Post-Production Diary 4
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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.
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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.
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.
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.
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 2
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.
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.
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.
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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.
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.
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.
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 2
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.
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.
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.
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.
Evaluation 3
The document discusses the learning experience of progressing from a preliminary task to a full product for an evaluation question. It describes feeling that the overall experience was enjoyable but sometimes stressful. It was beneficial to get comfortable with the equipment. The continuity between shots in a scene and following techniques like shot reverse shot and the 180 degree rule were observed. The original storyboard had to be adapted for length and complexity, replacing complicated shots with ellipses. Better time management, including a detailed shooting schedule, allowed wrapping early on the second shoot. Good organization and communication between the crew through online groups and meetings helped with sharing roles and development. Contracts, advance informing and dividing roles helped with managing actors, locations, costumes and props.
AS Media preliminary task evaluation.
The student learned how to use video equipment like cameras and tripods through completing a group preliminary task. They worked well together, giving each other advice to improve their video. However, they realized they could have improved it further by spending more time editing. They successfully storyboarded and filmed multiple takes when needed, but refilming wasted lesson time. The student also gained skills that will help with future group projects.
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.
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.
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.
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 of the prelim
The document discusses a group project involving filming and editing a scene that took 3 weeks to complete. It describes different types of shots used in the scene, including wide shots to establish context, close-ups to show detail of faces, over-the-shoulder shots for conversations, and discusses the purpose of each shot. It also mentions issues with focus on early takes but that the group worked through the problems. Overall it reflects that the preliminary work allowed the group to practice skills that will be useful for future, larger projects.
Evaluation 7
1) In the preliminary task, the storyboard could not be fully replicated due to unsuitable filming locations, which impacted the plot flow. For the final outcome, the storyboard was created with the available locations in mind so each shot could be planned precisely.
2) Lighting and composition were improved upon for the final outcome. Poor lighting situations were corrected and shots were pre-planned to avoid awkward angles.
3) A larger variety of shot types were used in the final outcome compared to the preliminary, including establishing shots and pans to imply character traits, adhering more closely to film conventions.
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.
As media studies evaluation
For their preliminary media studies task, the author was assigned to complete a photo story and video assignment. They chose to do an individual photo story and group continuity task/short film. In pre-production, they researched techniques, developed a story, found locations and actors, and created scripts and storyboards. During production, they filmed using techniques like establishing shots, pans, and close ups, but had issues with focus and camera shaking. In editing, they used Pinnacle Studio 15 and had trouble inserting custom captions.
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.
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.
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.
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.
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.
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.
Proliferation Impact Independent
Proliferation of film technology has benefited independent film producers by making high-quality equipment more accessible and affordable. This has allowed independents to produce films that rival major studio productions in quality, despite smaller budgets. Specifically, the independent war film '71 was able to use various cameras and capture fast-paced shots that increased the professionalism and quality of the film through the widespread availability of advanced filming technology.
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.
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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.
Evaluation 3
The document discusses the learning experience of progressing from a preliminary task to a full product for an evaluation question. It describes feeling that the overall experience was enjoyable but sometimes stressful. It was beneficial to get comfortable with the equipment. The continuity between shots in a scene and following techniques like shot reverse shot and the 180 degree rule were observed. The original storyboard had to be adapted for length and complexity, replacing complicated shots with ellipses. Better time management, including a detailed shooting schedule, allowed wrapping early on the second shoot. Good organization and communication between the crew through online groups and meetings helped with sharing roles and development. Contracts, advance informing and dividing roles helped with managing actors, locations, costumes and props.
AS Media preliminary task evaluation.
The student learned how to use video equipment like cameras and tripods through completing a group preliminary task. They worked well together, giving each other advice to improve their video. However, they realized they could have improved it further by spending more time editing. They successfully storyboarded and filmed multiple takes when needed, but refilming wasted lesson time. The student also gained skills that will help with future group projects.
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.
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.
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.
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 of the prelim
The document discusses a group project involving filming and editing a scene that took 3 weeks to complete. It describes different types of shots used in the scene, including wide shots to establish context, close-ups to show detail of faces, over-the-shoulder shots for conversations, and discusses the purpose of each shot. It also mentions issues with focus on early takes but that the group worked through the problems. Overall it reflects that the preliminary work allowed the group to practice skills that will be useful for future, larger projects.
