Photo diary
•Download as DOCX, PDF•
0 likes•163 views
The photo diary contains pictures from the filming of a scene for an advertisement. The first picture shows the main character walking toward a shop, which was the quickest scene to film. There were a total of four outside shots of the character going into and coming out of the shop. The only indoor picture shows the camera man filming the actor buying cereal, which took the longest to film due to the length of that scene. Overall, filming was completed within an hour without disruptions.
Report
Share
Report
Share
Recommended
Evaluation Q7
The document discusses what was learned from the preliminary task to the full opening sequence project. It describes learning that foley sound is important to make actions seem more realistic. Proper microphones are also important for good audio quality of dialogue without echoes. Choosing actors that look the appropriate age for their roles helps with verisimilitude. Maintaining continuity between shots is also important but can be challenging when filming in public.
Filming day
The document summarizes the filming day for a student film project. It discusses how the students followed their storyboard but found additional shot opportunities. Throughout the day, they got more creative and added shots while still sticking to the overall storyboard. It describes some specific shots that were added, like a close-up of a character's feet walking. The document also notes some technical problems encountered, like accidentally turning off exposure lock, and how the filmmaker gained skills in lighting, camera settings, and efficient production.
Media product evaluation q7
In their preliminary task, the filmmaker learned several lessons about improving camera work, use of close-ups, sound design, editing, and mise-en-scene in their full product. Specifically, they learned to use steadier camera work, less overdramatic close-ups, building tension gradually with sound over time, adding movement to lengthy shots, and better planning props to fit the intended atmosphere. These lessons helped them create a more polished and engaging final product.
Task 7 evaluation
The document discusses improvements made to a film project from a preliminary version to a final product. Some key improvements included starting with establishing shots of production companies, using wider and more stable establishing shots, improved editing with smoother transitions, utilizing different camera angles and elevations to keep viewers interested, incorporating some camera movement from tripods, varying the range of shots used by filming in new locations, and challenging conventions to build pace. The final product had a more professional, coherent structure and pacing compared to the preliminary version.
Preliminary failures and successes
This document provides a self-critique of preliminary shots filmed for a student film project. The shots were filmed either free-hand or without a tripod, making them shaky and of poor quality. While some shots like revealing a character's identity worked effectively, the timing and camera angles could have been improved. To strengthen the final film, the student determined they would use a tripod for stability, incorporate over-the-shoulder shots during dialogue, and film alternate angles to avoid re-shoots and characters looking at the camera.
Preliminary task - evaluation
The document provides a self-evaluation of the author's preliminary film task. It discusses both challenges and successes. It found storyboarding and mapping out ideas difficult. However, the script was good and filming went smoothly without needing retakes. Some minor issues with lighting and adding more sound effects are noted for future improvement. Overall, the author enjoyed the process of working on their preliminary task and learned new skills in editing.
Question 7 part 2
The document compares the filmmaker's preliminary thriller film to their final product. For the final film, they improved planning, camera work with close-ups and tracking shots, lighting with natural light and switches, sound with original music and effects, editing with transitions and cuts, mise-en-scene with location and costumes, and titles with narrative openings and adjusted font. Overall, the filmmaker incorporated more advanced techniques after learning from feedback on their preliminary version.
Recommended
Evaluation Q7
The document discusses what was learned from the preliminary task to the full opening sequence project. It describes learning that foley sound is important to make actions seem more realistic. Proper microphones are also important for good audio quality of dialogue without echoes. Choosing actors that look the appropriate age for their roles helps with verisimilitude. Maintaining continuity between shots is also important but can be challenging when filming in public.
Filming day
The document summarizes the filming day for a student film project. It discusses how the students followed their storyboard but found additional shot opportunities. Throughout the day, they got more creative and added shots while still sticking to the overall storyboard. It describes some specific shots that were added, like a close-up of a character's feet walking. The document also notes some technical problems encountered, like accidentally turning off exposure lock, and how the filmmaker gained skills in lighting, camera settings, and efficient production.
Media product evaluation q7
In their preliminary task, the filmmaker learned several lessons about improving camera work, use of close-ups, sound design, editing, and mise-en-scene in their full product. Specifically, they learned to use steadier camera work, less overdramatic close-ups, building tension gradually with sound over time, adding movement to lengthy shots, and better planning props to fit the intended atmosphere. These lessons helped them create a more polished and engaging final product.
Task 7 evaluation
The document discusses improvements made to a film project from a preliminary version to a final product. Some key improvements included starting with establishing shots of production companies, using wider and more stable establishing shots, improved editing with smoother transitions, utilizing different camera angles and elevations to keep viewers interested, incorporating some camera movement from tripods, varying the range of shots used by filming in new locations, and challenging conventions to build pace. The final product had a more professional, coherent structure and pacing compared to the preliminary version.
Preliminary failures and successes
This document provides a self-critique of preliminary shots filmed for a student film project. The shots were filmed either free-hand or without a tripod, making them shaky and of poor quality. While some shots like revealing a character's identity worked effectively, the timing and camera angles could have been improved. To strengthen the final film, the student determined they would use a tripod for stability, incorporate over-the-shoulder shots during dialogue, and film alternate angles to avoid re-shoots and characters looking at the camera.
