Project timeline
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This document outlines the process and timeline for creating a 5-minute documentary about dating. It includes notes from numerous workshop and filming sessions over several months. The group established their topic, researched other documentaries, wrote scripts and storyboards. They conducted an online survey, scouted filming locations, and scheduled filming sessions. Footage was edited and some scenes were re-shot. Interviews were conducted and reviewed. The timeline shows the iterative process of filming, editing, and improving the documentary.
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Project timeline
The document outlines a course where students learned about creating a 5 minute documentary. They were introduced to the website Weebly and different documentary modes like expository, reflexive, participatory, and observational. After researching other documentaries, the students brainstormed ideas and selected "dating" as the topic for their documentary. They started writing scripts and storyboards after establishing the topic. To gather information, the students wrote a questionnaire that was sent to friends and family using SurveyMonkey.
Barts review of documentary
Our group produced a short documentary about the Lewis Chessmen in partnership with the British Museum and Chocolate Films. We researched documentaries to understand conventions like talking heads, titles/text, and visual style. We used these conventions with talking head interviews in the museum in front of the chess pieces. Our pre-production included developing interview questions and storyboards, though deciding which storyboard to use caused some disagreement. Secondary research interviewing museum curators about the chess pieces was very effective for gathering reliable information.
G325 evaluation breakdown lgm
The document provides guidance for a level 4 evaluation assignment. It lists the criteria for an excellent evaluation, including demonstrating an understanding of forms and conventions in media productions, the role of new media, how main products and ancillary texts combine, and the significance of audience feedback. It encourages using a variety of digital tools and media to present the evaluation, such as Prezi, videos, podcasts, and infographics. Sample questions are provided that students should answer using multiple media, showing how their products connect and how they incorporated and learned from audience feedback through research.
A2 Media Studies Revision Pack
The document provides information and advice for a Media Studies exam, including:
- The exam is worth 25% of the final grade and has two sections - theoretical evaluation of productions and contemporary media issues.
- Section A asks students to describe and evaluate the development of their skills over their AS and A2 production work, focusing on areas like digital technology, creativity, research and planning, and post-production.
- Advice is given on what to discuss for each skill area, with examples of how skills have progressed. Higher grades require evaluating the impact and importance of skill development rather than just describing it.
Production Log - Lauren Feeney
The document is a production log for a student film project. It records the process of developing, filming, and editing the short film "The Stairway from Hell" over several months. It describes how the student group narrowed their film ideas, created a pitch, received feedback, planned and conducted filming on multiple dates while overcoming challenges, edited footage, and added extra scenes and effects to complete the film. The log demonstrates the iterative process taken to bring the short film from concept to final version.
Meeting notes
The document contains 24 meeting notes from a group of students working on a school production project to create a trailer for a soap opera. Over the course of the meetings they discuss their ideas for the genre, storyline, characters, filming locations, props, and editing progress. They refine their ideas, assign tasks, and make corrections based on feedback to improve their trailer.
Meeting Notes
The document contains meeting notes from 15 meetings of a group of students planning the production of a school drama soap opera. Over the meetings they discuss the genre, storyline ideas, character roles, filming locations, props, costumes, and casting of actors from their class. They refine their ideas, make assignments, and prepare for filming by creating documents like a script, storyboard, and shot list. Their developing plotline involves a teacher-student affair that results in an unexpected pregnancy, and they later decide to also explore storylines of blackmail and drug abuse.
Meeting Notes
The document contains meeting notes from 15 meetings of a group of students planning and preparing to film a trailer for a school-based drama soap opera. Over the meetings they discuss and make decisions about the genre, storyline, characters, locations, props, costumes, casting of roles, and shooting plan and schedule. They assign tasks to individual group members and track the progress and next steps emerging from each meeting.
Recommended
Project timeline
The document outlines a course where students learned about creating a 5 minute documentary. They were introduced to the website Weebly and different documentary modes like expository, reflexive, participatory, and observational. After researching other documentaries, the students brainstormed ideas and selected "dating" as the topic for their documentary. They started writing scripts and storyboards after establishing the topic. To gather information, the students wrote a questionnaire that was sent to friends and family using SurveyMonkey.
