Production schedule
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This document outlines the tasks and progress of a film production group over 12 weeks. It details the individual and group work of Sophie, Taylor, and Tina in researching, planning, designing, and creating various pre-production elements for their opening sequence. These include storyboards, location scouting, shoot schedules, scripts, logos, and other elements to prepare for filming and editing their film opening.
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Inspiration For Our Music Video
The document discusses inspiration for a music video from two existing music videos. It notes similarities in footage used, such as DJ sets, names displayed in crowds, and GoPro style footage of a person dancing and walking around. The document indicates the creators filmed similar footage at a DJ set and of a person spinning around, to apply elements of the style and editing of the inspiration videos to their own work.
Past Perfect Simple
The Past Perfect Simple tense is used to describe actions that were completed before another point in the past. It uses the auxiliary verb "had" plus the past participle of the main verb. Some examples of its uses are to describe an action that was finished before a specific time in the past, or an action that was completed before another past action. Time expressions like "before", "by the time", and "already" are often used with the Past Perfect Simple tense.
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The past perfect progressive tense is used to describe an action that began in the past and continued up until another time in the past. It is formed using the past tense of "have" (had) plus the present participle of the verb (ending in -ing). This tense emphasizes the duration of an action that took place before another past event. It can also refer to a past action whose duration caused visible results at another point in time, such as being tired from cleaning all day. Time expressions like "before," "by the time," and phrases involving durations like "for" or "how long" are often used with the past perfect progressive.
Present perfect, the present perfect,
This document discusses the present perfect tense and its uses. The present perfect tense is used to talk about actions that happened at an unspecified time before now. It cannot be used with specific time expressions like dates or times. The present perfect can be used with unspecific expressions like ever, never, once, etc. Examples are provided of sentences using the present perfect tense correctly and incorrectly.
Evaluation of billy elliot 2017
The stage management for the production of Billy Elliot went well overall, with an organized props table and smooth set changes. Improvements could have been made by being more prepared with knowledge of the script and props earlier. Advice for next year's production includes figuring out props, research, and set design earlier to avoid last-minute scrambles. Working with the cast and other departments also required coordination to ensure a seamless performance.
El grupo nominal en inglés.
The noun group (NG) or nominal group is a grammatical construction whose core or head is a noun. The NG can consist of just the head noun or the head noun can be preceded or followed by other words that modify it. Premodifiers come before the head noun and can include articles, adjectives, possessives, demonstratives, numbers and other nouns. Postmodifiers come after the head noun and can include prepositional phrases, participial phrases, infinitive phrases and relative clauses. The NG can function as the subject, object, complement or object of a preposition in a sentence.
Past perfect
This document discusses the past perfect and past perfect continuous tenses in English grammar. It provides the affirmative and negative forms for both tenses, as well as example uses. The past perfect is used to describe actions completed before a time in the past or before another past action. The past perfect continuous emphasizes the duration of an activity happening before something else in the past. Time expressions are provided to distinguish the uses of each tense.
How did you use media technologies in the in the construction and research, p...
Deborah Akintoye used various digital technologies throughout the project production process. Blogger was used from the start to record research and track progress. YouTube provided inspiration by allowing analysis of existing music videos. During filming, smartphones and Spotify allowed playback of music. Imovie was used to add effects and edit the final video. Digital technologies improved planning, organization, and allowed the team to create higher quality work and reach their target audience.
Recommended
Inspiration For Our Music Video
The document discusses inspiration for a music video from two existing music videos. It notes similarities in footage used, such as DJ sets, names displayed in crowds, and GoPro style footage of a person dancing and walking around. The document indicates the creators filmed similar footage at a DJ set and of a person spinning around, to apply elements of the style and editing of the inspiration videos to their own work.
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The Past Perfect Simple tense is used to describe actions that were completed before another point in the past. It uses the auxiliary verb "had" plus the past participle of the main verb. Some examples of its uses are to describe an action that was finished before a specific time in the past, or an action that was completed before another past action. Time expressions like "before", "by the time", and "already" are often used with the Past Perfect Simple tense.
