In the preliminary task, the filmmaker learned important skills like camera angles and editing techniques. This helped tremendously when filming and editing the actual opening sequence. Specifically, experience with storyboarding, time management, and acting improved the quality and professionalism of the final product. While challenges remained, such as actor availability and limited time, the preliminary task prepared the group well and they were able to complete the opening sequence on deadline.
1) The preliminary video task involved creating a 3 minute video with a conversation, action when walking through a door, and details like costumes and camera angles.
2) The video focused on using camera angles to show emotions and actions. Storyboards were created to plan shots and ensure efficient production.
3) The video's plot involved a group of friends visiting an old barn after a sleepover and one actor entering to a sudden blackout, leaving the audience in suspense.
The document summarizes lessons learned from a film production experience. Key points include:
- Having a detailed shooting script is essential for organization and ensuring all crew understand their roles and shots.
- Thorough location scouting is important to anticipate issues like noise levels.
- More time should be spent in pre-production planning to avoid last-minute rushing.
- Working as a small group of two required a lot of patience and balancing workloads was challenging.
- Problems like last-minute actor drop-outs required quick solutions, like having a crew member fill the role.
- Detailed planning documents like shooting schedules, storyboards and shot lists helped keep the production organized but could have
The student learned how to use video equipment like cameras and tripods through completing a group preliminary task. They worked well together, giving each other advice to improve their video. However, they realized they could have improved it further by spending more time editing. They successfully storyboarded and filmed multiple takes when needed, but refilming wasted lesson time. The student also gained skills that will help with future group projects.
This document provides a self-evaluation of the film production process. Some key lessons learned include making sure the shooting schedule fits with all involved, including adequate setup and filming times. The storyboard could have been more descriptive and included more shots to fill the desired run time. There were some equipment issues like cameras not working properly or running out of battery. Overall communication with actors needs improvement to ensure they show up as scheduled.
This document provides a self-evaluation of the film production process. Some key lessons learned include making sure the shooting schedule fits with all involved, including adequate setup times. The storyboard could have been more descriptive and included more shots to fill the five minute runtime. There were some issues with equipment not working properly. To improve, more planning and communication is needed, along with rehearsing actors and checking equipment beforehand.
The document discusses lessons learned from creating a preliminary task that were applied to producing an opening film sequence. Key lessons included learning different camera shots and angles, portraying characters more realistically, structuring a film, and editing techniques. Time management was challenging due to limited time but the group managed to complete filming by strategizing available times and assigning editing duties. Producing a storyboard and script helped guide the process although some shots were changed based on ideas during filming.
In the preliminary task, the filmmaker learned important skills like camera angles and editing techniques. This helped tremendously when filming and editing the actual opening sequence. Specifically, experience with storyboarding, time management, and acting improved the quality and professionalism of the final product. While challenges remained, such as actor availability and limited time, the preliminary task prepared the group well and they were able to complete the opening sequence on deadline.
1) The preliminary video task involved creating a 3 minute video with a conversation, action when walking through a door, and details like costumes and camera angles.
2) The video focused on using camera angles to show emotions and actions. Storyboards were created to plan shots and ensure efficient production.
3) The video's plot involved a group of friends visiting an old barn after a sleepover and one actor entering to a sudden blackout, leaving the audience in suspense.
The document summarizes lessons learned from a film production experience. Key points include:
- Having a detailed shooting script is essential for organization and ensuring all crew understand their roles and shots.
- Thorough location scouting is important to anticipate issues like noise levels.
- More time should be spent in pre-production planning to avoid last-minute rushing.
- Working as a small group of two required a lot of patience and balancing workloads was challenging.
- Problems like last-minute actor drop-outs required quick solutions, like having a crew member fill the role.
- Detailed planning documents like shooting schedules, storyboards and shot lists helped keep the production organized but could have
The student learned how to use video equipment like cameras and tripods through completing a group preliminary task. They worked well together, giving each other advice to improve their video. However, they realized they could have improved it further by spending more time editing. They successfully storyboarded and filmed multiple takes when needed, but refilming wasted lesson time. The student also gained skills that will help with future group projects.
This document provides a self-evaluation of the film production process. Some key lessons learned include making sure the shooting schedule fits with all involved, including adequate setup and filming times. The storyboard could have been more descriptive and included more shots to fill the desired run time. There were some equipment issues like cameras not working properly or running out of battery. Overall communication with actors needs improvement to ensure they show up as scheduled.
This document provides a self-evaluation of the film production process. Some key lessons learned include making sure the shooting schedule fits with all involved, including adequate setup times. The storyboard could have been more descriptive and included more shots to fill the five minute runtime. There were some issues with equipment not working properly. To improve, more planning and communication is needed, along with rehearsing actors and checking equipment beforehand.
The document discusses lessons learned from creating a preliminary task that were applied to producing an opening film sequence. Key lessons included learning different camera shots and angles, portraying characters more realistically, structuring a film, and editing techniques. Time management was challenging due to limited time but the group managed to complete filming by strategizing available times and assigning editing duties. Producing a storyboard and script helped guide the process although some shots were changed based on ideas during filming.
1. The director felt they had a better relationship with the cinematographer, who understood the vision, while communication was more strained with the editor.
2. Group communication was reasonable due to regular meetings, but the director felt they had the worst time management of the group.
3. Organizing shoots was challenging due to scheduling around other groups and daylight hours, leading to pressure when reshoots were needed.
4. While familiarity with equipment improved, switching cameras mid-production placed greater strain and delays due to unfamiliarity with the new camera.
