Technical difficulties
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We had several technical difficulties filming our mockumentary. The audio from the actors was very low and the camera picked up a lot of wind noise, requiring retakes. There were also issues with shaky camera framing. Editing the footage in Final Cut Pro took time due to the non-chronological order of scenes and uploading the finished video to YouTube was slower than expected given the length.
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The continuity in the short film was inconsistent, with changes in clothing and props between scenes. While the shots were in chronological order, there were issues with matching actions and a shaky dolly shot. Actors not always being available caused problems with continuity. In the future, specific filming times should be scheduled when actors are available to improve continuity. Editing was also jumpy and could be improved by ensuring smooth cuts between scenes.
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Our editing process involves selecting shots from raw footage in iMovie, cutting them to the best parts for the production using the cut selection tool. We add titles, transitions between shots, and royalty-free music to the production timeline. After effects are used to add elements like muzzle flashes matching the character shooting. Individual edited scenes are rendered and saved as MOV files to import into the final production in iMovie.
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The student learned about the strengths and weaknesses of the video camera they used for the project. One strength was that the camera was simple to use, but it took some time to learn how to adjust the tripod and upload footage to the editing software. A weakness was that the camera battery would sometimes run low, preventing filming. The student enjoyed editing the footage in iMovie and found effects like black and white useful for distinguishing flashbacks. They also used simple fade transitions between scenes. GarageBand allowed the student to effectively create intro music and sound effects for the project using skills from a previous music course.
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Media Q6
The document discusses what was learned about technologies from creating a film project.
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When filming, framing shots correctly, using a tripod, retaking shots due to faults, keeping things in focus, following the 180 rule and rule of thirds were all important lessons learned. Maintaining proper lighting was also a challenge addressed.
6. production reflection
Jack Bevens describes the process of editing a film project in Premiere. He imported videos, arranged scenes in the correct order, edited out poor scenes while saving bloopers for the end. Subtitles were added to provide equal access for deaf and hearing audiences since the film uses sign language. Font, size, color and other subtitle settings were adjusted. Finally, the film was rendered and exported at high quality to YouTube, totaling 12 minutes including bloopers.
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Similar to Technical difficulties
Technologies
To edit their film opening, the document's author used iMovie on a Mac to add professional touches like transitions, titles, sound effects, and editing cuts and copies. They faded between shots to make the film smoother and sped up or slowed down clips as needed. Titles were added throughout using the Mac's features and fonts that fit the thriller theme. Sound was able to be turned off when unwanted. Music was also added, though it had to be copyright-free. The Mac occasionally had issues like slowing editing, and effects sometimes took away from shots, but the author learned to work around its quirks.
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The student discusses the benefits of editing over camera movements for their practice task. Editing allowed them to create a smooth narrative through match cuts and remove unwanted footage. It also enabled more professional-looking shots through zooms. The camerawork was steady but not perfectly paced as they were still learning. The narrative is clear enough without voiceover. They focused on basic camera techniques like panning and framing. Natural props and costumes were used to create realistic sets. Background music set the mood initially to complement the limited script.
Evaluation of preliminary task
The document summarizes the evaluation of a preliminary film task. It notes that while there were setbacks in filming, the actors performed well and the location and lighting were suitable. However, mistakes were made such as not strictly following the storyboard, poor planning of filming dates, and technical errors like a boom pole falling into the shot. Lessons learned include the importance of adhering to the storyboard, advanced planning, and avoiding technical mistakes. The brief was partially met but shot reverse shots were not achieved due to time constraints. Technical skills like titles and transitions were applied in editing.
Reflection on preliminary task
The student believes they fulfilled most or all of the criteria for the preliminary task of filming a character entering or opening a door in under 2 minutes. They followed cinematography techniques like the 180 degree rule and used different shot types like long shots, mid shots, and close ups. Filming was difficult due to issues like actors' expressions, background noise, and lighting conditions at different times of day. The best times to film were during lessons and after school to avoid interruptions. Editing in Final Cut Pro taught the student how to upload footage, trim clips, change lighting, organize bins, and export a finished video.
