Production Phase
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The document summarizes the production phase of filming a music video. Reece's role was director and actor. He found selecting roles and scheduling filming dates was easy which allowed them to get started. However, getting the desired shots was frustrating as they didn't always turn out as envisioned. Shannon's role was camera operator and her experience helped get good angles. Skye and Rose both acted, with Skye playing the character hunting Rose's. They both worked hard and provided input to help achieve good shots.
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Comparison between preliminary task and main task
The document compares the preliminary task to the main task in filmmaking. For the preliminary task, the setting was poor which hindered the ideas from being clear to the audience. Additionally, character's emotions were not conveyed since their faces were not shown. However, for the main task, a location was chosen that fit the storyline and character's emotions were made clear by seeing their facial expressions. Different camera angles were also used which improved the overall work.
As media extra preliminary
The document summarizes the experiences of a student directing a short film for a media studies class. As the director, they ensured actors and crew understood their roles and felt comfortable. They organized weekly meetings to plan efficiently. The main challenge was maintaining continuity between scenes filmed on different days, such as matching actors' appearances. Equipment like tripods and lighting also presented some difficulties to set up properly. Overall, the filming process went well due to the focused teamwork and effective camera shots and lighting that helped tell the story.
Evaluation
The document provides an evaluation of the author's group's short film project. It summarizes that while there were issues with location, actors, and timing, the film featured effective match cuts and realistic acting. Some mistakes were made, like accidentally including the boom mic in a shot, and not filming enough footage for editing options. The group learned from the experience to allocate more time, carefully choose available actors, and prepare for contingencies. While the brief of walking into a room and having a conversation was achieved, shot/reverse shot was missed due to time constraints. The film included appropriate titles and subtle sound editing to seem professional. Attention to mise-en-scene created a stereotypical masculine gym environment fitting for the plot
The production team
The document summarizes the roles and responsibilities of the production team members for a film project. Mariam Nawab nominated herself as Director due to her organizational skills and desire to take on a new challenge. Chloe Wakeling served as the Camera Person because of her initiative and ability to operate a camera effectively. Ruheet Hasnath took on the role of Editor to gain experience and ensure smooth editing by understanding shots during filming. Carl Caperina and Raman Bahra were selected as actors based on their physical appearances and acting skills fitting for their character roles.
Preliminary task evaluation report
1) The document provides an evaluation of the quality of a group's film project, identifying several areas that could be improved such as using a tripod to stabilize shots, simplifying tasks to better match exam directives, and adjusting lighting to fit the suspense scene.
2) It notes that the group worked well together by assigning roles but will need to work harder as a trio now.
3) Areas for future improvement include using less character movement and awkward positions during filming, choosing film locations more carefully, and taking more time to select the ideal setting to enhance the scenery.
Evaluation
Saima Rashid evaluated her role in a film production. She communicated well with the director and understood what her character needed to portray. The filming took 2.5 hours over two lessons, but they encountered a challenge when her jeans didn't match between shots. While her role didn't require much equipment use, she helped with setup and lighting. The camera was on automatic for group shots but manual for her solo shot to emphasize her character's nerves. Areas for improvement include cutaway shots, timing, and script.
Progression from it to the full product tahir
The document summarizes the improvements in quality between a preliminary task and final media product. Key areas of improvement included using a tripod to film steady shots, better framing and use of camera angles, more advanced editing skills, improved mise-en-scene with planned locations and costumes, and addressing issues like unnecessary blurs to make meaning clear to viewers. Collaboration and planning also improved, with the group meeting targets, working well together, and using more advanced equipment to make the final product more effective.
Preliminary Task Evaluation Report Final
The document provides an evaluation of the quality of various aspects of a preliminary film task, including holding camera shots steady, using appropriate framing shots, editing to make meaning apparent, using sound appropriately, and positioning of actors. It notes several areas that could be improved, such as shaky camerawork and jerky editing, and provides strategies for ensuring higher quality for future tasks, such as using a tripod and carefully editing shots.
Recommended
Comparison between preliminary task and main task
The document compares the preliminary task to the main task in filmmaking. For the preliminary task, the setting was poor which hindered the ideas from being clear to the audience. Additionally, character's emotions were not conveyed since their faces were not shown. However, for the main task, a location was chosen that fit the storyline and character's emotions were made clear by seeing their facial expressions. Different camera angles were also used which improved the overall work.
As media extra preliminary
The document summarizes the experiences of a student directing a short film for a media studies class. As the director, they ensured actors and crew understood their roles and felt comfortable. They organized weekly meetings to plan efficiently. The main challenge was maintaining continuity between scenes filmed on different days, such as matching actors' appearances. Equipment like tripods and lighting also presented some difficulties to set up properly. Overall, the filming process went well due to the focused teamwork and effective camera shots and lighting that helped tell the story.