Preliminary task - evaluation
The document provides a self-evaluation of the author's preliminary film task. It discusses both challenges and successes. It found storyboarding and mapping out ideas difficult. However, the script was good and filming went smoothly without needing retakes. Some minor issues with lighting and adding more sound effects are noted for future improvement. Overall, the author enjoyed the process of working on their preliminary task and learned new skills in editing.
Question 7 part 2
The document compares the filmmaker's preliminary thriller film to their final product. For the final film, they improved planning, camera work with close-ups and tracking shots, lighting with natural light and switches, sound with original music and effects, editing with transitions and cuts, mise-en-scene with location and costumes, and titles with narrative openings and adjusted font. Overall, the filmmaker incorporated more advanced techniques after learning from feedback on their preliminary version.
Evaluation question 7
The document discusses what was learned from creating a preliminary film task. It summarizes:
1) Through filming the preliminary task with no prior filmmaking knowledge, the author learned how to create continuity in shots and has since researched film techniques to improve transitions.
2) The author now does more in-depth research until satisfied and will re-film shots if not happy, showing a higher standard of work.
3) Comparisons of preliminary and final shots show the final product looks more advanced and professional with a clear protagonist versus enemy, compared to the preliminary's centered characters.
Question 7
The student learned valuable skills through completing preliminary filmmaking tasks. The "Life on Mars" activity taught them about camera usage and shot timing. Storyboarding their opening scene helped them plan shots and experiment with editing. Each successive task built on their skills, and by the film opening they had learned effects, titles, and how to intrigue audiences. While challenging, creating the opening scene taught them the importance of character, location, and genre establishment to draw viewers in.
Photo diary of filming
The document describes the first day of filming a project where the assistant was the camera operator. They took practice shots of an actor, Emily, in a public local area that had foot traffic and people walking by. Most of the planned shots for the project took place within walking distance of each other in the same general area.
Evidence & evaluation
The document provides evidence of the filmmaking process for a short film, including screenshots of the film folder containing footage and photos, a rough cut with voiceover, and adding background music. It also discusses using transitions between scenes, export settings, receiving positive feedback, meeting the client's specifications of length and original idea, the film's quality, and lessons learned about keeping to deadlines and schedules.
Question seven
The student learned more planning and preparation were needed for their full-length film compared to the preliminary task. This included researching thriller conventions, camera angles, editing techniques, and audience expectations. For the preliminary task, filming was limited due to time and lighting constraints, and editing was challenging working in a group. For the final film, the student worked independently and focused on smoother editing, using transitions, repetition, and adjusting lighting to create tension. While mistakes occurred in both, the student gained valuable experience in skills and techniques in progressing from the preliminary task to the full film.
Music video
This document evaluates close-up shots captured for a music video. Special lenses and tripods were used to capture extreme close-ups of eyes without the camera wobbling. Examples from Orange is the New Black inspired these shots. Medium close-ups of the singer were also captured, allowing for effects and a focus on facial expressions. Extreme close-ups of a lake were taken to inspire emotion and match the song's slow tempo. In conclusion, the author is happy with the variety of shots that will provide enough footage to fill the song's four minute duration.
Evidence & evaluation
The document provides evidence of the filmmaking process for a short film, including photos of the editing process and different stages of editing. Screenshots show the folder containing footage and photos, the rough cut with voiceover added, and adding background music. Additional screenshots provide evidence of editing sound levels, transitions between scenes, and export settings. An evaluation includes a link to the uploaded film on YouTube. The film meets the client's specifications of being over 5 minutes and featuring an original idea. Some shots could be improved if refilmed under better conditions. Overall it was a learning experience and keeping to deadlines and schedules would help improve the quality next time.
Question 7
The document summarizes the student's progression and learning from preliminary filmmaking tasks to creating a full film opening scene. It discusses the various tasks completed along the way, including copying scenes from Life on Mars to learn camera techniques, storyboarding, and editing. Through these exercises, the student gained skills in shooting, lighting, editing, adding titles and effects, and incorporating film techniques. For the opening scene task, the student applied these new skills but also learned the importance of intriguing audiences, establishing characters and genre, and ending on a cliffhanger to motivate further viewing. Though challenging, the process helped the student better understand filmmaking.
Evaluation
The group had to make a short film using techniques from TV shows like Prison Break and Making a Murderer. Their analysis of the chosen theme of comedy was helpful for planning the film. However, procrastination by one group member caused issues in the pre-production process. Production was difficult due to the main character dropping out and limited locations. Audience feedback praised the music but noted needs for improved editing and a longer film. Areas for improvement include more comedy, steadier camerawork, and better planning to overcome challenges.
Pre-production
This document provides details for the pre-production of a music video. It includes locations that will be filmed at including a bedroom, café, and street. Floor plans are provided for the bedroom shots. Costumes and props are outlined, including casual clothes for the actors. Two actors, James and Georgia, are identified. Equipment that will be used includes a Canon DSLR camera, tripod, and SD card. A production schedule is given with dates for filming and post-production editing.
Evaluation Question Seven
1. The author learned that planning and research are important when creating a full product compared to a preliminary task. The opening sequence showed the benefits of planning through lighting, camera angles, and other elements.