Barts review of documentary
Our group produced a short documentary about the Lewis Chessmen in partnership with the British Museum and Chocolate Films. We researched documentaries to understand conventions like talking heads, titles/text, and visual style. We used these conventions with talking head interviews in the museum in front of the chess pieces. Our pre-production included developing interview questions and storyboards, though deciding which storyboard to use caused some disagreement. Secondary research interviewing museum curators about the chess pieces was very effective for gathering reliable information.
G325 evaluation breakdown lgm
The document provides guidance for a level 4 evaluation assignment. It lists the criteria for an excellent evaluation, including demonstrating an understanding of forms and conventions in media productions, the role of new media, how main products and ancillary texts combine, and the significance of audience feedback. It encourages using a variety of digital tools and media to present the evaluation, such as Prezi, videos, podcasts, and infographics. Sample questions are provided that students should answer using multiple media, showing how their products connect and how they incorporated and learned from audience feedback through research.
A2 Media Studies Revision Pack
The document provides information and advice for a Media Studies exam, including:
- The exam is worth 25% of the final grade and has two sections - theoretical evaluation of productions and contemporary media issues.
- Section A asks students to describe and evaluate the development of their skills over their AS and A2 production work, focusing on areas like digital technology, creativity, research and planning, and post-production.
- Advice is given on what to discuss for each skill area, with examples of how skills have progressed. Higher grades require evaluating the impact and importance of skill development rather than just describing it.
Production Log - Lauren Feeney
The document is a production log for a student film project. It records the process of developing, filming, and editing the short film "The Stairway from Hell" over several months. It describes how the student group narrowed their film ideas, created a pitch, received feedback, planned and conducted filming on multiple dates while overcoming challenges, edited footage, and added extra scenes and effects to complete the film. The log demonstrates the iterative process taken to bring the short film from concept to final version.
Meeting notes
The document contains 24 meeting notes from a group of students working on a school production project to create a trailer for a soap opera. Over the course of the meetings they discuss their ideas for the genre, storyline, characters, filming locations, props, and editing progress. They refine their ideas, assign tasks, and make corrections based on feedback to improve their trailer.
Meeting Notes
The document contains meeting notes from 15 meetings of a group of students planning the production of a school drama soap opera. Over the meetings they discuss the genre, storyline ideas, character roles, filming locations, props, costumes, and casting of actors from their class. They refine their ideas, make assignments, and prepare for filming by creating documents like a script, storyboard, and shot list. Their developing plotline involves a teacher-student affair that results in an unexpected pregnancy, and they later decide to also explore storylines of blackmail and drug abuse.
Meeting Notes
The document contains meeting notes from 15 meetings of a group of students planning and preparing to film a trailer for a school-based drama soap opera. Over the meetings they discuss and make decisions about the genre, storyline, characters, locations, props, costumes, casting of roles, and shooting plan and schedule. They assign tasks to individual group members and track the progress and next steps emerging from each meeting.
Production diary
The document is a production diary detailing the process of creating a short film for a class project. It includes entries describing planning meetings, location scouting, shooting scenes over multiple days, editing the footage, receiving feedback, and completing supplementary tasks like a film review and poster. The diary shows the group working collaboratively through research, pre-production, principal photography, post-production, and evaluation to create their short film.
Log Book
This media log book documents the production process of a student thriller film. It records story development meetings, research into thriller conventions, creation of props lists and filming schedules, and multiple filming sessions. Key events included an initial brainstorming meeting to discuss story ideas, surveys of the target audience, analysis of successful thriller openings for inspiration, treatment outlining the film's plot and style, and two filming sessions to capture necessary shots and fix any continuity errors in editing. The log provides details of tasks and creative work undertaken by the film's director and cast to organize and execute the production.
Evaluation question one
The document discusses the production of a 5-minute documentary as part of an A2 Media Studies coursework task. It describes how the student researched conventions of documentaries and incorporated many of them into their documentary. This included using a voiceover, interviews, archival footage, and actuality to inform viewers on the topic of underage drinking. The student assessed their documentary and determined it fits the expository documentary mode, using commentary and images to make an argument. They utilized various camera shots, lighting, locations, and a voiceover to guide viewers through the piece and present it in a professional manner.
