Evaluation preliminary - Kala Varsani
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The document provides a self-evaluation of the student's participation in a preliminary film activity with their group. The student listened to others' ideas, helped with planning by creating a storyboard, and learned editing skills by editing the group's film clips together. Areas for improvement included avoiding crossing the 180-degree line and using a tripod for steadier shots.
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Task One Short Film Evaluation
The document discusses the roles and tasks involved in creating a short film. The author directed the filming and operated the main camera, working to capture the necessary shots through good communication with the group. Editing software was difficult to learn initially but the author was able to edit the film with help. The film utilized various editing techniques like continuity editing, match on action, and shot reverse shot. The author reflects that their camera and editing skills can still be improved, such as maintaining consistent camera positions and applying different editing skills, but the process helped their filmmaking abilities.
Task 7 evaluation
The document discusses improvements made to a film project from a preliminary version to a final product. Some key improvements included starting with establishing shots of production companies, using wider and more stable establishing shots, improved editing with smoother transitions, utilizing different camera angles and elevations to keep viewers interested, incorporating some camera movement from tripods, varying the range of shots used by filming in new locations, and challenging conventions to build pace. The final product had a more professional, coherent structure and pacing compared to the preliminary version.
Preliminary failures and successes
This document provides a self-critique of preliminary shots filmed for a student film project. The shots were filmed either free-hand or without a tripod, making them shaky and of poor quality. While some shots like revealing a character's identity worked effectively, the timing and camera angles could have been improved. To strengthen the final film, the student determined they would use a tripod for stability, incorporate over-the-shoulder shots during dialogue, and film alternate angles to avoid re-shoots and characters looking at the camera.
What have i learnt
1) For their prelim project, the author's group did little planning and research before filming and everyone was new to using the camera equipment, which led to problems during filming.
2) Their filming skills improved for the final project, as they planned locations, costumes, and storyboarded their film in advance. Their camerawork was better with different shot types.
3) The author's editing skills were not very developed for the prelim but improved for the final project, where they learned to use Final Cut Pro more effectively and add motion graphics.
Preliminary Task Presentation
this was the presentation i did for my preliminary task and it had a lot of detail of what we needed to do and what we polished. hope you like it and any feedback will be appreciated.
Evaluation - Question 7
In our preliminary task, we learned the importance of planning, as thorough planning allowed us to include a variety of shots and improve the quality and professionalism of our work. We also improved on avoiding mistakes during filming and ensuring proper timing of shots. For our main task, we used a more experienced actress and further developed the setting to make it more relatable. Overall, we learned from our mistakes and were able to create a higher quality final piece through more planning and attention to detail.
Prelim eval
The document summarizes what the author learned from completing a preliminary filmmaking task. The author learned how to effectively use camera shots, manage time during filming, and ensure continuity between shots during both filming and editing. Areas of success for the task included good continuity and the use of various shot types. The author identifies areas for improvement such as more effective planning and inclusion of credits.
Preliminary Evaluation - Sonam Kerai
The document provides a summary of Sonam Kerai's preliminary activity for filming a thriller opening sequence. Some key points:
1) The group was assigned one camera and tripod to learn basic filming skills. They were put into groups that would work together on the final thriller piece.
2) For the preliminary activity, Sonam's role was cinematographer, listening to the director's vision and deciding camera angles.
3) The group planned effectively, creating a storyboard and script. They storyboarded shots and ensured the actor's had lines.
4) An area for improvement is following the 180 degree rule for camera placement and shots.
Recommended
Task One Short Film Evaluation
The document discusses the roles and tasks involved in creating a short film. The author directed the filming and operated the main camera, working to capture the necessary shots through good communication with the group. Editing software was difficult to learn initially but the author was able to edit the film with help. The film utilized various editing techniques like continuity editing, match on action, and shot reverse shot. The author reflects that their camera and editing skills can still be improved, such as maintaining consistent camera positions and applying different editing skills, but the process helped their filmmaking abilities.
Task 7 evaluation
The document discusses improvements made to a film project from a preliminary version to a final product. Some key improvements included starting with establishing shots of production companies, using wider and more stable establishing shots, improved editing with smoother transitions, utilizing different camera angles and elevations to keep viewers interested, incorporating some camera movement from tripods, varying the range of shots used by filming in new locations, and challenging conventions to build pace. The final product had a more professional, coherent structure and pacing compared to the preliminary version.
Preliminary failures and successes
This document provides a self-critique of preliminary shots filmed for a student film project. The shots were filmed either free-hand or without a tripod, making them shaky and of poor quality. While some shots like revealing a character's identity worked effectively, the timing and camera angles could have been improved. To strengthen the final film, the student determined they would use a tripod for stability, incorporate over-the-shoulder shots during dialogue, and film alternate angles to avoid re-shoots and characters looking at the camera.
