing with Final Cut Pro be evaluated, and that two areas for improvement be identified to work on for the main task. The response evaluates the team's planning and filming with a Canon camera, editing in Final Cut Pro, and identifies that some actors need more confidence and to be less camera shy.
Evaluation Question 7
Ranvir Jandoo reflects on what was learned from the preliminary task of filming a conversation between two characters to the full production. Some of the key technical skills learned include shot-reverse-shot filming, match cuts to ensure continuity, and following the 180 degree rule. Additional lessons included different camera shots, editing techniques using Final Cut Pro, and the importance of good communication and collaboration within the film production team.
Preliminary task september 2014 evaluation
This document provides instructions for a preliminary filmmaking task involving filming a character opening a door, crossing a room, sitting in a chair, and exchanging dialogue with another character. It requires evidence of matching action between shots, using a shot/reverse shot technique, and following the 180-degree rule. It evaluates the task positively, noting that the group worked well together to storyboard, script, film, and edit separate clips into a cohesive video using iMovie. Areas for future improvement include practicing video editing and familiarizing themselves further with iMovie software, as well as incorporating props, costumes, and multiple backgrounds.
Preliminary task evaluation
This document provides instructions for a preliminary filmmaking task involving filming a character entering a room, sitting down in a chair, and exchanging dialogue with another character. It requires evidence of matching action between shots, using a shot/reverse shot technique, and following the 180-degree rule. A group worked well together to plan, film, and edit their preliminary task using iMovie, though they note they could have improved the plotline and spent more time editing.
Preliminary task evaluation lf
Laura Fussey was asked to create a short video using techniques like match on action, shot reverse shot, and the 180 degree rule. She planned the video by writing a script and storyboard. During filming, each shot was done separately with the director operating the camera. Editing involved smoothly joining the clips together. Things that went well included lighting, camera positioning, and a door opening clip. Areas for improvement were actor focus, the conversation flow, and matching actor movements on sits. The task reinforced the importance of precise directing for a smooth edit.
Aisling Preliminary Evaluation
This document provides a preliminary analysis of a film project. It identifies several areas for improvement, including ensuring continuity between shots by keeping characters' appearances and camera positioning consistent. Planning challenges like an overly complicated plot and inability to film all planned scenes resulted in parts of the film being cut. Lessons learned include maintaining character continuity between shots, audio editing skills, and avoiding an overly complicated plot by focusing on the main story.
Preliminary Project Evaluation
This document provides a preliminary evaluation of a project. It summarizes that the author learned how to use a video camera on a tripod, implement transitions, and storyboard a video. It also discusses the success of presenting a range of shots and meeting the brief. Areas for improvement include not meeting the one minute time limit and adding more transitions. In conclusion, the brief requirements of showing characters opening a door and sharing dialogue were satisfied.
Introduction to the preliminary task
This document provides an introduction and overview of a group's preliminary task for their media studies course. The task involved filming a scene with a character opening a door, crossing a room, sitting down, and exchanging dialogue with another person. They were to demonstrate techniques like match on action, shot/reverse shot cuts, and following the 180 degree rule. Each group member took on different roles like operating the camera, being the main actress, or the second actress. The document then explains how they implemented these techniques and what they learned about using digital cameras and Adobe Premiere to film and edit the scene together. It concludes by discussing the strengths and weaknesses of their preliminary task work.
L
The document discusses technologies used in creating a film opening, including a camera, Final Cut Pro, and TimeToast. The camera was used to film footage for the opening scene. Final Cut Pro was used to edit the filmed footage, add sound, and create title sequences. TimeToast was used in the planning stage to storyboard the title sequence order before editing. The camera brought creativity through varied shot types, while Final Cut Pro added creativity through editing techniques like fast-paced cuts to characterize a rushed character. Overall, the technologies were highly useful for filming, editing, planning and researching the film opening.
Storyboard
The document discusses a storyboard created for a film. The writers drew frames from the film accurately and included timing details for each scene. In feedback, they were advised to add more frames, precise timings, special effects, and camera angle names. The next steps suggest including special effects in the storyboard, as they were important parts of the film.
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.
Evaluation activity 7
1. The document discusses various filmmaking techniques that were learned and applied when creating a full film product, based on lessons from an earlier preliminary task.
2. It was discovered that filming outside presents challenges like uncontrolled lighting and ambient noise. Storyboarding was found to be very important for planning shots and saving time during filming.
