The document is a production diary detailing the process of creating a short film for a coursework project. It outlines researching and analyzing other short films, developing ideas, conducting audience research through interviews and surveys, planning shots lists and scripts, selecting locations, scheduling filming dates, filming scenes over multiple days, and completing the project over several weeks.
Andrea Urquhart wrote and directed a play for special needs students at her school as her senior project. This allowed her to gain experience in both acting and occupational therapy. She chose her drama teacher as a facilitator due to his experience. Creating the play involved writing a script based on Toy Story 2, rehearsing with the students, and organizing sets, costumes, and lighting. Obstacles included limited rehearsal time and memorization challenges. However, the performances were a success. Through this project, Andrea learned about her strengths in overcoming challenges, the importance of time management, and confirmed her passion for acting.
The document provides a reflection on completing a preliminary film task and a larger main film task. Some key lessons learned from the preliminary task included not properly planning the storyboard, equipment, continuity, and location. For the main task, more attention was paid to developing an accurate storyboard, checking equipment, maintaining continuity with photos, evaluating the location in advance, and assigning specific roles to group members. Feedback from others and meeting deadlines were also recognized as more important for improving work.
The document provides feedback from the audience on the creator's music video and packaging designs. For the initial video draft, the audience suggested increasing saturation and centering more on the important metaphorical book. They also noted that two key scenes were missing. For the packaging designs, early feedback cautioned that concepts were too complex and advised ensuring cohesion between related elements. Throughout the process, the creator incorporated audience insights and used various software like Photoshop, Final Cut Pro, and survey tools to implement designs, edit footage, and gather input.
This film tells the story of one man's struggle with insanity through his disjointed perceptions of reality. The camera techniques, such as extreme close-ups and shifting perspectives, aim to illustrate his deteriorating mental state. There is no dialogue and the black and white cinematography and sparse setting reveal few identifying details about the main character. The slow pacing and smooth editing style present his insanity as normal to him, though disturbing to the viewer.
This document contains a shot list for a screenplay. It describes 31 shots across 12 scenes involving characters James, Ben, and Carol. The shots include establishing shots, close-ups, over-the-shoulder shots, tracking shots, and panning movements to capture actions like a character driving a car, receiving a text, walking with a ball, getting hit by a car, knocking on doors, and a family eating dinner. The list specifies technical details like camera angles, movements, and whether movement is captured for each shot.
The document discusses the props and costumes used to portray different characters in a film. James' character is portrayed as average through his car, phone, jeans, shoes, and plain shirt. Ben's school uniform is red to convey danger, and he carries a football to represent young boys. Carol wears an apron, floral dress, and slippers to depict a stereotypical housewife. Her props are a photo of her son and dinner items to show her family routine. Police officers wear joke shop hats, black shoes, trousers, white shirt and tie to appear smart and maintain society's view of law enforcement.
The storyboard document outlines various camera shots and angles that will be used to film a scene, including close-ups, mid shots, over-the-shoulder shots, low and high angles, panning movements, and tracking shots following characters. It details shots of James, Ben, Carol, a car, a phone, and police officers from different perspectives and distances. The storyboard also includes a visual rewind section and shots inside and outside a house.
The document provides an analysis of the camera techniques, sound, mise-en-scene, and editing used in an inspirational film about a boy who does graffiti to lift the spirits of his ill sister. It analyzes the use of various shots including long shots, high angles, and close-ups to show the boy creating his art and reveal the message without showing his face. The document also discusses the use of diegetic hospital sounds and non-diegetic music to set mood, as well as dim lighting and realistic costuming and locations to convey the serious real-life situation. Shots of the graffiti are edited quickly to create a sense of danger and adrenaline while other shots are edited more slowly to match
Andrea Urquhart wrote and directed a play for special needs students at her school as her senior project. This allowed her to gain experience in both acting and occupational therapy. She chose her drama teacher as a facilitator due to his experience. Creating the play involved writing a script based on Toy Story 2, rehearsing with the students, and organizing sets, costumes, and lighting. Obstacles included limited rehearsal time and memorization challenges. However, the performances were a success. Through this project, Andrea learned about her strengths in overcoming challenges, the importance of time management, and confirmed her passion for acting.
The document provides a reflection on completing a preliminary film task and a larger main film task. Some key lessons learned from the preliminary task included not properly planning the storyboard, equipment, continuity, and location. For the main task, more attention was paid to developing an accurate storyboard, checking equipment, maintaining continuity with photos, evaluating the location in advance, and assigning specific roles to group members. Feedback from others and meeting deadlines were also recognized as more important for improving work.
The document provides feedback from the audience on the creator's music video and packaging designs. For the initial video draft, the audience suggested increasing saturation and centering more on the important metaphorical book. They also noted that two key scenes were missing. For the packaging designs, early feedback cautioned that concepts were too complex and advised ensuring cohesion between related elements. Throughout the process, the creator incorporated audience insights and used various software like Photoshop, Final Cut Pro, and survey tools to implement designs, edit footage, and gather input.
