Preliminary Task Review
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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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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.
Reflection on preliminary task - hibba sayeed
The student reflects on completing their preliminary film task. They fulfilled the criteria of showing a match on action shot, shot reverse shot, and using the 180 degree rule. However, finding actors and choosing filming locations was difficult due to scheduling conflicts and disruptions. In the future, they will plan better. Technical issues like a broken dolly and dying camera battery required problem solving on set. Editing in Final Cut Pro taught them how to splice clips together smoothly. Overall, they learned lessons about preparation, location scouting, equipment testing, and basic editing that will help them on future projects.
Prelim Production Notes
The document provides production notes for a short 30 second film project with specific requirements. It was assigned with little time for completion over a weekend. Filming in a school corridor went smoothly with clear shots captured. Editing proved most difficult as it was delegated and completed remotely using phone apps, with one issue of lost audio that was resolved. The final edited film met with approval from the filmmakers.
Preliminary Task Presentation
this was the presentation i did for my preliminary task and it had a lot of detail of what we needed to do and what we polished. hope you like it and any feedback will be appreciated.
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.
Question 7
1) Filming the initial continuity task was exciting but daunting, as the filmmaker had never held a camera before.
2) Through the process, the filmmaker learned conventions like the 180 degree rule and match on action, but found putting them into practice less easy than expected.
3) Comparing the continuity task to the final film, there is a huge difference in editing quality, sound quality, and shot awareness, though the task provided a fun learning experience and starting point for expectations on the final project.
Preliminary task evaluation
1) The group's original preliminary task filming took 2 hours and would have been around 2-3 minutes long, but they lost all the footage when it wasn't uploaded to their computer in time.
2) They hastily filmed a second preliminary task during a media lesson to meet the deadline, which took only 20 minutes and lacked the quality and detail of the first attempt.
3) The second task had a different storyline and location from the original horror drama due to the change in circumstances, and featured only the two main actresses since the main actor was unavailable.
One Minute Extract Analysis.
This document analyzes a one minute extract video recreating OK Go's "A Million Ways" music video. It summarizes that the extract was mostly successful in recreating the cinematography, location, costumes, and editing, but direction and casting were weaker areas that need improvement. Specifically, some dance moves were not replicated correctly and the cast was mostly female instead of all male like the original. The analysis provided lessons about using pure performance, coordinating dance routines, keeping things simple, camera functions, and choosing good locations for future video projects.
Recommended
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.
Reflection on preliminary task - hibba sayeed
The student reflects on completing their preliminary film task. They fulfilled the criteria of showing a match on action shot, shot reverse shot, and using the 180 degree rule. However, finding actors and choosing filming locations was difficult due to scheduling conflicts and disruptions. In the future, they will plan better. Technical issues like a broken dolly and dying camera battery required problem solving on set. Editing in Final Cut Pro taught them how to splice clips together smoothly. Overall, they learned lessons about preparation, location scouting, equipment testing, and basic editing that will help them on future projects.
Prelim Production Notes
The document provides production notes for a short 30 second film project with specific requirements. It was assigned with little time for completion over a weekend. Filming in a school corridor went smoothly with clear shots captured. Editing proved most difficult as it was delegated and completed remotely using phone apps, with one issue of lost audio that was resolved. The final edited film met with approval from the filmmakers.
Preliminary Task Presentation
this was the presentation i did for my preliminary task and it had a lot of detail of what we needed to do and what we polished. hope you like it and any feedback will be appreciated.
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.
Question 7
1) Filming the initial continuity task was exciting but daunting, as the filmmaker had never held a camera before.
2) Through the process, the filmmaker learned conventions like the 180 degree rule and match on action, but found putting them into practice less easy than expected.
3) Comparing the continuity task to the final film, there is a huge difference in editing quality, sound quality, and shot awareness, though the task provided a fun learning experience and starting point for expectations on the final project.
Preliminary task evaluation
1) The group's original preliminary task filming took 2 hours and would have been around 2-3 minutes long, but they lost all the footage when it wasn't uploaded to their computer in time.