3. Continuity must be maintained between shots through consistent character positioning and adherence to techniques like the 180-degree rule and match on action editing.
Reviewing as ots video
Within this media OTS, the framing is effective as it draws the viewer's eye to important elements like a doll hanging from the ceiling, implying a suicide or murder. Sound is also used well, with clock ticks and voices narrating the story in a doll house setting. However, the video could be improved by adding more varied transitions beyond just fades, including different shot distances beyond just close-ups, and designing title credits that better fit the genre. Based on these elements, the group would receive a grade of D, at Level 2.
Preliminary task evaluation
This document provides a brief for a filmmaking task that requires students to film a character opening a door, crossing a room, sitting in a chair, and exchanging dialogue with another character. It states that the task should demonstrate match on action, shot/reverse shot editing, and compliance with the 180-degree rule. It then evaluates the task, noting that planning, camera work, and iMovie editing went well as a group effort, with areas for improvement being to add more characters and use props to provide more detail.
Editing small movie sequence
This document outlines the steps taken by a group to edit a video project. It describes planning the editing process with a spider diagram, working as a team to incorporate different ideas, and having difficulty with transitions between shots. Issues encountered included not properly following the 180-degree angle rule during filming and needing to re-film parts with matching clothing. The group learned valuable lessons about planning shots and consistency that will help with future projects.
Evaluation
1) The document describes a student film project where the author and their group had to choose roles, write a script, storyboard, film at a location, and edit the footage together.
2) Weather issues caused delays and rescheduled filming. Editing took time as the author refined their cuts.
3) Upon reflection, the author feels they could have added dialogue to better explain the plot, shot the film closer to the script, and included clearer shots of the "monster" character. The music was the one element they felt worked well.
Evaluation 7 media
The document compares the planning and production between a preliminary task and final opening film project. For the opening, the group planned more extensively including storyboarding, costume design, and scheduling. Improvements in the opening included better transitions, integrated text, varied camera techniques, and better equipment. Overall, the author felt the final opening was successful and that they learned more about filmmaking techniques and planning from the preliminary to the final project.
Editing evidence log
The document describes the steps taken to edit a film project in Adobe Premiere Pro. It outlines how the filmmaker imported clips in numerical order based on the shooting script, added title screens and adjustment layers to manipulate lighting and tone. Transitions like dissolves and dips to black were experimented with, and sound effects, music and credits were layered in using keyframes to control volume. The final steps were tightening shots, balancing audio, and adding end credits before export.
Media Props
The document outlines props needed for filming a music video, including a body cam to strap to a band member and capture their point of view or face, a high-quality DSLR camera to film in HD and give a professional look similar to television, and a tripod and dolly to reduce camera shake and allow panning shots from various angles.
AS Media Question three
The document discusses how the author's production skills developed throughout creating a thriller film project. Their camera skills improved as they learned to film various shot types. They also learned to confidently use editing software like Final Cut Pro, adding various effects, titles, and editing techniques. Additional programs like QuickTime Player and Audio Network helped with tasks like screen recording and finding appropriate music. Overall, the author's production skills massively increased as they gained experience with cameras, editing, and other software through completing this project.
Q6
The document discusses technologies and skills learned during the process of making a media product. It covers filming techniques like using a tripod and lighting; editing skills like storyboarding, multi-trimming, and keeping original clips; sound editing like fading music in and out and adding background noise; and titling like font, color, positioning and timing. The creator learned the importance of steady footage, filming scenes multiple times, editing in sections, and ensuring titles are clear and timed properly. Overall the document reflects on the technical skills and knowledge gained from creating a media production.
Preliminary task *
The continuity in the short film was inconsistent, with changes in clothing and props between scenes. While the shots were in chronological order, there were issues with matching actions and a shaky dolly shot. Actors not always being available caused problems with continuity. In the future, specific filming times should be scheduled when actors are available to improve continuity. Editing was also jumpy and could be improved by ensuring smooth cuts between scenes.
Role as camera man
The document discusses the role of a camera-man in filming establishing shots for a trailer set in London. It describes taking shots at Westminster Bridge to establish the London setting, going in and out of focus for effect and to allow viewers to guess the location. It also discusses working closely with the director to bring their vision to life through storyboards, and working with actors to ensure their comfort and get the best quality shots, including experimenting with angles by climbing buildings and laying on the ground.
