Preliminary Task Presentation
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this was the presentation i did for my preliminary task and it had a lot of detail of what we needed to do and what we polished. hope you like it and any feedback will be appreciated.
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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.
Question 7
The student learned valuable skills through completing preliminary filmmaking tasks. The "Life on Mars" activity taught them about camera usage and shot timing. Storyboarding their opening scene helped them plan shots and experiment with editing. Each successive task built on their skills, and by the film opening they had learned effects, titles, and how to intrigue audiences. While challenging, creating the opening scene taught them the importance of character, location, and genre establishment to draw viewers in.
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.
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
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.
Development
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
Hamza, evaluation part 2
1. The group chose an action/comedy genre about friends who start to dislike one member who changed for the better. Filming was delayed due to members missing and weather, and they struggled with faulty camera batteries.
2. For the full project, the group planned characters, storyboards, scripts, and shots extensively. They shot establishing shots, close-ups, and over-the-shoulder shots, having to fix a broken 180 degree rule.
3. In editing, they trimmed footage and added basic transitions and credits in Final Cut Pro and Motion.
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
Recommended
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.
Question 7
The student learned valuable skills through completing preliminary filmmaking tasks. The "Life on Mars" activity taught them about camera usage and shot timing. Storyboarding their opening scene helped them plan shots and experiment with editing. Each successive task built on their skills, and by the film opening they had learned effects, titles, and how to intrigue audiences. While challenging, creating the opening scene taught them the importance of character, location, and genre establishment to draw viewers in.
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.
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
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.
Development
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
Hamza, evaluation part 2
1. The group chose an action/comedy genre about friends who start to dislike one member who changed for the better. Filming was delayed due to members missing and weather, and they struggled with faulty camera batteries.
2. For the full project, the group planned characters, storyboards, scripts, and shots extensively. They shot establishing shots, close-ups, and over-the-shoulder shots, having to fix a broken 180 degree rule.
3. In editing, they trimmed footage and added basic transitions and credits in Final Cut Pro and Motion.
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
Prelim eval
The document summarizes what the author learned from completing a preliminary filmmaking task. The author learned how to effectively use camera shots, manage time during filming, and ensure continuity between shots during both filming and editing. Areas of success for the task included good continuity and the use of various shot types. The author identifies areas for improvement such as more effective planning and inclusion of credits.
Preliminary 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.
Media preliminary task evaluation
The document summarizes Sara El-Batal's learning from a group project to create an anti-illegal downloading advertisement. Key learnings included:
1) Developing a final idea through considering multiple initial sub-ideas from group members.
2) Understanding required pre-production elements like scripting, storyboarding, scheduling and risk assessment to organize the shoot.
3) Gaining experience with equipment like cameras, microphones and support tools during filming and sound recording.
4) Discovering editing software capabilities and limitations in finishing the project.
Q7
The document summarizes the student's learning from their preliminary task to their full product thriller film. They discuss improvements in their camera work, editing skills, and use of software like Final Cut Pro. They analyzed successes and challenges of both their preliminary task and full thriller film. Overall, they felt they improved their skills and learned from mistakes, and enjoyed gaining experience with cameras, editing, and other technologies.
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
7
The document discusses what the author has learned from filming a pre-production video with their group. They realized they need to frame shots properly and not cut actors' heads off. They also learned editing techniques like slow motion and how to use it effectively. Through the pre-production, the author gained experience with filming techniques like the 180 degree rule and match on action. They improved their teamwork and planning skills. Overall, the author feels they have learned a lot about film production through this experience.
What have i learnt
1) For their prelim project, the author's group did little planning and research before filming and everyone was new to using the camera equipment, which led to problems during filming.
2) Their filming skills improved for the final project, as they planned locations, costumes, and storyboarded their film in advance. Their camerawork was better with different shot types.
3) The author's editing skills were not very developed for the prelim but improved for the final project, where they learned to use Final Cut Pro more effectively and add motion graphics.
