Preliminary task evaluation
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As the camera woman, the respondent found the role difficult at times because they were responsible for ensuring all shots were clear and had a variety of angles, which meant informing the team if shots didn't work well and potentially receiving negative or positive responses. They enjoyed working with their creative and imaginative team who helped boost confidence and contributed ideas. Some small conflicts occurred due to differing visions, but the team was able to pull through obstacles with teamwork. Going forward, bringing new equipment could intensify shots and add tension to productions.
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individual initial ideas unit 18
- The student's initial individual ideas focused on adding more people to their trailer and making it more entertaining. However, they felt they could have improved their ideas.
- Their main role in the team was to gather information and help with equipment, but they wanted a more active role. They felt the team should not have argued about roles.
- Everyone contributed to the project, but no one wanted to be filmed, so there were extra unused clips. The student helped set up the green screen.
- They were not pleased with the final individual print advert because it did not incorporate their ideas and used colors like pink and yellow that did not suit a sugar-free gum product.
- They felt the
Start with your individual initial ideas
- The student's initial individual ideas focused on adding more people to their trailer and making it more entertaining. However, they felt they could have improved their ideas.
- Their main role in the team was to gather information and help with equipment, but they wanted a more active role. They also felt the team should not have argued about roles.
- Everyone on the team contributed, but no one wanted to be filmed for the video because they did not like seeing themselves on camera. The student offered to be filmed.
- The student was not pleased with the final individual print advert because one person designed it without input from the group. They did not like the pink and yellow colors or the suggestion of sugar-
Restrained Evaluation
The document discusses how the media product uses, develops, and challenges conventions of the thriller genre. It uses conventions such as point-of-view shots and close-ups to build suspense. It challenges conventions like typical editing pacing and inclusion of the protagonist. The document also discusses how the media product was inspired by other titles sequences, representing social groups through stereotypical portrayals of victims and villains.
Evaluation Question 7 Isin
The student learned several important lessons from their preliminary task to their full opening sequence project. They went from having an unplanned conversation with no clear audience or location to fully storyboarding with the audience in mind. They improved at planning shots, roles and obtaining sufficient footage. Their editing skills grew tremendously from initially not knowing the software to mastering it. They learned to work as a cohesive team and give/receive constructive feedback to continually improve.
A2 Preliminary Evaluation
Rhys completed a preliminary task to develop his creative, camera work, and editing skills. He was able to record footage using different camera techniques and equipment. The group worked well together by sharing the workload and using individual strengths to help others improve weaker areas. Planning documents like a storyboard helped structure their work and allowed efficient progress from start to finish. While the task was a rushed preliminary exercise, Rhys believes the story concept about a man buying flowers rather than drugs shows some creativity. Further improvements would be needed like more research, planning, and developing the final product to meet a higher grade criteria.
Untitleddocument
During the film production process, the author held several roles including second camera operator, continuity manager, and editor. As second camera operator, the author helped position the camera and ensured shots were properly framed. As continuity manager, the author checked that shots matched up during editing, though noticed some mismatches that were difficult to edit. As an editor, the author matched cuts to the beat of the song in the film, but felt the group could have filmed more shots to demonstrate a wider range of editing skills. The author reflects on areas for improvement such as involvement in the script writing and completing tasks on time and to a higher standard.
Question 7 evaluation
We learned a great deal from our preliminary task to improve our final film. In our planning process, we created scripts, storyboards, and shot lists to produce the best product possible. We also learned how to make an effective piece that follows conventions. For the final film, we put extensive detail into our work and presentation as a group. We explored every scenario to create the best film. We learned more about using cameras and how shots can influence a film's message and visual appeal. Our skills with Final Cut Pro also improved, allowing us to edit together a more polished and visually stunning final product.
Media thriller evaluation Part 3
The document discusses the lessons learned from creating a media thriller film. It summarizes that feedback during production helped strengthen the final piece by improving areas of weakness. Originally the storyboard included flashes that did not work after filming, so the order of events was changed for clarity. Researching genre conventions and creating a detailed storyboard better prepared the filmmaking. Technical skills and understanding of concepts like shot types, lighting and editing improved. Unreliable actors required finding replacements and refilming, setting the project back. Overall, the film turned out better than the preliminary task due to lessons applied.
Media thriller evaluation wrong one
The student learned a lot from getting feedback throughout the production process of their media thriller project. This feedback helped them identify areas for improvement and strengthen their final piece. Originally they planned to use flashes to show the female character acting in different ways, but ultimately changed this after reviewing their footage. Overall, the student feels they contributed a significant amount of time and effort, and that completing this project has improved their skills in planning, filming, editing, and understanding key film concepts compared to their earlier continuity task.