2) They hastily filmed a second preliminary task during a media lesson to meet the deadline, which took only 20 minutes and lacked the quality and detail of the first attempt.
3) The second task had a different storyline and location from the original horror drama due to the change in circumstances, and featured only the two main actresses since the main actor was unavailable.
One Minute Extract Analysis.
This document analyzes a one minute extract video recreating OK Go's "A Million Ways" music video. It summarizes that the extract was mostly successful in recreating the cinematography, location, costumes, and editing, but direction and casting were weaker areas that need improvement. Specifically, some dance moves were not replicated correctly and the cast was mostly female instead of all male like the original. The analysis provided lessons about using pure performance, coordinating dance routines, keeping things simple, camera functions, and choosing good locations for future video projects.
Production Journey 1
The group shot scenes for their film project at their editor's apartment. They filmed scenes of two main characters doing their morning routines in different areas of the apartment. The documenter's main responsibility was directing the actors and helping with lighting and sound equipment between takes. They used various cameras including GoPros to capture different angles. Things went well because of their preparation and the actors' memorization of lines and costumes. However, they encountered minor issues like an injury from a fridge door and difficulty mounting a GoPro in the bathroom without the proper suction cup. Their next steps are to review footage, do some editing, and plan filming of a gym scene.
Weekly reflection 7
The filmmaker began filming their series this week with a practice shoot on Monday to test the chemistry between actors, filming speed, and quality of visuals and sound. They filmed rehearsals, poster shots, and some scenes in a college office set, but encountered issues with audio quality and distracting items in shots. They also filmed at a tunnel location for an outdoor camp scene, but the dark lighting, echoes, and pedestrian traffic made it problematic. Overall the practice shoot was productive and helped establish production standards and identify areas for improvement going forward.
Music videoproductiondiary
1) The document describes 5 days of filming for a music video production project. On the first day, the group filmed at Eccles train station for scenes of the protagonist traveling. They struggled with equipment but improved over the day.
2) The second day of filming was delayed by over two weeks due to conflicts in the group. When they did film, it took all day and 11 tries to get a difficult silhouette scene correctly. Battery life was an issue.
3) A third spontaneous filming day had poor organization and resulted in mostly unusable footage.
4) Footage was also captured in London during a school break to represent the protagonist traveling.
5) The fifth and final filming day with just two
Filming day
We filmed our movie on November 14th and captured various scenes around the studio and in Reigate town. The bedroom scene included close-up, long, and medium shots to have options for editing. Stair scenes of the character Grace running down were filmed from multiple angles. An outdoor walking scene presented challenges from cars and wind noise. A hallway scene required timing to avoid other people and deal with reflections. The classroom scene used classmates as extras and took multiple shots from different angles of each part. Before finishing, the footage was reviewed to identify any issues or rough parts for smooth editing later.
Preliminary task.
The document describes a preliminary filmmaking task completed by Typhoon Productions in collaboration with MDB Productions. They were given requirements to include an opening door, people walking across a room, and dialogue between two characters while maintaining continuity. Their short film involved a knitted doll prop and included techniques like shot reverse shot. They filmed over two sessions and all members took turns behind the camera and editing. Their final film is available online. The document reflects on lessons learned about continuity, critiquing shots, and the importance of good acting.
Preliminary task evaluation lf
Laura Fussey was asked to create a short video using techniques like match on action, shot reverse shot, and the 180 degree rule. She planned the video by writing a script and storyboard. During filming, each shot was done separately with the director operating the camera. Editing involved smoothly joining the clips together. Things that went well included lighting, camera positioning, and a door opening clip. Areas for improvement were actor focus, the conversation flow, and matching actor movements on sits. The task reinforced the importance of precise directing for a smooth edit.
Week 2
During the second week of filming their short film, the director shot scenes of the main character Harry getting ready for college in his bedroom and outside of the house. They followed the storyboard closely to film multiple takes of each shot. While most of the bedroom scene went according to plan, they had to alter a shot of Harry seeing a boy at the bus stop due to an unavailable actor, instead asking a homeless person to participate. They also had to reschedule filming the exterior shot of the house to another day after forgetting it initially.
