Preliminary task
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The document summarizes research done on previous student media projects and the development of a new project idea. It discusses how the initial concept was influenced by horror films but had to be altered due to a changed task requirement involving dialogue. The group then improved their narrative and storyboard to keep the horror theme while incorporating the new dialogue elements. They assigned roles and prepared to film.
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Reflection on Willy Wonka Preliminary Task
The student was asked to create a short video with a partner for a class assignment demonstrating their understanding of camera techniques and editing. They chose to recreate a scene from Charlie and the Chocolate Factory. The student wrote the script and their partner created the storyboard. While filming with a tripod helped produce steady shots, some parts had to be refilmed due to tilting or wobbling issues. The student learned more about video editing techniques like fading and slow motion.
Preliminary task
The document summarizes a preliminary filmmaking task and a subsequent 2-minute film task. For the preliminary task, the author created a short conversation scene using shot reverse shot and a match on action. This helped them understand how to film these techniques. For the 2-minute film, they focused on basic techniques like 180-degree rule and shot reverse shot. They tried a new approach to 180-degree rule by focusing on a tree instead of the characters. The preliminary task gave them confidence and knowledge that helped in creating the 2-minute film.
Question 7
The document discusses what the author learned from their preliminary task to their full product. They found that doing research beforehand helped generate initial ideas. The preliminary task helped them learn camera and editing skills in iMovie. Specifically, they learned to use a tripod, film outside for better lighting and sound, and vary camera angles and proximity for visual interest. The full product incorporated these lessons through improved lighting, sound, storyboarding, and varied shots.
Evaluation: Question 7
The document summarizes the learning and improvements from the author's preliminary task to their final opening sequence project. They improved camerawork by using more shot types and better equipment for clearer footage. Lighting and use of tripods enhanced video quality. Music and sound effects were added to set atmosphere. Continuity between filming sessions ensured a cohesive sequence through consistent location, costumes, actors and lighting.
Evaluation of sunderland college trailer
The document summarizes a group's process in creating a promotional trailer for Sunderland College. They filmed around campus using iPhones to get footage of areas with a comedic twist. In Premier Pro, they edited the footage together with a rock song, using cuts and learning editing tools. Their finished product achieved their goal of a funny trailer that also showed the college. They learned to allocate more time for planning, filming, and editing future projects.
Preliminary Task Evaluation
The document summarizes the process of filming and editing a short video for a school assignment. It discusses obstacles like finding an appropriate filming location and editing software. It also provides suggestions for improvements such as using a larger, soundproof room and developing a more substantial script. Lessons learned include planning ahead, maintaining scene continuity, and learning additional filming/editing techniques to create a more polished final product.
Preliminary Research Evaluation
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.
Diary
The document summarizes the filming process for a student documentary project over several sessions from October to November 2016. It describes the various background footage, interviews, and presenter scenes that were filmed, including technical details and locations. As filming progressed, the students' skills improved in areas like equipment operation, interviewing, and shot composition. They also began editing their collected footage in Premier Pro to construct the documentary timeline.
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Reflection on Willy Wonka Preliminary Task
The student was asked to create a short video with a partner for a class assignment demonstrating their understanding of camera techniques and editing. They chose to recreate a scene from Charlie and the Chocolate Factory. The student wrote the script and their partner created the storyboard. While filming with a tripod helped produce steady shots, some parts had to be refilmed due to tilting or wobbling issues. The student learned more about video editing techniques like fading and slow motion.
Preliminary task
The document summarizes a preliminary filmmaking task and a subsequent 2-minute film task. For the preliminary task, the author created a short conversation scene using shot reverse shot and a match on action. This helped them understand how to film these techniques. For the 2-minute film, they focused on basic techniques like 180-degree rule and shot reverse shot. They tried a new approach to 180-degree rule by focusing on a tree instead of the characters. The preliminary task gave them confidence and knowledge that helped in creating the 2-minute film.
Question 7
The document discusses what the author learned from their preliminary task to their full product. They found that doing research beforehand helped generate initial ideas. The preliminary task helped them learn camera and editing skills in iMovie. Specifically, they learned to use a tripod, film outside for better lighting and sound, and vary camera angles and proximity for visual interest. The full product incorporated these lessons through improved lighting, sound, storyboarding, and varied shots.
