Preliminary Research Evaluation
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The group had some challenges with time management and scheduling filming due to members' differing commitments. However, they were able to be very productive when working together. They managed to avoid continuity errors despite the disjointed filming schedule by shooting all scenes with the same actors on the same day. While lighting issues arose from filming on different days, the finished film had good flow and used various effective shot types and editing techniques. Areas for improvement include better coordinating schedules and considering alternative indoor filming locations to control lighting.
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Preliminary Task Evaluation
The document provides a self-evaluation of a preliminary film project. It summarizes the group's use of filming techniques like maintaining steady shots, framing shots appropriately, using the correct shots for the task, selecting an appropriate location, and effectively editing footage to convey meaning. While certain aspects like sound design could be improved, overall the group worked well together and completed the task on time. To strengthen future projects, more planning and practice is needed along with using proper equipment like a tripod.
Evaluating your preliminary task
The document discusses a group's evaluation of their pre-production process and filming of a movie for a task. It describes how the group worked well together despite some disagreements. It suggests areas for improvement like better planning of camera shots and costumes. The group was hindered by an unexpected change in location but found a suitable alternative. Filming went smoothly using iPads but the group will secure a location earlier in the future. Overall, the document reflects on lessons learned about filmmaking techniques and skills gained through completing the project.
Media evaluation 4
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
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.
Preliminary Task Evaluation
The set brief for the preliminary task was to produce a short film involving a character opening a door, crossing a room, and having a conversation with another character. This was to incorporate match on action, shot/reverse shot, and the 180 degree rule. In preparation, the student researched terms, explored camera techniques, storyboarded scenes, planned locations and casting. Filming went well though there were issues with natural lighting. In post-production, the student edited in Adobe Premier Pro, adding elements to create an eerie atmosphere through manipulating shots and sound. Overall the preliminary task met the brief, with strong camerawork but some room for improvement in match on action continuity.
Technologies Nabila
In the document, the author discusses lessons learned from creating a preliminary task versus a film opening project. For the preliminary task, they did not plan adequately, had issues with sound editing, lighting continuity mistakes, and did not think about shot variety or framing. For the film opening, they assigned roles, planned thoroughly over 5 months, learned skills like camerawork, sound editing, and location scouting to improve the overall quality and narrative.
Preliminary task evaluation
Sukhpreet evaluates their group's pre-production work for a preliminary film task. They found the work was evenly distributed and they were able to discuss issues that arose. Finding willing cast members was difficult. They should have considered camera angles more. An iPad was used to film, which had limitations like an inability to use a tripod, but the quality was good. They learned the importance of landscape over portrait orientation and avoiding unwanted backgrounds. Editing in iMovie was challenging but the inexperienced group was able to cut clips together. The completed task met criteria like character movement and dialogue. Overall, Sukhpreet learned about camera techniques, iMovie editing, storyboards, and lessons like proper filming conditions and att
Nabila question 6 and 7
- The document discusses lessons learned from creating a preliminary task versus a film opening project. For the preliminary task, the document's author notes they did not plan well, did not properly edit sound levels, did not manipulate sounds, only used long shots/close-ups without proper framing, made continuity mistakes, and did not think about aspects like costume and casting.
- For the film opening project, the author notes they planned more carefully, learned how to properly use equipment like cameras, edited sounds more effectively using software, shot a variety of shots, focused on proper framing and camerawork, assigned roles, and planned aspects like location, costume, and casting more thoroughly. The author reflects on skills and areas learned to
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Preliminary Task Evaluation
The document provides a self-evaluation of a preliminary film project. It summarizes the group's use of filming techniques like maintaining steady shots, framing shots appropriately, using the correct shots for the task, selecting an appropriate location, and effectively editing footage to convey meaning. While certain aspects like sound design could be improved, overall the group worked well together and completed the task on time. To strengthen future projects, more planning and practice is needed along with using proper equipment like a tripod.
Evaluating your preliminary task
The document discusses a group's evaluation of their pre-production process and filming of a movie for a task. It describes how the group worked well together despite some disagreements. It suggests areas for improvement like better planning of camera shots and costumes. The group was hindered by an unexpected change in location but found a suitable alternative. Filming went smoothly using iPads but the group will secure a location earlier in the future. Overall, the document reflects on lessons learned about filmmaking techniques and skills gained through completing the project.
