This document outlines William Blue's 11-month mastery journey plan to improve his skills in filmmaking. The plan includes courses in personal development, film concepts, script writing, directing, experimental filmmaking, visual storytelling, entertainment law, and completing a film production thesis over 4 phases: pre-production, production, post-production, and film assembly. The timeline also includes resources like online courses to support skill development in each area and help complete goals over the 11 months to further his mastery of film.
The document discusses the key steps and roles in film pre-production. It explains that the director's vision shapes the overall look and feel of the film. Assembling the right cast and crew is essential to realizing the director's vision. Key crew roles described include the producer, production designer, cinematographer, and actors. Effective pre-production is needed to prepare for a successful filming and post-production process.
El documento describe la Asociación Latinoamericana de Integración (ALADI), un organismo intergubernamental creado en 1980 para promover la integración económica y social de América Latina. La ALADI busca establecer un mercado común latinoamericano a través de acuerdos comerciales flexibles entre sus países miembros.
Machu Picchu fue construido en el siglo XV por los incas en Perú. Se cree que fue una de las residencias del emperador inca Pachacútec, aunque también se usó como santuario religioso. Es considerado una obra maestra de la arquitectura y la ingeniería debido a sus características únicas. Machu Picchu ha sido Patrimonio de la Humanidad de la UNESCO desde 1983 y fue nombrada una de las Nuevas Maravillas del Mundo en 2007.
Hamza Khenissi - Professional Persona Profile benkhenissi
Hamza Khenissi is a director of photography whose portfolio demonstrates his skills in lighting, camera operation, and visual storytelling. He has experience shooting feature films, shorts, commercials, music videos and documentaries. Khenissi studied film at New York Film Academy and Full Sail University. In addition to his film work, Khenissi enjoys photography, especially portraits and landscapes. He works well in a team environment and can direct and light projects to help stories resonate with audiences.
El Mercosur es una unión aduanera formada por Argentina, Brasil, Paraguay y Uruguay con el objetivo de ampliar los mercados nacionales a través de la integración para acelerar el desarrollo económico. La UNASUR es un organismo formado por los 12 estados de Suramérica para construir una identidad y ciudadanía suramericanas y desarrollar un espacio regional integrado. Ambos buscan la integración regional de América del Sur aunque el Mercosur se basa en compromisos jurídicos ya asumidos por
El documento describe los músculos del gato y su función. Los músculos cutáneos dan expresión a la cara y permiten movimientos como agachar las orejas. Los músculos de la mandíbula, cuello, espalda, brazos, antebrazos, manos, muslos, piernas y cola permiten una variedad de movimientos como saltar, correr, trepar y girar que son importantes para la locomoción y comportamiento del gato como depredador.
El documento describe la Comunidad del Caribe (CARICOM) y la iniciativa PetroCaribe. CARICOM fue establecida en 1973 y busca promover la integración económica y cooperación entre 15 naciones del Caribe. PetroCaribe es una alianza energética lanzada en 2005 que le permite a países del Caribe comprar petróleo venezolano bajo condiciones de pago preferenciales. Ambas iniciativas tienen como objetivo fomentar el desarrollo económico y social de la región del Caribe.
The document discusses the key steps and roles in film pre-production. It explains that the director's vision shapes the overall look and feel of the film. Assembling the right cast and crew is essential to realizing the director's vision. Key crew roles described include the producer, production designer, cinematographer, and actors. Effective pre-production is needed to prepare for a successful filming and post-production process.
El documento describe la Asociación Latinoamericana de Integración (ALADI), un organismo intergubernamental creado en 1980 para promover la integración económica y social de América Latina. La ALADI busca establecer un mercado común latinoamericano a través de acuerdos comerciales flexibles entre sus países miembros.
Machu Picchu fue construido en el siglo XV por los incas en Perú. Se cree que fue una de las residencias del emperador inca Pachacútec, aunque también se usó como santuario religioso. Es considerado una obra maestra de la arquitectura y la ingeniería debido a sus características únicas. Machu Picchu ha sido Patrimonio de la Humanidad de la UNESCO desde 1983 y fue nombrada una de las Nuevas Maravillas del Mundo en 2007.
Hamza Khenissi - Professional Persona Profile benkhenissi
Hamza Khenissi is a director of photography whose portfolio demonstrates his skills in lighting, camera operation, and visual storytelling. He has experience shooting feature films, shorts, commercials, music videos and documentaries. Khenissi studied film at New York Film Academy and Full Sail University. In addition to his film work, Khenissi enjoys photography, especially portraits and landscapes. He works well in a team environment and can direct and light projects to help stories resonate with audiences.