Evaluation 7
1) In the preliminary task, the storyboard could not be fully replicated due to unsuitable filming locations, which impacted the plot flow. For the final outcome, the storyboard was created with the available locations in mind so each shot could be planned precisely.
2) Lighting and composition were improved upon for the final outcome. Poor lighting situations were corrected and shots were pre-planned to avoid awkward angles.
3) A larger variety of shot types were used in the final outcome compared to the preliminary, including establishing shots and pans to imply character traits, adhering more closely to film conventions.
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.
As media studies evaluation
For their preliminary media studies task, the author was assigned to complete a photo story and video assignment. They chose to do an individual photo story and group continuity task/short film. In pre-production, they researched techniques, developed a story, found locations and actors, and created scripts and storyboards. During production, they filmed using techniques like establishing shots, pans, and close ups, but had issues with focus and camera shaking. In editing, they used Pinnacle Studio 15 and had trouble inserting custom captions.
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.
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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.
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.
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.
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.
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.
Proliferation Impact Independent
Proliferation of film technology has benefited independent film producers by making high-quality equipment more accessible and affordable. This has allowed independents to produce films that rival major studio productions in quality, despite smaller budgets. Specifically, the independent war film '71 was able to use various cameras and capture fast-paced shots that increased the professionalism and quality of the film through the widespread availability of advanced filming technology.
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.
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.
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.
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.
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.
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,
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.
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.
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.
Key Findings- A2 Media Audience Feedback
The document summarizes audience feedback on a teaser trailer, film poster, and magazine front cover for a horror media product. Key findings include:
- The teaser trailer successfully built tension and mystery while evoking emotions of fear and anticipation.
- Audiences correctly identified the genre as horror and found aspects like the music and jump scares appealing.
- The film poster and magazine cover effectively captured the narrative through imagery of scarring and linked back to elements in the teaser trailer.
- All promotional materials were seen as cohesive through their common focus on the main character and repetition of disturbing messages and imagery.
Market Research
This document analyzes the success of recent thriller films. It finds that while thrillers may have a more niche audience than other genres like comedy or drama, some thrillers like The Martian and Maze Runner were very successful financially. The Martian succeeded due to the popularity of its science fiction themes and famous actors. Maze Runner's sequel did not meet expectations set by the original, but its marketing still drove audiences to see it. Jurassic World found widespread acclaim due to nostalgia for the original Jurassic Park films and appealing to a broad audience with its action and dinosaur themes. Blending elements from popular genres helps thrillers attract a larger target audience. This analysis of successful thriller films will help inform the creation of
Title Sequence Comparison
The document compares the opening title sequences of three films: Signs, Music and Lyrics, and The Chronicles of Narnia. It finds that all three follow a similar conventional order of credits but vary in other ways. Signs uses an intense, suspense-building title sequence alone. Narnia combines titles with train footage to introduce characters and settings. Music and Lyrics parodies a music video to set the comedic tone. The conclusion is that an effective title sequence can either focus on building tension or accompany footage to establish the narrative.
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Media evaluation
The group felt they learned and improved editing and camerawork skills from their preliminary task to the full product. For editing in iMovie, they progressed in cutting footage to the required length, adding transitions and sound effects. Their rough cut was over length so they further edited it down. They developed skills in precision timing for sound and placement of transitions. For camerawork, they used techniques like close-ups, over-the-shoulder shots, and tracking shots which they improved upon from the preliminary task to the final product.
Adam's media evaluation: Q7
The document discusses what the author learned from their preliminary film task to their full film product. They learned that with their preliminary task, they had no film experience which led to some problems. However, through practice and experimentation on their full product, they overcame issues with teamwork, time management, camera work, sound, locations, and editing techniques. Specifically, they improved at compromising with teammates, setting deadlines, using diverse shots and angles, customizing soundtracks, using multiple locations, and implementing advanced editing features.
Prelim task
From filming their preliminary short film, the author learned several lessons that improved their skills for the full film. They gained experience with filming techniques like different shots and maintaining the 180 degree rule. For editing, they learned tools like razor cuts and ripple deletes in Premiere Pro. Communication and using feedback helped strengthen their group work. Applying these lessons, the author created stronger sound editing, more cohesive music, and improved video quality for their final film compared to the preliminary version.