Evaluation
The document provides an evaluation of the author's group's short film project. It summarizes that while there were issues with location, actors, and timing, the film featured effective match cuts and realistic acting. Some mistakes were made, like accidentally including the boom mic in a shot, and not filming enough footage for editing options. The group learned from the experience to allocate more time, carefully choose available actors, and prepare for contingencies. While the brief of walking into a room and having a conversation was achieved, shot/reverse shot was missed due to time constraints. The film included appropriate titles and subtle sound editing to seem professional. Attention to mise-en-scene created a stereotypical masculine gym environment fitting for the plot
The production team
The document summarizes the roles and responsibilities of the production team members for a film project. Mariam Nawab nominated herself as Director due to her organizational skills and desire to take on a new challenge. Chloe Wakeling served as the Camera Person because of her initiative and ability to operate a camera effectively. Ruheet Hasnath took on the role of Editor to gain experience and ensure smooth editing by understanding shots during filming. Carl Caperina and Raman Bahra were selected as actors based on their physical appearances and acting skills fitting for their character roles.
Preliminary task evaluation report
1) The document provides an evaluation of the quality of a group's film project, identifying several areas that could be improved such as using a tripod to stabilize shots, simplifying tasks to better match exam directives, and adjusting lighting to fit the suspense scene.
2) It notes that the group worked well together by assigning roles but will need to work harder as a trio now.
3) Areas for future improvement include using less character movement and awkward positions during filming, choosing film locations more carefully, and taking more time to select the ideal setting to enhance the scenery.
Evaluation
Saima Rashid evaluated her role in a film production. She communicated well with the director and understood what her character needed to portray. The filming took 2.5 hours over two lessons, but they encountered a challenge when her jeans didn't match between shots. While her role didn't require much equipment use, she helped with setup and lighting. The camera was on automatic for group shots but manual for her solo shot to emphasize her character's nerves. Areas for improvement include cutaway shots, timing, and script.
Progression from it to the full product tahir
The document summarizes the improvements in quality between a preliminary task and final media product. Key areas of improvement included using a tripod to film steady shots, better framing and use of camera angles, more advanced editing skills, improved mise-en-scene with planned locations and costumes, and addressing issues like unnecessary blurs to make meaning clear to viewers. Collaboration and planning also improved, with the group meeting targets, working well together, and using more advanced equipment to make the final product more effective.
Preliminary Task Evaluation Report Final
The document provides an evaluation of the quality of various aspects of a preliminary film task, including holding camera shots steady, using appropriate framing shots, editing to make meaning apparent, using sound appropriately, and positioning of actors. It notes several areas that could be improved, such as shaky camerawork and jerky editing, and provides strategies for ensuring higher quality for future tasks, such as using a tripod and carefully editing shots.
Evaluation of finished product
1) The group used a tripod for steady shots, allowing them to keep actors in frame during zooms, improving on hand-held filming in their preliminary task.
2) They filmed from different distances and angles to show characters in different ways while keeping actors in frame, learning from framing issues before.
3) Minor script changes ensured the story flowed better, and experimenting with shots on set led to a better thriller feel than rigidly following their storyboard.
4) Actors wore specific costumes and props, and lighting/locations were manipulated to create desired scenes, unlike their preliminary task.
Job roles - The Stairway from Hell
For their short film, the roles of director, camera operator, and set designer were divided among Lauren, Stevie, and Niamh based on their qualifications and experience. Lauren served as the director and camera operator because of her responsibility and creative vision for the film as well as her experience with the camera. Stevie also directed, designed the location and set using her apartment, and catered to keep the talent fed, while also using items from her apartment as props. Niamh also directed by providing input to the group's ideas and operated the camera due to her experience with it.
7777777
The student learned several important lessons when progressing from their preliminary task to the full product. They improved their time management and planning by writing scripts and storyboards. They also learned to consider the pace of editing and how music could set the tone. Other areas that were improved included location, costumes, lighting, and use of better quality equipment to make the genre clearer and task more realistic overall.
7. looking back at your preliminary task, what - Hossameldin Elrayes
Hossameldin Elrayes discusses improvements in planning and time management between the preliminary task and final product. For the final product, a storyboard and full script were created beforehand allowing filming to focus on shot types rather than character details. Actors were informed of schedules in advance to avoid last minute issues. While some reshoots and recasting occurred, sufficient time had been allotted. In contrast, the preliminary task involved last minute scheduling issues that caused the main character to cancel twice and difficulties finding an actor for one scene. Editing for the preliminary was also a stressful experience for being a sole responsibility.
Task 7 - media evaluation
The document discusses what the author has learned from their preliminary task to their full product task. They discuss improvements in using a tripod, utilizing a variety of shots and angles to keep audiences interested and maintain continuity. Editing skills like layering clips, adding titles and color correcting improved. More focus was given to mise-en-scene elements like location, props, costumes, lighting and expressions to fit the thriller genre. Sound design was expanded to build tension. Matching shots on action was done more realistically. Research and planning was more extensive for the full product.
