Opening sequence knowledge
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The document discusses the knowledge and skills gained by the authors in creating an opening film sequence. They learned about effective techniques from analyzing other films, such as using strange visuals and low lighting. They also learned skills like using video editing software and cameras. Through the project, the authors improved their time management, group work, and understanding of film production roles. Overall, the process of creating the opening sequence helped the authors expand their filmmaking knowledge and develop practical skills.
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Opening sequence knowledge Inproved version
This document summarizes what the author's group learned about creating film opening sequences and using film production technology. They analyzed opening sequences from films like Se7en to understand techniques for suspense and visuals. They also learned skills like using iMovie and Photoshop as well as techniques like lighting, shots, and props. Creating a trial opening sequence helped them understand how to structure their own opening and apply what they learned. They had to develop skills in using cameras, tripods, and keeping shots steady. Working as a group helped them delegate tasks to complete large projects on time. Time management was an ongoing learning process to allow time for reshoots and editing. They also gained knowledge about key roles in film production.
Evaluation Question 7
The student learned many new skills and improved existing skills from their preliminary work to the final production. For the preliminary task, they learned techniques like shot reverse shot and learned time management and planning skills. For the final production, the student researched genres and audiences, storyboarded plans, improved editing skills, used different camera techniques and lighting/sound approaches, and felt they created a much more polished end product. Overall, the student felt they gained valuable skills that will help them in future work.
Evaluation Question 7
Jamey reflects on learning key skills from their preliminary task and full coursework film project. Planning was easier for the preliminary task as it had a given storyline, whereas the coursework required more independent planning. Storyboarding, camera skills, mise-en-scene, editing, sound, and titles were all areas that Jamey gained experience in through both projects. Teamwork and independent learning were also important skills developed. Overall, Jamey feels they have learned a great deal about film production across both tasks but could improve their time management.
Final question evaluation
The document discusses the learning and improvements the author experienced from an initial preliminary task to a completed film project in their video editing course. The author learned how to use effects, sound, and timing in Premiere Pro through experimentation. Issues with camera stability and finding the right sound effects occurred. Through the preliminary task, the author gained skills in using specific camera shots, planning with storyboards, and personal blogging. The finished product showed a vast improvement in professionalism compared to the preliminary task.
Media evaluation – question 7
Through completing their full film opening sequence, the student learned how important planning and research are for a successful video. For the preliminary task, they created a basic storyboard but did not plan shots in detail. However, for the main task they took more time to thoroughly storyboard and plan ideas with the group. This ensured they used their limited filming time effectively and were prepared with equipment lists. While they tried to fit too much into one lesson for the preliminary task, mistakes from this taught them to better account for challenges and arrange additional filming days if needed. Overall, the student improved their camerawork, editing skills, and understands the value of production research.
Evaluation question 6
From producing a film opening, the student has learned about various technologies. The student was introduced to blogger and learned how to construct and organize a blog to plan filming and keep track of research and ideas. YouTube provided research by analyzing other openings and tutorials to improve skills. Creating a storyboard and animatic helped visualize shots and plan filming. Using a camera and voice recorder provided experience filming and recording high quality footage and sound. Adobe Premiere and Photoshop were used to edit, add titles and effects to produce the final opening. Websites provided non-copyrighted music and sounds to enhance the opening. Overall, the student gained substantial knowledge and experience using new technologies from constructing the media product.
Evauation 7
For their preliminary task, the student's group overcomplicated the concept and tried more difficult shots that ended up looking poor quality. They struggled with shots like the over the shoulder shot and had too much empty space. However, they learned better cinematography techniques from practicing. For the opening sequence, the student spent more time editing and using effects. They found better ambient music instead of using Final Cut's default options. Overall, the opening sequence demonstrated progression in cinematography, editing, sound design and time management from lessons learned in the preliminary task.
Prelim task evaluation
Chloe White worked with group members Deni and Rae to complete a preliminary media task. They managed tasks evenly between the three of them. Time management was a challenge as they underestimated the time needed. When editing in Adobe Premier, they had to ensure they captured enough footage to complete scenes. Their solution was to re-shoot any incomplete scenes. In the future, Chloe would set deadlines to better manage time from shooting to editing.
Recommended
Opening sequence knowledge Inproved version
This document summarizes what the author's group learned about creating film opening sequences and using film production technology. They analyzed opening sequences from films like Se7en to understand techniques for suspense and visuals. They also learned skills like using iMovie and Photoshop as well as techniques like lighting, shots, and props. Creating a trial opening sequence helped them understand how to structure their own opening and apply what they learned. They had to develop skills in using cameras, tripods, and keeping shots steady. Working as a group helped them delegate tasks to complete large projects on time. Time management was an ongoing learning process to allow time for reshoots and editing. They also gained knowledge about key roles in film production.