Proposal
The document is a proposal for a drama project set in York. It outlines the following key points:
1) The target audience is males and females aged 16-25 who enjoy mysteries and drama. Research will be conducted to understand their interests.
2) The concept is a drama filmed in York that will entertain through its fictional story, while also educating viewers about York's history and landmarks.
3) Research needs to be done on York's history, landmarks, and drama storytelling techniques to help bring the idea to life and improve filmmaking skills.
4) Evaluation will involve daily development diaries to analyze progress and areas for improvement throughout the project.
Meeting Minutes 2
The document summarizes minutes from a meeting held on June 20th, 2014 at Oaks Park High School between Shania Sukhu, Abdullah Kayani and Serife Suleyman. During the meeting, the group discussed finding an appropriate blog layout for their love/romance genre project, potential interview subjects and questions, shot types and angles for their documentary, possible locations and props needed. They also scheduled their next meeting for June 27th.
September 17
This weekly update from Mr. MacPherson discusses the learning and activities of the Grade 5A class at CDNIS over the past week. Students completed their place value unit and conducted a survey on communication technology using Google Documents. They have also been writing and providing feedback on different poetic structures. To conclude their unit of inquiry, students will create and present their own communication technologies. The update also provides information on upcoming holidays and the election of three class representatives.
Finished Review of Documentary Bart
1) The document discusses a school project to create a short documentary about the Lewis Chessmen in partnership with the British Museum.
2) Research was conducted on documentary conventions including watching examples and learning about techniques like talking heads, titles/text, and establishing visual style.
3) Production involved interviewing curators, filming footage of the chessmen, and editing the documentary following their storyboard.
Weekly Update 2
Shania Sukhu and Serife Suleyman met at Oaks Park High School on September 16th, 2014 to discuss their school project. They reviewed Shania's blog layout and provided feedback. As a group, they brainstormed potential shots, angles, and design ideas for their short film and company logo. Their next meeting was scheduled for September 23rd to discuss locations, props, paperwork progress.
Ellie Hanif Evaluation Question 1
The document analyzes the media product's use of documentary conventions. It discusses how the product studied documentaries like "Supersize Me" to understand conventions around camera shots, sound, interviews, facts and statistics. It aimed to use conventions like these while also developing some, such as opening with a montage and using clips from shows. Some conventions were purposefully not used, such as reconstructions, as they did not fit the topic. Overall the document evaluates how the media product successfully utilized many documentary conventions to create an engaging and informative piece.
September 17
This weekly update from Mr. MacPherson discusses the learning and activities of the 5A class at CDNIS over the past week. Students completed their place value unit and created a survey using Google Docs to investigate communication technology. They have also been writing different forms of poetry and providing feedback to each other. Looking ahead, students will be developing their own communication technologies for their summative task, inspired by videos they watched about innovation. The update also notes upcoming holidays and the election of class representatives.
Our Diary of Progress
This document is a diary of progress for a student group creating a documentary over several months. It details the various stages of research, planning, filming, and editing they completed, including watching other documentaries for inspiration, creating questionnaires, conducting interviews, filming footage, editing together clips, adding graphics, checking audio levels, and finalizing their documentary, article, and radio trailer. Their documentary focused on the topic of health and body image.
Our diary of progress
This document is a diary of progress for a group creating a documentary on the topic of health and body image. Over several months, they conducted research, filmed interviews, gathered footage, and edited their documentary. They also created a double-page article and radio trailer about their documentary. Their work involved planning, filming, editing, gathering feedback, and making improvements and adjustments to their documentary, article, and radio spot.
Productiion log
The production log documents the process of creating a short film over several weeks. It involved researching other films, analyzing techniques used, developing a story idea, planning locations and shots, filming, and editing the raw footage into a completed short film. Research included analyzing film techniques from 14 short films and posters. Planning consisted of storyboarding, casting, and location scouting. Filming was done on location over multiple days. Editing pieced the shots together in Adobe Premiere following the storyboard. The final film was completed and evaluated by the deadline.