Prelim and Final Product Comparison
The document compares the filmmaker's preliminary product to their final product, summarizing the key areas of improvement. From shot composition and camerawork to lighting, locations, actors, titles, and sound design, the filmmaker's skills developed significantly. Their final product featured well-composed shots, steady camerawork aided by a tripod, appropriate lighting and locations tied to genre, stronger acting, professionally designed titles, and enhanced sound editing to remove unwanted noise and add appropriate effects. These improvements came from experience, research into film techniques, and use of software like Final Cut and GarageBand.
Job roles
Rebecca and Rhiannon will be co-directors to ensure the film runs smoothly according to plan. Each group member will take on the role of producer to organize what they all created ideas for. Will and Josh will work together on camera and lighting/sound due to their photography experience and past video work, which qualifies them for effectively capturing and producing these elements.
Job roles
Rebecca and Rhiannon will be co-directors to ensure the film runs smoothly according to plan. The group will share producing responsibilities since they all contributed ideas. Will and Josh will operate the camera and handle lighting and sound, as they have photography experience and Josh has video experience.
Job Roles when Filming
Here me and my group have discussed who we think would be suitable for each role needed to consider when it comes to us filming the opening for our film.
Progression
1) In September, the author was assigned a preliminary task by their media teacher to create a 60 second sequence in random groups using only an iPad. They had to include specific shots and techniques within a tight 30 minute timeframe.
2) Since then, the author has made significant progress in their editing skills, especially using Adobe After Effects to create animated titles and effects. Their cinematography has also improved through more creative shot angles and camera movement.
3) For their final piece, the author focused on miss en scene elements like zombie makeup designs and selecting appropriate locations to suit their genre, demonstrating progress across practical media areas since the preliminary task.
Cast and crew requirement
The document lists the cast and crew requirements for a film project. Nesserine will play the lead role of Alicia because of her experience as an actor. Isabella will play Katie since she is friends with Nesserine. Mr. Wodmore will play the Teacher and various students will play secondary roles. Malik will play the guy in the hoody since no other males were available. The crew includes Anisha as Director, Elizabeth as Sound, and Ragwana as Lighting. Ragwana was chosen for her lighting expertise and ideas. Elizabeth volunteered for sound. Anisha is the director since she wrote the story. The crew stuck to their roles and completed filming on time.
Production logs edon
The group shot opening scenes for their film trailer on day 1. The author was responsible for lighting, using various objects and light sources to create different lighting effects for different scenes. On day 2, the group shot the remaining scenes for the trailer. The author again focused on lighting, using candles for a nighttime scene. On day 3, the group re-shot some scenes to improve acting, lighting, or shots. The author worked on lighting again for the re-shots, changing locations and light sources to improve lighting and the overall quality of the scenes.
Evaluation question 7
Maximilian Mayo-Dell reflects on improvements from a preliminary task to a full thriller film opening. Key areas of growth include skills with equipment, framing shots professionally, using lighting and white balance effectively, improved pre-production with storyboards and location selection, allowing enough time for proper production and multiple takes, incorporating useful props, coaching actors, and advanced editing with sound and titles. Overall, the thriller opening was much more polished and tense compared to the preliminary task due to these lessons learned.
Question 7 evaluation
The document discusses the filming of a preliminary scene and main task for a school project.
The preliminary scene shows friends expressing concern for a protagonist distancing herself. It met technical requirements like match on action and shot reverse shot. Sound issues required re-recording in post-production.
The main task was more ambitious, including underwater filming. It reused the protagonist, costumes, and similar location. Planning was more organized. Technical skills like 180 degree rule and eye line match were applied. Location variety and ambient lighting improved over the preliminary. Lessons in camerawork and editing were learned.
Reflection on preliminary task
The student reflects that their group successfully fulfilled the criteria for their preliminary task by planning and filming their video. As a group, they considered how to represent their characters and chose casual outfits to portray them as normal teenagers. They practiced shot reverse shots and match on action shots during a conversation scene between characters. They learned the importance of sound quality during filming and organizing actors and locations. The student notes they had to ensure shots were framed correctly and did not break cinematography rules. Through the editing process, the student learned how to upload footage, cut clips, and adjust color and lighting to improve the overall film.
Question 7
The document reflects on what was learned from completing a preliminary scene that demonstrated film techniques, and how those lessons were applied to a larger film production. Key lessons included improving continuity, planning locations in more detail, and developing shot reverse shot techniques. Mistakes with lighting and breaking cinematography rules in the preliminary scene helped the filmmakers improve those elements in their full production. Overall, the preliminary task provided valuable experience that increased the quality and ambition of their final film project.
Quality summary
The author reflects on what they learned from their preliminary task to the final film project. They improved on tracking shots by keeping the actor centered, but felt it could have been smoother. Framing shots were improved by using a level on the tripod and retaking shots that were not high quality. The content and setting were made more believable for the horror genre. Mise-en-scene was improved by selecting an isolated location and using red lighting and colors to convey danger. Editing techniques were applied that were learned from analyzing other horror films to make the meaning clear. Sound and music were used appropriately throughout the film to build tension. The actors became more comfortable in front of the camera
Question 7 evaluation media
The student learned several important lessons about filmmaking from their preliminary task that helped improve their full product. They gained experience with different types of shots and how framing can enhance a scene. Their shot quality improved with a stronger tripod. Editing techniques like pacing and shot transitions became stronger. They incorporated appropriate sounds and music to set the tone. Working as a cohesive group with clear roles and organization was key to their success. Planning through storyboards and deadlines kept them on track to complete a high quality two-minute opening sequence.