This film tells the story of one man's struggle with insanity through his disjointed perceptions of reality. The camera techniques, such as extreme close-ups and shifting perspectives, aim to illustrate his deteriorating mental state. There is no dialogue and the black and white cinematography and sparse setting reveal few identifying details about the main character. The slow pacing and smooth editing style present his insanity as normal to him, though disturbing to the viewer.
This document contains a shot list for a screenplay. It describes 31 shots across 12 scenes involving characters James, Ben, and Carol. The shots include establishing shots, close-ups, over-the-shoulder shots, tracking shots, and panning movements to capture actions like a character driving a car, receiving a text, walking with a ball, getting hit by a car, knocking on doors, and a family eating dinner. The list specifies technical details like camera angles, movements, and whether movement is captured for each shot.
The document discusses the props and costumes used to portray different characters in a film. James' character is portrayed as average through his car, phone, jeans, shoes, and plain shirt. Ben's school uniform is red to convey danger, and he carries a football to represent young boys. Carol wears an apron, floral dress, and slippers to depict a stereotypical housewife. Her props are a photo of her son and dinner items to show her family routine. Police officers wear joke shop hats, black shoes, trousers, white shirt and tie to appear smart and maintain society's view of law enforcement.
The storyboard document outlines various camera shots and angles that will be used to film a scene, including close-ups, mid shots, over-the-shoulder shots, low and high angles, panning movements, and tracking shots following characters. It details shots of James, Ben, Carol, a car, a phone, and police officers from different perspectives and distances. The storyboard also includes a visual rewind section and shots inside and outside a house.
The document provides an analysis of the camera techniques, sound, mise-en-scene, and editing used in an inspirational film about a boy who does graffiti to lift the spirits of his ill sister. It analyzes the use of various shots including long shots, high angles, and close-ups to show the boy creating his art and reveal the message without showing his face. The document also discusses the use of diegetic hospital sounds and non-diegetic music to set mood, as well as dim lighting and realistic costuming and locations to convey the serious real-life situation. Shots of the graffiti are edited quickly to create a sense of danger and adrenaline while other shots are edited more slowly to match
This document outlines the proposed props and costumes for characters in a film. James, a teenage boy protagonist, will drive a Peugeot 106 and use a Samsung phone to appear average. His costume of jeans, plimsolls, and a plain blue t-shirt is meant to keep him neutral while appealing to most teenage boys. Ben, a schoolboy, will wear an Aston Rowant school uniform and carry a football and rucksack to represent innocent young boys. Carol, a mother, will wear a floral dress and be photographed with her son Jak and a dinner set to show their close relationship. Police officers will wear hats, black shoes/trousers, a white shirt, and black tie to portray a
The document contains a shot list for a screenplay depicting a car accident involving characters James and Ben. It includes 37 shots showing the events leading up to the accident, the accident itself, the aftermath, and the impact on Ben's mother Carol. The shots include perspectives from inside and outside cars, close-ups of faces and objects, and follow the movements and interactions between characters. They transition between scenes showing the pre-accident activities of James and Ben, the moment of impact, and the emotional aftermath for Carol after being informed of the accident.
Logorama is an animated short film set in a version of Los Angeles covered in brand logos and advertisements. The film uses various shots to overwhelm the audience with images of logos and features brand mascots like Ronald McDonald and the Michelin men as characters. It tells a straightforward narrative of conflict between Ronald McDonald and police using dark humor. Though initially seen as unlikely to succeed due to legal issues involving the brands, the film was nominated for an Oscar and gained popularity for its commentary on how advertising dominates society.
The document outlines tasks and deadlines for a film studies class. It includes researching short films and doing audience research through interviews. Students are split into groups and must work together to develop ideas for a short film, complete role assignments, do location scouting, and finish a storyboard, script, and other planning materials by certain deadlines.
The document outlines the tasks and schedule for a group of students working on a short film project over several weeks. It includes arranging shooting dates, completing shoots, editing the film, and ancillary tasks like audience research, planning, and creating a poster. Key dates include the audience research deadline of October 8th and submitting all work by November 22nd. The group is required to provide peer and self-assessments during the process and receive feedback from their tutor.
This document outlines tasks and deadlines for a film project being completed by a group of students over several months. It includes tasks such as researching film techniques, developing ideas for a short film, conducting audience research, storyboarding, scheduling film shoots, editing the short film, adding titles and credits, and finalizing ancillary materials like a poster and evaluation. Key deadlines include completing audience research by October 8th, finishing the edited film by November 16th, and wrapping up all work by November 22nd.
The document summarizes several youth subcultures that emerged in the mid-20th century including Mods, Skinheads, Punks, and Hippies. Mods originated in London in the late 1950s and were known for tailored suits and listening to soul, ska and beat music. Skinheads emerged in the UK in the 1960s, taking influence from Mods and Jamaican rude boys. They wore items like boots, shirts, and braces with an X or Y shape. Punks emerged in the mid-1970s in the US, UK, and Australia, centered around punk rock music. They were known for spiky hair and using everyday objects like safety pins in fashion. Hippies
The film New Boy depicts the story of Joseph, a young black boy who moves to Ireland and joins a predominantly white school. Through the use of camera techniques like close-ups of Joseph's reactions, we see him struggle to fit in as the only non-white student. However, as he becomes friends with another boy named Christian, the camera shows them laughing and playing together, demonstrating how Joseph gains acceptance. The editing seamlessly incorporates flashbacks of Joseph's past in Africa to reflect his experiences in Ireland. Overall, the film's message is about overcoming racial differences through friendship.
