Production logs
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The group filmed the opening scenes of their horror trailer on day 1 so they could film in chronological order to make uploading and editing less tedious. The documenter was responsible for choosing the setting and directing the opening scene. On day 2, they shot most of the remaining scenes so they could start editing soon, which is important for horror trailers. The documenter again directed the scenes. On day 3, after reviewing footage, they filmed extra shots to ensure they had enough professional-quality clips for their trailer. The documenter directed this additional filming.
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Media task 7
The document discusses improvements made from a preliminary task to the full product. Continuity was improved through using the same opening shot and matching shots on action. Camera angles were also improved, such as using a medium shot instead of a close up to make movements clearer. Dialogue was filmed from a better angle. Understanding of video editing software also improved, allowing for better music, sound effects, continuity, and filters to be added.
Media studies powerpoint
- The group is pleased with their final film product, feeling it looks very professional with a range of shots.
- They chose to make a film opening sequence over a music magazine. They scouted a location and divided roles - one as camera operator, three as actors.
- To make the film seem more like a British film, they studied films like "Kidulthood" and "28 Days Later" for clothing styles and kept the costumes natural looking.
Evaluation of sunderland college trailer
The document summarizes a group's process in creating a promotional trailer for Sunderland College. They filmed around campus using iPhones to get footage of areas with a comedic twist. In Premier Pro, they edited the footage together with a rock song, using cuts and learning editing tools. Their finished product achieved their goal of a funny trailer that also showed the college. They learned to allocate more time for planning, filming, and editing future projects.
Evaluation media a2
The student received feedback from classmates who had completed the same coursework, as well as from social media platforms like Facebook and YouTube. Overall, the feedback indicated that the video was very effective at conveying the intended heavy rock genre through conventions and costumes. However, there were also issues with inconsistent camera quality between shots due to different resolutions, shaky camerawork that was sometimes excessive, and too many repetitive band shots due to a lack of narrative elements. The student learned they need to ensure consistent camera settings, use a tripod to reduce shaking, and include more narrative shots to fill space instead of repetitive band footage.
Media studies powerpoint fin
1) The group is pleased with their final film product, feeling it looks very professional with a range of shots.
2) They chose to make a film opening sequence over a music magazine. They scouted locations and divided roles, with the author as camera operator.
3) Though there are some negatives like poor lighting in a few shots and unclear ending, the author feels the film is realistic with a good range of shots and editing, fast-paced music, and different lighting.
Preliminary task
The document summarizes research done on previous student media projects and the development of a new project idea. It discusses how the initial concept was influenced by horror films but had to be altered due to a changed task requirement involving dialogue. The group then improved their narrative and storyboard to keep the horror theme while incorporating the new dialogue elements. They assigned roles and prepared to film.
Diary
This document is a diary of a film production team working on the short film "The Silhouette Man". It details the daily activities of the production team members over several weeks as they planned and prepared for filming, including completing paperwork such as recces, risk assessments, and release forms. It also documents two days of filming and initial editing work. The production team members worked collaboratively on tasks such as developing the story, script, shot list, and storyboard.
As media evaluation
The group had two weeks to plan their idea for a project based on the TV show "Suits". They brainstormed scenes and roles for each member. After finishing the script, they began filming and editing, cooperating well during production. They incorporated different genres like thriller, comedy and drama. Their discussions allowed all members to contribute ideas and reach agreement. In the end, they were satisfied that their final product met the expectations of their original proposal, though they changed some elements and focused more on additional characters.
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Media task 7
The document discusses improvements made from a preliminary task to the full product. Continuity was improved through using the same opening shot and matching shots on action. Camera angles were also improved, such as using a medium shot instead of a close up to make movements clearer. Dialogue was filmed from a better angle. Understanding of video editing software also improved, allowing for better music, sound effects, continuity, and filters to be added.
Media studies powerpoint
- The group is pleased with their final film product, feeling it looks very professional with a range of shots.
- They chose to make a film opening sequence over a music magazine. They scouted a location and divided roles - one as camera operator, three as actors.
- To make the film seem more like a British film, they studied films like "Kidulthood" and "28 Days Later" for clothing styles and kept the costumes natural looking.
Evaluation of sunderland college trailer
The document summarizes a group's process in creating a promotional trailer for Sunderland College. They filmed around campus using iPhones to get footage of areas with a comedic twist. In Premier Pro, they edited the footage together with a rock song, using cuts and learning editing tools. Their finished product achieved their goal of a funny trailer that also showed the college. They learned to allocate more time for planning, filming, and editing future projects.
Evaluation media a2
The student received feedback from classmates who had completed the same coursework, as well as from social media platforms like Facebook and YouTube. Overall, the feedback indicated that the video was very effective at conveying the intended heavy rock genre through conventions and costumes. However, there were also issues with inconsistent camera quality between shots due to different resolutions, shaky camerawork that was sometimes excessive, and too many repetitive band shots due to a lack of narrative elements. The student learned they need to ensure consistent camera settings, use a tripod to reduce shaking, and include more narrative shots to fill space instead of repetitive band footage.