Preliminary Task Evaluation Report
This document provides an evaluation of the quality of a student film project. It discusses several aspects of the film's production:
1) Shot quality was generally good, though some motion shots could have been steadier. Tripods should be used for walking scenes.
2) Framing of shots captured both characters well but some long shots could have been included.
3) The content filmed was consistent with the assigned task.
4) Lighting and location were weaknesses, but objects, figures, and acting were well done. Better planning of location and lighting is needed.
Preliminary Task Evaluation Report
This document provides an evaluation of the quality of a student film project. It discusses several aspects of the film's production:
1) Shot composition and camerawork, praising the close-ups and framing but noting room for improvement in steady walking shots.
2) Content and adherence to the assigned task, finding the film stayed on topic as planned.
3) Mise-en-scene elements like location, lighting, props, and character positioning, identifying these as areas needing most improvement.
4) Editing, sound design, and dialogue delivery, seeing these as the film's strongest elements.
5) Group collaboration and planning, seeing room for better organization and location selection.
Preliminary Task Evaluation Report
This document provides an evaluation of the quality of a student film project. It discusses several aspects of the film's production:
1) Shot quality was generally good, though some motion shots could have been steadier. Tripods should be used for walking scenes.
2) Framing of shots captured both characters well but some long shots could have been included.
3) The content filmed was consistent with the assigned task.
4) Lighting and location were weaknesses, but objects, figures, and acting were well done. Better planning of location and lighting is needed.
Evaluation Q7
1) The group used a tripod for steady shots, allowing them to keep actors in frame during zooms, improving on hand-held filming in their preliminary task.
2) They filmed from different distances and angles to show characters in different ways while keeping actors in frame, learning from framing issues before.
3) Minor script changes ensured the story flowed better, and experimenting with shots on set led to a better thriller feel than rigidly following their storyboard.
4) Actors wore specific costumes and props, and lighting/locations were manipulated to create desired scenes, unlike their preliminary task.
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Evaluation of finished product
1) The group used a tripod for steady shots, allowing them to keep actors in frame during zooms, improving on hand-held filming in their preliminary task.
2) They filmed from different distances and angles to show characters in different ways while keeping actors in frame, learning from framing issues before.
3) Minor script changes ensured the story flowed better, and experimenting with shots on set led to a better thriller feel than rigidly following their storyboard.
4) Actors wore specific costumes and props, and lighting/locations were manipulated to create desired scenes, unlike their preliminary task.
Job roles - The Stairway from Hell
For their short film, the roles of director, camera operator, and set designer were divided among Lauren, Stevie, and Niamh based on their qualifications and experience. Lauren served as the director and camera operator because of her responsibility and creative vision for the film as well as her experience with the camera. Stevie also directed, designed the location and set using her apartment, and catered to keep the talent fed, while also using items from her apartment as props. Niamh also directed by providing input to the group's ideas and operated the camera due to her experience with it.
7777777
The student learned several important lessons when progressing from their preliminary task to the full product. They improved their time management and planning by writing scripts and storyboards. They also learned to consider the pace of editing and how music could set the tone. Other areas that were improved included location, costumes, lighting, and use of better quality equipment to make the genre clearer and task more realistic overall.
7. looking back at your preliminary task, what - Hossameldin Elrayes
Hossameldin Elrayes discusses improvements in planning and time management between the preliminary task and final product. For the final product, a storyboard and full script were created beforehand allowing filming to focus on shot types rather than character details. Actors were informed of schedules in advance to avoid last minute issues. While some reshoots and recasting occurred, sufficient time had been allotted. In contrast, the preliminary task involved last minute scheduling issues that caused the main character to cancel twice and difficulties finding an actor for one scene. Editing for the preliminary was also a stressful experience for being a sole responsibility.
Task 7 - media evaluation
The document discusses what the author has learned from their preliminary task to their full product task. They discuss improvements in using a tripod, utilizing a variety of shots and angles to keep audiences interested and maintain continuity. Editing skills like layering clips, adding titles and color correcting improved. More focus was given to mise-en-scene elements like location, props, costumes, lighting and expressions to fit the thriller genre. Sound design was expanded to build tension. Matching shots on action was done more realistically. Research and planning was more extensive for the full product.
Prelim and Final Product Comparison
The document compares the filmmaker's preliminary product to their final product, summarizing the key areas of improvement. From shot composition and camerawork to lighting, locations, actors, titles, and sound design, the filmmaker's skills developed significantly. Their final product featured well-composed shots, steady camerawork aided by a tripod, appropriate lighting and locations tied to genre, stronger acting, professionally designed titles, and enhanced sound editing to remove unwanted noise and add appropriate effects. These improvements came from experience, research into film techniques, and use of software like Final Cut and GarageBand.