1) The director felt they had a better relationship with the cinematographer who understood their vision, while they felt the editor wanted to take the production in a different direction and there was some confusion over the final vision.
2) Group communication was generally good due to regular lessons and meetings, but the director felt they had the worst time management of the group.
3) Organizing shoots was challenging due to scheduling with other groups and only being able to film on Saturdays due to daylight. Actors sometimes showed up late which delayed filming.
4) The director would change shooting earlier in the year to have more daylight, improve organization, maintain better communication, and be more involved in post-production
Evaluation- Question 7. By Jumana IsmailJumana Ismail
The document discusses the progression of skills from the author's preliminary task video to their main task opening sequence video. For the preliminary task, planning, camera techniques, sound, editing and mis-en-scene were limited due to lack of experience. However, for the main task the author conducted extensive research, created storyboards, improved camera shots, learned to use sound editing software, shot at multiple locations, and applied advanced editing techniques like filters and transitions. This resulted in a much more polished and professional final product compared to the preliminary task.
Through completing their full film opening sequence, the student learned how important planning and research are for a successful video. For the preliminary task, they created a basic storyboard but did not plan shots in detail. However, for the main task they took more time to thoroughly storyboard and plan ideas with the group. This ensured they used their limited filming time effectively and were prepared with equipment lists. While they tried to fit too much into one lesson for the preliminary task, mistakes from this taught them to better account for challenges and arrange additional filming days if needed. Overall, the student improved their camerawork, editing skills, and understands the value of production research.
This is my Media Studies Preliminary Evaluation for a short piece of film that I created. The film is on my blogger account also, but the broad idea was to have two people walking into a room and exchanging dialogue before leaving the room.
1) For their preliminary task, the filmmaker did not adequately prepare with costumes, locations, shots, or scheduling. This resulted in a rushed, unfocused film.
2) For their full film, improved planning around storyboarding, scheduling, research, and pre-production led to higher quality in areas like costumes, locations, shots, and sound.
3) Key lessons included allowing more time for planning, preparation, and rehearsal which improved the professional quality and engagement of the full film compared to the preliminary task.
Katie evaluated her final film project using a provided rubric. She felt her pre-production went well though location planning could have been improved. Production went smoothly despite issues with lighting and sound. Post-production challenges included special effects and sound editing. Scheduling her cast and crew was difficult. Lack of contingency for her actor canceling last scenes hurt the film. She learned new skills but pushing visual effects too far compromised quality. Feedback helped improve her film and understanding. While technical quality suffered, the film met her creative vision and deadline.
The document summarizes the author's role and experience working on a group media project. Some key points:
- The author's main role was co-director, assisting the director by checking equipment, ensuring actor positions and lines, and framing shots.
- The planning process started with brainstorming ideas and storyboards, but could have been more thorough in preparing scripts and scheduling.
- Working with a small group of four was beneficial for sharing ideas, but the author worries about potential disagreements in the future.
- Technical issues like a faulty microphone hindered capturing dialogue clearly. Lessons were learned about better preparing equipment and scripts.
- The individual reflected on their experience in pre-production for a group film project. They felt the group worked well together and everyone contributed to different roles.
- As the sound technician, they conducted research on using sound to build atmosphere by studying films like A Quiet Place. They tested equipment to determine what would best capture the film's narrative of isolation.
- Moving forward, they will operate sound equipment during filming and mix the final soundtrack. They aim to improve their skills by practicing with more equipment before filming resumes.
This evaluation sheet summarizes the quality of various aspects of a video project and provides suggestions for improvement. Key points evaluated include the steadiness of camera shots, variety of framing shots, appropriateness of material to the task, selection of mise-en-scene elements, editing skills, use of sound, actor positioning and movement, group planning and organization, and dynamics. Areas identified as needing improvement included adding more variety to shots, planning locations and lighting better, improving editing skills, adding sound, and increasing organization and meeting targets. Strategies proposed to address these included using a tripod, planning shot types in advance, selecting better locations, and establishing clear roles and timelines.
The document summarizes the key learnings from the filmmaker's preliminary task to their full product. They realized the importance of thorough pre-production like planning shots, scheduling, costumes, locations and props. Sound was improved by choosing times/locations with less wind. Lighting was used more deliberately to set mood. Camera shots were steadier using a tripod. The narrative started with mystery to engage viewers. Costumes, props, and locations better fit the sci-fi genre. An experienced actor helped deliver lines and character more effectively. Overall, more planning and preparation led to a higher quality final product.
Production management evaluation 2015 (1)EthanPayne
This document provides an evaluation of a student's film production project. It includes questions about pre-production, production, post-production, scheduling, individual and team performance, troubleshooting, resources, production techniques, monitoring progress, early versions of the film, and an assessment of the final film. The student provides detailed responses analyzing their process and outcomes for each stage of the project, noting what went well and areas for improvement. Specifically, they note green screen effects and gathering additional footage as challenges that could be improved upon for future projects.
1) The student learned that planning and organization are crucial when making a film, as their preliminary task suffered from a lack of storyboarding, scheduling, and consideration of lighting and continuity.
2) From completing both the preliminary task and final film, the student realized the importance of rehearsing scenes thoroughly with actors and having a solid script in order to film efficiently.
3) The experience helped the student and their group understand their individual strengths and how to divide roles for filming and editing.