Evaluation: Question 7
The document summarizes the learning and improvements from the author's preliminary task to their final opening sequence project. They improved camerawork by using more shot types and better equipment for clearer footage. Lighting and use of tripods enhanced video quality. Music and sound effects were added to set atmosphere. Continuity between filming sessions ensured a cohesive sequence through consistent location, costumes, actors and lighting.
Evaluation of sunderland college trailer
The document summarizes a group's process in creating a promotional trailer for Sunderland College. They filmed around campus using iPhones to get footage of areas with a comedic twist. In Premier Pro, they edited the footage together with a rock song, using cuts and learning editing tools. Their finished product achieved their goal of a funny trailer that also showed the college. They learned to allocate more time for planning, filming, and editing future projects.
Preliminary Task Evaluation
The document summarizes the process of filming and editing a short video for a school assignment. It discusses obstacles like finding an appropriate filming location and editing software. It also provides suggestions for improvements such as using a larger, soundproof room and developing a more substantial script. Lessons learned include planning ahead, maintaining scene continuity, and learning additional filming/editing techniques to create a more polished final product.
Preliminary Research Evaluation
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.
Diary
The document summarizes the filming process for a student documentary project over several sessions from October to November 2016. It describes the various background footage, interviews, and presenter scenes that were filmed, including technical details and locations. As filming progressed, the students' skills improved in areas like equipment operation, interviewing, and shot composition. They also began editing their collected footage in Premier Pro to construct the documentary timeline.
Evaluation 7 powerpoint
In the preliminary task for a film project, the author's group made several mistakes including poor editing, camerawork, and lack of organization. They did not properly plan the location or how it related to the storyline. In the main task, the group improved by carefully choosing a location that realistically fit the storyline and discussing how different areas should be used. They also took more time to plan shots and film consistently to make editing easier. Overall, the author learned from the mistakes in the preliminary task and applied those lessons to better organize and execute the main task.
Question 7
The student felt they learned more from creating the full product compared to the preliminary task. For the prelim, planning was brief and they followed a script without adding their own ideas. For the final product, they researched genres by watching movies and developed their own idea. Their filming and editing skills also improved from learning techniques like shot types, smoothing transitions, and using sound editing. Overall, they learned to plan more thoroughly and developed technical skills to create a higher quality final product.
Production Log - 4018
The document is a production log from Ragwana Akram detailing the filming of a trailer on January 26, 2015. It describes waiting until dusk to film exterior scenes with a "hoodie guy" character and using dim indoor lighting. It notes the challenges of getting shots correctly without mistakes and being responsible for lighting as a new role. It also describes filming various scenes throughout the day and evening, including in a school library at 12:10pm, typing "missing people" around 5:15pm, comparing images at 5:45pm, finding a diary at 6:15pm, and sleeping problems at 6:45pm while ensuring proper lighting.
Production diary
The production diary summarizes three days of filming for an opening sequence. On day 1, scenes of a job interview were filmed indoors. Takes went well though lines were sometimes forgotten. Day 2 involved outdoor filming of a shooting scene, but the camera battery died, costing time. Day 3 filmed additional classroom scenes; outdoor light caused some retakes but the shoot went according to plan overall.
Preliminary task evaluation
The document provides an evaluation of a task to create a short film video. It describes how the team abided by filming rules and standards, but faced some obstacles with the furniture and finding an appropriate room. They also struggled with limited editing software options but completed the video. Improvements noted include using a less noisy room, a larger script with more dialogue, better lighting and editing. Lessons learned were to plan ahead more, maintain scene continuity, and watch more tutorials to improve video quality and editing.
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.
-
Evaluation Question Seven
The student learned several important lessons in progressing from their preliminary task to the full opening sequence product. They applied techniques like match on action, shot reverse shot, and the 180 degree rule that they learned in the preliminary task. They also improved on identified weaknesses, such as using a tripod to keep shots steady, filming at night to fit the thriller genre, focusing manually, and adding more post-production elements like editing and sound design. Overall, they gained experience in creating a cohesive narrative and establishing the genre over a longer two minute period compared to their shorter preliminary task.