Research and planning
Sarah carried out primary research by analyzing three similar short films in the thriller genre to use as case studies. She watched many thriller/horror films and chose these three because they contained elements she wanted for her own film but did not require a large budget. For her target audience research, she analyzed demographic data and ratings for the TV show Dexter to determine the target was mainly males over 18. Sarah organized actors, locations, costumes and props well through regular team meetings where all details were discussed in advance. She faced some challenges finding a suitable filming location but was able to use a storage container on school premises.
Evaluation
This document provides an evaluation of Kurt Plumb's film project which went through several iterations before arriving at the final idea. The initial ideas such as a thriller about a stalked celebrity or a slasher film in the forest were deemed unworkable due to lack of appropriate locations and props. The third idea of girls using a Ouija board in a school was unsatisfying due to poor filming quality. The final and most interesting idea involved friends summoning a demonic child through a Ouija board. Research was conducted into film conventions and audience feedback was gathered to refine the project. Various technologies like Photoshop and GarageBand were used effectively in planning, construction and evaluation of the media products created for the
Evaluation
This document provides an evaluation of Kurt Plumb's film project which went through several iterations before arriving at the final idea. The initial ideas such as a thriller about a stalked celebrity or a slasher film in the forest were deemed unworkable due to lack of appropriate locations and props. The third idea of girls using a Ouija board proved too simplistic in plot and the filming quality was poor. The fourth and final idea involved friends summoning a demonic child through a Ouija board which was easier to film and had an unusual plot element. Research was also conducted into film conventions, genres, and audience feedback to refine the project.
Research and planning
Sarah carried out primary research by analyzing three similar short films in the thriller genre to help develop their vision. She watched many thriller/horror films and chose Dexter, Ben, and Unwind as case studies because they contained elements they wanted to include but did not require a large budget. Sarah also researched the target audience of Dexter by analyzing demographics, ratings, air times, and deduced viewers were mostly males over 18. Sarah feels their team organized well with regular meetings to discuss actors, locations, costumes, props, though finding a suitable filming location was difficult initially. Storyboards were made but required additions of camera shots and angles during filming, which improved the end product. Sarah's time management and research presentation improved greatly from
Review of documentary
The student was assigned to create a documentary on the Lewis chessmen with a group. They received guidance from a film company and visited the British Museum. The group's documentary focused on the origins of the chess pieces - where they were found and how old they are. It included conventions like titles, voiceovers, and footage. The target audience was ages 16+ interested in chess history. Through the project, the student learned about making documentaries, including researching the topic, planning shots, and editing together the final product. Feedback on the documentary was positive.
Question 1 evaluation
Our media product challenges some conventions while adhering to others. We produced a 5-minute documentary on tattoo discrimination that follows an expository mode. It includes interviews, facts, and archival footage but no reconstructions. For promotion, we created a radio trailer featuring clips from the documentary and a double-page magazine spread in the style of Radio Times. While meeting conventions for time length and elements, the trailer and spread tweak conventions by excluding additional images and graphics. Overall, the goal was to inform viewers on our topic while mirroring real media forms.
Weekly Update 3
The meeting took place on September 23rd at 11:35am at Oaks Park High School between Shania Sukhu and Serife Suleyman. They discussed their target audience of 15-35 year olds and decided to film in a house and drama studio. Ideas for props included whipped cream, condoms, and an Indian outfit. All group members reported being up to date on assigned work. Their next tasks are to plan scenes, set a filming date, consider cast, and ensure paperwork is complete.
Branding through my poster ancillary
The document discusses the branding, marketing, lighting, and design choices made for a documentary poster. To create branding recognition, the poster featured the same two actors from the documentary's "previously" section. Using the transparent Channel 4 logo allowed viewers to know where to find the documentary while also providing marketing. The original photo was lightened in Photoshop to make it less scary and create a romantic mood. Black text on a black background followed Channel 4 poster conventions to add realism and further the brand.
