Post Production Diary 2
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During this session, the team worked on editing their film piece and creating title sequences in Adobe After Effects. They separated each credit into individual files to apply effects to each piece of text. For the production logo, they used sharp, thin text to connote potential danger and the thriller genre. They applied fade-in and fade-out animations to the text and found that a "rattle" animation made the text tremble, conveying fear. By the end of the session, they had completed all necessary titles and began exporting them to apply to the opening sequence.
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Post-Production Diary
The document is a diary entry describing the initial post-production editing stage of a film project. During the first editing session, the team set up the project in Adobe Premiere and began arranging footage on the timeline. The diarist and a teammate took on editing roles, importing clips and using selection tools to cut unwanted elements. The teammate provided guidance on which footage to use where. They were able to replace blurred footage and complete importing, starting the process of piecing together and sharpening the timeline.
Post Production Diary 3
The document describes a post-production diary entry from a film student. It discusses applying sound effects and music to footage during an editing session. Specifically, it mentions placing ambient sound in a breakfast scene to create realism and tension. Music and sounds effects were also added when the camera work was handheld to signal danger and raise tension. The student felt they played a leading role by making choices about sound placement to emphasize moments and smooth transitions, bringing the group closer to completing their final draft.
Post-Production Diary 4
During this post-production session, the team replaced all originally shot footage with newly filmed footage due to poor sound quality in the original. Grace edited the new footage into the opening sequence timeline in Adobe Premiere. This improved the overall quality of the piece by removing footage with bad sound. The diary entries also document helping Grace with the editing and organizing the project timeline. The first draft of the opening piece is now near completion as this editing stage wraps up.
Production Diary Day 3
The film crew had to re-film some dialogue scenes from their thriller due to issues with sound quality. Strong wind noise at the outdoor location made the dialogue difficult to hear during editing. They re-shot the scenes using a boom microphone to block out the wind and clearly capture the actors' voices. This solved the sound issue and allowed them to get better quality footage without needing artificial voiceovers. They also took the opportunity to film some additional establishing shots for transitions between scenes. The session went smoothly with collaboration between crew members and improved efficiency in their filmmaking process.
Production Diary
1) The document describes the production team filming the first day of shooting for their thriller film. They filmed scenes in two locations - a conservatory/kitchen and Caddington Woods.
2) In the conservatory, the author took a directing role, guiding the actor through shots. They completed filming ahead of schedule but were unable to film all shots due to needing a prop.
3) In Caddington Woods, the author split time between acting and directing. Heavy equipment and a large number of shots meant they could not complete filming in one day as planned. They would need an additional filming day.
Production Diary 2
1) The document summarizes the filming of a thriller short film over two days at various locations.
2) On the first day, the author filmed remaining scenes alone at the kitchen/conservatory location and re-filmed unusable shots.
3) On the second day, the full group filmed at a woodland location but forgot a prop, though they found a replacement and completed filming most shots despite darker lighting at the end.
A2 Media Production Diary- Entry 3
The document summarizes a film production session shooting scenes at a school location. The team successfully filmed shots 15-27 within their allotted time, capturing footage of the protagonist's school day. They set up equipment quickly and filmed multiple versions of each shot. During filming, they crafted a prop email to further the narrative. While some complex shots proved difficult, requiring multiple attempts, the entire session was completed within the two hour timeframe.
Crime drama evaluation
The strengths of the group were that each member had their own skills to contribute, such as Aaron's editing abilities and Will's filming and idea generation. However, the group's concentration levels were low during planning which caused some rushed work. The trailer has been edited together and includes music, speed and duration changes to clips. The teamwork during filming went well with no arguments and fun was had by all. The current trailer cut is entertaining due to its humor, audio, and smooth transitions, but still needs some minor adjustments. The target audience is the younger generation due to modern ideas and humor. The project was inspired by the TV show "A Touch of Cloth" but adapted to a school setting and using their own words.
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Post-Production Diary
The document is a diary entry describing the initial post-production editing stage of a film project. During the first editing session, the team set up the project in Adobe Premiere and began arranging footage on the timeline. The diarist and a teammate took on editing roles, importing clips and using selection tools to cut unwanted elements. The teammate provided guidance on which footage to use where. They were able to replace blurred footage and complete importing, starting the process of piecing together and sharpening the timeline.
Post Production Diary 3
The document describes a post-production diary entry from a film student. It discusses applying sound effects and music to footage during an editing session. Specifically, it mentions placing ambient sound in a breakfast scene to create realism and tension. Music and sounds effects were also added when the camera work was handheld to signal danger and raise tension. The student felt they played a leading role by making choices about sound placement to emphasize moments and smooth transitions, bringing the group closer to completing their final draft.
Post-Production Diary 4
During this post-production session, the team replaced all originally shot footage with newly filmed footage due to poor sound quality in the original. Grace edited the new footage into the opening sequence timeline in Adobe Premiere. This improved the overall quality of the piece by removing footage with bad sound. The diary entries also document helping Grace with the editing and organizing the project timeline. The first draft of the opening piece is now near completion as this editing stage wraps up.
Production Diary Day 3
The film crew had to re-film some dialogue scenes from their thriller due to issues with sound quality. Strong wind noise at the outdoor location made the dialogue difficult to hear during editing. They re-shot the scenes using a boom microphone to block out the wind and clearly capture the actors' voices. This solved the sound issue and allowed them to get better quality footage without needing artificial voiceovers. They also took the opportunity to film some additional establishing shots for transitions between scenes. The session went smoothly with collaboration between crew members and improved efficiency in their filmmaking process.