Preliminary Task Evaluation Report
This document provides an evaluation of the quality of a student film project. It discusses several aspects of the film's production:
1) Shot composition and camerawork, praising the close-ups and framing but noting room for improvement in steady walking shots.
2) Content and adherence to the assigned task, finding the film stayed on topic as planned.
3) Mise-en-scene elements like location, lighting, props, and character positioning, identifying these as areas needing most improvement.
4) Editing, sound design, and dialogue delivery, seeing these as the film's strongest elements.
5) Group collaboration and planning, seeing room for better organization and location selection.
Preliminary Task Evaluation
The document discusses the student's experience with planning and creating a one minute film for a preliminary task. The student learned that extensive planning is required, including storyboarding and adjusting plans as ideas change. Filming requires different angles and shots, and editing turns hours of footage into just a few minutes. Working as a group requires everyone being on the same page. Overall, the student gained an appreciation for all that goes into creating a short film.
Preliminary task evaluation
The group worked well together to complete the preliminary task on time. They filmed from various angles but some shots were shaky and had to be refilmed. They used Premiere Pro to edit the shots together smoothly. Sound quality needed improvement as the camera picked up background noise that could not be eliminated in editing. Overall the group was pleased with their first attempt and will focus on improving sound quality in future tasks.
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.
Evaluation question 3
The document discusses feedback received from an audience on a film project. It provides examples of feedback received on various elements of the film production:
- Feedback on the sound mixing and clarity of dialogue led to improvements in those areas.
- Feedback that the narrative was unclear and confusing resulted in rearranging footage and deleting some to make the story easier to follow.
- Many of the shots were reported as shaky, so a stabilizer was used and extra care was taken to improve shot continuity.
- Feedback on the film poster revealed small changes like symmetry and positioning could make a big difference, so those elements were adjusted.
- Feedback showed the "talking point box" on a magazine was
Question 6 & 7
Through creating their thriller opening, the students learned important skills in filming, editing, and creating soundtracks. They gained confidence in using camera equipment, editing software like Premier Pro, and mixing software like Mixcraft. Editing took the longest due to carefully checking clips for errors. Storyboarding also improved from their preliminary task. Overall, the students feel much more confident in their filmmaking abilities from this learning experience.
Analysis of preliminary task
1) The document analyzes the pre-production, production, and post-production stages of a preliminary film task.
2) During pre-production, planning the script was difficult but specifying needed aspects like character movements helped.
3) Production went smoothly with few retakes needed, though handheld camera work lacked stability and characters improvised lines.
4) Post-production editing was easy since the editor knew their vision, but precise timing of clips and uploading issues prolonged the process.
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
Preliminary evalutatiom
Ethan Wall reviewed his group's preliminary film task, identifying three main mistakes made: using a faulty camera twice, which required reshoots; violating the 180-degree rule; and using the faulty camera again. They managed group dynamics through fair role assignment and staying calm during disagreements. Equipment like the camera, dolly, and tape were safely handled. While no health and safety issues arose, conditions were limited to the school. They organized human resources through committed student actors and everyday costumes. Camera angles, match cuts, and white balance were used within the one-hour time frame allotted.
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.
Copyright permission
Olivia contacted various individuals in an attempt to gain copyright permission to use a James Blake track in their student film. She sent polite, formal emails explaining their situation and requesting consent. One contact responded positively and asked to view the film. Olivia shared the film and continued following up respectfully. Eventually another individual responded with a document outlining the process, making them unsure if permission would cost money. They completed the form but did not receive a final response in time. While disappointed, they felt using short clips and mixing the music made legal use reasonable, and they were proud of creating their own music and finding free alternatives.
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Evaluation 7 powerpoint
In the preliminary task for a film project, the author's group made several mistakes including poor editing, camerawork, and lack of organization. They did not properly plan the location or how it related to the storyline. In the main task, the group improved by carefully choosing a location that realistically fit the storyline and discussing how different areas should be used. They also took more time to plan shots and film consistently to make editing easier. Overall, the author learned from the mistakes in the preliminary task and applied those lessons to better organize and execute the main task.