Past Perfect Progressive
The past perfect progressive tense is used to describe an action that began in the past and continued up until another time in the past. It is formed using the past tense of "have" (had) plus the present participle of the verb (ending in -ing). This tense emphasizes the duration of an action that took place before another past event. It can also refer to a past action whose duration caused visible results at another point in time, such as being tired from cleaning all day. Time expressions like "before," "by the time," and phrases involving durations like "for" or "how long" are often used with the past perfect progressive.
Present perfect, the present perfect,
This document discusses the present perfect tense and its uses. The present perfect tense is used to talk about actions that happened at an unspecified time before now. It cannot be used with specific time expressions like dates or times. The present perfect can be used with unspecific expressions like ever, never, once, etc. Examples are provided of sentences using the present perfect tense correctly and incorrectly.
Evaluation of billy elliot 2017
The stage management for the production of Billy Elliot went well overall, with an organized props table and smooth set changes. Improvements could have been made by being more prepared with knowledge of the script and props earlier. Advice for next year's production includes figuring out props, research, and set design earlier to avoid last-minute scrambles. Working with the cast and other departments also required coordination to ensure a seamless performance.
El grupo nominal en inglés.
The noun group (NG) or nominal group is a grammatical construction whose core or head is a noun. The NG can consist of just the head noun or the head noun can be preceded or followed by other words that modify it. Premodifiers come before the head noun and can include articles, adjectives, possessives, demonstratives, numbers and other nouns. Postmodifiers come after the head noun and can include prepositional phrases, participial phrases, infinitive phrases and relative clauses. The NG can function as the subject, object, complement or object of a preposition in a sentence.
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This document discusses the past perfect and past perfect continuous tenses in English grammar. It provides the affirmative and negative forms for both tenses, as well as example uses. The past perfect is used to describe actions completed before a time in the past or before another past action. The past perfect continuous emphasizes the duration of an activity happening before something else in the past. Time expressions are provided to distinguish the uses of each tense.
How did you use media technologies in the in the construction and research, p...
Deborah Akintoye used various digital technologies throughout the project production process. Blogger was used from the start to record research and track progress. YouTube provided inspiration by allowing analysis of existing music videos. During filming, smartphones and Spotify allowed playback of music. Imovie was used to add effects and edit the final video. Digital technologies improved planning, organization, and allowed the team to create higher quality work and reach their target audience.
Carey sophie pre production feedback ajo
Sophie completed excellent pre-production work for her music video project, including thorough research on similar music videos, the reggae genre, and the target audience. She provided annotated lyrics, clear storyboards, a detailed shotlist, excellent floor plans, well-planned locations and risks assessments, and descriptions of costumes, props, actors, and equipment. Her production schedule effectively laid out her plans. The teacher provided positive feedback and recommended adding labels to improve navigation of her blog. Overall, the teacher found Sophie's pre-production work to be of a high standard.
Evaluation question 4
1) The student researched music videos using secondary sources like Wikipedia and online articles. They watched existing music videos on YouTube for inspiration.
2) In planning, the student listened to the song and took location photos, though mostly used paper for planning.
3) In construction, they filmed drafts using a DSLR and iPhone, and used a drama studio with professional lights and a projector. They edited in Final Cut Pro, adding effects and color matching. Photoshop removed a green screen.
Preliminary task evaluation
1. The group chose to create a radio station called "Motion Picture Radio" targeting 18-25 year olds and focusing on horror movie previews.
2. They split roles for the interview, writing a script with questions for the guest Shia LaBeouf. They also found music and sound effects to create an audio clip about the movie.
3. Recording the jingle and interview was challenging but fun. They improved their skills using the editing software Audition and recording equipment in the studio. Their teamwork and individual contributions helped complete the project.