Evaluation Question 7
The student learned many new skills and improved existing skills from their preliminary work to the final production. For the preliminary task, they learned techniques like shot reverse shot and learned time management and planning skills. For the final production, the student researched genres and audiences, storyboarded plans, improved editing skills, used different camera techniques and lighting/sound approaches, and felt they created a much more polished end product. Overall, the student felt they gained valuable skills that will help them in future work.
Evaluation Question 7
Jamey reflects on learning key skills from their preliminary task and full coursework film project. Planning was easier for the preliminary task as it had a given storyline, whereas the coursework required more independent planning. Storyboarding, camera skills, mise-en-scene, editing, sound, and titles were all areas that Jamey gained experience in through both projects. Teamwork and independent learning were also important skills developed. Overall, Jamey feels they have learned a great deal about film production across both tasks but could improve their time management.
Final question evaluation
The document discusses the learning and improvements the author experienced from an initial preliminary task to a completed film project in their video editing course. The author learned how to use effects, sound, and timing in Premiere Pro through experimentation. Issues with camera stability and finding the right sound effects occurred. Through the preliminary task, the author gained skills in using specific camera shots, planning with storyboards, and personal blogging. The finished product showed a vast improvement in professionalism compared to the preliminary task.
Media evaluation – question 7
Through completing their full film opening sequence, the student learned how important planning and research are for a successful video. For the preliminary task, they created a basic storyboard but did not plan shots in detail. However, for the main task they took more time to thoroughly storyboard and plan ideas with the group. This ensured they used their limited filming time effectively and were prepared with equipment lists. While they tried to fit too much into one lesson for the preliminary task, mistakes from this taught them to better account for challenges and arrange additional filming days if needed. Overall, the student improved their camerawork, editing skills, and understands the value of production research.
Evaluation question 6
From producing a film opening, the student has learned about various technologies. The student was introduced to blogger and learned how to construct and organize a blog to plan filming and keep track of research and ideas. YouTube provided research by analyzing other openings and tutorials to improve skills. Creating a storyboard and animatic helped visualize shots and plan filming. Using a camera and voice recorder provided experience filming and recording high quality footage and sound. Adobe Premiere and Photoshop were used to edit, add titles and effects to produce the final opening. Websites provided non-copyrighted music and sounds to enhance the opening. Overall, the student gained substantial knowledge and experience using new technologies from constructing the media product.
Evauation 7
For their preliminary task, the student's group overcomplicated the concept and tried more difficult shots that ended up looking poor quality. They struggled with shots like the over the shoulder shot and had too much empty space. However, they learned better cinematography techniques from practicing. For the opening sequence, the student spent more time editing and using effects. They found better ambient music instead of using Final Cut's default options. Overall, the opening sequence demonstrated progression in cinematography, editing, sound design and time management from lessons learned in the preliminary task.
Prelim task evaluation
Chloe White worked with group members Deni and Rae to complete a preliminary media task. They managed tasks evenly between the three of them. Time management was a challenge as they underestimated the time needed. When editing in Adobe Premier, they had to ensure they captured enough footage to complete scenes. Their solution was to re-shoot any incomplete scenes. In the future, Chloe would set deadlines to better manage time from shooting to editing.
Evaluation - Question 7
The student learned improved camera and editing skills over the course of creating a preliminary task and full film opening product. For the camera, they learned new shots like dolly and steady-cam shots and how to manually focus. Their editing skills improved through practice with Adobe Premiere and watching tutorials. They would like to develop skills in high angle shots, animated titles, special effects, and recreating gun shots to further improve future projects. The film opening has smoother transitions and storytelling compared to the preliminary task due to these new skills.
Presentation1
We have learned many filmmaking skills since our initial continuity exercise that have improved our full film product. We have gained experience with camera angles, editing techniques in Final Cut Pro like filming shots multiple times, using GarageBand to add and remove audio, editing photos in Photoshop, and utilizing different camera shots and a tripod more proficiently.
Evaluation question 6
From filming their preliminary task, the author learned several important lessons that improved their skills for their full opening sequence project. They learned how to correct lighting changes in editing, developed advanced editing techniques like jump cuts and syncing music. Their camerawork improved, ensuring all shots were in focus. They also learned techniques like shot reverse shot, match on action, and how to creatively use their surroundings. The importance of planning and organization was also highlighted when equipment issues arose during the preliminary filming.
As media preliminary task evaluation
During the preliminary task, the author took on the role of director. They came up with the idea for the short film along with their group. As director, they handled all camera work and directed their group during filming. The planning process went smoothly, though filming and editing proved challenging at times due to learning new techniques. Working in a group was fun but sometimes people were late or absent, leaving others with extra work. The video's strengths included location lighting, shots that fit each scene, and a clear theme. Areas for improvement are sound quality, fully incorporating all camera techniques like shot reverse shot, and consistent coloring between scenes.