Media evaluation 4
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
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.
Preliminary Task Evaluation
The set brief for the preliminary task was to produce a short film involving a character opening a door, crossing a room, and having a conversation with another character. This was to incorporate match on action, shot/reverse shot, and the 180 degree rule. In preparation, the student researched terms, explored camera techniques, storyboarded scenes, planned locations and casting. Filming went well though there were issues with natural lighting. In post-production, the student edited in Adobe Premier Pro, adding elements to create an eerie atmosphere through manipulating shots and sound. Overall the preliminary task met the brief, with strong camerawork but some room for improvement in match on action continuity.
Technologies Nabila
In the document, the author discusses lessons learned from creating a preliminary task versus a film opening project. For the preliminary task, they did not plan adequately, had issues with sound editing, lighting continuity mistakes, and did not think about shot variety or framing. For the film opening, they assigned roles, planned thoroughly over 5 months, learned skills like camerawork, sound editing, and location scouting to improve the overall quality and narrative.
Preliminary task evaluation
Sukhpreet evaluates their group's pre-production work for a preliminary film task. They found the work was evenly distributed and they were able to discuss issues that arose. Finding willing cast members was difficult. They should have considered camera angles more. An iPad was used to film, which had limitations like an inability to use a tripod, but the quality was good. They learned the importance of landscape over portrait orientation and avoiding unwanted backgrounds. Editing in iMovie was challenging but the inexperienced group was able to cut clips together. The completed task met criteria like character movement and dialogue. Overall, Sukhpreet learned about camera techniques, iMovie editing, storyboards, and lessons like proper filming conditions and att
Nabila question 6 and 7
- The document discusses lessons learned from creating a preliminary task versus a film opening project. For the preliminary task, the document's author notes they did not plan well, did not properly edit sound levels, did not manipulate sounds, only used long shots/close-ups without proper framing, made continuity mistakes, and did not think about aspects like costume and casting.
- For the film opening project, the author notes they planned more carefully, learned how to properly use equipment like cameras, edited sounds more effectively using software, shot a variety of shots, focused on proper framing and camerawork, assigned roles, and planned aspects like location, costume, and casting more thoroughly. The author reflects on skills and areas learned to
Evaluation Activity 7
Looking back at their preliminary work, the document discusses several ways the filmmakers improved in their final production. In the preliminary, shots did not convey specific meanings but in the final product shots were carefully selected to evoke particular meanings. Issues with framing, focus, continuity, and shot transitions were addressed. Matching shots to the action, understanding the 180 degree rule, and implementing shot reverse shot more smoothly showed growth in technical skills from preliminary to final production.
Director’s journal
1) The director felt they had a better relationship with the cinematographer, who understood the vision, while communication was more strained with the editor.
2) Group communication was reasonable due to regular lessons and meetings, but the director felt they had the worst time management.
3) Organizing shoots was challenging due to coordinating equipment, actors, and crew availability, and relying on actors to arrive on time caused delays.
Evaluation Activity 7
Evaluation Activity 7 for G321.
Looking back on your preliminary task, what do you feel you have learnt in the progression from it to full product?
As media preliminary task evaluation
This is an evaluation on my film piece for As Media Studies.
Watch it here.
https://www.youtube.com/watch?v=i-nUzzNwyWg&index=9&list=PL39RK5NuuAt3a16zRUidR-cUwfUqWe3_5
Evaluation Question 7
1) The student learned that location and continuity are crucial when filming. Their preliminary task was filmed in a school hallway, which caused interruptions, so they chose a friend's home for the full product.
2) They created storyboards using sticky notes to plan shots and rearrange ideas easily. They stuck closely to the original storyline to stay focused and save time.
3) Feedback on their animatic advised changing the location and increasing camera angles. Their first recording also needed improvements like adding music, transitions, and better blood effects.