Questionnaire analysis
The document summarizes the results of a questionnaire given to an audience about various aspects of a documentary being produced. Key points:
- Wearing crocs and socks was seen as the most unattractive way to portray the character Finn.
- A restaurant date was deemed the most realistic location.
- Including a psychologist's perspective on awkwardness was found to add interest.
- Showing 2 failed dates in the first 5 minutes was favored.
- A time-lapse of Finn alone at school was suggested to depict his lack of friends.
- Awkward silences were ranked as the most awkward part of a date.
- Viewers felt having an expert review Finn's wardrobe would be
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Production diary
The document is a production diary detailing the process of creating a short film for a class project. It includes entries describing planning meetings, location scouting, shooting scenes over multiple days, editing the footage, receiving feedback, and completing supplementary tasks like a film review and poster. The diary shows the group working collaboratively through research, pre-production, principal photography, post-production, and evaluation to create their short film.
Log Book
This media log book documents the production process of a student thriller film. It records story development meetings, research into thriller conventions, creation of props lists and filming schedules, and multiple filming sessions. Key events included an initial brainstorming meeting to discuss story ideas, surveys of the target audience, analysis of successful thriller openings for inspiration, treatment outlining the film's plot and style, and two filming sessions to capture necessary shots and fix any continuity errors in editing. The log provides details of tasks and creative work undertaken by the film's director and cast to organize and execute the production.
Evaluation question one
The document discusses the production of a 5-minute documentary as part of an A2 Media Studies coursework task. It describes how the student researched conventions of documentaries and incorporated many of them into their documentary. This included using a voiceover, interviews, archival footage, and actuality to inform viewers on the topic of underage drinking. The student assessed their documentary and determined it fits the expository documentary mode, using commentary and images to make an argument. They utilized various camera shots, lighting, locations, and a voiceover to guide viewers through the piece and present it in a professional manner.
Proposal
The document is a proposal for a drama project set in York. It outlines the following key points:
1) The target audience is males and females aged 16-25 who enjoy mysteries and drama. Research will be conducted to understand their interests.
2) The concept is a drama filmed in York that will entertain through its fictional story, while also educating viewers about York's history and landmarks.
3) Research needs to be done on York's history, landmarks, and drama storytelling techniques to help bring the idea to life and improve filmmaking skills.
4) Evaluation will involve daily development diaries to analyze progress and areas for improvement throughout the project.
Meeting Minutes 2
The document summarizes minutes from a meeting held on June 20th, 2014 at Oaks Park High School between Shania Sukhu, Abdullah Kayani and Serife Suleyman. During the meeting, the group discussed finding an appropriate blog layout for their love/romance genre project, potential interview subjects and questions, shot types and angles for their documentary, possible locations and props needed. They also scheduled their next meeting for June 27th.
September 17
This weekly update from Mr. MacPherson discusses the learning and activities of the Grade 5A class at CDNIS over the past week. Students completed their place value unit and conducted a survey on communication technology using Google Documents. They have also been writing and providing feedback on different poetic structures. To conclude their unit of inquiry, students will create and present their own communication technologies. The update also provides information on upcoming holidays and the election of three class representatives.
Finished Review of Documentary Bart
1) The document discusses a school project to create a short documentary about the Lewis Chessmen in partnership with the British Museum.
2) Research was conducted on documentary conventions including watching examples and learning about techniques like talking heads, titles/text, and establishing visual style.
3) Production involved interviewing curators, filming footage of the chessmen, and editing the documentary following their storyboard.
Weekly Update 2
Shania Sukhu and Serife Suleyman met at Oaks Park High School on September 16th, 2014 to discuss their school project. They reviewed Shania's blog layout and provided feedback. As a group, they brainstormed potential shots, angles, and design ideas for their short film and company logo. Their next meeting was scheduled for September 23rd to discuss locations, props, paperwork progress.
Ellie Hanif Evaluation Question 1
The document analyzes the media product's use of documentary conventions. It discusses how the product studied documentaries like "Supersize Me" to understand conventions around camera shots, sound, interviews, facts and statistics. It aimed to use conventions like these while also developing some, such as opening with a montage and using clips from shows. Some conventions were purposefully not used, such as reconstructions, as they did not fit the topic. Overall the document evaluates how the media product successfully utilized many documentary conventions to create an engaging and informative piece.