Evaluation question 6
- The preliminary task brief was for students to film a conversation scene using key filming skills like the 180 degree rule.
- It was assigned to familiarize students with the camera and filming techniques needed for the final project.
- Completing the preliminary task helped the student learn filming skills like shot types and continuity rules that they applied to successfully film and edit their thriller opening for the final project.
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.
Prelim evaluation
The document discusses the author's process for creating a preliminary film task. They had two initial ideas - a low-light Western or a humorous classroom scene. They chose the latter because it was simpler and allowed them to focus on the required shots like shot reverse shot. During filming, they struggled with obeying the 180 degree rule and had to re-shoot parts. However, they gained experience filming multiple takes and editing confidently in Premier Pro. Overall they were pleased with the outcome but received feedback to experiment more with lighting and sound next time.
Evaluation 7
From her preliminary editing task to her full film opening, the author learned several techniques to improve her camerawork and cinematography. She realized using a tripod resulted in less shaky footage. She also gained experience using different shot types and applying techniques like the 180 degree rule and match on match action shots more appropriately. For the film opening, the author included a wider range of shots and cinematography styles to tell the narrative and keep viewers engaged.
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.
Evaluation
While filming their short film, the student learned several important lessons about organization and planning. They struggled to coordinate schedules with actors who lived far from each other, requiring changes in shooting locations and dates. Technical issues like a malfunctioning camera also forced delays. Overall, the experience taught the importance of realistic scheduling, clear roles, and thorough equipment checks to efficiently film a short movie.
Question 7
The document discusses the learning and progress the author has made from their preliminary media task to their final opening title sequence. In their preliminary task, the author struggled with filming, editing, sound, and other technical aspects since it was their first piece. They have since learned better camera techniques, how to use editing software like Premiere Pro, the importance of things like mise-en-scene, script writing and storyboarding. The author feels they have gained important skills and knowledge over the past year that allowed them to create a higher quality final project.
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.
As media studies evaluation
For their preliminary media studies task, the author was assigned to complete a photo story and video assignment. They chose to do an individual photo story and group continuity task/short film. In pre-production, they researched techniques, developed a story, found locations and actors, and created scripts and storyboards. During production, they filmed using techniques like establishing shots, pans, and close ups, but had issues with focus and camera shaking. In editing, they used Pinnacle Studio 15 and had trouble inserting custom captions.
Preliminary Task Analysis
The document describes a preliminary filmmaking task that required students to create a short film demonstrating continuity editing techniques. It discusses the roles of each student in planning, filming, and editing the short film. Screenshots from the final film provide examples of how it showed match on action, shot/reverse shot editing, and adhered to the 180-degree rule. The document also reflects on what was learned about using digital cameras and editing software during the process.
Looking back at your preliminary task
From creating a preliminary project to a full product, the author learned several things:
1) How to effectively use different camera shots like extreme close-ups.
2) How to properly use editing software like iMovie and After Effects.
3) The importance of checking shots to avoid mistakes like breaking the 180 degree rule.
4) To create risk assessments and consider potential issues when filming.
5) That the order of beginning, middle and end in stories is not always straightforward.
6) The importance of continuity between shots for a coherent narrative.
James busby
The document describes the filming and editing process for a media studies coursework project. It discusses the various shots filmed, including match on action, 180 degree rule and shot reverse shot. Issues encountered during filming such as unstable camerawork and lighting are mentioned. Risk assessments were performed for the outdoor location. The summarizer edited the preliminary and main tasks using iMovie software.
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The artist created the artwork for their EP by using fonts from dafont.com and applying filters and effects to make them more original. They edited an existing parental advisory label by adding color. Additional artwork on the cover was a sketch from art class that was filtered and colored. Research focused on commercially successful artists and music production techniques.