Preliminary Task Reflection
Pre-production involved watching example tasks to understand standards, discussing a simple storyline about peer pressure, and storyboarding shots to include required features. During production, planning allowed efficient filming with a tripod to capture steady shots. Post-production was a learning experience of editing techniques like cutting and adding transitions between clips, sound balancing, and exporting the final film. Reflecting, the strengths were music, varied shots, and clip transitions, while improvements could include using a tripod more and experimenting with software.
Question 6
The document summarizes the equipment, software, and techniques used to create a student film project, as well as areas that could be improved. It discusses the presentation software, hardware including cameras, lighting and microphones, and editing software used. It also provides specific examples of shots that did not work as intended and could be improved, such as unstable dolly shots, a focus pull that was too slow, issues with audio quality, and lack of planning for slow motion shots. Areas for improvement include practicing camera techniques, ensuring proper audio quality, and planning elements like slow motion in advance.
Preliminary task *
The continuity in the short film was inconsistent, with changes in clothing and props between scenes. While the shots were in chronological order, there were issues with matching actions and a shaky dolly shot. Actors not always being available caused problems with continuity. In the future, specific filming times should be scheduled when actors are available to improve continuity. Editing was also jumpy and could be improved by ensuring smooth cuts between scenes.
Task 8 (1)
The filmmakers had several issues during production that required changing their storyline and locations. Their main character was unavailable so they had to find a new one. The onboard microphone also had issues, forcing them to use background noise. Some rooms were occupied, so compromise was needed. Despite challenges, they were able to get some good shots including wide, panning, close-ups and tracking shots to develop the story. Acting was also good. Editing in iMovie was simpler than professional software. Multiple reshoots from different angles helped improve the story.
Question 7 – looking back at your preliminary
The document discusses the differences between the author's preliminary video task and their final opening video for a coursework project. For the preliminary task, they had little time to prepare and film shots, resulting in a rushed video with average skills. For the final opening, they put in significant preparation, used specialized equipment, researched techniques like camera angles and makeup, and added elements like transitions, titles, and a soundtrack to achieve a higher production quality and capture the horror genre conventionally. The author learned from the preliminary experience and applied those lessons to better emphasize skills and create a more polished and appealing final product.
Progression
1) In September, the author was assigned a preliminary task by their media teacher to create a 60 second sequence in random groups using only an iPad. They had to include specific shots and techniques within a tight 30 minute timeframe.
2) Since then, the author has made significant progress in their editing skills, especially using Adobe After Effects to create animated titles and effects. Their cinematography has also improved through more creative shot angles and camera movement.
3) For their final piece, the author focused on miss en scene elements like zombie makeup designs and selecting appropriate locations to suit their genre, demonstrating progress across practical media areas since the preliminary task.
Ig3 evaluation
The student completed an IG3 evaluation for a group project creating a short film. Their group wrote scripts, did pre-production planning like location scouting and storyboards. Filming was difficult due to scheduling issues but they completed the shoot. The editing process went well though some shots lacked continuity due to weather. Through this project, the student learned skills in filmmaking and time management.
Filming day
The filming day was successful as the filmmakers managed to get all the necessary footage and images. They began filming in Castlefield but decided the bedroom was unsuitable so filmed in the main room instead. Jerome set up lights to properly illuminate the actors' faces. Their script guided the dialogue scenes but they also filmed freely to have more options for the trailer. It took time to get into character but they completed the filming. Despite cold conditions and lacking reference materials, they obtained all needed shots on schedule.
Ouestion 7 evaluation presentation
The document discusses lessons learned from creating a preliminary task that were applied to producing an opening film sequence. Key lessons included learning different camera shots and angles, portraying characters more realistically, structuring a film, and editing techniques. Time management was challenging due to limited time but the group managed to complete filming by strategizing available times and assigning editing duties. Producing a storyboard and script helped guide the process although some shots were changed based on ideas during filming.
Evaluation of preliminary task
The document summarizes the evaluation of a preliminary film task. It notes that while there were setbacks in filming, the actors performed well and the location and lighting were suitable. However, mistakes were made such as not strictly following the storyboard, poor planning of filming dates, and technical errors like a boom pole falling into the shot. Lessons learned include the importance of adhering to the storyboard, advanced planning, and avoiding technical mistakes. The brief was partially met but shot reverse shots were not achieved due to time constraints. Technical skills like titles and transitions were applied in editing.