Evaluation of practise task
The document summarizes a student's evaluation of their practice task filming assignment. It discusses how editing was beneficial compared to camera movements, how steady the camera work was as they were just starting to learn, and that the narrative was clear enough though a voiceover may have improved it. It also outlines the planned elements of mise en scene, basic camerawork techniques used along with a match on action, and using the video camera for sound. Minor additional editing effects like music were included to set the mood without words.
Productiom diary
Day One of filming went well and they captured much of the planned footage. Day Two's fight scene did not go as planned and they spent two hours reworking the script on set. They then edited the footage to see how it looked in sequence but need to film more. A smoking scene went well though background noise caused delays. It took all day to film the fight scene successfully. Their first cut helped them see the final product and aspects to improve like audio, arrangement, colors and possibly adding another scene.
Preliminary task evaluation
The group worked well together and completed the task on deadline to a good standard given their experience level. They filmed various techniques as required and the editing flowed well together, though the audio quality was occasionally low and the sound got slightly out of sync in places during editing. They used different camera techniques like tripods and steady cams and storyboarded and filmed multiple shots for flexibility in editing to polish the film. While sound quality needed improvement, the preliminary task went better than expected overall.
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Reflection of preliminary task
1) The student fulfilled the criteria of the preliminary task by filming and editing under 2 minutes a video of a character opening a door using proper filming techniques like matching eyelines and match cuts.
2) They learned that filming during school hours without other students present worked best and that ensuring continuity of costumes between shots was important. Organizing actors and dealing with errors took time.
3) Through the editing process, the student learned how to upload footage, organize clips, trim clips, adjust audio and video, and export the final video, making editing an easier and more important skill for future tasks.
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The document discusses Lauren White's experience using new technologies to film and edit a project. It describes how the group learned to use a camcorder, microphone, and tripod to film. During editing in Premier Pro, they encountered issues with differing frame sizes from the camcorder and difficulty using the software. Overall, creating the project helped the group gain new skills in filming and editing techniques.
Film and editing updates
The document discusses the process of editing a film project using Movie Studio Platinum software. It describes how the group overlayed foley sound effects and music onto video clips, created title screens and credits in Photoshop and edited them into the film, and constructed the final film by matching shots and ensuring continuity. It also mentions that filming took place over two Sundays and that cold temperatures required frequent bundling up between scenes.
Editing Process
After filming over 2 hours of footage, the document summarizes the process taken to edit it down into a trailer. Key steps included choosing clips in iMovie, trimming clips to ensure they matched up correctly, adding effects like film grain to indicate different time periods, searching YouTube for music and public domain sound effects to build tension, and finally adding credits and symbols to complete the trailer. The lengthy editing process involved carefully selecting and combining clips, effects, and audio to tell the story and achieve the desired atmosphere.
What have you learnt about technologies from the process of constructing this...
The document discusses the technologies used to construct a film project. A Sony camera was used for filming and allowed for precise zooming and close-up shots. Adobe Premiere Pro was used for editing on a Mac, which was initially challenging but became easier with practice. Premiere Pro allowed cutting clips, adding transitions, layering scenes, converting to black and white, and importing music. YouTube was used to research music, upload the finished film, and add annotations. Blogger let the filmmakers document the construction process with a diary, photos, and videos.
Technical difficulties
The document summarizes some of the technical difficulties encountered during filming and post-production of a music video. Issues included bad weather during filming which caused delays, lighting issues that were corrected through editing, and last minute location changes. During post-production, chroma key was difficult but the desired effect was achieved, too much footage made time management challenging but clips were cut down, and some clips were out of sync with the music but were re-shot to fix it.
eval
We learned several skills related to camera work, sound equipment, video editing software, and social media platforms through constructing this product:
1) We gained experience using different cameras, microphones, and other equipment which allowed us to film higher quality footage for our main task compared to our preliminary task.