What have i learnt
1) For their prelim project, the author's group did little planning and research before filming and everyone was new to using the camera equipment, which led to problems during filming.
2) Their filming skills improved for the final project, as they planned locations, costumes, and storyboarded their film in advance. Their camerawork was better with different shot types.
3) The author's editing skills were not very developed for the prelim but improved for the final project, where they learned to use Final Cut Pro more effectively and add motion graphics.
Preliminary Task Presentation
this was the presentation i did for my preliminary task and it had a lot of detail of what we needed to do and what we polished. hope you like it and any feedback will be appreciated.
Evaluation - Question 7
In our preliminary task, we learned the importance of planning, as thorough planning allowed us to include a variety of shots and improve the quality and professionalism of our work. We also improved on avoiding mistakes during filming and ensuring proper timing of shots. For our main task, we used a more experienced actress and further developed the setting to make it more relatable. Overall, we learned from our mistakes and were able to create a higher quality final piece through more planning and attention to detail.
Prelim eval
The document summarizes what the author learned from completing a preliminary filmmaking task. The author learned how to effectively use camera shots, manage time during filming, and ensure continuity between shots during both filming and editing. Areas of success for the task included good continuity and the use of various shot types. The author identifies areas for improvement such as more effective planning and inclusion of credits.
Preliminary Evaluation - Sonam Kerai
The document provides a summary of Sonam Kerai's preliminary activity for filming a thriller opening sequence. Some key points:
1) The group was assigned one camera and tripod to learn basic filming skills. They were put into groups that would work together on the final thriller piece.
2) For the preliminary activity, Sonam's role was cinematographer, listening to the director's vision and deciding camera angles.
3) The group planned effectively, creating a storyboard and script. They storyboarded shots and ensured the actor's had lines.
4) An area for improvement is following the 180 degree rule for camera placement and shots.
Evaluation powerpoint
This document summarizes a student's experience filming a short video clip using continuity techniques for class. The student learned how to properly use a video camera and editing software. Time management was challenging, but the finished product came together well. Areas for improvement include better time planning and experimenting more with editing features. While some continuity techniques were successfully used, others like the 180 degree rule were difficult to include. The student evaluated their positive contribution to group roles and workflow.
Video continutity production and evalution
1) The document discusses the production and post-production process for a student media studies project involving a short video sequence. It covers storyboarding, filming over two days using various camera shots and techniques, and editing the footage in Pinnacle 15 and Vegas Pro.
2) Key aspects of the production included following a script, storyboard, equipment list and considering location availability. Techniques like shot reverse shot and the 180 degree rule were implemented to create continuity.
3) In post-production, the author learned to import, cut, add transitions and render footage together on a timeline. They reflect that with more experience they would include more close-ups, panning and shot reverse shots.
Evaluation task 7
The document summarizes the progression of techniques used by the author from their preliminary media studies task to their film opening project. For the preliminary task, they demonstrated match on action, shot reverse shot, and adhering to the 180 degree rule. For the film opening, they applied these techniques and also used wide shots, establishing shots, panning shots, tilt ups, over the shoulder shots, and point of view shots. Screenshots from the film opening are included and described, such as an establishing shot of a train station, a panning shot of the protagonist walking without showing her face, and an over the shoulder shot of her reading a confidential letter.
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.
Draft of Question 6
Kenya Bell and Mathew Bray learned several skills related to camera work, sound recording, and video editing software through creating their media product. Kenya improved their camera focusing skills, allowing them to reshoot a blurry scene. Mathew used different camera angles effectively using a tripod. They used a track and jib to get a natural walking shot for a murder scene. A boom mike was used to record clear dialogue for a voiceover. When editing, Mathew precisely trimmed clips and added titles using Final Cut Pro X software. GarageBand was used to add loops to the soundtrack, though original composition was preferred.
Question 7 Evaluation
The document summarizes what was learned from a preliminary filmmaking task to the full film product. It discusses techniques used like match on action cuts and the 180-degree rule to ensure continuity. It also notes that winging the script for the preliminary task showed the importance of developing a detailed full script. Overall, the preliminary exercise helped teach camera angles, editing skills, and storytelling lessons that were applied to the final film product.
7
The document discusses what the author has learned from filming a pre-production video with their group. They realized they need to frame shots properly and not cut actors' heads off. They also learned editing techniques like slow motion and how to use it effectively. Through the pre-production, the author gained experience with filming techniques like the 180 degree rule and match on action. They improved their teamwork and planning skills. Overall, the author feels they have learned a lot about film production through this experience.