Q6
The document discusses what was learned from creating a short film using Premier Pro editing software and camera equipment. Specifically, it discusses how time consuming the editing process is, requiring months to edit just a 2 minute clip. It also discusses how elements like color grading, music, and camera shots can significantly impact the tone and audience experience. Both handheld and tripod shots were used, with handheld shots adding to the panic in some scenes. Overall, the filmmakers felt they made good use of footage and matched music well, but had to re-shoot some clips due to issues with an actor's reaction not reading well on camera.
Question 6 Answer
We used different cameras for filming which resulted in inconsistencies in quality and format between shots. Scheduling filming sessions was also challenging due to cancellations and no-shows from group members. Weather and technical issues like strong winds also caused problems during filming.
As the editor, I learned skills in Final Cut Express HD like adjusting audio levels and trimming clips. I used additional programs for titles and copyright-free soundtracks. My role as editor was enjoyable but the tight deadline meant some parts of the editing were rushed.
Evaluation task 7
- The preliminary task required little planning and was completed quickly, while the main task involved more planning, decision making, and coordination over a longer period of time.
- Having learned filmmaking skills, the group had more freedom and ability to create their own storyboard and shots for the main task, leading to a more polished final production.
- Handling the camera felt more natural for the main task, allowing for better shots than the basic shots in the preliminary task. Sound and editing skills also improved between the two projects.
Evaluation task 7
- The preliminary task required little planning and was completed quickly, while the main task involved more planning, decision making, and coordination over a longer period of time.
- Having more experience and lessons in filmmaking led to improved storyboarding, camerawork, use of sound, and editing skills in the main task compared to the preliminary task.
- The additional planning and experience gained between the two assignments resulted in a higher quality final production for the main task.
What have you learnt about technolgies from the process of constructing the p...
The student learned several technologies through constructing a news bulletin product. They used a recording studio with a microphone to record presenters, achieving clear audio with minimal background noise. A dictaphone was used for portable recordings, but produced lower quality audio that picked up wind noise. USB sticks allowed transferring work between group members, but files could be lost. Adobe Audition software was used for editing, with skills developing in using multi-track layers, fades, and volume levels. Technical issues in Audition sometimes caused work to be lost. The student believes their editing skills improved through practice with the software.
Evaluation Task 7
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to full product?
Media p task reflection mashud ahmed
The document discusses the process of creating a school video for a P-task assignment. It addresses filming challenges such as dealing with background noise and scheduling actors. It also covers editing in Final Cut Pro, including adjusting sound levels, organizing footage, and adding basic effects like fades. The key lessons learned were how to apply cinematography techniques, manage issues that arise during filming on location, and use video editing software to craft the raw footage into a polished end product.
Q7) looking back at your prelim task
The document discusses the progression of the author's skills in using Adobe Premiere from initial tasks to their final film opening project. Their first task involved adding video effects to an animal dancing video. Subsequent tasks included editing film sequences to match timings and filming original content. For their preliminary task, they learned to vary transition lengths. The author notes that planning is most important, as for their final project they conducted research to select an audience and ensure their film met content criteria.
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.
Question 6 Media Evaluation
The document discusses how the student used a blog to collaborate on coursework assignments. Key points:
- The blog allowed all group members to access and provide feedback on each other's work at any time, which helped improve the quality of their assignments.
- Visual materials like videos and images could be easily added to make the work more understandable and of a higher standard.
- The entire group could work on assignments simultaneously through the blog, improving communication and saving time.
Question 6 powerpoint
The document discusses the technologies used during the process of creating a film product. It describes using presentation software like Prezi and PowerPoint during research and planning. It also discusses using digital cameras, tripods, and smartphones for filming and developing skills like camera angles and composition. Audio equipment like microphones, acoustic guitars, and music recording apps were used to capture diegetic and non-diegetic sounds. Movie editing software was used to edit the footage and improve editing skills with experience. Limitations in sound equipment, camera quality, and lighting are also described.
Question 6
The document discusses the technologies and processes used to create a horror film opening sequence. It summarizes:
1) Blogger was used to create a blog to share work in progress and research between collaborators. Prezi and Slideshare were used to embed presentations.
2) YouTube was used to post videos and embed them in blog posts, and to research horror sequences.
3) A DSLR camera was used to film footage in HD. A tripod was used to keep shots steady and allow different angles.