Evaluation question 7
From filming their preliminary task, the author learned several important lessons that improved their skills for their full opening sequence project. They learned how to correct lighting changes in editing, developed more advanced editing techniques like jump cuts and syncing music. Their camerawork improved, ensuring all shots were in focus. They also learned techniques like shot reverse shot, match on action, and how to creatively use their surroundings. The importance of planning and organization was also emphasized.
fjwsfiwhat
Natalie Bunbury reflects on a preliminary task where she filmed herself running late and meeting with Nicola, ending on a humorous note. She thought the match on action was good, with varied angles and cuts, but could have improved some lighting and a sync issue. From both tasks, she learned about teamwork, running shoots, receiving feedback, and adjusting to new software for editing. The opening sequence showed improvement from practice on the preliminary task and had a more professional look.
Skills developed
Harmeet Kaur discusses skills developed through working on various projects involving different software programs. For an induction project working in a team, she learned to make decisions as a group and split work evenly. Using Premiere, she gained skills like adding music, creating effects like slow/fast motion, and adding transitions. With Photoshop, she learned to cut and paste images and change colors. For InDesign, skills included making text link together and writing the proper amount for layouts. To further develop, she proposes working in larger teams, learning more Premiere techniques like color/lighting adjustments, and experimenting more with Photoshop and InDesign's features.
What have you learnt about technologies from the.pptx evalll 777777777777777...
The group learned to use several pieces of technology to create their media product, including:
- A Canon camera to film shots, an SD card to store footage, and a tripod to film from different angles.
- Mac computers, which some found difficult to use initially but learned over time.
- Adobe Premiere for editing, which also took practice to learn but allowed them to add effects like lighting adjustments.
- Photoshop to design a poster, blogger to share planning, and an iPhone to record audio.
While the group felt proud of their editing skills, they identified areas for improvement like camera operation and using Photoshop more to refine designs. Overall the process helped expand their technical skills
What have you learnt about technologies from the.pptx evalll
The group learned to use several pieces of technology to create their media product, including:
- A Canon camera to film shots, an SD card to store footage, and a tripod to film from different angles.
- Mac computers, which some found difficult to use initially but learned over time.
- Adobe Premiere for editing, which also took practice to learn but allowed them to add effects like lighting adjustments.
- Photoshop to design a poster, blogger to share planning, and an iPhone for audio recording.
While the final product showed improvement in skills, the group noted camera operation and Photoshop abilities could be strengthened further through additional practice.
Exam revision q1a digital technology essay
Over the course of a two-year media studies course, the student learned important skills for filming, editing, and designing media projects. In the first year, the student gained basic skills like operating a camera, editing footage, and using software through preliminary tasks. These skills were applied to subsequent projects, including an opening sequence that required various shot types and advanced editing. In the second year, the student took on new challenges like designing a magazine cover and movie poster using Photoshop. Experience capturing footage with a DSLR and editing projects in Final Cut Pro allowed the student to improve and complete a culminating crime thriller teaser trailer. Through continuous practice across various assignments, the student became proficient with different media technologies and platforms.
Evaluation 7
After completing their preliminary task, the student learned several important skills for their full opening sequence project. They learned about different camera shots and editing techniques in Final Cut Express by practicing on their preliminary work. They also improved their sound editing abilities and learned the value of writing scripts and assigning roles for directing and planning. Creating a detailed storyboard helped strengthen their opening sequence over the preliminary task by improving communication and organization. The weaknesses identified in the preliminary task, such as lack of skills and communication, were addressed to create a high quality final product.
Evaluation 7
After completing their preliminary task, the students learned several skills that helped them improve their full opening sequence product. They learned about different camera shots and editing techniques in Final Cut Express by practicing on their preliminary task. They also learned the importance of proper planning, communication, and assigning roles for directing and writing. Creating a storyboard helped make their opening sequence more successful. The weaknesses they identified in the preliminary task, such as lack of skills and communication, were not issues in the final product due to what they learned.
Qyestion 7 real
The document discusses the progress the author has made from an initial preliminary task to creating a full thriller opening sequence. They learned how to use Adobe Premier Pro and After Effects software. Through trial and error on the preliminary task, they gained experience editing clips and understanding better camera shots. The full task required concentration and effort but allowed the author to improve their editing skills and learn about shooting and assembling shots for editing. Overall, the author feels they have gained valuable skills in video editing and producing a thriller sequence, having started with no experience.
Question 7
From completing the preliminary task, the author learned:
1) How much planning is required for even a short film, including planning shot types, scenes, and dialogue.
2) Basic camera skills like using shot reverse shot and following the 180 degree rule to keep shots consistent.
