Production log #6
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The group filmed half of the opening scenes for their project in one day but had to stop as it got dark, preventing them from filming outdoor scenes. They realized they should have planned the filming order beforehand to avoid this issue. They need to finish filming the opening scenes and the whole group will be responsible for completing this next task as it is the main part of their project.
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Presentation1
The document summarizes the process of creating a short film for a class project. A group worked together to film scenes of a character walking down stairs and picking up a key, experimenting with camera movements and lighting effects. They created a storyboard and stuck to the plan to film a character retrieving a key to unlock a door. Through cooperation and combining ideas, the group produced a video they were happy with that achieved the goal of the class project.
Media evidence for photoshoot
Lucy set up her camera and tripod at different angles around the location to test different views. She was aware of the tight space and equipment positions to minimize risks. The building's power was turned off, so lighting was limited to the window. Lucy adjusted the camera's brightness settings and tested different levels until satisfied. One photo showed a lighting issue that caused sheet music text to be blurred or too bright. Lucy used a 10 second countdown on the camera for each shot. Some shots ended up out of focus as she focused on framing. Lucy handled props like a guitar and piano carefully as outlined in her risk assessment to avoid damage. She referred to her album and digipak designs during the shoot to stay close to her
production (canon)
First, the document describes filming photos in Newcastle for a print advert by taking images in different buildings and settings without an order. Second, to avoid issues, the author charged their phone fully, went early around noon to get the perfect lighting, and filmed when the weather was clear and warm. Third, once locations were planned, the author took varying photos such as regular focused shots, POV lower-body shots, and long shots for variation, and all images were 1080p, 30 frames per second, with a 1:1 aspect ratio to fit the poster design.
Production Log - 4018
The document is a production log from Ragwana Akram detailing the filming of a trailer on January 26, 2015. It describes waiting until dusk to film exterior scenes with a "hoodie guy" character and using dim indoor lighting. It notes the challenges of getting shots correctly without mistakes and being responsible for lighting as a new role. It also describes filming various scenes throughout the day and evening, including in a school library at 12:10pm, typing "missing people" around 5:15pm, comparing images at 5:45pm, finding a diary at 6:15pm, and sleeping problems at 6:45pm while ensuring proper lighting.
production canon.pptx
First, the photographer went to Newcastle and took photos in different buildings and settings without a set order. To avoid issues, they made sure their phone was fully charged and ready to take pictures. They also went early in the day between 12-1 pm to get the perfect lighting and ensure the weather was good. Finally, once locations were planned, they took a variety of image types like regular focused shots, POV style lower half shots, and long shots to provide variation. All images were 1080p, 30 frames per second, and a 1:1 aspect ratio to fit the poster design.
Media evaluation 4
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
Evaluation
The student produced a crime drama film about a prison escape for an evaluation. Though the original story changed slightly, the five-person group was able to quickly replan production. They filmed at a location and created a script based on the shots. The student edited the footage in Final Cut Pro X, organizing clips into categories like shots and stock footage. The group of five consisted of actors and camera operators, with one acting as director who oversaw a smooth post-production process. The only improvement would be changing the filming location to make the prison setting seem more believable.
question 6 evaluation
The document discusses the process of learning to film and edit a short film opening. It describes learning how to use cannon cameras, tripods, and flip cameras to film different shots. It also covers learning 3-point lighting techniques using different colors and filters. The document discusses editing skills learned using Final Cut Pro X and uploading the final clip to YouTube.
Recommended
Presentation1
The document summarizes the process of creating a short film for a class project. A group worked together to film scenes of a character walking down stairs and picking up a key, experimenting with camera movements and lighting effects. They created a storyboard and stuck to the plan to film a character retrieving a key to unlock a door. Through cooperation and combining ideas, the group produced a video they were happy with that achieved the goal of the class project.
Media evidence for photoshoot
Lucy set up her camera and tripod at different angles around the location to test different views. She was aware of the tight space and equipment positions to minimize risks. The building's power was turned off, so lighting was limited to the window. Lucy adjusted the camera's brightness settings and tested different levels until satisfied. One photo showed a lighting issue that caused sheet music text to be blurred or too bright. Lucy used a 10 second countdown on the camera for each shot. Some shots ended up out of focus as she focused on framing. Lucy handled props like a guitar and piano carefully as outlined in her risk assessment to avoid damage. She referred to her album and digipak designs during the shoot to stay close to her
production (canon)
First, the document describes filming photos in Newcastle for a print advert by taking images in different buildings and settings without an order. Second, to avoid issues, the author charged their phone fully, went early around noon to get the perfect lighting, and filmed when the weather was clear and warm. Third, once locations were planned, the author took varying photos such as regular focused shots, POV lower-body shots, and long shots for variation, and all images were 1080p, 30 frames per second, with a 1:1 aspect ratio to fit the poster design.