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.
Preliminary Task Reflection
Pre-production involved watching example tasks to understand standards, discussing a simple storyline about peer pressure, and storyboarding shots to include required features. During production, planning allowed efficient filming with a tripod to capture steady shots. Post-production was a learning experience of editing techniques like cutting and adding transitions between clips, sound balancing, and exporting the final film. Reflecting, the strengths were music, varied shots, and clip transitions, while improvements could include using a tripod more and experimenting with software.
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.
Question 7
1) The document discusses the progression from the author's preliminary task to their full product. It describes the shots and techniques used in the preliminary task, including match on action, 180 degree rule, and shot/reverse shot.
2) It analyzes mistakes made with the 180 degree rule in the preliminary task. Editing was done using iMovie to trim clips and ensure matching action.
3) Lessons learned from the preliminary task that were applied to the final opening included properly implementing match on action, 180 degree rule, shot types and editing techniques in iMovie like fast-paced cutting. The quality between the preliminary task and final cut showed clear progression.
Question 7 2.0
We learned several film techniques from creating our preliminary short film that we then applied to our full thriller opening project. Specifically, we learned how to properly implement match on action, the 180-degree rule for shots, and shot/reverse shot editing. For our opening, we carefully applied match on action during a character's movement, used the 180-degree rule for establishing shots, and did shot/reverse shot editing for a conversation. We also learned editing skills like trimming clips and adding transitions using iMovie, which we then utilized more advanced for our opening's fast-paced scenes and layered sound effects. Comparing our preliminary task to the final opening shows clear improvement and how much we progressed in applying what we learned.
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.
Evaluation of practise task
The document summarizes a student's evaluation of their practice task filming assignment. It discusses how editing was beneficial compared to camera movements, how steady the camera work was as they were just starting to learn, and that the narrative was clear enough though a voiceover may have improved it. It also outlines the planned elements of mise en scene, basic camerawork techniques used along with a match on action, and using the video camera for sound. Minor additional editing effects like music were included to set the mood without words.
Preliminary evaluation
The document provides a preliminary evaluation of a group project. It summarizes that the group worked well together on roles, ideas, and locations. The editing process went smoothly though the music was sometimes too loud. Filming went well but was interrupted in the lift and it was difficult to film close-ups of a gun. The group planned well but didn't fully write the script beforehand. Premiere Pro was initially difficult to use for splicing clips and importing tracks but improved with use.
Thriller power point
While filming their thriller, the document's author and crew encountered some difficulties including accidentally leaving the recording on after scenes and blocking shots with people in the way. However, they were able to fix these issues in editing. They also had to replace an actress who became ill, but found a replacement. In editing, they added title cards and included their names to credit their work. The author found using the editing software challenging as technical tasks are not their strength, but completing this project improved their skills.
N:\As Level\Media\Preliminary Task Ppt
The document outlines a two week filming schedule for a student preliminary task. In week one, the group will scout locations, practice shots, discuss costumes and filming times, and film the first scene. They will spend Friday editing and planning. In week two, they will prepare props and costumes, film the second scene, update blogs with behind the scenes footage, and select clips for the final preliminary movie.
Jack goward
The document discusses planning for a film production preliminary task. It describes planning filming techniques like match on action, 180 degree rule, and shot/reverse shots. It also includes links to example videos and photos of the storyboard and filming locations. Production diaries describe the three day process of planning, filming, and editing the short film that incorporates these techniques.
Jack goward
The document discusses the planning and production process for a student media project. It describes planning days which involved location scouting, storyboarding, and determining shots. Filming took place over one day and included establishing shots, match on action sequences, and shots following the 180 degree rule. Editing was done over another day, including cutting footage and organizing shots. The final piece is linked which shows the applied techniques.