The document discusses the "Final Solution" implemented by Nazi Germany which aimed to annihilate the Jewish population of Europe during World War 2. It describes how Jews faced increasing persecution leading up to their forced relocation to overcrowded ghettos and concentration camps. Once there, they endured slave labor, medical experiments, and systematic execution in gas chambers. By the end of the war in 1945, approximately 6 million Jews had been murdered as Nazi Germany pursued total elimination of the Jewish people through mass killings and death marches.
TMT steel is a type of reinforced steel used in concrete structures that undergoes a thermo-mechanical treatment process. This process integrates work hardening and heat treatment into a single step, resulting in bars with excellent corrosion resistance that do not require cold twisting. TMT steel is commonly used in bridges, buildings, dams, and other concrete structures. It has a carbon content of 0.3%, sulfur content of 0.05%, and manganese content of 0.5-1.2%, along with other properties that make it well-suited for concrete reinforcement.
The document is a production diary detailing the process of creating a short film for a class project. It includes entries describing planning meetings, location scouting, shooting scenes over multiple days, editing the footage, receiving feedback, and completing supplementary tasks like a film review and poster. The diary shows the group working collaboratively through research, pre-production, principal photography, post-production, and evaluation to create their short film.
This document summarizes a student's work on a film production project over 5 weeks. In week 1, the student and class discussed plans and techniques by watching short films. Research was conducted through a survey to understand the audience. In week 3, the student finished a proposal and created pre-production documents like a shot list and storyboard. Week 4 involved filming which went smoothly since it took place on campus. By the end of week 5, the student had completed all the work including an evaluation reflecting on each stage of the project and how it appeals to the target audience.
The document is a production diary and evaluation for a film noir short film titled "A Troublesome Girl" produced by the author. Over several weeks, the author conducted research on film noir conventions, wrote scripts, surveyed audiences, scouted locations, planned shoots, filmed over two days, and spent one day editing the footage and adding effects, music and voiceovers to produce a 6 minute film. The author believes they achieved the best quality possible given working alone with limited equipment, through thorough pre-production and planning. They are pleased with the end result which matched their original vision.
Simran created a short film for a class project. They learned basic camera skills like adjusting exposure and ISO. Simran then conducted research through a survey and analyzing existing short films to decide on a genre. Simran storyboarded, scheduled filming, and added sound effects in post-production. Some challenges included busy locations during filming and ensuring all assets were royalty-free. Simran received peer feedback and plans to post the completed short film online.
The document summarizes the student's research and planning process for their short film project. It discusses researching similar films to understand genre elements, examining a TV show's audience demographics to determine their target viewers, organizing logistics like locations and props, evaluating and refining storyboards, managing timelines as an individual and as part of a group, and using varied presentation formats to communicate their work, representing an improvement from their previous project creating a music magazine.
Unit 27 task 4 diary, evaluation, proposal and filmChelsie Brandrick
This document provides a diary and evaluation of a student's process for producing a 5-minute documentary on London as part of a course assignment. The student researched three documentary ideas and chose to focus on Buckingham Palace and Wellington Barracks. They completed thorough pre-production work including surveys, location scouting, and developing a script and storyboard. The student then filmed over two hours at the locations and spent a day editing the documentary. In their evaluation, the student reflects that thorough planning helped their vision come to fruition and notes they would film inside Buckingham Palace themselves if possible and focus solely on the palace given more time. Overall they were pleased to complete the assignment on schedule and within their budget.
This document is a report summarizing a group assignment to create a video for a Social Psychology class. The group created a 5-minute video called "Bounce Back" relating several concepts including stereotyping, first impressions, self-awareness, self-efficacy, racism, and intrinsic motivation. They discussed the storyline, roles, filming logistics, and editing process. The video's story follows a girl who faces discrimination due to her poor English but is motivated to improve. The report discusses the concepts demonstrated and the group's work developing the video over several meetings.
This document outlines the planning for a final film piece by four students. It includes:
- Job roles for each student including script, props/costumes, timetable, target audience profile, etc.
- A timeline of their planning process from December 1st to December 18th, detailing the tasks completed each day.
- Sections on initial ideas for their thriller film including characters being chased in the woods and a house raid.
- A synopsis of the film's plot following a girl being chased through woods by masked figures from her past.
- A target audience profile analyzing their target age range of 15-19 and 23-27 year olds of both genders with interests in action
This document outlines a group's planning for their final film project. It includes:
- Job roles for each group member and the tasks assigned.
- A timeline of their planning process from December 1st to December 18th, including goals and progress made each day.
- Details on the target audience, which they identified as 15-19 and 23-27 year olds of both genders interested in action genres.