Job roles
Rebecca and Rhiannon will be co-directors to ensure the film runs smoothly according to plan. Each group member will take on the role of producer to organize what they all created ideas for. Will and Josh will work together on camera and lighting/sound due to their photography experience and past video work, which qualifies them for effectively capturing and producing these elements.
Job roles
Rebecca and Rhiannon will be co-directors to ensure the film runs smoothly according to plan. The group will share producing responsibilities since they all contributed ideas. Will and Josh will operate the camera and handle lighting and sound, as they have photography experience and Josh has video experience.
Job Roles when Filming
Here me and my group have discussed who we think would be suitable for each role needed to consider when it comes to us filming the opening for our film.
Progression
1) In September, the author was assigned a preliminary task by their media teacher to create a 60 second sequence in random groups using only an iPad. They had to include specific shots and techniques within a tight 30 minute timeframe.
2) Since then, the author has made significant progress in their editing skills, especially using Adobe After Effects to create animated titles and effects. Their cinematography has also improved through more creative shot angles and camera movement.
3) For their final piece, the author focused on miss en scene elements like zombie makeup designs and selecting appropriate locations to suit their genre, demonstrating progress across practical media areas since the preliminary task.
Cast and crew requirement
The document lists the cast and crew requirements for a film project. Nesserine will play the lead role of Alicia because of her experience as an actor. Isabella will play Katie since she is friends with Nesserine. Mr. Wodmore will play the Teacher and various students will play secondary roles. Malik will play the guy in the hoody since no other males were available. The crew includes Anisha as Director, Elizabeth as Sound, and Ragwana as Lighting. Ragwana was chosen for her lighting expertise and ideas. Elizabeth volunteered for sound. Anisha is the director since she wrote the story. The crew stuck to their roles and completed filming on time.
Production logs edon
The group shot opening scenes for their film trailer on day 1. The author was responsible for lighting, using various objects and light sources to create different lighting effects for different scenes. On day 2, the group shot the remaining scenes for the trailer. The author again focused on lighting, using candles for a nighttime scene. On day 3, the group re-shot some scenes to improve acting, lighting, or shots. The author worked on lighting again for the re-shots, changing locations and light sources to improve lighting and the overall quality of the scenes.
Evaluation question 7
Maximilian Mayo-Dell reflects on improvements from a preliminary task to a full thriller film opening. Key areas of growth include skills with equipment, framing shots professionally, using lighting and white balance effectively, improved pre-production with storyboards and location selection, allowing enough time for proper production and multiple takes, incorporating useful props, coaching actors, and advanced editing with sound and titles. Overall, the thriller opening was much more polished and tense compared to the preliminary task due to these lessons learned.
Question 7 evaluation
The document discusses the filming of a preliminary scene and main task for a school project.
The preliminary scene shows friends expressing concern for a protagonist distancing herself. It met technical requirements like match on action and shot reverse shot. Sound issues required re-recording in post-production.
The main task was more ambitious, including underwater filming. It reused the protagonist, costumes, and similar location. Planning was more organized. Technical skills like 180 degree rule and eye line match were applied. Location variety and ambient lighting improved over the preliminary. Lessons in camerawork and editing were learned.
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7. looking back at your preliminary task, what - Hossameldin Elrayes
7. looking back at your preliminary task, what - Hossameldin Elrayes
Similar to Production Phase
Reflection on preliminary task
The student reflects that their group successfully fulfilled the criteria for their preliminary task by planning and filming their video. As a group, they considered how to represent their characters and chose casual outfits to portray them as normal teenagers. They practiced shot reverse shots and match on action shots during a conversation scene between characters. They learned the importance of sound quality during filming and organizing actors and locations. The student notes they had to ensure shots were framed correctly and did not break cinematography rules. Through the editing process, the student learned how to upload footage, cut clips, and adjust color and lighting to improve the overall film.
Question 7
The document reflects on what was learned from completing a preliminary scene that demonstrated film techniques, and how those lessons were applied to a larger film production. Key lessons included improving continuity, planning locations in more detail, and developing shot reverse shot techniques. Mistakes with lighting and breaking cinematography rules in the preliminary scene helped the filmmakers improve those elements in their full production. Overall, the preliminary task provided valuable experience that increased the quality and ambition of their final film project.
Quality summary
The author reflects on what they learned from their preliminary task to the final film project. They improved on tracking shots by keeping the actor centered, but felt it could have been smoother. Framing shots were improved by using a level on the tripod and retaking shots that were not high quality. The content and setting were made more believable for the horror genre. Mise-en-scene was improved by selecting an isolated location and using red lighting and colors to convey danger. Editing techniques were applied that were learned from analyzing other horror films to make the meaning clear. Sound and music were used appropriately throughout the film to build tension. The actors became more comfortable in front of the camera
Question 7 evaluation media
The student learned several important lessons about filmmaking from their preliminary task that helped improve their full product. They gained experience with different types of shots and how framing can enhance a scene. Their shot quality improved with a stronger tripod. Editing techniques like pacing and shot transitions became stronger. They incorporated appropriate sounds and music to set the tone. Working as a cohesive group with clear roles and organization was key to their success. Planning through storyboards and deadlines kept them on track to complete a high quality two-minute opening sequence.