Evaluation of practise task
The student discusses the benefits of editing over camera movements for their practice task. Editing allowed them to create a smooth narrative through match cuts and remove unwanted footage. It also enabled more professional-looking shots through zooms. The camerawork was steady but not perfectly paced as they were still learning. The narrative is clear enough without voiceover. They focused on basic camera techniques like panning and framing. Natural props and costumes were used to create realistic sets. Background music set the mood initially to complement the limited script.
Ig1 task 2 final fantasy 13
The document summarizes the soundtrack elements of the game Final Fantasy 13. It analyzes the setting, mood, genre, and narrative based on specific sound effects used. For the setting, mechanical sounds and jets indicate a futuristic military compound. The mood shifts from foreboding to relieved to cheerful. The genre is identified as war or action based on gunshots and machines. The narrative depicts the main characters as enemies of the state and the male character as confident through his joking. Production techniques like computer generation and studio recording with editing are identified.
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Production Journey 1
The group shot scenes for their film project at their editor's apartment. They filmed scenes of two main characters doing their morning routines in different areas of the apartment. The documenter's main responsibility was directing the actors and helping with lighting and sound equipment between takes. They used various cameras including GoPros to capture different angles. Things went well because of their preparation and the actors' memorization of lines and costumes. However, they encountered minor issues like an injury from a fridge door and difficulty mounting a GoPro in the bathroom without the proper suction cup. Their next steps are to review footage, do some editing, and plan filming of a gym scene.
Weekly reflection 7
The filmmaker began filming their series this week with a practice shoot on Monday to test the chemistry between actors, filming speed, and quality of visuals and sound. They filmed rehearsals, poster shots, and some scenes in a college office set, but encountered issues with audio quality and distracting items in shots. They also filmed at a tunnel location for an outdoor camp scene, but the dark lighting, echoes, and pedestrian traffic made it problematic. Overall the practice shoot was productive and helped establish production standards and identify areas for improvement going forward.
Music videoproductiondiary
1) The document describes 5 days of filming for a music video production project. On the first day, the group filmed at Eccles train station for scenes of the protagonist traveling. They struggled with equipment but improved over the day.
2) The second day of filming was delayed by over two weeks due to conflicts in the group. When they did film, it took all day and 11 tries to get a difficult silhouette scene correctly. Battery life was an issue.
3) A third spontaneous filming day had poor organization and resulted in mostly unusable footage.
4) Footage was also captured in London during a school break to represent the protagonist traveling.
5) The fifth and final filming day with just two
Filming day
We filmed our movie on November 14th and captured various scenes around the studio and in Reigate town. The bedroom scene included close-up, long, and medium shots to have options for editing. Stair scenes of the character Grace running down were filmed from multiple angles. An outdoor walking scene presented challenges from cars and wind noise. A hallway scene required timing to avoid other people and deal with reflections. The classroom scene used classmates as extras and took multiple shots from different angles of each part. Before finishing, the footage was reviewed to identify any issues or rough parts for smooth editing later.
Preliminary task.
The document describes a preliminary filmmaking task completed by Typhoon Productions in collaboration with MDB Productions. They were given requirements to include an opening door, people walking across a room, and dialogue between two characters while maintaining continuity. Their short film involved a knitted doll prop and included techniques like shot reverse shot. They filmed over two sessions and all members took turns behind the camera and editing. Their final film is available online. The document reflects on lessons learned about continuity, critiquing shots, and the importance of good acting.
Preliminary task evaluation lf
Laura Fussey was asked to create a short video using techniques like match on action, shot reverse shot, and the 180 degree rule. She planned the video by writing a script and storyboard. During filming, each shot was done separately with the director operating the camera. Editing involved smoothly joining the clips together. Things that went well included lighting, camera positioning, and a door opening clip. Areas for improvement were actor focus, the conversation flow, and matching actor movements on sits. The task reinforced the importance of precise directing for a smooth edit.