The document provides a preliminary evaluation of the quality of various aspects of a group filmmaking task. It notes that while the quality of holding shots steady, framing shots, mise-en-scène, positioning of actors, and use of appropriate shooting material were quite successful, the group needs to improve the quality of editing to make the meaning apparent to viewers. It also notes issues with group planning and organization that need to be addressed for future tasks. Strategies proposed to improve include using a tripod, refining shot selection, applying editing techniques learned, and improving group scheduling and meetings.
While filming their short film, the student learned several important lessons about organization and planning. They struggled to coordinate schedules with actors who lived far from each other, requiring changes in shooting locations and dates. Technical issues like a malfunctioning camera also forced delays. Overall, the experience taught the importance of realistic scheduling, clear roles, and thorough equipment checks to efficiently film a short movie.
The document discusses what the author learned from an initial preliminary task of filming plain continuous shots to creating a final opening sequence. Some key things learned were how to use more advanced editing techniques like jump cuts and overlay effects to emphasize genre and mood. Proper use of shots like shot reverse shot and following continuity rules helped make the final sequence feel more realistic and comfortable to watch. Planning mise-en-scene, costumes, setting and improving actor performance helped make the opening sequence look more professional. Learning sound recording techniques and adding appropriate music and effects also helped set the mood. Overall, the author gained experience with equipment, software, advanced shots, editing and how to effectively plan elements to create a high quality professional sequence.
Jamey reflects on learning key skills from their preliminary task and full coursework film project. Planning was easier for the preliminary task as it had a given storyline, whereas the coursework required more independent planning. Storyboarding, camera skills, mise-en-scene, editing, sound, and titles were all areas that Jamey gained experience in through both projects. Teamwork and independent learning were also important skills developed. Overall, Jamey feels they have learned a great deal about film production across both tasks but could improve their time management.
This document outlines potential problems and contingencies for Rhys Sadler-Scott's filmmaking project (FMP). It addresses issues that could arise with casting, rehearsal time, actor availability, equipment, ability, sets and locations. The key strategies to deal with problems include starting the casting and production process early, rewriting scenes if needed, practicing skills like camerawork, and planning alternative shooting schedules or locations. The goal is to be prepared for any issues that could delay or halt production so the large scope of the project remains feasible.
The document discusses what the author has learned from their preliminary task to their final opening sequence project. They learned that plain shots in continuous order are less interesting than using more atmospheric editing techniques. From their preliminary task, they gained knowledge about editing software and how to create a more visually appealing sequence. Their final opening sequence used advanced editing techniques like jump cuts and overlays to portray the main character as mentally unstable. Overall, the author learned the importance of elements like camera shots, editing, setting, and sound design in crafting an effective sequence.
The opening sequence represents various social groups through its characters. AJ, portrayed by Grace Blessing, is a working class girl who is confident but also vulnerable. The teacher, portrayed by Aaron Joy, picks on the main character Shamus and is intimidating through his camera angles and costume. Shamus, portrayed by Shaharyar Sheikh, is the main character who is quiet but on a mission to seek revenge after his parents' death, similar to Harry Potter. Costume and camera work help develop the characters.
Momentum Pictures is identified as a potential UK-based distributor for the film. As a lower-budget company that also distributes larger films, they could realistically handle distribution. The film has potential for international audiences beyond the UK as it involves detectives, a universally recognizable concept. If distribution is pursued, a company could handle promotions like billboards, TV, radio, and other ads. Self-promotion is also an option with a limited budget, using social media ads, word-of-mouth, business cards, leaflets, and posters.
1. The director felt they had a better relationship with the cinematographer, who understood the vision, while communication was more strained with the editor.
2. Group communication was reasonable due to regular meetings, but the director felt they had the worst time management of the group.
3. Organizing shoots was challenging due to scheduling around other groups and daylight hours, leading to pressure when reshoots were needed.
4. While familiarity with equipment improved, switching cameras mid-production placed greater strain and delays due to unfamiliarity with the new camera.
1) The director felt they had a better relationship with the cinematographer who understood their vision, while they felt the editor wanted to take the production in a different direction and there was some confusion over the final vision.
2) Group communication was generally good due to regular lessons and meetings, but the director felt they had the worst time management of the group.
3) Organizing shoots was challenging due to scheduling with other groups and only being able to film on Saturdays due to daylight. Actors sometimes showed up late which delayed filming.
4) The director would change shooting earlier in the year to have more daylight, improve organization, maintain better communication, and be more involved in post-production
Evaluation- Question 7. By Jumana IsmailJumana Ismail
The document discusses the progression of skills from the author's preliminary task video to their main task opening sequence video. For the preliminary task, planning, camera techniques, sound, editing and mis-en-scene were limited due to lack of experience. However, for the main task the author conducted extensive research, created storyboards, improved camera shots, learned to use sound editing software, shot at multiple locations, and applied advanced editing techniques like filters and transitions. This resulted in a much more polished and professional final product compared to the preliminary task.
Through completing their full film opening sequence, the student learned how important planning and research are for a successful video. For the preliminary task, they created a basic storyboard but did not plan shots in detail. However, for the main task they took more time to thoroughly storyboard and plan ideas with the group. This ensured they used their limited filming time effectively and were prepared with equipment lists. While they tried to fit too much into one lesson for the preliminary task, mistakes from this taught them to better account for challenges and arrange additional filming days if needed. Overall, the student improved their camerawork, editing skills, and understands the value of production research.
This is my Media Studies Preliminary Evaluation for a short piece of film that I created. The film is on my blogger account also, but the broad idea was to have two people walking into a room and exchanging dialogue before leaving the room.