September 17
This weekly update from Mr. MacPherson discusses the learning and activities of the 5A class at CDNIS over the past week. Students completed their place value unit and created a survey using Google Docs to investigate communication technology. They have also been writing different forms of poetry and providing feedback to each other. Looking ahead, students will be developing their own communication technologies for their summative task, inspired by videos they watched about innovation. The update also notes upcoming holidays and the election of class representatives.
Our Diary of Progress
This document is a diary of progress for a student group creating a documentary over several months. It details the various stages of research, planning, filming, and editing they completed, including watching other documentaries for inspiration, creating questionnaires, conducting interviews, filming footage, editing together clips, adding graphics, checking audio levels, and finalizing their documentary, article, and radio trailer. Their documentary focused on the topic of health and body image.
Our diary of progress
This document is a diary of progress for a group creating a documentary on the topic of health and body image. Over several months, they conducted research, filmed interviews, gathered footage, and edited their documentary. They also created a double-page article and radio trailer about their documentary. Their work involved planning, filming, editing, gathering feedback, and making improvements and adjustments to their documentary, article, and radio spot.
Productiion log
The production log documents the process of creating a short film over several weeks. It involved researching other films, analyzing techniques used, developing a story idea, planning locations and shots, filming, and editing the raw footage into a completed short film. Research included analyzing film techniques from 14 short films and posters. Planning consisted of storyboarding, casting, and location scouting. Filming was done on location over multiple days. Editing pieced the shots together in Adobe Premiere following the storyboard. The final film was completed and evaluated by the deadline.
Research and planning
Sarah carried out primary research by analyzing three similar short films in the thriller genre to use as case studies. She watched many thriller/horror films and chose these three because they contained elements she wanted for her own film but did not require a large budget. For her target audience research, she analyzed demographic data and ratings for the TV show Dexter to determine the target was mainly males over 18. Sarah organized actors, locations, costumes and props well through regular team meetings where all details were discussed in advance. She faced some challenges finding a suitable filming location but was able to use a storage container on school premises.
Evaluation
This document provides an evaluation of Kurt Plumb's film project which went through several iterations before arriving at the final idea. The initial ideas such as a thriller about a stalked celebrity or a slasher film in the forest were deemed unworkable due to lack of appropriate locations and props. The third idea of girls using a Ouija board in a school was unsatisfying due to poor filming quality. The final and most interesting idea involved friends summoning a demonic child through a Ouija board. Research was conducted into film conventions and audience feedback was gathered to refine the project. Various technologies like Photoshop and GarageBand were used effectively in planning, construction and evaluation of the media products created for the
Evaluation
This document provides an evaluation of Kurt Plumb's film project which went through several iterations before arriving at the final idea. The initial ideas such as a thriller about a stalked celebrity or a slasher film in the forest were deemed unworkable due to lack of appropriate locations and props. The third idea of girls using a Ouija board proved too simplistic in plot and the filming quality was poor. The fourth and final idea involved friends summoning a demonic child through a Ouija board which was easier to film and had an unusual plot element. Research was also conducted into film conventions, genres, and audience feedback to refine the project.
Research and planning
Sarah carried out primary research by analyzing three similar short films in the thriller genre to help develop their vision. She watched many thriller/horror films and chose Dexter, Ben, and Unwind as case studies because they contained elements they wanted to include but did not require a large budget. Sarah also researched the target audience of Dexter by analyzing demographics, ratings, air times, and deduced viewers were mostly males over 18. Sarah feels their team organized well with regular meetings to discuss actors, locations, costumes, props, though finding a suitable filming location was difficult initially. Storyboards were made but required additions of camera shots and angles during filming, which improved the end product. Sarah's time management and research presentation improved greatly from
Review of documentary
The student was assigned to create a documentary on the Lewis chessmen with a group. They received guidance from a film company and visited the British Museum. The group's documentary focused on the origins of the chess pieces - where they were found and how old they are. It included conventions like titles, voiceovers, and footage. The target audience was ages 16+ interested in chess history. Through the project, the student learned about making documentaries, including researching the topic, planning shots, and editing together the final product. Feedback on the documentary was positive.