Week 2
During the second week of filming their short film, the director shot scenes of the main character Harry getting ready for college in his bedroom and outside of the house. They followed the storyboard closely to film multiple takes of each shot. While most of the bedroom scene went according to plan, they had to alter a shot of Harry seeing a boy at the bus stop due to an unavailable actor, instead asking a homeless person to participate. They also had to reschedule filming the exterior shot of the house to another day after forgetting it initially.
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.
Preliminary Task Reflection
Pre-production involved watching example tasks to understand standards, discussing a simple storyline about peer pressure, and storyboarding shots to include required features. During production, planning allowed efficient filming with a tripod to capture steady shots. Post-production was a learning experience of editing techniques like cutting and adding transitions between clips, sound balancing, and exporting the final film. Reflecting, the strengths were music, varied shots, and clip transitions, while improvements could include using a tripod more and experimenting with software.
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.
Question 7
1) The document discusses the progression from the author's preliminary task to their full product. It describes the shots and techniques used in the preliminary task, including match on action, 180 degree rule, and shot/reverse shot.
2) It analyzes mistakes made with the 180 degree rule in the preliminary task. Editing was done using iMovie to trim clips and ensure matching action.
3) Lessons learned from the preliminary task that were applied to the final opening included properly implementing match on action, 180 degree rule, shot types and editing techniques in iMovie like fast-paced cutting. The quality between the preliminary task and final cut showed clear progression.
Question 7 2.0
We learned several film techniques from creating our preliminary short film that we then applied to our full thriller opening project. Specifically, we learned how to properly implement match on action, the 180-degree rule for shots, and shot/reverse shot editing. For our opening, we carefully applied match on action during a character's movement, used the 180-degree rule for establishing shots, and did shot/reverse shot editing for a conversation. We also learned editing skills like trimming clips and adding transitions using iMovie, which we then utilized more advanced for our opening's fast-paced scenes and layered sound effects. Comparing our preliminary task to the final opening shows clear improvement and how much we progressed in applying what we learned.
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.
Evaluation of practise task
The document summarizes a student's evaluation of their practice task filming assignment. It discusses how editing was beneficial compared to camera movements, how steady the camera work was as they were just starting to learn, and that the narrative was clear enough though a voiceover may have improved it. It also outlines the planned elements of mise en scene, basic camerawork techniques used along with a match on action, and using the video camera for sound. Minor additional editing effects like music were included to set the mood without words.
Preliminary evaluation
The document provides a preliminary evaluation of a group project. It summarizes that the group worked well together on roles, ideas, and locations. The editing process went smoothly though the music was sometimes too loud. Filming went well but was interrupted in the lift and it was difficult to film close-ups of a gun. The group planned well but didn't fully write the script beforehand. Premiere Pro was initially difficult to use for splicing clips and importing tracks but improved with use.
Thriller power point
While filming their thriller, the document's author and crew encountered some difficulties including accidentally leaving the recording on after scenes and blocking shots with people in the way. However, they were able to fix these issues in editing. They also had to replace an actress who became ill, but found a replacement. In editing, they added title cards and included their names to credit their work. The author found using the editing software challenging as technical tasks are not their strength, but completing this project improved their skills.
N:\As Level\Media\Preliminary Task Ppt
The document outlines a two week filming schedule for a student preliminary task. In week one, the group will scout locations, practice shots, discuss costumes and filming times, and film the first scene. They will spend Friday editing and planning. In week two, they will prepare props and costumes, film the second scene, update blogs with behind the scenes footage, and select clips for the final preliminary movie.
Jack goward
The document discusses planning for a film production preliminary task. It describes planning filming techniques like match on action, 180 degree rule, and shot/reverse shots. It also includes links to example videos and photos of the storyboard and filming locations. Production diaries describe the three day process of planning, filming, and editing the short film that incorporates these techniques.
Jack goward
The document discusses the planning and production process for a student media project. It describes planning days which involved location scouting, storyboarding, and determining shots. Filming took place over one day and included establishing shots, match on action sequences, and shots following the 180 degree rule. Editing was done over another day, including cutting footage and organizing shots. The final piece is linked which shows the applied techniques.