Preliminary Task Evaluation Report
This document provides an evaluation of the quality of a student film project. It discusses several aspects of the film's production:
1) Shot quality was generally good, though some motion shots could have been steadier. Tripods should be used for walking scenes.
2) Framing of shots captured both characters well but some long shots could have been included.
3) The content filmed was consistent with the assigned task.
4) Lighting and location were weaknesses, but objects, figures, and acting were well done. Better planning of location and lighting is needed.
Preliminary Task Evaluation Report
This document provides an evaluation of the quality of a student film project. It discusses several aspects of the film's production:
1) Shot composition and camerawork, praising the close-ups and framing but noting room for improvement in steady walking shots.
2) Content and adherence to the assigned task, finding the film stayed on topic as planned.
3) Mise-en-scene elements like location, lighting, props, and character positioning, identifying these as areas needing most improvement.
4) Editing, sound design, and dialogue delivery, seeing these as the film's strongest elements.
5) Group collaboration and planning, seeing room for better organization and location selection.
Preliminary Task Evaluation Report
This document provides an evaluation of the quality of a student film project. It discusses several aspects of the film's production:
1) Shot quality was generally good, though some motion shots could have been steadier. Tripods should be used for walking scenes.
2) Framing of shots captured both characters well but some long shots could have been included.
3) The content filmed was consistent with the assigned task.
4) Lighting and location were weaknesses, but objects, figures, and acting were well done. Better planning of location and lighting is needed.
Evaluation Q7
1) The group used a tripod for steady shots, allowing them to keep actors in frame during zooms, improving on hand-held filming in their preliminary task.
2) They filmed from different distances and angles to show characters in different ways while keeping actors in frame, learning from framing issues before.
3) Minor script changes ensured the story flowed better, and experimenting with shots on set led to a better thriller feel than rigidly following their storyboard.
4) Actors wore specific costumes and props, and lighting/locations were manipulated to create desired scenes, unlike their preliminary task.
Looking back at your preliminary task, what
From completing the preliminary task, the document discusses several key lessons learned that helped in creating the full product opening sequence. These include:
- Gaining experience with achieving continuity between shots to make the longer sequence appear as one continuous montage.
- Learning to filter unusable footage and carefully edit shots together without violating the 180 degree rule.
- Though there was no music in the preliminary task, it helped understand how music could enhance scenes, and this informed the process of selecting fitting music for the full opening sequence.
- Using a variety of camera shots and angles beyond what was used minimally in the preliminary task, such as point-of-view and long shots, to draw the audience in and
Question 7
Caroline discusses filming her opening sequence for a class project. She filmed some shots using a tripod, which allowed her camera to remain steady. However, the tripod took up too much space in the filming location. As a result, some shots had to be handheld and were slightly shaky. Caroline also learned skills like framing shots, using mise-en-scene elements appropriately, smooth editing, adding sound effects, and ensuring actor movements fit the story. Her group collaborated well, dividing tasks and meeting deadlines to complete the project on time and to a high standard.
FlipBook Magazine Interview - Evaluation Question 7
This a magazine interview I created to answer Evaluation Question 7 of my Main Task for AS Media Studies.
Evaluation
Saima Rashid worked within her role as the main character by understanding what her director wanted and receiving clear instructions. She communicated well within her team to create her character. One challenge was that filming took longer than planned due to a wardrobe issue, so her character's entrance had to be filmed mid-shot. While she didn't use the equipment much, she helped with planning and setup, including using two lights to darken the room for effect. The camera was on automatic for group shots but manual for shots of her character alone to emphasize her nerves. Areas for improvement include cutaway shots, timing, and script.
Media question 7
The student learned several important lessons when progressing from their preliminary task to the full product. They learned to always use a tripod to keep shots steady and professional-looking. They also learned to carefully frame shots, including checking angles, and to maintain continuity between scenes. For their full product, they focused more on elements like mise-en-scene, sound design, and actor positioning and movement to improve realism. Overall, the group worked well together by communicating, assigning roles, and incorporating each member's ideas and feedback.
Nabila question 6 and 7
- The document discusses lessons learned from creating a preliminary task versus a film opening project. For the preliminary task, the document's author notes they did not plan well, did not properly edit sound levels, did not manipulate sounds, only used long shots/close-ups without proper framing, made continuity mistakes, and did not think about aspects like costume and casting.
- For the film opening project, the author notes they planned more carefully, learned how to properly use equipment like cameras, edited sounds more effectively using software, shot a variety of shots, focused on proper framing and camerawork, assigned roles, and planned aspects like location, costume, and casting more thoroughly. The author reflects on skills and areas learned to
jayakaur question 7
The document discusses issues with the production quality of a student film called "Bleeding in Love". It notes that there were no opening credits for the cast or crew and no logos for the production or distribution companies. It also mentions that background noises were not removed during editing, breaking up the atmosphere. There were visible cracks in continuity from filming on different days. However, the document also discusses techniques learned from making the film, including using varied camera angles, close-ups, panning and slow motion to improve quality, as well as voiceovers, lighting, and mise-en-scene to develop characters and set mood. Editing in Final Cut Pro allowed adding credits and video filters to distinguish fantasy from reality.