Preliminary task evaluation grid
This document provides a self-evaluation by Chloe Read of various tasks involved in a preliminary radio station project. For most tasks, Chloe indicates what went well, what problems occurred, and what she would do differently in the future. The tasks included planning, identifying roles, script writing, creating a jingle, recording, editing, teamwork, blogging, individual contributions, classwork, and independent work. For many tasks, Chloe found the work went smoothly with no issues, such as teamwork, recording with a dictaphone, and blogging. Some tasks presented initial challenges, like learning to use editing software, but improved with experience.
Evaluation question four
The document discusses the various media technologies used at different stages of creating a music video for a coursework project. In the research stage, the group used secondary sources from Wikipedia and magazine articles online. They watched existing music videos on YouTube for inspiration. Planning was done with paper notes and iPhone photos of locations. Shooting used a DSLR, iPhone camera, and school lighting/projector. Final Cut Pro was used to edit, and Photoshop for the digipak. Evaluation involved uploading the video to YouTube and blogs and surveying the target audience with Word questionnaires and Excel charts.
5. production reflection sf 2017
The document summarizes the student's progress over several weeks working on a short film production. In the first week, the student looked at existing short films and learned basic filmmaking skills. They created sound experiments and a practice short film in groups. In subsequent weeks, the student developed plans and storyboards for their film, conducted audience research, and completed pre-production tasks like structuring scenes, creating shot lists, and planning logistics. They then filmed their short film over two days and began editing by adjusting colors, lighting, and adding music to scenes.
Alex media
The document discusses the technologies and software used to create a film opening sequence project. A camera was used for filming and the student learned different shot types. A tripod helped capture different angles. Editing was done in Final Cut Pro on a Mac. Photoshop was used to create doodles and the student learned more of its features. YouTube, Mahara, and Prezzi were used for research, storing work, and presenting. Google was the main search engine used to research films.
Prelim task
From filming their preliminary short film, the author learned several lessons that improved their skills for the full film. They gained experience with filming techniques like different shots and maintaining the 180 degree rule. For editing, they learned tools like razor cuts and ripple deletes in Premiere Pro. Communication and using feedback helped strengthen their group work. Applying these lessons, the author created stronger sound editing, more cohesive music, and improved video quality for their final film compared to the preliminary version.
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Question one music video
The document discusses how the media product challenges conventions of real music videos in the POP genre. It challenges conventions by adding narrative about bullying, wearing more appropriate clothing for the target age group, and using uncommon camera angles like a moving shot. Developments include equalizing solo and group shots, adding more shot types, and modifying the use of split screens. Conventions from other music videos, like establishing performers and using fast editing, are largely used to make the media product feel like a real POP video.
Question 6 evaluation
The document discusses various technologies the student learned while constructing a media production project. They learned how to use editing software like Final Cut Pro and Logic Pro to edit video and create soundtracks. They used Blogger to plan and share their work. Motion was used to create titles by exploring different fonts and behaviors. Filming was done using DSLR cameras with techniques like varying shot types and camera angles. Overall the student feels they gained skills in key software and production areas but would benefit from more experience and equipment for future projects.
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The document discusses the production of a music video for the Kings of Leon song "Use Somebody" as a class project. It summarizes how the video challenges conventions of real Kings of Leon music videos by including a narrative, while maintaining similarities in band portrayal and style. Feedback on the video was mainly positive about the narrative and band performance. New media such as Google, YouTube, cameras, and Photoshop were used extensively in the research, planning, construction and evaluation of the project.
Ouestion 7 evaluation presentation
1) The document discusses lessons learned from creating a preliminary task that were applied to a final opening sequence media project. This included improved understanding of camera angles, actor performance, and story structure.
2) Creating a storyboard and shooting script helped provide organization and structure while filming, though some changes were made on location.
3) Time management skills from the preliminary task were useful for completing the opening sequence within deadline, though more time was needed for additional takes and improved footage quality.
4) Editing skills from the preliminary task, like match cuts and shot reverse shots, were implemented in the final edited opening sequence.