Media studies powerpoint fin
1) The group is pleased with their final film product, feeling it looks very professional with a range of shots.
2) They chose to make a film opening sequence over a music magazine. They scouted locations and divided roles, with the author as camera operator.
3) Though there are some negatives like poor lighting in a few shots and unclear ending, the author feels the film is realistic with a good range of shots and editing, fast-paced music, and different lighting.
Preliminary task
The document summarizes research done on previous student media projects and the development of a new project idea. It discusses how the initial concept was influenced by horror films but had to be altered due to a changed task requirement involving dialogue. The group then improved their narrative and storyboard to keep the horror theme while incorporating the new dialogue elements. They assigned roles and prepared to film.
Diary
This document is a diary of a film production team working on the short film "The Silhouette Man". It details the daily activities of the production team members over several weeks as they planned and prepared for filming, including completing paperwork such as recces, risk assessments, and release forms. It also documents two days of filming and initial editing work. The production team members worked collaboratively on tasks such as developing the story, script, shot list, and storyboard.
As media evaluation
The group had two weeks to plan their idea for a project based on the TV show "Suits". They brainstormed scenes and roles for each member. After finishing the script, they began filming and editing, cooperating well during production. They incorporated different genres like thriller, comedy and drama. Their discussions allowed all members to contribute ideas and reach agreement. In the end, they were satisfied that their final product met the expectations of their original proposal, though they changed some elements and focused more on additional characters.
As media evaluation
The group had two weeks to plan their idea for a project based on the TV show "Suits". They brainstormed scenes and divided roles among preparing mise-en-scene, soundtrack, and post-production. After finishing their script, they began filming and cooperated well during that process. They all contributed different ideas and agreed to base their project on "Suits" while changing some elements. Their process allowed everyone to share ideas and they reached consensus through discussion. In the end, they felt their final product met their original proposal despite some changes they made.
What have you learned from your audience feedback?
The document discusses feedback received from audiences on a short film. It describes gathering feedback through online surveys, interviews with classmates, and posting the film on YouTube. The feedback helped identify what worked well and what needed improvement, such as unclear dialogue. Scenes were removed and dialogue was re-shot based on this feedback. Showing the film to audiences multiple times during editing ensured it was appealing and the plot was understood. The feedback demonstrated how crucial audience input is to creating the best short film.
Evaluation question 4
Research for the film included using Survey Monkey to create surveys, conducting a vox pop by interviewing people with a camera and microphone, and analyzing audience feedback with graphs created in Excel. Various media technologies like YouTube, Moodle, and social media were used to find tutorials on cinematography techniques.
Adobe software like Premiere Pro, After Effects, and Audition were used extensively in creating the film. Premiere Pro was used for editing, After Effects for visual effects and titles, and Audition helped enhance audio quality by removing unwanted sounds. YouTube's creator studio assisted in finding copyright-compliant music and sound effects. Overall, a wide range of media technologies supported the research, planning, and production of
Media evaluation
The group felt they learned and improved editing and camerawork skills from their preliminary task to the full product. For editing in iMovie, they progressed in cutting footage to the required length, adding transitions and sound effects. Their rough cut was over length so they further edited it down. They developed skills in precision timing for sound and placement of transitions. For camerawork, they used techniques like close-ups, over-the-shoulder shots, and tracking shots which they improved upon from the preliminary task to the final product.
Mind map
Pre-Production: The group changed ideas frequently and did not write down or decide on ideas as a group. They also did not do test shots to ensure what they filmed would work in the final film.
Production: The main character wore different coats in scenes shot on different days because they lacked time for reshoots. Actors also sometimes did not show up, delaying filming and requiring changed scenes.
Post-production: Editing in one-hour lessons was difficult, making it hard to consistently work on and correct scenes. Audio quality from on-board cameras was poor with background noise. Having everyone take turns with roles like editing slowed progress and created a lack of consultation.
Production management form
This production management form outlines tasks to be completed for a film project including research, design, logistics, shooting, and post-production. Key deadlines are assigned for character profiles, scripting, front cover and poster plans by January 20th and 23rd. Costume and location decisions must be made by January 27th, when photography and filming will take place. Final deliverables like the front cover and poster are due February 3rd and involve editing photos in Photoshop.
Editing log 6th of january
The group uploaded their footage to the macs so they could start editing. They organized the footage into bins to keep it organized and make it easier to find what they needed. They also decided which footage to keep and delete so they only used relevant material for their documentary.