Question 7
The student felt they learned more from creating the full product compared to the preliminary task. For the prelim, planning was brief and they followed a script without adding their own ideas. For the final product, they researched genres by watching movies and developed their own idea. Their filming and editing skills also improved from learning techniques like shot types, smoothing transitions, and using sound editing. Overall, they learned to plan more thoroughly and developed technical skills to create a higher quality final product.
Production Log - 4018
The document is a production log from Ragwana Akram detailing the filming of a trailer on January 26, 2015. It describes waiting until dusk to film exterior scenes with a "hoodie guy" character and using dim indoor lighting. It notes the challenges of getting shots correctly without mistakes and being responsible for lighting as a new role. It also describes filming various scenes throughout the day and evening, including in a school library at 12:10pm, typing "missing people" around 5:15pm, comparing images at 5:45pm, finding a diary at 6:15pm, and sleeping problems at 6:45pm while ensuring proper lighting.
Production diary
The production diary summarizes three days of filming for an opening sequence. On day 1, scenes of a job interview were filmed indoors. Takes went well though lines were sometimes forgotten. Day 2 involved outdoor filming of a shooting scene, but the camera battery died, costing time. Day 3 filmed additional classroom scenes; outdoor light caused some retakes but the shoot went according to plan overall.
Preliminary task evaluation
The document provides an evaluation of a task to create a short film video. It describes how the team abided by filming rules and standards, but faced some obstacles with the furniture and finding an appropriate room. They also struggled with limited editing software options but completed the video. Improvements noted include using a less noisy room, a larger script with more dialogue, better lighting and editing. Lessons learned were to plan ahead more, maintain scene continuity, and watch more tutorials to improve video quality and editing.
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.
-
Evaluation Question Seven
The student learned several important lessons in progressing from their preliminary task to the full opening sequence product. They applied techniques like match on action, shot reverse shot, and the 180 degree rule that they learned in the preliminary task. They also improved on identified weaknesses, such as using a tripod to keep shots steady, filming at night to fit the thriller genre, focusing manually, and adding more post-production elements like editing and sound design. Overall, they gained experience in creating a cohesive narrative and establishing the genre over a longer two minute period compared to their shorter preliminary task.
Preliminary Task Evaluation Report
This document provides an evaluation of the quality of a student film project. It discusses several aspects of the film's production:
1) Shot composition and camerawork, praising the close-ups and framing but noting room for improvement in steady walking shots.
2) Content and adherence to the assigned task, finding the film stayed on topic as planned.
3) Mise-en-scene elements like location, lighting, props, and character positioning, identifying these as areas needing most improvement.
4) Editing, sound design, and dialogue delivery, seeing these as the film's strongest elements.
5) Group collaboration and planning, seeing room for better organization and location selection.
Preliminary Task Evaluation
The document discusses the student's experience with planning and creating a one minute film for a preliminary task. The student learned that extensive planning is required, including storyboarding and adjusting plans as ideas change. Filming requires different angles and shots, and editing turns hours of footage into just a few minutes. Working as a group requires everyone being on the same page. Overall, the student gained an appreciation for all that goes into creating a short film.
Preliminary task evaluation
The group worked well together to complete the preliminary task on time. They filmed from various angles but some shots were shaky and had to be refilmed. They used Premiere Pro to edit the shots together smoothly. Sound quality needed improvement as the camera picked up background noise that could not be eliminated in editing. Overall the group was pleased with their first attempt and will focus on improving sound quality in future tasks.
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.
Evaluation question 3
The document discusses feedback received from an audience on a film project. It provides examples of feedback received on various elements of the film production:
- Feedback on the sound mixing and clarity of dialogue led to improvements in those areas.
- Feedback that the narrative was unclear and confusing resulted in rearranging footage and deleting some to make the story easier to follow.
- Many of the shots were reported as shaky, so a stabilizer was used and extra care was taken to improve shot continuity.
- Feedback on the film poster revealed small changes like symmetry and positioning could make a big difference, so those elements were adjusted.
