Pre production marks
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Andrew created a blog to document his pre-production work for an AS media project. He analyzed similar films, considered genre conventions, and fully researched his target audience. Andrew also created a script, storyboard, shotlist, floor plans, research on locations and costumes/props. He detailed the equipment and production schedule. The teacher provided feedback that Andrew demonstrated excellent planning but could improve his similar product analysis and storyboard presentation. The teacher awarded Andrew 16 out of 20 marks for his pre-production work.
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Pre-Production Marks
Connor completed pre-production tasks for his film opening at a proficient level. His research into similar films, genre analysis, and script were well done. However, his target audience research, location risk assessments, costume plans, and actor plans could have been developed further with more details and evidence. Overall, Connor's pre-production planning demonstrated careful planning, but some areas needed more details. His teacher assessed his work at level 3 out of 20 and provided feedback to help Connor improve specific elements for a higher final mark.
Grevatt daniel
Daniel created a blog to document his pre-production research and planning for a film project. The blog included analysis of similar films and genres, considerations for the target audience, a detailed script and storyboard, location plans, costumes and props details, and a production schedule. The teacher provided feedback that Daniel demonstrated excellent planning overall but could have conducted further research into the target audience and film conventions. The teacher awarded Daniel 16 out of 20 marks for his pre-production work.
Brown josh 1
Joshua Brown completed pre-production tasks for his media coursework including research on similar films, genre analysis, defining the target audience, scriptwriting, storyboarding, creating a shotlist, floor plans, locating filming sites, designing costumes and props, casting actors, choosing equipment, and developing a production schedule. The teacher provided feedback that Joshua worked at a proficient level overall and received a mark of 15/20, but some areas like genre analysis were excellent. The teacher suggested Joshua could improve his blog navigation and include more character emotions in the script.
Pre-production feedback
The student, Lucy Edmunds, completed all pre-production tasks for her media coursework, including research on similar films, genre analysis, target audience analysis, script formatting, storyboarding, shotlisting, floor plans, location scouting, costume design, prop selection, actor casting, equipment selection, and a production schedule. The teacher provided feedback on each task, praising the student's proficient work and attention to detail, but noting that genre analysis, costumes, and props could be described in more depth. Overall the teacher awarded the student 16 marks out of 20 for their pre-production work.
Frullo samuel as cw pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Samuel Frullo, on pre-production tasks for a film project. The teacher provides comments on each of the 14 tasks, noting what was done well and improvements that could be made. Areas identified for improvement include adding another film opening analysis, providing visual details for script voiceovers, re-scanning storyboards, reordering the shot list, and adding more details to locations, costumes, props, and the production schedule. The student receives marks of 12/20 and 14/20 and creates an action plan to address the areas for improvement identified by the teacher.
Revell turvey georgia
Georgia completed all pre-production tasks for a media production project. The teacher provided feedback on each task, noting that Georgia worked at a proficient level overall and included excellent details in many areas. Some tasks could be improved by adding more technical terminology, audience breakdown details, or information on pre-production planning. The teacher awarded Georgia 16 marks out of 20 for the pre-production work.
Revell turvey georgia as cw production feedback sheet
A student's two-minute film opening about headaches received an overall positive review. The review praised the controlled camera work, attention to framing and mise-en-scene. Well-placed cuts, transitions and titles were used in the editing. The sound design was also effective, with clear dialogue, music that built tension, and impactful sound effects. The short opening successfully introduced the main character and fit the genre well.
Wardle jordan 1 feedback
This document provides feedback on a student's pre-production tasks for an AS Media course. It summarizes the student's blog posts on similar films, genre analysis, target audience, and other pre-production elements.
The feedback notes that the student's initial film analysis and genre analysis lacked technical terminology and detail. Additional research and examples were needed. Most tasks were subsequently amended by the student to demonstrate a stronger understanding through added detail, terminology and evidence.
The teacher commends the student's extensive amendments and commitment to improving their work. They achieve a final mark of 17/20 after addressing the feedback and strengthening their analysis, research and pre-production details.
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Pre-Production Marks
Connor completed pre-production tasks for his film opening at a proficient level. His research into similar films, genre analysis, and script were well done. However, his target audience research, location risk assessments, costume plans, and actor plans could have been developed further with more details and evidence. Overall, Connor's pre-production planning demonstrated careful planning, but some areas needed more details. His teacher assessed his work at level 3 out of 20 and provided feedback to help Connor improve specific elements for a higher final mark.
Grevatt daniel
Daniel created a blog to document his pre-production research and planning for a film project. The blog included analysis of similar films and genres, considerations for the target audience, a detailed script and storyboard, location plans, costumes and props details, and a production schedule. The teacher provided feedback that Daniel demonstrated excellent planning overall but could have conducted further research into the target audience and film conventions. The teacher awarded Daniel 16 out of 20 marks for his pre-production work.
