Prelinem Task Evaluation
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The document summarizes a media project that involved filming a scene with a character opening a door, crossing a room, and sitting down to have a dialogue with another character. The learning objectives were to practice filming techniques like shot reverse shot and the 180-degree rule, and to develop creative, technical, and collaborative skills. Key steps included planning with a script and storyboard, filming with attention to techniques, and meeting daily deadlines. Skills developed included planning, meeting deadlines, organization, creativity, group work, and learning camera operation and other technologies.
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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.
Prelim evaluation
Originally, the filmmaker planned to create a hostage situation set in a car, but later changed the script to be about a businesswoman holding her sister hostage. While filming, the filmmaker focused on incorporating shots like shot reverse shot and match on action shots. The biggest challenge was following the 180 degree rule, which caused some confusion at the end. Overall, the filmmaker was pleased with the filming and editing skills improved since their last media project, but would spend more time ensuring the 180 degree rule was followed properly for clarity if redoing the project.
Nabila's evaluation
Nabila discusses her progress in technical filmmaking skills over the past year. She learned how to hold the camera steady to avoid shaky footage and became more proficient with the video editing software Final Cut Pro. Nabila also learned about continuity editing and how to seamlessly edit together video clips to make the action flow naturally from one shot to the next. For her most recent project, Nabila filmed and edited all of the video clips. The main challenge was a lack of actors, which forced them to improvise with limited preparation time. Going forward, Nabila plans to prepare more thoroughly for projects and ensure clear communication within her group.
Evaluation question 7
Looking back at their preliminary task, the author feels they have greatly improved their editing skills. Their editing in the full product is smoother, cleaner, and more professional looking compared to the preliminary task. Researching how to use Final Cut Pro helped improve their editing. They also learned to better implement different filming techniques and shot types from analyzing comedy films. This led to a better final product. Additionally, the author learned how important timing and planning is. Creating an action plan for when and what to film prevented wasting time and led to more focused filming.
Evaluation question 7
The student learned several important lessons from completing the preliminary task and full product. They realized that proper planning through storyboarding is essential. While the preliminary task was rushed, the main task benefited greatly from careful planning of props, costumes, locations, and storyboard. The student also recognized issues with timing, group communication, and needs more experience with editing software. Overall, they gained valuable insights into filmmaking and confidence in their skills through completing these projects.
Adidas basketball tv advert evaluation
The document discusses a student's experience creating an advertising video for a basketball brand. The student enjoyed filming and editing the advert because of their interest in basketball. They planned the advert thoroughly with a synopsis and storyboard. Filming went well with help from classmates, and they were able to get all the shots needed in one day. Editing in Adobe Premier also went smoothly thanks to guidance from teachers. Though planning took work, the student overall enjoyed the project and learned new video production skills.
Question 7 completed
1) Doing a preliminary helped the student plan their full opening sequence by avoiding mistakes like breaking filming rules or not considering equipment needs.
2) The preliminary research helped the student decide on their role as cinematographer and understand techniques like the 180-degree rule.
3) Some challenges in the preliminary like unstable footage or continuity errors helped the student improve for the full project by using a tripod and careful editing. Considering effects earlier may have allowed more creativity.
Question 7
The student learned many new skills in progressing from the preliminary task to the full title sequence project, including how to use video and editing equipment like cameras, Premier Pro, and blogs. They developed stronger planning skills like crafting storyboards, scripts, and risk assessments. They learned the importance of drafting and polishing their work prior to filming to avoid mistakes. Researching other similar films helped them understand conventions of the genre and how to attract their target audience. Overall, the biggest lesson was that thorough planning is essential to the success of any project.
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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.
Prelim evaluation
Originally, the filmmaker planned to create a hostage situation set in a car, but later changed the script to be about a businesswoman holding her sister hostage. While filming, the filmmaker focused on incorporating shots like shot reverse shot and match on action shots. The biggest challenge was following the 180 degree rule, which caused some confusion at the end. Overall, the filmmaker was pleased with the filming and editing skills improved since their last media project, but would spend more time ensuring the 180 degree rule was followed properly for clarity if redoing the project.