Question 7
In my preliminary task, I had limited camera equipment and shot options. For my final product, I had access to multiple lenses allowing more creative shots. I also improved my framing and incorporated some camera movement and zooming shots. While my editing skills did not greatly improve, practicing in my preliminary task prepared me well. I also learned to add basic visual effects that enhanced my final product. Overall, having more equipment options and practicing key filmmaking skills allowed me to produce a higher quality final product.
Question 7
The planning stage of the author's horror film involved making a mind map of horror concepts and watching openings of other films to inspire their own starting. A basic storyboard was drawn with stick figures and more detailed scenes were redrawn separately. A script was made from the storyboard to ensure lines matched actions. An animatic further explained shots to actors and helped editing. This process made production faster and easier.
The author feels more confident with equipment and shot types like point-of-view from their project. They are happy with how their film established the horror genre brief and could be a real film. Compared to a preliminary task, the author improved vastly in editing software, using shot reverse shots and match on actions more flu
Evaluation Activity 7
By completing a preliminary editing task, the author learned important skills that improved their work on the final product. They gained confidence using camera equipment and incorporating different shot types and angles. Observing the editing process helped the author better understand that element of filmmaking. Key continuity rules like the 180-degree rule and match on action were applied successfully in both works. While shot reverse shot wasn't needed for the final product structure, experience with it in the preliminary task added to the author's media knowledge overall.
Question 7 completed
1) Doing a preliminary helped the student plan their full opening sequence by avoiding mistakes like breaking filming rules or not considering equipment needs.
2) The preliminary research helped the student decide on their role as cinematographer and understand techniques like the 180-degree rule.
3) Some challenges in the preliminary like unstable footage or continuity errors helped the student improve for the full project by using a tripod and careful editing. Considering effects earlier may have allowed more creativity.
Media evaluation question 7
The document summarizes the learning from a preliminary media exercise to a full film project. For the preliminary task, the goals were to create match on action, 180-degree rule, and shot reverse shots. These skills were then applied to developing the opening two minutes of a film project. The match on action, 180-degree rule, and shot reverse shots were improved by using better camera positions, lighting, and angles that made the shots flow more smoothly. The learner felt they improved most at camera angles and developing more advanced match on action shots.
Reflection of preliminary task
1) The film met the criteria of being under two minutes long and capturing a character opening a door. Shots were filmed using techniques like the 180 degree rule to engage the audience.
2) Filming without a clear schedule led to continuity issues like characters wearing different clothes between takes. Learning to properly position the camera for different shot types and impressions was valuable.
3) The editing process taught skills like uploading footage, clipping scenes, adjusting volume, organizing clips into bins, and applying filters to prepare the video for export. These editing fundamentals will support future projects.
Evaluation question 7
The document discusses various continuity techniques used in filmmaking such as the 180 degree rule, match on action, and shot reverse shot. It provides examples of how these techniques were used in the author's preliminary project and opening sequence to improve continuity. The author analyzes improvements made from having more practice with camera angles, movement, and editing techniques on Final Cut Express. Mise-en-scene and title design are also discussed. In conclusion, the author learned the importance of continuity principles and improved filmmaking skills through practice.
Edl advert 1
The document reviews 28 video clips taken during a photo shoot. It provides the name, length, shot type, and quality rating for each clip, along with comments on why certain clips were or were not used in a finished advertisement. Clips that were used were generally rated "Good" and provided smooth camera movements, clear focus on the model, and natural poses and movements by the model. Clips not used tended to be rated "Bad" or "Not Bad" and had issues like blurriness, awkward poses, fast or unnatural movements, or too much background inclusion. The best clips captured the model's movements and facial expressions clearly and maintained a consistent aesthetic throughout the potential advertisement.
Evaluation
The document discusses techniques used in filming a scene with dialogue between two characters. It describes using a 180-degree rule to maintain continuity as the characters converse and using shot-reverse-shot technique to alternate between each character, showing their facial expressions. It also discusses using a match cut technique when the protagonist opens doors to smoothly introduce new locations while engaging the audience. The document reflects on lessons learned, such as following the 180-degree rule and basics of video editing software.
what have you learnt about technologies from the process of constructing this...
From creating this film project, the document discusses several technologies and techniques the creator has learned:
1) How to use a camera, including zooming, focusing, and different shot types like mid shots and close ups.
2) How tripods can be used to keep the camera stable and capture shots without movement.
3) Different camera angles can impact how a scene is viewed and what details are visible.
4) Editing techniques using Premier Elements, like adding text, fading, zooming shots, stretching clips, and cutting to create smooth transitions.
5) How to identify and fix continuity errors by re-editing shots to flow together seamlessly.