BILAL AHMAD CV 2015
Bilal Ahmad is a charismatic and dynamic individual with a 2:1 degree in television production from the University of Chester. He has worked in various roles for the BBC including as a floor runner for EastEnders and freelance camera operator. His experience spans a range of production roles including camera operation, sound mixing, editing, and studio management. He has strong technical skills in camera operation, editing software, and computer programs.
Production logs edon
The group spent three days shooting scenes for a film trailer. On the first day, they shot the opening scenes and the student was responsible for lighting and acting. For lighting, the student had to ensure the room was dark when needed by closing curtains or turning lights off. On the second day, they finished shooting and the student again handled lighting, bringing additional equipment when needed. On the third day, they re-shot some scenes for better quality when editing, and the student again managed lighting to make the scenes look more professional.
Question 7
- The document discusses the learning and progression from a preliminary task to creating a full film opening. For the preliminary task, the author had to learn basic camera and editing skills. When creating the film opening, the author was able to apply these skills as well as advance their knowledge in areas like complex planning, creative camera shots, detailed editing and sound design. Overall, doing the preliminary task provided valuable practice and learning that helped the author successfully plan, film and evaluate their higher quality film opening.
Evaluation Question 7
The document discusses the progression from a preliminary task to a full film opening product. It notes that the preliminary task helped learn basic camera and editing skills but involved limited planning and creativity. More complex skills like varied camera shots, in-depth planning with storyboards and scripts, extensive research, and improved production elements like lighting, costumes, and sound design were incorporated into the film opening. Overall, the preliminary task provided foundational experience that supported creating a higher quality final product with the film opening.
Preliminary task powerpoint
The document summarizes what was learned from a preliminary filmmaking task completed by Frank and Max. It discusses several key points:
- Skills learned included storyboarding, camera operation, filming techniques, editing, and sound design. Managing time and ensuring continuity between shots posed challenges.
- The filming and finished video were successful given it was their first attempt, but time management and continuity errors need improvement.
- Peer assessment praised their equal contributions and storyline, but noted the continuity issues between shots.
- For future projects, the author will focus on avoiding continuity errors, better time management, and improving editing skills.
Preliminary task review
The group made some initial mistakes filming the preliminary task such as not following the 180 degree rule and not properly white balancing. They refilmed sections to correct these errors. When filming, they divided roles evenly between actors and camera operators. All decisions were made as a group after input from members. They carefully managed the equipment, had some issues meeting deadlines due to illnesses, and ensured safety on set. Resources like actors, props and locations were easily accessible. Storyboarding and scripts made the shoot straightforward. Some shots were refilmed for better angles. Overall time was well-managed despite early technical problems.
Question 7
The student felt they learned more from creating the full product compared to the preliminary task. For the prelim, planning was brief and they followed a script without adding their own ideas. For the final product, they researched genres by watching movies and developed their own idea. Their filming and editing skills also improved from learning techniques like shot types, smoothing transitions, and using sound editing. Overall, they learned to plan more thoroughly and developed technical skills to create a higher quality final product.
Evaluating your preliminary task
The document discusses a group's evaluation of their pre-production process and filming of a movie for a task. It describes how the group worked well together despite some disagreements. It suggests areas for improvement like better planning of camera shots and costumes. The group was hindered by an unexpected change in location but found a suitable alternative. Filming went smoothly using iPads but the group will secure a location earlier in the future. Overall, the document reflects on lessons learned about filmmaking techniques and skills gained through completing the project.
Production logs edon
Over three days, the group shot scenes for a movie trailer. On the first two days, they shot the opening scenes and remaining scenes needed for the trailer. The author was responsible for lighting, using various objects like phones, curtains, and candles to create different lighting effects. On the third day, they re-shot some scenes to improve the acting, lighting, or get better shots. The author again focused on lighting, using natural light, candles, and phone flashlights to ensure the right lighting for the re-shot scenes.
Production logs edon 1
Over three days, the group shot scenes for a movie trailer. On day one, they shot opening scenes and the author created lighting using various objects like curtains, phones, and candles. On day two, they finished shooting and the author ensured proper lighting. On day three, they re-shot some scenes for better acting, lighting, or shots, and the author was responsible for improving the lighting using natural, candle, and phone light sources.
Eq 7
The document compares the learner's preliminary media project to their full final product. For the preliminary task, the learner and their team planned shots but faced difficulties with continuity in editing and inconsistencies in mise-en-scene. For the final product, the learner gained experience using Final Cut Pro software, felt more confident trying different camera techniques, and learned to incorporate voiceovers, sound, filters, and credits more effectively. Overall, the learner felt they improved their camera skills, editing abilities, and time management for complex media projects through this learning experience.
Preliminary Task Analysis
This document summarizes the preliminary task analysis for the short film "Betrayal" produced by Emily Barrett. It describes the various pre-production, production, and post-production stages of the project. Some challenges encountered included finding a suitable filming location, technical issues editing on a slow computer, and uploading the final video from a different computer. Overall, the process of planning, filming, and editing the short film is documented.