Brown josh 1
Joshua Brown completed pre-production tasks for his media coursework including research on similar films, genre analysis, defining the target audience, scriptwriting, storyboarding, creating a shotlist, floor plans, locating filming sites, designing costumes and props, casting actors, choosing equipment, and developing a production schedule. The teacher provided feedback that Joshua worked at a proficient level overall and received a mark of 15/20, but some areas like genre analysis were excellent. The teacher suggested Joshua could improve his blog navigation and include more character emotions in the script.
Pre-production feedback
The student, Lucy Edmunds, completed all pre-production tasks for her media coursework, including research on similar films, genre analysis, target audience analysis, script formatting, storyboarding, shotlisting, floor plans, location scouting, costume design, prop selection, actor casting, equipment selection, and a production schedule. The teacher provided feedback on each task, praising the student's proficient work and attention to detail, but noting that genre analysis, costumes, and props could be described in more depth. Overall the teacher awarded the student 16 marks out of 20 for their pre-production work.
Frullo samuel as cw pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Samuel Frullo, on pre-production tasks for a film project. The teacher provides comments on each of the 14 tasks, noting what was done well and improvements that could be made. Areas identified for improvement include adding another film opening analysis, providing visual details for script voiceovers, re-scanning storyboards, reordering the shot list, and adding more details to locations, costumes, props, and the production schedule. The student receives marks of 12/20 and 14/20 and creates an action plan to address the areas for improvement identified by the teacher.
Revell turvey georgia
Georgia completed all pre-production tasks for a media production project. The teacher provided feedback on each task, noting that Georgia worked at a proficient level overall and included excellent details in many areas. Some tasks could be improved by adding more technical terminology, audience breakdown details, or information on pre-production planning. The teacher awarded Georgia 16 marks out of 20 for the pre-production work.
Revell turvey georgia as cw production feedback sheet
A student's two-minute film opening about headaches received an overall positive review. The review praised the controlled camera work, attention to framing and mise-en-scene. Well-placed cuts, transitions and titles were used in the editing. The sound design was also effective, with clear dialogue, music that built tension, and impactful sound effects. The short opening successfully introduced the main character and fit the genre well.
Wardle jordan 1 feedback
This document provides feedback on a student's pre-production tasks for an AS Media course. It summarizes the student's blog posts on similar films, genre analysis, target audience, and other pre-production elements.
The feedback notes that the student's initial film analysis and genre analysis lacked technical terminology and detail. Additional research and examples were needed. Most tasks were subsequently amended by the student to demonstrate a stronger understanding through added detail, terminology and evidence.
The teacher commends the student's extensive amendments and commitment to improving their work. They achieve a final mark of 17/20 after addressing the feedback and strengthening their analysis, research and pre-production details.
George eccles as pre production tasks feedback sheet (2)
George Eccles completed pre-production tasks for a film project including research on similar films, genre analysis, defining the target audience, drafting a script, creating storyboards and a shotlist, designing floor plans and costumes. The teacher provided feedback requesting more details in some areas and minor revisions. George made improvements such as adding inspiration from similar films, more details on the target audience and equipment, and editing times to the production schedule. The final mark was 14 out of 20.
Sullivan joshua v2
The document provides feedback on a student's pre-production tasks for an AS media production project. It summarizes each task submitted by the student and notes whether the task was completed. While some tasks like the script, storyboard, and shotlist were done well, other tasks like genre analysis, target audience, and locations lacked sufficient detail and analysis. The teacher provided an initial mark of 3 out of 20 and instructed the student to improve the level of detail and analysis. After further work, the student received a final mark of 13 out of 20.
Curtis lily
Curtis Lily completed all pre-production tasks for a media production coursework at a proficient level. The tasks included research on similar films, genre analysis, target audience analysis, scriptwriting, storyboarding, shotlisting, floor plans, locations scouting, costume design, prop selection, casting, equipment selection, and a production schedule. The teacher noted that some areas could include more analysis, such as discussing why creative choices were made in film openings rather than just describing scenes. With some additional detail and analysis, Lily's work was assessed at a Level 3 grade of 15/20 marks.
AS Media Pre-Production Marks Sheet
Ben Walker received feedback on his pre-production tasks for his AS media course. The teacher noted that while Ben completed all tasks, some areas needed more detail and analysis. Specifically, Ben's analyses of similar films, genre, and target audience needed to provide more terminology, references to technical elements, and statistical data to support claims. Ben amended some posts to address these feedback points by adding more depth. Overall, the teacher found Ben showed good commitment by improving several posts, but still felt some work seemed rushed at times and could benefit from more detail. Ben was given a final mark of 14 out of 20 and an action plan to focus on for further improvement.
preproduction feedback sheet
The document provides feedback on a student's pre-production tasks for a media production project. It evaluates 14 tasks related to research, planning, scriptwriting, storyboarding, scheduling and other pre-production elements. For most tasks, the feedback found the level of detail and analysis to be good or very good. However, it noted that some posts could be improved by adding more reflective comments on the research conducted. It also observed that the production schedule lacked important details on pre-production and post-production work. The student was given an initial mark of 16/20 but asked to address the weaknesses noted to earn a higher final mark.