As media studies
This document summarizes the preliminary tasks completed by Xue Bai for their AS level media studies coursework. The two preliminary assignments were a photo story entitled "Meeting" utilizing different camera shots, and a video continuity task applying techniques like the 180 degree rule, shot/reverse shot, and match on action. Xue Bai evaluates what they learned about compositional skills and narrative structure from completing these assignments. They also describe their research, pre-production, production, and post-production process for the video continuity task.
Preliminary task september 2014 evaluation
This document provides instructions for a preliminary filmmaking task involving filming a character opening a door, crossing a room, sitting in a chair, and exchanging dialogue with another character. It requires evidence of matching action between shots, using a shot/reverse shot technique, and following the 180-degree rule. It evaluates the task positively, noting that the group worked well together to storyboard, script, film, and edit separate clips into a cohesive video using iMovie. Areas for future improvement include practicing video editing and familiarizing themselves further with iMovie software, as well as incorporating props, costumes, and multiple backgrounds.
The package evoluation
The document is a self-evaluation by a student of their work on a preliminary film task. The student learned how to use storyboards, camera shots, and time management in filmmaking. They succeeded in including required scenes but had some continuity errors. The student met the task requirements and worked flexibly and well as part of their group, taking on roles like director, producer, actor and editor. However, they will avoid continuity errors and better plan filming locations for their main task.
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Evaluation powerpoint
This document summarizes a student's experience filming a short video clip using continuity techniques for class. The student learned how to properly use a video camera and editing software. Time management was challenging, but the finished product came together well. Areas for improvement include better time planning and experimenting more with editing features. While some continuity techniques were successfully used, others like the 180 degree rule were difficult to include. The student evaluated their positive contribution to group roles and workflow.
Video continutity production and evalution
1) The document discusses the production and post-production process for a student media studies project involving a short video sequence. It covers storyboarding, filming over two days using various camera shots and techniques, and editing the footage in Pinnacle 15 and Vegas Pro.
2) Key aspects of the production included following a script, storyboard, equipment list and considering location availability. Techniques like shot reverse shot and the 180 degree rule were implemented to create continuity.
3) In post-production, the author learned to import, cut, add transitions and render footage together on a timeline. They reflect that with more experience they would include more close-ups, panning and shot reverse shots.
Evaluation task 7
The document summarizes the progression of techniques used by the author from their preliminary media studies task to their film opening project. For the preliminary task, they demonstrated match on action, shot reverse shot, and adhering to the 180 degree rule. For the film opening, they applied these techniques and also used wide shots, establishing shots, panning shots, tilt ups, over the shoulder shots, and point of view shots. Screenshots from the film opening are included and described, such as an establishing shot of a train station, a panning shot of the protagonist walking without showing her face, and an over the shoulder shot of her reading a confidential letter.
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.
Draft of Question 6
Kenya Bell and Mathew Bray learned several skills related to camera work, sound recording, and video editing software through creating their media product. Kenya improved their camera focusing skills, allowing them to reshoot a blurry scene. Mathew used different camera angles effectively using a tripod. They used a track and jib to get a natural walking shot for a murder scene. A boom mike was used to record clear dialogue for a voiceover. When editing, Mathew precisely trimmed clips and added titles using Final Cut Pro X software. GarageBand was used to add loops to the soundtrack, though original composition was preferred.
Question 7 Evaluation
The document summarizes what was learned from a preliminary filmmaking task to the full film product. It discusses techniques used like match on action cuts and the 180-degree rule to ensure continuity. It also notes that winging the script for the preliminary task showed the importance of developing a detailed full script. Overall, the preliminary exercise helped teach camera angles, editing skills, and storytelling lessons that were applied to the final film product.
7
The document discusses what the author has learned from filming a pre-production video with their group. They realized they need to frame shots properly and not cut actors' heads off. They also learned editing techniques like slow motion and how to use it effectively. Through the pre-production, the author gained experience with filming techniques like the 180 degree rule and match on action. They improved their teamwork and planning skills. Overall, the author feels they have learned a lot about film production through this experience.
Question 7
In my preliminary task, I had limited camera equipment and shot options. For my final product, I had access to multiple lenses allowing more creative shots. I also improved my framing and incorporated some camera movement and zooming shots. While my editing skills did not greatly improve, practicing in my preliminary task prepared me well. I also learned to add basic visual effects that enhanced my final product. Overall, having more equipment options and practicing key filmmaking skills allowed me to produce a higher quality final product.
Question 7
The planning stage of the author's horror film involved making a mind map of horror concepts and watching openings of other films to inspire their own starting. A basic storyboard was drawn with stick figures and more detailed scenes were redrawn separately. A script was made from the storyboard to ensure lines matched actions. An animatic further explained shots to actors and helped editing. This process made production faster and easier.