2. Lighting was not considered for the preliminary task, but care was taken to use natural lighting for the opening sequence.
3. Camera angles and shots were more creative and thoughtful in the opening sequence compared to the preliminary task, which only used tripods.
Quality summary
The author reflects on what they learned from their preliminary task to the final film project. They improved on tracking shots by keeping the actor centered, but felt it could have been smoother. Framing shots were improved by using a level on the tripod and retaking shots that were not high quality. The content and setting were made more believable for the horror genre. Mise-en-scene was improved by selecting an isolated location and using red lighting and colors to convey danger. Editing techniques were applied that were learned from analyzing other horror films to make the meaning clear. Sound and music were used appropriately throughout the film to build tension. The actors became more comfortable in front of the camera
Production roles aoife
Aoife will take on the role of director to oversee the short film production based on an idea she previously conceived. Melissa will be the producer and oversee the project from start to finish, including marketing and distribution. Micah will handle camera operation and sound engineering based on her workshop experience with the equipment. She must capture the planned shots and be aware of surrounding audio. Chillapi will play the sole acting role, making her performance vital to the film.
James 7
The document compares the planning and production of the author's preliminary thriller film to their final thriller film. For the final film, they conducted more in-depth research, created a detailed storyboard, included more close-ups and tracking shots, used natural lighting and created their own soundtrack. The editing, mise-en-scene, props, and titles were also improved in the final film compared to the preliminary version through gaining experience.
What have i learnt about technologies from the
The document discusses the filming and editing process for a student film project. It describes some of the technical challenges encountered, such as unstable handheld camera shots, costume issues, and battery life in cold weather. It also discusses how the filmmakers addressed these challenges, including using tripods, filming costume inserts separately, and bringing spare batteries. The document also covers creative choices like adding special effects in editing and filming extra shots to extend the film.
Job roles
The document assigns roles for a film project, with the writer taking the role of director to oversee all scenes and convey their vision for the film. Kain will be the producer and handle most of the editing since they are experienced with the editing program and can finish on time. The writer will also operate the camera since they are comfortable with the equipment and know what shots are needed. George will be sound manager and handle the boom mic and non-diegetic music. Lighting will rely mainly on natural light for outdoor scenes, but all will help achieve low-key lighting for interrogation scenes.
Task 8 (1)
The filmmakers had several issues during production that required changing their storyline and locations. Their main character was unavailable so they had to find a new one. The onboard microphone also had issues, forcing them to use background noise. Some rooms were occupied, so compromise was needed. Despite challenges, they were able to get some good shots including wide, panning, close-ups and tracking shots to develop the story. Acting was also good. Editing in iMovie was simpler than professional software. Multiple reshoots from different angles helped improve the story.
Evaluation of Short Film
The document evaluates a short film called "City Life vs Countryside". It provides both positive and negative feedback. Positives included successfully differentiating between city and country scenes through accents, editing, and music. However, issues with wind noise during filming and a rushed script reduced clarity at points. Overall it was a good learning experience and the editor was pleased with the professional final product despite areas that could be improved.
Foundation Production Evaluation - Question Seven
1) The preliminary task focused on three basic camera shots (match on action, shot/reverse shot, 180 degree rule) to tell a simple story, while the opening sequence required a more varied range of shots and the addition of soundtrack.
2) The preliminary task featured two characters in a dialogue-based story, while the opening sequence showed four characters getting ready in silence to imply going out without explicitly showing their destination.
3) Looking back, the student feels they have improved by using a greater variety of shots, sounds, props and organization in the opening sequence compared to the more limited preliminary task.
Skill development
Research and planning are essential to filmmaking. Researching film genres and conventions allows one to plan a more professional film. Planning every aspect of the film from the story to shots to costumes ensures it will look professionally produced rather than improvised. Construction skills improved from the preliminary project to the final one thanks to practice with editing software. Choosing appropriate locations and actors is also important, as is addressing issues like sound quality which wind can impact.
Week 2
During the second week of filming their short film, the director shot scenes of the main character Harry getting ready for college in his bedroom and outside of the house. They followed the storyboard closely to film multiple takes of each shot. While most of the bedroom scene went according to plan, they had to alter a shot of Harry seeing a boy at the bus stop due to an unavailable actor, instead asking a homeless person to participate. They also had to reschedule filming the exterior shot of the house to another day after forgetting it initially.
Untitleddocument (1)
The document discusses the process of filming title sequences for a film project. It describes taking photos while filming inside sequences due to better lighting conditions. Filming inside went quicker than outside but required more shots and retakes. Some inside shots had to be redone due to unprofessional laughter from actors. Editing inside shots was easier since the vision was clearer, while outside shots required more experimentation. Filming took around 2 hours total, putting pressure on getting outside shots before dark. Overall, filming inside was most enjoyable due to working with helpful friends, despite issues that came from their joking around.
More Related Content
What's hot
Evaluation question 7
The document discusses what was learned from creating a preliminary film task. It summarizes:
1) Through filming the preliminary task with no prior filmmaking knowledge, the author learned how to create continuity in shots and has since researched film techniques to improve transitions.
2) The author now does more in-depth research until satisfied and will re-film shots if not happy, showing a higher standard of work.