El Mercosur es una unión aduanera formada por Argentina, Brasil, Paraguay y Uruguay con el objetivo de ampliar los mercados nacionales a través de la integración para acelerar el desarrollo económico. La UNASUR es un organismo formado por los 12 estados de Suramérica para construir una identidad y ciudadanía suramericanas y desarrollar un espacio regional integrado. Ambos buscan la integración regional de América del Sur aunque el Mercosur se basa en compromisos jurídicos ya asumidos por
El documento describe los músculos del gato y su función. Los músculos cutáneos dan expresión a la cara y permiten movimientos como agachar las orejas. Los músculos de la mandíbula, cuello, espalda, brazos, antebrazos, manos, muslos, piernas y cola permiten una variedad de movimientos como saltar, correr, trepar y girar que son importantes para la locomoción y comportamiento del gato como depredador.
El documento describe la Comunidad del Caribe (CARICOM) y la iniciativa PetroCaribe. CARICOM fue establecida en 1973 y busca promover la integración económica y cooperación entre 15 naciones del Caribe. PetroCaribe es una alianza energética lanzada en 2005 que le permite a países del Caribe comprar petróleo venezolano bajo condiciones de pago preferenciales. Ambas iniciativas tienen como objetivo fomentar el desarrollo económico y social de la región del Caribe.
This document is a production diary for a student's A2 media studies short film project. Over the course of 12 weeks, the student planned and produced various scenes for their short film about social media and its effects. They conducted research, developed ideas, secured a filming location at a hospital, planned shoots, filmed scenes, and began editing the completed footage. The student encountered some challenges along the way with planning, preparation, and adapting to weather or equipment issues during shoots. They reflected on lessons learned and improved their production process based on feedback and past mistakes.
This document provides a 24-week production plan for a student's A2 media studies short film project. In the first weeks, the student conducted research on short film history, codes and conventions. They developed initial ideas and selected a final short film concept through audience feedback. Later weeks focused on script development, storyboarding, casting, location scouting, filming, editing, color correction and adding music/credits. Supporting materials like a film website and postcards were also created. The final weeks involved uploading all work to a blog, making final adjustments, and developing a critical evaluation presentation.
This document outlines the speaker's journey to mastery over 12 courses from July 2014 to June 2015. It details the goals and plans for each course, which include reading books and articles, joining film clubs, practicing skills outside of class, and networking. The speaker hopes to gain an understanding of film theory, improve storytelling and writing abilities, learn how to direct talent, explore experimental filmmaking, and advance editing strategies. By the end, the goal is to have a strong understanding of the film production process and business. The speaker also lists desired mentor characteristics and potential mentors to contact in their field.
The document discusses Tom Shaw's career aspirations and skills. He wants to work as a runner to gain experience in the film industry and eventually become a camera operator. It provides details on the roles and responsibilities of being a runner and camera operator, and Tom's plans to further develop his CV, showreel, and online portfolio to pursue a career in filming.
This document outlines Pierre Objio Giuliani's mastery journey timeline to improve his skills in filmmaking, leadership, and script writing over several courses. It details goals, strategies, and online resources for each course, including pre-production, production, post-production, and business skills. The timeline shows Pierre's plan to direct the final class project and get noticed as a director. It also includes a list of industry contacts, clubs to join, companies to work for, and references.
The document outlines a 12-month film production course. Each month focuses on a different topic, from personal development and leadership to the business of film. Strategies for achieving the monthly goals include reading books and articles, researching techniques and filmmakers, practicing skills through projects, and networking. The document also provides contact information for industry mentors and lists film clubs to join at the school.
This document provides an overview of Unit 3 of a media production course, which focuses on introducing students to career opportunities and professional practices in the creative media industry. The unit involves students researching different job roles, sectors of the industry, and notable practitioners. They also create a five-year career plan and complete assessments including a process log and end-of-year review reflecting on their skills and development. The tasks are designed to help students investigate options and plan for their future in the field.
Unit 3 Topic 2 Creating Multimodal Material.pdfNoraima2
This document provides guidance on creating effective multimodal materials such as advocacy posters and short videos. It discusses choosing an appropriate combination of modes based on the purpose, subject matter, audience, and presentation mode. Tips are provided for creating eye-catching posters, including using headlines, concise details, calls to action, typography hierarchy, and engaging photographs. Guidelines are also given for simple video production, such as solidifying objectives, researching the audience, deciding on a core message, writing a script and storyboard, scheduling a shoot, editing, adding graphics and sound, and recording a voiceover. The document concludes by recommending several free apps that can be used to create multimodal materials on smartphones.