- Feedback showed the "talking point box" on a magazine was
Question 6 & 7
Through creating their thriller opening, the students learned important skills in filming, editing, and creating soundtracks. They gained confidence in using camera equipment, editing software like Premier Pro, and mixing software like Mixcraft. Editing took the longest due to carefully checking clips for errors. Storyboarding also improved from their preliminary task. Overall, the students feel much more confident in their filmmaking abilities from this learning experience.
Analysis of preliminary task
1) The document analyzes the pre-production, production, and post-production stages of a preliminary film task.
2) During pre-production, planning the script was difficult but specifying needed aspects like character movements helped.
3) Production went smoothly with few retakes needed, though handheld camera work lacked stability and characters improvised lines.
4) Post-production editing was easy since the editor knew their vision, but precise timing of clips and uploading issues prolonged the process.
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
Preliminary evalutatiom
Ethan Wall reviewed his group's preliminary film task, identifying three main mistakes made: using a faulty camera twice, which required reshoots; violating the 180-degree rule; and using the faulty camera again. They managed group dynamics through fair role assignment and staying calm during disagreements. Equipment like the camera, dolly, and tape were safely handled. While no health and safety issues arose, conditions were limited to the school. They organized human resources through committed student actors and everyday costumes. Camera angles, match cuts, and white balance were used within the one-hour time frame allotted.
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.
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Olivia contacted various individuals in an attempt to gain copyright permission to use a James Blake track in their student film. She sent polite, formal emails explaining their situation and requesting consent. One contact responded positively and asked to view the film. Olivia shared the film and continued following up respectfully. Eventually another individual responded with a document outlining the process, making them unsure if permission would cost money. They completed the form but did not receive a final response in time. While disappointed, they felt using short clips and mixing the music made legal use reasonable, and they were proud of creating their own music and finding free alternatives.
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This social media audit summarizes the performance of the 16 South African Premier Soccer League teams on Facebook and Twitter from October 11th to November 11th, 2013. The summary includes key metrics like fan growth, engagement, reach and growth on each platform. For example, it shows that Kaizer Chiefs had the most Facebook fans at over 766,000 but lower engagement at 6.6%, while on Twitter, Orlando Pirates had the highest reach of over 139 million. The audit provides insights for each team to analyze their social media strategy and growth over the time period.
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The document analyzes social media mentions and sentiment regarding issues addressed in South African President Jacob Zuma's State of the Nation addresses from 2009 to 2014. It tracks keywords and mentions on Twitter related to education, poverty, crime, the economy, and other issues. For each topic, it shows the number of mentions in previous addresses, Twitter mentions over time, top keywords, and breakdown of sentiment. The goal is to see which issues the president focused on and how the public reacted to them on social media compared to past years.
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The document discusses content strategy and its key elements. It defines a content strategy as the careful planning, continuous development, and ongoing management of content to achieve objectives. An effective content strategy requires discovering buyer personas, setting objectives, creating an editorial calendar, and understanding how to link content across different platforms. It emphasizes the importance of a content strategy for attracting and engaging the right audiences while building trust over time.
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Are you struggling to get more facebook fan likes to your business page? That's a common problem for affiliate marketing beginner. Let's see how this post can help. Also, there is a quick tip to show you to leverage on Alexa to get more Facebook fan
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Similar to Preliminary task
As media preliminary evaluation
1) The document discusses Amber Needham's experience making a preliminary film assessment for her media class. She learned how to use equipment like tripods and cameras, and enjoyed the editing process using Adobe Premiere Pro.
2) Amber notes time management was important since one actor was only available on certain days. Her group worked well together despite initial concerns, and she was pleased with shots like one of her arm on a staircase.
3) Areas for improvement included strengthening the storyline and character portrayals. Amber contributed by acting in the film, helping with shots, and editing parts of the project. She feels she learned valuable lessons that will help with future media assignments.
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.
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.
Premiliminary task review
This document summarizes a student's preliminary film task for their AS level course. The student's group filmed a conversation between two characters applying three principles: match on action, shot-reverse shot, and the 180 degree rule. They made one minor mistake breaking the 180 degree rule but refilmed to correct it. The group collaborated well, taking turns operating equipment and editing. They managed resources, equipment, the deadline, and ensured health and safety during filming. The preliminary task provided experience with filming and editing techniques.