- A synopsis of the thriller film's plot involving a girl being chased by masked figures in the woods.
- Plans for props including masks, trees, and phones, and costumes including black clothing for the masked figures.
- A storyboard and shot list detailing
This document outlines the planning for a final film piece by four students. It includes:
- Job roles for each student including script, props/costumes, timetable, target audience profile, etc.
- A timeline of their planning process from December 1st to 18th, including tasks completed and adjustments to plans.
- Details on the initial ideas for an action/thriller opening involving a girl being chased by masked figures in the woods.
- A synopsis of the full film plot involving the girl's past encounters with the masked humans.
- A target audience profile analyzing research showing their target is 15-19 and 23-27 year olds of both genders interested in action
This document outlines the proposed props and costumes for characters in a film. James, a teenage boy protagonist, will drive a Peugeot 106 and use a Samsung phone to appear average. His costume of jeans, plimsolls, and a plain blue t-shirt is meant to keep him neutral while appealing to most teenage boys. Ben, a schoolboy, will wear an Aston Rowant school uniform and carry a football and rucksack to represent innocent young boys. Carol, a mother, will wear a floral dress and be photographed with her son Jak and a dinner set to show their close relationship. Police officers will wear hats, black shoes/trousers, a white shirt, and black tie to portray a
The document contains a shot list for a screenplay depicting a car accident involving characters James and Ben. It includes 37 shots showing the events leading up to the accident, the accident itself, the aftermath, and the impact on Ben's mother Carol. The shots include perspectives from inside and outside cars, close-ups of faces and objects, and follow the movements and interactions between characters. They transition between scenes showing the pre-accident activities of James and Ben, the moment of impact, and the emotional aftermath for Carol after being informed of the accident.
Logorama is an animated short film set in a version of Los Angeles covered in brand logos and advertisements. The film uses various shots to overwhelm the audience with images of logos and features brand mascots like Ronald McDonald and the Michelin men as characters. It tells a straightforward narrative of conflict between Ronald McDonald and police using dark humor. Though initially seen as unlikely to succeed due to legal issues involving the brands, the film was nominated for an Oscar and gained popularity for its commentary on how advertising dominates society.
The document outlines tasks and deadlines for a film studies class. It includes researching short films and doing audience research through interviews. Students are split into groups and must work together to develop ideas for a short film, complete role assignments, do location scouting, and finish a storyboard, script, and other planning materials by certain deadlines.
The document outlines the tasks and schedule for a group of students working on a short film project over several weeks. It includes arranging shooting dates, completing shoots, editing the film, and ancillary tasks like audience research, planning, and creating a poster. Key dates include the audience research deadline of October 8th and submitting all work by November 22nd. The group is required to provide peer and self-assessments during the process and receive feedback from their tutor.
This document outlines tasks and deadlines for a film project being completed by a group of students over several months. It includes tasks such as researching film techniques, developing ideas for a short film, conducting audience research, storyboarding, scheduling film shoots, editing the short film, adding titles and credits, and finalizing ancillary materials like a poster and evaluation. Key deadlines include completing audience research by October 8th, finishing the edited film by November 16th, and wrapping up all work by November 22nd.
The document summarizes several youth subcultures that emerged in the mid-20th century including Mods, Skinheads, Punks, and Hippies. Mods originated in London in the late 1950s and were known for tailored suits and listening to soul, ska and beat music. Skinheads emerged in the UK in the 1960s, taking influence from Mods and Jamaican rude boys. They wore items like boots, shirts, and braces with an X or Y shape. Punks emerged in the mid-1970s in the US, UK, and Australia, centered around punk rock music. They were known for spiky hair and using everyday objects like safety pins in fashion. Hippies
The film New Boy depicts the story of Joseph, a young black boy who moves to Ireland and joins a predominantly white school. Through the use of camera techniques like close-ups of Joseph's reactions, we see him struggle to fit in as the only non-white student. However, as he becomes friends with another boy named Christian, the camera shows them laughing and playing together, demonstrating how Joseph gains acceptance. The editing seamlessly incorporates flashbacks of Joseph's past in Africa to reflect his experiences in Ireland. Overall, the film's message is about overcoming racial differences through friendship.
The document discusses the "Final Solution" implemented by Nazi Germany which aimed to annihilate the Jewish population of Europe during World War 2. It describes how Jews faced increasing persecution leading up to their forced relocation to overcrowded ghettos and concentration camps. Once there, they endured slave labor, medical experiments, and systematic execution in gas chambers. By the end of the war in 1945, approximately 6 million Jews had been murdered as Nazi Germany pursued total elimination of the Jewish people through mass killings and death marches.
TMT steel is a type of reinforced steel used in concrete structures that undergoes a thermo-mechanical treatment process. This process integrates work hardening and heat treatment into a single step, resulting in bars with excellent corrosion resistance that do not require cold twisting. TMT steel is commonly used in bridges, buildings, dams, and other concrete structures. It has a carbon content of 0.3%, sulfur content of 0.05%, and manganese content of 0.5-1.2%, along with other properties that make it well-suited for concrete reinforcement.