The author feels more confident with equipment and shot types like point-of-view from their project. They are happy with how their film established the horror genre brief and could be a real film. Compared to a preliminary task, the author improved vastly in editing software, using shot reverse shots and match on actions more flu
Evaluation Activity 7
By completing a preliminary editing task, the author learned important skills that improved their work on the final product. They gained confidence using camera equipment and incorporating different shot types and angles. Observing the editing process helped the author better understand that element of filmmaking. Key continuity rules like the 180-degree rule and match on action were applied successfully in both works. While shot reverse shot wasn't needed for the final product structure, experience with it in the preliminary task added to the author's media knowledge overall.
Question 7 completed
1) Doing a preliminary helped the student plan their full opening sequence by avoiding mistakes like breaking filming rules or not considering equipment needs.
2) The preliminary research helped the student decide on their role as cinematographer and understand techniques like the 180-degree rule.
3) Some challenges in the preliminary like unstable footage or continuity errors helped the student improve for the full project by using a tripod and careful editing. Considering effects earlier may have allowed more creativity.
Media evaluation question 7
The document summarizes the learning from a preliminary media exercise to a full film project. For the preliminary task, the goals were to create match on action, 180-degree rule, and shot reverse shots. These skills were then applied to developing the opening two minutes of a film project. The match on action, 180-degree rule, and shot reverse shots were improved by using better camera positions, lighting, and angles that made the shots flow more smoothly. The learner felt they improved most at camera angles and developing more advanced match on action shots.
Reflection of preliminary task
1) The film met the criteria of being under two minutes long and capturing a character opening a door. Shots were filmed using techniques like the 180 degree rule to engage the audience.
2) Filming without a clear schedule led to continuity issues like characters wearing different clothes between takes. Learning to properly position the camera for different shot types and impressions was valuable.
3) The editing process taught skills like uploading footage, clipping scenes, adjusting volume, organizing clips into bins, and applying filters to prepare the video for export. These editing fundamentals will support future projects.
Evaluation question 7
The document discusses various continuity techniques used in filmmaking such as the 180 degree rule, match on action, and shot reverse shot. It provides examples of how these techniques were used in the author's preliminary project and opening sequence to improve continuity. The author analyzes improvements made from having more practice with camera angles, movement, and editing techniques on Final Cut Express. Mise-en-scene and title design are also discussed. In conclusion, the author learned the importance of continuity principles and improved filmmaking skills through practice.
Edl advert 1
The document reviews 28 video clips taken during a photo shoot. It provides the name, length, shot type, and quality rating for each clip, along with comments on why certain clips were or were not used in a finished advertisement. Clips that were used were generally rated "Good" and provided smooth camera movements, clear focus on the model, and natural poses and movements by the model. Clips not used tended to be rated "Bad" or "Not Bad" and had issues like blurriness, awkward poses, fast or unnatural movements, or too much background inclusion. The best clips captured the model's movements and facial expressions clearly and maintained a consistent aesthetic throughout the potential advertisement.
Evaluation
The document discusses techniques used in filming a scene with dialogue between two characters. It describes using a 180-degree rule to maintain continuity as the characters converse and using shot-reverse-shot technique to alternate between each character, showing their facial expressions. It also discusses using a match cut technique when the protagonist opens doors to smoothly introduce new locations while engaging the audience. The document reflects on lessons learned, such as following the 180-degree rule and basics of video editing software.
what have you learnt about technologies from the process of constructing this...
From creating this film project, the document discusses several technologies and techniques the creator has learned:
1) How to use a camera, including zooming, focusing, and different shot types like mid shots and close ups.
2) How tripods can be used to keep the camera stable and capture shots without movement.
3) Different camera angles can impact how a scene is viewed and what details are visible.
4) Editing techniques using Premier Elements, like adding text, fading, zooming shots, stretching clips, and cutting to create smooth transitions.
5) How to identify and fix continuity errors by re-editing shots to flow together seamlessly.
As media studies
This document summarizes the preliminary tasks completed by Xue Bai for their AS level media studies coursework. The two preliminary assignments were a photo story entitled "Meeting" utilizing different camera shots, and a video continuity task applying techniques like the 180 degree rule, shot/reverse shot, and match on action. Xue Bai evaluates what they learned about compositional skills and narrative structure from completing these assignments. They also describe their research, pre-production, production, and post-production process for the video continuity task.
Preliminary task september 2014 evaluation
This document provides instructions for a preliminary filmmaking task involving filming a character opening a door, crossing a room, sitting in a chair, and exchanging dialogue with another character. It requires evidence of matching action between shots, using a shot/reverse shot technique, and following the 180-degree rule. It evaluates the task positively, noting that the group worked well together to storyboard, script, film, and edit separate clips into a cohesive video using iMovie. Areas for future improvement include practicing video editing and familiarizing themselves further with iMovie software, as well as incorporating props, costumes, and multiple backgrounds.