Question 1 evaluation
Our media product challenges some conventions while adhering to others. We produced a 5-minute documentary on tattoo discrimination that follows an expository mode. It includes interviews, facts, and archival footage but no reconstructions. For promotion, we created a radio trailer featuring clips from the documentary and a double-page magazine spread in the style of Radio Times. While meeting conventions for time length and elements, the trailer and spread tweak conventions by excluding additional images and graphics. Overall, the goal was to inform viewers on our topic while mirroring real media forms.
Weekly Update 3
The meeting took place on September 23rd at 11:35am at Oaks Park High School between Shania Sukhu and Serife Suleyman. They discussed their target audience of 15-35 year olds and decided to film in a house and drama studio. Ideas for props included whipped cream, condoms, and an Indian outfit. All group members reported being up to date on assigned work. Their next tasks are to plan scenes, set a filming date, consider cast, and ensure paperwork is complete.
Similar to Project timeline (20)
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Branding through my poster ancillary
The document discusses the branding, marketing, lighting, and design choices made for a documentary poster. To create branding recognition, the poster featured the same two actors from the documentary's "previously" section. Using the transparent Channel 4 logo allowed viewers to know where to find the documentary while also providing marketing. The original photo was lightened in Photoshop to make it less scary and create a romantic mood. Black text on a black background followed Channel 4 poster conventions to add realism and further the brand.
Questionnaire analysis
The document summarizes the results of a questionnaire given to an audience about various aspects of a documentary being produced. Key points:
- Wearing crocs and socks was seen as the most unattractive way to portray the character Finn.
- A restaurant date was deemed the most realistic location.
- Including a psychologist's perspective on awkwardness was found to add interest.
- Showing 2 failed dates in the first 5 minutes was favored.
- A time-lapse of Finn alone at school was suggested to depict his lack of friends.
- Awkward silences were ranked as the most awkward part of a date.
- Viewers felt having an expert review Finn's wardrobe would be
Evaluation Question 3
An independent company would likely distribute the film "Patient Zero" because it has a limited budget, unknown actors, and would be watched on a small scale. It would be filmed in accessible local locations to cut costs and wouldn't have extravagant worldwide distribution. Icon Film Distribution would be a good fit as they have experience distributing similar small, low-budget psychological thrillers in the UK like "Triangle" and "Felicia's Journey".
Camera Angles
This document discusses various camera angles and shots used in filmmaking. It defines low-angle shots as shots taken from below eye level to make a subject appear powerful, close-ups as shots filmed close to a subject's face or item, and establishing shots as wide shots indicating where the action will take place. It also briefly explains panning shots, point-of-view shots, two shots, and framing shots.
Camera Angles
This document discusses different camera angles used in filmmaking, including low-angle shots which make subjects appear powerful by filming from below eye level, close-ups which film subjects or objects closely, establishing shots which indicate where scenes take place through wide shots, panning shots which follow moving actions while keeping the camera stationary, and point-of-view shots which show scenes from the perspective of characters.
Evaluation - Question 4
The film would target mainly young adults aged 16-30, especially males, as its thriller genre with gory scenes would appeal most to this demographic. Families with young children would not be the target audience as the film's graphic content and complex plot would not be suitable for them. As a secondary audience, the film could also attract middle-aged men aged 31-60, especially single men or couples, through word-of-mouth or advertisements during broadcasts of sports like golf typically watched by older males.
Evaluation question 3
An independent company would likely distribute the film "Patient Zero" because it has a limited budget and unknown actors. The film would be filmed in accessible local locations like woods near home to cut costs, rather than extravagant overseas settings. It would start in a few cinemas and increase screens over time as it becomes known, then move to television and online. Distribution would initially be just in Britain to experiment with audiences there, and potentially expand to the US later if successful. Advertising would be on low-cost websites and a short television spot, rather than extensive formats used by big Hollywood films due to the smaller budget. River Road Entertainment would be a suitable production company since they make low-budget films in similar genres.