The document is a production diary detailing the process of creating a short film for a class project. It includes entries describing planning meetings, location scouting, shooting scenes over multiple days, editing the footage, receiving feedback, and completing supplementary tasks like a film review and poster. The diary shows the group working collaboratively through research, pre-production, principal photography, post-production, and evaluation to create their short film.
This document summarizes a student's work on a film production project over 5 weeks. In week 1, the student and class discussed plans and techniques by watching short films. Research was conducted through a survey to understand the audience. In week 3, the student finished a proposal and created pre-production documents like a shot list and storyboard. Week 4 involved filming which went smoothly since it took place on campus. By the end of week 5, the student had completed all the work including an evaluation reflecting on each stage of the project and how it appeals to the target audience.
The document is a production diary and evaluation for a film noir short film titled "A Troublesome Girl" produced by the author. Over several weeks, the author conducted research on film noir conventions, wrote scripts, surveyed audiences, scouted locations, planned shoots, filmed over two days, and spent one day editing the footage and adding effects, music and voiceovers to produce a 6 minute film. The author believes they achieved the best quality possible given working alone with limited equipment, through thorough pre-production and planning. They are pleased with the end result which matched their original vision.
Simran created a short film for a class project. They learned basic camera skills like adjusting exposure and ISO. Simran then conducted research through a survey and analyzing existing short films to decide on a genre. Simran storyboarded, scheduled filming, and added sound effects in post-production. Some challenges included busy locations during filming and ensuring all assets were royalty-free. Simran received peer feedback and plans to post the completed short film online.
The document summarizes the student's research and planning process for their short film project. It discusses researching similar films to understand genre elements, examining a TV show's audience demographics to determine their target viewers, organizing logistics like locations and props, evaluating and refining storyboards, managing timelines as an individual and as part of a group, and using varied presentation formats to communicate their work, representing an improvement from their previous project creating a music magazine.
Unit 27 task 4 diary, evaluation, proposal and filmChelsie Brandrick
This document provides a diary and evaluation of a student's process for producing a 5-minute documentary on London as part of a course assignment. The student researched three documentary ideas and chose to focus on Buckingham Palace and Wellington Barracks. They completed thorough pre-production work including surveys, location scouting, and developing a script and storyboard. The student then filmed over two hours at the locations and spent a day editing the documentary. In their evaluation, the student reflects that thorough planning helped their vision come to fruition and notes they would film inside Buckingham Palace themselves if possible and focus solely on the palace given more time. Overall they were pleased to complete the assignment on schedule and within their budget.
This document is a report summarizing a group assignment to create a video for a Social Psychology class. The group created a 5-minute video called "Bounce Back" relating several concepts including stereotyping, first impressions, self-awareness, self-efficacy, racism, and intrinsic motivation. They discussed the storyline, roles, filming logistics, and editing process. The video's story follows a girl who faces discrimination due to her poor English but is motivated to improve. The report discusses the concepts demonstrated and the group's work developing the video over several meetings.
This document outlines the planning for a final film piece by four students. It includes:
- Job roles for each student including script, props/costumes, timetable, target audience profile, etc.
- A timeline of their planning process from December 1st to December 18th, detailing the tasks completed each day.
- Sections on initial ideas for their thriller film including characters being chased in the woods and a house raid.
- A synopsis of the film's plot following a girl being chased through woods by masked figures from her past.
- A target audience profile analyzing their target age range of 15-19 and 23-27 year olds of both genders with interests in action
This document outlines a group's planning for their final film project. It includes:
- Job roles for each group member and the tasks assigned.
- A timeline of their planning process from December 1st to December 18th, including goals and progress made each day.
- Details on the target audience, which they identified as 15-19 and 23-27 year olds of both genders interested in action genres.
- A synopsis of the thriller film's plot involving a girl being chased by masked figures in the woods.
- Plans for props including masks, trees, and phones, and costumes including black clothing for the masked figures.
- A storyboard and shot list detailing
This document outlines the planning for a final film piece by four students. It includes:
- Job roles for each student including script, props/costumes, timetable, target audience profile, etc.
- A timeline of their planning process from December 1st to 18th, including tasks completed and adjustments to plans.
- Details on the initial ideas for an action/thriller opening involving a girl being chased by masked figures in the woods.
- A synopsis of the full film plot involving the girl's past encounters with the masked humans.
- A target audience profile analyzing research showing their target is 15-19 and 23-27 year olds of both genders interested in action
The document summarizes the student's preliminary media production task. They were given two weeks to plan a theme, storyline, characters and location. In the first week, the group of four brainstormed ideas using a spider diagram to develop a theme and production details. In the second week, they filmed their planned storyline.