The package evoluation
The document is a self-evaluation by a student of their work on a preliminary film task. The student learned how to use storyboards, camera shots, and time management in filmmaking. They succeeded in including required scenes but had some continuity errors. The student met the task requirements and worked flexibly and well as part of their group, taking on roles like director, producer, actor and editor. However, they will avoid continuity errors and better plan filming locations for their main task.
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what have you learnt about technologies from the process of constructing this...
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Question 7
The document summarizes what the group learned from producing their preliminary film task to the full film product. In the preliminary, they learned about different camera shots and angles through pre-production. During production of the preliminary, they struggled with camera skills and following the storyboard. In post-production of the preliminary, their editing was basic as they were new to the software. For the full film, they applied what they learned to plan better with a storyboard, focus on camera shots and angles, and create more sophisticated editing and titles. They felt their teamwork and skills improved from mistakes made on the preliminary.
Evaluation zoe
The document discusses what the author learned from an initial preliminary task of filming plain continuous shots to creating a final opening sequence. Some key things learned were how to use more advanced editing techniques like jump cuts and overlay effects to emphasize genre and mood. Proper use of shots like shot reverse shot and following continuity rules helped make the final sequence feel more realistic and comfortable to watch. Planning mise-en-scene, costumes, setting and improving actor performance helped make the opening sequence look more professional. Learning sound recording techniques and adding appropriate music and effects also helped set the mood. Overall, the author gained experience with equipment, software, advanced shots, editing and how to effectively plan elements to create a high quality professional sequence.
Evaluation zoe
The document discusses what the author has learned from their preliminary task to their final opening sequence project. They learned that plain shots in continuous order are less interesting than using more atmospheric editing techniques. From their preliminary task, they gained knowledge about editing software and how to create a more visually appealing sequence. Their final opening sequence used advanced editing techniques like jump cuts and overlays to portray the main character as mentally unstable. Overall, the author learned the importance of elements like camera shots, editing, setting, and sound design in crafting an effective sequence.
Quesion 7
The document discusses how completing a preliminary task helped improve the filmmaker's skills for their thriller project. They were able to identify mistakes from the preliminary task and apply techniques like the 180 degree rule, match on action shots, and shot reverse shots more effectively in the thriller opening. Screenshots are provided as examples. Completing the preliminary task helped the filmmakers better understand important camera and editing techniques to produce cleaner shots and a stronger final product for their thriller opening.
Quesion 7
The document discusses how completing a preliminary task a few months before their actual thriller project helped the author improve their camerawork and editing skills. They were able to avoid mistakes they made during the preliminary task when filming the thriller. Techniques like match on action, the 180 degree rule, and shot reverse shot were used effectively in both projects due to the knowledge and practice gained. The author provides examples to show how their skills with these techniques improved from the preliminary task to the thriller opening. Completing the preliminary task helped them learn editing software as well, making editing the thriller easier.
Quesion 7
The document discusses how completing a preliminary task a few months before their actual thriller project helped the author improve their camerawork and editing skills. They were able to avoid mistakes they made during the preliminary task when filming the thriller. Techniques like match on action, the 180 degree rule, and shot reverse shot were used effectively in both projects due to gaining experience during the preliminary task. The author provides examples to show how their skills with these techniques improved between the two projects. Overall, doing the preliminary task helped them enhance their camera techniques and basic editing skills for the thriller opening.
Evaluation question 6
The document discusses various technologies and filming techniques the author learned about while constructing an opening film sequence. The author learned how to properly use camera equipment like setting the auto levels and ensuring buttons are unlocked. Editing software skills were also developed, such as fading shots, adjusting sound levels, and changing playback speed. Filming techniques including maintaining the 180 degree rule and using different angles and shots like high angles were practiced. Proper framing, camera positioning, and battery/equipment handling were also important lessons learned from the process.
Evaluation question 6
The document discusses various technologies and filming techniques the author learned about while constructing an opening film sequence. The author learned how to properly use camera equipment like setting the auto levels and ensuring buttons are unlocked. Editing software skills were also developed, such as fading shots, adjusting sound levels, and changing playback speed. Filming techniques including maintaining the 180 degree rule and using different angles and shots like high angles were practiced. Proper framing, camera positioning, and battery/equipment handling were also important lessons learned from the process.
Prelinem Task Evaluation
The document summarizes a media project that involved filming a scene with a character opening a door, crossing a room, and sitting down to have a dialogue with another character. The learning objectives were to practice filming techniques like shot reverse shot and the 180-degree rule, and to develop creative, technical, and collaborative skills. Key steps included planning with a script and storyboard, filming with attention to techniques, and meeting daily deadlines. Skills developed included planning, meeting deadlines, organization, creativity, group work, and learning camera operation and other technologies.