Evaluation
New media technologies used included a Dell PC, iPhone 5s camera app, video camera, and Sony Vegas editing software. To learn the technologies, the students joined with another group to practice filming skills and editing a preliminary task. For their main product, they researched Rihanna and music video directors through in-depth background reading. Planning involved organizing filming days and costumes. Editing in Sony Vegas put the official song in the clips and synced lip syncing, though quality degraded after YouTube upload. Technologies also included WordPress for blogging, YouTube for uploading, and SlideShare for presentations.
Evaluation 7
The student learned several skills in progressing from their preliminary task to the full film opening. Their camerawork improved with the use of steady shots from a tripod and point-of-view shots. Their editing advanced with the effective use of filters like black and white to contrast good and evil. Sound quality was good, with unsettling overlapping sounds and a constant backing track building suspense. Dialogue, particularly a child's changing voice and behavior, had a big impact by subverting expectations. Costumes and props helped set the modern setting while implying an unseen, influencing figure. Continuity of editing, through filters, pacing, music and flow, was most effective in contrasting evil with normalcy and creating jumps.
Zac Bigley Evaluation tasks 1 - 4
The document provides feedback from various stages of creating a music video production. It discusses feedback received on the initial treatment, rough cut, and final version from both the class and teacher. The feedback was generally positive and provided suggestions for improvements. It also describes using various media technologies like video cameras, computers, editing software, and social media in the construction, research, planning and evaluation of the project.
Zac Bigley Evaluation
The document provides feedback from various stages of creating a music video production. It discusses feedback received on the initial treatment, rough cut, and final version from both the class and teacher. The feedback was generally positive and provided suggestions for improvements. It also describes using various media technologies like video cameras, computers, editing software, and social media in the construction, research, planning and evaluation of the project.
Evaluation Question 4 Media Studies A2
Rachel Sweatman used various new media technologies throughout the research, planning, construction, and evaluation stages of her A2 Media project. During research, she used the internet, Google, YouTube, Spotify and iTunes to find inspiration for her music video and digipak promotional package focused on artists like Taylor Swift. For planning, she used PowerPoint, Word, and Prezi to develop her ideas. To construct the music video, she used Panasonic video cameras, iPhone, and Samsung phone to film, and iMovie to edit. Photoshop was used to create the digipak. For evaluation, she utilized Blogger, PowerPoint, SlideShare, and Prezi to analyze her work. Rachel reflected
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Daisy evaluates her work on a preliminary radio station project. She identifies several areas for improvement, including establishing roles and responsibilities earlier, doing more independent work to lessen workload in class, and ensuring any materials like names or instructions are accessible and appropriate for all group members. Despite challenges, Daisy notes she and her group managed to complete all tasks on time and achieved clear audio recordings.
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The Better Date is a short comedy drama about two friends competing to prove who was the better date while waiting for paternity test results from the same girl to determine who fathered her child.
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Carey sophie pre production feedback ajo
Sophie completed excellent pre-production work for her music video project, including thorough research on similar music videos, the reggae genre, and the target audience. She provided annotated lyrics, clear storyboards, a detailed shotlist, excellent floor plans, well-planned locations and risks assessments, and descriptions of costumes, props, actors, and equipment. Her production schedule effectively laid out her plans. The teacher provided positive feedback and recommended adding labels to improve navigation of her blog. Overall, the teacher found Sophie's pre-production work to be of a high standard.
Evaluation question 4
1) The student researched music videos using secondary sources like Wikipedia and online articles. They watched existing music videos on YouTube for inspiration.
2) In planning, the student listened to the song and took location photos, though mostly used paper for planning.
3) In construction, they filmed drafts using a DSLR and iPhone, and used a drama studio with professional lights and a projector. They edited in Final Cut Pro, adding effects and color matching. Photoshop removed a green screen.
Preliminary task evaluation
1. The group chose to create a radio station called "Motion Picture Radio" targeting 18-25 year olds and focusing on horror movie previews.
2. They split roles for the interview, writing a script with questions for the guest Shia LaBeouf. They also found music and sound effects to create an audio clip about the movie.