My Pre-production Final Mark
This document provides feedback from a teacher on a student's pre-production work for a film project. The teacher comments positively on several areas, including genre analysis, storyboards, and production schedules. Some areas needing improvement are identified, such as correctly citing director names, adding more analysis rather than description, and clarifying images. The student creates an action plan to address the feedback by making revisions like fixing director names, expanding analytical comments, reformatting a script, and enlarging unclear images. The teacher's final feedback notes the work with amendments has improved and deserves a higher mark.
Charlotte chamberlain as pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Charlotte Chamberlain, on her pre-production work for a film project. The teacher provides positive feedback on Charlotte's research, planning, script, storyboards, schedules, and use of locations. The teacher suggests a minor script edit and requests that Charlotte complete her production schedule and equipment list to earn a higher grade. Charlotte makes the additional updates, gaining praise from the teacher and a full mark.
Raybould matthew a2 cw pre production tasks improvements
This document provides feedback from a teacher on a student's pre-production tasks for a music video project. The teacher comments that some areas like genre analysis, target audience, lyrics, and costumes were done well with research and details. However, other key areas like storyboards, shotlists, floor plans, locations, equipment, and production schedule were either missing or lacked sufficient details. The teacher recommends adding more analytical details, images, and sources. In response, the student adds or improves some areas but still needs to provide more technical details and planning in areas like storyboards, locations, and schedule. The final mark awarded is 12/20.
Pre-production Task Feedback
The student, Yasmin Rice, completed pre-production tasks for a film project including research on similar films, genre analysis, defining the target audience, drafting a script, storyboards, a shotlist, floor plans for locations, choosing costumes, props, actors, and equipment. The teacher provided detailed feedback on each task, praising the student's research, visualizations, and planning. Minor additions were suggested to achieve a strong Level 4 grade. When resubmitted, the work was assessed as Level 4.
pre production tasks feedback sheet
This document provides feedback on a student's pre-production tasks for a film project. The teacher provides positive feedback on the student's research, planning, script, storyboards, shotlist, locations, and production schedule. Some areas for improvement are noted, such as adding more details to the genre analysis, costume choices, and equipment list. The student makes the recommended improvements. The teacher awards the work a final mark of 15 out of 20 and commends the student's proficient and well-organized work.
Coupland joshua pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Joshua Coupland, on his pre-production tasks for a music video. The teacher comments that Joshua needs to improve several areas, including using music video theory more fully in his analysis, addressing feedback received, adding citations, analyzing album covers and ads more deeply, including technical language in storyboards and shots, and providing more details in several tasks. The initial mark is 7 out of 20 and no improvements were made based on the feedback, so the final mark remains 7 out of 20. The teacher expresses disappointment that Joshua did not take advantage of the feedback to strengthen his work.
Pre production feedback
The student completed their pre-production tasks for a film project at a proficient level. The teacher provided feedback on each task, noting that the student showed good research and planning in several areas such as script, storyboard, locations, and equipment. However, the teacher suggested the student could improve their analysis of similar films by discussing how it might influence their own production, and showing better understanding of genre conventions and audience expectations. The teacher awarded the student 13 out of 20 marks and advised capitalizing all film titles, actor names, and studios. The student was asked to create an action plan to improve areas noted and receive a final mark.
Curtis craig
The student completed their pre-production tasks for a film project at a proficient level. The teacher provided feedback on each task, noting that the student showed good research and planning in several areas such as script, storyboard, locations, and equipment. However, the teacher suggested the student could improve their analysis of similar films by discussing how it might influence their own production, and showing better understanding of genre conventions and audience expectations. The teacher awarded the student 13 out of 20 marks and advised capitalizing all film titles, actor names, and studios. The student was asked to create an action plan to improve areas noted and receive a final mark.
Lucy froud as pre production tasks feedback sheet
The document provides feedback on a student's pre-production work for a film project. The teacher provides positive feedback on the student's research and planning tasks, including an analysis of similar films, genre analysis, target audience details, script, storyboards, shotlist, floor plans, locations, costumes, props, actors, and equipment. The teacher notes some areas for minor improvements but overall rates the student's work as excellent and at a high level, with a mark of 16/20. The student makes the recommended improvements and receives a final mark of 18/20.
Pinder joseph as cw pre production tasks
This document provides feedback from a teacher on a student's pre-production tasks for a film project. The teacher provides positive feedback on many areas and notes some areas for improvement. They note the student analyzed film openings well but could add what they learned. They also need to clarify actor information and equipment details. The student makes all the requested improvements, reshoots their preliminary film to meet requirements, and receives an improved final mark of 15/20.