Media evaluation question 7
The document discusses the learning from a preliminary task of creating a thriller film opening under 2 minutes. It describes the equipment used - a video camera, tripod, LED light, and iMovie editing software. Challenges with blurry footage and mixed bars were overcome by changing cameras. The tripod captured steady shots and unique footage. Two LED lights were needed to light the scene properly without overexposing shots. iMovie had limitations but effects were compromised. Planning and research helped determine a kidnapping theme fit the available locations and group's skills better than a bank heist or prison break. Feedback confirmed the final product fulfilled the task of creating a thriller opening under 2 minutes using conventions like power dynamics and sympathy for the victim.
Evaluation Question 7
For the preliminary task, the author contributed ideas but did not do any drawing. For the full product, the author did the majority of storyboarding and felt they learned a lot about how storyboarding is vital and deepened their understanding of the film. The author also felt they developed skills in filming professionally and supporting others. Overall, the author feels they have learned a lot about most aspects of planning, research, production and post-production and feel confident in many transferable skills for future studies.
Evaluation for my final product
This document summarizes Tara St. Louis' evaluation of her media product opening sequence for a drama film. She used forms and conventions from the film "Precious" as inspiration. Her primary research found that not many people watch movies, so she aimed to make an engaging opening. It includes three characters, uses tension-building music, and depicts the abuse suffered by the main character through costumes, locations and facial expressions. Tara learned editing skills using Final Cut Pro and how to effectively use lighting, camera shots and other technologies to tell the story. Overall, the process helped her better understand how to organize and create a full media product.
Self evaluation
The document is a self-evaluation by a student of their pre-production, production, and post-production work on a group project.
In pre-production, tasks were completed on time due to experience, teamwork, and tasks being checked by multiple members. An improvement would have been giving everyone a chance to work on difficult tasks and share opinions more consistently.
During production, the student was able to utilize filming skills but focused too much on getting perfect shots without varying angles. This led to needing zooms and losing quality. A key continuity error could have been fixed by re-taking shots.
In post-production, editing was done though some contributed little. Equally dividing editing work and ensuring
Task 6 evaluation
The pre-production process was mostly successful for Marija and her group. Creating a storyboard, proposal, and call sheet helped them plan shots and stick to their story. However, the call sheet was not very helpful as they did not have many props or other elements. Overall, Marija found the pre-production process important for filming.
The group's filming had some weaknesses with camera angles and could be improved by practicing more and striving for a more professional look. However, their editing and sound effects were strengths, as they researched effects and used techniques like vignettes and color/shading.
To improve, Marija and her group should work on camera stability and skills, as well as
Evaluation activity, q7
The document discusses the learning and progression from a preliminary editing task to a full thriller film opening production. Key points:
1) The preliminary task involved basic planning, filming, and editing with no special effects, while the full production involved extensive research, planning, and more advanced techniques.
2) Skills like camerawork, lighting, sound design, and editing improved greatly from experience with the preliminary task to application in the thriller opening.
3) The document analyzes the enhanced production process, techniques, and roles that resulted in a higher quality final product meeting the project requirements.
Self evaluation
The student reflects on their group's music video project. In pre-production, they did not properly understand time constraints or plan thoroughly, hindering their work. They also struggled to schedule meetings. In production, a lack of variety in shots and continuity issues arose from limited filming time due to members' commitments. Post-production relied too heavily on one member's skills, though the group was able to jointly assess their work and identify areas for improvement. Overall, the group worked well together despite challenges and learned from the experience.
Evaluation
The media class was contacted by MESH to create a promotional video for their "Cutting Hedge" project which provides gardening services to people unable to do it themselves. Students took on various roles filming interviews and behind-the-scenes footage at MESH over two weeks. The challenging aspects included tight deadlines, limited filming time, and technical issues like shaky footage. However, the project improved the student's video, editing, and collaboration skills while helping them learn more about their community client.
Question 6
1) By filming a preliminary film, the student learned what elements were needed to make an effective thriller, such as complex characters and effective use of mise-en-scene.
2) This allowed the student to apply those lessons when filming the real thriller, using cameras effectively to set the right atmosphere through shots like a tilt up of a character finding a bracelet in snow.
3) Editing the thriller helped the student learn skills like capturing and arranging footage, adding effects between shots, and ensuring high video quality when uploading.
Question 6
1) By filming a preliminary film, the student learned what elements were needed to make an effective thriller, such as complex characters and effective use of mise-en-scene.
2) This allowed the student to apply those lessons when filming the actual thriller, using camera techniques like tilt shots to create atmosphere.