Preliminary task evaluation
This document outlines a preliminary filmmaking task that requires filming a character opening a door, crossing a room, sitting in a chair, and exchanging dialogue with another character. It must demonstrate match on action, shot/reverse shot editing, and compliance with the 180-degree rule. The task evaluation notes effective use of camera shots and editing software but identifies changing the filming location as an area for improvement.
Media Project - Short Film Presentation
The document summarizes a short chase film project created by students. It describes the plot of the film involving a threatening text message. Limited areas for filming resulted in shooting around the school. Shots included close-ups, medium shots, and long shots showing the chase from different angles. Effects like black and white and fades were added in editing. Strengths included coming up with the storyline and plan quickly and keeping within the time limit. Weaknesses were editing and some weak camera angles. The project helped students learn camera and editing skills for future work.
Media Project Short Film Presentation
The document summarizes a short chase film project created by students. It describes the plot of the film involving a threatening text message. Limited areas for filming resulted in shooting around the school. Shots included close-ups, medium shots, and long shots showing the chase from different angles. Effects like black and white and fades were added in editing. Strengths included coming up with the storyline and plan quickly and keeping within the time limit. Weaknesses were editing and some weak camera angles. The project helped students learn camera and editing skills for future work.
Question 4
The document discusses techniques used in a video including shot reverse/shot to show character conversations, generally following the 180 degree rule for character positioning but breaking it once, and using match on action such as a character walking through a door to maintain continuity and a natural look.
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Introduction to the preliminary task
This document provides an introduction and overview of a group's preliminary task for their media studies course. The task involved filming a scene with a character opening a door, crossing a room, sitting down, and exchanging dialogue with another person. They were to demonstrate techniques like match on action, shot/reverse shot cuts, and following the 180 degree rule. Each group member took on different roles like operating the camera, being the main actress, or the second actress. The document then explains how they implemented these techniques and what they learned about using digital cameras and Adobe Premiere to film and edit the scene together. It concludes by discussing the strengths and weaknesses of their preliminary task work.
L
The document discusses technologies used in creating a film opening, including a camera, Final Cut Pro, and TimeToast. The camera was used to film footage for the opening scene. Final Cut Pro was used to edit the filmed footage, add sound, and create title sequences. TimeToast was used in the planning stage to storyboard the title sequence order before editing. The camera brought creativity through varied shot types, while Final Cut Pro added creativity through editing techniques like fast-paced cuts to characterize a rushed character. Overall, the technologies were highly useful for filming, editing, planning and researching the film opening.
Storyboard
The document discusses a storyboard created for a film. The writers drew frames from the film accurately and included timing details for each scene. In feedback, they were advised to add more frames, precise timings, special effects, and camera angle names. The next steps suggest including special effects in the storyboard, as they were important parts of the film.
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.
Evaluation activity 7
1. The document discusses various filmmaking techniques that were learned and applied when creating a full film product, based on lessons from an earlier preliminary task.
2. It was discovered that filming outside presents challenges like uncontrolled lighting and ambient noise. Storyboarding was found to be very important for planning shots and saving time during filming.
3. Continuity must be maintained between shots through consistent character positioning and adherence to techniques like the 180-degree rule and match on action editing.
Reviewing as ots video
Within this media OTS, the framing is effective as it draws the viewer's eye to important elements like a doll hanging from the ceiling, implying a suicide or murder. Sound is also used well, with clock ticks and voices narrating the story in a doll house setting. However, the video could be improved by adding more varied transitions beyond just fades, including different shot distances beyond just close-ups, and designing title credits that better fit the genre. Based on these elements, the group would receive a grade of D, at Level 2.
Preliminary task evaluation
This document provides a brief for a filmmaking task that requires students to film a character opening a door, crossing a room, sitting in a chair, and exchanging dialogue with another character. It states that the task should demonstrate match on action, shot/reverse shot editing, and compliance with the 180-degree rule. It then evaluates the task, noting that planning, camera work, and iMovie editing went well as a group effort, with areas for improvement being to add more characters and use props to provide more detail.
Editing small movie sequence
This document outlines the steps taken by a group to edit a video project. It describes planning the editing process with a spider diagram, working as a team to incorporate different ideas, and having difficulty with transitions between shots. Issues encountered included not properly following the 180-degree angle rule during filming and needing to re-film parts with matching clothing. The group learned valuable lessons about planning shots and consistency that will help with future projects.