Luke Ross provides weekly reflections on tasks related to developing a short film for a final major project. In the first week, he researched film directors to understand their inspirations and techniques. He also created a project proposal outlining the title, type of work, rationale, and evaluation plan. In the second week, he designed a research PowerPoint with sections on the audience, existing films, props/costumes, and locations. In the third week, he finished the PowerPoint by adding surveys, interviews, and a bibliography. In the fourth week, he began a problem-solving PowerPoint to address potential issues with filming. So far he has mapped practical/technical problems and created contingency plans. In the fifth week
Luke Ross provides weekly reflections on tasks related to developing a short film for a final major project. In the first week, he researched film directors to understand their inspirations and techniques. He also created a project proposal outlining the title, type of work, rationale, and evaluation plan. In the second week, he designed a research PowerPoint covering audience profiles, existing films, props/costumes, and locations. Surveys and interviews were also conducted. The third week involved finishing the research PowerPoint and bibliography. In the fourth week, Luke began a problem-solving PowerPoint to address potential issues with filming. So far he has mapped practical/technical problems and created contingency plans. In the fifth week, he
The proposal is for a music video continuing the story from a previous video. It will show the prisoner being caught by police after escaping prison. CCTV footage will show the prisoner on the street as police search for him. The police will spot him and chase him, but the outcome is unclear. The student will research 5 music videos to choose one for inspiration. Evaluation will involve daily development diaries and screenshots of work to track progress. Conducting ongoing evaluation and reflection will help improve their work and media career.
The document is a production diary for a student film project. It details various preparatory tasks completed over several weeks, including researching locations, practicing filming techniques, creating mood boards and character comparisons, storyboarding, and analyzing title sequences in example films like Juno and The Last of Us. Market research in the form of questionnaires was also conducted to help determine the thriller crime genre for the opening. The diary demonstrates the importance of planning and preparation for a successful film project.
The document is a production diary for a student film project. It details various tasks completed over several weeks, including researching locations, practicing filming techniques, creating mood boards and storyboards, analyzing title sequences in example films, and conducting market research. The diary demonstrates planning, preparation, and reflection on different aspects of pre-production in order to craft an engaging thriller film opening that appeals to audiences.
The meeting discussed the script for their film, with notes on characters and actions. They finalized costume choices for the main characters. Dates were set for filming according to actor availability. Equipment needs for filming the opening sequence were considered. The group blog was improved with new design elements. Next steps include checking paperwork, assigning remaining tasks, reviewing production progress, and preparing equipment for filming.
In the first week, the student generated ideas and developed three music video concepts before choosing to create a romantic music video for the song "Songbird" by Oasis styled to look old fashioned. In week two, the student researched techniques and styles by watching other music videos and films to get inspiration. Week three involved experiments with different filming techniques and styles to determine what worked best. In week four, the student filmed footage around York over two days and spent a long time editing and adding effects to achieve the desired old film look. For week five, the student finished editing and uploading the video before evaluating the project, identifying strengths and areas for improvement.
This document provides a weekly reflection from Harry T. Docwra over their first 6 weeks in a film studies course. Some key events summarized:
In week 1, Harry presented on the Classic Hollywood era and found the workload overwhelming. In week 2, Harry began planning a social media video discussing delays of the film The New Mutants. By week 3, Harry completed planning documents and started research for the video project. Harry filmed footage for the project in week 4 but wishes technical aspects went smoother. Harry contributed to a group presentation on narrative forms in weeks 5-6 and continues editing their social media video to meet the 2-3 minute runtime.
Hannah completed experiments and research to prepare for filming her short film. She learned skills like using a camera, recording sound effects, and developing story ideas. Hannah created storyboards, schedules, and other pre-production materials. When filming, Hannah struggled with focus and exposure but was able to improve her skills. She plans to reshoot some shots to ensure high quality for her short film.
1. Production diary<br />Date: 16/09/10<br />Today we got into groups for our coursework (Me, Sarra & Kieran).<br />We shared our work that we did over the summer holidays and from that, we developed our ideas for our final group project.<br />We came up with a lot of ideas and instantly decided on the topic of our film and the message we want to convey.<br />We then, as a group, had to present these ideas to class to gain feedback – this made me think more about our ideas and conclude whether they would work and be as successful as I first thought.<br />The homework I was given was to individually prepare a powerpoint presentation showing the analysis of a short film, ready to present to the class. The aim of this was to get a good understanding of the trends and conventions of a short film, giving us ideas of what to include in our own film.<br />Date: 20/09/10<br />Today I went to the learning centre to carry on with my short film presentation and started to research numerous other short films.<br />The homework I was given was to continue with and complete my short film presentation.<br />Date: 21/09/10<br />Today, in class, we had a discussion on magazine reviews and film posters, identifying themes such as layout, colour, font, etc.