Quality summary
The document summarizes what was learned from the preliminary task to the full product. It discusses several areas of quality that improved from the preliminary to the main task, including shot steadiness without a tripod, framing of shots, appropriate content and location, use of mise-en-scene elements, editing to improve flow and meaning, use of sound and music, positioning and movement of actors, group planning and organization, and group dynamics.
Media Evaluation
The document summarizes a film opening created by students. It discusses the creative choices made including using flashbacks, hidden faces, and night filming to build mystery. It aimed the film at males aged 15-25 and used camera techniques like worm's-eye views to make the audience feel involved. Student feedback on actors, soundtrack, and production was positive, validating their choices met the thriller genre and short film goals.
Question 7
Looking back, the author feels they have greatly improved and progressed from their preliminary task to the full product. For the preliminary task, they struggled to come up with good ideas but their ideas flowed more for the full product after further research. The quality of shot framing, use of lighting and mise-en-scene, and editing all improved substantially for the full product compared to the preliminary task. Working together as a pair helped them stay organized and ensure their work was completed on time.
What have you learnt in the progression from the preliminary task to the fina...
Sapna reflects on what she has learned from her preliminary task to her final film production. For her preliminary task, she demonstrated basic understanding of continuity editing but felt it lacked effort. However, she enjoyed learning the rules. For her final production, she placed more emphasis on mise-en-scene, sound, cinematography, editing and location. She incorporated props and costumes to convey themes and chose locations to establish the film's setting. Through this process, Sapna gained a deeper understanding of techniques like rule of thirds, foley sounds, precise editing and using establishing shots to provide regional identity.
Preliminary question 7
In our preliminary task, we did not include music because it would not fit with the short film. However, for the final film, we used soft background music to create a relaxed atmosphere and surprise the audience. Through using sound effects, we were able to set a peaceful tone for the school setting in the film.
Creating credits was easier for the preliminary task since it only had one shot, but adding credits throughout the longer final film with multiple shots required more difficult editing. This challenge improved my skills and understanding of editing credits into films.
While we did not use camera effects for the basic preliminary task, we felt they would enhance the advertising film by showing someone watching suspicious footage, combining a live shot with filmed reaction.
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FlipBook Magazine Interview - Evaluation Question 7
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What have you learnt in the progression from the preliminary task to the fina...
What have you learnt in the progression from the preliminary task to the fina...
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This document provides an assignment brief for a page layout and design qualification. The assignment tasks students with designing a magazine front cover and double page spread for a new publisher targeting 16-25 year olds. Students must research the target audience and draft articles. They will be assessed on their ability to [P4/M4/D4] design and produce a page layout to meet the brief, showing creativity and working independently to a near-professional standard. The deadline for submission is June 12th, 2015.
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The document provides a risk assessment for Reece Cordingley. It identifies several risks including repetitive strain injury, software malfunction, missing saves, carpel tunnel, lighting and glare, and eye strain. The risks are rated as high or low and solutions are proposed such as taking regular breaks, stretching, making frequent saves, adjusting screen brightness, and getting fresh air.
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This document lists 6 sources that were referenced on June 17th 2015 for a research project. Each reference includes the title, author, website accessed or book information, and specific pages reviewed from magazines about Attack on Titan, Death Note, Dragon Ball Z, Hunter x Hunter, Tokyo Ghoul, and a Marvel Encyclopedia book.
Analysing other manga 2
The document analyzes and compares three popular manga: Attack on Titan, Death Note, and Dragon Ball Z. Attack on Titan has a unique art style and progressive storyline. Death Note and Attack on Titan are both dark genres that helped introduce people to manga. Dragon Ball Z is less dark but more violent, and was influential in popularizing anime in the UK during the 1990s. While these three manga inspired the author's own manga project, he will focus more on art over dialogue and plot due to time constraints of the project.
Secondary research 2
Gon is a child who is eager to join the league of hunters to find his dad. The manga Hunter x Hunter starts out fairly happy as it follows Gon's story, but takes a darker turn after he enters the exam to become a hunter. The plot is highly rated because it gets darker as the characters develop, showing real change. The author plans to base their art work on Hunter x Hunter and Tokyo Ghoul, creating a main character like Gon combined with a mask from Tokyo Ghoul in their own style.
Print based research
Reece Cordingley analyzed illustration styles in the Marvel Encyclopaedia and comics to inform his own print-based research project. While the Encyclopaedia uses a wide range of colors opposite to manga, comic book character designs have a similar feel within artists but vary between them. The detailed drawings in comics suggest how long it takes to make one, making a 3-page project doable but not character designs which would require more skill and time than allocated. The Marvel book's art is minimal compared to text, implying it is meant for research rather than entertainment.