Production Diary
1) The document describes the production team filming the first day of shooting for their thriller film. They filmed scenes in two locations - a conservatory/kitchen and Caddington Woods.
2) In the conservatory, the author took a directing role, guiding the actor through shots. They completed filming ahead of schedule but were unable to film all shots due to needing a prop.
3) In Caddington Woods, the author split time between acting and directing. Heavy equipment and a large number of shots meant they could not complete filming in one day as planned. They would need an additional filming day.
Production Diary 2
1) The document summarizes the filming of a thriller short film over two days at various locations.
2) On the first day, the author filmed remaining scenes alone at the kitchen/conservatory location and re-filmed unusable shots.
3) On the second day, the full group filmed at a woodland location but forgot a prop, though they found a replacement and completed filming most shots despite darker lighting at the end.
A2 Media Production Diary- Entry 3
The document summarizes a film production session shooting scenes at a school location. The team successfully filmed shots 15-27 within their allotted time, capturing footage of the protagonist's school day. They set up equipment quickly and filmed multiple versions of each shot. During filming, they crafted a prop email to further the narrative. While some complex shots proved difficult, requiring multiple attempts, the entire session was completed within the two hour timeframe.
Crime drama evaluation
The strengths of the group were that each member had their own skills to contribute, such as Aaron's editing abilities and Will's filming and idea generation. However, the group's concentration levels were low during planning which caused some rushed work. The trailer has been edited together and includes music, speed and duration changes to clips. The teamwork during filming went well with no arguments and fun was had by all. The current trailer cut is entertaining due to its humor, audio, and smooth transitions, but still needs some minor adjustments. The target audience is the younger generation due to modern ideas and humor. The project was inspired by the TV show "A Touch of Cloth" but adapted to a school setting and using their own words.
Production Diary- House Location
The document summarizes the first day of filming for a student film production. It took place at a friend's house, where they filmed scenes inside and outside the house over a 2 hour period. The filmmaker took on roles as both actor and director, managing shots and directing the leading actress. They experimented with different camera techniques and angles. While the filming went well with good collaboration, the group underestimated travel time which delayed their schedule. Overall it was deemed a successful first production day despite some minor timing issues.
Progression Since Preliminary Task
The document discusses the author's progression from the preliminary task to the final film project. In the preliminary task, the author's skills in editing, camera work, sound design, and use of mise-en-scene were more limited. However, for the final film, the author gained experience that allowed for improvements in interesting camera angles, subtle audio layering, continuity, set design, costume design, use of props, lighting techniques, and cinematography. The extensive reworking of drafts also improved the overall quality and coherence of the final film compared to the preliminary task.
Post production Diary-One/Two
Grace began editing the footage from their horror film production into a teaser trailer. She imported shots 1-20 and 34-40 from the shot log into Adobe Premiere Pro. Grace cut unnecessary parts from the footage and ensured the scenes flowed continuously. While editing, she explored different editing techniques to enhance the teaser trailer, such as speeding up footage. However, Grace encountered some problems with offline audio and footage that caused delays.
Looking back at my preliminary task
The preliminary task showed much room for improvement in areas like video quality, camera work, shot variety, editing, and atmosphere. However, it served as a valuable learning experience, helping the filmmaker progress significantly for the final piece. Skills like lighting, sound, filming techniques, and creativity advanced. Mistakes from the preliminary task were turned into strengths for an improved final product with professional-quality footage, smooth camera work, varied shots creating tension and suspense, and polished editing. Overall, the preliminary task was an educational starting point that allowed the filmmaker's media skills to vastly improve.
Production Diary- Entry 4
This document summarizes a film production team's fourth day of shooting. They filmed scenes at a pathway location in Caddington and then re-filmed scenes in a nearby park and alleyway to improve lighting. While weather posed challenges, the team overcame difficulties and efficiently completed all shots. They improved footage by filming earlier in the day and adding more artificial lighting. Though a lamppost outage caused issues, they adapted equipment and finished strong. Overall, the session was productive despite obstacles and the team completed their initial draft footage.
Production Diary- Caddington Park/ Alleyway
The document summarizes a film production crew's activities shooting scenes that required dark lighting conditions at Caddington Park on November 5th, 2016 between 3:45pm and 6:00pm. The crew of three students and a volunteer father arrived to set up equipment as the light faded. They filmed scenes but faced challenges with low lighting that were addressed by adding lighting from mobile phones. The father also assisted by acting and providing supervision. All planned shots were completed efficiently despite cold conditions, and the session was deemed a success though additional assistance may have helped.
As film evaluation editing.
The document summarizes the editing process for a crime scene sequence. The editor used establishing shots of the college and crime scene to set the scene. A voiceover was added throughout to explain events. Short clips and jump cuts were used to build tension. Footage was color corrected and slowed to appear like CCTV. Match cuts maintained continuity to reinforce the CCTV footage illusion.
Behind the Scenes
Filming was a learning process that improved over time. They started by using tripods for stability but later filmed without tripods to get more interactive shots. It was important to film scenes at night in good lighting so facial expressions could be seen. Different locations were tested to ensure video quality. The artist reflected on a relationship through scenic walking shots. Balloon scenes were shot at home with disco lights that matched the balloons' colors for an aesthetic effect. An iPhone was used instead of a professional camera for a past scene shot under natural light.