1) For their preliminary task, the filmmaker did not adequately prepare with costumes, locations, shots, or scheduling. This resulted in a rushed, unfocused film.
2) For their full film, improved planning around storyboarding, scheduling, research, and pre-production led to higher quality in areas like costumes, locations, shots, and sound.
3) Key lessons included allowing more time for planning, preparation, and rehearsal which improved the professional quality and engagement of the full film compared to the preliminary task.
Katie evaluated her final film project using a provided rubric. She felt her pre-production went well though location planning could have been improved. Production went smoothly despite issues with lighting and sound. Post-production challenges included special effects and sound editing. Scheduling her cast and crew was difficult. Lack of contingency for her actor canceling last scenes hurt the film. She learned new skills but pushing visual effects too far compromised quality. Feedback helped improve her film and understanding. While technical quality suffered, the film met her creative vision and deadline.
The document summarizes the author's role and experience working on a group media project. Some key points:
- The author's main role was co-director, assisting the director by checking equipment, ensuring actor positions and lines, and framing shots.
- The planning process started with brainstorming ideas and storyboards, but could have been more thorough in preparing scripts and scheduling.
- Working with a small group of four was beneficial for sharing ideas, but the author worries about potential disagreements in the future.
- Technical issues like a faulty microphone hindered capturing dialogue clearly. Lessons were learned about better preparing equipment and scripts.
- The individual reflected on their experience in pre-production for a group film project. They felt the group worked well together and everyone contributed to different roles.
- As the sound technician, they conducted research on using sound to build atmosphere by studying films like A Quiet Place. They tested equipment to determine what would best capture the film's narrative of isolation.
- Moving forward, they will operate sound equipment during filming and mix the final soundtrack. They aim to improve their skills by practicing with more equipment before filming resumes.
This evaluation sheet summarizes the quality of various aspects of a video project and provides suggestions for improvement. Key points evaluated include the steadiness of camera shots, variety of framing shots, appropriateness of material to the task, selection of mise-en-scene elements, editing skills, use of sound, actor positioning and movement, group planning and organization, and dynamics. Areas identified as needing improvement included adding more variety to shots, planning locations and lighting better, improving editing skills, adding sound, and increasing organization and meeting targets. Strategies proposed to address these included using a tripod, planning shot types in advance, selecting better locations, and establishing clear roles and timelines.
The document summarizes the key learnings from the filmmaker's preliminary task to their full product. They realized the importance of thorough pre-production like planning shots, scheduling, costumes, locations and props. Sound was improved by choosing times/locations with less wind. Lighting was used more deliberately to set mood. Camera shots were steadier using a tripod. The narrative started with mystery to engage viewers. Costumes, props, and locations better fit the sci-fi genre. An experienced actor helped deliver lines and character more effectively. Overall, more planning and preparation led to a higher quality final product.
Production management evaluation 2015 (1)EthanPayne
This document provides an evaluation of a student's film production project. It includes questions about pre-production, production, post-production, scheduling, individual and team performance, troubleshooting, resources, production techniques, monitoring progress, early versions of the film, and an assessment of the final film. The student provides detailed responses analyzing their process and outcomes for each stage of the project, noting what went well and areas for improvement. Specifically, they note green screen effects and gathering additional footage as challenges that could be improved upon for future projects.
1) The student learned that planning and organization are crucial when making a film, as their preliminary task suffered from a lack of storyboarding, scheduling, and consideration of lighting and continuity.
2) From completing both the preliminary task and final film, the student realized the importance of rehearsing scenes thoroughly with actors and having a solid script in order to film efficiently.
3) The experience helped the student and their group understand their individual strengths and how to divide roles for filming and editing.
The document provides a preliminary evaluation of the quality of various aspects of a group filmmaking task. It notes that while the quality of holding shots steady, framing shots, mise-en-scène, positioning of actors, and use of appropriate shooting material were quite successful, the group needs to improve the quality of editing to make the meaning apparent to viewers. It also notes issues with group planning and organization that need to be addressed for future tasks. Strategies proposed to improve include using a tripod, refining shot selection, applying editing techniques learned, and improving group scheduling and meetings.
While filming their short film, the student learned several important lessons about organization and planning. They struggled to coordinate schedules with actors who lived far from each other, requiring changes in shooting locations and dates. Technical issues like a malfunctioning camera also forced delays. Overall, the experience taught the importance of realistic scheduling, clear roles, and thorough equipment checks to efficiently film a short movie.
The document discusses what the author learned from an initial preliminary task of filming plain continuous shots to creating a final opening sequence. Some key things learned were how to use more advanced editing techniques like jump cuts and overlay effects to emphasize genre and mood. Proper use of shots like shot reverse shot and following continuity rules helped make the final sequence feel more realistic and comfortable to watch. Planning mise-en-scene, costumes, setting and improving actor performance helped make the opening sequence look more professional. Learning sound recording techniques and adding appropriate music and effects also helped set the mood. Overall, the author gained experience with equipment, software, advanced shots, editing and how to effectively plan elements to create a high quality professional sequence.
Jamey reflects on learning key skills from their preliminary task and full coursework film project. Planning was easier for the preliminary task as it had a given storyline, whereas the coursework required more independent planning. Storyboarding, camera skills, mise-en-scene, editing, sound, and titles were all areas that Jamey gained experience in through both projects. Teamwork and independent learning were also important skills developed. Overall, Jamey feels they have learned a great deal about film production across both tasks but could improve their time management.