Evaluation Question 3: Media
The document discusses what the film crew learned from doing a preliminary task that helped them improve for the full product. They learned how to properly edit shots together, important filming rules like the 180-degree rule and shot reverse shot. From the preliminary task, they also learned to storyboard, manage their time better, and work with equipment. The crew communicated well through social media and worked efficiently together to film and edit on time.
Preliminary Task Review
The group focused on action shots but forgot the 180 degree rule, so had to refilm some scenes. They also had issues getting over-the-shoulder shots due to space. All problems were fixed in editing but there was a last-second sound cut in the final product. The group worked well together and efficiently to film and edit within two lessons, finishing quickly and being pleased with the results. They struggled inserting the camera tape at first but set up equipment properly and safely for each shot.
What have i learnt about technologies from the
The document discusses the filming and editing process for a student film project. It describes some of the technical challenges encountered, such as unstable handheld camera shots, costume issues, and battery life in cold weather. It also discusses how the filmmakers addressed these challenges, including using tripods, filming costume inserts separately, and bringing spare batteries. The document also covers creative choices like adding special effects in editing and filming extra shots to extend the film.
decisions in week 1
Here are some potential problems encountered and contingency plans:
- Actress not available on the first scheduled day of filming - Contingency plan was to reschedule that scene for another day when the actress was available.
- Bad weather prevented filming on other scheduled days - Contingency plan was to reschedule those scenes for another time when the weather was better.
- Could not find extras for college scene as planned - Contingency plan was to use a homeless person as an extra, which actually helped tell the story in an unexpected way.
- Equipment issues like cameras or lights not working properly - Contingency plan would be to have backup equipment available or know how to troubleshoot issues on set.
-
Preliminary Project
1) The student worked with a partner to film and edit a preliminary project, their first time working with cameras and editing software. They learned skills like using a lens to blur backgrounds and found the editing process enjoyable.
2) Time management was not an issue, but the lone computer they could use would randomly shut down, deleting their work. They adapted by working quickly.
3) Areas for improvement included securing actor schedules, maintaining consistent camera effects, and lengthening the film. Overall they felt they learned valuable lessons for their next project.
Question 7
The document discusses the progression from the preliminary task to the main task. It describes some mistakes made in the preliminary task, such as poor sound quality and editing errors. It then outlines improvements made for the final production, including using better equipment, more advanced camera techniques, storyboarding, and higher quality editing and sound. Overall, the group learned valuable skills from the preliminary task that helped strengthen their final media production project.
Question 7
For a school project, the student created a preliminary 2-minute scene from Sherlock with a group of 4 classmates. This allowed them to gain experience using filming equipment and editing software. However, the group lacked organization and a leader. For the main project, the student was placed in a new group. They immediately assigned roles like director and scriptwriter based on strengths. Having clear roles made the process more efficient. The student learned that good leadership is important for team success in film projects.
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Evaluation Activity 7
Looking back at their preliminary work, the document discusses several ways the filmmakers improved in their final production. In the preliminary, shots did not convey specific meanings but in the final product shots were carefully selected to evoke particular meanings. Issues with framing, focus, continuity, and shot transitions were addressed. Matching shots to the action, understanding the 180 degree rule, and implementing shot reverse shot more smoothly showed growth in technical skills from preliminary to final production.
Director’s journal
1) The director felt they had a better relationship with the cinematographer, who understood the vision, while communication was more strained with the editor.
2) Group communication was reasonable due to regular lessons and meetings, but the director felt they had the worst time management.
3) Organizing shoots was challenging due to coordinating equipment, actors, and crew availability, and relying on actors to arrive on time caused delays.
Evaluation Activity 7
Evaluation Activity 7 for G321.
Looking back on your preliminary task, what do you feel you have learnt in the progression from it to full product?
As media preliminary task evaluation
This is an evaluation on my film piece for As Media Studies.
Watch it here.
https://www.youtube.com/watch?v=i-nUzzNwyWg&index=9&list=PL39RK5NuuAt3a16zRUidR-cUwfUqWe3_5
Evaluation Question 7
1) The student learned that location and continuity are crucial when filming. Their preliminary task was filmed in a school hallway, which caused interruptions, so they chose a friend's home for the full product.