<br />I took notes on the discussed topics which allowed me to identify recurring styles, giving me ideas for my ancillary tasks.<br />The homework I was given was to continue with short film research and also begin research into magazine reviews, taking notes and gathering ideas and inspiration.<br />Date: 24/09/10<br />Today I presented my short film analysis presentations to the class. When I had finished, the class gave me feedback, informing me of what I did well and what I could improve on, covering both my presenting skills and the content of my presentation.<br />From carrying out this task, and from the audience feedback, I realised that I need to improve on my presenting skills. A recurring criticism was my lack of eye-contact – this is something that I need to perfect as it is a valuable and vital skill to have at university and in any possible career choice. <br />After college, my group came to my house to complete the magazine review research and analysis – we have already finished the short film research and analysis – we assigned a certain number of reviews to each group member.<br />The homework from today’s lesson was to continue with short film and magazine review research.<br />Date: 27/09/10<br />Today the rest of the class completed their presentations and I gave audience feedback. Having presented my own in the first session, I understood the value of true and detailed feedback and was therefore able to give constructive criticism on other people’s work, hopefully allowing them to learn and develop their skills.<br />I then had to begin my research into film posters and begin my analysis – we had again assigned a certain number of posters analyses to each group member. <br />The homework from this day was to continue with all research and to complete, ready to upload to blogs for marking.<br />Date: 28/09/10<br />Today I carried out independent work, completing my poster 7 poster analyses.<br /> I then had a one-to-work progress check with Zoe where I was able to receive support if necessary and gather feedback on my independent research – this was very valuable as it allowed me to make changes where necessary and also gather confidence about my progress.<br />Date: 29/09/10<br />Today was the same kind of lesson as yesterday where we went to the Student Learning Centre and carried out independent work. <br />I went over my 7 short film analyses, 7 magazine review analyses, and 7 poster analyses, making sure that everything was completed.<br />I sent Zoe the details of my blog so she could track my progress.<br />I sent all my research to my group members and received their work back and then uploaded everything on to my blog.<br />Today we were reminded of the deadline for all research to be uploaded on to blogs – Friday 1st October.<br />Date: 04/10/10<br />Today I was introduced to ‘Audience research’ and was guided with ideas on how I could carry out this part of my coursework. <br />We, as a group, decided that we are going to carry out interviews, questionnaires, and audio interviews as all methods will allow us to gather the relevant information by using different forms of media.<br />We were reminded of the deadline for audience research – Friday 8th October. <br />Our homework was to create a mind map, listing the type of people we are going to interview and make a list of questions we are going to ask.<br />Date: 05/10/10<br />In class, we were introduced to planning work and we began to think about everything we need to do before we begin filming.<br />We set out a ‘role distribution’ table, listing the tasks each member of the group will carry out. <br />We decided what method each member will use for the audience research (Me – interview, Kieran – questionnaire, Sarra – audio interview).<br />After college we met at Sarra’s house and completed the mind map for audience research and then I completed my interviews. I interviewed my Mum who is 48 years old and my brother who is 22 years old.<br />We were reminded of the deadline for audience research.<br />The homework from today’s lesson was to continue with all planning.<br />Date: 07/10/10<br />In today’s lesson we began and completed an ideas generation page, developing all of our ideas for our film. <br />The homework from today’s lesson was to carry out a location recce.<br />When I got home, I completed my location recce, taking pictures of all relevant areas of my house and my road (road from left and right, driveway/front of house, living room, dining room).<br />Date: 08/10/10<br />In today’s lesson I met up with the other group members and compared location recce’s to see which location is the most appropriate for our film – for this we had to think about practicality, accessibility and continuity.<br />We eventually decided that my house would be the most appropriate as it represents the class of the family we are trying to portray and also will be available for shooting. <br />We set ourselves the task of continuing and completing as much as possible of our distributed tasks – I had to complete; short story, shot list and shooting script.<br />Date: 09/10/10<br />Today I completed the short story and shot list and sent the work to Sarra and Kieran.<br />Date: 10/10/10<br />Today I completed the shooting script and sent it to Sarra and Kieran.<br />Date: 11/10/10<br />In today’s lesson I presented my work to Sarra and Kieran, and they presented theirs, and we discussed possible changes or developments that were necessary.<br />We set ourselves the task of making the decided changes or developments.<br />Date: 14/10/10<br />I made the necessary changes to my work and sent it back to my group members.<br />Date: 18/10/10<br />In class I made notes on what we need to do for our ancillary tasks, gathering ideas and inspiration for our own poster and magazine review.<br />Date: Over half term<br />I made sure all my work was up to date and everything was sent to Sarra and Kieran – once this was done, I uploaded all the work onto my blog so Zoe could give me feedback.<br />We decided on who was going to act in our film and contacted them to inform them of the task and what they would have to do. <br />We then contacted each other to confirm the actors (James = Murrie – Sarra’s boyfriend, Ben = Jak – Sarra’s brother, Carol = Holly – my friend, police officers = Kieran and I).<br />Date: 01/11/10<br />In lesson today, my group and I decided on shooting dates – this proved quite hard as all 3 of us have commitments we had to work around. We eventually decided on; Wednesday at 5:00pm (dolly shot around the table and outside shots at night time) and Saturday at 9:30 (walking scene and approaching the house).