This document outlines potential problems and contingencies for Rhys Sadler-Scott's filmmaking project (FMP). It addresses issues that could arise with casting, rehearsal time, actor availability, equipment, ability, sets and locations. The key strategies to deal with problems include starting the casting and production process early, rewriting scenes if needed, practicing skills like camerawork, and planning alternative shooting schedules or locations. The goal is to be prepared for any issues that could delay or halt production so the large scope of the project remains feasible.
The document discusses what the author has learned from their preliminary task to their final opening sequence project. They learned that plain shots in continuous order are less interesting than using more atmospheric editing techniques. From their preliminary task, they gained knowledge about editing software and how to create a more visually appealing sequence. Their final opening sequence used advanced editing techniques like jump cuts and overlays to portray the main character as mentally unstable. Overall, the author learned the importance of elements like camera shots, editing, setting, and sound design in crafting an effective sequence.
The opening sequence represents various social groups through its characters. AJ, portrayed by Grace Blessing, is a working class girl who is confident but also vulnerable. The teacher, portrayed by Aaron Joy, picks on the main character Shamus and is intimidating through his camera angles and costume. Shamus, portrayed by Shaharyar Sheikh, is the main character who is quiet but on a mission to seek revenge after his parents' death, similar to Harry Potter. Costume and camera work help develop the characters.
Momentum Pictures is identified as a potential UK-based distributor for the film. As a lower-budget company that also distributes larger films, they could realistically handle distribution. The film has potential for international audiences beyond the UK as it involves detectives, a universally recognizable concept. If distribution is pursued, a company could handle promotions like billboards, TV, radio, and other ads. Self-promotion is also an option with a limited budget, using social media ads, word-of-mouth, business cards, leaflets, and posters.
The document contains inappropriate adult content and is only intended for ages 18 and above. It provides a humorous profile of an individual referred to as the "PEASHHHHHHHH Boy" who enjoys saying "peasshhhhhhhhhhh", playing hockey, and the legs of a classmate. The profile encourages bringing a hockey stick to an event on January 17th to "hoosh the hell" out of the PEASHHHHHHHH Boy.
The document discusses various filming and editing techniques the student learned through making a film. In terms of filming, techniques mentioned include the rule of thirds, 180-degree rule, continuity, framing, match on action, action/reaction shots, and different camera angles. Editing techniques discussed are assembly editing, audio editing like lowering background noise, and using fades for title sequences. The student learned the importance of these techniques for shot composition, flow, realism, audience engagement, and emphasis on characters and roles.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help regulate emotions and stress levels.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness and well-being.
An independent film distributor like The Smalls or ICO would be suitable to distribute the film "Chasing Reality" because they specialize in distributing films from independent filmmakers. The Smalls relies on sponsorships and provides feedback to help filmmakers improve, while ICO aims to promote diversity and give films a UK audience. Self-distribution is also an option, but it requires a significant time commitment.
The document summarizes how the opening sequence of a film attracts its target audience through suspenseful music, varied shots that build tension, and familiar action/thriller tropes. It uses three credits with different music - drums create suspense, fast music matches action scenes, and slower music builds tension during an escape. Shots start close, show the hero reloading, and use tracking shots to reveal settings and surprises. Special effects like flashes and blood add realism during a climactic gunshot. Familiar tropes like a tragic backstory, damsel in distress, and violence appeal to the target action/thriller audience.
Mielabelois the unique Belgian consulting firm improving the organisations’performance through innovating and pragmatic approaches.
Founded in 2009, the company is now active in
three major domains : Continuous Improvement, Information System Management and Sales Performance.
Our vision is that organisations must constantly combine strategical vision with operational activities in order to create values and achieve today’s and tomorrow’s success.
Hussein Ahmed Mohammed Hendawy is seeking a position in IT, with a focus on Oracle E-Business Suite applications like Financials, HR, and Point of Sale. He has extensive experience implementing Oracle ERP solutions for clients in various industries in Egypt. Some of his responsibilities have included creating requirements, training users, managing go-lives, customizing reports and print formats, and resolving post-implementation issues. He is looking for a stable career opportunity with a company that can utilize his Oracle and technical skills.
1) The director felt they had a better relationship with the cinematographer, who understood the vision, while communication was more strained with the editor.
2) Group communication was reasonable due to regular lessons and meetings, but the director felt they had the worst time management.
3) Organizing shoots was challenging due to coordinating equipment, actors, and crew availability, and relying on actors to arrive on time caused delays.
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.
Leah Rolfe reflects on what she learned from the preliminary task that helped with the full product. She found using the camera helped her feel more comfortable with filming. Planning was also crucial, and storyboarding helped visualize shots and keep everyone on track. For the preliminary task, not enough planning went into locations, props, and characters, making filming tricky. Organization was also important to stay on schedule and have the right equipment in the right places. These lessons helped Leah improve for the main task.
The document discusses the improvements made from the preliminary task to the full opening sequence product. There was improved camera work and editing skills, with more attention to continuity and detail. Background noise was better controlled, framing was more consistent, and costumes were chosen with greater thought in the opening sequence compared to the preliminary task, due to having more planning time. Overall, the document analyzes the benefits of planning and how the opening sequence was superior due to allowing more planning versus the rushed preliminary task.
The document discusses the progression from the preliminary task to the main task. It summarizes that the main task required more in-depth planning and preparation compared to the preliminary task which had a short timeframe. It also discusses improvements in filmmaking skills like storyboarding, camerawork, use of sound, and ability to use new technology like Final Cut Pro and Soundtrack Pro from the preliminary to the main task.