Question 7
From the preliminary task and filming the full product, the student learned:
1) Effective planning is key, including storyboarding and shot lists. This allows for organized shoots and adaptation.
2) Continuity is important for realism and avoiding audience confusion. Factors like location, costumes, and lighting must be kept consistent.
3) Problems will arise during production, but can be solved through flexibility and alternative solutions like playing a role oneself.
4) Editing skills developed through practice, and the ability to work independently allowed for efficient editing on a tight deadline.
Question 778
From the preliminary task and full production, the student learned:
1) Effective planning is key, including storyboarding and shot lists. This allows for organized shoots and efficient use of resources.
2) Continuity is important for realism and avoiding audience confusion. Factors like location, costumes, and lighting must be kept consistent.
3) Problems will arise, so flexibility and quick problem-solving are important skills. The student learned to find solutions, like playing the villain, and asking others or online tutorials for help.
Evaluation – Bryn Hughes
The student created a 3 sentence film sequence with a partner called "The Vanisher" about a villain who uses a special camera to cause havoc. They drew inspiration from comic books and films during planning and filming across 5 locations. The construction process was enjoyable but also difficult at times, particularly editing and planning. Legal and ethical issues around the content were considered. Overall the target young audience-focused product showed strengths in storyline, effects, and editing despite weaknesses in acting and clarity.
Evaluation – Bryn Hughes
The student created a 3 sentence opening sequence for a film called "The Vanisher" with a partner. They drew inspiration from other superhero films and comics. The student found filming and editing enjoyable but planning and developing ideas was difficult. Some challenges included time management and finding actors. Overall the student felt they gained skills in filming techniques and editing, and the final product had a good storyline though could be improved with more actors and consistent understanding.
Evaluation – Bryn Hughes
The student created a 3 sentence opening sequence for a film called "The Vanisher" with a partner. They drew inspiration from other films and comics in planning locations, costumes, and credits. The construction process presented challenges with scheduling, finding actors, and editing. Skills learned included filming techniques and editing methods. The target audience was children, and the final product was similar to the original idea despite some changes and room for improvement.
Evaluation – Bryn Hughes
The student created a 3 sentence film sequence with a partner called "The Vanisher" about a villain who uses a special camera to cause havoc. They drew inspiration from comic books and films during planning and filming across 5 locations. The construction process was challenging due to scheduling, but editing and special effects were enjoyable. Overall the short film achieved its goal but could be improved with more actors and consistency.
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.
Jasmine Monk - Evaluation
The document summarizes the filmmaking process and lessons learned from creating a thriller film project. It discusses how the film used conventions from movies like Se7en and The Silence of the Lambs. Challenges included limited equipment, changes to the storyboard due to technology issues, and ensuring the film met the wants of the target thriller audience. Overall, the creator felt they improved their filmmaking skills and delivering what the audience desired in a thriller.
Jasmine Monk's Evaluation
The document summarizes the filmmaking process and lessons learned from creating a thriller film project. It discusses how the film used conventions from movies like Se7en and The Silence of the Lambs. Challenges included limited equipment, changes to the storyboard due to technology issues, and ensuring the film met the wants of the target thriller audience. Overall, the creator felt they improved their filmmaking skills and delivering what viewers wanted from the thriller genre.
Eq 7
The document compares the learner's preliminary media project to their full final product. For the preliminary task, the learner and their team planned shots but faced difficulties with continuity in editing and inconsistencies in mise-en-scene. For the final product, the learner gained experience using Final Cut Pro software, felt more confident trying different camera techniques, and learned to incorporate voiceovers, sound, filters, and credits more effectively. Overall, the learner felt they improved their camera skills, editing abilities, and time management for complex media projects through this learning experience.
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.
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.
Evaluation Question 7
The student learned many important lessons when progressing from their preliminary task to the final product. For the final task, they planned costumes, lighting, actors, makeup, props, setting, sound, camera angles, and editing in much more detail. This resulted in an improved final product where elements like mise-en-scene, lighting, and music fitting the genre were carefully considered. Through completing this project, the student felt they gained valuable experience in planning, time management, using various software, and critically analyzing their own work.