3. Recording the jingle and interview was challenging but fun. They improved their skills using the editing software Audition and recording equipment in the studio. Their teamwork and individual contributions helped complete the project.
Preliminary task evaluation grid
This document provides a self-evaluation by Chloe Read of various tasks involved in a preliminary radio station project. For most tasks, Chloe indicates what went well, what problems occurred, and what she would do differently in the future. The tasks included planning, identifying roles, script writing, creating a jingle, recording, editing, teamwork, blogging, individual contributions, classwork, and independent work. For many tasks, Chloe found the work went smoothly with no issues, such as teamwork, recording with a dictaphone, and blogging. Some tasks presented initial challenges, like learning to use editing software, but improved with experience.
Evaluation question four
The document discusses the various media technologies used at different stages of creating a music video for a coursework project. In the research stage, the group used secondary sources from Wikipedia and magazine articles online. They watched existing music videos on YouTube for inspiration. Planning was done with paper notes and iPhone photos of locations. Shooting used a DSLR, iPhone camera, and school lighting/projector. Final Cut Pro was used to edit, and Photoshop for the digipak. Evaluation involved uploading the video to YouTube and blogs and surveying the target audience with Word questionnaires and Excel charts.
5. production reflection sf 2017
The document summarizes the student's progress over several weeks working on a short film production. In the first week, the student looked at existing short films and learned basic filmmaking skills. They created sound experiments and a practice short film in groups. In subsequent weeks, the student developed plans and storyboards for their film, conducted audience research, and completed pre-production tasks like structuring scenes, creating shot lists, and planning logistics. They then filmed their short film over two days and began editing by adjusting colors, lighting, and adding music to scenes.
Alex media
The document discusses the technologies and software used to create a film opening sequence project. A camera was used for filming and the student learned different shot types. A tripod helped capture different angles. Editing was done in Final Cut Pro on a Mac. Photoshop was used to create doodles and the student learned more of its features. YouTube, Mahara, and Prezzi were used for research, storing work, and presenting. Google was the main search engine used to research films.
Prelim task
From filming their preliminary short film, the author learned several lessons that improved their skills for the full film. They gained experience with filming techniques like different shots and maintaining the 180 degree rule. For editing, they learned tools like razor cuts and ripple deletes in Premiere Pro. Communication and using feedback helped strengthen their group work. Applying these lessons, the author created stronger sound editing, more cohesive music, and improved video quality for their final film compared to the preliminary version.
Evaluation media
The document evaluates the music video "Good Girlz Bad" by the girl group consisting of Christiana and Sonal. It summarizes the concept of the video showing the girls having fun wherever they go. It also discusses how the video uses characteristics of real music videos like equal face time for both girls. The video effectively combines lyrics and visuals, such as a scene matching the lyrics about a boy hiding a girl. The document reflects on feedback received which noted the simple concept but could improve lighting and reduce repetition.
Moviie Maker
The document provides guidance on using Movie Maker software to create a movie summarizing a class's learning on volcanoes. It outlines the steps taken in creating the movie, including collecting photos and video clips, organizing content, adding audio recordings, and editing the movie. It then shares how the completed movie was celebrated and distributed to parents. The process took 6 weeks from start to finish.
Question one music video
The document discusses how the media product challenges conventions of real music videos in the POP genre. It challenges conventions by adding narrative about bullying, wearing more appropriate clothing for the target age group, and using uncommon camera angles like a moving shot. Developments include equalizing solo and group shots, adding more shot types, and modifying the use of split screens. Conventions from other music videos, like establishing performers and using fast editing, are largely used to make the media product feel like a real POP video.
Question 6 evaluation
The document discusses various technologies the student learned while constructing a media production project. They learned how to use editing software like Final Cut Pro and Logic Pro to edit video and create soundtracks. They used Blogger to plan and share their work. Motion was used to create titles by exploring different fonts and behaviors. Filming was done using DSLR cameras with techniques like varying shot types and camera angles. Overall the student feels they gained skills in key software and production areas but would benefit from more experience and equipment for future projects.