Prelinem Task Evaluation
The document summarizes a media project that involved filming a scene with a character opening a door, crossing a room, and sitting down to have a dialogue with another character. The learning objectives were to practice filming techniques like shot reverse shot and the 180-degree rule, and to improve creative, technical, and group work skills. Key steps in the project included planning with a script and storyboard, filming the scene over multiple days to meet deadlines, and learning new skills like using camera equipment and meeting production timelines.
Peter mepham preliminary task
Our group consisted of Peter, Andy, and Jake. We practiced with cameras by filming around the school. This helped us get used to camera functions like zooming and keeping steady shots. For our preliminary task, we decided to film a short comedy film about homework set in our school, as it would be convenient. We storyboarded and planned our script, considering shot types like match on action and shot reverse shot. Our filming went smoothly and we effectively used these shots. During editing, we compiled the footage and added titles/credits, creating a polished final product.
AS Media Preliminary Task Evaluation
The document summarizes the author's role and experience working on a group media project. Some key points:
- The author's main role was co-director, assisting the director by checking equipment, ensuring actor positions and lines, and framing shots.
- The planning process started with brainstorming ideas and storyboards, but could have been more thorough in preparing scripts and scheduling.
- Working with a small group of four was beneficial for sharing ideas, but the author worries about potential disagreements in the future.
- Technical issues like a faulty microphone hindered capturing dialogue clearly. Lessons were learned about better preparing equipment and scripts.
Evaluation question 7 final
The document discusses the author's learning and progress in technical skills, software skills, and general filmmaking skills from an initial preliminary task to subsequent work. Some key lessons learned were: using a tripod and taking multiple takes improves shot quality; proper framing and following the rule of thirds enhances composition; maintaining continuity is important; and planning and reshoots are critical for a high quality final product. The author also learned to use editing software like Premiere Pro and design software like LiveType.
Evaluation question 7
The document discusses the author's progression in technical skills, software skills, and general filmmaking skills from their preliminary task to their full media product. For technical skills, the author learned the importance of using a tripod, taking multiple takes, proper framing within the rule of thirds, and ensuring continuity between shots. For software, the author learned how to use LiveType and Premiere Pro for advanced editing capabilities. Overall, the author learned to carefully plan, reshoot shots from different angles to pick the best one, and that planning leads to a better final product.
Evaluation question 7 final
The document discusses the author's progression in technical skills and use of software from their preliminary task to their full media product. They learned important technical skills like using a tripod, framing shots properly using the rule of thirds, ensuring continuity between shots, and how to edit shots with effects. They also progressed in their software skills, learning to use LiveType and switching from iMovie to Premiere Pro, which provided more advanced tools. Overall, the author learned the importance of planning and doing multiple takes of shots to have more options during editing for a higher quality final product.
Evaluation 7
1. The document discusses what the author has learned throughout creating a film opening project.
2. Key skills developed include editing, filming, directing, and understanding different roles. Editing skills improved through learning to use Adobe Premiere and synchronize footage and music.
3. Following techniques like the 180 degree rule, storyboarding, and filming excessive footage helped improve the quality and success of the final product. Attention to detail was also important.
Question 7
The document discusses lessons learned from a preliminary film project that were applied to improve a main film task. Key points include:
1) Continuity issues around props and hairstyles were avoided in the main task by filming scenes in one day instead of over multiple days.
2) Audio levels were more carefully monitored and adjusted between scenes to ensure consistency in the main task, after volume inconsistencies in the preliminary.
3) More pre-production techniques like camera setup tests, filming practice scenes, and detailed shooting schedules helped improve shot quality and continuity in the main film.
Question 6
Planning and research was an extensive process that utilized various technologies. Blogger was most important as it allowed the group to organize and update all ideas. They used Timetoast to storyboard shots and YouTube to find inspiration. Prezi helped plot tasks and ideas in one place. Google and IMDb aided research of similar films. During filming, the group learned lighting and sound quality are essential. A Nikon camera provided better quality than the college camera. LED lights and microphones ensured proper lighting and audio capture. A flip camera and still camera supplemented additional footage and planning images.
Question 7
Three key things were learned: 1) Basic filming techniques like camera operation, white balance, and tripod use. 2) Editing techniques like matching music to action. 3) The importance of planning with storyboards and scheduling helped improve the full product. Mistakes in the prelim like someone's foot in frame helped them focus on being more conscious of shots.