This document provides guidance for students on answering an exam question about developing skills for media production from AS to A2. It emphasizes using specific examples to show progression over time in areas like digital technology, creativity, research and planning. The examiner advises practicing writing essays on each skill area and using technical terminology. Students are told to focus on evaluation and reflection rather than just description. Examples of high-scoring student responses are provided to illustrate evaluating the importance and impact of skills.
The document summarizes the new media and technological equipment used by Abbie Murray in relation to her production work. She used various websites, programs, cameras, microphones, lighting equipment and more. For each piece of media/equipment, she discusses what she learned about its use, how it helped her production work, and whether she felt she used it successfully. Overall, the document reflects on the range of digital tools and skills Abbie gained experience with during her project.
Louis Biddles proposes creating a thriller film trailer for his final major project. He has improved his filming, editing, and Photoshop skills through previous coursework. The trailer will focus on a stalker obsessed with a young girl and her family's attempts to escape. Research will include analyzing successful thrillers to learn tension-building techniques. Evaluation will involve weekly reflective diaries and a final self-analysis of the trailer's strengths and weaknesses.
Ben Brown is creating a horror film for his final major project to showcase his talent. He hopes to learn new filmmaking skills like camera shots and music usage. He wants to make a horror film that audiences will enjoy watching repeatedly. His strengths include perfectionism which will help him create the best project possible, though it may slow production. He has the necessary equipment but limitations include actors' limited range and not achieving his artistic vision within the four week timeframe. This week he created a proposal and plan, feeling overwhelmed but managing to complete the work on time. He will now research how to engage audiences and study horror films.
The student learned several skills using various technologies in developing their product:
1) They learned to use Photoshop's layer masking and cloning tools to combine and clean up images.
2) InDesign helped them learn how to layout pages with columns, images, and text.
3) Using Blogger, they learned to embed documents, slideshows, and videos to showcase their work.
4) Prezi taught them how to create clear presentations using image and text paths.
5) Pixton introduced them to making comics with character interactions and speech.
6) Getting familiar with the Mac OS helped them better organize files and programs.
7) Learning to use an SLR camera included practices
The document provides an overview of the units and tasks for a course in creative media production, which aims to introduce students to various job roles, responsibilities, and progression opportunities in the media industry. Students will research sectors of interest, profiles of practitioners, and create multi-year career plans. A variety of tasks assess students' understanding of working practices, time management, professionalism, and self-evaluation of skills and development.
This document outlines a 12-month timeline for a film production mastery program. Each month focuses on different goals and strategies related to skills and topics in filmmaking. The goals include improving skills in areas like production planning, scriptwriting, directing, lighting, experimental filmmaking, and the business/legal aspects of film. The strategies describe resources to achieve these goals like online courses, research, and reading articles. The timeline shows a progression from fundamental skills to advanced filmmaking techniques and career preparation.
The document outlines a plan for developing skills in Movie Maker. It involves assessing current skill levels, identifying key techniques needed like scripting, camera shots, and editing. The plan is to research these techniques through online tutorials, books, and asking others. The plan then describes how each skill will be developed through practice and experimentation. Progress will be evidenced through storyboards, screenshots, and the final produced video, which will demonstrate the skills learned match the research materials.
The document provides information about Unit 3 of a media production course, which focuses on introducing students to career opportunities and professional practices in the creative media industry. The unit involves researching different job roles, sectors of the industry, and notable practitioners. Students must complete tasks such as creating an illustrated guide to their chosen industry sector, researching a notable practitioner, and developing a five-year plan for pursuing their career goals. They are also assessed based on keeping a production journal and review of their work and development over the year.
Project for my Mastery course at Full Sail University. Describes my program courses and what I expect of them as well as where I want to go with my degree.
The document discusses the skills gained from creating a film sequence for a previous project. Software used included iMovie, Final Cut, GarageBand, and Photoshop. Extensive research and planning was done before filming, including analyzing other films. Conventions from analyzed horror films were used for inspiration, while also breaking some conventions. Creativity came from combining research with some unique elements. The skills will be further developed for an A2 music video project through more advanced techniques, planning, and challenging conventions.
The document discusses the skills gained from creating a film portfolio project. It outlines the software used for editing, sound, titles, and poster creation. Planning tasks like research, storyboarding, and timelines helped smooth filming. Conventions from horror films provided inspiration while also breaking some expectations. The response identifies further developing skills in editing, camerawork, software mastery, and creative challenges to conventions for the next project.
This document is a production diary for a student's A2 media studies short film project. Over the course of 12 weeks, the student planned and produced various scenes for their short film about social media and its effects. They conducted research, developed ideas, secured a filming location at a hospital, planned shoots, filmed scenes, and began editing the completed footage. The student encountered some challenges along the way with planning, preparation, and adapting to weather or equipment issues during shoots. They reflected on lessons learned and improved their production process based on feedback and past mistakes.