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.
Evaultion
The research done before filming helped the student understand different camera angles, sound effects, and mise-en-scene techniques to use. Pre-production included a storyboard, treatment, call sheet, and location recce. Filming involved the student acting as a main character while others directed and operated cameras. Feedback on the short film was mixed, praising editing and music but noting a confusing storyline and audio delay. Feedback on the horror-themed poster was also mixed, with positive comments on imagery matching the film's theme but negatives around font readability and page size.
Question7
The student feels they have greatly improved in planning, research, shooting, and editing from their preliminary task to the full thriller opening production. For planning, they learned to more strictly follow storyboards and ensure continuity of costumes, weather, and appearances during shooting. Their research of thriller films helped them identify conventions to incorporate. For shooting, the student has a better grasp of techniques like the 180 degree rule and uses more advanced camera shots and angles. Their editing skills improved with software proficiency and implementing techniques like match on action more seamlessly. Overall, the student's knowledge of film genres and production process has expanded.
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More from livgascoine
The process of making my film review for web based media
A powerpoint presentation showing the stages I went through to create my film review on Photoshop CC.
I screenshot quite often however did not screenshot every stage as the creating of this review took around 4 hours and had a many stages and layers to complete.
The process of creating my film poster
A powerpoint showing the stages I went through on Photoshop CC to create my film poster for Analysis
Poster Analysis
This poster analyzes three movie posters:
1) Salt poster uses Angelina Jolie to appeal to male audiences and presents her as an attractive female stereotype.
2) Alter Egos poster uses contrasting images and costumes to hint at themes of hidden identities and features unusual character portraits.
3) City of Fear poster draws attention with a close-up of scared eyes, symbolizing a troubled soul, and uses the setting of Los Angeles to portray the film noir genre.
Amended Script- Allure Animations
An amended script to build the narrative of our film noir film identity. This script adds a new character the private investigator, uses various camera techniques and creates more interest to the narrative.
Script amended
Ryan hires a private investigator, Alex, to find his missing wife Mia. Alex discovers evidence that Mia has been secretly withdrawing money from Ryan and her bank accounts and using an alias, Ms. Mia Bramley. CCTV footage shows Mia withdrawing a large sum of money. When Alex shows Ryan the CCTV still, Ryan recognizes it is in fact Mia. Alex informs Ryan that Mia has been fraudulently assuming a false identity and committing identity theft, which are serious crimes that could result in prosecution. Ryan is shocked and confused by this revelation about his wife.
Script for discussing questionnaire
The group collected questionnaires to learn about their target audience's preferences for a new film noir project. Their results showed interest in the film noir genre, with 48% having seen one and 52% not having. The audience also expressed interest in a black and white film with a modern narrative and liking hybrid films combining two genres. Most audience members preferred an urban city setting like London, giving the group confidence in their narrative and setting choices. They chose to present these results on Padlet, an interactive website, to showcase the data, images, and text in an innovative way.
Identity screenplay
This document outlines scenes from a film about a husband named Ryan who hires a private investigator to search for his missing wife. The scenes show Ryan expressing anger, anxiety, and distress over not knowing where his wife has gone. He finds evidence on her laptop of hotel reservations, meals, and work in London, which contradicts his belief that they were happy. Ryan demands the private investigator do whatever it takes to track her down and find her, as he is desperate to speak to her and get answers about what happened.
Script for recording video analysing Detour
This document provides a script for analyzing various clips from the 1945 film noir "Detour". It summarizes key elements in each clip such as lighting, music, shot types, and how they advance the plot and develop characters. The opening credits set the tone with their font and music. Early scenes establish the protagonist Al as an ambiguous figure and use flashbacks to build mystery around his journey. Subsequent clips showcase techniques like voiceover and femme fatale characters to reveal Al's inner thoughts and complicate the narrative. The film employs many classic noir elements like dark lighting, reflections, and an ultimately tragic ending left ambiguous for the audience.
Media pitch- Film Noir film Identity
A power point presentation presenting our ideas for our Film Noir film- IDENTITY.
Created by the Allure Animations team
Character Analysis ryan
A character Analysis of our chosen actor Ryan. He will play the husband in our new Film Noir film Identity.