Evaluation of practise task
The student discusses the benefits of editing over camera movements for their practice task. Editing allowed them to create a smooth narrative through match cuts and remove unwanted footage. It also enabled more professional-looking shots through zooms. The camerawork was steady but not perfectly paced as they were still learning. The narrative is clear enough without voiceover. They focused on basic camera techniques like panning and framing. Natural props and costumes were used to create realistic sets. Background music set the mood initially to complement the limited script.
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Similar to Preliminary Task Review
Peter mepham preliminary task
Our group consisted of Peter, Andy, and Jake. We practiced with cameras by filming around the school. This helped us get used to camera functions like zooming and keeping steady shots. For our preliminary task, we decided to film a short comedy film about homework set in our school, as it would be convenient. We storyboarded and planned our script, considering shot types like match on action and shot reverse shot. Our filming went smoothly and we effectively used these shots. During editing, we compiled the footage and added titles/credits, creating a polished final product.
Preliminary task review
1) The group encountered some minor issues with recording, such as forgetting the 180 degree rule, but quickly adjusted. They also struggled with over-the-shoulder shots due to limited camera space.
2) When editing, the group had difficulty rendering the video and uploading it to their blogs, taking multiple attempts and cutting out the end of the audio on one clip.
3) Overall, the group worked well collaboratively, deciding roles efficiently and learning how to use the equipment and editing software quickly. They completed the entire preliminary task within two lessons.
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.
Producky
Spencer and the author chose the treatment that was most straightforward to film given their lack of resources. They storyboarded the opening sequence and assigned roles, though as a two person team they shared responsibilities equally. During the shoot they encountered problems like camera shake from handholding and interruptions. Lighting the interior shots also proved difficult. In post-production, they graded their shots and created a rough cut to identify issues before editing the final product, which came in too long at first. They used jump cuts and pace-matching edits to trim time as needed.
Question 7 evauluation
1) The document discusses the learning experience of creating a film project from the preliminary task to the full film. It describes challenges faced such as changing ideas, poor planning, technical difficulties, and learning how to use editing software.
2) For the preliminary task, poor weather disrupted filming and the footage was unusable, requiring re-filming. Technical difficulties were also faced but overcome for the full film.
3) Both tasks involved challenges with establishing plotlines and ideas that could be successfully executed. Multiple ideas had to be changed and scrapped before finalizing concepts that worked for both the preliminary task and full film.
Producky
Spencer and I chose our film treatment based on which was the most straightforward to film with our limited resources of time and money. We storyboarded our opening sequence and assigned roles, then prepared props and secured a quiet exterior shooting location at Spencer's house. During the shoot, we encountered problems with unstable handheld camera shots and interruptions, and had difficulty lighting interior shots. In post-production, we graded our shots and edited a rough cut to identify issues before completing our final edit, which required trimming shots to meet the length and find suitable non-copyrighted music.
Question 7 evaluation media
The student learned several important lessons about filmmaking from their preliminary task that helped improve their full product. They gained experience with different types of shots and how framing can enhance a scene. Their shot quality improved with a stronger tripod. Editing techniques like pacing and shot transitions became stronger. They incorporated appropriate sounds and music to set the tone. Working as a cohesive group with clear roles and organization was key to their success. Planning through storyboards and deadlines kept them on track to complete a high quality two-minute opening sequence.
Evaluation q7
From the preliminary task to the final product, the student learned more advanced editing skills like match cuts and the 180 degree rule. They also improved their camera skills, though filming was challenging due to scheduling conflicts and limited equipment. Additionally, choosing music for the longer final product introduced new creative challenges. While the full opening sequence was more difficult than the short preliminary task, the student feels they produced higher quality work by developing their skills throughout the progression.
Preliminary task evaluation
The document provides feedback on completing a preliminary film task. It summarizes that the group worked well together in pre-production but could have been more efficient with time. Filming with an iPad was convenient but resulted in low quality footage. Lessons learned include planning ahead more, being precise with shots, and focusing on establishing shots for future projects. The completed task met the criteria of filming characters in dialogue across different shots. Overall, the process taught valuable filmmaking skills.