This document provides a 24-week production plan for a student's A2 media studies short film project. In the first weeks, the student conducted research on short film history, codes and conventions. They developed initial ideas and selected a final short film concept through audience feedback. Later weeks focused on script development, storyboarding, casting, location scouting, filming, editing, color correction and adding music/credits. Supporting materials like a film website and postcards were also created. The final weeks involved uploading all work to a blog, making final adjustments, and developing a critical evaluation presentation.
This document outlines the speaker's journey to mastery over 12 courses from July 2014 to June 2015. It details the goals and plans for each course, which include reading books and articles, joining film clubs, practicing skills outside of class, and networking. The speaker hopes to gain an understanding of film theory, improve storytelling and writing abilities, learn how to direct talent, explore experimental filmmaking, and advance editing strategies. By the end, the goal is to have a strong understanding of the film production process and business. The speaker also lists desired mentor characteristics and potential mentors to contact in their field.
The document discusses Tom Shaw's career aspirations and skills. He wants to work as a runner to gain experience in the film industry and eventually become a camera operator. It provides details on the roles and responsibilities of being a runner and camera operator, and Tom's plans to further develop his CV, showreel, and online portfolio to pursue a career in filming.
This document outlines Pierre Objio Giuliani's mastery journey timeline to improve his skills in filmmaking, leadership, and script writing over several courses. It details goals, strategies, and online resources for each course, including pre-production, production, post-production, and business skills. The timeline shows Pierre's plan to direct the final class project and get noticed as a director. It also includes a list of industry contacts, clubs to join, companies to work for, and references.
The document outlines a 12-month film production course. Each month focuses on a different topic, from personal development and leadership to the business of film. Strategies for achieving the monthly goals include reading books and articles, researching techniques and filmmakers, practicing skills through projects, and networking. The document also provides contact information for industry mentors and lists film clubs to join at the school.
This document provides an overview of Unit 3 of a media production course, which focuses on introducing students to career opportunities and professional practices in the creative media industry. The unit involves students researching different job roles, sectors of the industry, and notable practitioners. They also create a five-year career plan and complete assessments including a process log and end-of-year review reflecting on their skills and development. The tasks are designed to help students investigate options and plan for their future in the field.
Unit 3 Topic 2 Creating Multimodal Material.pdfNoraima2
This document provides guidance on creating effective multimodal materials such as advocacy posters and short videos. It discusses choosing an appropriate combination of modes based on the purpose, subject matter, audience, and presentation mode. Tips are provided for creating eye-catching posters, including using headlines, concise details, calls to action, typography hierarchy, and engaging photographs. Guidelines are also given for simple video production, such as solidifying objectives, researching the audience, deciding on a core message, writing a script and storyboard, scheduling a shoot, editing, adding graphics and sound, and recording a voiceover. The document concludes by recommending several free apps that can be used to create multimodal materials on smartphones.
This document provides guidance for students on answering an exam question about developing skills for media production from AS to A2. It emphasizes using specific examples to show progression over time in areas like digital technology, creativity, research and planning. The examiner advises practicing writing essays on each skill area and using technical terminology. Students are told to focus on evaluation and reflection rather than just description. Examples of high-scoring student responses are provided to illustrate evaluating the importance and impact of skills.
The document summarizes the new media and technological equipment used by Abbie Murray in relation to her production work. She used various websites, programs, cameras, microphones, lighting equipment and more. For each piece of media/equipment, she discusses what she learned about its use, how it helped her production work, and whether she felt she used it successfully. Overall, the document reflects on the range of digital tools and skills Abbie gained experience with during her project.
Louis Biddles proposes creating a thriller film trailer for his final major project. He has improved his filming, editing, and Photoshop skills through previous coursework. The trailer will focus on a stalker obsessed with a young girl and her family's attempts to escape. Research will include analyzing successful thrillers to learn tension-building techniques. Evaluation will involve weekly reflective diaries and a final self-analysis of the trailer's strengths and weaknesses.
Ben Brown is creating a horror film for his final major project to showcase his talent. He hopes to learn new filmmaking skills like camera shots and music usage. He wants to make a horror film that audiences will enjoy watching repeatedly. His strengths include perfectionism which will help him create the best project possible, though it may slow production. He has the necessary equipment but limitations include actors' limited range and not achieving his artistic vision within the four week timeframe. This week he created a proposal and plan, feeling overwhelmed but managing to complete the work on time. He will now research how to engage audiences and study horror films.