Character analysis poppy
Poppy, an 18-year-old, was chosen to play a femme fatale character in her mid-20s through the use of makeup and costume. Her distinctive features were seen as vital for portraying the character's two identities and allowing experimentation with different looks to show the separate identities. Aside from her suitability for the film role, Poppy is also considered very reliable and unlikely to disrupt productivity during filming.
Media evalutation scriptg
This document provides a summary and evaluation of Olivia Gascoine's work on developing a horror film opening titled "Anomalous". It discusses the skills and techniques Olivia learned from creating a preliminary task and how they were applied to the final opening. Key points include improving camera work, learning from mistakes, increased planning of shots, and gaining experience editing and using color correction software. The document also evaluates conventions used in the opening, such as atmospheric music and realistic shots, and how it both challenges conventions through its daylight setting and protagonist character.
Anomalous Shooting Schedule
The document provides a shooting schedule and details for an independent horror film called "Anomalous" being produced by Unprecedented Pictures. It outlines four filming dates at various indoor and outdoor locations, with descriptions of the scenes, actors, costumes, props, roles and types of shots planned. Precise execution of shots and realistic details are emphasized to achieve the intended atmosphere and storytelling. Safety measures are also noted for the scene involving a prop knife. The schedule aims to capture quality footage across multiple settings to effectively tell the story.
Shots media
Liv Gascoine took photos of Frankie Gascoine at an old, spooky lake to achieve a haunted horror film aesthetic. She used different camera shots and an innocent child model to tell a narrative story through the photos. Liv enjoyed experimenting with different camera shots.
Conventions of horror film openings
The document outlines several conventions commonly used in horror film openings:
1) Logos from film institutions appear to identify the producers and spread costs. Logos may be edited to suit the genre.
2) Establishing shots set the time and location and introduce key characters and settings. Themes are hinted at through dialogue.
3) Opening credits list the directors, writers, and main actors, usually in order of screen time. The film title conveys expectations of the plot.
4) The genre is established through visuals and characters. Music, mood, and pace are used to build tension during the opening credits.
Shots media
These photos were taken by Liv Gascoine and feature her model Frankie Gascoine. Liv wanted to experiment with different shots in an old, spooky lake to achieve a haunted horror film aesthetic. She used an innocent model and adding a little girl provides narrative context to all the pictures.
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The process of making my film review for web based media
The process of making my film review for web based media
Preliminary task
- 2. To prepare for the preliminary task I researched on You Tube video’s that had been uploaded in previous years by other AS media students to see what had been successful and ways that my group could make ours different from previously completed tasks. video’s I found- Preliminary Media Task: A Touch Of Teesdale- Good use of Music, Dialogue was effective, acting was believable and engaging. First shot worked well to create suspense and an uneasiness being point of view, reminded me of the Blair Witch Project. Good mix of shots used. Picture shown of ‘Paige’ Very effective is scary, foreboding and is shocking when suddenly appearing. × Some camera angles were slightly moving need to use a tripod, if Picture quality was higher the definition of the picture would be improved. No match on action shot used or 2 shot or over the shoulder. Slight background noise could have been edited out. 'RAGE' - AS Media preliminary task Great humour very engaging and fun to watch, effective use of variety of shot’s, Music works well at building pace and contrasting with beginning, Camera being knocked jump cut to on the floor V good- The non-diagetic scream great timing and is a very high standard × Some shot’s slightly moving overall a very impressive task!
- 7. After completing our first idea's we were told our task had been altered slightly "It comprises: opening a door, crossing a room sitting down in a chair opposite another character, and exchanging a couple of lines of dialogue". In our first idea's we liked the idea of using silence to build climax and tension similarly to other horror films that use silence effectively in this way. However with the new feature of dialogue we decided this first idea had lost its effect so we changed and improved our narrative and story line. We kept with our theme of the horror genre and wanted the short film to build questions that were never answered. We decided me and chloe would be actors A & B Jake would fim and Ryhs would work as the director. We put together our next storyboard that would be useful when filming.
- 9. Happy with our new storyboard and idea we set a date to film and got ready the equipment and props we would need to film.