3) Digital tools like using a camcorder to record professionally and Adobe Premier to edit short shots together. These skills aided planning and filming the full opening sequence.
Question 7
The student learned a great deal in progressing from their preliminary task to the full thriller title sequence product. They gained skills in storyboarding, using the 180 degree rule and shot/reverse shot. Working with a partner allowed for discussion and different opinions. The student learned how to edit in Premiere Elements, analyze thriller conventions, and manage time and meet deadlines. They applied various camera angles and editing techniques to construct the title sequence and felt it was a difficult but worthwhile learning experience.
Production techniques evaluation
The document discusses various experiments and production techniques for graphic design, radio production, and advergames. It analyzes the advantages and disadvantages of working in Photoshop and Premiere Pro. It also compares two of the author's products and reflects on what was learned.
Q7
The document summarizes the student's learning from their preliminary task to their full product thriller film. They discuss improvements in their camera work, editing skills, and use of software like Final Cut Pro. They analyzed successes and challenges of both their preliminary task and full thriller film. Overall, they felt they improved their skills and learned from mistakes, and enjoyed gaining experience with cameras, editing, and other technologies.
Question6
The document discusses the various technologies and skills the author learned during the construction of a project. These include using Weebly to create a website to display work, Adobe Fireworks to make a logo and title, cameras to film scenes applying different shots and angles, Google Forms for a questionnaire, Serif MoviePlus for video editing, and uploading videos to YouTube and embedding them on Weebly. The author provides details on how they used each technology and what they learned in the process.
Luisa: Question 7
The document discusses the skills learned from an initial preliminary film task to a final 2-minute film. It provides comparisons of planning, filming, and editing techniques between the two projects. For planning, more preparation was done for the final film including scripting, storyboarding, and assigning roles. Filming incorporated more advanced shot types and smoother match cuts. Editing in Premiere Elements was more efficient due to experience gained. Overall the skills and techniques improved greatly from the initial task to the final film.
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The document describes the new media technologies used at different stages of creating a music video project. It discusses using camera equipment like cameras, tripods, and lights for filming. Computer software like Adobe Photoshop and Premiere Pro were used for editing footage and adding effects. Through this project, the author learned skills like transferring footage between camera and computer, editing video, and using Photoshop to remove blemishes and add layers and text. Filming with the camera and equipment helped gain confidence and skills for future use.
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Ossigenazione ed intubazione per sia 2010 ultima versione 2 dic
This document discusses the importance of preoxygenation and intubation safety in anesthesia. It provides evidence that:
1) Hypoxemia frequently occurs during surgery and can lead to postoperative complications. Supplemental oxygen can reduce these risks.
2) Preoxygenation is critical for delaying desaturation during intubation, as saturation can drop rapidly in apnea. Mathematical models show how patient factors like weight, lung volume, and hemoglobin levels impact safe apnea times.
3) Respiratory issues are a leading cause of anesthesia-related death and brain damage. Ensuring the airway is protected through careful preoxygenation and intubation techniques can help prevent complications.
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Evaluation - Question 7
The student learned improved camera and editing skills over the course of creating a preliminary task and full film opening product. For the camera, they learned new shots like dolly and steady-cam shots and how to manually focus. Their editing skills improved through practice with Adobe Premiere and watching tutorials. They would like to develop skills in high angle shots, animated titles, special effects, and recreating gun shots to further improve future projects. The film opening has smoother transitions and storytelling compared to the preliminary task due to these new skills.
Presentation1
We have learned many filmmaking skills since our initial continuity exercise that have improved our full film product. We have gained experience with camera angles, editing techniques in Final Cut Pro like filming shots multiple times, using GarageBand to add and remove audio, editing photos in Photoshop, and utilizing different camera shots and a tripod more proficiently.
Evaluation question 6
From filming their preliminary task, the author learned several important lessons that improved their skills for their full opening sequence project. They learned how to correct lighting changes in editing, developed advanced editing techniques like jump cuts and syncing music. Their camerawork improved, ensuring all shots were in focus. They also learned techniques like shot reverse shot, match on action, and how to creatively use their surroundings. The importance of planning and organization was also highlighted when equipment issues arose during the preliminary filming.
As media preliminary task evaluation
During the preliminary task, the author took on the role of director. They came up with the idea for the short film along with their group. As director, they handled all camera work and directed their group during filming. The planning process went smoothly, though filming and editing proved challenging at times due to learning new techniques. Working in a group was fun but sometimes people were late or absent, leaving others with extra work. The video's strengths included location lighting, shots that fit each scene, and a clear theme. Areas for improvement are sound quality, fully incorporating all camera techniques like shot reverse shot, and consistent coloring between scenes.