The student learned several skills using various technologies in developing their product:
1) They learned to use Photoshop's layer masking and cloning tools to combine and clean up images.
2) InDesign helped them learn how to layout pages with columns, images, and text.
3) Using Blogger, they learned to embed documents, slideshows, and videos to showcase their work.
4) Prezi taught them how to create clear presentations using image and text paths.
5) Pixton introduced them to making comics with character interactions and speech.
6) Getting familiar with the Mac OS helped them better organize files and programs.
7) Learning to use an SLR camera included practices
The document provides an overview of the units and tasks for a course in creative media production, which aims to introduce students to various job roles, responsibilities, and progression opportunities in the media industry. Students will research sectors of interest, profiles of practitioners, and create multi-year career plans. A variety of tasks assess students' understanding of working practices, time management, professionalism, and self-evaluation of skills and development.
This document outlines a 12-month timeline for a film production mastery program. Each month focuses on different goals and strategies related to skills and topics in filmmaking. The goals include improving skills in areas like production planning, scriptwriting, directing, lighting, experimental filmmaking, and the business/legal aspects of film. The strategies describe resources to achieve these goals like online courses, research, and reading articles. The timeline shows a progression from fundamental skills to advanced filmmaking techniques and career preparation.
The document outlines a plan for developing skills in Movie Maker. It involves assessing current skill levels, identifying key techniques needed like scripting, camera shots, and editing. The plan is to research these techniques through online tutorials, books, and asking others. The plan then describes how each skill will be developed through practice and experimentation. Progress will be evidenced through storyboards, screenshots, and the final produced video, which will demonstrate the skills learned match the research materials.
The document provides information about Unit 3 of a media production course, which focuses on introducing students to career opportunities and professional practices in the creative media industry. The unit involves researching different job roles, sectors of the industry, and notable practitioners. Students must complete tasks such as creating an illustrated guide to their chosen industry sector, researching a notable practitioner, and developing a five-year plan for pursuing their career goals. They are also assessed based on keeping a production journal and review of their work and development over the year.
Project for my Mastery course at Full Sail University. Describes my program courses and what I expect of them as well as where I want to go with my degree.
The document discusses the skills gained from creating a film sequence for a previous project. Software used included iMovie, Final Cut, GarageBand, and Photoshop. Extensive research and planning was done before filming, including analyzing other films. Conventions from analyzed horror films were used for inspiration, while also breaking some conventions. Creativity came from combining research with some unique elements. The skills will be further developed for an A2 music video project through more advanced techniques, planning, and challenging conventions.
The document discusses the skills gained from creating a film portfolio project. It outlines the software used for editing, sound, titles, and poster creation. Planning tasks like research, storyboarding, and timelines helped smooth filming. Conventions from horror films provided inspiration while also breaking some expectations. The response identifies further developing skills in editing, camerawork, software mastery, and creative challenges to conventions for the next project.
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2. Mastery: Personal
Development and
Leadership
Filmmaking
Concepts and
Practices
Script Production
and Analysis
Directing Talent
Experimental
Filmmaking
Visual Storytelling
Techniques and
Technology
Entertainment and
Communication
Law
Film Production
Thesis I: Pre-
Production
Film Production
Thesis II:
Production
Film Production
Thesis III: Post-
Production
Film Production
Thesis IV: Film
Assembly
Business of Film
TIMELINE
3. MASTERY: PERSONAL DEVELOPMENT AND
LEADERSHIP
• I am researching the many masters and understand how they became who they are known as
today.
• Before the beginning of class, reading Mastery by Robert Greene will help enhance my understanding of how
people became the masters they became.
• I am enhancing my learning experiences by understanding good study skills and the way I learn.
• By researching skills online and resorting to trial and error, I will effectively find a study method to better my
mastery.
• I am building goals for the next eleven months to better my mastery of film.
• By writing down goals and learning how to set them, I will better myself to get everything done in an effective
and efficient manner.
• http://www.lynda.com/Business-Skills-tutorials/Set-goals/415358/473725-4.html (Set goals (from
Sales Prospecting), n.d.).
4. FILMMAKING CONCEPTS AND PRACTICES
• I am recapping the information that I gained from my Bachelor’s degree.
• Before entering the class, reading and watching videos online will help recap previously gained
knowledge.
• I am working on strengthening my foundation for the basic filmmaking skills.
• Between reading outside of the classroom and being on set, I will solidify my knowledge and
understanding of the basic filmmaking skills.
• I am gaining experience in the industry
• By working on film sets during the month, I can expand my experience and become more involved in
the filmmaking community.