3) Comparisons of preliminary and final shots show the final product looks more advanced and professional with a clear protagonist versus enemy, compared to the preliminary's centered characters.
Question 7
The student learned valuable skills through completing preliminary filmmaking tasks. The "Life on Mars" activity taught them about camera usage and shot timing. Storyboarding their opening scene helped them plan shots and experiment with editing. Each successive task built on their skills, and by the film opening they had learned effects, titles, and how to intrigue audiences. While challenging, creating the opening scene taught them the importance of character, location, and genre establishment to draw viewers in.
Photo diary of filming
The document describes the first day of filming a project where the assistant was the camera operator. They took practice shots of an actor, Emily, in a public local area that had foot traffic and people walking by. Most of the planned shots for the project took place within walking distance of each other in the same general area.
Evidence & evaluation
The document provides evidence of the filmmaking process for a short film, including screenshots of the film folder containing footage and photos, a rough cut with voiceover, and adding background music. It also discusses using transitions between scenes, export settings, receiving positive feedback, meeting the client's specifications of length and original idea, the film's quality, and lessons learned about keeping to deadlines and schedules.
Question seven
The student learned more planning and preparation were needed for their full-length film compared to the preliminary task. This included researching thriller conventions, camera angles, editing techniques, and audience expectations. For the preliminary task, filming was limited due to time and lighting constraints, and editing was challenging working in a group. For the final film, the student worked independently and focused on smoother editing, using transitions, repetition, and adjusting lighting to create tension. While mistakes occurred in both, the student gained valuable experience in skills and techniques in progressing from the preliminary task to the full film.
Music video
This document evaluates close-up shots captured for a music video. Special lenses and tripods were used to capture extreme close-ups of eyes without the camera wobbling. Examples from Orange is the New Black inspired these shots. Medium close-ups of the singer were also captured, allowing for effects and a focus on facial expressions. Extreme close-ups of a lake were taken to inspire emotion and match the song's slow tempo. In conclusion, the author is happy with the variety of shots that will provide enough footage to fill the song's four minute duration.
Evidence & evaluation
The document provides evidence of the filmmaking process for a short film, including photos of the editing process and different stages of editing. Screenshots show the folder containing footage and photos, the rough cut with voiceover added, and adding background music. Additional screenshots provide evidence of editing sound levels, transitions between scenes, and export settings. An evaluation includes a link to the uploaded film on YouTube. The film meets the client's specifications of being over 5 minutes and featuring an original idea. Some shots could be improved if refilmed under better conditions. Overall it was a learning experience and keeping to deadlines and schedules would help improve the quality next time.
Question 7
The document summarizes the student's progression and learning from preliminary filmmaking tasks to creating a full film opening scene. It discusses the various tasks completed along the way, including copying scenes from Life on Mars to learn camera techniques, storyboarding, and editing. Through these exercises, the student gained skills in shooting, lighting, editing, adding titles and effects, and incorporating film techniques. For the opening scene task, the student applied these new skills but also learned the importance of intriguing audiences, establishing characters and genre, and ending on a cliffhanger to motivate further viewing. Though challenging, the process helped the student better understand filmmaking.
Evaluation
The group had to make a short film using techniques from TV shows like Prison Break and Making a Murderer. Their analysis of the chosen theme of comedy was helpful for planning the film. However, procrastination by one group member caused issues in the pre-production process. Production was difficult due to the main character dropping out and limited locations. Audience feedback praised the music but noted needs for improved editing and a longer film. Areas for improvement include more comedy, steadier camerawork, and better planning to overcome challenges.
Pre-production
This document provides details for the pre-production of a music video. It includes locations that will be filmed at including a bedroom, café, and street. Floor plans are provided for the bedroom shots. Costumes and props are outlined, including casual clothes for the actors. Two actors, James and Georgia, are identified. Equipment that will be used includes a Canon DSLR camera, tripod, and SD card. A production schedule is given with dates for filming and post-production editing.
Evaluation Question Seven
1. The author learned that planning and research are important when creating a full product compared to a preliminary task. The opening sequence showed the benefits of planning through lighting, camera angles, and other elements.
2. Lighting was not considered for the preliminary task, but care was taken to use natural lighting for the opening sequence.
3. Camera angles and shots were more creative and thoughtful in the opening sequence compared to the preliminary task, which only used tripods.
Quality summary
The author reflects on what they learned from their preliminary task to the final film project. They improved on tracking shots by keeping the actor centered, but felt it could have been smoother. Framing shots were improved by using a level on the tripod and retaking shots that were not high quality. The content and setting were made more believable for the horror genre. Mise-en-scene was improved by selecting an isolated location and using red lighting and colors to convey danger. Editing techniques were applied that were learned from analyzing other horror films to make the meaning clear. Sound and music were used appropriately throughout the film to build tension. The actors became more comfortable in front of the camera
Production roles aoife
Aoife will take on the role of director to oversee the short film production based on an idea she previously conceived. Melissa will be the producer and oversee the project from start to finish, including marketing and distribution. Micah will handle camera operation and sound engineering based on her workshop experience with the equipment. She must capture the planned shots and be aware of surrounding audio. Chillapi will play the sole acting role, making her performance vital to the film.