Edmunds lucy a2 cw pre production tasks feedback sheet
This document provides feedback from a teacher on a student's pre-production tasks for a music video project. The teacher confirms the student provided evidence for all required pre-production elements including research, planning, storyboards, shot lists, locations, costumes, and a production schedule. The teacher provides positive feedback and confirms the work meets expectations. Some minor issues are noted such as adding more detail to storyboards and shot lists. The student makes the recommended improvements and receives a final mark of 16 out of 20.
Blackwood arthur pre production tasks feedback sheet (2)
The document provides feedback from a teacher on a student's pre-production work for a music video project.
1. The teacher provides positive feedback on several tasks, noting good research, analysis, storyboards, and production planning.
2. Areas identified for improvement include adding more images and sources, and providing more detailed analysis in some sections.
3. After implementing the suggested changes, the teacher awards the student a final mark of 18 out of 20, praising the clear planning and presentation while also acknowledging the improvements made based on the initial feedback.
Production feedback
The film opening Remember Me? uses technical skills creatively, with controlled camerawork featuring varied shots and framing. Well-placed cuts and transitions advance the narrative introduced by the radio broadcast at the start. Appropriate music and sound effects build tension and enhance the editing of the radio broadcast. Overall, the film opening effectively establishes the genre and fits the script that introduces the narrative well, demonstrating excellence deserving a high score.
Goldman andrew as cw evaluation and overall feedback sheet
Andrew Goldman received marks of 16/20 for planning, 48/60 for construction of his main task, and 17/20 for evaluation. His evaluation demonstrated a strong understanding of conventions used in production and how they affected the audience. He provided appropriate examples and details in his answers. While he showed good analytical skills, he could have incorporated more research. Overall his work displayed a clear layout and understanding of the task, genre and audience, earning him a total mark of 81/100 and a grade of A.
Media evaluation question 1
1. In what ways does your media product use, develop or challenge forms and conventions of real media products ?
Evaluation Question 3
Entertainment One Films would be a suitable distributor for the filmmaker's thriller film "Remember Me?" for several reasons:
1) Entertainment One has experience distributing independent films and thrillers successfully.
2) They have partnerships with major studios that could help in distributing the independent thriller.
3) Recent thriller films distributed by Entertainment One have been box office successes, indicating demand for the genre.
4) Distributing an independent thriller could help Entertainment One attract new audiences.
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George eccles as pre production tasks feedback sheet (2)
George Eccles completed pre-production tasks for a film project including research on similar films, genre analysis, defining the target audience, drafting a script, creating storyboards and a shotlist, designing floor plans and costumes. The teacher provided feedback requesting more details in some areas and minor revisions. George made improvements such as adding inspiration from similar films, more details on the target audience and equipment, and editing times to the production schedule. The final mark was 14 out of 20.
Sullivan joshua v2
The document provides feedback on a student's pre-production tasks for an AS media production project. It summarizes each task submitted by the student and notes whether the task was completed. While some tasks like the script, storyboard, and shotlist were done well, other tasks like genre analysis, target audience, and locations lacked sufficient detail and analysis. The teacher provided an initial mark of 3 out of 20 and instructed the student to improve the level of detail and analysis. After further work, the student received a final mark of 13 out of 20.
Curtis lily
Curtis Lily completed all pre-production tasks for a media production coursework at a proficient level. The tasks included research on similar films, genre analysis, target audience analysis, scriptwriting, storyboarding, shotlisting, floor plans, locations scouting, costume design, prop selection, casting, equipment selection, and a production schedule. The teacher noted that some areas could include more analysis, such as discussing why creative choices were made in film openings rather than just describing scenes. With some additional detail and analysis, Lily's work was assessed at a Level 3 grade of 15/20 marks.
AS Media Pre-Production Marks Sheet
Ben Walker received feedback on his pre-production tasks for his AS media course. The teacher noted that while Ben completed all tasks, some areas needed more detail and analysis. Specifically, Ben's analyses of similar films, genre, and target audience needed to provide more terminology, references to technical elements, and statistical data to support claims. Ben amended some posts to address these feedback points by adding more depth. Overall, the teacher found Ben showed good commitment by improving several posts, but still felt some work seemed rushed at times and could benefit from more detail. Ben was given a final mark of 14 out of 20 and an action plan to focus on for further improvement.
preproduction feedback sheet
The document provides feedback on a student's pre-production tasks for a media production project. It evaluates 14 tasks related to research, planning, scriptwriting, storyboarding, scheduling and other pre-production elements. For most tasks, the feedback found the level of detail and analysis to be good or very good. However, it noted that some posts could be improved by adding more reflective comments on the research conducted. It also observed that the production schedule lacked important details on pre-production and post-production work. The student was given an initial mark of 16/20 but asked to address the weaknesses noted to earn a higher final mark.