2) They created storyboards using sticky notes to plan shots and rearrange ideas easily. They stuck closely to the original storyline to stay focused and save time.
3) Feedback on their animatic advised changing the location and increasing camera angles. Their first recording also needed improvements like adding music, transitions, and better blood effects.
Preliminary Task Reflection
Pre-production involved watching example tasks to understand standards, discussing a simple storyline about peer pressure, and storyboarding shots to include required features. During production, planning allowed efficient filming with a tripod to capture steady shots. Post-production was a learning experience of editing techniques like cutting and adding transitions between clips, sound balancing, and exporting the final film. Reflecting, the strengths were music, varied shots, and clip transitions, while improvements could include using a tripod more and experimenting with software.
Question 6
The document summarizes the equipment, software, and techniques used to create a student film project, as well as areas that could be improved. It discusses the presentation software, hardware including cameras, lighting and microphones, and editing software used. It also provides specific examples of shots that did not work as intended and could be improved, such as unstable dolly shots, a focus pull that was too slow, issues with audio quality, and lack of planning for slow motion shots. Areas for improvement include practicing camera techniques, ensuring proper audio quality, and planning elements like slow motion in advance.
Preliminary task *
The continuity in the short film was inconsistent, with changes in clothing and props between scenes. While the shots were in chronological order, there were issues with matching actions and a shaky dolly shot. Actors not always being available caused problems with continuity. In the future, specific filming times should be scheduled when actors are available to improve continuity. Editing was also jumpy and could be improved by ensuring smooth cuts between scenes.
Task 8 (1)
The filmmakers had several issues during production that required changing their storyline and locations. Their main character was unavailable so they had to find a new one. The onboard microphone also had issues, forcing them to use background noise. Some rooms were occupied, so compromise was needed. Despite challenges, they were able to get some good shots including wide, panning, close-ups and tracking shots to develop the story. Acting was also good. Editing in iMovie was simpler than professional software. Multiple reshoots from different angles helped improve the story.
Question 7 – looking back at your preliminary
The document discusses the differences between the author's preliminary video task and their final opening video for a coursework project. For the preliminary task, they had little time to prepare and film shots, resulting in a rushed video with average skills. For the final opening, they put in significant preparation, used specialized equipment, researched techniques like camera angles and makeup, and added elements like transitions, titles, and a soundtrack to achieve a higher production quality and capture the horror genre conventionally. The author learned from the preliminary experience and applied those lessons to better emphasize skills and create a more polished and appealing final product.
Progression
1) In September, the author was assigned a preliminary task by their media teacher to create a 60 second sequence in random groups using only an iPad. They had to include specific shots and techniques within a tight 30 minute timeframe.
2) Since then, the author has made significant progress in their editing skills, especially using Adobe After Effects to create animated titles and effects. Their cinematography has also improved through more creative shot angles and camera movement.
3) For their final piece, the author focused on miss en scene elements like zombie makeup designs and selecting appropriate locations to suit their genre, demonstrating progress across practical media areas since the preliminary task.
Ig3 evaluation
The student completed an IG3 evaluation for a group project creating a short film. Their group wrote scripts, did pre-production planning like location scouting and storyboards. Filming was difficult due to scheduling issues but they completed the shoot. The editing process went well though some shots lacked continuity due to weather. Through this project, the student learned skills in filmmaking and time management.
Filming day
The filming day was successful as the filmmakers managed to get all the necessary footage and images. They began filming in Castlefield but decided the bedroom was unsuitable so filmed in the main room instead. Jerome set up lights to properly illuminate the actors' faces. Their script guided the dialogue scenes but they also filmed freely to have more options for the trailer. It took time to get into character but they completed the filming. Despite cold conditions and lacking reference materials, they obtained all needed shots on schedule.
Ouestion 7 evaluation presentation
The document discusses lessons learned from creating a preliminary task that were applied to producing an opening film sequence. Key lessons included learning different camera shots and angles, portraying characters more realistically, structuring a film, and editing techniques. Time management was challenging due to limited time but the group managed to complete filming by strategizing available times and assigning editing duties. Producing a storyboard and script helped guide the process although some shots were changed based on ideas during filming.