Evaluation activity 7
1. The document discusses various filmmaking techniques that were learned and applied when creating a full film product, based on lessons from an earlier preliminary task.
2. It was discovered that filming outside presents challenges like uncontrolled lighting and ambient noise. Storyboarding was found to be very important for planning shots and saving time during filming.
3. Continuity must be maintained between shots through consistent character positioning and adherence to techniques like the 180-degree rule and match on action editing.
Evaluation
The student created a horror movie trailer for an assignment. As the director, they conducted research on horror film conventions like establishing equilibrium, using jump scares, and including a fast-paced montage of scenes. Extensive pre-production included writing a story treatment, researching music, locations, and costuming. A filming schedule and risk assessment were created. Artificial lighting was needed during night shoots. Post-production logs tracked editing progress, where limited effects were used like a glow and scramble effect. While not matching the original vision fully due to errors, the student was still pleased with the final trailer.
H@cked
The document discusses the production of a 5 minute short film by a group of students. It describes the roles of each group member and the challenges they faced finding a filming location and actor within their budget. They struggled to coordinate schedules but eventually filmed on location. The narrative relied on flashbacks edited to be recognizable through distorted sound and imagery. Sound design was a key aspect, using non-sync sound to allow for manipulation and avoid sync sound failures.
Prelim compare
The document discusses improvements made from the preliminary task to the full thriller product. Some key areas of improvement included:
- Increased planning time for the thriller allowed for better storyboarding, idea sharing, and research.
- A wider variety of camera shots and angles were used compared to the prelim. Lighting and locations were also more varied.
- Sound quality was improved by prerecording dialogue. Strategic use of music and silence was employed.
- Editing techniques like match cuts and fades were adjusted based on feedback. Faster pacing replaced fades between shots/titles.
- Greater attention to mise-en-scene details like costumes, props, and locations fitting the thriller genre.
Question 6 draft
The document summarizes the camera, editing software, lighting equipment, and sound equipment used to produce a film. It describes:
- The Canon 70D DSLR camera with 18-50mm lens used for shooting, and manually adjusting settings like white balance.
- Using Final Cut Pro X software to edit clips together smoothly, add effects, color grade, and sync sound during post-production.
- Patterson studio lights as the main lighting, softened with soft boxes and modified with reflectors and gels to achieve desired lighting effects.
- Using both a H4n recorder with boom pole for mobility, and a Rode microphone attached to the camera for cleaner sound with less wind noise.
Practice intro:
The student had to correct the credits font in their practice intro video based on teacher feedback. They found it difficult to install new fonts as they had never done it before. By watching a YouTube tutorial, they learned how to install fonts and were able to update the credits with a more appropriate font for their genre. For their opening credits, they tried to create a tense atmosphere through long shots, shadows, and filters to make the images dim and grainy. This editing aimed to make the viewer feel uneasy and intense as the story began.
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.
Job roles - UPDATE
The document outlines various job roles for a short film project. Lauren took on the roles of director and cameraperson since she is responsible and had a creative vision for the film as well as experience operating the camera. Stevie also served as director and handled location/set design since it was her apartment being used, as well as catering to keep the talent fed. Niamh also filled the director role given her contributions to the film ideas, and was a cameraperson due to her experience with that camera.
Research- Trailer
Trailers are short clips used to generate interest in upcoming films. They aim to capture audience attention and create anticipation through dramatic images and sounds over 3 acts: (1) introducing the context and characters, (2) establishing problems and climax, (3) highlighting key moments and stars. Trailers use transitions like fades and cuts, shots like close-ups, and non-diegetic sounds to set mood and imply drama. The goal is to attract large audiences and profit for film distributors.
Reflection on preliminary task
The student believes they fulfilled most or all of the criteria for the preliminary task of filming a character entering or opening a door in under 2 minutes. They followed cinematography techniques like the 180 degree rule and used different shot types like long shots, mid shots, and close ups. Filming was difficult due to issues like actors' expressions, background noise, and lighting conditions at different times of day. The best times to film were during lessons and after school to avoid interruptions. Editing in Final Cut Pro taught the student how to upload footage, trim clips, change lighting, organize bins, and export a finished video.
UK Film Consumption
The overall trend in UK film consumption has increased since 2002, as evidenced by the rising number of cinema sites. Films are most popular among those aged 15-25 and 30+, while both males and females watch films depending on the intended audience. The majority of UK film audiences are white. Technology plays a significant role in how people access films, through online streaming/rental services and television, reducing cinema admissions. Larger Hollywood studios produce the most popular films in the UK. The types of films enjoyed depends on the audience's socioeconomic group.
Media AS Exam Part B- Key Terms
The document discusses key concepts related to media convergence including cross-media convergence, synergy, technological convergence, proliferation of hardware/software, prosumers, merchandising, and co-production. It provides examples for each term, such as how Guardians of the Galaxy allows consumption of visual media and soundtrack together, and how Warp Films involves untrained actors from the audience in films like 71 to make audiences producers.
Cross-media convergence & Synergy
Cross-media convergence involves two companies collaborating on media projects, such as film production and distribution. Synergy is when non-media companies collaborate on complementary products to promote a film. For Marvel, collaborating with Disney expanded their audience reach and production capabilities. For Lionsgate, collaborating with Color Force improved film quality for The Hunger Games, while synergy with game/app companies expanded the franchise. Heyday Films benefited from Studio Canal's distribution expertise for Paddington, while synergy with iTunes expanded the film's audience. Warp Films' production of '71 benefited from funding from multiple film companies.