Evaluation for preliminary task
The group planned their preliminary task using mind maps and storyboards but had to change locations last minute when their original choice became unavailable. They filmed using iPads, which worked well though they had to remember to shoot in landscape. Editing in iMovie was straightforward. The completed video meets the criteria of including dialogue between two people and different shots. Overall, the process taught the importance of thorough location planning and how to produce a video with varied shots and camera movements.
Media q1
The document summarizes what was learned during the making of a preliminary video task. It discusses technical skills like using a DSLR camera, attaching it to a tripod, and learning Adobe Premiere Pro for editing. It also covers time management of dividing the two weeks into storyboarding, filming, and editing phases. Group work aspects are described like dividing roles for acting, filming, and editing clips. Storyboarding and issues with continuity between separately shot clips are also mentioned.
Media q1
The document summarizes what was learned during the making of a preliminary video task. It discusses technical skills like using a DSLR camera, attaching it to a tripod, and learning Adobe Premiere Pro for editing. It also covers time management of dividing the two weeks into storyboarding, filming, and editing phases. Group work was divided between acting, filming, and editing roles. Storyboarding involved planning 16 shots with camera angles and descriptions. Continuity issues arose from separate filming that required fixing in the editing software.
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As media evaluation
The group had two weeks to plan their idea for a project based on the TV show "Suits". They brainstormed scenes and divided roles among preparing mise-en-scene, soundtrack, and post-production. After finishing their script, they began filming and cooperated well during that process. They all contributed different ideas and agreed to base their project on "Suits" while changing some elements. Their process allowed everyone to share ideas and they reached consensus through discussion. In the end, they felt their final product met their original proposal despite some changes they made.
What have you learned from your audience feedback?
The document discusses feedback received from audiences on a short film. It describes gathering feedback through online surveys, interviews with classmates, and posting the film on YouTube. The feedback helped identify what worked well and what needed improvement, such as unclear dialogue. Scenes were removed and dialogue was re-shot based on this feedback. Showing the film to audiences multiple times during editing ensured it was appealing and the plot was understood. The feedback demonstrated how crucial audience input is to creating the best short film.
Evaluation question 4
Research for the film included using Survey Monkey to create surveys, conducting a vox pop by interviewing people with a camera and microphone, and analyzing audience feedback with graphs created in Excel. Various media technologies like YouTube, Moodle, and social media were used to find tutorials on cinematography techniques.
Adobe software like Premiere Pro, After Effects, and Audition were used extensively in creating the film. Premiere Pro was used for editing, After Effects for visual effects and titles, and Audition helped enhance audio quality by removing unwanted sounds. YouTube's creator studio assisted in finding copyright-compliant music and sound effects. Overall, a wide range of media technologies supported the research, planning, and production of
Media evaluation
The group felt they learned and improved editing and camerawork skills from their preliminary task to the full product. For editing in iMovie, they progressed in cutting footage to the required length, adding transitions and sound effects. Their rough cut was over length so they further edited it down. They developed skills in precision timing for sound and placement of transitions. For camerawork, they used techniques like close-ups, over-the-shoulder shots, and tracking shots which they improved upon from the preliminary task to the final product.
Mind map
Pre-Production: The group changed ideas frequently and did not write down or decide on ideas as a group. They also did not do test shots to ensure what they filmed would work in the final film.
Production: The main character wore different coats in scenes shot on different days because they lacked time for reshoots. Actors also sometimes did not show up, delaying filming and requiring changed scenes.
Post-production: Editing in one-hour lessons was difficult, making it hard to consistently work on and correct scenes. Audio quality from on-board cameras was poor with background noise. Having everyone take turns with roles like editing slowed progress and created a lack of consultation.
Production management form
This production management form outlines tasks to be completed for a film project including research, design, logistics, shooting, and post-production. Key deadlines are assigned for character profiles, scripting, front cover and poster plans by January 20th and 23rd. Costume and location decisions must be made by January 27th, when photography and filming will take place. Final deliverables like the front cover and poster are due February 3rd and involve editing photos in Photoshop.
Editing log 6th of january
The group uploaded their footage to the macs so they could start editing. They organized the footage into bins to keep it organized and make it easier to find what they needed. They also decided which footage to keep and delete so they only used relevant material for their documentary.
BILAL AHMAD CV 2015
Bilal Ahmad is a charismatic and dynamic individual with a 2:1 degree in television production from the University of Chester. He has worked in various roles for the BBC including as a floor runner for EastEnders and freelance camera operator. His experience spans a range of production roles including camera operation, sound mixing, editing, and studio management. He has strong technical skills in camera operation, editing software, and computer programs.
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What have you learned from your audience feedback?
What have you learned from your audience feedback?