2) Editing software like Adobe Premiere Pro taught us how to import footage, adjust audio levels, add titles and effects, and publish online. We learned techniques like using keyframes to fade music and enhance voiceovers.
3) Platforms like Tumblr required learning how to upload, personalize, and customize our blog page to share our final product online.
Evaluation Question 6
The document discusses the strengths and weaknesses of the equipment used to film a movie project. Sony HD cameras provided high quality video but the fixed tripods made some shots difficult. No major issues were faced during filming. Final Cut Pro software was useful for editing, adding effects like blood and static. GarageBand was also used but some sounds were overused, so additional sounds were found online. Overall the equipment allowed the filmmakers to achieve their vision and create an isolated, tense atmosphere for the movie.
Final edit music video
1) The film crew managed to complete all editing and filming for the music video, despite facing some problems and delays.
2) They had difficulty finding volunteers initially but eventually located enthusiastic people who helped them meet their strict deadline.
3) Filming the verses at Olivia's house went well, with her uncle volunteering to star. They settled on a simple narrative of the characters falling in love with Olivia's uncle's gardener character.
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What have you learnt about technologies from the process of constructing this...
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Narrative
The document discusses narrative theory used in a film. It summarizes that the film drew from Levi Strauss' theory of "cool" vs "uncool" characters and Vladimir Propp's concept of heroes, villains, and helpers. The film challenged more conventional theories from O'Sullivan about plot structure and from Todorov about narrative phases of equilibrium, disruption, and resolution. The document concludes that using these theories helped structure the non-linear narrative and character representations in an effective way.
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Question 1 evaluation
The student analyzed how their media products used and challenged conventions of real media. Their short film, poster, and radio trailer were presented on a blog. They used YouTube to post the film and Photoshop and GarageBand to create the poster and trailer. The film was a mockumentary genre which aims to be funny. Research of other mockumentaries informed their filming techniques and conventions. Feedback showed the initial draft wasn't funny enough but after rewriting the script, audiences found it funny. The poster and radio trailer also challenged some conventions to attract audiences. Overall, their productions developed from the first draft and successfully used and challenged real media conventions through research, audience feedback, and creative choices.
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What is a short film and brief history
Short films are similar to full-length films in that they have a beginning, middle, and end, but are typically less than 40 minutes long. They are often lower budget productions created by independent directors and can be used to entertain or convey a serious message. While not as popular as in the past, short films are still shown at film festivals and online. Some filmmakers create short films for charities to help raise donations. The history of short films began in the 1910s in the US with animated and live-action comedies, though their popularity declined in the 1930s before rising again in 1955 due to Charlie Chaplin's return to short comedy films.
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The document analyzes common thriller film tropes seen in Spiderman and Taken. It discusses how the main characters are isolated both physically and psychologically at the start of the films. This isolation creates an intense timeline where the characters must act quickly out of fear and self-reliance. Both Spiderman and Brian in Taken are initially uninvolved but then must risk their lives to defeat the antagonist threatening their community or loved ones in order to achieve hero status.
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Technical difficulties
- 2. We have had a lot of technical difficulties while filming our mockumentary. The sound of the voices from our actors was quite low, we thought our camera would pick up their voices, however it was very low. We had a lot of difficulty with the wind as well, the camera picked up a lot of sound from the wind and we tried to make the actors voices louder with Final Cut, but the sound of the wind would increase as well so therefore we had to film that scene again. There was problems with the framing as well, the camera was very shaky when we were filming which ruined a lot of shots. In mockumentary films we have seen that the camera is usually still, meaning it’s placed on a tripod, however sometimes is a bit shaky, so therefore we are not going to keep the camera on the tripod all the time when filming. The video took time to export and upload on to Youtube as well. the length of the film may be small, however due to the quality of the film, it took longer to upload than it usually does. It was quite hard to use Final Cut Pro when editing as well, we filmed different scenes as different times. Therefore it wasn’t in chronological order. It took the group long to figure out in what position the scenes go.