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What's hot
Prelim eval
The document summarizes what the author learned from completing a preliminary filmmaking task. The author learned how to effectively use camera shots, manage time during filming, and ensure continuity between shots during both filming and editing. Areas of success for the task included good continuity and the use of various shot types. The author identifies areas for improvement such as more effective planning and inclusion of credits.
Preliminary 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.
Media preliminary task evaluation
The document summarizes Sara El-Batal's learning from a group project to create an anti-illegal downloading advertisement. Key learnings included:
1) Developing a final idea through considering multiple initial sub-ideas from group members.
2) Understanding required pre-production elements like scripting, storyboarding, scheduling and risk assessment to organize the shoot.
3) Gaining experience with equipment like cameras, microphones and support tools during filming and sound recording.
4) Discovering editing software capabilities and limitations in finishing the project.
Q7
The document summarizes the student's learning from their preliminary task to their full product thriller film. They discuss improvements in their camera work, editing skills, and use of software like Final Cut Pro. They analyzed successes and challenges of both their preliminary task and full thriller film. Overall, they felt they improved their skills and learned from mistakes, and enjoyed gaining experience with cameras, editing, and other technologies.
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
7
The document discusses what the author has learned from filming a pre-production video with their group. They realized they need to frame shots properly and not cut actors' heads off. They also learned editing techniques like slow motion and how to use it effectively. Through the pre-production, the author gained experience with filming techniques like the 180 degree rule and match on action. They improved their teamwork and planning skills. Overall, the author feels they have learned a lot about film production through this experience.
What have i learnt
1) For their prelim project, the author's group did little planning and research before filming and everyone was new to using the camera equipment, which led to problems during filming.
2) Their filming skills improved for the final project, as they planned locations, costumes, and storyboarded their film in advance. Their camerawork was better with different shot types.
3) The author's editing skills were not very developed for the prelim but improved for the final project, where they learned to use Final Cut Pro more effectively and add motion graphics.
Evaluation question 6
- The preliminary task brief was for students to film a conversation scene using key filming skills like the 180 degree rule.
- It was assigned to familiarize students with the camera and filming techniques needed for the final project.
- Completing the preliminary task helped the student learn filming skills like shot types and continuity rules that they applied to successfully film and edit their thriller opening for the final project.
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.
Prelim evaluation
The document discusses the author's process for creating a preliminary film task. They had two initial ideas - a low-light Western or a humorous classroom scene. They chose the latter because it was simpler and allowed them to focus on the required shots like shot reverse shot. During filming, they struggled with obeying the 180 degree rule and had to re-shoot parts. However, they gained experience filming multiple takes and editing confidently in Premier Pro. Overall they were pleased with the outcome but received feedback to experiment more with lighting and sound next time.
Evaluation 7
From her preliminary editing task to her full film opening, the author learned several techniques to improve her camerawork and cinematography. She realized using a tripod resulted in less shaky footage. She also gained experience using different shot types and applying techniques like the 180 degree rule and match on match action shots more appropriately. For the film opening, the author included a wider range of shots and cinematography styles to tell the narrative and keep viewers engaged.
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.
Evaluation
While filming their short film, the student learned several important lessons about organization and planning. They struggled to coordinate schedules with actors who lived far from each other, requiring changes in shooting locations and dates. Technical issues like a malfunctioning camera also forced delays. Overall, the experience taught the importance of realistic scheduling, clear roles, and thorough equipment checks to efficiently film a short movie.
Question 7
The document discusses the learning and progress the author has made from their preliminary media task to their final opening title sequence. In their preliminary task, the author struggled with filming, editing, sound, and other technical aspects since it was their first piece. They have since learned better camera techniques, how to use editing software like Premiere Pro, the importance of things like mise-en-scene, script writing and storyboarding. The author feels they have gained important skills and knowledge over the past year that allowed them to create a higher quality final project.
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.