James 7
The document compares the planning and production of the author's preliminary thriller film to their final thriller film. For the final film, they conducted more in-depth research, created a detailed storyboard, included more close-ups and tracking shots, used natural lighting and created their own soundtrack. The editing, mise-en-scene, props, and titles were also improved in the final film compared to the preliminary version through gaining experience.
What have i learnt about technologies from the
The document discusses the filming and editing process for a student film project. It describes some of the technical challenges encountered, such as unstable handheld camera shots, costume issues, and battery life in cold weather. It also discusses how the filmmakers addressed these challenges, including using tripods, filming costume inserts separately, and bringing spare batteries. The document also covers creative choices like adding special effects in editing and filming extra shots to extend the film.
Job roles
The document assigns roles for a film project, with the writer taking the role of director to oversee all scenes and convey their vision for the film. Kain will be the producer and handle most of the editing since they are experienced with the editing program and can finish on time. The writer will also operate the camera since they are comfortable with the equipment and know what shots are needed. George will be sound manager and handle the boom mic and non-diegetic music. Lighting will rely mainly on natural light for outdoor scenes, but all will help achieve low-key lighting for interrogation scenes.
Task 8 (1)
The filmmakers had several issues during production that required changing their storyline and locations. Their main character was unavailable so they had to find a new one. The onboard microphone also had issues, forcing them to use background noise. Some rooms were occupied, so compromise was needed. Despite challenges, they were able to get some good shots including wide, panning, close-ups and tracking shots to develop the story. Acting was also good. Editing in iMovie was simpler than professional software. Multiple reshoots from different angles helped improve the story.
Evaluation of Short Film
The document evaluates a short film called "City Life vs Countryside". It provides both positive and negative feedback. Positives included successfully differentiating between city and country scenes through accents, editing, and music. However, issues with wind noise during filming and a rushed script reduced clarity at points. Overall it was a good learning experience and the editor was pleased with the professional final product despite areas that could be improved.
Foundation Production Evaluation - Question Seven
1) The preliminary task focused on three basic camera shots (match on action, shot/reverse shot, 180 degree rule) to tell a simple story, while the opening sequence required a more varied range of shots and the addition of soundtrack.
2) The preliminary task featured two characters in a dialogue-based story, while the opening sequence showed four characters getting ready in silence to imply going out without explicitly showing their destination.
3) Looking back, the student feels they have improved by using a greater variety of shots, sounds, props and organization in the opening sequence compared to the more limited preliminary task.
Skill development
Research and planning are essential to filmmaking. Researching film genres and conventions allows one to plan a more professional film. Planning every aspect of the film from the story to shots to costumes ensures it will look professionally produced rather than improvised. Construction skills improved from the preliminary project to the final one thanks to practice with editing software. Choosing appropriate locations and actors is also important, as is addressing issues like sound quality which wind can impact.
What's hot (20)
Similar to Photo diary
Week 2
During the second week of filming their short film, the director shot scenes of the main character Harry getting ready for college in his bedroom and outside of the house. They followed the storyboard closely to film multiple takes of each shot. While most of the bedroom scene went according to plan, they had to alter a shot of Harry seeing a boy at the bus stop due to an unavailable actor, instead asking a homeless person to participate. They also had to reschedule filming the exterior shot of the house to another day after forgetting it initially.
Untitleddocument (1)
The document discusses the process of filming title sequences for a film project. It describes taking photos while filming inside sequences due to better lighting conditions. Filming inside went quicker than outside but required more shots and retakes. Some inside shots had to be redone due to unprofessional laughter from actors. Editing inside shots was easier since the vision was clearer, while outside shots required more experimentation. Filming took around 2 hours total, putting pressure on getting outside shots before dark. Overall, filming inside was most enjoyable due to working with helpful friends, despite issues that came from their joking around.
Untitleddocument
The document discusses the filmmaker's process for shooting and editing the inside and outside portions of an opening title sequence. It describes shooting most scenes inside first due to better lighting and fewer distractions, which allowed for multiple takes but took longer than shooting outside. Some retakes were needed due to unprofessional actors laughing during scenes. Overall, filming took around 2 hours and editing the inside shots was easier since the vision for those scenes was clearer from the start.
Preliminary task
The document summarizes a preliminary filmmaking task and a subsequent 2-minute film task. For the preliminary task, the author created a short conversation scene using shot reverse shot and a match on action. This helped them understand how to film these techniques. For the 2-minute film, they focused on basic techniques like 180-degree rule and shot reverse shot. They tried a new approach to 180-degree rule by focusing on a tree instead of the characters. The preliminary task gave them confidence and knowledge that helped in creating the 2-minute film.
Selected poster images
This document discusses several photos taken of actor Tom on the set of a film shoot. The photos show Tom both in and out of character from the film. While some shots are too dark or merge Tom into the background, others like a close-up drawing the viewer's eye or a medium shot capturing Tom lighting a cigarette are favorites that effectively portray the thriller genre and could be used for a movie trailer or magazine cover. Location, lighting, expression and positioning are evaluated for how well they represent Tom's character within the story.