Evaluation
1) The document describes a student film project where the author and their group had to choose roles, write a script, storyboard, film at a location, and edit the footage together.
2) Weather issues caused delays and rescheduled filming. Editing took time as the author refined their cuts.
3) Upon reflection, the author feels they could have added dialogue to better explain the plot, shot the film closer to the script, and included clearer shots of the "monster" character. The music was the one element they felt worked well.
Evaluation 7 media
The document compares the planning and production between a preliminary task and final opening film project. For the opening, the group planned more extensively including storyboarding, costume design, and scheduling. Improvements in the opening included better transitions, integrated text, varied camera techniques, and better equipment. Overall, the author felt the final opening was successful and that they learned more about filmmaking techniques and planning from the preliminary to the final project.
Editing evidence log
The document describes the steps taken to edit a film project in Adobe Premiere Pro. It outlines how the filmmaker imported clips in numerical order based on the shooting script, added title screens and adjustment layers to manipulate lighting and tone. Transitions like dissolves and dips to black were experimented with, and sound effects, music and credits were layered in using keyframes to control volume. The final steps were tightening shots, balancing audio, and adding end credits before export.
Media Props
The document outlines props needed for filming a music video, including a body cam to strap to a band member and capture their point of view or face, a high-quality DSLR camera to film in HD and give a professional look similar to television, and a tripod and dolly to reduce camera shake and allow panning shots from various angles.
AS Media Question three
The document discusses how the author's production skills developed throughout creating a thriller film project. Their camera skills improved as they learned to film various shot types. They also learned to confidently use editing software like Final Cut Pro, adding various effects, titles, and editing techniques. Additional programs like QuickTime Player and Audio Network helped with tasks like screen recording and finding appropriate music. Overall, the author's production skills massively increased as they gained experience with cameras, editing, and other software through completing this project.
Q6
The document discusses technologies and skills learned during the process of making a media product. It covers filming techniques like using a tripod and lighting; editing skills like storyboarding, multi-trimming, and keeping original clips; sound editing like fading music in and out and adding background noise; and titling like font, color, positioning and timing. The creator learned the importance of steady footage, filming scenes multiple times, editing in sections, and ensuring titles are clear and timed properly. Overall the document reflects on the technical skills and knowledge gained from creating a media production.
Preliminary task *
The continuity in the short film was inconsistent, with changes in clothing and props between scenes. While the shots were in chronological order, there were issues with matching actions and a shaky dolly shot. Actors not always being available caused problems with continuity. In the future, specific filming times should be scheduled when actors are available to improve continuity. Editing was also jumpy and could be improved by ensuring smooth cuts between scenes.
Role as camera man
The document discusses the role of a camera-man in filming establishing shots for a trailer set in London. It describes taking shots at Westminster Bridge to establish the London setting, going in and out of focus for effect and to allow viewers to guess the location. It also discusses working closely with the director to bring their vision to life through storyboards, and working with actors to ensure their comfort and get the best quality shots, including experimenting with angles by climbing buildings and laying on the ground.
Preliminary task evaluation
This document outlines a preliminary filmmaking task that requires filming a character opening a door, crossing a room, sitting in a chair, and exchanging dialogue with another character. It must demonstrate match on action, shot/reverse shot editing, and compliance with the 180-degree rule. The task evaluation notes effective use of camera shots and editing software but identifies changing the filming location as an area for improvement.
Media Project - Short Film Presentation
The document summarizes a short chase film project created by students. It describes the plot of the film involving a threatening text message. Limited areas for filming resulted in shooting around the school. Shots included close-ups, medium shots, and long shots showing the chase from different angles. Effects like black and white and fades were added in editing. Strengths included coming up with the storyline and plan quickly and keeping within the time limit. Weaknesses were editing and some weak camera angles. The project helped students learn camera and editing skills for future work.
Media Project Short Film Presentation
The document summarizes a short chase film project created by students. It describes the plot of the film involving a threatening text message. Limited areas for filming resulted in shooting around the school. Shots included close-ups, medium shots, and long shots showing the chase from different angles. Effects like black and white and fades were added in editing. Strengths included coming up with the storyline and plan quickly and keeping within the time limit. Weaknesses were editing and some weak camera angles. The project helped students learn camera and editing skills for future work.