• http://www.lynda.com/Filmmaking-tutorials/Video-Lighting-101/456359-
2.html?srchtrk=index%3a1%0alinktypeid%3a2%0aq%3afilm+lingo%0apage%3a1%0as%3a
relevance%0asa%3atrue%0aproducttypeid%3a2 (Video Lighting 101 | Lynda.com, n.d.).
5. SCRIPT PRODUCTION AND ANALYSIS
• https://www.youtube.com/watch?v=B_pVBzWZvpo (Essentials of Screenwriting - Complete Film Courage
Interview with UCLA Professor Richard Walter, n.d.).
• http://www.lynda.com/Screenwriting-tutorials/Welcome/100223/124559-4.html (Screenwriting
Fundamentals | Lynda.com, n.d.).
• I am writing scripts to enhance my understanding of how movies are written.
• Before the class begins, I will write several scripts and use them in conjunction with the class to help my understanding of
writing.
• I am uploading at least 3 scripts to the Blacklist to be looked at and possibly sold.
• As my writing improves within the class, I will write scripts for short films on the side and work to upload them to the
Blacklist.
• I am rewriting at least 3 scripts and understanding why things need to be changed.
• Using scripts that I have written out of and inside class, I will rewrite them and have them critiqued to further my
understanding of the writing phase.
6. DIRECTING TALENT
• http://www.lynda.com/Video-Filmmaking-tutorials/Working-actors/79042/80162-
4.html (Working with actors, n.d.).
• I am working to better the actors performance on screen.
• By trying different methods from famous directors before me, I will find the method that best
suits my methods and apply it to directing talent.
• I am directing by acting.
• By learning how to act while in directing class, I can fully understand how talent thinks and
becomes the characters imposed upon them.
• I am getting an emotional scene understood by the audience.
• By working with talent and recreating scenes, I plan to understand what it takes to drive a
scene with a characters actions.
7. EXPERIMENTAL FILMMAKING
• http://www.lynda.com/Video-Filmmaking-tutorials/Michael-Langan-Experimental-
Filmmaker/140917/154734-4.html (Michael Langan, Experimental Filmmaker The Creative
Spark, n.d.).
• I am using equipment that is unusually used to create movies.
• By understanding the limits of unconventional equipment, I can use them to their fullest capability to
make a film.
• I am staying up to date with the most recent mainstream products.
• By reading magazines and staying up to date with the most current news, I can take conventional means
and make something unconventional out of it.
• I am understanding the term “experimental” filmmaking.
• By attending lecture and watching videos, I can define what experimental filmmaking is and apply it to
my understanding of storytelling.
8. VISUAL STORYTELLING TECHNIQUES AND
TECHNOLOGY
• http://www.lynda.com/Video-Filmmaking-tutorials/Every-camera-movement-has-different-
emotional-effect-your-film/167570/182402-4.html (Emotional Effects of Camera Movement
in Your Film, n.d.).
• I am creating emotionally charged scenes without dialogue.
• By using my current knowledge of non-verbal communication and directing talent, I plan to further my
storytelling using cues most people would normally look over.
• I am enhancing my visual techniques with purpose.
• By researching and understanding what each technique can mean, for example a camera movement, I
can effectively get the emotion of a scene across to my audience.
• I am learning new technology within the industry of storytelling.
• By working with new technologies, as it is ever changing, I can remain at the front of the industry as it
is ever changing.
9. ENTERTAINMENT AND COMMUNICATION LAW
• http://www.lynda.com/Business-Skills-tutorials/Understanding-Copyright-Deeper-Dive/365065-
2.html?srchtrk=index%3a1%0alinktypeid%3a2%0aq%3aentertainment+law%0apage%3a1%0as
%3arelevance%0asa%3atrue%0aproducttypeid%3a2 (Understanding Copyright: A Deeper Dive |
Lynda.com, n.d.).
• I am understanding the full scope of copyright vs homage.
• By defining copyright and homage, as well as looking at examples of the two in past feature films, I can
obtain a grasp on keeping within the line of safe material.
• I am understanding how to protect myself from being taken advantage of.
• By learning the proper paperwork and the risks of being in the film industry, I can plan further ahead to protect
myself and my ideas from fraudulent issues.
• I am gaining the paperwork to do proper business.
• By keeping blank copies of papers and looking beyond the class at entertainment law, I can obtain a book full
of proper paperwork to keep when making movie deals.
10. FILM PRODUCTION THESIS I: PRE-PRODUCTION
• http://www.lynda.com/Word-tutorials/Creating-Short-Film-03-Pre-Production/129020-
2.html?srchtrk=index%3a1%0alinktypeid%3a2%0aq%3aemotion+in+films%0apage%3a1%0as%
3arelevance%0asa%3atrue%0aproducttypeid%3a2 (Creating a Short Film: 03 Pre-Production |
Lynda.com, n.d.).