Production Log - 4018
The document is a production log from Ragwana Akram detailing the filming of a trailer on January 26, 2015. It describes waiting until dusk to film exterior scenes with a "hoodie guy" character and using dim indoor lighting. It notes the challenges of getting shots correctly without mistakes and being responsible for lighting as a new role. It also describes filming various scenes throughout the day and evening, including in a school library at 12:10pm, typing "missing people" around 5:15pm, comparing images at 5:45pm, finding a diary at 6:15pm, and sleeping problems at 6:45pm while ensuring proper lighting.
production canon.pptx
First, the photographer went to Newcastle and took photos in different buildings and settings without a set order. To avoid issues, they made sure their phone was fully charged and ready to take pictures. They also went early in the day between 12-1 pm to get the perfect lighting and ensure the weather was good. Finally, once locations were planned, they took a variety of image types like regular focused shots, POV style lower half shots, and long shots to provide variation. All images were 1080p, 30 frames per second, and a 1:1 aspect ratio to fit the poster design.
Media evaluation 4
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
Evaluation
The student produced a crime drama film about a prison escape for an evaluation. Though the original story changed slightly, the five-person group was able to quickly replan production. They filmed at a location and created a script based on the shots. The student edited the footage in Final Cut Pro X, organizing clips into categories like shots and stock footage. The group of five consisted of actors and camera operators, with one acting as director who oversaw a smooth post-production process. The only improvement would be changing the filming location to make the prison setting seem more believable.
question 6 evaluation
The document discusses the process of learning to film and edit a short film opening. It describes learning how to use cannon cameras, tripods, and flip cameras to film different shots. It also covers learning 3-point lighting techniques using different colors and filters. The document discusses editing skills learned using Final Cut Pro X and uploading the final clip to YouTube.
Evaluation 6
The preliminary task asked students to film a conversation between two people using cinematography rules. It helped the students learn how to use techniques like the 180-degree rule and continuity. It also taught them the importance of planning, taking alternative shots, and working as a team. Completing the preliminary task prepared them for the challenges of filming and editing their full thriller opening.
Problems
The document outlines potential problems and solutions for a video project between two people living far apart. It identifies issues such as travel, finding props, time management, and contingencies for illness or no-shows. Minor problems include planning, research, transportation, and backup locations or performers. Major issues involve conceptual ideas, last-minute changes, and technical camera skills, which the document proposes addressing through thorough preparation and compromise.
Evaluation 7 powerpoint
In the preliminary task for a film project, the author's group made several mistakes including poor editing, camerawork, and lack of organization. They did not properly plan the location or how it related to the storyline. In the main task, the group improved by carefully choosing a location that realistically fit the storyline and discussing how different areas should be used. They also took more time to plan shots and film consistently to make editing easier. Overall, the author learned from the mistakes in the preliminary task and applied those lessons to better organize and execute the main task.
Unit 5 music video evaluation
The student created a music video for the song "Black Chandelier" by Biffy Clyro. They originally planned for the video to tell the story of an argument between a couple, but changed it during filming to better fit the song lyrics and be more practical to shoot. The student directed, filmed, and edited the video alone over one day using friends as actors. They learned editing techniques like using fade transitions and converting YouTube videos to mp4. While happy with the final video, the student aims to include more camera angles and band footage in future videos.
Evaluation 7
The document compares the student's preliminary film project to their final thriller product. It notes that the preliminary had limited planning time, while the final product benefited from weeks of pre-production planning. This allowed for improved organization, filming, and editing. While some shots and elements were carried over, the student aimed to improve focus, sound, and flow based on lessons from the preliminary experience. The preliminary also helped develop editing skills that enhanced the quality of the final thriller opening.
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Evaluation 6
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The document outlines potential problems and solutions for a video project between two people living far apart. It identifies issues such as travel, finding props, time management, and contingencies for illness or no-shows. Minor problems include planning, research, transportation, and backup locations or performers. Major issues involve conceptual ideas, last-minute changes, and technical camera skills, which the document proposes addressing through thorough preparation and compromise.
Evaluation 7 powerpoint
In the preliminary task for a film project, the author's group made several mistakes including poor editing, camerawork, and lack of organization. They did not properly plan the location or how it related to the storyline. In the main task, the group improved by carefully choosing a location that realistically fit the storyline and discussing how different areas should be used. They also took more time to plan shots and film consistently to make editing easier. Overall, the author learned from the mistakes in the preliminary task and applied those lessons to better organize and execute the main task.
Unit 5 music video evaluation
The student created a music video for the song "Black Chandelier" by Biffy Clyro. They originally planned for the video to tell the story of an argument between a couple, but changed it during filming to better fit the song lyrics and be more practical to shoot. The student directed, filmed, and edited the video alone over one day using friends as actors. They learned editing techniques like using fade transitions and converting YouTube videos to mp4. While happy with the final video, the student aims to include more camera angles and band footage in future videos.
Evaluation 7
The document compares the student's preliminary film project to their final thriller product. It notes that the preliminary had limited planning time, while the final product benefited from weeks of pre-production planning. This allowed for improved organization, filming, and editing. While some shots and elements were carried over, the student aimed to improve focus, sound, and flow based on lessons from the preliminary experience. The preliminary also helped develop editing skills that enhanced the quality of the final thriller opening.
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Production log #6
- 1. Date 10/01/14 Event Today we started to film our opening; we got approximately half of the filming done in one day which is great. However we had to stop filming as it got dark outside meaning we could film the outside scenes. If we had thought about the order in which we should film before we started this could have been avoided. Future Action Finish filming opening Person Responsible Obviously the whole group we be responsible for the next task we must complete as it is the main part of the project.