Question 4
The document discusses techniques used in a video including shot reverse/shot to show character conversations, generally following the 180 degree rule for character positioning but breaking it once, and using match on action such as a character walking through a door to maintain continuity and a natural look.
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Similar to Miss kgt
Reflection on film tasks
The document reflects on two filmmaking assignments. For the first assignment on shot types, organizing the filming was challenging and resulted in an unprofessional final product that lacked quality. Footage was edited in Final Cut Pro by dragging clips into the timeline. For the second assignment on continuity, various shots like close-ups and shot reverse shot were used, but organization during filming caused delays. Editing involved matching shots on action in the timeline. Overall, better organization is needed for professional quality work.
Reflection on video task
1) The document reflects on two video tasks - one demonstrating different shot types and camera movements, and another focusing on continuity.
2) For the first task, the group filmed their subject from different angles and distances to showcase long shots, medium shots, and close-ups. They struggled with lighting and noise issues in some takes.
3) For the second task on continuity, the group created a simple scene following rules like the 180 degree rule and shot reverse shot. They showed characters interacting to practice continuity techniques.
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.
How did you use media technologies in the construction and research, planning...
How did you use media technologies in the construction and research, planning...mediastudiesfinearts
The document discusses the use of various media technologies in planning, researching, and evaluating a short film project. Blogger was used to document the filmmaking process and get feedback on similar films. YouTube provided insights from audience comments on characters and story elements. Canon and other equipment like microphones, lights, and a steady cam were used to achieve the desired visual style and sound quality. Premier Pro was used to edit together footage, add sound, color correct, and finalize the film.Fraction’ evaluation
The document discusses what the author learned about filmmaking techniques through creating the project "Fraction". Some key lessons included:
- Shooting with a DV camera made it difficult to achieve certain visual effects due to technical limitations, but the camera was easy to use.
- It's important to follow the 180 degree rule when shooting to maintain visual continuity, and to get a variety of shots including those requiring a hands-free camera.
- Editing footage from multiple angles allows overlapping images to enhance psychological elements, and changing the pace keeps the piece visually dynamic.
Reflection of preliminary task
1) The film met the criteria of being under two minutes long and capturing a character opening a door. Shots were filmed using techniques like the 180 degree rule to engage the audience.
2) Filming without a clear schedule led to continuity issues like characters wearing different clothes between takes. Learning to properly position the camera for different shot types and impressions was valuable.
3) The editing process taught skills like uploading footage, clipping scenes, adjusting volume, organizing clips into bins, and applying filters to prepare the video for export. These editing fundamentals will support future projects.
Reflection of preliminary task
1) The film fulfilled the criteria of the task by being under two minutes long and capturing a character opening a door. Shots were filmed using techniques like the 180 degree rule and rule of thirds to engage the audience.
2) During filming, the filmmakers learned about maintaining continuity between shots and that scheduling filming helps with continuity issues like wardrobe changes. The cameraman also learned how to frame different shot types.
3) The editing process taught skills like clipping footage, adjusting audio levels, organizing clips into bins, using filters to modify lighting, and exporting the final video file. These editing skills will be useful for future projects.
Media evaluation
The group felt they learned and improved editing and camerawork skills from their preliminary task to the full product. For editing in iMovie, they progressed in cutting footage to the required length, adding transitions and sound effects. Their rough cut was over length so they further edited it down. They developed skills in precision timing for sound and placement of transitions. For camerawork, they used techniques like close-ups, over-the-shoulder shots, and tracking shots which they improved upon from the preliminary task to the final product.
Media evaluation quesion 6
The document discusses what was learned from constructing a film product using different cameras and the editing process. It was found that using a tripod helped but the tripod broke, and a photography camera provided better quality than the first camera used. Editing required patience as unwanted sections had to be precisely cropped. Recording also required patience as actors sometimes forgot lines, slowing the process. Connecting cameras to computers, importing clips, and editing in iMovie was part of finalizing the product for uploading online.
Question 4
The student used various media technologies in the planning, research, and evaluation stages of creating a TV documentary. In planning, they researched camera equipment, editing software, and broadcasting channels. They conducted online research using sources like the BBC and The Guardian. Final Cut Express was used to edit filmed footage, add transitions/effects, and include a voiceover and music. Garage Band was used to compose background music. The documentary was evaluated through a questionnaire to the target audience about Channel 4.