Age
The document discusses how different age groups are portrayed in the TV show Waterloo Road. Teenagers are portrayed as irresponsible and reckless, while the middle-aged teacher is confident and exerts power over others. The 20-30 year old teacher is serious but also forgetful. Overall, the middle-aged character holds the most power and authority, while the teenagers are the weakest group and submit to the authority of older characters. The message is that age determines how one is treated, with older individuals having more power and influence over younger ones.
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Production Diary- House Location
The document summarizes the first day of filming for a student film production. It took place at a friend's house, where they filmed scenes inside and outside the house over a 2 hour period. The filmmaker took on roles as both actor and director, managing shots and directing the leading actress. They experimented with different camera techniques and angles. While the filming went well with good collaboration, the group underestimated travel time which delayed their schedule. Overall it was deemed a successful first production day despite some minor timing issues.
Progression Since Preliminary Task
The document discusses the author's progression from the preliminary task to the final film project. In the preliminary task, the author's skills in editing, camera work, sound design, and use of mise-en-scene were more limited. However, for the final film, the author gained experience that allowed for improvements in interesting camera angles, subtle audio layering, continuity, set design, costume design, use of props, lighting techniques, and cinematography. The extensive reworking of drafts also improved the overall quality and coherence of the final film compared to the preliminary task.
Post production Diary-One/Two
Grace began editing the footage from their horror film production into a teaser trailer. She imported shots 1-20 and 34-40 from the shot log into Adobe Premiere Pro. Grace cut unnecessary parts from the footage and ensured the scenes flowed continuously. While editing, she explored different editing techniques to enhance the teaser trailer, such as speeding up footage. However, Grace encountered some problems with offline audio and footage that caused delays.
Looking back at my preliminary task
The preliminary task showed much room for improvement in areas like video quality, camera work, shot variety, editing, and atmosphere. However, it served as a valuable learning experience, helping the filmmaker progress significantly for the final piece. Skills like lighting, sound, filming techniques, and creativity advanced. Mistakes from the preliminary task were turned into strengths for an improved final product with professional-quality footage, smooth camera work, varied shots creating tension and suspense, and polished editing. Overall, the preliminary task was an educational starting point that allowed the filmmaker's media skills to vastly improve.
Production Diary- Entry 4
This document summarizes a film production team's fourth day of shooting. They filmed scenes at a pathway location in Caddington and then re-filmed scenes in a nearby park and alleyway to improve lighting. While weather posed challenges, the team overcame difficulties and efficiently completed all shots. They improved footage by filming earlier in the day and adding more artificial lighting. Though a lamppost outage caused issues, they adapted equipment and finished strong. Overall, the session was productive despite obstacles and the team completed their initial draft footage.
Production Diary- Caddington Park/ Alleyway
The document summarizes a film production crew's activities shooting scenes that required dark lighting conditions at Caddington Park on November 5th, 2016 between 3:45pm and 6:00pm. The crew of three students and a volunteer father arrived to set up equipment as the light faded. They filmed scenes but faced challenges with low lighting that were addressed by adding lighting from mobile phones. The father also assisted by acting and providing supervision. All planned shots were completed efficiently despite cold conditions, and the session was deemed a success though additional assistance may have helped.
As film evaluation editing.
The document summarizes the editing process for a crime scene sequence. The editor used establishing shots of the college and crime scene to set the scene. A voiceover was added throughout to explain events. Short clips and jump cuts were used to build tension. Footage was color corrected and slowed to appear like CCTV. Match cuts maintained continuity to reinforce the CCTV footage illusion.
Behind the Scenes
Filming was a learning process that improved over time. They started by using tripods for stability but later filmed without tripods to get more interactive shots. It was important to film scenes at night in good lighting so facial expressions could be seen. Different locations were tested to ensure video quality. The artist reflected on a relationship through scenic walking shots. Balloon scenes were shot at home with disco lights that matched the balloons' colors for an aesthetic effect. An iPhone was used instead of a professional camera for a past scene shot under natural light.
Evaluation activity 7
1. The document discusses various filmmaking techniques that were learned and applied when creating a full film product, based on lessons from an earlier preliminary task.
2. It was discovered that filming outside presents challenges like uncontrolled lighting and ambient noise. Storyboarding was found to be very important for planning shots and saving time during filming.
3. Continuity must be maintained between shots through consistent character positioning and adherence to techniques like the 180-degree rule and match on action editing.
Evaluation
The student created a horror movie trailer for an assignment. As the director, they conducted research on horror film conventions like establishing equilibrium, using jump scares, and including a fast-paced montage of scenes. Extensive pre-production included writing a story treatment, researching music, locations, and costuming. A filming schedule and risk assessment were created. Artificial lighting was needed during night shoots. Post-production logs tracked editing progress, where limited effects were used like a glow and scramble effect. While not matching the original vision fully due to errors, the student was still pleased with the final trailer.
H@cked
The document discusses the production of a 5 minute short film by a group of students. It describes the roles of each group member and the challenges they faced finding a filming location and actor within their budget. They struggled to coordinate schedules but eventually filmed on location. The narrative relied on flashbacks edited to be recognizable through distorted sound and imagery. Sound design was a key aspect, using non-sync sound to allow for manipulation and avoid sync sound failures.
Prelim compare
The document discusses improvements made from the preliminary task to the full thriller product. Some key areas of improvement included:
- Increased planning time for the thriller allowed for better storyboarding, idea sharing, and research.