Similar to Production logs
Production logs edon
The group spent three days shooting scenes for a film trailer. On the first day, they shot the opening scenes and the student was responsible for lighting and acting. For lighting, the student had to ensure the room was dark when needed by closing curtains or turning lights off. On the second day, they finished shooting and the student again handled lighting, bringing additional equipment when needed. On the third day, they re-shot some scenes for better quality when editing, and the student again managed lighting to make the scenes look more professional.
Question 7
- The document discusses the learning and progression from a preliminary task to creating a full film opening. For the preliminary task, the author had to learn basic camera and editing skills. When creating the film opening, the author was able to apply these skills as well as advance their knowledge in areas like complex planning, creative camera shots, detailed editing and sound design. Overall, doing the preliminary task provided valuable practice and learning that helped the author successfully plan, film and evaluate their higher quality film opening.
Evaluation Question 7
The document discusses the progression from a preliminary task to a full film opening product. It notes that the preliminary task helped learn basic camera and editing skills but involved limited planning and creativity. More complex skills like varied camera shots, in-depth planning with storyboards and scripts, extensive research, and improved production elements like lighting, costumes, and sound design were incorporated into the film opening. Overall, the preliminary task provided foundational experience that supported creating a higher quality final product with the film opening.
Preliminary task powerpoint
The document summarizes what was learned from a preliminary filmmaking task completed by Frank and Max. It discusses several key points:
- Skills learned included storyboarding, camera operation, filming techniques, editing, and sound design. Managing time and ensuring continuity between shots posed challenges.
- The filming and finished video were successful given it was their first attempt, but time management and continuity errors need improvement.
- Peer assessment praised their equal contributions and storyline, but noted the continuity issues between shots.
- For future projects, the author will focus on avoiding continuity errors, better time management, and improving editing skills.
Preliminary task review
The group made some initial mistakes filming the preliminary task such as not following the 180 degree rule and not properly white balancing. They refilmed sections to correct these errors. When filming, they divided roles evenly between actors and camera operators. All decisions were made as a group after input from members. They carefully managed the equipment, had some issues meeting deadlines due to illnesses, and ensured safety on set. Resources like actors, props and locations were easily accessible. Storyboarding and scripts made the shoot straightforward. Some shots were refilmed for better angles. Overall time was well-managed despite early technical problems.
Question 7
The student felt they learned more from creating the full product compared to the preliminary task. For the prelim, planning was brief and they followed a script without adding their own ideas. For the final product, they researched genres by watching movies and developed their own idea. Their filming and editing skills also improved from learning techniques like shot types, smoothing transitions, and using sound editing. Overall, they learned to plan more thoroughly and developed technical skills to create a higher quality final product.
Evaluating your preliminary task
The document discusses a group's evaluation of their pre-production process and filming of a movie for a task. It describes how the group worked well together despite some disagreements. It suggests areas for improvement like better planning of camera shots and costumes. The group was hindered by an unexpected change in location but found a suitable alternative. Filming went smoothly using iPads but the group will secure a location earlier in the future. Overall, the document reflects on lessons learned about filmmaking techniques and skills gained through completing the project.
Production logs edon
Over three days, the group shot scenes for a movie trailer. On the first two days, they shot the opening scenes and remaining scenes needed for the trailer. The author was responsible for lighting, using various objects like phones, curtains, and candles to create different lighting effects. On the third day, they re-shot some scenes to improve the acting, lighting, or get better shots. The author again focused on lighting, using natural light, candles, and phone flashlights to ensure the right lighting for the re-shot scenes.
Production logs edon 1
Over three days, the group shot scenes for a movie trailer. On day one, they shot opening scenes and the author created lighting using various objects like curtains, phones, and candles. On day two, they finished shooting and the author ensured proper lighting. On day three, they re-shot some scenes for better acting, lighting, or shots, and the author was responsible for improving the lighting using natural, candle, and phone light sources.
Eq 7
The document compares the learner's preliminary media project to their full final product. For the preliminary task, the learner and their team planned shots but faced difficulties with continuity in editing and inconsistencies in mise-en-scene. For the final product, the learner gained experience using Final Cut Pro software, felt more confident trying different camera techniques, and learned to incorporate voiceovers, sound, filters, and credits more effectively. Overall, the learner felt they improved their camera skills, editing abilities, and time management for complex media projects through this learning experience.
Preliminary Task Analysis
This document summarizes the preliminary task analysis for the short film "Betrayal" produced by Emily Barrett. It describes the various pre-production, production, and post-production stages of the project. Some challenges encountered included finding a suitable filming location, technical issues editing on a slow computer, and uploading the final video from a different computer. Overall, the process of planning, filming, and editing the short film is documented.