Preliminary evaluation
My role in the preliminary task was to act in and help film a short horror clip. I came up with the basic storyline idea and helped elaborate on it with the group. I also provided input on editing the clip using online tutorials.
Our group worked well together through frequent communication and commitment to meeting schedules. However, our equipment, specifically the low quality camera and broken tripod, limited our ability to experiment with different shots. For the main task, I will improve planning and equipment testing to avoid similar issues.
Preliminary task review
The group encountered a few minor issues during filming but addressed them quickly, such as forgetting the 180 degree rule but adjusting afterwards. They struggled with setting up an over the shoulder shot due to limited space for the camera. When editing, they had difficulty rendering the video and there was audio cutting out at the end. However, the group worked well collaboratively in deciding roles and filming efficiently with few retakes needed. They also learned how to use the editing software well. The entire preliminary task was completed within two lessons.
Question 7
Caroline discusses filming her opening sequence for a class project. She filmed some shots using a tripod, which allowed her camera to remain steady. However, the tripod took up too much space in the filming location. As a result, some shots had to be handheld and were slightly shaky. Caroline also learned skills like framing shots, using mise-en-scene elements appropriately, smooth editing, adding sound effects, and ensuring actor movements fit the story. Her group collaborated well, dividing tasks and meeting deadlines to complete the project on time and to a high standard.
Question 3
The document discusses what the author learned from their preliminary task to creating a full product thriller video. Some key lessons included learning camera angles, basic editing skills like cutting and grouping, and applying sound and color editing techniques after researching Adobe Premiere. While the storyboard and schedules were helpful for planning, sticking to them during filming proved difficult. The author had to make changes during filming and ended up needing an extra day to complete it due to time management issues. Managing the actors and crew for indoor versus outdoor locations also presented challenges.
Pre lim assessment group 1
1) The group had issues with planning their filming location thoroughly, which led to problems with lighting and wasted time re-shooting dark scenes. Their storyboards also lacked detail, causing delays.
2) A variety of camera techniques were used but some shots like the tracking shot of feet were shaky and could have been improved by using a wheeled camera or adding grid lines.
3) Sound was a major challenge as the filming location in a common room was noisy, requiring many re-takes and interruptions to keep others quiet.
Pre lim assessment group 1
1) The group had issues with planning their filming location thoroughly, which led to problems with lighting and wasted time re-shooting dark scenes. Their storyboards also lacked detail, causing delays.
2) A variety of camera techniques were used but some shots like the tracking shot of feet were shaky and could have been improved by using a wheeled camera or adding grid lines.
3) Sound was a major challenge as the filming location in a common room was noisy, requiring many re-takes and interruptions to keep others quiet. Better planning of the location could have helped avoid this issue.
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.
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 media studies evaluation
The document discusses a student film project from preliminary task to final coursework. It describes lessons learned from the preliminary task including needing longer shots, better planning, and scripting. For the final coursework, the students improved their skills in editing software, camerawork, and adding effects. They realized the importance of organization, time management, and choosing filmmaking partners carefully.
Editing small movie sequence
This document outlines the steps taken by a group to edit a video project. It describes planning the editing process with a spider diagram, working as a team to incorporate different ideas, and having difficulty with transitions between shots. Issues encountered included not properly following the 180-degree angle rule during filming and needing to re-film parts with matching clothing. The group learned valuable lessons about planning shots and consistency that will help with future projects.
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.
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Preliminary Task Review
- 2. While filming our preliminary task my group were very focused on us getting the match on action shots perfect so while doing this managed to forget about the 180 degree rule. This cause a problem to begin with but because we realised quite quickly the mistake we had made we were able to re-film the last couple of scenes to make sure we were sticking to the 180 degree rules. Also while filming the over the shoulder shots we realised that we had filmed all of my lines in one go over Harry’s shoulder but when it came to Harry’s lines over my shoulder there was no room for Jess to stand to film with the tripod which was used to keep the camera steady for my lines, this meant Jess had to stand against the wall while holding the camera and get the shots needed. All of these problems were fixed while editing to make the whole task flow properly but while trying to transfer the finished product onto a USB stick something went wrong so our finished product that we uploaded unfortunately has a sound cut out for the last couple of seconds.