Questionnaire Feedback
A questionnaire was given to 30 people to gather their opinions on 10 questions. The results were tabulated, showing the number of responses for each answer choice per question. For most questions, answers were spread across the multiple choice options, though for some questions a clear majority favored one answer.
Questionnaire feedback
We surveyed 30 people with a questionnaire and collected their responses. For question 1, 7 people chose A, 4 chose B, and 19 chose C. Across all questions, responses were distributed among the various options, with some questions having more concentrated answers towards a single option.
‘Crippled Sense’ – Script 5
The film will open with title cards for the production companies, then cross-cut between the protagonist Gus Adams alone in a room and the mysterious doctor experimenting with medical equipment and a pig's heart. Scenes will show the doctor walking to Gus's room while keeping her face hidden, then switching between her and Gus running through the woods as he struggles to escape. Once at Gus's room, the low-angle shot of the doctor opening the door establishes her power over him. The final shots imply Gus has escaped through an open window while an extreme close-up of the doctor's eyes shows her frustration upon discovering this. In the end, she sends a text about the "breach" before cutting
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A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
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www.StokeNewingtonHistory.com
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.Types of Herbal Cosmetics its standardization.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
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Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcRecently uploaded (20)
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
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Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
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Your Skill Boost Masterclass: Strategies for Effective Upskilling
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Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Project timeline
- 1. Date Information Additional notes 8th September2016 Introductiontothe course Learnedthat we will be creatinga 5 minute documentary 12th September IntroducedtoWeeblyand taught the basics 13th September Taught the differentmodesof documentary Expository,Reflexive, ParticipatoryandObservational 15th September Researcheddifferent documentaries 16th September Brainstormedideasforourown documentary Foundout groupsand started thinkingabouttopicswe could do 23th September Startedwritingscriptsand storyboardsforour documentary Afterestablishing‘dating’as the topicof our documentary we beganon scriptsand storyboards 3rd October Wrote questionnaireandsentit to friendsandfamily UsedSurveyMonkeyto create an online questionnaire that couldbe sentvia social media 4th + 5th October Continuedwritingscriptsand storyboards 7th October Gatheredresultsof questionnaire andlookedfor trends UsedSurveyMonkeyto putthe resultsindifferentgraphsand charts 12th October Scoutedlocationsthatwe could use for the differentpartsof our documentary We wenttodifferentlocations to judge whetherornotthey were suitedforour documentary 14th October Startedplanningaschedule for filming Lookedat eachof or calendar’s to finddaysthat we can film and locations 22nd October Firstpart of filming At Leila’shouse filmingthe date of DaliaandFinn 23rd October Dida seconddraftof script aftersome adjustmentswhilst filming 12th November Filming Leila’shouse filmingwardrobe scene andenteringof the house forLeila’sdadand Dalia 14th + 15th November Lookedat the footage we filmedoverthe pastfew weeks Made sure we had all the shots that we wantedandchecked for anythingwe wanted to reshoot 20th November Reshooting Filmedparticularshotsand anglesthatwe weren’thappy withfrombefore 21st November Filmedthe clipsof Finnin everydaylife atschool Spentthe morningat different locationswithinschool,filming Finn
- 2. 22nd November Editedthe clipsof Finn Cut the clipsandeditedthem 25th November Didsome reshootingof Finnat school Re-filmedthe shotof Finn enteringReed’s 5th – 9th December Editedall the footage thatwe have filmed Startedputtingall the footage ina logical ordersothat we couldmake plansoverthe Christmasperiodforthe next term 11th January Assessedwhatwe have sofar and whatwe still have todo Made a planfor the nextfew weeksaboutwhatwe wanted to getdone 12th January Continued editing 13th January FilmedJeniferHart’sinterview 16th January Lookedat the footage of Jenifer’sinterview Wentoverthe footage tosee if it wasgood 17th January Changedourmindsto wanting to filmHayleyCookinstead We decidedthatwe didn’t like the voice and topicthat Jenifer was talkingaboutandrealised the Hayleywouldbe a better choice as it ishertopic in lessons