• I am using previously gained knowledge to write a well rounded short film.
• Using my knowledge gained from script production, I will write, re-write and finalize a well rounded script.
• I am planning my film properly with a well rounded budget and time frame.
• Using my knowledge gained from my bachelor’s degree and entertainment and communication law, I will
properly document and plan my journey over the next few months with proper goals.
• I am rehearsing my dialogue at least once with my actors and any action several times.
• Using my knowledge gained from visual storytelling and directing, I plan to have every movement planned
and properly executed to deliver the best performance and emotion I can.
11. FILM PRODUCTION THESIS II: PRODUCTION
• http://www.lynda.com/Filmmaking-tutorials/Video-Production-Post-Tip-Week/480113-
2.html?srchtrk=index%3a1%0alinktypeid%3a2%0aq%3afilm+production%0apage%3a1%0a
s%3arelevance%0asa%3atrue%0aproducttypeid%3a2 (Video Production and Post Tip of the
Week | Lynda.com, n.d.).
• I am starting production on my short film.
• Using my plan from Pre-Production, I plan to start my short film by week 2.
• I am using previously gained knowledge to deliver emotional scenes through directing.
• While filming, I plan to utilize the knowledge gained from the previous months to deliver what I want to
deliver with my story.
• I am wrapping production on my short film.
• Using my skills and proper planning, I will finish filming by week 4.
12. FILM PRODUCTION THESIS III: POST-PRODUCTION
• https://www.youtube.com/watch?v=OpBkp6ks5fk (Organizing Your Project, n.d.).
• I am completing a rough cut of my film.
• By the end of week 2 and research on how to use Avid, I will use my skills to complete a
rough cut of my short film.
• I am locking the picture into place.
• I will use my editing knowledge and information gained during the previous months to lock
the emotional moments into a solid short film.
• I am completing the dialogue for my film.
• Whether keeping on set dialogue or producing audio dialogue replacement, I plan to use my
audio knowledge and audio major students to complete a solid dialogue audio track.
13. FILM PRODUCTION THESIS IV: FILM ASSEMBLY
• http://www.lynda.com/Audio-Video-tutorials/Video-Post-Production-Low-Budget-Films/457873-
2.html?srchtrk=index%3a1%0alinktypeid%3a2%0aq%3aemotion+in+films%0apage%3a1%0as%
3arelevance%0asa%3atrue%0aproducttypeid%3a2 (Video Post Production for Low-Budget Films
| Lynda.com, n.d.).
• I am mastering the final audio track.
• Continuing beyond dialogue, I plan to work with audio students to finalize the audio tracks and master the
film soundtrack.
• I am locking the final product into place.
• Using all of my knowledge from the previous months, I plan to finish the film by week 3 with a team of
people.
• I am showcasing the final product in a film festival.
• I plan to enter the film in a film festival after going through the proper channels and proper paperwork.
14. BUSINESS OF FILM
• http://www.lynda.com/Filmmaking-tutorials/Marketing-your-film/129018/493052-
4.html (Marketing your film, n.d.).
• I am selling myself and my ideas to further my goals.
• By branding myself and building a portfolio, I can sell my services and acquire new positions
to further my skill set and experience.
• I am branding myself.
• By looking at what has been made in the past 11 months, I can effectively create a brand and
build myself for others to see effectively.
• I am solidifying myself with a portfolio and brand in the industry.
• Taking what has been made over the past 11 months and joining it together, I can effectively
build myself within the industry.
15. INDUSTRY LEADERS
• Michael Bay: Executive Partner at Platinum Dunes ("Michael Bay - IMDbPro," n.d.)
• +1 310 319 6565 ("Michael Bay - IMDbPro," n.d.)
• Steven Spielberg: Executive at Amblin Entertainment ("Steven Spielberg -
IMDbPro," n.d.)
• +1 818 733 7000 ("Steven Spielberg - IMDbPro," n.d.)
• info@amblinpartners.com ("Steven Spielberg - IMDbPro," n.d.)
• Robert Downey Jr.: via talent agent commercial Todd Shemarya Artists ("Robert
Downey Jr. - IMDbPro," n.d.)
• +1 323 655 3757 ("Robert Downey Jr. - IMDbPro," n.d.)
• info@shemarya.com ("Robert Downey Jr. - IMDbPro," n.d.)
16. INDUSTRY LEADERS
• James Cameron: Chairman/CEO of Lightstorm Entertainment ("James Cameron -
IMDbPro," n.d.)
• +1 310 727 2500 ("James Cameron - IMDbPro," n.d.)
• George Lucas ("George Lucas - IMDbPro," n.d.)