Evaluation question 7
From filming their preliminary task, the author learned several important lessons that improved their skills for their full opening sequence project. They learned how to correct lighting changes in editing, developed more advanced editing techniques like jump cuts and syncing music. Their camerawork improved, ensuring all shots were in focus. They also learned techniques like shot reverse shot, match on action, and how to creatively use their surroundings. The importance of planning and organization was also emphasized.
fjwsfiwhat
Natalie Bunbury reflects on a preliminary task where she filmed herself running late and meeting with Nicola, ending on a humorous note. She thought the match on action was good, with varied angles and cuts, but could have improved some lighting and a sync issue. From both tasks, she learned about teamwork, running shoots, receiving feedback, and adjusting to new software for editing. The opening sequence showed improvement from practice on the preliminary task and had a more professional look.
Skills developed
Harmeet Kaur discusses skills developed through working on various projects involving different software programs. For an induction project working in a team, she learned to make decisions as a group and split work evenly. Using Premiere, she gained skills like adding music, creating effects like slow/fast motion, and adding transitions. With Photoshop, she learned to cut and paste images and change colors. For InDesign, skills included making text link together and writing the proper amount for layouts. To further develop, she proposes working in larger teams, learning more Premiere techniques like color/lighting adjustments, and experimenting more with Photoshop and InDesign's features.
What have you learnt about technologies from the.pptx evalll 777777777777777...
The group learned to use several pieces of technology to create their media product, including:
- A Canon camera to film shots, an SD card to store footage, and a tripod to film from different angles.
- Mac computers, which some found difficult to use initially but learned over time.
- Adobe Premiere for editing, which also took practice to learn but allowed them to add effects like lighting adjustments.
- Photoshop to design a poster, blogger to share planning, and an iPhone to record audio.
While the group felt proud of their editing skills, they identified areas for improvement like camera operation and using Photoshop more to refine designs. Overall the process helped expand their technical skills
What have you learnt about technologies from the.pptx evalll
The group learned to use several pieces of technology to create their media product, including:
- A Canon camera to film shots, an SD card to store footage, and a tripod to film from different angles.
- Mac computers, which some found difficult to use initially but learned over time.
- Adobe Premiere for editing, which also took practice to learn but allowed them to add effects like lighting adjustments.
- Photoshop to design a poster, blogger to share planning, and an iPhone for audio recording.
While the final product showed improvement in skills, the group noted camera operation and Photoshop abilities could be strengthened further through additional practice.
Exam revision q1a digital technology essay
Over the course of a two-year media studies course, the student learned important skills for filming, editing, and designing media projects. In the first year, the student gained basic skills like operating a camera, editing footage, and using software through preliminary tasks. These skills were applied to subsequent projects, including an opening sequence that required various shot types and advanced editing. In the second year, the student took on new challenges like designing a magazine cover and movie poster using Photoshop. Experience capturing footage with a DSLR and editing projects in Final Cut Pro allowed the student to improve and complete a culminating crime thriller teaser trailer. Through continuous practice across various assignments, the student became proficient with different media technologies and platforms.
Evaluation 7
After completing their preliminary task, the student learned several important skills for their full opening sequence project. They learned about different camera shots and editing techniques in Final Cut Express by practicing on their preliminary work. They also improved their sound editing abilities and learned the value of writing scripts and assigning roles for directing and planning. Creating a detailed storyboard helped strengthen their opening sequence over the preliminary task by improving communication and organization. The weaknesses identified in the preliminary task, such as lack of skills and communication, were addressed to create a high quality final product.
Evaluation 7
After completing their preliminary task, the students learned several skills that helped them improve their full opening sequence product. They learned about different camera shots and editing techniques in Final Cut Express by practicing on their preliminary task. They also learned the importance of proper planning, communication, and assigning roles for directing and writing. Creating a storyboard helped make their opening sequence more successful. The weaknesses they identified in the preliminary task, such as lack of skills and communication, were not issues in the final product due to what they learned.
Qyestion 7 real
The document discusses the progress the author has made from an initial preliminary task to creating a full thriller opening sequence. They learned how to use Adobe Premier Pro and After Effects software. Through trial and error on the preliminary task, they gained experience editing clips and understanding better camera shots. The full task required concentration and effort but allowed the author to improve their editing skills and learn about shooting and assembling shots for editing. Overall, the author feels they have gained valuable skills in video editing and producing a thriller sequence, having started with no experience.
Question 7
From completing the preliminary task, the author learned:
1) How much planning is required for even a short film, including planning shot types, scenes, and dialogue.
2) Basic camera skills like using shot reverse shot and following the 180 degree rule to keep shots consistent.
3) Digital tools like using a camcorder to record professionally and Adobe Premier to edit short shots together. These skills aided planning and filming the full opening sequence.