Evaluation of preliminary task
The document summarizes the evaluation of a preliminary film task. It notes that while there were setbacks in filming, the actors performed well and the location and lighting were suitable. However, mistakes were made such as not strictly following the storyboard, poor planning of filming dates, and technical errors like a boom pole falling into the shot. Lessons learned include the importance of adhering to the storyboard, advanced planning, and avoiding technical mistakes. The brief was partially met but shot reverse shots were not achieved due to time constraints. Technical skills like titles and transitions were applied in editing.
Evaluation Question 3: Media
The document discusses what the film crew learned from doing a preliminary task that helped them improve for the full product. They learned how to properly edit shots together, important filming rules like the 180-degree rule and shot reverse shot. From the preliminary task, they also learned to storyboard, manage their time better, and work with equipment. The crew communicated well through social media and worked efficiently together to film and edit on time.
Preliminary Task Review
The group focused on action shots but forgot the 180 degree rule, so had to refilm some scenes. They also had issues getting over-the-shoulder shots due to space. All problems were fixed in editing but there was a last-second sound cut in the final product. The group worked well together and efficiently to film and edit within two lessons, finishing quickly and being pleased with the results. They struggled inserting the camera tape at first but set up equipment properly and safely for each shot.
What have i learnt about technologies from the
The document discusses the filming and editing process for a student film project. It describes some of the technical challenges encountered, such as unstable handheld camera shots, costume issues, and battery life in cold weather. It also discusses how the filmmakers addressed these challenges, including using tripods, filming costume inserts separately, and bringing spare batteries. The document also covers creative choices like adding special effects in editing and filming extra shots to extend the film.
decisions in week 1
Here are some potential problems encountered and contingency plans:
- Actress not available on the first scheduled day of filming - Contingency plan was to reschedule that scene for another day when the actress was available.
- Bad weather prevented filming on other scheduled days - Contingency plan was to reschedule those scenes for another time when the weather was better.
- Could not find extras for college scene as planned - Contingency plan was to use a homeless person as an extra, which actually helped tell the story in an unexpected way.
- Equipment issues like cameras or lights not working properly - Contingency plan would be to have backup equipment available or know how to troubleshoot issues on set.
-
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Similar to Preliminary Research Evaluation
Preliminary Project
1) The student worked with a partner to film and edit a preliminary project, their first time working with cameras and editing software. They learned skills like using a lens to blur backgrounds and found the editing process enjoyable.
2) Time management was not an issue, but the lone computer they could use would randomly shut down, deleting their work. They adapted by working quickly.
3) Areas for improvement included securing actor schedules, maintaining consistent camera effects, and lengthening the film. Overall they felt they learned valuable lessons for their next project.
Question 7
The document discusses the progression from the preliminary task to the main task. It describes some mistakes made in the preliminary task, such as poor sound quality and editing errors. It then outlines improvements made for the final production, including using better equipment, more advanced camera techniques, storyboarding, and higher quality editing and sound. Overall, the group learned valuable skills from the preliminary task that helped strengthen their final media production project.
Question 7
For a school project, the student created a preliminary 2-minute scene from Sherlock with a group of 4 classmates. This allowed them to gain experience using filming equipment and editing software. However, the group lacked organization and a leader. For the main project, the student was placed in a new group. They immediately assigned roles like director and scriptwriter based on strengths. Having clear roles made the process more efficient. The student learned that good leadership is important for team success in film projects.
Evaluating our Preliminary Task
The document summarizes a group's experience filming and editing a short film for a class assignment. They worked well together to film using techniques like match on action, the 180 degree rule, and shot-reverse shot. Some mistakes were made, like overexposing the lighting, but they were able to fix issues quickly. The group found editing easier than filming and were able to complete the task on time. Overall it was a positive learning experience where they practiced important filmmaking skills.