Nabila's evaluation
Nabila discusses her progress in technical filmmaking skills over the past year. She learned how to hold the camera steady to avoid shaky footage and became more proficient with the video editing software Final Cut Pro. Nabila also learned about continuity editing and how to seamlessly edit together video clips to make the action flow naturally from one shot to the next. For her most recent project, Nabila filmed and edited all of the video clips. The main challenge was a lack of actors, which forced them to improvise with limited preparation time. Going forward, Nabila plans to prepare more thoroughly for projects and ensure clear communication within her group.
Evaluation question 7
Looking back at their preliminary task, the author feels they have greatly improved their editing skills. Their editing in the full product is smoother, cleaner, and more professional looking compared to the preliminary task. Researching how to use Final Cut Pro helped improve their editing. They also learned to better implement different filming techniques and shot types from analyzing comedy films. This led to a better final product. Additionally, the author learned how important timing and planning is. Creating an action plan for when and what to film prevented wasting time and led to more focused filming.
Evaluation question 7
The student learned several important lessons from completing the preliminary task and full product. They realized that proper planning through storyboarding is essential. While the preliminary task was rushed, the main task benefited greatly from careful planning of props, costumes, locations, and storyboard. The student also recognized issues with timing, group communication, and needs more experience with editing software. Overall, they gained valuable insights into filmmaking and confidence in their skills through completing these projects.
Adidas basketball tv advert evaluation
The document discusses a student's experience creating an advertising video for a basketball brand. The student enjoyed filming and editing the advert because of their interest in basketball. They planned the advert thoroughly with a synopsis and storyboard. Filming went well with help from classmates, and they were able to get all the shots needed in one day. Editing in Adobe Premier also went smoothly thanks to guidance from teachers. Though planning took work, the student overall enjoyed the project and learned new video production skills.
Question 7 completed
1) Doing a preliminary helped the student plan their full opening sequence by avoiding mistakes like breaking filming rules or not considering equipment needs.
2) The preliminary research helped the student decide on their role as cinematographer and understand techniques like the 180-degree rule.
3) Some challenges in the preliminary like unstable footage or continuity errors helped the student improve for the full project by using a tripod and careful editing. Considering effects earlier may have allowed more creativity.
Question 7
The student learned many new skills in progressing from the preliminary task to the full title sequence project, including how to use video and editing equipment like cameras, Premier Pro, and blogs. They developed stronger planning skills like crafting storyboards, scripts, and risk assessments. They learned the importance of drafting and polishing their work prior to filming to avoid mistakes. Researching other similar films helped them understand conventions of the genre and how to attract their target audience. Overall, the biggest lesson was that thorough planning is essential to the success of any project.
Prelim evaluation
1) The document describes the filmmaker's original idea for their preliminary film project, which involved a hostage situation in a car.
2) They then decided to create a new script about a businesswoman keeping her sister hostage after realizing the original plan would not be as effective.
3) While filming, the filmmaker focused on incorporating different shots like shot reverse shot but struggled with following the 180 degree rule, which caused some confusion at the end.
Q6 Eval
Dilraj Singh learned several skills related to media technologies through constructing his production. He learned that using a camera takes practice to get used to, but by the end he had mastered skills like maintaining focus during long shots. When editing, he found iMovie to be effective for adding effects and transitions. Overall, his skills in filming and editing developed greatly over the course, as he learned techniques for shots, blocking, and creating believable scenes. While his skills improved significantly, he recognizes areas for further development, such as using camera stabilization, blocking background noise, and improving cut transitions.
Evaluation 7
1. The document discusses what the author has learned throughout creating a film opening project.
2. Key skills developed include editing, filming, directing, and understanding different roles. Editing skills improved through learning to use Adobe Premiere and synchronize footage and music.
3. Following techniques like the 180 degree rule, storyboarding, and filming excessive footage helped improve the quality and success of the final product. Attention to detail was also important.
Evaluation question 4
The document discusses the various media technologies and skills the student used at different stages of their film project. They learned to use Final Cut Pro and Photoshop to edit film clips, add special effects like speech bubbles, and create a film poster. For research, they used Prezi, YouTube, and BBC websites to explore short films and film reviews. They also developed camera skills like filming without glare and panning shots while directing and filming independently.
A2 MEDIA STUDIES - SKILLS REVIEW
The document summarizes the research, planning, production and post-production process for a student film project on mob gangster films. The student conducted research by watching and analyzing similar films to identify conventions of the genre and inspiration. They created a storyboard and conducted location scouting. During production, they learned to use new equipment like cameras and tripods. For post-production, the student reflected on gaining new skills that will help them in future media projects.