My Pre-production Final Mark
This document provides feedback from a teacher on a student's pre-production work for a film project. The teacher comments positively on several areas, including genre analysis, storyboards, and production schedules. Some areas needing improvement are identified, such as correctly citing director names, adding more analysis rather than description, and clarifying images. The student creates an action plan to address the feedback by making revisions like fixing director names, expanding analytical comments, reformatting a script, and enlarging unclear images. The teacher's final feedback notes the work with amendments has improved and deserves a higher mark.
Charlotte chamberlain as pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Charlotte Chamberlain, on her pre-production work for a film project. The teacher provides positive feedback on Charlotte's research, planning, script, storyboards, schedules, and use of locations. The teacher suggests a minor script edit and requests that Charlotte complete her production schedule and equipment list to earn a higher grade. Charlotte makes the additional updates, gaining praise from the teacher and a full mark.
Raybould matthew a2 cw pre production tasks improvements
This document provides feedback from a teacher on a student's pre-production tasks for a music video project. The teacher comments that some areas like genre analysis, target audience, lyrics, and costumes were done well with research and details. However, other key areas like storyboards, shotlists, floor plans, locations, equipment, and production schedule were either missing or lacked sufficient details. The teacher recommends adding more analytical details, images, and sources. In response, the student adds or improves some areas but still needs to provide more technical details and planning in areas like storyboards, locations, and schedule. The final mark awarded is 12/20.
Pre-production Task Feedback
The student, Yasmin Rice, completed pre-production tasks for a film project including research on similar films, genre analysis, defining the target audience, drafting a script, storyboards, a shotlist, floor plans for locations, choosing costumes, props, actors, and equipment. The teacher provided detailed feedback on each task, praising the student's research, visualizations, and planning. Minor additions were suggested to achieve a strong Level 4 grade. When resubmitted, the work was assessed as Level 4.
pre production tasks feedback sheet
This document provides feedback on a student's pre-production tasks for a film project. The teacher provides positive feedback on the student's research, planning, script, storyboards, shotlist, locations, and production schedule. Some areas for improvement are noted, such as adding more details to the genre analysis, costume choices, and equipment list. The student makes the recommended improvements. The teacher awards the work a final mark of 15 out of 20 and commends the student's proficient and well-organized work.
Coupland joshua pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Joshua Coupland, on his pre-production tasks for a music video. The teacher comments that Joshua needs to improve several areas, including using music video theory more fully in his analysis, addressing feedback received, adding citations, analyzing album covers and ads more deeply, including technical language in storyboards and shots, and providing more details in several tasks. The initial mark is 7 out of 20 and no improvements were made based on the feedback, so the final mark remains 7 out of 20. The teacher expresses disappointment that Joshua did not take advantage of the feedback to strengthen his work.
Pre production feedback
The student completed their pre-production tasks for a film project at a proficient level. The teacher provided feedback on each task, noting that the student showed good research and planning in several areas such as script, storyboard, locations, and equipment. However, the teacher suggested the student could improve their analysis of similar films by discussing how it might influence their own production, and showing better understanding of genre conventions and audience expectations. The teacher awarded the student 13 out of 20 marks and advised capitalizing all film titles, actor names, and studios. The student was asked to create an action plan to improve areas noted and receive a final mark.
Curtis craig
The student completed their pre-production tasks for a film project at a proficient level. The teacher provided feedback on each task, noting that the student showed good research and planning in several areas such as script, storyboard, locations, and equipment. However, the teacher suggested the student could improve their analysis of similar films by discussing how it might influence their own production, and showing better understanding of genre conventions and audience expectations. The teacher awarded the student 13 out of 20 marks and advised capitalizing all film titles, actor names, and studios. The student was asked to create an action plan to improve areas noted and receive a final mark.
Lucy froud as pre production tasks feedback sheet
The document provides feedback on a student's pre-production work for a film project. The teacher provides positive feedback on the student's research and planning tasks, including an analysis of similar films, genre analysis, target audience details, script, storyboards, shotlist, floor plans, locations, costumes, props, actors, and equipment. The teacher notes some areas for minor improvements but overall rates the student's work as excellent and at a high level, with a mark of 16/20. The student makes the recommended improvements and receives a final mark of 18/20.
Pinder joseph as cw pre production tasks
This document provides feedback from a teacher on a student's pre-production tasks for a film project. The teacher provides positive feedback on many areas and notes some areas for improvement. They note the student analyzed film openings well but could add what they learned. They also need to clarify actor information and equipment details. The student makes all the requested improvements, reshoots their preliminary film to meet requirements, and receives an improved final mark of 15/20.
Edmunds lucy a2 cw pre production tasks feedback sheet
This document provides feedback from a teacher on a student's pre-production tasks for a music video project. The teacher confirms the student provided evidence for all required pre-production elements including research, planning, storyboards, shot lists, locations, costumes, and a production schedule. The teacher provides positive feedback and confirms the work meets expectations. Some minor issues are noted such as adding more detail to storyboards and shot lists. The student makes the recommended improvements and receives a final mark of 16 out of 20.