The document discusses the evaluation of a student film production project. It describes how pre-production is crucial for staying organized and meeting deadlines. Specifically, it discusses how the group's shooting schedule, call sheets, storyboards, and location planning helped the production go smoothly despite some challenges. While some aspects could be improved, like actor experience and equipment checks, overall the careful planning through pre-production helped the group complete the film on time and learn valuable lessons.
The student reflects on their experience producing a short film, noting the challenges of managing time and overestimating capabilities as well as enjoying the filming process, though found editing and sound design particularly stressful; they discuss specific scenes, problems encountered like weather and having limited help, and their satisfaction with directing, cinematography, and sound despite weaknesses in narrative and their own performance.
The document reflects on what was learned from an initial preliminary task to the final product of a thriller film. It discusses mistakes made early on with camera angles and editing, but also how research into filming techniques and tools like Adobe Premiere helped improve the final product. Planning with storyboards and schedules was useful to an extent, but filming required adaptations from the plans. Managing time and crew became more challenging when filming extended across multiple days and locations.
During the creation of a preliminary film task, the group faced some challenges with time management and continuity errors. Scenes took longer to film than anticipated, leaving less time for editing. This resulted in rushed title sequences and credits. Minor continuity errors around a character's hair and background items were also issues. For the main task, the group plans to spend less time on storyboards while still making them detailed. They will allocate more time for reviewing the finished film to catch and correct any continuity errors.
Q7. looking back to your preliminary task.... log sheetKimberley Bakpa
The document discusses the improvements made from the preliminary task to the full product. It covers several areas of quality including steady camera shots using a tripod, better framing of shots, conducting research on genre conventions, improved mise-en-scene with lighting and background, smoother editing, addition of appropriate sound, more natural acting, improved planning and organization, and addressing technical issues like background wind in post-production. The overall quality was much higher due to lessons learned from the preliminary task.
If doing the project again, the group would improve planning, filming, and editing. For planning, they would create a detailed plan so everyone knows their roles. For filming, they would schedule actors and shots to avoid forgetting anything. For editing, they would allocate more time and ensure continuity. The project taught skills in editing software, camera work, and different shot types. Key advice is to plan thoroughly, know filming responsibilities, and leave enough time for editing and sound. While editing software had online tutorials, it could lag with many clips, impacting precision. The group could have scheduled more time for sound recording and used a storyboard to structure filming and avoid wasting daylight.
Luke Headland reflects on his experience making a short film for his production work. He enjoyed the process overall but faced challenges with time management and overestimating his capabilities given COVID restrictions. Filming the first scene took multiple reshoots which wasted time. However, he learned from this and improved his planning for subsequent scenes. Sound design during editing took the most time and was frustrating but helped him learn. He is proud of aspects like directing, cinematography and sound design in the final film but feels the narrative could be confusing at times.
Luke Headland reflects on his experience making a short film production. He enjoyed the process overall but faced challenges with time management and overestimating his capabilities under COVID restrictions. Filming the first scene took multiple reshoots which wasted time. However, he learned from this and improved his planning for subsequent scenes. Sound design during editing took the most time and was frustrating at times to get right. He is proud of aspects like directing, cinematography, and sound design but feels the narrative could be confusing. He discusses addressing problems during production like weather issues and having limited help. Luke also reflects on enjoying the colour correction, sound design, and poster creation aspects of his project.
The team worked well together in the pre-production phase of their preliminary task, sharing ideas and contributing to storyboards. Each member also created an individual storyboard to understand different approaches. They combined elements from each to create a new collaborative storyboard.
The teamwork aspect of the preliminary task went well, with clear communication about roles and responsibilities. They respected each other's opinions.
The planning phase took longer than expected, which limited what they could include in the task. They used the Photo Booth app on iPads to film and iMovie to edit, learning filming techniques and how to meet criteria. Overall the preliminary task was a positive learning experience and the student was happy with the final product.
1) The camera angles were not consistent between shots due to only having two people filming. The location used also did not match what was in the storyboard.
2) Making the storyboard and location plans more flexible would have helped deal with limitations on filming time and locations.
3) Background noise in one clip distracted from the film and should have been reduced.
From the preliminary task and filming the full product, the student learned:
1) Effective planning is key, including storyboarding and shot lists. This allows for organized shoots and adaptation.
2) Continuity is important for realism and avoiding audience confusion. Factors like location, costumes, and lighting must be kept consistent.
3) Problems will arise during production, but can be solved through flexibility and alternative solutions like playing a role oneself.
4) Editing skills developed through practice, and the ability to work independently allowed for efficient editing on a tight deadline.
From the preliminary task and full production, the student learned:
1) Effective planning is key, including storyboarding and shot lists. This allows for organized shoots and efficient use of resources.
2) Continuity is important for realism and avoiding audience confusion. Factors like location, costumes, and lighting must be kept consistent.
3) Problems will arise, so flexibility and quick problem-solving are important skills. The student learned to find solutions, like playing the villain, and asking others or online tutorials for help.
This document summarizes a student's experience filming a short video clip using continuity techniques for class. The student learned how to properly use a video camera and editing software. Time management was challenging, but the finished product came together well. Areas for improvement include better time planning and experimenting more with editing features. While some continuity techniques were successfully used, others like the 180 degree rule were difficult to include. The student evaluated their positive contribution to group roles and workflow.