Evaluation
The filmmaker evaluates their short film project. They believe the editing and soundtrack were strengths, making the film look professional. However, production was disorganized, with planned shots missed due to scheduling issues. If they were to remake the film, the filmmaker would improve the script, filming quality, organization, and continuity to create a higher quality, more professional product. Overall, they gained skills like planning, improvisation, and editing, but feel the project could have gone more smoothly with teamwork improvements.
Evaluation question 7 for A Level Media
The preliminary task provided an initial learning experience but lacked depth compared to the full film opening project. The storyboard, script, and construction for the preliminary task were very basic due to its short length and limited shots. More planning, research, and complex camerawork, lighting, editing, sound design and acting were required for the full-length film opening. The evaluation of the preliminary task was also simpler than the multi-faceted evaluation needed for the larger film opening project. Overall, the preliminary task was a starting point that helped improve the filmmaking skills applied to the more serious and developed film opening piece.
Unit 2 and 3,task 8
This document discusses a student film project created by Dayan Ali Syed. Due to time constraints, some scenes from the script had to be cut from the production. They filmed outdoors using a mobile phone camera. Locations included a quiet street, neighborhood, and empty house to establish atmosphere. The changes made to the script were done to accommodate the shots planned. Shots included close-ups, wide angles, and point of view. Camera movements like tilting, panning, and zooming were used. Their budget was lower than planned. Fewer actors were used than originally scripted. The production could have been improved with more time for takes, better lighting of a main character, and inclusion of more dialogue.
Media conversation video evaluation
The document provides an evaluation of a media conversation video project. It summarizes what went well, including that the film was good considering the short time frame and that good music was found. It also discusses what didn't go well, mainly the rushed voiceover recording. The evaluator says they are generally happy with the film but would change a few shots and improve audio quality and locations if starting over. Lessons learned include being more organized with equipment and trusting others to shoot without direct input.
Rough Edit Anaylsis
This rough edit of a student film only contains half of the planned scenes due to scheduling issues. While synchronization of audio and video was done well, some continuity errors occurred that will need fixes. One shot will be cut or refilmed to remove a visible camera operator's arm. Basic effects were added to one clip to experiment with the look, but music and other sound design was not included at this stage. Titles are still in progress to match the intended genre.
Evaluation question 7
The document discusses the learning process from a preliminary editing task to a final product. It notes that the editing in the final piece was smoother because more practice with the software led to being more selective about effects. Examples show unnecessary effects were used in the preliminary but not the final piece. More shots like close-ups and point-of-view shots were used in the final compared to over-the-shoulder shots in the preliminary. The document reflects on learning to make editing smoother between frames, including more shots for coherence, and only using effects like sharpness when needed for the story.
q7
The document summarizes what was learned from an initial film editing task to a full film opening task. It discusses improving camera skills like smooth panning shots and following editing conventions. Learning effective shot types like establishing shots, cutaways, and match cuts helped tell the story. Other lessons included adding title designs, sound effects, and score to engage viewers. Practicing skills like camerawork, editing, and design work benefited the representation and intrigue of the final film opening product.
Evaluation question 7
The document discusses the improvements made from the author's preliminary editing task to their final product. It notes that the editing in the final piece was smoother as they gained more experience with the software. It also used a greater variety of shots, like close-ups and point-of-view shots, rather than just over-the-shoulder and mid shots. The author learned to make the editing smoother between frames, incorporate more shots for coherence, and avoid unnecessary effects.
Development
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
As media preliminary evaluation
1) The document discusses Amber Needham's experience making a preliminary film assessment for her media class. She learned how to use equipment like tripods and cameras, and enjoyed the editing process using Adobe Premiere Pro.
2) Amber notes time management was important since one actor was only available on certain days. Her group worked well together despite initial concerns, and she was pleased with shots like one of her arm on a staircase.
3) Areas for improvement included strengthening the storyline and character portrayals. Amber contributed by acting in the film, helping with shots, and editing parts of the project. She feels she learned valuable lessons that will help with future media assignments.
Q7 Evaluation
From the preliminary task to the full film opening, the student learned about different camera shots and editing techniques that help introduce scenes and tell the story. For the film opening, they included establishing shots, practiced smooth camera movements, added opening credits and diegetic sound to make it feel like a real film. The student's skills in filming, editing, and design improved from practicing and working on the longer film opening project.
Filming production
- The document describes the 8 day filming process for a student music video production. It outlines each person's roles and responsibilities.
- Problems encountered included muddy conditions from rain, which limited suitable filming locations. Equipment worked well with no losses.
- Each shooting day is detailed, including scenes filmed and any issues. Reshoots and additional actors were needed. Lighting was inconsistent.
- The final day included a flashback scene with haircut and bully role. A park location wasn't possible so an outdoor gym was used instead.
Prelim eval
The document summarizes what the author learned from completing a preliminary filmmaking task. The author learned how to effectively use camera shots, manage time during filming, and ensure continuity between shots during both filming and editing. Areas of success for the task included good continuity and the use of various shot types. The author identifies areas for improvement such as more effective planning and inclusion of credits.
Location 3
The filming took place at three locations over two days due to time constraints from a dying battery. The first scene was filmed on a street and took about half an hour. It involved two actors walking down the street and putting up a poster. While filming caused stress, it kept everyone focused and efficient so the scene was completed quickly. This street location ended up being the best choice because it was easy and fast to film at, and they avoided interruptions, allowing them to finish on schedule.