Evaluation for preliminary task
The group planned their preliminary task using mind maps and storyboards but had to change locations last minute when their original choice became unavailable. They filmed using iPads, which worked well though they had to remember to shoot in landscape. Editing in iMovie was straightforward. The completed video meets the criteria of including dialogue between two people and different shots. Overall, the process taught the importance of thorough location planning and how to produce a video with varied shots and camera movements.
Media q1
The document summarizes what was learned during the making of a preliminary video task. It discusses technical skills like using a DSLR camera, attaching it to a tripod, and learning Adobe Premiere Pro for editing. It also covers time management of dividing the two weeks into storyboarding, filming, and editing phases. Group work aspects are described like dividing roles for acting, filming, and editing clips. Storyboarding and issues with continuity between separately shot clips are also mentioned.
Media q1
The document summarizes what was learned during the making of a preliminary video task. It discusses technical skills like using a DSLR camera, attaching it to a tripod, and learning Adobe Premiere Pro for editing. It also covers time management of dividing the two weeks into storyboarding, filming, and editing phases. Group work was divided between acting, filming, and editing roles. Storyboarding involved planning 16 shots with camera angles and descriptions. Continuity issues arose from separate filming that required fixing in the editing software.
Preliminary task evaluation
The document provides feedback on completing a preliminary film task. It summarizes that the group worked well together in pre-production but could have been more efficient with time. Filming with an iPad was convenient but resulted in low quality footage. Lessons learned include planning ahead more, being precise with shots, and focusing on establishing shots for future projects. The completed task met the criteria of filming characters in dialogue across different shots. Overall, the process taught valuable filmmaking skills.
Media evaluation – question 7
Through completing their full film opening sequence, the student learned how important planning and research are for a successful video. For the preliminary task, they created a basic storyboard but did not plan shots in detail. However, for the main task they took more time to thoroughly storyboard and plan ideas with the group. This ensured they used their limited filming time effectively and were prepared with equipment lists. While they tried to fit too much into one lesson for the preliminary task, mistakes from this taught them to better account for challenges and arrange additional filming days if needed. Overall, the student improved their camerawork, editing skills, and understands the value of production research.
Ig3 evaluation
The student completed an IG3 evaluation for a group project creating a short film. Their group wrote scripts, did pre-production planning like location scouting and storyboards. Filming was difficult due to scheduling issues but they completed the shoot. The editing process went well though some shots lacked continuity due to weather. Through this project, the student learned skills in filmmaking and time management.
Evaluation of prelim task
The team of four students managed tasks well through assigning main roles for filming and editing. They storyboarded and practiced their scene before filming with a Canon HD camera and tripod. Footage was edited together in Adobe Premiere on a Lacie drive. Factors like schedules, lighting, location, and sound quality were considered during planning and shooting. The sequence was completed ahead of schedule, and the group learned new filming, editing, and project management skills through hands-on experience with the technology and creative process.
Evaluation of prelim task
The student worked on a group project to create a film sequence for a preliminary task. They worked well as a team, with defined roles for filming, acting, and editing. They storyboarded their sequence and did practice runs to plan shots. They used a Canon HD camera, tripod, Adobe Premiere software, and external hard drive to complete the filming and editing. Factors like schedules, lighting, location, and sound quality were considered. The sequence was completed ahead of schedule. The student learned new camera, software, and film editing skills through this project.
5. production reflection sf 2017
In the first three weeks of production, the student learned about cinematography and mise-en-scene, developed ideas for their film through mind maps and mood boards, conducted research, and created a proposal outlining their production plan. In week four, they created a pre-production PowerPoint with shot lists, mood boards, casting, and a backup plan. Finally, they spent two days filming, editing, and uploading their short film, ensuring their documentation was complete. Overall, they were pleased with the progress made and learning during the rotation.
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Eval 2
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Eval 1
The document discusses a student's short documentary film project about their 90-year-old grandfather. To follow documentary conventions, the film tells a story through a series of photographs and video clips showing the progression of the grandfather's life. Scenes of him speaking in his armchair used natural lighting and an uncluttered background. Opening and closing shots of a cuckoo clock symbolized the passing of time. Post-production effects on the clock made it more appealing and eye-catching. Overall, the film creates a unique, creative story that develops over time and highlights key life moments from the perspective of a 90-year-old man to attract and involve the audience.
Music video idea
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Video idea weeknd -Amad Islam
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The weeknd feat ed sheeran Dark Times Lyric Analysis (Amad Islam)
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The song "High for This" by The Weeknd describes a sexual encounter where he mentally prepares a woman for what is about to happen. He tells her they will have sex and do drugs together, reassuring her that she doesn't need to worry because he will be with her. As the drugs take effect, he tells her to breathe and relax while promising they will have a good time. He eliminates any doubts by saying to trust him as he knows she wants to experience this feeling.
Imvdb
The document analyzes research from IMVDb on music charts and popular music videos. It finds that the target audience prefers hip-hop and pop genres, especially recent pop videos by artists like Sia, David Guetta, and Rudimental. This research will help decide which genre of music to focus on going forward.