Evaluation
The document discusses what the author learned from producing a video as part of a media studies class. They learned how to communicate in a team, overcome problems, use camera equipment, and properly frame shots. The video was successful in using different shot types and good teamwork. Areas for improvement include improving shot quality by adjusting lighting and exposure, using more editing effects, and improving audio quality with an external microphone. Overall, the brief of having dialogue, different shots, and length over a minute was met.
Presentation1
1) The document discusses filming and editing a documentary project for class about phones.
2) Students planned the documentary, filmed interviews and cutaway shots, then edited the footage together using Adobe Premier Pro.
3) The editing process involved separating interview answers from questions, adding cutaway clips between answers to flow smoothly, and adding graphics and music.
Reflection
The document discusses two film projects: a shot types/camera movements film and a continuity task film. For the shot types film, footage was lost and some shots lacked lighting, but footage was imported into Final Cut Pro and titles were added using LiveType. However, the criteria for the film was not fulfilled. For the continuity task, the goal was to film a conversation obeying the 180 degree rule using shot reverse shot, but mistakes breaking this rule caused jumps in the clips. Effort needs to be improved and the 180 degree rule followed for future music video work.
Q 6
The document discusses the technologies used in the production and post-production of a thriller film. A DSLR camera and Rode video mic were used for filming to allow for portable high quality video and audio recording. A tripod was used to steady shots. Indoor lighting was achieved creatively using lamps and candlelight. The film was edited in iMovie using fades between shots and adjusting clip speeds to fit the time allowance and build tension.
Question 7
From their preliminary task to the full production, the student has learned:
1) How to storyboard in greater detail with more shots and drafts.
2) How to incorporate more advanced shots like POV and extreme long shots to create suspense.
3) How to use more sophisticated editing techniques like transitions, jump cuts, and faster pacing.
4) How to improve titles, credits, and ident to have more professional quality and suit the narrative.
5) How using better equipment like a HD camera and tripod improved video quality.
What have you learnt
The document discusses technologies used to create a film product. A Panasonic camera was used for handheld and tripod shots. Final Cut Pro was used for editing, which allowed transitions and effects but required tutorials to learn. Some footage issues occurred during transfer but were resolved. Sound editing on Final Cut Pro involved altering diegetic and non-diegetic sounds between scenes using volume and panning controls. Permissions were obtained to use external sound effects.
Teaser Trailer Editing
This is a PowerPoint presentation uploaded to slideshare on how i edited my Teaser Trailer using software such as Final Cut Pro and Adobe Flash.
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.
evaluation
The document discusses improvements made to planning, filming, and editing for a movie project compared to a preliminary task. For planning, a genre was chosen and timeline estimated. Filming utilized tripods, tracking shots, and multiple cameras to improve shot quality and continuity. Editing employed features in iMovie and Final Cut Pro like music, subtitles, and quick cuts to build tension and engage viewers.
Evaluation 7
The document discusses what was learned from creating a preliminary task video to the final product. It describes learning the importance of following techniques like the 180 degree rule, shot reverse shot, and match on action to create continuity and coherence. Through practicing these in the preliminary task, the filmmakers discovered they could apply the rules more subtly while still creating continuity. They also learned to use two cameras instead of one when filming to better apply match on action. Additionally, they learned to incorporate more varied camera angles, shots, and edits to make the final video more professional and satisfying to the target audience. Completing the preliminary task helped teach important editing and camera work skills that improved the quality of the final video.
Similar to Miss kgt (20)
How did you use media technologies in the construction and research, planning...
How did you use media technologies in the construction and research, planning...
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Eval 2
The combination of the filmmaker's short film and ancillary texts like film reviews and posters were important to tie them together and make the short film have more impact. The texts provided context about the build up and aftermath of the film. Key symbols like a clock were featured in both the film and poster to represent the main theme of time. Consistent visual elements and a plain backdrop in both the film and texts kept the focus on the protagonist and his story. Similar colors and effects were used in both to connect the pieces.
Eval 1
The document discusses a student's short documentary film project about their 90-year-old grandfather. To follow documentary conventions, the film tells a story through a series of photographs and video clips showing the progression of the grandfather's life. Scenes of him speaking in his armchair used natural lighting and an uncluttered background. Opening and closing shots of a cuckoo clock symbolized the passing of time. Post-production effects on the clock made it more appealing and eye-catching. Overall, the film creates a unique, creative story that develops over time and highlights key life moments from the perspective of a 90-year-old man to attract and involve the audience.