<br />We contacted the necessary actors and organise the details.<br />Date: 04/11/10<br />We signed out a camera and a tripod, ready for filming.<br />After college, we all went to Sarra’s house to pick up Jak, and then headed to my house. We set up the dining room to make it suitable for shooting and set up the camera and tripod, ready for the first shot. <br />Kieran, Sarra and Jak went to town to buy the pizza that Carol and Ben would be eating and I went to pick up Holly from her house.<br />We then all met up at my house and began filming.<br />The dolly shot around the table proved to be much harder than expected. We decided that in order to gain a flowing, steady shot, I would sit on a chair on wheels with the camera, whilst Sarra pushes me around the table to get the perfect shot. However, it was difficult to keep the chair steady and at the right place as well as aiming the camera at the right angle and position.<br />The next obstacle was in the same move, getting Jak to disappear from the table at exactly the point when the camera is not aimed at him but also for all his cutlery, cup and plate to disappear too. Kieran took on the role of removing Jak’s stuff while Jak got himself out of the way. Holly also had to change her action and expression by the time the camera was back on her – to successfully achieve all of this, we decided that it would work much better if we made the dolly slower and also zoomed in a little bit when neither characters are in shot – this proved to be successful.<br />Date: 05/11/10<br />Today I went to the local joke shop and bought the police uniform needed for tomorrow’s filming – male and female police hats for me and Kieran, a police badge for Kieran, and a tie for me – the rest of the uniform we supplied ourselves.<br />Date: 06/11/10<br />We met at my house at 9:30AM and had to keep to a deadline of 11:30 because Kieran had work and my Mum had to work at home. This was actually quite easy to keep to; we finished our shooting in plenty of time.<br />For this shoot, we needed Holly, Jak, Me, Kieran, and Sarra – everyone made their way to my house by 9:30 and we began filming the walking scene, including the close up shots of the feet, and the tracking shots from behind. <br />We then completed the shots of inside the house, whilst taking behind-the-scenes shots.<br />Date: 07/11/10<br />Today we all met at my house to resume and complete filming.<br />The actors we required for today’s shooting were Jak and Murrie. Sarra and I carried out the filming and also my brother, Gavin, who is a slow motion camera operator, allowed us to borrow his Phantom HD camera to film the collision in slow motion – this added extra effect and technique to our film.<br />We shot the collision and all the driving scenes whilst taking behind-the-scenes shots.<br />Date: 08/11/10<br />In today’s lesson, I took part in a group discussion about the ancillary tasks – we came up with and shared our ideas for our magazine reviews and posters and then developed and combined the best ideas.<br />We also went through our rushes and the shooting script to see if there was anything we weren’t happy with and wanted to reshoot. We came up with a few filler shots we wanted to include and a few shots we wanted to reshoot – we then added these to the developed shooting script, shot list, and storyboard.<br />Date: 9/11/10<br />Today we all got together and began editing – this took place at my house because I have Final Cut Pro on my computer.<br />We all took it in turns to edit certain bits and all contributed with our ideas on how the scene should be put together.<br />We had completed all the editing with the footage we already had and made notes on where the footage we gather in the reshoot will go – this was all put in the edit decision list.<br />Sarra has already carried out the sound research, gathering ideas from Nelly Furtado – All Good Things Come To An End, and The Fray – How To Save A Life, but having seen the edited footage, we decided that this was not really fitting music after all – so I developed the sound research, coming up with music we all thought was more appropriate. This included Eric Clapton – Tears in Heaven, and Jay-Z ft Mr Hudson – Young Forever.<br />We decided that we wouldn’t add the music onto the edited footage until we had completed the reshoot.<br />Date: 11/11/10<br />Today after college, Sarra and I met up at her house to discuss the shooting script and shot list to make sure they both fit with each other and the storyboard, and are correct.<br />We then decided on dates for the reshoot and then contacted Murrie who was the only actor we needed, and the date we decided on was the 13th November at 3:00PM.<br />Date: 13/11/10<br />Today, Murrie, Sarra and I met up at my house to complete the reshoot – this included a few driving scenes.<br />They arrived at 3:00PM and we had successfully completed the reshoot by 4:30PM.<br />Date: 14/11/10<br />Today I carried out some more research for the title of the film; we narrowed it down to ‘Consequence’, ‘Forever Young’ or ‘Tears in Heaven’ – together we decided ‘Forever Young’ would be the best title as it is instantly relevant to the film and has a link to the music used.<br />We all got together at my house to complete the editing as we now we have all the shots necessary.<br />We added the music in the right places and edited it to fit the scenes.<br />After editing was completed, we put the final film onto DVDs for each of us to have copy.<br />We then began our ideas generation for the poster ancillary task.<br />Date: 16/11/10<br />Today we showed our film to Zoe to gather feedback and fix any problems there was with the film. From this, we discovered that; Holly, who plays the mother, looks too young and therefore is not very believable as her role, we have to include in our evaluation about the fact that there isn’t a car in the background of one of the scenes where there should be, we need to add the title sequence at the beginning of the film, and also to make it a bit longer by adding relevant statistics at the end.<br />We then realised that we have to remove the apron from Carol’s costume on the props & costume list.<br />Date: 22/11/10<br />Today we met at my house to complete any unfinished work and to send all pieces of work to each other so we all have the same up-to-date versions of the documents.<br />We then wrote up a list of the order everything should be uploaded to our blogs.<br />We also added the title sequence and statistics to the film.<br />We then completed the evaluation, finished the edit decision list, and completed both ancillary tasks.<br />