4) Adobe Premiere Elements was used to edit the sequence, adding titles and a red filter in post-production. Sound effects were challenging to layer correctly.
Appleby street final draft changes
The document summarizes changes made to a film project. It describes adding a time lapse shot to the middle section to indicate passage of time and address lighting continuity issues. It also details altering the ending by extending the background piano music. Problems encountered like rain ruining cloud footage or sizing issues were addressed through multiple takes and editing techniques.
6
The document discusses the technologies and equipment used to film and edit a short horror film sequence. A Sony HD camera was used for filming, along with a tripod. Problems included scheduling around actors' availability and weather delays. More advanced studio equipment like lights and backdrops were used for one scene. Clips were initially edited in iMovie, then Final Cut Pro was used for its professional features. Copyright-free sound effects from iTunes were added rather than attempting to use the unfamiliar GarageBand program.
Question 7 looking back at your preliminary task what do you feel you have ...
The document discusses the progression of skills from the author's preliminary film task to their full thriller opening. For the preliminary task, they used basic filming, editing, lighting and sound techniques. However, for the full opening they implemented more advanced camerawork like tracking shots, complex editing techniques like slow motion effects, and non-diegetic sound to set mood. Planning with things like storyboards and timetables was also more thoroughly done for the full opening compared to the preliminary task. The author learned that these advanced techniques improved the professionalism and dramatic effect of their work.
Evaluation
The document provides an evaluation of a film production project. It summarizes the research process, pre-production planning, production, strengths and weaknesses. For production, it notes effective transitions, music, and editing though some minor mistakes. Strengths included various camera angles during recording but weaknesses was finishing past the deadline. Audience feedback praised the editing, sounds, and effective transitions. Improvements could have included adding special effects with more time as well as filming additional scenes in other locations.
Luke media coursework
The document discusses the filmmaking process for creating an opening sequence. It describes using different technologies like DV and HD cameras, and programs like Final Cut, GarageBand, Photoshop and LiveType for editing footage, creating titles, and making a soundtrack. Challenges included battery life when filming in HD, learning new software, and poor organization that led to wasted time and need for reshoots. Locations and props were used to add realism, and the sequence was published online for feedback.
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What have you learnt about technolgies from the process of constructing the p...
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Question 7 looking back at your preliminary task what do you feel you have ...
Question 7 looking back at your preliminary task what do you feel you have ...
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Post-Production Diary 4
- 2. Entry 4 Date: 15/12/2015 Time: Periods 1 & 2 During this stage of editing, in correspondence to the footage gained from our third production session we efficiently moved onto the application of our newly taken footage upon our opening sequence timeline, within our Adobe premiere Project. During this session, team member Grace took the role of editor, making sure to replace all original footage with those which has been newly taken. This has been a necessary process, as due to the poor sound quality of our first pieces of footage, in regards to the wind noise received within our second chosen location (this being Caddington woods) we found it necessary to re-film all scenes containing dialogue, however, this time with the assistance of a boom-mic. Which allowed for all background ambience to be blocked out and muffled, allowing any dialogue to dominate the piece. Therefore, this stage has been highly contributory to the overall quality of our piece, as this has allowed for the poor sound quality of our shots to be removed form our piece.
- 3. Entry 4 Date: 15/12/2015 Time: Periods 1 & 2 During this stage, in regards to my own contribution, myself and, team member, Danielle, took the role of recording our most recent production activities, as well as providing some assistance to team member Grace, who was very much dominant of editing each piece and placing them upon the timeline during this stage. During this session, it became clear that our first draft was near its completion, therefore, marking the near of end of the first post-production stage of our piece, until our group receives audience feedback and an analysis in regards to what can be done to improve our overall piece.
- 4. Overall… In regards to this post- production session, we were able to replace all of our newly taken pieces of footage upon our opening sequence timeline, allowing for the improvement of the sound of our piece as well as the application of additional filler footage, both taken during production day 3, which helped to improve the overall flow and transition of the movement of our characters from one scene to the next. During this session, in regards to my own contribution, I took the role of recording the team’s actions during this editing process as well as assisting team member, Grace, as she placed, ordered and rearranged our new footage upon our Adobe project timeline. Therefore, this stage has revealed the efficient process of our piece, as well as all collaborating members as we near the completion of the first draft of our thriller opening piece.