Secondary research referencing guide
This document lists 5 manga sources referenced by Reece Cordingley on June 17th 2015. For each source the document provides the manga title, author, web page referenced with URL, pages referenced such as the front cover or specific pages, and date accessed. The manga sources referenced are Attack on Titan, Death Note, Dragon Ball Z, Hunter x Hunter, and Tokyo Ghoul.
Music video brief 3
This brief is for a music video for the song "Dark & Long" by Underworld for a film festival client. It requires an original video produced by a professional director that adheres to legal and ethical standards, avoiding offensive content and plagiarism. The submission deadline is September 25, 2014 and there are no specified constraints or target audience details provided.
video brief 2
The document outlines a video production project for Airbnb's Mardi Gras sponsorship. The project involves creating a 60-second video within one month to promote Airbnb's sponsorship of Mardi Gras. Legal and ethical guidelines state that all work must be original and cannot offend audiences. While the target audience is not specified, Airbnb is seeking a professional director to create the video.
Film festival Brief 1
The document outlines a project for Tribeca Film Festival involving an interactive music film with a deadline of March 27th, 2014. It notes the work must be original and cannot offend, and while there are no stated constraints, the music film presumable needs to be interactive. The target audience is hinted to be enthusiasts or professionals.
Secondary research
Gon is the main character of the manga Hunter x Hunter, which follows his journey to become a hunter to find his father. The manga starts out happy but gets darker after Gon enters the hunter exam. It is one of the most popular mangas due to how the tone and characters change and develop over time. For the secondary research art project, the author plans to base their artwork on Gon from Hunter x Hunter combined with elements from Tokyo Ghoul, adding their own style.
Analysing other manga
The document analyzes and compares several popular manga including Attack on Titan, Death Note, and Dragon Ball Z. It notes that Attack on Titan has a unique art style and progressive storyline. Death Note and Attack on Titan are both dark stories that appeal to wide audiences. Dragon Ball Z, while more violent, was less dark and helped popularize anime in the UK. The author intends to focus more on art than dialogue or plot in their own short manga.
Pitch Presentation
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Assingment breif
This document outlines the tasks and assessment criteria for a student's final major project. The project requires the student to:
1. Devise, develop, and research an original idea for a media product. They must plan the production process, manage pre-production, production, and post-production, and create a finished media product.
2. Work independently to plan and complete all stages of the project from initial research and pitching the idea through to the final evaluation.
3. Gather audience feedback and evaluate their final product based on technical quality, skills developed, matching their original intentions, time management, reaching their target audience, and how they would approach it differently next time.
The student must complete all
Final major product review
My friends reviewed the video of my final product and provided positive feedback, indicating that I successfully reached my target audience. I had asked my friends, who fit my target demographic, to honestly review the product. Their detailed responses to the video review showed that the strong point was the art and confirmed that I accurately targeted the intended audience.
Evaluation
Reece created a manga-style project and reflects on the process. Some images turned out rushed due to time constraints. Technical skills like drawing and Photoshop editing took longer than expected. Overall quality varied between pages due to rushing later ones. While the initial idea was ambitious, time management was the primary challenge, and the final product did not meet Reece's original vision. In the future, Reece would spend more time developing the story, skip storyboards, and hand draw images to improve quality within the schedule.
Pr11 production commentary
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Production Phase
- 1. Production Phase While filming our music video we all had our own jobs. Reece Cordingley – My job was director and actor. Although sometimes I did help film and gave my input into camera angles and scenes we shot. I found that because we was all determined it was easy to select job roles and dates to meet up and film, this made it easy for us to get a good start on filming. Although while filming we never seem to get the shots we wanted or they just didn’t seem to come out how we pictured it in our heads. Although we spent hours trying to figure out different ways we could film a scene or what angle would make it more professional looking. I would say the hardest part for me was trying to get the shots we wanted, because it was frustrating when we couldn’t get it right. My job role as actor went better than I thought. I thought that when we would start filming there would be too much laughter and no seriousness, but we all got on with it and tried our best to produce good shots and act as professionally as we could. Furthermore I would say that my strongest attributes during filming was getting on with it and trying to be serious so that we could get the best outcome, my weakest point was that I got frustrated a lot with the work I was producing. Shannon Oar – Shannon’s job role was to film, as she has already had experience using the camera and did photography, this helped us get some good angles and some really good looking scenes. Shannon was very good at keeping focused and was good at communicating with the group in terms of were to be in the shot and small tips that improved the way a shot looked. Skye Nel – Skye’s job role was an actor, he is the person who is trying to hunt rose’s character. He plays his character very well and some of the shots we got of him are very effective in terms of dark and lugubrious which is what we wanted the shot to emit. He was good at communicating the group and help getting everyone focused he also worked hard to achieve good shots. Rose Bishey – Roses job role was an actor, she is the character that is trying to run from skyes character. Rose did a good job of keeping focused even after a few hours of filming. Rose also put some good pointers in for shots that we needed to get.