Question 7
The learner summarizes what they learned from their preliminary media exercise to their final thriller project. For the preliminary, they filmed a 30-second scene but did not do extensive planning or research. For the final project, the group improved by researching other thrillers, developing their script through multiple drafts, choosing shots deliberately based on meaning, adding sound effects and editing techniques like fades. Their equipment skills, acting, and organization also improved greatly from the initial experience to the final thriller.
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A documentary is a film that documents or captures reality using real footage and evidence to reveal an unknown angle or perspective. Documentaries allow the public to share their views on important issues and events through interviews and footage of real people and places. They present an argument or case to help audiences learn something new, often about the past or unfamiliar present-day topics, using conventions like authoritative voiceovers, authenticated expert interviews, and on-screen text to provide context. Documentaries come in different styles like expository with narration, observational allowing footage to speak for itself, and reflexive acknowledging the filmmaking process.
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The document summarizes responses from a questionnaire about thriller film preferences. Female respondents preferred female leads and found twists, dramatic irony, lighting and music added intensity. Male respondents preferred storylines and suspense over twists. They enjoyed action, horror and crime subgenres and rural settings. Both genders found music and sound built suspense while character deaths and tension in openings enhanced intensity. Overall, respondents preferred female leads and action in thrillers set in dark, rural areas with tension-building openings and intensity from music, lighting and violence.
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Evaluation preliminary - Kala Varsani
- 1. Evaluation: Preliminary Activity<br />A preliminary activity was given to us to help us improve our understanding of how to use the camera and what rules you have to follow when filming the real thriller film. <br />If asked how well I worked with the group my response would be that I think I worked well as I listened to fellow group members and participated in group ideas. I did this by giving my own opinions of what I thought would make our preliminary activity look better when being filmed and watched. <br />The whole group worked well with each other, we used communication with each other to prevent there being any misunderstandings of what we were doing in the preliminary.<br />952572390For this activity, I was organised as I participated in making the storyboard which helped us in our filming. By doing so, it made it much easier to know which camera shots we were going to be using and in turn it helped shorten our shooting time.<br />The whole groups planning skills were good as beforehand we had our storyboard ready. This helped us majorly as it made it easier when we were filming because it gave us a guide. We also prepared a script which each member of the group had with them, this was so we knew what Bhavesh and Mr.Luies’ dialogues were and it also acted as a guide showing them the flow of conversation that was needed to go with the storyline and so if they wanted to improvise with that they could.<br />190501905<br />My strength in this activity was editing, once I learned how to use the software I grasped how to edit our preliminary and edit the clips together to form a short clip. For this part of the activity, I used the software IMovies and Final Cut Pro.<br />962025254635<br />During this activity I learned the basics on how to edit videos using new software. The editing techniques I learnt were importing our videos from IMovies onto Final Cut Pro which was the software I am going to be using to edit the thriller film. From here I learnt how to take the separate clips and form them into our entire preliminary video. I had to make sure there were no gaps between the clips otherwise it would be visible when watching and it wouldn’t contain the consistent flow of scenes that we wanted to have. <br />Another vital thing I learnt to do are the title and credits, I also learnt how to put them on our video. All these would be very important when I have to edit our Thriller film and these techniques I have learnt will come into great use. It would also save time as I would have done these edits before for the preliminary activity as I won’t need to be trained on using the software again.<br />The other group members did what they were strong in, the producer was Bhavesh, the cinematographer was Jalpesh and the director of the preliminary activity was Sonam. We chose these roles as we felt we would be able to do well in these departments, and we would be comfortable with what we are doing and know how to do it. This would speed up the process instead of us doing jobs such as editing or filming when we don’t know how to do it and we don’t know how to use the software.<br />The internet’s definition for the 180 degree rule is:<br />The 180° rule is a basic guideline in film making that states that two characters (or other elements) in the same scene should always have the same left/right relationship to each other. If the camera passes over the imaginary axis connecting the two subjects, it is called crossing the line.<br />-47625154305This is an area in which I and the group need to improve on. Simply because during the preliminary we crossed the 180 line, as a result of this we need to make sure we don’t break this rule during our filming for the opening of the thriller film. <br />As the diagram shows, you cannot cross the line and start filming on the other side of the actor if you have started on the side with the green arrows. However, although we did make this mistake it is a good thing as when filming our thriller film we will learn from this and improve.<br />-47625177165<br />This is used for a slow and steady panning, or a fast and smooth panning when filming. This would have made our preliminary filming look more smooth and would remain at a same angle when doing the over the shoulder shots. This can get locked into position maintaining the same camera angle for our preliminary activity.<br />The tripod legs can be locked into position so when filming our over the shoulder shots, as we would have to frequently move it would help keep the camera shot at the same height.<br />In the preliminary we didn’t use the tripod so the shots captured weren’t as steady as it would have been with the tripod, so for the thriller film we should use it so our shots are steadier and focused.<br />