- A wider variety of camera shots and angles were used compared to the prelim. Lighting and locations were also more varied.
- Sound quality was improved by prerecording dialogue. Strategic use of music and silence was employed.
- Editing techniques like match cuts and fades were adjusted based on feedback. Faster pacing replaced fades between shots/titles.
- Greater attention to mise-en-scene details like costumes, props, and locations fitting the thriller genre.
Question 6 draft
The document summarizes the camera, editing software, lighting equipment, and sound equipment used to produce a film. It describes:
- The Canon 70D DSLR camera with 18-50mm lens used for shooting, and manually adjusting settings like white balance.
- Using Final Cut Pro X software to edit clips together smoothly, add effects, color grade, and sync sound during post-production.
- Patterson studio lights as the main lighting, softened with soft boxes and modified with reflectors and gels to achieve desired lighting effects.
- Using both a H4n recorder with boom pole for mobility, and a Rode microphone attached to the camera for cleaner sound with less wind noise.
Practice intro:
The student had to correct the credits font in their practice intro video based on teacher feedback. They found it difficult to install new fonts as they had never done it before. By watching a YouTube tutorial, they learned how to install fonts and were able to update the credits with a more appropriate font for their genre. For their opening credits, they tried to create a tense atmosphere through long shots, shadows, and filters to make the images dim and grainy. This editing aimed to make the viewer feel uneasy and intense as the story began.
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.
Job roles - UPDATE
The document outlines various job roles for a short film project. Lauren took on the roles of director and cameraperson since she is responsible and had a creative vision for the film as well as experience operating the camera. Stevie also served as director and handled location/set design since it was her apartment being used, as well as catering to keep the talent fed. Niamh also filled the director role given her contributions to the film ideas, and was a cameraperson due to her experience with that camera.
Research- Trailer
Trailers are short clips used to generate interest in upcoming films. They aim to capture audience attention and create anticipation through dramatic images and sounds over 3 acts: (1) introducing the context and characters, (2) establishing problems and climax, (3) highlighting key moments and stars. Trailers use transitions like fades and cuts, shots like close-ups, and non-diegetic sounds to set mood and imply drama. The goal is to attract large audiences and profit for film distributors.
Reflection on preliminary task
The student believes they fulfilled most or all of the criteria for the preliminary task of filming a character entering or opening a door in under 2 minutes. They followed cinematography techniques like the 180 degree rule and used different shot types like long shots, mid shots, and close ups. Filming was difficult due to issues like actors' expressions, background noise, and lighting conditions at different times of day. The best times to film were during lessons and after school to avoid interruptions. Editing in Final Cut Pro taught the student how to upload footage, trim clips, change lighting, organize bins, and export a finished video.
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UK Film Consumption
The overall trend in UK film consumption has increased since 2002, as evidenced by the rising number of cinema sites. Films are most popular among those aged 15-25 and 30+, while both males and females watch films depending on the intended audience. The majority of UK film audiences are white. Technology plays a significant role in how people access films, through online streaming/rental services and television, reducing cinema admissions. Larger Hollywood studios produce the most popular films in the UK. The types of films enjoyed depends on the audience's socioeconomic group.
Media AS Exam Part B- Key Terms
The document discusses key concepts related to media convergence including cross-media convergence, synergy, technological convergence, proliferation of hardware/software, prosumers, merchandising, and co-production. It provides examples for each term, such as how Guardians of the Galaxy allows consumption of visual media and soundtrack together, and how Warp Films involves untrained actors from the audience in films like 71 to make audiences producers.
Cross-media convergence & Synergy
Cross-media convergence involves two companies collaborating on media projects, such as film production and distribution. Synergy is when non-media companies collaborate on complementary products to promote a film. For Marvel, collaborating with Disney expanded their audience reach and production capabilities. For Lionsgate, collaborating with Color Force improved film quality for The Hunger Games, while synergy with game/app companies expanded the franchise. Heyday Films benefited from Studio Canal's distribution expertise for Paddington, while synergy with iTunes expanded the film's audience. Warp Films' production of '71 benefited from funding from multiple film companies.
Age
The document discusses how different age groups are portrayed in the TV show Waterloo Road. Teenagers are portrayed as irresponsible and reckless, while the middle-aged teacher is confident and exerts power over others. The 20-30 year old teacher is serious but also forgetful. Overall, the middle-aged character holds the most power and authority, while the teenagers are the weakest group and submit to the authority of older characters. The message is that age determines how one is treated, with older individuals having more power and influence over younger ones.
Media AS Section A- Stereotypes
The document discusses common stereotypes related to gender, age, ethnicity, disability, sexuality, regional identity, and social class. It notes that males are often portrayed as dominant over females, who are seen as more focused on appearance. The elderly are seen as nostalgic and in need of care, while children are portrayed as innocent and carefree. Black people may be seen as athletic but in inferior roles, while white people are often in prominent roles and seen as racist. The disabled are viewed as vulnerable and the abled as superior. Heterosexuals are the norm while homosexuals challenge norms. Regional identities come with stereotypes of intelligence and class.
Film Case Study Observations
This document provides case studies for 5 films: '71, Paddington, The Theory of Everything, Guardians of the Galaxy, and Spectre. For each film, it summarizes the genre, themes, style, target audience, and size of the potential target audience based on an analysis of the document. The films cover various genres including drama, action, comedy, and sci-fi and have audiences ranging from niche to very broad depending on the film.