3) The student also learned video editing skills by editing the preliminary film and practicing with teacher guidance, in order to effectively edit the thriller film.
Story board and sound
The document discusses sound choices for a production. The production team used some soundtrack sounds and Foley sounds to dramatize and give a thriller feel to the production, as decided by the group. As the camera operator, the author made behind-the-camera sounds to trick the audience into thinking a character was present when it was actually the operator, finding it more efficient than editing in sounds later.
Todrov
Roland Barthes describes how a text can be unravelled and interpreted in multiple ways by pulling different narrative threads. He categorizes these narrative codes into five groups: action/enigma codes, symbols/signs, cultural references, descriptions, and narrative structures. Barthes also discusses how narratives are structured, with concepts like equilibrium, disequilibrium and resolution of conflict. A narrative can be comprehended through techniques such as dream sequences, repetition, characters' points of view, flashforwards, and pre-figuring of future events. Each story also has a location, whether physical, mythic, or virtual.
More Related Content
Similar to Preliminary task evaluation
Restrained Evaluation
The document discusses how the media product uses, develops, and challenges conventions of real thriller/horror media products. It summarizes how the group used conventions like point-of-view shots and close-ups to build suspense, but challenged conventions like typical editing techniques and inclusion of titles in red text. Inspiration was drawn from other media works like "Seven" and "Silence of the Lambs" regarding shots, music, and settings. The social groups of the vulnerable female victim and dominant male villain were represented in a stereotypical way to make the message more effective.
individual initial ideas unit 18
- The student's initial individual ideas focused on adding more people to their trailer and making it more entertaining. However, they felt they could have improved their ideas.
- Their main role in the team was to gather information and help with equipment, but they wanted a more active role. They felt the team should not have argued about roles.
- Everyone contributed to the project, but no one wanted to be filmed, so there were extra unused clips. The student helped set up the green screen.
- They were not pleased with the final individual print advert because it did not incorporate their ideas and used colors like pink and yellow that did not suit a sugar-free gum product.
- They felt the
Start with your individual initial ideas
- The student's initial individual ideas focused on adding more people to their trailer and making it more entertaining. However, they felt they could have improved their ideas.
- Their main role in the team was to gather information and help with equipment, but they wanted a more active role. They also felt the team should not have argued about roles.
- Everyone on the team contributed, but no one wanted to be filmed for the video because they did not like seeing themselves on camera. The student offered to be filmed.
- The student was not pleased with the final individual print advert because one person designed it without input from the group. They did not like the pink and yellow colors or the suggestion of sugar-
Restrained Evaluation
The document discusses how the media product uses, develops, and challenges conventions of the thriller genre. It uses conventions such as point-of-view shots and close-ups to build suspense. It challenges conventions like typical editing pacing and inclusion of the protagonist. The document also discusses how the media product was inspired by other titles sequences, representing social groups through stereotypical portrayals of victims and villains.
Evaluation Question 7 Isin
The student learned several important lessons from their preliminary task to their full opening sequence project. They went from having an unplanned conversation with no clear audience or location to fully storyboarding with the audience in mind. They improved at planning shots, roles and obtaining sufficient footage. Their editing skills grew tremendously from initially not knowing the software to mastering it. They learned to work as a cohesive team and give/receive constructive feedback to continually improve.
A2 Preliminary Evaluation
Rhys completed a preliminary task to develop his creative, camera work, and editing skills. He was able to record footage using different camera techniques and equipment. The group worked well together by sharing the workload and using individual strengths to help others improve weaker areas. Planning documents like a storyboard helped structure their work and allowed efficient progress from start to finish. While the task was a rushed preliminary exercise, Rhys believes the story concept about a man buying flowers rather than drugs shows some creativity. Further improvements would be needed like more research, planning, and developing the final product to meet a higher grade criteria.
Untitleddocument
During the film production process, the author held several roles including second camera operator, continuity manager, and editor. As second camera operator, the author helped position the camera and ensured shots were properly framed. As continuity manager, the author checked that shots matched up during editing, though noticed some mismatches that were difficult to edit. As an editor, the author matched cuts to the beat of the song in the film, but felt the group could have filmed more shots to demonstrate a wider range of editing skills. The author reflects on areas for improvement such as involvement in the script writing and completing tasks on time and to a higher standard.
Question 7 evaluation
We learned a great deal from our preliminary task to improve our final film. In our planning process, we created scripts, storyboards, and shot lists to produce the best product possible. We also learned how to make an effective piece that follows conventions. For the final film, we put extensive detail into our work and presentation as a group. We explored every scenario to create the best film. We learned more about using cameras and how shots can influence a film's message and visual appeal. Our skills with Final Cut Pro also improved, allowing us to edit together a more polished and visually stunning final product.