The document discusses the learning process from a preliminary filmmaking task to a full film opening project. For the preliminary task, the author filmed a scene with classmates involving different shots. They struggled with editing software but learned about camera shots, continuity, and location importance. For the full project, more time was needed for planning, improved editing, and creating a cohesive plot and film opening conventions were followed. Overall, the preliminary task helped prepare skills but the full project required a higher standard of quality.
Looking back to their preliminary task, the document discusses what they feel they have learned in progressing from the preliminary task to the full product. Specifically, they note that for the preliminary task they did no research or planning, it was hastily made up and did not turn out well. However, it helped them learn how to use the camera and editing software. For the full product, they conducted research, created a storyboard, script, and divided roles to better organize and plan the project. They also improved their camera skills and editing was split between two people to finish more quickly. Overall, the document expresses that significant improvements were made from more planning, research, defined roles, and experience gained from the preliminary task.
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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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.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Q7
1. Q7) Looking back at your preliminary task, what do you
feel you have learnt in the progression from it the full
product?
Our original Preliminary task was very messy as it did not completely follow our
guidelines that we were given for our preliminary brief which therefore lead us to
filming another pre-lim. The storyboard was well planned however it was planned
that the character B who played a female colleague would remain “mysterious”
and therefore the audience will never see her face. It was also extended to the
aftermath of the conversation which portrayed some drama in character A, the
male focus’ life. This was completely unnecessary for the preliminary task as it
went into too much detail and also didn’t meet the guidelines of what was
required for the preliminary task. Therefore, my group and I went away to create
another preliminary task and therefore better our listening skills.
2. Q7) Looking back at your preliminary task, what do you
feel you have learnt in the progression from it the full
product?
➲ In terms of time management, our organization was very poor. Although
we had a paper schedule of shooting as well as what to do, when it
came to putting this in action we were quite disorganized and we didn’t
follow what was set out. Also, my group kept discussing about filming
details on the day as well which put us back in time and therefore led us
to being the last group to finish filming. In order to combat this issue, we
decided to stop the excessive chatter and get on with it even though we
still ended up finishing the latest. Clearly, my group and I should have
planned in more detail as well as more effectively. From this mistake, I
learnt that planning is key when it comes to time management as
otherwise you go off schedule.
3. Q7) Looking back at your preliminary task, what do you
feel you have learnt in the progression from it the full
product?
Our shooting schedule was properly planned, however we did not follow
this as well as we should have due to the encouragement of filming
extra shots. If I were to film again, I would ensure that the basic shots
that were listed down took priority in filming as well as keeping in mind
the availability of the location. Location was quite key in terms of
shooting schedule as we had limited time for certain locations as well
as the fact that there was always the possibility of interruptions
whether it being a teacher or a student. To combat this problem, we
filmed afterschool where the presence of students would be virtually
non-existent and notified every teacher with links to the location the
importance of no disruptions therefore enabling the filming to run
smoothly as this had limited interruptions. From this, I learnt that
cooperation with people who had links to our locations was vital in
order to prohibit interruptions which would overall enable filming to go
smoother. I also learnt that it is important to stick to what was
previously planned in order for filming to be smoother as well as
swifter.
➲
4. Q7) Looking back at your preliminary task, what do you
feel you have learnt in the progression from it the full
product?
➲ The shooting schedule for the main task was quite difficult to complete
as there were more shots we had to plan and each shot had to be one
within a certain location. I, given the task of the shooting schedule,
therefore planned that the outdoor scenes would be done first as we
were going to start filming quite early in the morning and this would
stop/ limit all outside interferences. My next priority was filming the
indoor kidnapping scene as this room would not be at our disposal due
to scheduled lessons. In order to combat confusion on the day for
filming, our team booked the room for the majority of the day in order
to prevent continuity mistakes. This task was quite smooth, however in
order to improve, next time I would make drafts of shooting schedules
and therefore run them by my team in order to keep them included
with decisions as well as improve the shooting schedule in case they
pointed out issues that I was quite ignorant to.
5. Q7) Looking back at your preliminary task, what do you
feel you have learnt in the progression from it the full
product?
➲ In terms of timing for pre-production, I feel that we should have spent
more time planning/ used our time more effectively in terms of what
was needed to be done on the actual day for our filming as planning is
vital in order to enable everything to flow more smoothly. The fact that
we didn’t plan more effectively did result in a few squabbles amongst
the team due to the fact that there was some confusion on how certain
scenes were going to be filmed. From these issues, I learnt that
communication with new people in a new group is key in order to make
sure people are on the same page otherwise it results in squabbles
and I shall therefore keep this in mind for future references.
➲ In our preliminary casting, we used people from our group to cut down on time
and make the whole process more effective. This made it more effective as the
people in our group were already familiar with what the roles were for filming
and what each role had required of the actor. However, an issue that were
raised with this task was the fact that there was no solid script organized for
the preliminary task and therefore had an impact on our timing and continuity
as the conversational sequences were messy and unrealistic at times. From
this issue, I learnt that a script must be agreed on and learnt prior to filming as
this would therefore keep up the continuity and the timing.
6. Q7) Looking back at your preliminary task, what do you
feel you have learnt in the progression from it the full
product?
➲ In terms of location, we pre-booked as soon as possible as
this would give us the advantage of sticking to our
storyboard. Overall, our locations were closely knitted
together and therefore enabled filming to go smoothly in
terms of location as we had unlimited time to work with the
advantage of our ideal setting. However, it was quite difficult
to book as this area as many other classmates were rushing
around to book their ideal filming locations. Overall, I think
my team were quite smart in terms of booking the ideal
location as we were very swift and quick to book it therefore
I would say that this was the most smoothest task in our
history of tasks for filming.