Music video idea
The video would have a dark, desaturated style to create a depressing mood. It would show the two artists standing alone on different dark roads, with the camera panning in for close-ups of their bloody faces as they sing. The camera would do 360 pans between the roads, revealing the artists arguing with the same woman or walking alone down the roads, with extreme close-ups emphasizing their frustration and singing of the lyrics. Ultimately, the roads would converge, with the woman at their intersection.
Video idea weeknd -Amad Islam
The video would have a dark, desaturated look to create a depressing mood. Scenes would include long shots of the artists standing alone on dark roads, then close-ups of their bloody faces as they sing. The camera would track them as they walk and sing. It would also show one artist arguing with a woman, then pan to the other artist with the same woman, implying disloyalty. Throughout, the camera work would transition between the artists in different locations to tell the story through their perspectives and movements as they sing the dark lyrics.
The weeknd feat ed sheeran Dark Times Lyric Analysis (Amad Islam)
Ed Sheeran describes waking up bruised and hungover, having drunk too much the night before and gotten into a fight. He warns that this isn't the right time to fall in love with him, as he knows his lies can't be believed. Both Ed Sheeran and The Weeknd reference their past struggles with drugs, alcohol, and unstable lifestyles before fame. They acknowledge issues they are still trying to overcome that could undermine their success if not addressed. The Weeknd recalls using cocaine, getting into fights, and choosing a life of substance abuse and chaos.
The weeknd lyric analysis By Amad Islam
The song "High for This" by The Weeknd describes a sexual encounter where he mentally prepares a woman for what is about to happen. He tells her they will have sex and do drugs together, reassuring her that she doesn't need to worry because he will be with her. As the drugs take effect, he tells her to breathe and relax while promising they will have a good time. He eliminates any doubts by saying to trust him as he knows she wants to experience this feeling.
Imvdb
The document analyzes research from IMVDb on music charts and popular music videos. It finds that the target audience prefers hip-hop and pop genres, especially recent pop videos by artists like Sia, David Guetta, and Rudimental. This research will help decide which genre of music to focus on going forward.
Analysisoflyrics 111010192016-phpapp01
1) Lupe Fiasco meets a girl at a club and is instantly captivated by her beauty and intelligence.
2) He expresses his growing love for her through poetic metaphors and promises to protect her.
3) At the end of the song, Lupe assures the girl that he wants their relationship to last beyond a typical short-lived club romance and promises to see her in the morning.
Beyonce - dance for you
This music video portrays Beyoncé dancing seductively for her male love interest in a 1940s style setting. Voyeurism is prominently featured through close-ups of the intimate dancing and longing gazes between Beyoncé and the man. The video follows the conventions of R&B by including a choreographed dance routine to promote the artist. It depicts a stereotypical power dynamic between the male boss and female secretary but aims to empower women through Beyoncé's display of control through her dancing.
British board of film classication (bbfc)
The British Board of Film Classification (BBFC) regulates films and videos in the UK. It is a non-governmental organization that provides age ratings to films such as U, PG, 12A, 15, and 18. The BBFC recognizes adult freedom of choice, protects the public (especially children) from harmful content, and helps parents make informed viewing choices for their children. The document then provides detailed descriptions of the content allowed or implied for each age rating.
3 different ways of classifying audiences
The document discusses two methods for categorizing audiences: Young and Rubicam's Four Consumers model and socio-economic class. Young and Rubicam divides people into four categories based on personality - Mainstreamers, Aspirers, Succeeders, and Reformers. The socio-economic model classifies people into six classes based on income - A through E. Both are useful for media targeting, but the socio-economic model is limited as it only considers income and not other factors like leisure activities.
3 different ways of classifying audiences
The document discusses two methods for categorizing audiences: Young and Rubicam's Four Consumers model and socio-economic class. Young and Rubicam divides people into four categories based on personality - Mainstreamers, Aspirers, Succeeders, and Reformers. The socio-economic model classifies people into six classes based on income - A through E. Both are useful for media targeting, but the socio-economic model is limited as other factors like leisure activities may be more important than income alone.