Blackwood arthur pre production tasks feedback sheet (2)
The document provides feedback from a teacher on a student's pre-production work for a music video project.
1. The teacher provides positive feedback on several tasks, noting good research, analysis, storyboards, and production planning.
2. Areas identified for improvement include adding more images and sources, and providing more detailed analysis in some sections.
3. After implementing the suggested changes, the teacher awards the student a final mark of 18 out of 20, praising the clear planning and presentation while also acknowledging the improvements made based on the initial feedback.
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Raybould matthew a2 cw pre production tasks improvements
Raybould matthew a2 cw pre production tasks improvements
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Coupland joshua pre production tasks feedback sheet
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Edmunds lucy a2 cw pre production tasks feedback sheet
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Production feedback
The film opening Remember Me? uses technical skills creatively, with controlled camerawork featuring varied shots and framing. Well-placed cuts and transitions advance the narrative introduced by the radio broadcast at the start. Appropriate music and sound effects build tension and enhance the editing of the radio broadcast. Overall, the film opening effectively establishes the genre and fits the script that introduces the narrative well, demonstrating excellence deserving a high score.
Goldman andrew as cw evaluation and overall feedback sheet
Andrew Goldman received marks of 16/20 for planning, 48/60 for construction of his main task, and 17/20 for evaluation. His evaluation demonstrated a strong understanding of conventions used in production and how they affected the audience. He provided appropriate examples and details in his answers. While he showed good analytical skills, he could have incorporated more research. Overall his work displayed a clear layout and understanding of the task, genre and audience, earning him a total mark of 81/100 and a grade of A.
Media evaluation question 1
1. In what ways does your media product use, develop or challenge forms and conventions of real media products ?
Evaluation Question 3
Entertainment One Films would be a suitable distributor for the filmmaker's thriller film "Remember Me?" for several reasons:
1) Entertainment One has experience distributing independent films and thrillers successfully.
2) They have partnerships with major studios that could help in distributing the independent thriller.
3) Recent thriller films distributed by Entertainment One have been box office successes, indicating demand for the genre.
4) Distributing an independent thriller could help Entertainment One attract new audiences.
Stickley georgia as cw evaluation and overall feedback sheet
Georgia received high marks for her AS coursework. She scored 15/20 for planning, 60/60 for her main construction task, and 18/20 for her evaluation. Her evaluation included excellent video commentary on conventions used in her production and how they set up the narrative. She provided great detail on character representation through mise-en-scene but could have strengthened her answer by including more theorists. Overall her work showed a great understanding of the task, audience and genre through analytical detail, images and research. She received a total score of 95/100 and a final grade of A.
Question 3
Summit Entertainment would be an ideal institution to distribute my dystopian film targeted at teenagers. Summit has experience distributing popular films in this genre, such as the Twilight and Divergent franchises, that attracted large audiences. They successfully market and release films using digital technologies to reach wide audiences on multiple platforms. Choosing Summit gives confidence that they can effectively promote my film to the same target demographic and genre fans using their proven strategies.
Stickley georgia as cw production feedback sheet
The film opening uses technical skills creatively with varied, well-framed shots and attention to location, costumes, and performance. Cuts and transitions effectively establish the narrative through titles and pacing. Sound and music build tension, while clear dialogue advances the story. Overall, the assessor praised it as an excellent, professionally-executed opening that fits its genre through a clear narrative and genre conventions.
Pre production feedback
The document provides feedback on a student's pre-production tasks for an AS media production project. It summarizes the teacher's feedback on 14 tasks related to research, planning, scripting, storyboarding, scheduling and more. For most tasks, the teacher indicates the work meets expectations and provides some positive and constructive feedback. Areas identified as needing more detail include genre analysis, target audience research, and documenting pre-production information in the schedule. The teacher awards the student an overall mark of 17 out of 20 and proficiency level 4, and notes more detail is required on audience and genre.
Equipment
The document lists the equipment that will be used for filming an opening to a film. It includes a Canon 600D camera that the filmmaker is familiar with and that has features helpful for the flashback scene. A 16GB SD card will store the footage from the camera. A Sony voice recorder will be used to capture audio for a news report at the beginning of the opening, and the filmmaker is experienced with this high quality recorder.
Remember me? floor plan
The document provides floor plans and camera positions for shooting scenes set in a lounge, forest, and hallway for an opening film sequence. The lounge floor plan shows the positions of furniture like a sofa, window, table, and television near the fireplace and lounge door. One shot is planned in a forest with trees. The hallway floor plan details the stairs, doors to the lounge and bathroom, cupboards, shelf, and hallway floor leading to the front door, noting camera positions that follow the 180 degree rule.