Question 7
The student learned a great deal in progressing from their preliminary task to the full thriller title sequence product. They gained skills in storyboarding, using the 180 degree rule and shot/reverse shot. Working with a partner allowed for discussion and different opinions. The student learned how to edit in Premiere Elements, analyze thriller conventions, and manage time and meet deadlines. They applied various camera angles and editing techniques to construct the title sequence and felt it was a difficult but worthwhile learning experience.
Production techniques evaluation
The document discusses various experiments and production techniques for graphic design, radio production, and advergames. It analyzes the advantages and disadvantages of working in Photoshop and Premiere Pro. It also compares two of the author's products and reflects on what was learned.
Q7
The document summarizes the student's learning from their preliminary task to their full product thriller film. They discuss improvements in their camera work, editing skills, and use of software like Final Cut Pro. They analyzed successes and challenges of both their preliminary task and full thriller film. Overall, they felt they improved their skills and learned from mistakes, and enjoyed gaining experience with cameras, editing, and other technologies.
Question6
The document discusses the various technologies and skills the author learned during the construction of a project. These include using Weebly to create a website to display work, Adobe Fireworks to make a logo and title, cameras to film scenes applying different shots and angles, Google Forms for a questionnaire, Serif MoviePlus for video editing, and uploading videos to YouTube and embedding them on Weebly. The author provides details on how they used each technology and what they learned in the process.
Luisa: Question 7
The document discusses the skills learned from an initial preliminary film task to a final 2-minute film. It provides comparisons of planning, filming, and editing techniques between the two projects. For planning, more preparation was done for the final film including scripting, storyboarding, and assigning roles. Filming incorporated more advanced shot types and smoother match cuts. Editing in Premiere Elements was more efficient due to experience gained. Overall the skills and techniques improved greatly from the initial task to the final film.
How did we use new media technologies in
The document describes the new media technologies used at different stages of creating a music video project. It discusses using camera equipment like cameras, tripods, and lights for filming. Computer software like Adobe Photoshop and Premiere Pro were used for editing footage and adding effects. Through this project, the author learned skills like transferring footage between camera and computer, editing video, and using Photoshop to remove blemishes and add layers and text. Filming with the camera and equipment helped gain confidence and skills for future use.
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What have you learnt about technologies from the.pptx evalll 777777777777777...
What have you learnt about technologies from the.pptx evalll 777777777777777...
What have you learnt about technologies from the.pptx evalll
What have you learnt about technologies from the.pptx evalll
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Similar to Opening sequence knowledge
Evaluation, Question 7
1) During their preliminary task, the group had little knowledge of film production and the roles involved. They worked as a group on all aspects, which took a long time.
2) For their opening sequence, they learned about different film production roles and split up tasks accordingly. This allowed work to be completed more efficiently and to a higher standard.
3) Their knowledge of film production roles improved greatly between the preliminary task and opening sequence.
Evaluation question 7
The student completed a preliminary task early in the course to learn camera skills and basic editing. They have since progressed significantly, gaining experience with more advanced equipment and software. Their preliminary task footage showed unsteady camera work and lacked continuity in editing. For their final opening sequence, they dedicated more time to planning shots, lighting, locations and props. They used a more advanced editing software to add effects and smooth transitions between clips. Overall, the student felt they had gained valuable experience and improved their filmmaking abilities since the preliminary task.
Question 3
Throughout the project, the student learned many new production skills. They learned about different camera shots like master shots and establishing shots, which helped them plan innovative sequences for their thriller film. The student also learned how important tripods and steady shots are for professional-looking footage. Additionally, they learned how to edit sound using Premiere Pro to isolate dialogue and build tension. The editing process taught the student how to use effects in After Effects and Premiere Pro to trim, crop, and color grade clips. Overall, the production process provided a wide-ranging education in camerawork, editing, sound, and planning through storyboards and mood boards.
Eval 7
From producing a preliminary task to a full product, the author learned significant skills in camera work, directing, editing, and teamwork. For the preliminary task, the author's camera skills were limited and the directing was disorganized. However, experience with different shots and editing software improved the author's abilities. Additional research helped add special effects. Coordination with the team also improved, allowing for better planning and task distribution. These gained skills led to a main task that incorporated more advanced shots and tighter editing than the preliminary version.
Evaluation of prelim task
The student worked on a group project to create a film sequence for a preliminary task. They worked well as a team, with defined roles for filming, acting, and editing. They storyboarded their sequence and did practice runs to plan shots. They used a Canon HD camera, tripod, Adobe Premiere software, and external hard drive to complete the filming and editing. Factors like schedules, lighting, location, and sound quality were considered. The sequence was completed ahead of schedule. The student learned new camera, software, and film editing skills through this project.
Question 7
- The document discusses the learning and progression from a preliminary task to creating a full film opening. For the preliminary task, the author had to learn basic camera and editing skills. When creating the film opening, the author was able to apply these skills as well as advance their knowledge in areas like complex planning, creative camera shots, detailed editing and sound design. Overall, doing the preliminary task provided valuable practice and learning that helped the author successfully plan, film and evaluate their higher quality film opening.