As media studies evaluation
For their preliminary media studies task, the author was assigned to complete a photo story and video assignment. They chose to do an individual photo story and group continuity task/short film. In pre-production, they researched techniques, developed a story, found locations and actors, and created scripts and storyboards. During production, they filmed using techniques like establishing shots, pans, and close ups, but had issues with focus and camera shaking. In editing, they used Pinnacle Studio 15 and had trouble inserting custom captions.
Preliminary Task Analysis
The document describes a preliminary filmmaking task that required students to create a short film demonstrating continuity editing techniques. It discusses the roles of each student in planning, filming, and editing the short film. Screenshots from the final film provide examples of how it showed match on action, shot/reverse shot editing, and adhered to the 180-degree rule. The document also reflects on what was learned about using digital cameras and editing software during the process.
Looking back at your preliminary task
From creating a preliminary project to a full product, the author learned several things:
1) How to effectively use different camera shots like extreme close-ups.
2) How to properly use editing software like iMovie and After Effects.
3) The importance of checking shots to avoid mistakes like breaking the 180 degree rule.
4) To create risk assessments and consider potential issues when filming.
5) That the order of beginning, middle and end in stories is not always straightforward.
6) The importance of continuity between shots for a coherent narrative.
James busby
The document describes the filming and editing process for a media studies coursework project. It discusses the various shots filmed, including match on action, 180 degree rule and shot reverse shot. Issues encountered during filming such as unstable camerawork and lighting are mentioned. Risk assessments were performed for the outdoor location. The summarizer edited the preliminary and main tasks using iMovie software.
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The document discusses how a preliminary task helped the author and others learn and practice various filmmaking techniques like shot reverse shot, match on action, and the 180 degree rule. They were able to apply these techniques in their final film opening. Through trial and error in the preliminary task, they gained confidence in including these shots and rules. They also learned additional techniques like overlapping scenes and using sound/music while editing which helped progress their skills for the final product. The preliminary task was beneficial for practicing basics like camera angles and helped prepare them to apply these skills to their own thriller film.
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.
Evaluation to Prelim task
The document discusses the filming of a short video project for class. It describes the various shot types used, including establishing shots, medium shots, and over-the-shoulder shots. It also identifies some technical issues that arose during filming, such as inconsistent clothing between scenes and shaky camerawork during some shots. Suggested improvements include better planning of wardrobe, details and shot types to make the final video more cohesive and professional.
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.
Introduction to the preliminary task
This document provides an introduction and overview of a group's preliminary task for their media studies course. The task involved filming a scene with a character opening a door, crossing a room, sitting down, and exchanging dialogue with another person. They were to demonstrate techniques like match on action, shot/reverse shot cuts, and following the 180 degree rule. Each group member took on different roles like operating the camera, being the main actress, or the second actress. The document then explains how they implemented these techniques and what they learned about using digital cameras and Adobe Premiere to film and edit the scene together. It concludes by discussing the strengths and weaknesses of their preliminary task work.
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.
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.
Preliminary task review
The group made some initial mistakes filming the preliminary task such as not following the 180 degree rule and not properly white balancing. They refilmed sections to correct these errors. When filming, they divided roles evenly between actors and camera operators. All decisions were made as a group after input from members. They carefully managed the equipment, had some issues meeting deadlines due to illnesses, and ensured safety on set. Resources like actors, props and locations were easily accessible. Storyboarding and scripts made the shoot straightforward. Some shots were refilmed for better angles. Overall time was well-managed despite early technical problems.
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.
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.
Print scr harry
1) The document discusses improvements made from a preliminary short film task to a final production. This included adding soundtracks and recording voiceovers separately to improve audio quality.
2) Skills like avoiding breaking the 180 degree rule and choosing the best shots through careful editing were better utilized in the final production compared to the preliminary.
3) Shot reverse shots and match on action techniques were deliberately used in both productions but improved upon for the final, and more thought was given to mise-en-scene elements like props, locations, and genre conventions in the final production compared to the preliminary.