- 3. Luckily my group were able to work well together so we were able to complete the filming on the first day very quickly, we all had the same idea of what we wanted to do. Harry and I did not mind being in front of the camera so decided to be the two actors needed for it, Jess wanted to film most of it so stayed behind the camera for most shots. We each had a go at looking at camera angles and making sure the shots looked correct before filming so we all had a good idea and understanding of what our finished product would look like. When it came to editing we were also very efficient, Harry had used adobe premiere before so was able to direct myself and Jess with what we needed to do. We each took turns cutting the clips and putting them together so we could all get the hang of the equipment. Due to the efficient work of the group we were able to finish within two lessons and had the preliminary task uploaded very quickly. We were all collectively very pleased with our work.
- 4. While setting up our camera we struggled with inserting the tape into the camera, it took us a while but eventually got to start setting up everything we needed. For our first scene where Harry walks across the hall and the camera pans with him Jess and I were using the camera on a tripod and dolly, we used the dolly just so we could get the tripod to where it needed to be but while filming we put the brakes on it to ensure it stayed still while we panned the camera. We were then able to move the tripod with the dolly inside the media suite so show Harry walking through the door and the same with him opening the handle. While we filmed my lines over Harry’s shoulder we took the dolly off the tripod and just used the tripod so the camera was still. For Harry’s lines Jess had to hold the camera as there was no space for the tripod. We had no difficulty putting any of the equipment away and packed everything up the way it was needed.
- 5. My group didn’t encounter a deadline because we were able to be one of the first groups to start our preliminary task, this meant we were able to finish before some had started.
- 6. There were no health and safety logistical problems. We assembled and unassembled everything properly and fixed everything in the correct positions for every shot ensuring that no one would get harmed.
- 7. As two out of three of the people in my group were acting it made things a lot more simple, we knew what we wanted from the task so were able to portray it with us acting. We didn’t need costumes other than what we were wearing on the day we filmed. For props we just use two chairs and a table which is where we filmed the conversation between Harry and myself.
- 8. We used one camera and Jess was our one main cameraman. We each took turns at looking at the shots before filming. Most shots where filmed on a tripod and a dolly but the shots in the room were filmed without the dolly and the shots filming Harry speaking were filmed while Jess was holding the camera instead of using a tripod. For the lighting we used the artificial light already in the rooms where we filmed, we didn’t need specific lighting for this simple task so wasn’t a problem.
- 9. For this task we didn’t storyboard and barley planned a script, due to dialogue not have an impact or much meaning in this task we didn’t bother spending time to doing either of these things. We had a brief idea of how we would film and position everything but no strict outline therefore a few things were changed during filming.
- 10. We managed to film it all in one lesson and then edit in the next lesson, this meant we finished it very quickly. We spent quite a lot of time understanding the keys on adobe premiere but once we started we were able to cut and edit it all speedily.
- 11. We used adobe premiere 2.0 to edit, this enabled us to decide when to cut scenes and where to add scenes together, it made filming a lot easier as we knew we could cut things out and edit together things that worked so we so it enabled us to re do scenes as many times as we needed.
- 12. We made the meaning apparent by following one character through two sets of doors and approaches a friend. The character sits with a friend and they discuss work. The conversation is clear and shows two students discussing exams.
- 13. The piece showed two students wearing their own clothes, sitting and discussing the exams they had taken the previous year and the ones they will be taking the following year. So we just represented the standard sixth former.
- 14. The clip is very realistic as it is just filming one person walking through doors and then sitting down talking to a friend about what their school life is at that time. It wasn’t completely realistic as it is hard to show a real friend relationship in a short time, also in a real situation friends probably wouldn’t sit in such a formal manner.