Evaluation of prelim task
The team of four students managed tasks well through assigning main roles for filming and editing. They storyboarded and practiced their scene before filming with a Canon HD camera and tripod. Footage was edited together in Adobe Premiere on a Lacie drive. Factors like schedules, lighting, location, and sound quality were considered during planning and shooting. The sequence was completed ahead of schedule, and the group learned new filming, editing, and project management skills through hands-on experience with the technology and creative process.
Evaluation of prelim task
The student worked with a team of four on a filmmaking prelim task. They managed roles and schedules, with the student taking on editing. They storyboarded and practiced their scene before filming with a Canon camera and tripod. The team then used Adobe Premiere to edit, adding effects. The student learned new camera, software and editing skills through completing the task.
Evaluation of prelim task
The student worked with a team of four on a film project. They created storyboards and did practice runs to plan the sequence. They used a Canon HD camera, tripod, Adobe Premiere software, and LaCie drive to complete the filming and editing. Some challenges included balancing schedules and learning to use the new technology. Overall the sequence was successful and completed ahead of schedule. The student learned new camera, editing, and filmmaking skills through this project.
Evaluation question 7
The preliminary task allowed the document author to practice filming techniques like shots, angles, and basic editing. This was a learning experience that helped in planning and production for the full film. Some lessons learned were improving storyboards, planning props/costumes, using better equipment, and more advanced editing software. Overall, the preliminary task helped improve skills for the successful final film production.
Evaluation Question 7
The document discusses the progression from a preliminary task to a full film opening product. It notes that the preliminary task helped learn basic camera and editing skills but involved limited planning and creativity. More complex skills like varied camera shots, in-depth planning with storyboards and scripts, extensive research, and improved production elements like lighting, costumes, and sound design were incorporated into the film opening. Overall, the preliminary task provided foundational experience that supported creating a higher quality final product with the film opening.
PowerPoint Presentation - Evaluation Question 6
I chose to answer Question 6 using a Microsoft PowerPoint, and talked about what I have learnt about different technologies from the process of constructing my product.
Evaluation greg
Planning helped in the production stage of the film trailer by creating a production proposal outlining the film's genre and goals, a mind map of key ideas and themes, and a step outline listing achievable ideas and shots. This planning allowed the team to effectively translate ideas to camera and know exactly what to film. Both students contributed equally to planning, production such as camerawork and acting roles suited to their skills, and post-production including editing and sound effects. Technical elements like composition, shot types, sound, editing, and mise-en-scene were effectively used but could be improved with more time and practice, especially with the editing software. Skills in editing and knowledge of the editing software need improvement before beginning their
Evaluation question 7 final
The document discusses the author's learning and progress in technical skills, software skills, and general filmmaking skills from an initial preliminary task to subsequent work. Some key lessons learned were: using a tripod and taking multiple takes improves shot quality; proper framing and following the rule of thirds enhances composition; maintaining continuity is important; and planning and reshoots are critical for a high quality final product. The author also learned to use editing software like Premiere Pro and design software like LiveType.
Evaluation #6
The document discusses what the author has learned about various filmmaking techniques from their preliminary project to their full film product. They learned to use shots more intentionally and explain their meaning. They gained experience with editing software like iMovie and After Effects. They learned the importance of camera movement rules, risk assessments, narrative structure, and continuity in filmmaking. Completing the preliminary project helped them improve in applying these concepts for their larger final film.
Question 7
The document discusses a pre-liminary film task and how it compared to the opening sequence of the filmmakers' final product. In the pre-lim, they experimented with editing techniques but did not focus on elements like setting, costumes, and lighting. The pre-lim was a less serious teen drama, while the final opening was a film noir. The pre-lim allowed them to identify areas for improvement, such as using more shots and spending more time filming professionally. They applied these lessons to better plan and execute the shots and sequencing in their final opening sequence.
Question 7
We have learned and progressed significantly from our preliminary task to our final product. Initially, editing was very difficult as we were unfamiliar with the software. However, through practice we learned skills like sound editing, cropping, adding effects and transitions. Our camerawork also improved as we gained experience operating the camera and understanding different shot types. While our preliminary task shots were basic, our final product incorporated a variety of shots like over-the-shoulder and close ups to tell the story effectively. Overall, we learned to create a higher quality final product through skills like camera movement, adding soundtracks, and producing a more polished edit.
How has our knowledge and skills in media
The document discusses the knowledge and skills gained by the authors since creating their preliminary opening sequence for a film project. They learned how to incorporate camera flashes, pick out film shots, create promotional images in Photoshop, and edit professionally using Adobe Premier Pro. They also improved their skills in group work, organization, time management, and identifying different film production roles.