Analysisoflyrics 111010192016-phpapp01
1) Lupe Fiasco meets a girl at a club and is instantly captivated by her beauty and intelligence.
2) He expresses his growing love for her through poetic metaphors and promises to protect her.
3) At the end of the song, Lupe assures the girl that he wants their relationship to last beyond a typical short-lived club romance and promises to see her in the morning.
Beyonce - dance for you
This music video portrays Beyoncé dancing seductively for her male love interest in a 1940s style setting. Voyeurism is prominently featured through close-ups of the intimate dancing and longing gazes between Beyoncé and the man. The video follows the conventions of R&B by including a choreographed dance routine to promote the artist. It depicts a stereotypical power dynamic between the male boss and female secretary but aims to empower women through Beyoncé's display of control through her dancing.
British board of film classication (bbfc)
The British Board of Film Classification (BBFC) regulates films and videos in the UK. It is a non-governmental organization that provides age ratings to films such as U, PG, 12A, 15, and 18. The BBFC recognizes adult freedom of choice, protects the public (especially children) from harmful content, and helps parents make informed viewing choices for their children. The document then provides detailed descriptions of the content allowed or implied for each age rating.
3 different ways of classifying audiences
The document discusses two methods for categorizing audiences: Young and Rubicam's Four Consumers model and socio-economic class. Young and Rubicam divides people into four categories based on personality - Mainstreamers, Aspirers, Succeeders, and Reformers. The socio-economic model classifies people into six classes based on income - A through E. Both are useful for media targeting, but the socio-economic model is limited as it only considers income and not other factors like leisure activities.
3 different ways of classifying audiences
The document discusses two methods for categorizing audiences: Young and Rubicam's Four Consumers model and socio-economic class. Young and Rubicam divides people into four categories based on personality - Mainstreamers, Aspirers, Succeeders, and Reformers. The socio-economic model classifies people into six classes based on income - A through E. Both are useful for media targeting, but the socio-economic model is limited as other factors like leisure activities may be more important than income alone.
3 different ways of classifying audiences
The document discusses two methods for categorizing audiences: Young and Rubicam's Four Consumers model and socio-economic class. Young and Rubicam divides people into four categories based on personality - Mainstreamers, Aspirers, Succeeders, and Reformers. The socio-economic model classifies people into six classes based on income - A through E. Both are useful for media targeting, but the socio-economic model is limited as it only considers income and not other factors like leisure activities.
3 different ways of classifying audiences
The document discusses two methods for categorizing audiences: Young and Rubicam's Four Consumers model and socio-economic class. Young and Rubicam divides people into four categories based on personality - Mainstreamers, Aspirers, Succeeders, and Reformers. The socio-economic model classifies people into six classes based on income - A through E. Both are useful for media targeting, but the socio-economic model is limited as it only considers income and not other factors like leisure activities.
3 different ways of classifying audiences
The document describes several systems for categorizing consumers:
- Young and Rubicam's Four Consumers model divides people into Mainstreamers, Aspirers, Succeeders, and Reformers based on psychological attributes rather than income.
- Their socio-economic class system ranks people from A to E based on income and occupation.
- Life Matrix segments audiences based on lifestyle and values rather than demographic factors.
Final Sketch Evaluation - 4018
The student created a final drawing of a potion using Photoshop. They first hand drew the potion and then scanned it into Photoshop to color and add details digitally. It was difficult to control the pen at first but got easier with practice. The student used various colors like light blue, dark brown, and different shades of pink to create realistic effects like bubbles and shading. They used tools like the blur tool and size-adjustable brushes. In the end, the student felt they successfully created a realistic looking digital image meeting the goals of the project.
Unit 13 assignment 1 report
This document discusses digital graphics technology, describing features of vector and bitmap images. Vector images are resolution-independent and scalable without quality loss, using mathematical expressions to represent lines and shapes. Bitmap images are made up of pixels that lose quality when resized. The document provides examples of how vector and bitmap images differ when resized, and discusses image capturing, output methods for print and screen, storage considerations like file size and organization, and naming conventions.
Analysis For Attack The Block - 4018
1) Attack the Block was released in 2011 and was directed by Joe Cornish with production companies including The UK Film Council and Studio Canal. It had a budget of £8 million and made $5,824,175.
2) The film is a science fiction horror set in a London council estate about teenagers who encounter an alien invasion. It is rated 15 for violence, drug use, and gore.
3) The movie poster depicts a diverse group of teenagers from the council estate ready to battle the aliens, showing the working class setting and themes of fighting and violence.
Focus Group - 4018
The document outlines questions from a focus group about a film trailer. It asks for opinions on whether the trailer was effective and enjoyable, what genre it represents, how it could be improved, and favorite parts. It explains that the filmmaker created a focus group of 12 friends and family to get feedback on the trailer by showing it and having them answer questions. Most feedback suggested making the trailer look less like a drama and more realistic.