Smile evaluation
The document provides an analysis of a video advertisement for the mental health charity Mind. It summarizes the different shots and scenes in the video, including the lighting, camera angles, and transitions used. It notes that the actress appears stressed at the beginning but happier at the end. It also describes the voiceover that discusses stress and how smiling can improve mood according to research. The analysis concludes by explaining how the video and audio come together to convey the message of the Smile Campaign from Mind.
Similar to Photo diary (20)
More from Adam Grundy
Pr9 sourcing images
Copyright protects original creative works like images, video, audio, and software from being used without permission. The document discusses using the Copyright Hub website to identify the copyright holder of an image in order to request permission to use it. Copyright Hub provides the contact information for the copyright owner so users can formally ask for permission via email. If granted permission, the user must give credit to the copyright holder in any use of the image. Organizations like BAPLA can also help connect users to image libraries and agencies to legally access images with permission or through paid licenses.
Pr24
The document discusses the process of designing a magazine focused on electronic music. It describes choosing a simple font and color scheme of white, red, and black for the cover to attract attention without overdoing it. Photoshop was used to design the cover and double page spread. Two photos were used but had different lighting conditions, making it hard to make them appear taken in the same studio. Improvements could have been made to the front cover photo and design. Conventions like issue numbers and page numbers were included to make the magazine seem more authentic. The text layout separated the artist name and interview into two columns. Overall, the design followed conventions to engage the target audience of electronic music fans.
Editing process
The document discusses editing two images for a magazine cover.
For the first image, the background is removed and the image is darkened to make it stand out on different backgrounds. Tools like levels, curves, hue and saturation are used to mimic artificial lighting effects. Bevel and emboss and drop shadow effects are added.
The second image involves duplicating the layer, cutting out the subject on one layer, desaturating the background layer, and applying a red color filter gradient. Curves are used to make the subject stand out against the red background. Levels and hue/saturation are also used to brighten and desaturate the image slightly.
Evaluation
The document provides a lengthy evaluation of the author's final major project creating a short film. Some key points:
- The overall technical quality was let down by digital noise visible in shots due to high ISO settings, though post-production color correction helped.
- New skills like script writing were developed, while others like pre-production planning were improved. Cinematography skills increased but some shots were shaky.
- Editing was challenging but a learning experience, though color correction differences between scenes were noticeable.
- Overall the project increased the author's film experience and skills in areas like script writing, cinematography, and editing, but some aspects like the plot reveal could have been strengthened.
Fonts
This document discusses choosing fonts for a film title that is a hybrid of mystery and thriller genres. It recommends three fonts - Bebas Neue, Shoemaker, and Vacer Sans - for their simplicity and clean, thin textures that would make the title look professional and stand out. Of the three, Shoemaker is selected as the best fitting font for the film due to its damaged aspect, which would represent the protagonist and highlight the issues of mental illness.
Reference sheet
This document contains a reference sheet listing websites about genre conventions for mystery, war, and psychological thriller genres. The reference sheet includes the website URL, date accessed, author, and article title for each source to help with research on genre conventions.
Sar script final
Ross wakes up anxious for his upcoming job interview. He prepares for the day with help from his housemate Adam. Adam jokes around and gives Ross practice interview questions to help prepare. While practicing, Ross experiences a bright light and fade, waking up confused in a bare room of a mental asylum.
Sar script final
Ross wakes up preparing for a job interview and gets ready with the help of his friend Adam. Adam practices interview questions with Ross. However, during their practice, Ross is affected by a bright light that causes him to lose vision. He awakens in a bare room in a mental asylum, with Adam's watch and a photo of them by his bed, as someone knocks at the door.
Sar script rough
1. Ross wakes up to get ready for a job interview but starts experiencing strange events in the house. He has a dizzy spell on the stairs and sees his friend Adam, but the outdoor scenery has changed and Adam disappears.
2. Ross reenters the house but finds the furniture missing and drops his glass of water in shock. When he blinks, his friend Adam disappears too.
3. The camera pulls out to reveal the setting has changed from a student house to an abandoned house, and Ross is now alone with no explanation for the strange occurrences.
Guidelines for Final Major Project Pitch
The document provides guidelines for a final major project pitch organized into slides: Slide 1 introduces the presenter and their chosen media format and goals. Slide 2 gives a synopsis of their mystery/thriller idea and why they chose it. Slide 3 discusses what inspired the idea and links it to a similar short film. Slides 4-5 identify the target audience and how to attract them. Slide 6 outlines the production stages. The conclusion wraps up the pitch.
Task one
This document discusses different types of briefs used between media companies and clients. A contractual brief clearly outlines expectations, prices, and terms agreed upon by both parties. A negotiated brief allows some flexibility for the media company to discuss issues and negotiate aspects of the project. A formal brief provides detailed information about the project goals without unnecessary details. An informal brief discusses the project verbally without a written document, allowing open discussion but risking lack of clear expectations. Communication of briefs is typically via email while file sharing platforms can also be used. Time management is important, and can be helped by a production schedule. Technical skills and experience levels needed vary depending on the size of the media company and complexity of the project.