Production schedule
The document outlines a production schedule for a film project that will take place from November 2015 through March 2016. It details the pre-production, production, and post-production steps, including research, scripting, location scouting, ordering props, filming scenes, uploading footage, editing, adding music and titles, gathering feedback, and publishing the completed film online and on Blogger. The work will be done by Andrew Goldman, possibly with help from Robert Giddings and Rory Giddings. Equipment used includes computers, various software like Adobe Premiere and Microsoft Word, and cameras.
Production Schedule
The production schedule outlines the filming and post-production tasks for a short film over 3 weeks in December and January. It includes the dates, locations, crew needed, and equipment required for the risk assessment, two days of filming scenes at different locations, recording voiceovers, and multiple editing sessions to complete the project.
Actors, Costume, Props
The document discusses the casting choices for several roles in a dystopian film set in a derelict building. Actors between ages 14-18 were chosen so that they appear similar in age to the target audience and can relate to living alone in the conditions described. Descriptions are provided for each actor's role and why they were chosen physically and in terms of acting ability. The document also discusses costume and makeup choices meant to portray characters living in difficult conditions without access to proper clothing or hygiene. Props discussed include a pocket watch, contact lenses, a dirty mattress, blankets, and empty food tins meant to establish the setting and characters' deprivation.
Equipment
The document discusses the filming equipment needed to capture detailed shots for a movie project, including a Black Magic Pocket camera to film in 1080p, a variable ND filter to control light levels outdoors, a shotgun mic to reduce extraneous sounds, a boom pole operated by an assistant to follow dialogue movements, headphones to monitor audio quality, a tripod for stable shots, LED light panels for illumination control, a glide track for a smooth opening shot, and a Steadicam for a handheld effect during an argument scene while focusing on actors.
Colquhoun cameron as cw production feedback sheet
The document summarizes a student's two-minute film opening titled "Nocturnal Eyes" and provides feedback on its technical skills, including footage, editing, sound, and overall assessment. There is evidence of basic technical skills used in a controlled way to frame shots and build tension through cuts and transitions, with some effective use of sound effects and score. However, more attention is needed to the script and performances to improve the opening to a higher level.
Colquhoun cameron as cw evaluation and overall feedback sheet
Cameron Colquhoun received marks of 13/20 for planning, 34/60 for construction, and 11/20 for evaluation on their AS coursework. The evaluation comments note that the responses showed some understanding but lacked analytical detail, good use of images, and research. Issues were also identified with fully answering some questions and reflecting on how to improve weak areas. Overall, the student received a grade of D and was advised to proofread for spelling, punctuation, and capitalization errors.
Question 4 and 5- Word Document
The target audience for horror films is typically teenagers and young adults aged 11-20. This is because they are most engaged with media like films and spend a lot of time watching movies. Specifically, teenage boys are the core audience for horror.
To attract this audience, the filmmaker used common horror conventions like an eerie setting in an 18th century building, camera angles that made the characters seem vulnerable, and audio to set the creepy atmosphere. Feedback from viewers indicated the camera work and audio were most effective at building tension. The location and story were also praised by some audience members.
AS Pre-production task feedback
Cameron has completed thorough pre-production research and planning for his film project, as evidenced on his blog. He analyzed similar titles, his chosen genre, and considered his target audience. Cameron also created a script, storyboard, shotlist, floor plans, location assessments, costumes, props, actor information, and production schedule. The teacher awarded him 13/20 marks and a level 3, requesting only that he add his equipment listing to his blog. Cameron's pre-production work demonstrated concise and detailed planning.
Atkinson thomas pre prod eval
Tom has completed pre-production tasks for his media coursework project. He analyzed film openings, considered genre conventions, and researched his target audience. His script is formatted correctly but could show more character emotions. His storyboard demonstrates his cinematography ideas through a variety of shot types. His shotlist and production schedule are fully completed. However, his floor plan needs more development to show camera positions and location planning. Overall, his teacher assessed his pre-production work at level 3 and awarded it 15 out of 20 marks, identifying areas for improvement.
Question 3
Warner Bros would be a good media institution to distribute an action-comedy film because:
1) As a major studio, Warner Bros has extensive experience producing and marketing films in this genre successfully, including franchises like Rush Hour.
2) They have the resources and technology to engage younger audiences online who are interested in this genre.
3) Their reputation for high quality films could encourage audiences to see the film and purchase merchandise.
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Angus Smith completed pre-production tasks for his AS media production project, including research on similar films, genre analysis, target audience research, scriptwriting, storyboarding, shotlisting, location layouts, costumes, props, casting, and equipment choices. His teacher provided feedback that his work was generally good but needed more detail on the audience and genre. Angus amended his posts to address this feedback by adding more primary and secondary research. His teacher awarded him a final mark of 16 out of 20.
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The document provides feedback on a student's pre-production tasks for a film project. It summarizes each task submitted by the student, noting what elements were done well and included necessary details. The teacher comments that the student completed all pre-production work at a proficient level, but could have provided more detail on the target audience and genre analyses. An action plan is suggested to improve the final mark.