Question 7
The preliminary task allowed the group to practice with the technology and techniques needed for their final horror film project. It gave them a chance to learn how to use the camera settings and experiment with different camera angles. Editing the preliminary task also helped them learn about editing techniques and issues with the software. Filming without a script worked for the preliminary but they realized more structure would be needed for the final film. Lighting was also something they had to consider more carefully for the horror film than the preliminary.
Evaluation question 7 final
The document discusses the author's progression in technical skills and use of software from their preliminary task to their full media product. They learned important technical skills like using a tripod, framing shots properly using the rule of thirds, ensuring continuity between shots, and how to edit shots with effects. They also progressed in their software skills, learning to use LiveType and switching from iMovie to Premiere Pro, which provided more advanced tools. Overall, the author learned the importance of planning and doing multiple takes of shots to have more options during editing for a higher quality final product.
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Opening sequence knowledge
- 1. Opening sequence Knowledge BY JACK, LEIGHTON AND CONNOR
- 2. Films- Knowledge In the last few months we have learnt a lot about how to create an opening sequence. We have learnt some of this knowledge from films opening sequences that we have already seen before, or new films that we have analysed. One of the opening sequences we learnt a lot from was Se7en. What we learnt from Se7en was that we could include strange visuals to make it look more like a psychological thriller.
- 3. Films- Skills However we did also learn some skills from other films that we would have defiantly needed in our own opening sequence. Especially skills to do with the mise-en-scene, for example we used a mask in our opening sequence and we kept going back to it, keeping it one of the main focuses on our task. We also learnt that some props fit scenes better such as a mask is more scary looking than just someone's face. We also learnt that for a psychological thriller if we kept the lighting low key the audience will automatically assume something not quite right is going on.
- 4. Opening sequences- Knowledge Over the last couple of months we were tasked with creating a opening sequence, and a trial opening sequence. When we first did our trial opening sequence we watching some previous years opening sequences, and we watched some professional ones as well. This was extremely helpful and gave us some insight on what to do in our own opening sequences. We learn how to structure our opening sequences and what we should put in our opening sequence to make it as good as possible. This knowledge helped us a lot for the real thing.
- 5. Opening sequences- Skills When we were tasked with making an opening sequence we knew nothing about how to make one, however as time passed we learnt a lot about making a opening sequence. One of the skills that we learnt was how to use I movie. This was important as we had to edit our task on it so we needed to learn how it worked. We also used Photoshop for logos we needed this because we needed to make sure we had a professional looking logo. Furthermore we learnt about certain shots and how they could be used in our opening sequence, to either add a certain feel or effect such as a wide shot. In addition we learnt a lot about Mise-en-Scene such as what props to use and when. Finally we learnt a lot about sounds we could use to try and enhance our task and make it as a whole better.
- 6. Technology- Knowledge When we first started none of are group had previously used a camera, so when we were planning on where we were filming and what shots. So when we did are trial version we had to learn first hand how to use this camera as well as all the other equipment we used such as a tripod, we also learn how to keep it still so it looked better.
- 7. Technology- Skills When we first started we did not have any previous skills using the technology that we used such as the I mac’s the camera, tripod and Photoshop. So we had to learn these things while we were doing our task. However this payed off as we now know who to use all these things effectively. For example we now know how to add special effects in I movie.
- 8. Group Work- Knowledge When we were doing our opening sequence and other projects, we learnt a lot about working better as a team/group. We delegated work equally so we could get a larger project done, for example our opening sequence had lots of different things that needed doing so we all did different things to help. We hadn’t done this in previous assignments as we worked on them on our own.
- 9. Group Work- Skills When we were in a group we were usually given large projects to do, so we had to split the work not only to get it done but to get it done on time, so we spilt work up equally so members in a group was pulling their weight but also so one person wouldn’t have too much work.
- 10. Time management- Knowledge Looking back at our task when we planned we did not plan all the time we would need as we did not plan any time for re filming which we had to do twice. But we have now learned that we will in future need to give our selves time for re filming as well as a bit more for editing.
- 11. Time management- Skills During our time filming and editing we learned more and more about time management for filming and editing. In some parts of our task we gave our selves to little time but in some we gave ourselves to much time and was complete ahead of the time we allowed ourselves, however generally our time management was good it could be improved.
- 12. Role in film production- Knowledge Before we started doing the task we didn’t know which about roles during a films production, we know a lot more information as well as some key roles within a films production such as producers, directors, writers and editors. We then used this as a guideline for roles in our opening sequence.
- 13. Role in film production- Skills When doing our opening sequence and other tasks we had to understand and be able to explain each one of the roles. This helped us we used them as guidelines for ourselves in our task as we knew what we would have to do. Producer Director Writer Editor