Media thriller evaluation Part 3
The document discusses the lessons learned from creating a media thriller film. It summarizes that feedback during production helped strengthen the final piece by improving areas of weakness. Originally the storyboard included flashes that did not work after filming, so the order of events was changed for clarity. Researching genre conventions and creating a detailed storyboard better prepared the filmmaking. Technical skills and understanding of concepts like shot types, lighting and editing improved. Unreliable actors required finding replacements and refilming, setting the project back. Overall, the film turned out better than the preliminary task due to lessons applied.
Media thriller evaluation wrong one
The student learned a lot from getting feedback throughout the production process of their media thriller project. This feedback helped them identify areas for improvement and strengthen their final piece. Originally they planned to use flashes to show the female character acting in different ways, but ultimately changed this after reviewing their footage. Overall, the student feels they contributed a significant amount of time and effort, and that completing this project has improved their skills in planning, filming, editing, and understanding key film concepts compared to their earlier continuity task.
Media evaluation question 7
The document discusses the learning from a preliminary task of creating a thriller film opening under 2 minutes. It describes the equipment used - a video camera, tripod, LED light, and iMovie editing software. Challenges with blurry footage and mixed bars were overcome by changing cameras. The tripod captured steady shots and unique footage. Two LED lights were needed to light the scene properly without overexposing shots. iMovie had limitations but effects were compromised. Planning and research helped determine a kidnapping theme fit the available locations and group's skills better than a bank heist or prison break. Feedback confirmed the final product fulfilled the task of creating a thriller opening under 2 minutes using conventions like power dynamics and sympathy for the victim.
Evaluation Question 7
For the preliminary task, the author contributed ideas but did not do any drawing. For the full product, the author did the majority of storyboarding and felt they learned a lot about how storyboarding is vital and deepened their understanding of the film. The author also felt they developed skills in filming professionally and supporting others. Overall, the author feels they have learned a lot about most aspects of planning, research, production and post-production and feel confident in many transferable skills for future studies.
Evaluation for my final product
This document summarizes Tara St. Louis' evaluation of her media product opening sequence for a drama film. She used forms and conventions from the film "Precious" as inspiration. Her primary research found that not many people watch movies, so she aimed to make an engaging opening. It includes three characters, uses tension-building music, and depicts the abuse suffered by the main character through costumes, locations and facial expressions. Tara learned editing skills using Final Cut Pro and how to effectively use lighting, camera shots and other technologies to tell the story. Overall, the process helped her better understand how to organize and create a full media product.
Self evaluation
The document is a self-evaluation by a student of their pre-production, production, and post-production work on a group project.
In pre-production, tasks were completed on time due to experience, teamwork, and tasks being checked by multiple members. An improvement would have been giving everyone a chance to work on difficult tasks and share opinions more consistently.
During production, the student was able to utilize filming skills but focused too much on getting perfect shots without varying angles. This led to needing zooms and losing quality. A key continuity error could have been fixed by re-taking shots.
In post-production, editing was done though some contributed little. Equally dividing editing work and ensuring
Task 6 evaluation
The pre-production process was mostly successful for Marija and her group. Creating a storyboard, proposal, and call sheet helped them plan shots and stick to their story. However, the call sheet was not very helpful as they did not have many props or other elements. Overall, Marija found the pre-production process important for filming.
The group's filming had some weaknesses with camera angles and could be improved by practicing more and striving for a more professional look. However, their editing and sound effects were strengths, as they researched effects and used techniques like vignettes and color/shading.
To improve, Marija and her group should work on camera stability and skills, as well as
Evaluation activity, q7
The document discusses the learning and progression from a preliminary editing task to a full thriller film opening production. Key points:
1) The preliminary task involved basic planning, filming, and editing with no special effects, while the full production involved extensive research, planning, and more advanced techniques.
2) Skills like camerawork, lighting, sound design, and editing improved greatly from experience with the preliminary task to application in the thriller opening.
3) The document analyzes the enhanced production process, techniques, and roles that resulted in a higher quality final product meeting the project requirements.
Self evaluation
The student reflects on their group's music video project. In pre-production, they did not properly understand time constraints or plan thoroughly, hindering their work. They also struggled to schedule meetings. In production, a lack of variety in shots and continuity issues arose from limited filming time due to members' commitments. Post-production relied too heavily on one member's skills, though the group was able to jointly assess their work and identify areas for improvement. Overall, the group worked well together despite challenges and learned from the experience.