Question 7 evaluation media
The student learned several important lessons about filmmaking from their preliminary task that helped improve their full product. They gained experience with different types of shots and how framing can enhance a scene. Their shot quality improved with a stronger tripod. Editing techniques like pacing and shot transitions became stronger. They incorporated appropriate sounds and music to set the tone. Working as a cohesive group with clear roles and organization was key to their success. Planning through storyboards and deadlines kept them on track to complete a high quality two-minute opening sequence.
Question 7 media studies evaluation
The document discusses a student film project from preliminary task to final coursework. It describes lessons learned from the preliminary task including needing longer shots, better planning, and scripting. For the final coursework, the students improved their skills in editing software, camerawork, and adding effects. They realized the importance of organization, time management, and choosing filmmaking partners carefully.
Question 7
The document discusses the progression from the preliminary task to the main task. It describes some mistakes in the preliminary task like unclear sound and editing errors. It then outlines improvements made for the final production, including using more camera angles, higher quality footage, better planning with storyboarding, and smoother editing with a wider range of transitions and effects. The preliminary task helped provide experience with equipment and build confidence for the larger scale final production.
Final question
The document summarizes the progression from the author's preliminary film task to their full final product. For the preliminary task, the author struggled with using camera equipment and editing software as it was their first time. Their final product showed significant improvements in planning, research, camera skills, editing, and understanding of mise-en-scene to create an effective horror genre film, such as adding titles, slowing clips, and filming in a gloomy style. The author also learned they prefer working in pairs over groups to better share ideas and input on a project.
Final question
The document summarizes the progression from the author's preliminary film task to their full final product. For the preliminary task, the author struggled with using camera equipment and editing software as it was their first time. Their final product showed significant improvements in planning, research, camera skills, editing, and understanding of mise-en-scene to create an effective horror genre film, such as adding titles, slowing clips, and filming in a gloomy style. The author also learned they prefer working in pairs over groups to have more input and found planning methods like animatics and mood boards helped realize their vision for the final film.
Evaluation question 7
Maximilian Mayo-Dell reflects on improvements from a preliminary task to a full thriller film opening. Key areas of growth include skills with equipment, framing shots professionally, using lighting and white balance effectively, improved pre-production with storyboards and location selection, allowing enough time for proper production and multiple takes, incorporating useful props, coaching actors, and advanced editing with sound and titles. Overall, the thriller opening was much more polished and tense compared to the preliminary task due to these lessons learned.
Question 7
The document discusses what was learned from creating a preliminary task and final film project. It describes improvements in camera skills, continuity, and acting. More planning was required for the final film, including schedules, storyboards, and costume/location planning. Different camera angles were used to represent characters. Editing the final film was easier since the software was now familiar and more planning had been done. Overall, comparing the preliminary and final projects shows the growth and improvements that occurred.
Question 7 evaluation
In the preliminary task, the group created a brief storyboard and planned basic shots and edits but did not plan mise-en-scene or sound. For the final product, they did significantly more planning including casting, locations, and script drafts. They also practiced shots and researched other films. The group communicated well for the preliminary task but poorly for the final product, making the work more difficult. Through both tasks, the student learned about using different camera shots, angles, and movements to create specific effects, and improved at skills like matching shots, transitions, and incorporating music to build tension.
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.
Evaluation question 7-Shauna
Continuity, the 180 degree rule, match on action, shot/reverse shot techniques, and mise-en-scene were areas the document identifies for improvement in cinematography skills. The preliminary task revealed issues like an unsteady camera, lack of shot variety, and costumes not suiting the scene. The diagnosis summarizes how the opening sequence applied lessons learned - using a tripod, wider shot selection motivated by meaning, and costumes fitting the character. Research into film techniques and examples supported developing a polished opening sequence adhering to genre conventions.
Eval3 ppt
The filmmakers successfully observed cinematography conventions like continuity, match on action, and the 180-degree rule when filming their thriller. While they had to change locations, they reworked their storyboard and shooting script, which helped filming go smoothly. They also made some creative changes but ultimately kept most of the original plan. Their tight schedule required efficient use of time, which they managed well through preparation and experience. Learning from mistakes on a preliminary task, they improved areas like camera settings and planning shots. The crew assigned roles and communicated collaboratively while filming, and they organized actors, locations, costumes, and props with respect and preparation.