Kings Of Leon Evaluation
The document discusses the production of a music video for the Kings of Leon song "Use Somebody" as a class project. It summarizes how the video challenges conventions of real Kings of Leon music videos by including a narrative, while maintaining similarities in band portrayal and style. Feedback on the video was mainly positive about the narrative and band performance. New media such as Google, YouTube, cameras, and Photoshop were used extensively in the research, planning, construction and evaluation of the project.
Ouestion 7 evaluation presentation
1) The document discusses lessons learned from creating a preliminary task that were applied to a final opening sequence media project. This included improved understanding of camera angles, actor performance, and story structure.
2) Creating a storyboard and shooting script helped provide organization and structure while filming, though some changes were made on location.
3) Time management skills from the preliminary task were useful for completing the opening sequence within deadline, though more time was needed for additional takes and improved footage quality.
4) Editing skills from the preliminary task, like match cuts and shot reverse shots, were implemented in the final edited opening sequence.
Evaluation
New media technologies used included a Dell PC, iPhone 5s camera app, video camera, and Sony Vegas editing software. To learn the technologies, the students joined with another group to practice filming skills and editing a preliminary task. For their main product, they researched Rihanna and music video directors through in-depth background reading. Planning involved organizing filming days and costumes. Editing in Sony Vegas put the official song in the clips and synced lip syncing, though quality degraded after YouTube upload. Technologies also included WordPress for blogging, YouTube for uploading, and SlideShare for presentations.
Evaluation 7
The student learned several skills in progressing from their preliminary task to the full film opening. Their camerawork improved with the use of steady shots from a tripod and point-of-view shots. Their editing advanced with the effective use of filters like black and white to contrast good and evil. Sound quality was good, with unsettling overlapping sounds and a constant backing track building suspense. Dialogue, particularly a child's changing voice and behavior, had a big impact by subverting expectations. Costumes and props helped set the modern setting while implying an unseen, influencing figure. Continuity of editing, through filters, pacing, music and flow, was most effective in contrasting evil with normalcy and creating jumps.
Zac Bigley Evaluation tasks 1 - 4
The document provides feedback from various stages of creating a music video production. It discusses feedback received on the initial treatment, rough cut, and final version from both the class and teacher. The feedback was generally positive and provided suggestions for improvements. It also describes using various media technologies like video cameras, computers, editing software, and social media in the construction, research, planning and evaluation of the project.
Zac Bigley Evaluation
The document provides feedback from various stages of creating a music video production. It discusses feedback received on the initial treatment, rough cut, and final version from both the class and teacher. The feedback was generally positive and provided suggestions for improvements. It also describes using various media technologies like video cameras, computers, editing software, and social media in the construction, research, planning and evaluation of the project.
Evaluation Question 4 Media Studies A2
Rachel Sweatman used various new media technologies throughout the research, planning, construction, and evaluation stages of her A2 Media project. During research, she used the internet, Google, YouTube, Spotify and iTunes to find inspiration for her music video and digipak promotional package focused on artists like Taylor Swift. For planning, she used PowerPoint, Word, and Prezi to develop her ideas. To construct the music video, she used Panasonic video cameras, iPhone, and Samsung phone to film, and iMovie to edit. Photoshop was used to create the digipak. For evaluation, she utilized Blogger, PowerPoint, SlideShare, and Prezi to analyze her work. Rachel reflected
Preliminary Task Analysis
Daisy evaluates her work on a preliminary radio station project. She identifies several areas for improvement, including establishing roles and responsibilities earlier, doing more independent work to lessen workload in class, and ensuring any materials like names or instructions are accessible and appropriate for all group members. Despite challenges, Daisy notes she and her group managed to complete all tasks on time and achieved clear audio recordings.