Media Theory- Section A
The document discusses several media theories:
- The Male Gaze theory holds that females have a passive role in media compared to males, existing for male aesthetic pleasure rather than meaningful roles. Downton Abbey exemplifies this through women's elaborate costumes.
- Hyper-reality theory says media present exaggerated versions of reality that can replace and obscure the audience's perceptions, as shown in Waterloo Road dramatizing school life.
- Dyer's theory is that repeated stereotypes legitimize inequality, like a drama portraying disabled people as passive compared to able-bodied people.
- Binary Opposites theory discusses the dichotomy of dominant and passive roles, exemplified in Downton Abbey through class roles.
Regional Identity
The documentary analyzes how regional identity is portrayed in the TV show "Doc Martin" through techniques like camerawork, editing, mise-en-scene, and sound. The protagonist Doc Martin, who is from London, is framed to appear powerful and superior through close-ups and high camera angles. His formal clothing contrasts with the casual attire of the locals, reinforcing stereotypes of urban professionals versus rural laborers. The upbeat soundtrack and relaxed pace of rural scenes juxtapose Martin's frustration, implying city dwellers see countryside life as silly. Techniques like realistic editing legitimate these regional stereotypes for the audience.
Comparative Youth Culture
This document outlines Michael Brake's theory of comparative youth culture which divides teenage representations into four groups: respectable youth, delinquent youth, cultural rebels, and politically militant youth. Examples are provided for each group from media sources and analyzed in terms of whether the representations are fair and accurate portrayals of each type of youth.
Working Title & Warp Films Fact File
Working Title is a British film company founded in 1983 and based in London. It began as a small independent studio focusing on British films but has grown larger through its partnership with Universal Studios. Working Title is known for producing culturally British films using UK locations, directors, crews, and actors like Hugh Grant. Though backed by a major studio, it maintains an independent style and cultural focus. Warp Films is also an independent UK company based in Sheffield and London producing unique and original films that push boundaries, as seen in the successful 2006 film This is England about skinhead culture. Both emphasize British identity and culture in their productions.
TV Drama Research- Downton Abbey
Downton Abbey is a historical period drama set in Yorkshire, England in the early 20th century. It focuses on the aristocratic Crawley family and their domestic servants. Major events of the time period are covered like World War I. The show examines themes of class division between the upper class family and lower class servants, as well as historical and family events. It uses techniques like costumes, settings, and camerawork to portray social class and status of the characters. The iconic setting of Downton Abbey estate is prominently featured.
Exhibition- AS Exam Research Task
The BFI in London is categorized as a mini-major cinema institution in the UK, with 6 auditoriums showing films. Approximately 70% of films shown are independent productions from Europe distributed through festivals. While the BFI provides exposure for independent films, the smaller audience reached may not be financially beneficial compared to large conglomerate distributors. However, the BFI's focus on supporting independent cinema aligns with its non-profitable educational mission.
Social Class
The document discusses social class stereotypes portrayed in TV dramas. It defines social class and outlines stereotypes associated with the lower class (portrayed as uneducated and reliant on government benefits), working class (portrayed as unskilled laborers with low incomes), lower middle class (portrayed as stable careers requiring degrees but not top universities), upper middle class (portrayed as highly qualified professionals from prestigious industries), and upper class (portrayed as extremely wealthy landowners with titles and influence in society). Examples from TV shows Downton Abbey and House are analyzed to show how characters conform to these stereotypes through their mannerisms, clothing, jobs, and social hierarchies.
Revision Task 2
This document summarizes several key issues in contemporary media ownership and practice:
1) Independents have less established reputations than conglomerates, making it harder for them to get funding and collaboration from other companies. Conglomerates can benefit from vertical integration across multiple stages of film production and distribution.
2) Cross-media convergence and synergy between companies in different media sectors can increase audience reach and promotional opportunities. Conglomerates are better positioned to leverage synergies due to their reputations and industry dominance.
3) New technologies like HD, 3D, and online/social media marketing have changed production and promotion, appealing to wider audiences but potentially disadvantaging those without online access. However,
Social Class Practice Exam Question- Section A
The document analyzes how social class is represented in an extract through its camerawork, mise-en-scene, editing, and sound. The handheld camerawork, cramped spaces, jump cuts, and profane dialogue present the lower class family as unstable, lacking freedom and dignity, hysterical, and crude. However, the family's laughter and emphasis on their importance challenges some negative stereotypes. Overall, the extract conforms to stereotypes of the lower class being desperate and irresponsible, suggesting a higher social class leads to a happier life.
Camerawork Representation
This document analyzes the use of different camera shots in a scene depicting a mugging. It discusses how each shot choice is used to convey information about the protagonist and antagonist. Wide shots establish the scene and set up a sense of calm before the conflict. Over-the-shoulder shots hide the antagonist's identity and create mystery. As the shots get closer, the power dynamics between the vulnerable protagonist and intimidating antagonist become clearer, with the antagonist emerging victorious after attacking the defenseless protagonist. The shots portray the protagonist as weak and the antagonist as threatening and merciless.
Proliferation Impact Independent
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7
1) The student learned many new skills between their preliminary task and final production, including improved camera techniques, editing, sound design, and planning.
2) For the preliminary task, equipment was basic and filming was limited, resulting in a simple final product. The final production utilized professional HD equipment and software.
3) Extensive planning, including storyboards and scheduling, allowed the complex final production to be shot over multiple days and locations. Titles, credits, and other elements were significantly more polished.