Preliminary task evaluation
The document provides a summary and evaluation of the preliminary task of directing and filming a horror film opening. It discusses the roles and ideas different group members contributed, what worked well like distributing roles and communicating effectively, and what didn't work as well such as lack of planning, technical issues, and timing issues filming at night. It also outlines lessons learned and plans to improve for the main task, such as better location selection, scheduling, storyboarding, and taking more time to ensure quality.
Kebbinnn
The document discusses challenges faced during the filming and editing process of a student film project. During filming, the location lacked good lighting and they had to film late due to school schedules. They overcame this by filming during free periods and right after school. Some actors were also unreliable. During editing, the editor had to work creatively within the limitations of the footage available and started providing more input during filming to get the shots needed. They also used techniques like loading a second copy of the film to edit in parallel and prevent delays from loading footage.
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 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.
Prelim eval
The student learned several skills from completing their preliminary film task. They learned how to effectively use camera shots like low angles, continuity techniques like matching clothes and locations, and basic editing. Some areas of success included good continuity and using a variety of shots. However, they need to improve planning time better and including more challenging shots and credits in the future.
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Preliminary Research Evaluation
- 2. What I have learnt: I have learnt a wide range of things from: the basic of attaching a camera to a tripod to how to edit a film. The film also helped me remember more camera angles as we had t use them in our film.
- 3. Time management and group work We had problems with time management as all of us happened to have different commitments at different times; making filming really difficult. This could be a problem for future group work. However when we were all together the work load we got through was incredible and we all got on very well; each person bringing something different to the group. We also created a group conversation on FaceBook which helped sharing the storyboards, ideas and organisation very quick and easy.
- 4. Continuity We had no or very little continuity errors in our film. This was surprising considering we were all unavailable at certain times. We did this through filming all scenes that included one person at once. The scenes including Emma and Oli were all filmed on one day. This way we didnt have to worry about continuity errors with clothing and hair styles. However on different days at different times made a continuity error with light levels which was very difficult to edit.
- 5. What Went Well As stated before our continuity went great even though filming was such a problem. The finished version flowed great and editing techniques such as adding the "Location Unknown" really helped set the scene and create the feeling of a spy thriller. We also used a range of effective shots such as: Over The Shoulder shots, Medium shots, Close up shots, Low angle and a medium close up.
- 6. Areas To Develop We need to improve on our arrangements, as we all had different commitments at different times making filming very difficult and could have resulted in hundreds of continuity errors. However because of our high work effort we managed to turn the tables and use this to our advantage. We had problems with light levels because of filming on different days at different times. If we were to film again I would film in a windowless location so the lighting level wouldn't be affected by outside light. In the planning process I would consider an entire different range of filming locations, other than just the ones we photographed in school, I would also try and compare the different locations to try and see what each place has to offer and what would be the most affective set.
- 7. Meeting the brief In my opinion we met the brief ok as we used all the shots that were required of us: Shot reverse shot: Using the shot reverse shot was difficult as both people weren't available for filming at the same time. So we had to improvise and created some kind of shot reverse shot. we achieved this by having Emma look forward at the camera and at the position of the other person, even though Oli wasn't in the shot. This also helped us stick to the 180 degree rule as Emma is on the right and Oli on the left. The camera also didn't cross the action line. Our match on action shots were also good because as stated previously the shots were filmed on separate days, and put together in post film editing to create the effect of continuous filming.
- 8. My input Personally I feel like I let the side down when it came to filming as I was suppose to be the other actor, however due to other arrangements it just wasn't possible for me to be in the film. So Oli had to step in and be script writer and actor. However when we first began filming, Oli and Emma weren't to familiar with the school and didn't know their way around so finding a location would have been very difficult for them. So it was up to me to show them round school, photograph all the different potential film locations and then evaluate them with the group. Originally we had planned to have Mr Walton and Mr Leach in the film as actors and I had to be their "agent" and go out and organise with them when we were to be filming however because of their other arrangements this also turned out to be impossible and we had to be the stars of our own show. When it came to editing Oli did quite a lot however me and Emma also input a fair bit and I was on hand to photograph/ fix any computer errors that happened to crop up; which turned out to be A LOT!