Evaluation question 7
The document discusses what the author learned from their preliminary task to their final film project. They realized the importance of planning tools like storyboards and learned to better manage their time. They improved their camera skills like panning and used more shot types. For their final project, they researched conventions like opening sequences and learned editing skills like adding music and transitions. They also learned to consider their target audience and improved their lighting and screenwriting skills.
Evaluation question 4
The document discusses the use of various media technologies in the production of a short film. It describes using Final Cut Pro for video editing, including adding special effects like speech bubbles. Photoshop was used to create the film poster, with skills like masking and trimming learned from tutorials. Prezi was used for research and planning presentations. YouTube and BBC websites provided film references. A camcorder was used for filming, which presented challenges like avoiding glare and keeping the camera steady.
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.
Question 7
The student learned a great deal about filmmaking equipment, techniques, and software from completing their preliminary task and thriller opening task. They gained skills in shooting, lighting, editing, adding effects, directing actors, and collaborating with others. Specifically, the student learned how to use video recorders, tripods, editing software, techniques like the 180-degree rule and shot-reverse-shot. Their skills in areas like lighting, editing, using effects, and leadership improved from the preliminary to thriller opening task. Overall, they enjoyed the learning process and gaining experience with equipment, software, filming, and working with others.
Evaluation Activity 7
By completing a preliminary editing task, the author learned important skills that improved their work on the final product. They gained confidence using camera equipment and incorporating different shot types and angles. Observing the editing process helped the author better understand that element of filmmaking. Key continuity rules like the 180-degree rule and match on action were applied successfully in both works. While shot reverse shot wasn't needed for the final product structure, experience with it in the preliminary task added to the author's media knowledge overall.
Kavitha's Preliminary Evaluation
1) The group worked well together on their preliminary activity, with each member taking on different roles like actor, cameraman, and editor.
2) They created a storyboard to plan their short film about an Asian woman getting arrested by immigration.
3) Each member contributed effectively - the cameraman gave directions, the actors performed their roles well, and the editor learned how to edit the video clips together.
Level 3 promo vid assessment task
For a college promotional video and poster project, the student filmed footage of the college campus using a Huawei P10 phone. They worked in a group and had specific roles, with one member editing the video. They encountered some technical issues with the camera focusing but managed the shots as best they could. The student reflected that they could have spent more time planning the pre-production. They were happy with how the finished video and poster turned out.
Question 7
The document summarizes the student's progression and learning from preliminary filmmaking tasks to creating a full film opening scene. It discusses the various tasks completed along the way, including copying scenes from Life on Mars to learn camera techniques, storyboarding, and editing. Through these exercises, the student gained skills in shooting, lighting, editing, adding titles and effects, and incorporating film techniques. For the opening scene task, the student applied these new skills but also learned the importance of intriguing audiences, establishing characters and genre, and ending on a cliffhanger to motivate further viewing. Though challenging, the process helped the student better understand filmmaking.
Question 7
The group created a storyboard for their preliminary task, which helped structure the shoot and explain shots to actors. However, they did not do much other planning. During filming, they struggled to find a location and had to reschedule. For their main shoot, they planned the location booking in advance to avoid issues. Most group members were unfamiliar with filming techniques, so the preliminary task allowed them to practice shots like 180-degree rules. It also let them edit and improve shots. Editing the preliminary task familiarized them with the software. This preparation helped improve the quality of their main opening sequence shoot and edit.
Experiments
Nathan Millett experimented with different video editing techniques to make objects and footage more interesting for his final project. He found that slowing clips in editing software rather than during filming produced better results. He also tried color tints, fades, and timelapses. Millett believes these skills will help engage his target audience. He plans to use timelapses to shorten long gameplay scenes. Additionally, he created moving objects and masking in Premier Pro to creatively fade text in and out, aiming to make his product more professional and creative.
What have you learnt about technologies from the
The document discusses the technologies used to create a film project. It describes using a Sony HD 1000 camera on a tripod to keep shots steady, Final Cut Express for editing and adding effects like darkening shots and transitions, a Zoom recorder to add voiceovers during flashbacks, and Blogger to collaborate and share work online. The student learned how to use the camera, editing software, and recorder and feels more confident in their abilities, though less experienced with Mac computers and some editing aspects. Overall, using these technologies helped provide different styles and improve their filmmaking skills.
Q7 pp
1) The author and their group had issues with their preliminary film task due to a lack of planning and communication, which resulted in problems like not following the 180 degree rule for camera shots.
2) For the main task, they planned all aspects of filming thoroughly, such as what shots to use, equipment, and schedule. This improved their work significantly.
3) Through practicing with the equipment on the preliminary task and rehearsals, they felt more confident operating the camera and equipment, which saved them time during the main filming.
Evaluation.
The document summarizes Abdullahi Mohammed's work creating a film trailer for an A2 course. It discusses the roles of group members, how the trailer used and challenged conventions, the effectiveness of combining the trailer with ancillary materials like a poster and magazine cover, learning from audience feedback, and the use of software and technologies in the process.
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.
Media evaluation
- The document compares the student's media project to real media products, noting differences due to limited school facilities but similarities in genre and inspiration from films like "District 13."
- The opening sequence is similar to low-budget British urban films that are becoming more popular and successful despite limited technology.
- The target audience is seen as teenagers and adults aged 15-35, similar to audiences of inspirational successful films in the same genre.
- The student has improved camera and editing skills using Sony Vegas software, allowing them to create a more professional opening sequence.
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.
Evaluation
The document discusses the use of various media technologies throughout the planning, production, and evaluation stages of a media project. During planning and research, the student used Google, YouTube, SlideShare and Publisher to research other films, film posters, and reviews. iMovie was used to edit the short film. Photoshop and an iPhone camera were used to create promotional materials like the film poster and magazine review. Survey Monkey was used to collect audience feedback on the short film, which informed further edits. Overall, a wide range of technologies supported the conceptualization, creation and improvement of the media product.
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Prelim evaluation
1) The document describes the filmmaker's original idea for their preliminary film project, which involved a hostage situation in a car.
2) They then decided to create a new script about a businesswoman keeping her sister hostage after realizing the original plan would not be as effective.
3) While filming, the filmmaker focused on incorporating different shots like shot reverse shot but struggled with following the 180 degree rule, which caused some confusion at the end.
Q6 Eval
Dilraj Singh learned several skills related to media technologies through constructing his production. He learned that using a camera takes practice to get used to, but by the end he had mastered skills like maintaining focus during long shots. When editing, he found iMovie to be effective for adding effects and transitions. Overall, his skills in filming and editing developed greatly over the course, as he learned techniques for shots, blocking, and creating believable scenes. While his skills improved significantly, he recognizes areas for further development, such as using camera stabilization, blocking background noise, and improving cut transitions.
Evaluation 7
1. The document discusses what the author has learned throughout creating a film opening project.
2. Key skills developed include editing, filming, directing, and understanding different roles. Editing skills improved through learning to use Adobe Premiere and synchronize footage and music.
3. Following techniques like the 180 degree rule, storyboarding, and filming excessive footage helped improve the quality and success of the final product. Attention to detail was also important.
Evaluation question 4
The document discusses the various media technologies and skills the student used at different stages of their film project. They learned to use Final Cut Pro and Photoshop to edit film clips, add special effects like speech bubbles, and create a film poster. For research, they used Prezi, YouTube, and BBC websites to explore short films and film reviews. They also developed camera skills like filming without glare and panning shots while directing and filming independently.
A2 MEDIA STUDIES - SKILLS REVIEW
The document summarizes the research, planning, production and post-production process for a student film project on mob gangster films. The student conducted research by watching and analyzing similar films to identify conventions of the genre and inspiration. They created a storyboard and conducted location scouting. During production, they learned to use new equipment like cameras and tripods. For post-production, the student reflected on gaining new skills that will help them in future media projects.
Evaluation question 7
The document discusses what the author learned from their preliminary task to their final film project. They realized the importance of planning tools like storyboards and learned to better manage their time. They improved their camera skills like panning and used more shot types. For their final project, they researched conventions like opening sequences and learned editing skills like adding music and transitions. They also learned to consider their target audience and improved their lighting and screenwriting skills.
Evaluation question 4
The document discusses the use of various media technologies in the production of a short film. It describes using Final Cut Pro for video editing, including adding special effects like speech bubbles. Photoshop was used to create the film poster, with skills like masking and trimming learned from tutorials. Prezi was used for research and planning presentations. YouTube and BBC websites provided film references. A camcorder was used for filming, which presented challenges like avoiding glare and keeping the camera steady.
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.
Question 7
The student learned a great deal about filmmaking equipment, techniques, and software from completing their preliminary task and thriller opening task. They gained skills in shooting, lighting, editing, adding effects, directing actors, and collaborating with others. Specifically, the student learned how to use video recorders, tripods, editing software, techniques like the 180-degree rule and shot-reverse-shot. Their skills in areas like lighting, editing, using effects, and leadership improved from the preliminary to thriller opening task. Overall, they enjoyed the learning process and gaining experience with equipment, software, filming, and working with others.
Evaluation Activity 7
By completing a preliminary editing task, the author learned important skills that improved their work on the final product. They gained confidence using camera equipment and incorporating different shot types and angles. Observing the editing process helped the author better understand that element of filmmaking. Key continuity rules like the 180-degree rule and match on action were applied successfully in both works. While shot reverse shot wasn't needed for the final product structure, experience with it in the preliminary task added to the author's media knowledge overall.
Kavitha's Preliminary Evaluation
1) The group worked well together on their preliminary activity, with each member taking on different roles like actor, cameraman, and editor.
2) They created a storyboard to plan their short film about an Asian woman getting arrested by immigration.
3) Each member contributed effectively - the cameraman gave directions, the actors performed their roles well, and the editor learned how to edit the video clips together.
Level 3 promo vid assessment task
For a college promotional video and poster project, the student filmed footage of the college campus using a Huawei P10 phone. They worked in a group and had specific roles, with one member editing the video. They encountered some technical issues with the camera focusing but managed the shots as best they could. The student reflected that they could have spent more time planning the pre-production. They were happy with how the finished video and poster turned out.
Question 7
The document summarizes the student's progression and learning from preliminary filmmaking tasks to creating a full film opening scene. It discusses the various tasks completed along the way, including copying scenes from Life on Mars to learn camera techniques, storyboarding, and editing. Through these exercises, the student gained skills in shooting, lighting, editing, adding titles and effects, and incorporating film techniques. For the opening scene task, the student applied these new skills but also learned the importance of intriguing audiences, establishing characters and genre, and ending on a cliffhanger to motivate further viewing. Though challenging, the process helped the student better understand filmmaking.
Question 7
The group created a storyboard for their preliminary task, which helped structure the shoot and explain shots to actors. However, they did not do much other planning. During filming, they struggled to find a location and had to reschedule. For their main shoot, they planned the location booking in advance to avoid issues. Most group members were unfamiliar with filming techniques, so the preliminary task allowed them to practice shots like 180-degree rules. It also let them edit and improve shots. Editing the preliminary task familiarized them with the software. This preparation helped improve the quality of their main opening sequence shoot and edit.
Experiments
Nathan Millett experimented with different video editing techniques to make objects and footage more interesting for his final project. He found that slowing clips in editing software rather than during filming produced better results. He also tried color tints, fades, and timelapses. Millett believes these skills will help engage his target audience. He plans to use timelapses to shorten long gameplay scenes. Additionally, he created moving objects and masking in Premier Pro to creatively fade text in and out, aiming to make his product more professional and creative.
What have you learnt about technologies from the
The document discusses the technologies used to create a film project. It describes using a Sony HD 1000 camera on a tripod to keep shots steady, Final Cut Express for editing and adding effects like darkening shots and transitions, a Zoom recorder to add voiceovers during flashbacks, and Blogger to collaborate and share work online. The student learned how to use the camera, editing software, and recorder and feels more confident in their abilities, though less experienced with Mac computers and some editing aspects. Overall, using these technologies helped provide different styles and improve their filmmaking skills.
Q7 pp
1) The author and their group had issues with their preliminary film task due to a lack of planning and communication, which resulted in problems like not following the 180 degree rule for camera shots.
2) For the main task, they planned all aspects of filming thoroughly, such as what shots to use, equipment, and schedule. This improved their work significantly.
3) Through practicing with the equipment on the preliminary task and rehearsals, they felt more confident operating the camera and equipment, which saved them time during the main filming.
Evaluation.
The document summarizes Abdullahi Mohammed's work creating a film trailer for an A2 course. It discusses the roles of group members, how the trailer used and challenged conventions, the effectiveness of combining the trailer with ancillary materials like a poster and magazine cover, learning from audience feedback, and the use of software and technologies in the process.
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Similar to Prelinem Task Evaluation
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.
Media evaluation
- The document compares the student's media project to real media products, noting differences due to limited school facilities but similarities in genre and inspiration from films like "District 13."
- The opening sequence is similar to low-budget British urban films that are becoming more popular and successful despite limited technology.
- The target audience is seen as teenagers and adults aged 15-35, similar to audiences of inspirational successful films in the same genre.
- The student has improved camera and editing skills using Sony Vegas software, allowing them to create a more professional opening sequence.
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.
Evaluation
The document discusses the use of various media technologies throughout the planning, production, and evaluation stages of a media project. During planning and research, the student used Google, YouTube, SlideShare and Publisher to research other films, film posters, and reviews. iMovie was used to edit the short film. Photoshop and an iPhone camera were used to create promotional materials like the film poster and magazine review. Survey Monkey was used to collect audience feedback on the short film, which informed further edits. Overall, a wide range of technologies supported the conceptualization, creation and improvement of the media product.
Media evaluation – question 7
Through completing their full film opening sequence, the student learned how important planning and research are for a successful video. For the preliminary task, they created a basic storyboard but did not plan shots in detail. However, for the main task they took more time to thoroughly storyboard and plan ideas with the group. This ensured they used their limited filming time effectively and were prepared with equipment lists. While they tried to fit too much into one lesson for the preliminary task, mistakes from this taught them to better account for challenges and arrange additional filming days if needed. Overall, the student improved their camerawork, editing skills, and understands the value of production research.
Question 7
The learner summarizes what they learned from their preliminary media exercise to their final thriller project. For the preliminary, they filmed a 30-second scene but did not do extensive planning or research. For the final project, the group improved by researching other thrillers, developing their script through multiple drafts, choosing shots deliberately based on meaning, adding sound effects and editing techniques like fades. Their equipment skills, acting, and organization also improved greatly from the initial experience to the final thriller.
Question 7
The student learned many skills from their preliminary task to the final product that improved the quality of their work. Specifically, they learned how to storyboard, use camera equipment properly, incorporate editing techniques like cutting and adding effects, improve acting, and add elements like sound design and music to enhance the viewer experience. For the final product, they conducted more research on film techniques, developed their script further through revisions, and applied more advanced cinematography concepts. While not as polished as a professional film due to time and budget constraints, the student believes their final thriller was a success given the limitations of their school project.
A2 level evaluation
The document discusses the evaluation of a film trailer project. It provides feedback on the strengths of the trailer, including the effective location and use of first and third person perspectives. It also discusses lessons learned about improving the script and planning of shoots. The feedback received from audiences is presented, noting praise for the editing and how it made them want to watch more, while also identifying areas for improvement like the font and lighting. The effectiveness of ancillary texts like a film magazine and poster are examined, highlighting how they follow conventions and relate back to the trailer.
Question 7 final
The document discusses what the author learned from their preliminary task that helped them with their full thriller production. They learned about maintaining the 180-degree rule and using match-on-action to create continuity between shots. They also learned how to use shot reverse shot to build tension. For their full production, the author expanded their knowledge of conventions like breaking the 180-degree rule for confusion. They also learned how to use lighting, close-ups, and research case studies to further understand thriller conventions and apply them more effectively. Managing timelines and negotiating roles within the group were also skills that improved from the preliminary to full production.
Evaluation preliminary - Kala Varsani
The document provides a self-evaluation of the student's participation in a preliminary film activity with their group. The student listened to others' ideas, helped with planning by creating a storyboard, and learned editing skills by editing the group's film clips together. Areas for improvement included avoiding crossing the 180-degree line and using a tripod for steadier shots.
5. production reflection sf 2017 1
This document summarizes the stages of planning, research, and preparation for a student film project with restrictions of being 60 seconds and including the phrase "That wasn't supposed to happen" and a clock or watch. Over several weeks, the student learned key film terminology, analyzed example films for inspiration, developed their own idea to fit the criteria, created storyboards and mood boards, conducted audience research through surveys, and reviewed similar films for technical inspiration. This extensive planning process allowed the student to thoughtfully develop their film concept in line with the goals and audience while preparing the necessary filmmaking skills and knowledge.
AS Media Evaluation
The document discusses the planning and production process for a two-week film project by a group. They began by outlining scenes, locations, and costumes. Brainstorming and a spider diagram were used to develop ideas for characters, plots, storylines, and securing actors. This planning allowed them to successfully use camera techniques like match-on-action shots. Group discussions allowed all members to provide input and develop a clear storyboard and achievable goals without conflict. Their film aimed to show teenagers that a life without crime opens more opportunities than one with crime. While they achieved their original ideas, improvements like using microphones and better time management could have enhanced the project.
AS Media preliminary task evaluation.
The student learned how to use video equipment like cameras and tripods through completing a group preliminary task. They worked well together, giving each other advice to improve their video. However, they realized they could have improved it further by spending more time editing. They successfully storyboarded and filmed multiple takes when needed, but refilming wasted lesson time. The student also gained skills that will help with future group projects.
Question 7
The document discusses the filmmaker's experience creating a thriller film for a preliminary project. They initially lacked planning and research, but created storyboards and shot lists to help visualize the film. During filming, they discovered better techniques than what was in the shot list. The editing process also involved changing the sequence of scenes twice to improve continuity, tension, and the climax. Creating the thriller helped the filmmaker gain experience with camera and editing software, allowing them to explore different techniques and improve their skills for future projects.
Media main task evaluation blog
Jamaal sesay discusses their media product which was an action thriller film. They incorporated conventions of the genre such as fast-paced editing and music to maintain intensity during a chase scene. They represented their characters as grown men to seem more serious and athletic. The target audience was identified as teenagers who enjoy action and violence. Technologies learned include using a tripod, storyboarding software, challenges of equipment batteries, and editing software to craft fluid shots and sound editing. Overall the progression from preliminary to full product provided experience in shot-taking, planning, and editing to engage audiences.
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.
Question 7
The document summarizes the tasks completed for a film project on "Life on Mars". It describes copying scenes from the TV show to learn camera techniques. It then discusses planning shots and storyboarding scenes. Final tasks included editing the film opening, where the importance of intriguing audiences and establishing genre in the first few minutes was learned. Though challenging, creating the opening helped improve filmmaking skills and gain knowledge about the filmmaking process.
Question 7
The document summarizes the tasks completed for a film project on "Life on Mars". It describes copying scenes from the TV show to learn camera techniques. It then discusses planning shots and storyboarding scenes. Final tasks included editing the film opening, where the importance of intriguing audiences and establishing genre in the first few minutes was learned. Though challenging, creating the opening helped improve filmmaking skills and gain knowledge about the filmmaking process.
Question 7
The document summarizes the tasks completed for a film project on "Life on Mars". It describes copying scenes from the TV show to learn camera techniques. It then discusses planning shots and storyboarding scenes. Final tasks included editing the film opening, where the importance of intriguing audiences and establishing genre in the first few minutes was learned. Though challenging, creating the opening helped improve filmmaking skills and gain knowledge about the filmmaking process.
Question 7
The document summarizes the tasks completed for a film project on "Life on Mars". It describes copying scenes from the TV show to learn camera techniques. It then discusses planning shots and storyboarding scenes. Final tasks included editing the film opening, where the importance of intriguing audiences and establishing genre in the first few minutes was learned. Though challenging, creating the opening helped improve filmmaking skills and gain knowledge about the filmmaking process.
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Prelinem Task Evaluation
- 1. What were your learning objectives for this project? Are learning objectives were to produce a short continuity task involving filming and editing a character opening a door, crossing a room and sitting down in a chair opposite another character, with whom she or he says a couple of lines of dialogue. We had to follow some rules asked by the examiners which were to include 180 degree rule also shot reverse shot and we needed to make sure it has continuity it flows. It this task meeting deadlines was very important because we had to meet a deadline each day. The learning objectives also were to develop are creative skills which I think improved by doing this task also we I developed how to work as a group more effective and giving ideas and sharing my thoughts. The reason we done this task is were to have an idea how the main task of coursework will run and therefore you wont make no mistakes and the steps you have to undertake in order to produce a piece of media. My individual targets were to work effective as a group which I think I did really well and also develop my technical skills because it was my first time filming and using the camera.