7. Q7) Looking back at your preliminary task, what do you
feel you have learnt in the progression from it the full
product?
➲ Continuity was closely monitored for the preliminary task. The weather
was very important in terms of continuity as it had affected our lighting
for when we came on set for our filming. In order to combat this issue we
made sure that the blinds were closed throughout filming as well as
keeping the lights on. From these issues, I learnt that location checks
were quite important in terms of continuity as well as how time sensitive
filming actually is if you want your film to be consistent.
➲ In regards to casting, Aaron was perfect in terms of fulfilling the role of
bandit/teacher as his physique, with the right direction could be shown as quite
menacing. He was perfect for the role and was also our first choice for the role.
This role was therefore smooth in terms of casting. In order to combat the issue
of using too many actors for our opening sequence we used our actors for
double roles. This was quite effective on our part as filming was therefore split in
two parts due to location issues. This actually helped in some ways as most of
our characters would come in school uniform anyway and would save them from
the nuisance of having to get spare clothes to school. I believe this also made it
more effective for our film as it enabled us to emphasise how Shamus’ daydream
was different to his reality. Shamus and AJ’s clothing were kept the same or
similar to show their importance to the film as characters.
8. Q7) Looking back at your preliminary task, what do you
feel you have learnt in the progression from it the full
product?
➲ Due to exterior reasons, we were unable to film our opening sequence
in one day as our location had ordered that everyone should leave the
premises at one o’clock. This therefore broke our working streak in a
way as well as some infringement on continuity as we were only allowed
to film during lessons and this therefore enabled people to interfere with
our set even though we left a note asking them to do the exact opposite.
This was our most major issue with the location as this didn’t enable our
filming to go in more of a flow. From this issue, my team and I therefore
aimed to complete all the shots we needed for the drama room as this
location was quite difficult to book in the first place.
➲ There were some obvious mistakes in continuity for our main task .e.g. when
Shamus walks towards the door we see that the machine gun is no longer in the
place that he left it behind in. Also, when Shamus walks into the room where the
hostage is held, you no longer see Bandit A’s dead body in the background
which also affected the continuity. In order to prevent a reoccurrence of these
issues, I would ensure that we filmed more viable shots to use in the editing
process and keep an even closer eye on the continuity of each shot. In order to
ensure this does not happen again I would also make sure that I am stern and
more vocal when it comes to continuity issues for future films that I will hope to
make.
9. Q7) Looking back at your preliminary task, what do you
feel you have learnt in the progression from it the full
product?
➲ Feedback was quite vital for our preliminary task. Through watching the
other preliminary tasks from other groups, my group and I noticed that
we had not stuck to the guidelines of what we were asked to do. The
majority of our shots were of good quality however some shots were
formed in what seems to be quite a lazy manner although our over the
shoulder shots were good. The sound effects for the phone ringing were
said to be quite unrealistic as well and the fact that the actor didn’t let
the phone ring for very long was quite unrealistic as well. In order to
combat these issues our teacher allowed every group to go back and
film the task again. From these issues, I learnt that whenever we film we
should rehearse the shot first to see how it looked on the camera and
also work on listening as well as cooperation skills in order to not
commit the same mistakes again.
10. Q7) Looking back at your preliminary task, what do you
feel you have learnt in the progression from it the full
product?
➲ In terms of sound, we had to ensure that dialogue was very
clearly heard as our preliminary task was centered on
dialogues exchanged between our two characters. In order
to ensure that speech was clearly heard, we filmed in a quiet
classroom/office environment and notified people related to
the building that we were filming. This therefore prohibited
background noise. However this did not stop all the
background noise. However this incorporated quite well with
our preliminary task as it made it more realistic that our
actors were teachers working within an educational
environment. From this issue, I learnt that dialogue is very
important in order to be heard quite clearly as this would
therefore enable our audience to keep track of what’s going
on otherwise they would just lose interest.
11. Q7) Looking back at your preliminary task, what do you
feel you have learnt in the progression from it the full
product?
➲ In terms of editing our original preliminary task, it was very time effective
as we only spent a couple of lessons. However, from this I learnt that it
is important to watch over the film as the parts that I was unsure of
ended up being picked on at the preliminary task .e.g. in the beginning
there is a continuity issue of the character B just standing there although
she has supposedly walked through the door already. This could have
easily been fixed up within the editing. From this I learnt that it is
important to check over your work.
➲ Audio and music were very important in the main task as my group and I
had decided to limit the dialogue. Originally there was no link between
the music of the opening credits and the music used for the actual
opening sequence. However, this affected the flow of the opening
sequence and therefore was changed due to feedback given by our
teacher so that the second set of sound would therefore begin when the
actual fighting began which was all in all quite effective.
12. Q7) Looking back at your preliminary task, what do you
feel you have learnt in the progression from it the full
product?
➲ Feedback played a massive role in the flow of our film. Originally, we
missed out an opening title by mistake; however feedback reminded us
that a key opening credit was missing. This therefore enabled the music
to creep in and make it more effective. The props however, looked too
unprofessional however to combat this issue you could say that it adds
to the effect of the unrealistic nature of the daydream. Audio on Aaron
was brought down in the end to make it more focused on the dialogue.
This helped to improve our film.
➲ The editing process took about a couple of days. The editing was swift
and quick which therefore enabled us to gain some feedback from our
teacher and improve our work. In order to improve the editing process, I
would make sure everyone has more of an equal hand in editing