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This document contains a list of 57 potential shots for filming in and around the city of Bath, England. The shots include exterior and interior locations such as shops, cafes, tourist attractions like the Roman Baths and Abbey, and activities like ice skating and mini golf. For each shot, the camera movement, angle, and brief description are provided to showcase different areas, people, and points of interest in Bath.
1 log line
The Better Date is a short comedy drama about two friends competing to prove who was the better date while waiting for paternity test results from the same girl to determine who fathered her child.
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- Two Bath Spa students, Taquan and Taylor, are proposed to host, and filming locations are identified as the student union bar, a local brewery, and town center for vox pops
- Elements like mood board, music selection, crew assignments and use of green screen are outlined to achieve
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Joe and Albie are waiting anxiously for important test results to arrive in the mail. It is revealed that they both slept with the same girl, Emma, who is now pregnant. Unsure of who the father is, Joe and Albie begin exaggerating stories of their dates with Emma to one another to prove who would be the better father. Through comedic flashbacks, it is shown that Joe actually took Emma to McDonald's, while Albie only sent her emoji flowers, contrasting their embellished tales. The two friends continue trying to one-up each other until they realize neither wants the responsibility of parenthood yet.
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Eval 3
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Evaluation q 4
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Best personal photos
Tina Hartnell has a personal project documenting photos. The project involves photos that are important to her. She has compiled her top twenty favorite photos from the collection.
Stuio plan
This document provides a list of items found in a media class room including backdrops, cupboards, stairs, a toilet, changing room, and first aid area. The class room contains multiple backdrops and cupboards as well as other facilities.
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The better date sophia gawler, tina hartnell, duda jaques and pearl neilson
The better date sophia gawler, tina hartnell, duda jaques and pearl neilson
Production schedule
- 1. Days Monday Tuesday Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 W W Week 12 e e e e k k 1 1 0 1 During this lesson in our production groups we had a production meeting to decide who would do what tasks. After the production meeting we created a mind map of all In this lesson we had to research individually about different film institutions. During this lesson Sophie researched different film openings that would relate to our film opening or influence our opening in any way. Sophie then created a power point of the three In this lesson Sophie was making the locationscouting sheet for the 3 possible locations we could choose. During this lesson Sophie was making the Talent release form, Location release form and the call sheet. Taylor was In this lesson Sophie did the audio permissio n task and looked at royalty free and garage band music and Taylor finished the shoot list for the During this lesson as a class we practice d after effects for our opening , we used an old video clip. During In this this lesson lesson Editing Sophie did as a the product Production ion schedule group and Taylor we did the edit made a decision practice list. edit of Editing wasn’t the Tina clips in this that we lesson. had filmed so far. When Sophie was doing the above Taylor was planning for 1n this lesson we was record ing sound for our film openin g as a produ ction group and then decide
- 2. different title ideas in production groups. main influences. Also in this lesson Taylor was creating the brief synopsis power point, showing what the brief story line of the opening will be. While we was both doing the above Tina was making the company logo. Wednesday shoots as a power point presentation. In this lesson Tina was still finishing the company logo by adding music and a different background. finishing off the shoot plan power point and then making the shoot list in order for us to know what shoots to do when filming. Tina was not in this lesson. swing scene. While Tina did treatment. d if we neede d to film any more dream ing scene. Editing Editing
- 3. Thursday In this lesson we had our second production meeting to discuss open details for the opening we are going to make. During this lesson, individually we had to research the importance of genre & classifications . In this lesson Sophie was making the risk assessment for the different locations in order to choose the best one for the opening. While Sophie was doing this Taylor was making the storyboard for the opening of our film so when we come to edit our film we During this lesson Sophie was drawing the 2 final locations that we had chosen for our opening. Taylor was making the power point for shoot plan. Tina was making the 4-page sample script during this lesson. During this lesson as a productio n group we decided what music to use as the audio for our opening. Filming Filming Filming In this lesson we finished off the practice edit and then got feedback from the class and then we made an evaluation
- 4. will know what shot goes where. Tina wasn’t in this lesson. Friday Saturday Filming Sunday