Evaluation
The media class was contacted by MESH to create a promotional video for their "Cutting Hedge" project which provides gardening services to people unable to do it themselves. Students took on various roles filming interviews and behind-the-scenes footage at MESH over two weeks. The challenging aspects included tight deadlines, limited filming time, and technical issues like shaky footage. However, the project improved the student's video, editing, and collaboration skills while helping them learn more about their community client.
Question 6
1) By filming a preliminary film, the student learned what elements were needed to make an effective thriller, such as complex characters and effective use of mise-en-scene.
2) This allowed the student to apply those lessons when filming the real thriller, using cameras effectively to set the right atmosphere through shots like a tilt up of a character finding a bracelet in snow.
3) Editing the thriller helped the student learn skills like capturing and arranging footage, adding effects between shots, and ensuring high video quality when uploading.
Question 6
1) By filming a preliminary film, the student learned what elements were needed to make an effective thriller, such as complex characters and effective use of mise-en-scene.
2) This allowed the student to apply those lessons when filming the actual thriller, using camera techniques like tilt shots to create atmosphere.
3) The student also learned video editing skills by editing the preliminary film and practicing with teacher guidance, in order to effectively edit the thriller film.
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Story board and sound
The document discusses sound choices for a production. The production team used some soundtrack sounds and Foley sounds to dramatize and give a thriller feel to the production, as decided by the group. As the camera operator, the author made behind-the-camera sounds to trick the audience into thinking a character was present when it was actually the operator, finding it more efficient than editing in sounds later.
Todrov
Roland Barthes describes how a text can be unravelled and interpreted in multiple ways by pulling different narrative threads. He categorizes these narrative codes into five groups: action/enigma codes, symbols/signs, cultural references, descriptions, and narrative structures. Barthes also discusses how narratives are structured, with concepts like equilibrium, disequilibrium and resolution of conflict. A narrative can be comprehended through techniques such as dream sequences, repetition, characters' points of view, flashforwards, and pre-figuring of future events. Each story also has a location, whether physical, mythic, or virtual.
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MOOD BOARD
The artist uses images in their work that revolve around themes of fear, confusion and shock. Their production consists of these types of unsettling images. Shadows are employed to convey an ominous or unnerving atmosphere.
AS Foundation Diploma
This document summarizes three different television drama genres: teen drama, period/costume drama, and police/crime drama. It provides details about the settings, time periods, characters, and presence or lack of prejudice around issues like sexuality, disability, and race in the selected shows - Some Girls about a diverse group of working class teenage girls in London in present day; Downton Abbey about upper class families and their servants in England in 1924; and The Bill focused on officers at a police station in East London from the 1980s-2000s where there was some prejudice against homosexuality.
More from Hannah Wallace (11)
Preliminary task evaluation
- 1. Preliminary Task Evaluation How did you work within your role? As the camera womanI foundthatI had the most responsibilitywithmakingsure all shotswere clear and that we hada wide range of angles. At timesI foundmyrole difficultbecause itmeant that if shotsdidn’tworkwell itwasmy dutyto informeveryoneandsometimesIgota varietyof negative orpositive responses. How well did you work with your team? I reallyenjoyedworkingwithmyteambecause theyhelpedboostmyconfidence andcontributing some reallycreative shotideasthathelpedmake ourproductionfunandimaginative.Ifeel as though;because everyoneinmygrouphad suchdifferentpersonalities.Itreallyconveyedwithinout productionasthere were elementsof everyone’sideasvisibleinscenes. Small conflictsdidoccurin my groupthroughpowerand dominance struggle aseveryone hastheirideal imageof how the productionshouldhave beenbutwhenyou’re workingagroupthere isonlysomuch youcan put intoa small piece. What challengesdidyou experience? We hada fewchallengesinwhichall were corrected.One the mainchallengeswastime keeping because of occasional absencesand“typical life”there were timeswhencertainaspectscouldn’tbe completed. How did you findusing the equipment andwhat was the camera set on? Usingthe equipmentwasthe mostenjoyablepartforme as beingthe camera womanI got to play aroundwithdifferentsettingshoweverinthe endwe decidedtosetthe cameraon to automatic. Alsofindingthe perfectlightingwasveryeasyinthiscase as we usednatural lightingformostof our scenes. What workedwell in your group? Team workwasa massive factorinour group.Althoughwe hada few obstacleswe still managedto pull throughas a team. What areas of filmingdo we needto buildon? Perhapsbringingsome newequipmentintoourproductionwouldhave made itevenmore powerful as it wouldhave intensifiedthe shotsandgave outtension.