• publicity@skywalkerranch.com ("George Lucas - IMDbPro," n.d.)
• Hayao Miyazaki ("Hayao Miyazaki - IMDbPro," n.d.)
• +81 422 50 2511 ("Hayao Miyazaki - IMDbPro," n.d.)
• post@ghibli.co.jp ("Hayao Miyazaki - IMDbPro," n.d.)
18. INDUSTRY INVOLVEMENT: FULL SAIL
COMMUNITY
• The Crew
• The Film Scene
• Esports League
• Creative Writing Club
• Grammy U
• LAN Club
19. INDUSTRY INVOLVEMENT: REAL INDUSTRY
CLUBS
• Writers Guild of America West
• Writers Guild of America East
• Directors Guild of America
• American Cinema Editors
• American Society of Cinematographers
• Producers Guild of America
20. MENTORS
Robert Greene’s Definition of a Mentor Personal Definition of a Mentor
Someone who can teach and learn in a relationship
(Greene, 2012, p. 121). By keeping an open mind,
the relationship between student and mentor can
grow (Greene, 2012, p. 121).
Someone who has been a follower and a leader. He
or she has an understanding of social and emotional
intelligence.
Someone who will give an apprentice tough love
(Greene, 2012, p. 116). He or she must be willing to
push your limits and help you improve (Greene,
2012, p. 116).
Someone who has the experience and intelligence
to teach an apprentice the proper tools of the trade.
Someone who shows us obstacles to avoid, or when
needed, to rebel against (Greene, 2012, p. 112).
Someone who is supportive yet critical to growth
and criticism.
Someone who isn’t afraid to let the apprentice fall.
Yet, they are able to pick the person back up and
make them stronger.
21. REFERENCES
Creating a Short Film: 03 Pre-Production | Lynda.com [Video file]. (n.d.). Retrieved from http://www.lynda.com/Word-tutorials/Creating-Short-Film-03-Pre-
Production/129020-
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%3a2
The Emotional Effects of Camera Movement in Your Film [Video file]. (n.d.). Retrieved from http://www.lynda.com/Video-Filmmaking-tutorials/Every-
camera-movement-has-different-emotional-effect-your-film/167570/182402-4.html
Essentials of Screenwriting - Complete Film Courage Interview with UCLA Professor Richard Walter [Video file]. (n.d.). Retrieved from
https://www.youtube.com/watch?v=B_pVBzWZvpo
George Lucas - IMDbPro. (n.d.). Retrieved from https://pro-labs.imdb.com/name/nm0000184?s=24aabee9-4b10-8f31-4f9a-2906b1923b30
Greene, R. (2012). Mastery. New York: Viking.
Hayao Miyazaki - IMDbPro. (n.d.). Retrieved from https://pro-labs.imdb.com/name/nm0594503?s=56aabee8-8dce-7eea-68e5-5070858f9305
James Cameron - IMDbPro. (n.d.). Retrieved from https://pro-labs.imdb.com/name/nm0000116?s=dcaabee9-8ace-e8d7-4f40-3c9917051105
Marketing your film [Video file]. (n.d.). Retrieved from http://www.lynda.com/Filmmaking-tutorials/Marketing-your-film/129018/493052-4.html
Michael Bay - IMDbPro. (n.d.). Retrieved from https://pro-labs.imdb.com/name/nm0000881?s=14aabee9-f5d1-a235-b5e8-625e109ab30a
Michael Langan, Experimental Filmmaker The Creative Spark [Video file]. (n.d.). Retrieved from http://www.lynda.com/Video-Filmmaking-
tutorials/Michael-Langan-Experimental-Filmmaker/140917/154734-4.html
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Robert Downey Jr. - IMDbPro. (n.d.). Retrieved from https://pro-labs.imdb.com/name/nm0000375?s=70aabee9-b5f2-5375-fb58-f542b1a78c86
Screenwriting Fundamentals | Lynda.com [Video file]. (n.d.). Retrieved from http://www.lynda.com/Screenwriting-tutorials/Welcome/100223/124559-4.html
Set goals (from Sales Prospecting) [Video file]. (n.d.). Retrieved from http://www.lynda.com/Business-Skills-tutorials/Set-goals/415358/473725-4.html
Steven Spielberg - IMDbPro. (n.d.). Retrieved from https://pro-labs.imdb.com/name/nm0000229?s=aaaabee9-161d-bff1-9254-ffb2144545f0
Understanding Copyright: A Deeper Dive | Lynda.com [Video file]. (n.d.). Retrieved from http://www.lynda.com/Business-Skills-tutorials/Understanding-
Copyright-Deeper-Dive/365065-
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