Digital technology essay
1) Throughout their media studies course, the author learned how to use various digital technologies like Final Cut Pro, Photoshop, and Illustrator to create short films, film posters, magazines covers, and film trailers.
2) Their early projects focused on learning editing software like Final Cut Pro by recreating short films and practicing techniques like continuity editing.
3) Their final project was creating a teaser trailer for a thriller film called "Depth" along with promotional materials, requiring the use of Photoshop and Illustrator for the first time.
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 q 6
This document discusses the various technologies the author learned while constructing a media coursework project, including video editing software like Final Cut Pro, sound editing with Logic Pro, and motion graphics with Motion. The author summarizes learning how to edit video, compose soundtracks, and create titles with these programs. Shooting footage also taught camera skills like steady shots. Overall, the technologies allowed the author to organize, create, and share all aspects of the project.
Evaluation question 6
This document discusses the various technologies the student learned while constructing their media product for a coursework assignment. The student gained skills in editing video with Final Cut Pro, creating titles with Motion, filming with cameras and tripods, and composing original music and soundtracks with Logic Pro. While some of the technologies like Blogger, Final Cut Pro, and Logic Pro were challenging to learn initially, with practice over months the student was able to become proficient in using the software and technologies to complete their coursework.
Evaluation 6
The document discusses technologies used to create an opening film sequence for a project called "Omitted". It describes:
1) Using different cameras - originally a Sony camera was used but quality wasn't good, so a Canon DSLR was used which had smoother zoom.
2) Editing the footage using Final Cut Express - clips were cut and transitions like dissolves were added to make the clips flow together. Sound was edited to enhance the sequence. Credits and titles were also added.
3) Other technologies used include a blogging site to document the process, YouTube to upload the finished video, and Prezi for online presentations. The document discusses learning gained from using these technologies.
Evaluation 6
The document discusses technologies used to create an opening film sequence for a project called "Omitted". It describes:
1) Using different cameras - originally a Sony camera was used but quality wasn't good, so a Canon DSLR was used which had smoother zoom.
2) Editing the footage using Final Cut Express - clips were cut and transitions like dissolves were added to make the clips flow together. Sound was edited to enhance the sequence. Credits and titles were also added.
3) Other software used - a blog on Blogspot was created to document the process. YouTube was used to upload the final video. Prezi, Scribd, and Slideshare were used to
Evaluation 6
The document discusses technologies used to create an opening film sequence for a project called "Omitted". It describes:
1) Using different cameras - originally a Sony camera was used but quality wasn't good, so a Canon DSLR was used which had smoother zoom.
2) Editing the footage using Final Cut Express - clips were cut and transitions like dissolves were added to make the clips flow together. Sound was edited to enhance the sequence. Credits and titles were also added.
3) Other technologies used include a blogging site to document the process, YouTube to upload the finished video, and Prezi for online presentations. The document discusses learning gained from using these technologies.
Last three questions
The student learned a lot about filmmaking techniques from their preliminary task to the full product. They received useful feedback on their preliminary task that helped them focus on important elements like camera angles and shot timing for the full product. They also learned skills like achieving match-on-action and not breaking the 180 degree rule. While the preliminary task was less professional, it helped them understand what was needed for a good grade and to plan the full product more effectively.
Evaluation zoe
Planning was helpful for the production stage by creating a production proposal, mind map, and shot list. The planning documents outlined the film's genre, ideas, and achievable scenes to film. During production, tasks were split equally between planning, filming, and editing. The individual brought different skills, with one more comfortable acting and the other knowledgeable about composition. Technical elements like camera shots, sound, editing, mise en scene, and location were effectively used but could be improved with more time. Key skills to improve for A2 productions include developing editing skills and knowledge of the Adobe Premier Elements software.
Question 4
The research and planning for the documentary highly impacted the outcome. Various media technologies were used during the planning process, including researching other documentaries, brainstorming ideas, and conducting online research. During filming, cameras, microphones, headphones, and computers were used to capture high quality footage and audio. The editing process involved organizing footage, selecting clips, adding transitions, editing sound levels, and adding titles, text, and visual effects. The documentary was then exported for final review.
Evaluation 6
The document discusses various technologies used to create an opening sequence for a film called "Omitted". It describes:
1) Using different cameras - originally a Sony camera was used but quality wasn't good, so a Canon DSLR was used which had smoother zoom.
2) Using Final Cut Express editing software to cut clips, add transitions like dissolves between scenes, add sound, and credits.
3) Creating a blog to document the process using Blogspot, and uploading the finished video and embedding it from YouTube after exporting to the proper format.
4) Learning to present information using online tools like Prezi, Scribd and Slideshare by importing files and copying embed codes
Post production diary
Abi assisted by providing feedback on the different effects and fonts I was trying,
helping me decide which looked best. She also double checked that the text was clear to
read against the videos.
Next steps: Render the titles and save them in our area so that Grace can add them into our
opening sequence when she continues editing on Tuesday.
Adobe Premiere Construction Screenshots
The document provides details about editing a sequence in Adobe Premiere. It summarizes the steps taken which include:
1) Importing footage and renaming shots with descriptive titles. Shots were then color coded based on quality.
2) Structuring the rough cut and realizing mistakes in the original footage which required a re-shoot.
3) Recording audio interviews and effects to use as non-diegetic sound. This audio was edited together to accompany the sequence.
4) Additional close-up shots of a character were filmed and inserted to introduce the character mysteriously and extend the duration as requested.