Task one
A contractual brief sets clear expectations and guidelines for a media company to follow for a specific task. This includes prices and payment terms agreed upon by the client and media company. While it provides clarity on what the client wants, it could result in a heavy workload straining the media company.
An informal brief outlines the project verbally rather than through a written document, allowing open discussion between the client and media company. This gives the media company flexibility to provide input before finalizing the deal. However, it risks the media company declining tasks they see as too labor-intensive or missing details the client expected.
Gwl5 m
The document discusses factors that influence whether a film will be remade, including financial reasons, technological advancements, and social/political issues. Financially, remakes present lower risks than original films. Technologically, improvements in visual effects, audio quality, and distribution methods impact remakes. Socially, remakes may address issues like LGBT representation or political concerns that have changed since the original.
Magazine anaylsis's
The document analyzes the front covers of two magazines - Empire film magazine and Vibe music magazine - using Gutenberg's reading principles. For Empire, the use of a popular film poster appeals to its target audience of younger adults. While the magazine has a broad demographic, this cover specifically targets lower and middle class male readers. Vibe features the electronic artist Deadmau5, appealing to its target audience interested in urban and electronic music and culture. Both magazines effectively use design principles like prominent text and images to attract readers from the primary optical area to the terminal area according to how the eye reads.
Production diary
The document discusses the production of the author's short film for their final major project. Production went well overall, with the author managing to complete all shots on time. One issue was that the garage location had a lot of clutter that was difficult to hide or move. Another shoot took multiple hours but they were able to complete it in one day. There were some complications like preparing the camera and the author's directing skills being rusty, but improved over time. One actor also dropped out last minute, but a friend helped fill in. Overall, filming went quite well despite some challenges.
Script for pitch
The document provides guidelines for a final major project pitch consisting of 6 slides: Slide 1 introduces the presenter and their chosen media format and goals. Slide 2 provides a synopsis of their mystery/thriller idea and why they chose it. Slide 3 discusses what inspired the idea and links it to a similar short film. Slides 4-5 identify the target audience and how to attract them. Slide 6 outlines the planned production stages. The conclusion wraps up the pitch.
Final major projecgt risk assessment form
This document provides a template for conducting a risk assessment for a film production project. It lists potential hazards for different scenes, who may be harmed, existing risk controls, and a risk assessment level. Hazards addressed include tripping, cutting oneself, time pressure, running out of battery, dropping the camera, and falling down stairs. For each hazard, the document evaluates the likelihood and consequences of the risk according to a provided chart. Based on the risk level, further actions are identified such as having extra crew support to prevent falls or allocate extra time in case of going over schedule.
call sheet
This production call sheet summarizes the logistics of filming the movie "SanityAgainstReality" over two days at two locations. It details the shooting schedule and scenes to be filmed each day, contacts for those involved in the production, and a basic equipment and props list. Precautions are noted around utilizing private homes for filming and managing other potential risks. The goal is to efficiently allocate time and complete all necessary scenes within the scheduled filming windows.
Short film analysis 3
The short film uses effective cinematography and editing techniques to tell a science fiction story. Medium shots are used throughout to show both the protagonist and the environment as she explores the room she finds herself in. Close-ups express her emotions. Long shots establish a sense of isolation. A tracking shot at the end reveals her attempted escape was an illusion. The dark color scheme and advanced technology portrayed are conventions of the science fiction genre. The narrative follows a linear three-act structure as the protagonist first discovers her locked room, then attempts escape, only to find it was not possible.
Final major projecgt risk assessment form
This document provides a template for conducting a risk assessment for a film production project. It lists potential hazards for different scenes, who may be harmed, existing risk controls, and a risk assessment level. Hazards addressed include tripping, cutting oneself, time pressure, running out of battery, dropping the camera, and falling down stairs. For each hazard, the document evaluates the likelihood and consequences of the risk according to a provided chart. Based on the risk level, further actions are identified such as having extra crew support to prevent falls or allocate extra time in case of going over schedule.
More from Adam Grundy (20)
Photo diary
- 1. Photo Diary The photo diary is going to be placed all into this one document as there is not that much to write about, if there was more then I would I would have created two. One for the outside and One for the inside. The photo to the right is a picture that was taken during the filming for scene one when the main protagonist walks towards the shop. This scene was the quickest of the scenes to make as it only took a few minutes over all with a few retakes and reshoots to try and get the best shot for the advertisement and we did get the shot we wanted to and it was as effective as we wanted to. There only in total four shots that were filmed outside, two of them were going into the shop and the other two of them were filmed of the protagonist coming out of the shop but unfortunately there were no pictures taken of the last scene though the only difference is that the protagonist is now wearing a suit instead of pajamas which you can see in the advertisement at the end. The next picture is the only one that was taken inside which is just of the camera man as he films the actor who is buying cereal unfortunately but you can't see both but it does show you a picture that was actually taken during the filming and not during a break or preparation, this applies for the first picture as well. It would have been better if we had more pictures but still works without many pictures. The one inside took the longest to film as it was the longest part of it, there were many
- 2. more than the ones outside, the picture of the actor who wasn’t in the picture is when he had just come into the shop so he is wearing his pajamas. Overall it was a good time, The whole process was only done within an hour without any disruptions, which was good for all of us as we could focus on the rest, whether that be pre or post production.