Audience Research - 4018
Audience research is conducted to gather information about what audiences want to watch and their personalities. There are several methods for conducting audience research, including focus groups, questionnaires, box office takings, and test screenings. Focus groups involve interviewing a small group of people to discuss their opinions in an interactive setting, but the results may not represent the larger population. Questionnaires can be inexpensive and gather a lot of data quickly from many people, but responses may be biased by wording and response rates may be low. Box office takings refer to the financial success of a film based on the number of viewers and money made, which depends on the quality of the movie. Test screenings allow audiences to provide feedback on a movie before
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Passive House: The Economic and Environmental Solution for Sustainable Real Estate. Lecture by Tim Eian of TE Studio Passive House Design in November 2022 in Minneapolis.
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一比一原版(BU毕业证)波士顿大学毕业证如何办理
BU毕业证学位证【微信95270640】办理BU毕业证【Q微信95270640】波士顿大学毕业证书原版↑制作波士顿大学学历认证文凭办理波士顿大学留信网认证,留学回国办理毕业证成绩单文凭学历认证【Q微信95270640】专业为海外学子办理毕业证成绩单、文凭制作，学历仿制，回国人员证明、做文凭，研究生、本科、硕士学历认证、留信认证、结业证、学位证书样本、美国教育部认证百分百真实存档可查】
【实体公司】办波士顿大学波士顿大学本科毕业证成绩单学历认证学位证文凭认证办留信网认证办留服认证办教育部认证（网上可查实体公司专业可靠）
— — — 留学归国服务中心 — — -
【主营项目】
一.波士顿大学毕业证成绩单使馆认证教育部认证成绩单等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
国外毕业证学位证成绩单办理流程：
1客户提供波士顿大学波士顿大学本科毕业证成绩单办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）。
专业服务请勿犹豫联系我！本公司是留学创业和海归创业者们的桥梁。一次办理终生受用一步到位高效服务。详情请在线咨询办理,欢迎有诚意办理的客户咨询!洽谈。
招聘代理：本公司诚聘英国加拿大澳洲新西兰美国法国德国新加坡各地代理人员如果你有业余时间有兴趣就请联系我们咨询顾问：+微信:95270640知道母亲身体不好家里盖新房也欠了不少钱总想趁假期赚点钱在校寄宿时用不着老向爷爷奶奶要盛夏的乡村仍旧清凉清清爽爽的山娃也过得自由自在不知为啥山娃总情不自禁地思念起城里的父亲每年暑假瞅见远乡近邻的小伙伴都争先恐后地往城里跑山娃就更思念父亲了老想着进父亲的城看看每次从城里洋里洋气地回来小伙伴们总争论着各自到过的城比试比试谁父亲的城最大最美他们大谈城里的新鲜事大谈父亲携他们逛城的快乐事在孩子们幼小的心中地
PDF SubmissionDigital Marketing Institute in Noida
https://www.safalta.com/online-digital-marketing/advance-digital-marketing-training-in-noidaTop Digital Marketing Institute in Noida: Boost Your Career Fast
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一比一原版(LSBU毕业证书)伦敦南岸大学毕业证如何办理
学校原件一模一样【微信：6496090 】【(LSBU毕业证书)伦敦南岸大学毕业证成绩单】【微信：6496090 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微6496090
【主营项目】
一.毕业证【q微6496090】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微6496090】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
办理(LSBU毕业证书)伦敦南岸大学毕业证【微信：6496090 】外观非常简单，由纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理(LSBU毕业证书)伦敦南岸大学毕业证【微信：6496090 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理(LSBU毕业证书)伦敦南岸大学毕业证【微信：6496090 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理(LSBU毕业证书)伦敦南岸大学毕业证【微信：6496090 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
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2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
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2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
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5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
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Virtual Tour Application Powerpoint for museum of edinburgh
Production logs
- 1. Day 1: What the group did today: We filmed the opening scenes Why we did this: We thought it will be easier to film in chronological order so uploading and editing will be less tedious. What I was personally responsible for: Choosing the setting and directing the scene. The purpose/impact/effect of this was: Directing the scene is making sure the actors and his surroundings are on point. Day 2: What the group did today: Shot most of the shots that were left to film Why we did this: So we could start editing as soon as possible as it’s the most important thing in horror trailers. What I was personally responsible for: Directing the scenes. The purpose/impact/effect of this was: Making sure the scenes were how we envisioned them before filming Day 3: What the group did today: After looking back at the footage we had we went back and filmed any extra shots. Why we did this: So make sure we had enough clips to make our trailer look professional. What I was personally responsible for: Directing the filming The purpose/impact/effect of this was: Making sure I was happy with all the footage we collected