5) Titles and filters were added to the opening shots to set the tone and follow thriller
Evaluation q 6
This document summarizes what the author learned about various technologies through completing a coursework project. The author gained skills in editing video using Final Cut Pro, creating titles and motions using Motion, filming with cameras and tripods, and creating soundtracks using Logic Pro. The author also learned how to organize their work and share elements created in different programs using the blogging platform Blogger. Overall, the technologies allowed the author to efficiently construct and share their media project, though some programs like Final Cut Pro and Logic Pro took time to learn due to their complex features.
Evaluation q 6
This document summarizes what the author learned about various technologies from constructing a media product for a course. The author learned skills like editing video with Final Cut Pro, creating titles with Motion, filming with cameras and tripods, and creating soundtracks with Logic Pro. The author also learned how to use the blogging platform Blogger to organize their work, embed content from other sites, and share their project. Overall, the various technologies taught the author new skills that will help with future coursework projects.
Question 4
The document lists various technologies used in the production of a documentary project, including:
- Blogger to document the project process
- Prezi and PowerPoint for research and evaluation presentations
- Taggle for brainstorming documentary ideas
- Video and audio equipment like cameras and microphones to record footage and interviews
- Editing software like Premiere Pro, Photoshop, and Audacity to assemble, enhance, and add elements to the documentary, such as visual effects, text, music, and voiceovers.
Evaluation q 6
This document summarizes what the author learned about various technologies through completing a coursework project. The author gained skills in editing video with Final Cut Pro, creating titles with Motion, filming with cameras and tripods, and creating soundtracks with Logic Pro. They also learned how to use the blogging platform Blogger to organize their work, embed videos and other media, and change post dates. Completing the project taught the author how to effectively use these various technologies and software programs.
How did you use media technologies in the construction and research, planning...
The document discusses the group's use of various media technologies in creating their film trailer project. They used their iPhones to communicate plans, share ideas and photos, and take notes that were saved in case paper copies were lost. They learned how to use Final Cut, Motion, GarageBand, Audiotool, and LiveType. Motion was used to add lighting effects and animate shapes for the opening titles. GarageBand allowed them to create background music. Final Cut enabled editing footage together. LiveType was initially used for titles but another program produced better results. Communication via smartphones and learning various software programs helped improve their filmmaking skills.
Evaluation Question 4 Omfg
The document discusses how various media technologies were used at different stages of planning and producing a short film. Microsoft Excel was used to create questionnaires for primary research. Storyboards were drawn by hand and scanned for planning shots. Windows Movie Maker and iMovie were used to storyboard scenes and add text overlays for character profiles. Social media, websites, and DVD extras provided ideas for secondary research. GarageBand was used to compose original music scores.
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Chapter 2
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Post Production Diary 2
- 2. Entry 2 Date: 09/12/2015 Time: Periods 1 & 2 During the next stage of the post production process, we continued with the editing stage of our piece. During this session, team member Grace, took the role of applying and editing the footage within Adobe Premiere, whilst myself and Danielle focused upon creating the title sequence within Adobe After Effects. The first stage of this process was setting up our composition within the software. This was accomplished with Danielle taking the role in managing the software, where I then acted as a guide, offering instructions for the correct set up commands, as well as my own personal input upon title animation as well as the overall aesthetics of the text.
- 3. Entry 2 Date: 09/12/2015 Time: Periods 1 & 2 During this session myself and my team member Danielle worked together to create the title sequence and production logo for our piece. In order to accomplish this we first set up our composition, separating each credit into their own file. This was to ensure that each could be edited separately allowing for a wider range of effects to be applied throughout each piece of text. When creating our production logo we followed upon the decisions ,made during the planning stage. This being to have rather sharp and thin text, in order to connote potential danger and to communicate the thriller genre of our piece, as this connotes the edge of suspense we wish to create. Upon our text we also applied 2 animations, one for fading/transitioning in the text and the other for transitioning the text out, creating for a smooth piece of editing.
- 4. Entry 2 Date: 09/12/2015 Time: Periods 1 & 2 Following from this, by the end of this session we were able to complete all of the necessary titles for our piece and also began to export each one, in order for them to be applied to our thriller opening sequence. When creating our titles we discovered that a particularly effective animation was that of “rattle” which had the effect of making the text tremble slightly. This was an effective animation in connoting the fear and dark themes within our piece, therefore this animation was one that we applied heavily throughout our text. Also upon our title sequence we decided that only the production logo, and film title should have their own background/sequence leaving the others with a transparent background. This was decided as this would allow our piece to not appear unnecessarily long, therefore helping to entice our viewers by placing some of the title directly upon the footage itself.
- 5. Overall… During this session we were able to make great progress towards the completion of the editing stage of our thriller opening sequence, this is because this allowed for the completion of all additional text within our piece. Therefore, allowing for our next session to focus solely upon exporting and weaving together the remaining pieces of footage, sound and transitions within our final project. Therefore marking the near completion of the first draft of our piece. In regards to my own contribution during this session, I took the role of ensuring that the order to our titles met with the conventions of an opening title sequence, also I focused upon creating the aesthetics which we had originally planned for our piece, allowing for text that is connotative to our chosen genre of thriller by creating rather long, imposing letters, that spike out dangerously during their transition (in particularly in regards to the production logo). Therefore, I took on the role of ensuring such representations in this way. Therefore, revealing the overall success of this session to be highly contributory to our final piece.