3 different ways of classifying audiences
The document discusses two methods for categorizing audiences: Young and Rubicam's Four Consumers model and socio-economic class. Young and Rubicam divides people into four categories based on personality - Mainstreamers, Aspirers, Succeeders, and Reformers. The socio-economic model classifies people into six classes based on income - A through E. Both are useful for media targeting, but the socio-economic model is limited as it only considers income and not other factors like leisure activities.
3 different ways of classifying audiences
The document discusses two methods for categorizing audiences: Young and Rubicam's Four Consumers model and socio-economic class. Young and Rubicam divides people into four categories based on personality - Mainstreamers, Aspirers, Succeeders, and Reformers. The socio-economic model classifies people into six classes based on income - A through E. Both are useful for media targeting, but the socio-economic model is limited as it only considers income and not other factors like leisure activities.
3 different ways of classifying audiences
The document describes several systems for categorizing consumers:
- Young and Rubicam's Four Consumers model divides people into Mainstreamers, Aspirers, Succeeders, and Reformers based on psychological attributes rather than income.
- Their socio-economic class system ranks people from A to E based on income and occupation.
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Final Sketch Evaluation - 4018
The student created a final drawing of a potion using Photoshop. They first hand drew the potion and then scanned it into Photoshop to color and add details digitally. It was difficult to control the pen at first but got easier with practice. The student used various colors like light blue, dark brown, and different shades of pink to create realistic effects like bubbles and shading. They used tools like the blur tool and size-adjustable brushes. In the end, the student felt they successfully created a realistic looking digital image meeting the goals of the project.
Unit 13 assignment 1 report
This document discusses digital graphics technology, describing features of vector and bitmap images. Vector images are resolution-independent and scalable without quality loss, using mathematical expressions to represent lines and shapes. Bitmap images are made up of pixels that lose quality when resized. The document provides examples of how vector and bitmap images differ when resized, and discusses image capturing, output methods for print and screen, storage considerations like file size and organization, and naming conventions.
Analysis For Attack The Block - 4018
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The document outlines questions from a focus group about a film trailer. It asks for opinions on whether the trailer was effective and enjoyable, what genre it represents, how it could be improved, and favorite parts. It explains that the filmmaker created a focus group of 12 friends and family to get feedback on the trailer by showing it and having them answer questions. Most feedback suggested making the trailer look less like a drama and more realistic.
Audience Research - 4018
Audience research is conducted to gather information about what audiences want to watch and their personalities. There are several methods for conducting audience research, including focus groups, questionnaires, box office takings, and test screenings. Focus groups involve interviewing a small group of people to discuss their opinions in an interactive setting, but the results may not represent the larger population. Questionnaires can be inexpensive and gather a lot of data quickly from many people, but responses may be biased by wording and response rates may be low. Box office takings refer to the financial success of a film based on the number of viewers and money made, which depends on the quality of the movie. Test screenings allow audiences to provide feedback on a movie before
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The weeknd feat ed sheeran Dark Times Lyric Analysis (Amad Islam)
The weeknd feat ed sheeran Dark Times Lyric Analysis (Amad Islam)
Miss kgt
- 1. Dylan Lindsay Reflection of your video tasks To produce a written reflection of your shot types film and your continuity task and embed them to your blog.
- 2. Continuity task The Continuity task In the assignment was that we set out a conversation so that we could create short sequences to apply our continuity editing skills which is the main style in film editing. When filming, we used diverse shots such as a close up and a mid shot of the person talking. We made sure that when we were filming the sequence that we used the 180 degree rule by only filming shots of one side of the room. We also used the reverse shot of the two characters talking . When whoever talks the camera will look at them then change when the dialogue gets to the other person. We filmed several different shots of one of the characters walking through the door which allowed us to create match on action in the sequence when editing. We had a few difficulties with the organization part of the filming task because of the time it toke to film the footage and from when people are absent and we have had to re film the footage. When editing the footage together, I used the same method as the shot types video and dragged the clips to the timeline and edited them from there. I think I need to improve on organization for the music video so it’s more professional and can get a better quality in work.
- 3. Shot types We set out a camera and a tripod and recorded the different shot types listed below: • • • • • Mid-Long shot Extreme Long shot Close up Extreme Close up Mid Shot A few problems occurred when recording these shots, bit of laughter while filming, Probably could’ve got better shots. There was a lack of professionalism which got us caught up on a few bits. After we done all the recording we transferred the particular footage we wanted to keep onto Final Cut Pro. While on final cut pro if you use the cutting tool you can trim the footage into clips of any length.