Question 7
Three key things were learned: 1) Basic filming techniques like camera operation, white balance, and tripod use. 2) Editing techniques like matching music to action. 3) The importance of planning with storyboards and scheduling helped improve the full product. Mistakes in the prelim like someone's foot in frame helped them focus on being more conscious of shots.
Question 7
The document discusses the improvements made from the preliminary task (continuity editing) to the full opening sequence product. Seven key areas were improved: 1) Match-on-action was faster and smoother. 2) Variety of shots was increased for more interest. 3) Mise-en-scene elements were hidden better. 4) Audio volume was better balanced. 5) A focus pull was used effectively to add tension. 6) Camera work relied more on tripods for smoother shots. 7) Color correction addressed lighting changes from location to location. Overall, lessons from the preliminary task led to a polished, more engaging opening sequence.
Question 7
The document discusses the improvements made from the preliminary task (continuity editing) to the full opening sequence product. Seven key areas were improved: 1) Match-on-action was faster and smoother. 2) Variety of shots was increased for more interest. 3) Mise-en-scene elements were hidden better. 4) Audio volume was better balanced. 5) A focus pull was used more effectively. 6) Camera work relied more on tripods for steady shots. 7) Color correction addressed lighting changes from location to location. Overall, lessons from the preliminary task led to a polished opening sequence through refinements in technical filmmaking skills.
Question 7
The document discusses the improvements made from the preliminary task (continuity editing) to the full opening sequence product. Seven key areas were improved: 1) Match-on-action was faster and smoother. 2) Variety of shots was increased for more interest. 3) Mise-en-scene elements were hidden to fit the time period. 4) Audio volume was better balanced. 5) A focus pull was more effectively used to reveal information. 6) Camera work relied more on tripods for steady shots. 7) Color correction addressed lighting changes from location to location. Overall, lessons from the preliminary task led to a polished opening sequence through refinements in these seven technical and creative elements.
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Preliminary Task Presentation
- 1. Preliminary Task By Bret Newman
- 2. Match on Action Match on Action is where the camera is filming a person in action from different angles. It shows what is happening from different points of view, from the front in the left sided shot and from the back of the person in the right hand shot.
- 3. Shot/Reverse Shot The shot reverse Shot if where two people are talking to one another and being filmed. The camera shot on the left shows the father talking to the son and you can only see the back of the fathers head. In the second shot it is the father again talking to the son but this time you can just see the back on the sons head.
- 4. 180 Degree Rule This is the 180 Degree Rule. These examples are used possibly in an interview where the camera only films one side of the two people and the other side in the next shot. You never see the other side of the 180 degree arch which is shown.
- 5. Learning/Practising For one of our lessons we messed around with them. We realised that or footage was a bit out of focus and that the footage was completely useless. We also filmed random people and places as we were getting used to filming. This process was a little slow and there was a lot of footage taken. This process was a great time to try out different angles and views for the films we created. It gave us more experience in the filming side to media.
- 6. Actors The actors who will be starring in our preliminary task is Reece Taylor (pictured left) and myself, Bret Newman (pictured right) With me and Reece starring in the piece, this then meant that Yasmin Wadsworth and Fay Sawyn will be doing the majority of the filming at different camera angles. Yasmin also had a cameo role in the films ending as one of our shots, a teacher walked in.
- 7. Locations This was our initial locations for the filming process. The actual location we changed as it was a more practical one to use and we didn’t have the distractions. The new location is far better than this one as we had the new element of stairs.
- 8. Dialogue for preliminary task: Reece walks down the corridor knocks at the door. Bret: (muffled) Come in Reece walks in the room Reece: aye aye captain roger Bret: Hi shipmate Mac daddy, take a seat my love Reece: Can I join your crew captain Bret: Yea mearty Reece: Thanks mate Reece walks out of the room, down the corridor Bret pops his head out of the door and shoots Reece. Bret: (evil laugh)