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Charlotte froud a2 pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Charlotte Froud, on her pre-production work for a music video project. The teacher provides comments on each of the 14 pre-production tasks, noting what work was completed satisfactorily and where more details could be added. Areas needing improvement included more detailed analysis of a sample music video, stating the target genre, and expanding the production schedule. With all revisions completed, the teacher gave Charlotte a final mark of 16 out of 20 for her excellent pre-production work.
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Alexander Day completed pre-production tasks for a film project including research on similar films, genre analysis, defining the target audience and creating a script, storyboard, shotlist, location plans, costumes, props, casting, and production schedule. The teacher provided feedback on each task, praising the detailed analysis and clear links made. Areas for improvement included adding more media terminology, images to support locations/costumes/props, and improving the production schedule layout. The student addressed the feedback and their final mark was 19/20.
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Alexander Day completed pre-production tasks for a film project including research on similar films, genre analysis, defining the target audience and creating a script, storyboard, shotlist, location layouts, costumes, props, casting, and production schedule. The teacher provided feedback on each task, praising the detailed analysis and clear links made. Areas for improvement included adding more media terminology, images to support locations/costumes/props, and a better schedule layout. The student addressed the feedback and their final mark was 19/20.
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Oliver Booth completed pre-production tasks for a film project, including research on similar films, genre analysis, target audience analysis, script drafting, storyboards, shotlists, location plans, costumes, props, actors, and a production schedule. The teacher provided feedback, praising Oliver's analyses, research, and organization. Suggestions for improvement included formatting the script correctly, splitting up storyboards, and adding images for costumes, props, actors, and equipment. Oliver made the requested changes, and the teacher awarded him a final mark of 16 out of 20.
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Jade Hillier completed pre-production tasks for her film project including genre analysis, script, storyboard, shotlist, floor plans, locations, costumes, props, actors, and equipment. The teacher noted Jade was missing analysis of similar products but that her other pre-production work demonstrated excellent and careful planning. The teacher awarded Jade 15 out of 20 marks and suggested including similar product analysis for improvement.
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Lucy completed extensive research and planning for her music video project, including analyzing similar music videos, genres, target audiences, lyrics, storyboards, shotlists, locations, costumes, props, actors, and equipment. Her teacher provided feedback that her work was generally proficient or excellent, with careful planning, but could be improved with additional audience research, location details, and poster analysis. Lucy addressed the feedback by adding more details to her genres prezi, locations blog, and risk assessments. Her teacher awarded her a final mark of 13 out of 20, noting her work was well-labeled but missing floor plans and some requested improvements.
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Pre production marks
- 1. AS Pre-production Tasks Feedback Student Name: GOLDMAN Andrew Blog: http://andrewgoldmanasmedia.blogspot.co.uk/ Task 1 – Pre-production: Research & Planning Evidence on blog 1. Similar Products – film beginning analysis Andrew has demonstrated his initial plans by the analysis of key sequence’s relevant to his own production. Yes 2. Genre Analysis Andrew has analysed genre conventions somewhat and discussed how these influence his film. Andrew has also analysed his own specific genre from the analysis of film openings as mentioned above. Yes 3. Target Audience Andrew has fully considered his argot audience in his discussion. Andrew could have completed further research by way of focus group to develop in this area. Yes 4. Script Andrew has produced a proficient script with excellent detail. Yes 5. Drafts 6. Storyboard Andrew’s storyboard is clear and shows a variation of shot types. Further skill could have been demonstrated in this area. Yes 7. Shotlist Andrew’s shot list is completed - more detail could have been added. Yes 8. Layouts – floor plan Andrew floor plans are clear and detailed. Yes 9. Locations Andrew has blogged photographs to demonstrate his planned locations. Detail is not included to explain reasons for choice of locations. However, scenes where each location is used can be cross checked with the script Andrew has completed although this could be presented in a more clear and sophisticated manner. Yes 10.Costumes Completed alongside discussion of props with an excellent level of detail. Information is clear and carefully planned. Yes
- 2. 11.Props Fully detailed. Yes 12.Actors Andrew has fully detailed his actors. Yes 13.Equipment Andrew has blogged a presentation of his equipment with photographs and proficient detail. Yes 14.Production schedule Andrew has produced a production schedule with proficient detail. More detail could have been include shoot timings, crew calls etc… Yes Teachers comments Andrew has showing excellent planning in this pre-production phase. Andrew has blogged frequently throughout the process demonstrating excellent time management. Andrew has considered all areas of planning to an excellent level. Andrew’s similar product research could demonstrate further media analytical skill. Andrew could also show further care to the presentation of his storyboard. Level 4 16 marks Mark out of 20: 16 Teacher name: Liza-Marie Henshaw Date: 11th December 2015 Student action plan for improvement Final mark out of 20: Date: