Pre-Production Feedback
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This document provides feedback on a student's pre-production tasks for a film project. The teacher provides positive feedback on several areas, including research on similar films, genres, storyboards, shotlists, and production schedules. The teacher requests some improvements, such as adding more details and evidence to support analysis of target audiences and genres. The student is asked to explain costume, prop, and location choices more fully and fix minor issues. The student creates an action plan addressing the feedback. The teacher notes improvements but still requests some areas like genre history be expanded further.
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Haskell myles as cw pre production tasks feedback sheet improvements
This document provides feedback on a student's pre-production work for a film project. The teacher provides comments on each of the pre-production tasks completed by the student, noting things that were done well and areas that need improvement. Overall it was well organized but some elements were missing or needed more detail and analysis. The student is given a mark of 14/20 and an action plan to address the feedback in order to improve their mark.
My Pre-production Final Mark
This document provides feedback from a teacher on a student's pre-production work for a film project. The teacher comments positively on several areas, including genre analysis, storyboards, and production schedules. Some areas needing improvement are identified, such as correctly citing director names, adding more analysis rather than description, and clarifying images. The student creates an action plan to address the feedback by making revisions like fixing director names, expanding analytical comments, reformatting a script, and enlarging unclear images. The teacher's final feedback notes the work with amendments has improved and deserves a higher mark.
Hearn sarah as cw pre production tasks improvements
This document provides feedback from a teacher on a student's pre-production work for a film project. The teacher provides positive feedback on many areas, such as the student's analysis of genre conventions and storyboarding. Some areas need improvement, such as providing evidence for target audience research claims and adding missing sections. The student creates an action plan to address these areas by adding research, examples, and details on genres, audiences, costumes, actors, and equipment. The teacher marks the improvements, raising the student's score.
Pre-production feedback
The student, Lucy Edmunds, completed all pre-production tasks for her media coursework, including research on similar films, genre analysis, target audience analysis, script formatting, storyboarding, shotlisting, floor plans, location scouting, costume design, prop selection, actor casting, equipment selection, and a production schedule. The teacher provided feedback on each task, praising the student's proficient work and attention to detail, but noting that genre analysis, costumes, and props could be described in more depth. Overall the teacher awarded the student 16 marks out of 20 for their pre-production work.
Curtis lily
Curtis Lily completed all pre-production tasks for a media production coursework at a proficient level. The tasks included research on similar films, genre analysis, target audience analysis, scriptwriting, storyboarding, shotlisting, floor plans, locations scouting, costume design, prop selection, casting, equipment selection, and a production schedule. The teacher noted that some areas could include more analysis, such as discussing why creative choices were made in film openings rather than just describing scenes. With some additional detail and analysis, Lily's work was assessed at a Level 3 grade of 15/20 marks.
AS Media Pre-Production Marks Sheet
Ben Walker received feedback on his pre-production tasks for his AS media course. The teacher noted that while Ben completed all tasks, some areas needed more detail and analysis. Specifically, Ben's analyses of similar films, genre, and target audience needed to provide more terminology, references to technical elements, and statistical data to support claims. Ben amended some posts to address these feedback points by adding more depth. Overall, the teacher found Ben showed good commitment by improving several posts, but still felt some work seemed rushed at times and could benefit from more detail. Ben was given a final mark of 14 out of 20 and an action plan to focus on for further improvement.
Wardle jordan 1 feedback
This document provides feedback on a student's pre-production tasks for an AS Media course. It summarizes the student's blog posts on similar films, genre analysis, target audience, and other pre-production elements.
The feedback notes that the student's initial film analysis and genre analysis lacked technical terminology and detail. Additional research and examples were needed. Most tasks were subsequently amended by the student to demonstrate a stronger understanding through added detail, terminology and evidence.
The teacher commends the student's extensive amendments and commitment to improving their work. They achieve a final mark of 17/20 after addressing the feedback and strengthening their analysis, research and pre-production details.
Revell turvey georgia
Georgia completed all pre-production tasks for a media production project. The teacher provided feedback on each task, noting that Georgia worked at a proficient level overall and included excellent details in many areas. Some tasks could be improved by adding more technical terminology, audience breakdown details, or information on pre-production planning. The teacher awarded Georgia 16 marks out of 20 for the pre-production work.
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Haskell myles as cw pre production tasks feedback sheet improvements
This document provides feedback on a student's pre-production work for a film project. The teacher provides comments on each of the pre-production tasks completed by the student, noting things that were done well and areas that need improvement. Overall it was well organized but some elements were missing or needed more detail and analysis. The student is given a mark of 14/20 and an action plan to address the feedback in order to improve their mark.
My Pre-production Final Mark
This document provides feedback from a teacher on a student's pre-production work for a film project. The teacher comments positively on several areas, including genre analysis, storyboards, and production schedules. Some areas needing improvement are identified, such as correctly citing director names, adding more analysis rather than description, and clarifying images. The student creates an action plan to address the feedback by making revisions like fixing director names, expanding analytical comments, reformatting a script, and enlarging unclear images. The teacher's final feedback notes the work with amendments has improved and deserves a higher mark.
Hearn sarah as cw pre production tasks improvements
This document provides feedback from a teacher on a student's pre-production work for a film project. The teacher provides positive feedback on many areas, such as the student's analysis of genre conventions and storyboarding. Some areas need improvement, such as providing evidence for target audience research claims and adding missing sections. The student creates an action plan to address these areas by adding research, examples, and details on genres, audiences, costumes, actors, and equipment. The teacher marks the improvements, raising the student's score.
Pre-production feedback
The student, Lucy Edmunds, completed all pre-production tasks for her media coursework, including research on similar films, genre analysis, target audience analysis, script formatting, storyboarding, shotlisting, floor plans, location scouting, costume design, prop selection, actor casting, equipment selection, and a production schedule. The teacher provided feedback on each task, praising the student's proficient work and attention to detail, but noting that genre analysis, costumes, and props could be described in more depth. Overall the teacher awarded the student 16 marks out of 20 for their pre-production work.
Curtis lily
Curtis Lily completed all pre-production tasks for a media production coursework at a proficient level. The tasks included research on similar films, genre analysis, target audience analysis, scriptwriting, storyboarding, shotlisting, floor plans, locations scouting, costume design, prop selection, casting, equipment selection, and a production schedule. The teacher noted that some areas could include more analysis, such as discussing why creative choices were made in film openings rather than just describing scenes. With some additional detail and analysis, Lily's work was assessed at a Level 3 grade of 15/20 marks.
AS Media Pre-Production Marks Sheet
Ben Walker received feedback on his pre-production tasks for his AS media course. The teacher noted that while Ben completed all tasks, some areas needed more detail and analysis. Specifically, Ben's analyses of similar films, genre, and target audience needed to provide more terminology, references to technical elements, and statistical data to support claims. Ben amended some posts to address these feedback points by adding more depth. Overall, the teacher found Ben showed good commitment by improving several posts, but still felt some work seemed rushed at times and could benefit from more detail. Ben was given a final mark of 14 out of 20 and an action plan to focus on for further improvement.
Wardle jordan 1 feedback
This document provides feedback on a student's pre-production tasks for an AS Media course. It summarizes the student's blog posts on similar films, genre analysis, target audience, and other pre-production elements.
The feedback notes that the student's initial film analysis and genre analysis lacked technical terminology and detail. Additional research and examples were needed. Most tasks were subsequently amended by the student to demonstrate a stronger understanding through added detail, terminology and evidence.
The teacher commends the student's extensive amendments and commitment to improving their work. They achieve a final mark of 17/20 after addressing the feedback and strengthening their analysis, research and pre-production details.
Revell turvey georgia
Georgia completed all pre-production tasks for a media production project. The teacher provided feedback on each task, noting that Georgia worked at a proficient level overall and included excellent details in many areas. Some tasks could be improved by adding more technical terminology, audience breakdown details, or information on pre-production planning. The teacher awarded Georgia 16 marks out of 20 for the pre-production work.
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The document provides feedback on a student's pre-production tasks for an AS media production project. It summarizes each task submitted by the student and notes whether the task was completed. While some tasks like the script, storyboard, and shotlist were done well, other tasks like genre analysis, target audience, and locations lacked sufficient detail and analysis. The teacher provided an initial mark of 3 out of 20 and instructed the student to improve the level of detail and analysis. After further work, the student received a final mark of 13 out of 20.
As pre production tasks feedback sheet cogdell
The student, Aaron Cogdell, received feedback on their pre-production tasks for a film project. The teacher noted several areas that were missing details or required further work, including analyses of similar films, the target genre and audience, scripts, storyboards, locations, costumes, props, actors, and equipment. The student was instructed to add all missing work. For the areas that did include details, like the production schedule and initial ideas, the teacher provided positive feedback but also suggested further improvements. The student received an initial mark of 4 out of 20 and was told to improve the project based on the feedback. Their final mark after adding the additional work was 17 out of 20.
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This document provides feedback from a teacher to a student, Sophie Carey, on pre-production tasks for a film project. The teacher comments on 14 pre-production elements, including research, genre analysis, target audience, script, storyboards, locations, costumes, props, actors, and equipment. Feedback includes notes on what elements are missing and areas for improvement. The teacher gives an initial mark of 11 out of 20 and provides guidance for Sophie to address gaps. The final mark after improvements is 17 out of 20.
Curtis craig
The student completed their pre-production tasks for a film project at a proficient level. The teacher provided feedback on each task, noting that the student showed good research and planning in several areas such as script, storyboard, locations, and equipment. However, the teacher suggested the student could improve their analysis of similar films by discussing how it might influence their own production, and showing better understanding of genre conventions and audience expectations. The teacher awarded the student 13 out of 20 marks and advised capitalizing all film titles, actor names, and studios. The student was asked to create an action plan to improve areas noted and receive a final mark.
Pre production feedback
The student completed their pre-production tasks for a film project at a proficient level. The teacher provided feedback on each task, noting that the student showed good research and planning in several areas such as script, storyboard, locations, and equipment. However, the teacher suggested the student could improve their analysis of similar films by discussing how it might influence their own production, and showing better understanding of genre conventions and audience expectations. The teacher awarded the student 13 out of 20 marks and advised capitalizing all film titles, actor names, and studios. The student was asked to create an action plan to improve areas noted and receive a final mark.
Production schedule
This document outlines the pre-production, production, and post-production tasks, locations, crew, props, costumes, and equipment needed for a student film project from October to March. The pre-production phase involves research on the film genre, target audience, conventions, developing script and storyboards, location scouting, floor plans, casting, and equipment lists. Production takes place in January, filming outdoor scenes in the New Forest and indoor scenes at home. Post-production in January and February includes editing footage and receiving peer feedback. The project is completed in March by uploading evaluation questions to a blog.
Pre-Production Tasks Feedback
The document provides feedback on a student's pre-production tasks for a film project. It summarizes each task submitted by the student, noting what elements were done well and included necessary details. The teacher comments that the student completed all pre-production work at a proficient level, but could have provided more detail on the target audience and genre analyses. An action plan is suggested to improve the final mark.
Pre-Production Marks
Connor completed pre-production tasks for his film opening at a proficient level. His research into similar films, genre analysis, and script were well done. However, his target audience research, location risk assessments, costume plans, and actor plans could have been developed further with more details and evidence. Overall, Connor's pre-production planning demonstrated careful planning, but some areas needed more details. His teacher assessed his work at level 3 out of 20 and provided feedback to help Connor improve specific elements for a higher final mark.
As pre production tasks feedback sheet day
Alexander Day completed pre-production tasks for a film project including research on similar films, genre analysis, defining the target audience and creating a script, storyboard, shotlist, location layouts, costumes, props, casting, and production schedule. The teacher provided feedback on each task, praising the detailed analysis and clear links made. Areas for improvement included adding more media terminology, images to support locations/costumes/props, and a better schedule layout. The student addressed the feedback and their final mark was 19/20.
Student production schedule
This document outlines a production schedule for pre-production and filming of a film opening, including research, planning, storyboarding, script writing, securing locations, costumes, props, and equipment by certain deadlines, with filming scheduled over multiple days from 8:30am to 4:00pm each day under the direction of the director and producer.
Pre production marks
Andrew created a blog to document his pre-production work for an AS media project. He analyzed similar films, considered genre conventions, and fully researched his target audience. Andrew also created a script, storyboard, shotlist, floor plans, research on locations and costumes/props. He detailed the equipment and production schedule. The teacher provided feedback that Andrew demonstrated excellent planning but could improve his similar product analysis and storyboard presentation. The teacher awarded Andrew 16 out of 20 marks for his pre-production work.
Cogdell ross Pre production
The document provides feedback on a student's pre-production tasks for a media production project. It reviews the student's research, planning, script, storyboard, shotlist, layouts, locations, costumes, props, actors, and equipment. The teacher found the work proficient overall but noted some areas could be improved, such as providing more evidence and analysis for research, and giving more details for pre-production planning. The teacher awarded the work a final mark of 13 out of 20 and provided a student action plan for further improvement before the final mark.
Production schedule
The production schedule outlines pre-production, production, and post-production tasks and deadlines for an upcoming project. Pre-production tasks such as research, idea development, and location scouting must be completed by mid-November. Filming is scheduled for November 26th with shot lists due November 24th. Post-production tasks like editing, creating titles and sound/music must be finished by mid-December.
Student production schedule 2
The document outlines a production schedule for pre-production of a film opening from November 1st to January 3rd. It includes research on narrative theory and target audiences, creation of a storyboard and script by November 28th, planning locations, shots, costumes, and props by December 10th, and equipment lists and floor plans by December 16th. It also includes contingencies and a pre-production diary to be completed by January 3rd.
Production schedule
This document outlines the production schedule for a music video project from pre-production through post-production and evaluation. It details the tasks, locations, props, costumes, and equipment needed at each stage of the process from genre research and storyboarding to filming scenes at various locations and finally editing, adding music, and creating marketing materials in post-production. Evaluation of the project is also scheduled over several weeks.
Adams william as cw pre production tasks feedback sheet improvements (1)
This document provides feedback from a teacher to a student, William Adams, on pre-production tasks for an upcoming film project. The teacher provides comments on each of the 13 pre-production elements, noting what parts were done well and what parts needed improvement. Elements like research on similar films, genre analysis, script, locations, costumes, and props received positive feedback, while elements like equipment, target audience, and storyboard were missing. The teacher recommends improvements and notes that many missing elements were later added by the student. An action plan from the student outlines the elements that were improved, and the teacher awards an updated final mark of 17 out of 20.
Pre production feedback
The document provides feedback on a student's pre-production tasks for a film project. It summarizes the student's blog posts on 14 required pre-production elements. For most elements, the feedback notes that the student provided good detail and analysis, with some posts needing more information. The student made improvements by adding more details, terminology, and analysis to address the feedback. The teacher assessed the initial work as proficient and marked it 14/20, then marked the improved work 17/20 after the student made amendments.
Planning
Angus Smith completed pre-production tasks for his AS media production project, including research on similar films, genre analysis, target audience research, scriptwriting, storyboarding, shotlisting, location layouts, costumes, props, casting, and equipment choices. His teacher provided feedback that his work was generally good but needed more detail on the audience and genre. Angus amended his posts to address this feedback by adding more primary and secondary research. His teacher awarded him a final mark of 16 out of 20.
Raybould matthew a2 cw pre production tasks improvements
This document provides feedback from a teacher on a student's pre-production tasks for a music video project. The teacher comments that some areas like genre analysis, target audience, lyrics, and costumes were done well with research and details. However, other key areas like storyboards, shotlists, floor plans, locations, equipment, and production schedule were either missing or lacked sufficient details. The teacher recommends adding more analytical details, images, and sources. In response, the student adds or improves some areas but still needs to provide more technical details and planning in areas like storyboards, locations, and schedule. The final mark awarded is 12/20.
Pre production feedback
This document provides feedback on a student's pre-production tasks for a music video project. The teacher provides comments on each task, noting what was done well and areas for improvement. Overall the work was good but some sections like costumes, locations, and actors needed more details or images. The student created an action plan to address the feedback by adding more images, rewriting descriptions, and scanning documents. For their work addressing the feedback, the student improved their mark from 13/20 to 16/20.
Selby elishia a2 cw pre production tasks improvements
This document provides feedback on a student's pre-production work for a music video project. The feedback comments that the student's blog demonstrated strong research and planning, including analysis of similar music videos, genre research, target audience details, annotated lyrics, storyboards, shotlists, floor plans, costumes, props, and a production schedule. The feedback asks for an equipment list and more details in some areas. It gives an overall positive assessment and a mark of 17/20. The student action plan notes that the requested equipment list has been added and peer feedback incorporated, leading to a final mark of 19/20.
Newbury Connor CW pre production tasks improvements
This document provides feedback from a teacher on a student's pre-production work for a music video project. The teacher comments that the student's research, planning, storyboards and production schedule showed good understanding of the tasks and genre conventions. However, some areas needed more details, such as the target audience research, reflections on feedback, drawings matching technical details, and more images/details for costumes, props, actors and equipment. The student updated their work based on this feedback, adding more details. The teacher's final mark increased from 12/20 to 13/20.
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The document provides feedback on a student's pre-production tasks for an AS media production project. It summarizes each task submitted by the student and notes whether the task was completed. While some tasks like the script, storyboard, and shotlist were done well, other tasks like genre analysis, target audience, and locations lacked sufficient detail and analysis. The teacher provided an initial mark of 3 out of 20 and instructed the student to improve the level of detail and analysis. After further work, the student received a final mark of 13 out of 20.
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The student, Aaron Cogdell, received feedback on their pre-production tasks for a film project. The teacher noted several areas that were missing details or required further work, including analyses of similar films, the target genre and audience, scripts, storyboards, locations, costumes, props, actors, and equipment. The student was instructed to add all missing work. For the areas that did include details, like the production schedule and initial ideas, the teacher provided positive feedback but also suggested further improvements. The student received an initial mark of 4 out of 20 and was told to improve the project based on the feedback. Their final mark after adding the additional work was 17 out of 20.
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This document provides feedback from a teacher to a student, Sophie Carey, on pre-production tasks for a film project. The teacher comments on 14 pre-production elements, including research, genre analysis, target audience, script, storyboards, locations, costumes, props, actors, and equipment. Feedback includes notes on what elements are missing and areas for improvement. The teacher gives an initial mark of 11 out of 20 and provides guidance for Sophie to address gaps. The final mark after improvements is 17 out of 20.
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The student completed their pre-production tasks for a film project at a proficient level. The teacher provided feedback on each task, noting that the student showed good research and planning in several areas such as script, storyboard, locations, and equipment. However, the teacher suggested the student could improve their analysis of similar films by discussing how it might influence their own production, and showing better understanding of genre conventions and audience expectations. The teacher awarded the student 13 out of 20 marks and advised capitalizing all film titles, actor names, and studios. The student was asked to create an action plan to improve areas noted and receive a final mark.
Pre production feedback
The student completed their pre-production tasks for a film project at a proficient level. The teacher provided feedback on each task, noting that the student showed good research and planning in several areas such as script, storyboard, locations, and equipment. However, the teacher suggested the student could improve their analysis of similar films by discussing how it might influence their own production, and showing better understanding of genre conventions and audience expectations. The teacher awarded the student 13 out of 20 marks and advised capitalizing all film titles, actor names, and studios. The student was asked to create an action plan to improve areas noted and receive a final mark.
Production schedule
This document outlines the pre-production, production, and post-production tasks, locations, crew, props, costumes, and equipment needed for a student film project from October to March. The pre-production phase involves research on the film genre, target audience, conventions, developing script and storyboards, location scouting, floor plans, casting, and equipment lists. Production takes place in January, filming outdoor scenes in the New Forest and indoor scenes at home. Post-production in January and February includes editing footage and receiving peer feedback. The project is completed in March by uploading evaluation questions to a blog.
Pre-Production Tasks Feedback
The document provides feedback on a student's pre-production tasks for a film project. It summarizes each task submitted by the student, noting what elements were done well and included necessary details. The teacher comments that the student completed all pre-production work at a proficient level, but could have provided more detail on the target audience and genre analyses. An action plan is suggested to improve the final mark.
Pre-Production Marks
Connor completed pre-production tasks for his film opening at a proficient level. His research into similar films, genre analysis, and script were well done. However, his target audience research, location risk assessments, costume plans, and actor plans could have been developed further with more details and evidence. Overall, Connor's pre-production planning demonstrated careful planning, but some areas needed more details. His teacher assessed his work at level 3 out of 20 and provided feedback to help Connor improve specific elements for a higher final mark.
As pre production tasks feedback sheet day
Alexander Day completed pre-production tasks for a film project including research on similar films, genre analysis, defining the target audience and creating a script, storyboard, shotlist, location layouts, costumes, props, casting, and production schedule. The teacher provided feedback on each task, praising the detailed analysis and clear links made. Areas for improvement included adding more media terminology, images to support locations/costumes/props, and a better schedule layout. The student addressed the feedback and their final mark was 19/20.
Student production schedule
This document outlines a production schedule for pre-production and filming of a film opening, including research, planning, storyboarding, script writing, securing locations, costumes, props, and equipment by certain deadlines, with filming scheduled over multiple days from 8:30am to 4:00pm each day under the direction of the director and producer.
Pre production marks
Andrew created a blog to document his pre-production work for an AS media project. He analyzed similar films, considered genre conventions, and fully researched his target audience. Andrew also created a script, storyboard, shotlist, floor plans, research on locations and costumes/props. He detailed the equipment and production schedule. The teacher provided feedback that Andrew demonstrated excellent planning but could improve his similar product analysis and storyboard presentation. The teacher awarded Andrew 16 out of 20 marks for his pre-production work.
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The document provides feedback on a student's pre-production tasks for a media production project. It reviews the student's research, planning, script, storyboard, shotlist, layouts, locations, costumes, props, actors, and equipment. The teacher found the work proficient overall but noted some areas could be improved, such as providing more evidence and analysis for research, and giving more details for pre-production planning. The teacher awarded the work a final mark of 13 out of 20 and provided a student action plan for further improvement before the final mark.
Production schedule
The production schedule outlines pre-production, production, and post-production tasks and deadlines for an upcoming project. Pre-production tasks such as research, idea development, and location scouting must be completed by mid-November. Filming is scheduled for November 26th with shot lists due November 24th. Post-production tasks like editing, creating titles and sound/music must be finished by mid-December.
Student production schedule 2
The document outlines a production schedule for pre-production of a film opening from November 1st to January 3rd. It includes research on narrative theory and target audiences, creation of a storyboard and script by November 28th, planning locations, shots, costumes, and props by December 10th, and equipment lists and floor plans by December 16th. It also includes contingencies and a pre-production diary to be completed by January 3rd.
Production schedule
This document outlines the production schedule for a music video project from pre-production through post-production and evaluation. It details the tasks, locations, props, costumes, and equipment needed at each stage of the process from genre research and storyboarding to filming scenes at various locations and finally editing, adding music, and creating marketing materials in post-production. Evaluation of the project is also scheduled over several weeks.
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This document provides feedback from a teacher to a student, William Adams, on pre-production tasks for an upcoming film project. The teacher provides comments on each of the 13 pre-production elements, noting what parts were done well and what parts needed improvement. Elements like research on similar films, genre analysis, script, locations, costumes, and props received positive feedback, while elements like equipment, target audience, and storyboard were missing. The teacher recommends improvements and notes that many missing elements were later added by the student. An action plan from the student outlines the elements that were improved, and the teacher awards an updated final mark of 17 out of 20.
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The document provides feedback on a student's pre-production tasks for a film project. It summarizes the student's blog posts on 14 required pre-production elements. For most elements, the feedback notes that the student provided good detail and analysis, with some posts needing more information. The student made improvements by adding more details, terminology, and analysis to address the feedback. The teacher assessed the initial work as proficient and marked it 14/20, then marked the improved work 17/20 after the student made amendments.
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This document provides feedback from a teacher on a student's pre-production tasks for a music video project. The teacher comments that some areas like genre analysis, target audience, lyrics, and costumes were done well with research and details. However, other key areas like storyboards, shotlists, floor plans, locations, equipment, and production schedule were either missing or lacked sufficient details. The teacher recommends adding more analytical details, images, and sources. In response, the student adds or improves some areas but still needs to provide more technical details and planning in areas like storyboards, locations, and schedule. The final mark awarded is 12/20.
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This document provides feedback on a student's pre-production tasks for a music video project. The teacher provides comments on each task, noting what was done well and areas for improvement. Overall the work was good but some sections like costumes, locations, and actors needed more details or images. The student created an action plan to address the feedback by adding more images, rewriting descriptions, and scanning documents. For their work addressing the feedback, the student improved their mark from 13/20 to 16/20.
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This document provides feedback from a teacher on a student's pre-production work for a music video project. The teacher comments that the student's research, planning, storyboards and production schedule showed good understanding of the tasks and genre conventions. However, some areas needed more details, such as the target audience research, reflections on feedback, drawings matching technical details, and more images/details for costumes, props, actors and equipment. The student updated their work based on this feedback, adding more details. The teacher's final mark increased from 12/20 to 13/20.
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preproduction feedback sheet
The document provides feedback on a student's pre-production tasks for a media production project. It evaluates 14 tasks related to research, planning, scriptwriting, storyboarding, scheduling and other pre-production elements. For most tasks, the feedback found the level of detail and analysis to be good or very good. However, it noted that some posts could be improved by adding more reflective comments on the research conducted. It also observed that the production schedule lacked important details on pre-production and post-production work. The student was given an initial mark of 16/20 but asked to address the weaknesses noted to earn a higher final mark.
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The document provides feedback on a student's pre-production tasks for an AS media production project. It summarizes the teacher's feedback on 14 tasks related to research, planning, scripting, storyboarding, scheduling and more. For most tasks, the teacher indicates the work meets expectations and provides some positive and constructive feedback. Areas identified as needing more detail include genre analysis, target audience research, and documenting pre-production information in the schedule. The teacher awards the student an overall mark of 17 out of 20 and proficiency level 4, and notes more detail is required on audience and genre.
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The document provides feedback from a teacher on a student's pre-production work for a music video project.
1. The teacher provides positive feedback on several tasks, noting good research, analysis, storyboards, and production planning.
2. Areas identified for improvement include adding more images and sources, and providing more detailed analysis in some sections.
3. After implementing the suggested changes, the teacher awards the student a final mark of 18 out of 20, praising the clear planning and presentation while also acknowledging the improvements made based on the initial feedback.
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This document provides feedback from a teacher to a student, Matthew Holley, on tasks completed for the pre-production of a music video project. The teacher indicates that most tasks were completed well including research, planning, storyboards, costumes and props. Some areas needed more details like sources for the target audience research and equipment. The student action plan shows the areas that were amended, like adding sources and details on equipment based on the teacher's feedback. The final mark awarded was 18 out of 20.
Penfold eleanor a2 cw pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Eleanor Penfold, on pre-production tasks for a music video. The teacher provides comments on each of Eleanor's 14 pre-production elements, praising the detailed analysis, research, storyboarding, and scheduling. Some areas for improvement are adding sources to genre research, making the blog template easier to navigate, rotating some images, and adding an equipment list. The teacher awards an initial mark of 17/20 and after Eleanor addresses the areas for improvement, awards a final mark of 18/20.
Penfold eleanor a2 cw pre production tasks feedback sheet-3
This document provides feedback from a teacher to a student, Eleanor Penfold, on pre-production tasks for a music video. The teacher provides comments on each of Eleanor's 14 pre-production elements, praising the detailed analysis, research, storyboarding, and scheduling. Some areas for improvement are adding sources to genre research, making the blog template easier to navigate, rotating some images, and adding an equipment list. The teacher awards an initial mark of 17/20 and after Eleanor addresses the areas for improvement, awards a final mark of 18/20.
Hillier jade a2 cw pre production tasks feedback sheet (1)
This document provides feedback on a student's pre-production tasks for a music video project. The teacher comments that the student provided good research and planning evidence on their blog, including analysis of similar music videos, genre analysis, target audience details, annotated lyrics, storyboards, shot lists, floor plans, locations, and costumes. Some areas needing more details are examples to support the genre analysis, reflection on previous feedback, and properly scanned storyboards. The student is missing posts on equipment and production schedule. The teacher rates the work 14/20 and recommends adding more details where requested and content like a risk assessment.
Pre Production Feedback Sheet
Emma McConologue completed pre-production tasks for her film project, including research on similar films, genre analysis, target audience analysis, script drafting, storyboards, shotlists, location plans, costumes, props, actors, and a production schedule. Her teacher provided feedback, praising her excellent analyses and use of technical language. Minor improvements were suggested, such as adding images. Emma addressed each point in her action plan and blog, gaining a final mark of 18/20.
Pre-production mark
The document provides feedback on a student's pre-production work for a music video project. The teacher comments that the student provided good analysis and research but needed to add more details in some areas. The student was asked to rewrite parts of their analysis, remove surnames of minor actors, and add more images and details. After making improvements based on the feedback, the teacher gave the student a final mark of 17 out of 20, noting they had made excellent improvements and it was an overall strong body of pre-production work.
Morriss hollief
This document provides feedback on a student's pre-production work for a music video project. The feedback assessed 14 tasks completed by the student. For most tasks, the assessor found the student provided good details and research. Some areas were identified as needing more information, such as the early history of the genre. The student amended posts to address feedback. The assessor praised the student's blog organization and ease of navigation. While work showed understanding, it lacked strong use of technical terminology. The student was asked to complete missing work and improve areas. After amendments, the assessor gave the work an overall mark of 16/20 and praised it as a confident and well-presented piece.
As pre production tasks feedback sheet day
Alexander Day completed pre-production tasks for a film project including research on similar films, genre analysis, defining the target audience and creating a script, storyboard, shotlist, location plans, costumes, props, casting, and production schedule. The teacher provided feedback on each task, praising the detailed analysis and clear links made. Areas for improvement included adding more media terminology, images to support locations/costumes/props, and improving the production schedule layout. The student addressed the feedback and their final mark was 19/20.
Pinder joseph as cw pre production tasks
This document provides feedback from a teacher on a student's pre-production tasks for a film project. The teacher provides positive feedback on many areas and notes some areas for improvement. They note the student analyzed film openings well but could add what they learned. They also need to clarify actor information and equipment details. The student makes all the requested improvements, reshoots their preliminary film to meet requirements, and receives an improved final mark of 15/20.
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More from jamesag13
Overall feedback sheet
This document contains a student's marks sheet for an A2 coursework. The student, James Alex, received 17 out of 20 for planning, 34 out of 40 for their main music video task, 7 out of 10 for their Digipak ancillary task, and 8 out of 10 for their advert ancillary task. Their evaluation received 16 out of 20. In total, the student received 82 out of 100 marks.
Production Feedback Sheet
This document summarizes a student's media coursework which included a music video, digipak, and advertisement. The music video showed family life through sometimes unfocused footage but with a good variety of shots and pace of editing. The digipak and advertisement effectively used consistent imagery and fonts to promote the music video. Overall the work demonstrated technical skills and understanding of the tasks.
Pre-Production Final Feedback
This document provides feedback from a teacher on a student's pre-production tasks for a music video project. The teacher comments that the student provided good analysis and details in most areas, but could improve in some areas by adding more images, using concepts from Goodwin, and including secondary research on the target audience. The student created an action plan to address these areas by adding more pictures, analysis, and research. After implementing the changes, the teacher gave the student a higher final mark, noting the improvements and overall clear understanding of the pre-production work.
Equipment list
This document outlines various software, tools, and equipment that will be used at different stages of producing a music video, including Microsoft Word and PowerPoint for pre-production tasks like lyrics analysis, shot lists, props, and costumes, YouTube to research other music videos, Google for genre research and audience information, a tripod and camera stabilizer for steady shots during production, a Nikon D3300 camera for filming scenes, a laptop for sorting footage in post-production, Adobe Premiere Pro to edit shots and cut down the video, and Adobe Photoshop to create packaging and posters.
Shot List
This document lists 37 shots taken with camera equipment for a film or documentary. It details the shot type, location, equipment used, and in some cases who or what is featured. The shots include various angles and perspectives of individuals and groups in both indoor and outdoor settings. Time-lapse shots of the sky and clocks are also included. Locations span areas in Ringwood, Romsey, Alderholt, Totton, Colyton, and West Sussex.
Overall Feedback
JAMES Alex received marks of 17/20 for planning, 48/60 for construction of their main task, and 16/20 for evaluation. Their evaluation demonstrated a good understanding of genre, audience and technical elements through their use of different technologies to analyze their stop motion animation, representation of social groups, research into film distributors, identification of target audience and technologies learned. Overall, they received a total mark of 81/100 and a grade of A.
Production Feedback
This three sentence summary provides the key details from the document:
The document contains a two minute film opening by a student named James Alex, which demonstrates proficiency in technical filmmaking skills like appropriate titles, sound editing, shooting techniques, and effective editing to convey meaning. A reviewer comments that the film shows very good use of technology, camera work, and confident editing to tell a clear narrative, though some shots were out of focus. The student received a total score of 48 out of 60 at level 4 for their two minute film opening.
Coursework - Final Pre-production mark
This document provides feedback on a student's pre-production tasks for a film project. The teacher provides positive feedback on several areas, including research on similar films, genres, storyboards, shotlists, and production schedules. The teacher requests some improvements, such as adding more details and evidence to support analysis of target audiences and genres. The student is asked to explain costume, prop, and location choices more fully and fix minor issues. The student creates an action plan addressing the feedback. The teacher notes improvements but still requests some areas like genre history be expanded further.
Copywriting
A student is requesting permission to use the song "Wake Me Up" by Wham! in a two minute short film for their AS Level media coursework. The song will be played during intervals to help create a happy and upbeat atmosphere as the character dances to the music. The short film is not being made for profit and is solely for the student's coursework assignment to introduce their own film genre. The student has chosen this song because it fits the feeling they are trying to convey of being upbeat during the thriller genre film's opening two minutes.
Music Copywrite Letter
Alex James is an AS Level media student who is writing to request permission to use the song "Wake Me Up" by Wham! in a two-minute short film he is creating for his coursework. He explains that the song will be used at intervals to help create a happy and upbeat atmosphere, as the character will be dancing to it. The short film is not being created for any profit gain, but solely for his coursework assignment to introduce a film of his own design. He chose this song because it fits with the feeling he is trying to convey for the upbeat sections of the short film.
Props, Actors and Costume
Ketan Roche will play the character of JOJO in the film because he has a similar jolly personality and frame to what was envisioned for the character. JOJO will wear plain, casual clothes to seem like a normal person and not be overwhelmed by patterns. Headphones will be used in a scene where JOJO dances down the street to music that the audience can also hear.
Jade Eaton will play the character of Lacy because she has a stereotypical English voice, which is what was wanted for the character. Lacy's personality changes quickly, and Jade can change the tone and mood of her voice quickly.
Sasha Alexander will play the character of "The Woman" who does
Equipment List
This document lists various software, equipment, and their intended uses throughout the pre-production, production, and post-production stages of a film project. Microsoft Word, PowerPoint, Google, and YouTube will be used for research and pre-planning during pre-production. A tripod, microphone, and camera will be used to capture footage during the production stage. Software like Adobe Premiere Pro and Photoshop as well as a laptop will be utilized for editing, organizing, and adding credits during post-production.
Equipment List
This document lists various software, equipment, and their intended uses throughout the pre-production, production, and post-production stages of a film project. Microsoft Word, PowerPoint, Google, and YouTube will be used for research and pre-planning during pre-production. A tripod, microphone, and camera will be used to capture footage during the production stage. Laptop, Adobe Premiere Pro, and Photoshop will be utilized for organizing, editing, and adding credits during post-production.
Equipment List
This document lists equipment and software that will be used during pre-production, production, and post-production of a film project. It includes Microsoft Word and PowerPoint for pre-production tasks like writing scripts and research, a tripod and microphone for shooting footage, and Adobe PremierePro and Photoshop for editing videos and creating graphics during post-production.
Genre research
The crime-thriller genre combines elements of crime and psychological thriller genres, often focusing on the criminal's perspective and creating suspense. The genre began in the early 20th century in films like Alfred Hitchcock's "The Lodger" (1926) and Fritz Lang's "Spies" (1928), and became popular in the 1990s with films like "Misery" (1990) that featured trapped victims trying to escape. Famous directors like Hitchcock, Spielberg, and Tarantino have made notable contributions to the genre, as have actors like Matt Damon, Leonardo DiCaprio, and Jason Statham through film series and standalone films such as "The Silence of the Lambs
Location recce
The document describes three locations for filming different parts of a movie scene. The first location is a quiet street with little traffic, suitable for showing the beginning where the character is first seen. The second location in the middle of the street has colorful flower beds and a bend, allowing various views of a moving character. The third location marks the end of the street, where the footage will end, and the character walks into darkness as the sun will keep that side dark, hinting at the genre of the film.
Target audience
This document discusses the target audience for a crime thriller film. The target audience would be niche, consisting mainly of thriller fans who enjoy crime details. The intended audience is adults aged 18-45 who can appreciate mature and violent themes. While males may be more attracted due to stereotypes about enjoying violence, the film hopes to also attract females through its psychological exploration of crime. The typical viewer would be introverted individuals who enjoy thriller games and staying at home, with a social class range of D to B. Overall, the target audience enjoys thrillers for the alternative lives they depict and adrenaline they provide.
Production schedule
This document provides a timeline of tasks for a film production project from pre-production through post-production. It outlines the dates, locations, required crew or cast, necessary props/costumes, and equipment for each task. Key tasks included genre research, script writing, storyboarding, filming, and editing takes together in Premiere Pro to finalize the film. The production took place over December and January with pre-production work in November conducted both in class and independently.
The voices analysis
1) The establishing shot shows a run-down town called Industry with a large factory in the background, hinting that the town is not typical and something is amiss.
2) The second establishing shot outside the factory shows dark, dreary surroundings except for bright pink trucks, standing out from the gloom.
3) The production company logo appears with an animated cat, contrasting the expected genre with upbeat music and hints of strange behaviors.
4) Scenes inside the factory show workers in bright pink overalls assembling and labeling pink baths to upbeat music, creating a deliberately false sense of security before issues arise in the thriller plot.
Props, Actors and Costume
The document discusses props and actors for a film production. Headphones will be used for the main character to listen to music as he walks. Ketan Roche was chosen to play the character JOJO because he has a similar personality and body type. JOJO will wear plain, casual tops to portray him as a normal, average person who cannot deal with complexity. Jade Eaton will voice the character of Lacy because she has a suitably British voice and can change her tone quickly, as Lacy's personality changes immediately. Sasha Alexander was selected to play "The Woman" because of her kind personality, though the character has few lines and won't be seen much. "The Woman" will wear summery, smart-
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Pre-Production Feedback
- 1. AS Pre-production Tasks Feedback Student Name: JAMES Alex Task 1 – Pre-production: Research & Planning Evidence on blog 1. Similar Products – film beginning analysis y 2. Genre Analysis y 3. Target Audience y 4. Script y 5. Storyboard y 6. Shotlist y 7. Layouts – floor plan y 8. Locations y 9. Costumes y 10.Props y 11.Actors y 12.Equipment 13.Production schedule y Teachers comments 1. Hot Fuzz/Shutter Island/Voices – at time and in places there is some very good analysis with confident use of technical language showing good understanding of task. Good detail to how narrative/characters are introduced. Try to always analyse, there are times when you describe the action but do not analyse. Plus read your work and check your spellings. 2. Some nice detail on genre, with key conventions/themes/actors/directors/films identified. Presentation is clear with images add. Detail on history is very brief and has a scattergun approach. Needs more focus. Some box office analysis to show popularity. You need detail on how genre has reflected shifts/changes in society. Plus how genres merge to keep audiences interested. 3. Some nice detail on target audience, but detail based on stereotype. No evidence of any research into audience. Add detail on other interests. 4. Effective, creepy script introduces characters. Good dialogue. 5. Great storyboard (presentation should be better!). Good technical detail throughout and variety of shots. 6. Very good detail on shots with lots of info on camera, location, sound and description. 7. Drawings used to show where actors/camera will be but no info on which scene you are referencing? please add 8. Image of locations to be used, with little or no detail as to why they were chosen and suitability for narrative. Add detail 9. Costume choices given little explanation as to how they will be used in narrative. What are the women wearing? 10.Props choices given brief explanation as to how they will be used in narrative. 11.Actor choice given some detail. But what is a British accent? Please change! - add images 12.Missing
- 2. 13.Lots of good detail on production schedule with all parts of production noted This is a very good piece of work, well done. Your blog is well organised with posts clearly labelled. To get higher mark you need improvements - please see feedback above. You need to add all missing parts! Mark out of 20: 15/20 Teacher name: M Drummond Date: Jan 2017 Student action plan for improvement Target audience: Added detail and extra information about interests and how they spend their time Some new detail added, but what TV do they watch, music do they hear, do they like reading thrillers? Floor plan: Added detail to each shot, also added info on what the boxes are New information added makes scenes much clearer Location recce: Why I chose the location has been added with a lot more detail Much better post showing detail on why locations were chosen. Genre Research: I have changed the layout of the history to allow it to make sense Better, but history still jumps around in the same sentence – 1697-1980- 1827-1900s. Would have been better if it had been chronological. You write one of the first modern style thrillers were written in 1980, but then you don’t give title? Equipment: Completed equipment list Hardware and software all added, with very brief detail Actors, Props and Costumes: All added detail to, changed wording of voice and added what the woman will be wearing and why Nice detail added with better info on choices made. Final mark out of 20: 17 Date: Feb 2017