Q7
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The document discusses how making a preliminary film helped a group advance their filmmaking skills. It allowed them to determine who had abilities in specific roles like sound, editing, and camera handling. Working together on all stages of filming and editing meant they all became proficient in all areas of the process. Through this preliminary work, they also developed better skills in techniques like match cuts and applying the 180 degree rule to help audiences understand scenes.
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Task One Short Film Evaluation
The document discusses the roles and tasks involved in creating a short film. The author directed the filming and operated the main camera, working to capture the necessary shots through good communication with the group. Editing software was difficult to learn initially but the author was able to edit the film with help. The film utilized various editing techniques like continuity editing, match on action, and shot reverse shot. The author reflects that their camera and editing skills can still be improved, such as maintaining consistent camera positions and applying different editing skills, but the process helped their filmmaking abilities.
The Film Industry
The document outlines various job roles and responsibilities in film and television production. The camera operator controls the camera settings and positioning to achieve the desired shot. The script supervisor ensures accurate presentation and content of the script. Makeup and hair artists control the on-camera appearance of actors. The director oversees what is recorded by the camera. The researcher verifies factual accuracy prior to production. The gaffer controls lighting and wiring to ensure proper lighting and audio. The boom operator manages the microphone on a boom pole to control audio recording.
Question 7
In my preliminary task, I had limited camera equipment and shot options. For my final product, I had access to multiple lenses allowing more creative shots. I also improved my framing and incorporated some camera movement and zooming shots. While my editing skills did not greatly improve, practicing in my preliminary task prepared me well. I also learned to add basic visual effects that enhanced my final product. Overall, having more equipment options and practicing key filmmaking skills allowed me to produce a higher quality final product.
Production roles
The director will oversee all aspects of production and ensure everyone completes tasks on time. Harrison will operate the camera to record footage that will later be edited. Kate will record clear audio that can be synced with video for post-production. Sam will professionally act out scenes as instructed by the director and be aware his performance will be seen by the audience.
Callum Wallace- Researching Job Roles
The document discusses several film production roles:
Director - The overall leader responsible for the final product who oversees actors and staff from pre-production through final cut.
Cameraperson - Operates the camera and completes shots as directed to capture footage properly framed and balanced.
Lighting Technician - Determines lighting needs based on the script and applies appropriate lighting during shots to ensure visibility of intended elements.
Sound Technician (Boom Operator) - Manages sound equipment and microphone placement to capture high quality audio without interfering with filming while optimizing the sound mixer's ability to record.
Team Roles
The document outlines the roles of the cameraman and director for a film production. The cameraman, Alyx Entwistle, is responsible for recording all necessary footage and ensuring it is high quality without unnecessary objects in shot. The director, Adam Foster, directs the positions and actions of the crew, communicates camera angles to the cameraman, and instructs the runner on equipment placement to facilitate a quick and smooth production.
Evaluation – preliminary task
The student learned new skills using Adobe Premier software to edit their preliminary task. They cut out repetitive footage to make the film continuous, as required. They also learned new camera angles which they used to make the film look more professional. The editing and different camera angles helped ensure the task met the criteria and brief.
Media Project - Short Film Presentation
The document summarizes a short chase film project created by students. It describes the plot of the film involving a threatening text message. Limited areas for filming resulted in shooting around the school. Shots included close-ups, medium shots, and long shots showing the chase from different angles. Effects like black and white and fades were added in editing. Strengths included coming up with the storyline and plan quickly and keeping within the time limit. Weaknesses were editing and some weak camera angles. The project helped students learn camera and editing skills for future work.
Recommended
Task One Short Film Evaluation
The document discusses the roles and tasks involved in creating a short film. The author directed the filming and operated the main camera, working to capture the necessary shots through good communication with the group. Editing software was difficult to learn initially but the author was able to edit the film with help. The film utilized various editing techniques like continuity editing, match on action, and shot reverse shot. The author reflects that their camera and editing skills can still be improved, such as maintaining consistent camera positions and applying different editing skills, but the process helped their filmmaking abilities.
The Film Industry
The document outlines various job roles and responsibilities in film and television production. The camera operator controls the camera settings and positioning to achieve the desired shot. The script supervisor ensures accurate presentation and content of the script. Makeup and hair artists control the on-camera appearance of actors. The director oversees what is recorded by the camera. The researcher verifies factual accuracy prior to production. The gaffer controls lighting and wiring to ensure proper lighting and audio. The boom operator manages the microphone on a boom pole to control audio recording.
Question 7
In my preliminary task, I had limited camera equipment and shot options. For my final product, I had access to multiple lenses allowing more creative shots. I also improved my framing and incorporated some camera movement and zooming shots. While my editing skills did not greatly improve, practicing in my preliminary task prepared me well. I also learned to add basic visual effects that enhanced my final product. Overall, having more equipment options and practicing key filmmaking skills allowed me to produce a higher quality final product.
Production roles
The director will oversee all aspects of production and ensure everyone completes tasks on time. Harrison will operate the camera to record footage that will later be edited. Kate will record clear audio that can be synced with video for post-production. Sam will professionally act out scenes as instructed by the director and be aware his performance will be seen by the audience.
Callum Wallace- Researching Job Roles
The document discusses several film production roles:
Director - The overall leader responsible for the final product who oversees actors and staff from pre-production through final cut.
Cameraperson - Operates the camera and completes shots as directed to capture footage properly framed and balanced.
Lighting Technician - Determines lighting needs based on the script and applies appropriate lighting during shots to ensure visibility of intended elements.
Sound Technician (Boom Operator) - Manages sound equipment and microphone placement to capture high quality audio without interfering with filming while optimizing the sound mixer's ability to record.
Team Roles
The document outlines the roles of the cameraman and director for a film production. The cameraman, Alyx Entwistle, is responsible for recording all necessary footage and ensuring it is high quality without unnecessary objects in shot. The director, Adam Foster, directs the positions and actions of the crew, communicates camera angles to the cameraman, and instructs the runner on equipment placement to facilitate a quick and smooth production.
Evaluation – preliminary task
The student learned new skills using Adobe Premier software to edit their preliminary task. They cut out repetitive footage to make the film continuous, as required. They also learned new camera angles which they used to make the film look more professional. The editing and different camera angles helped ensure the task met the criteria and brief.
Media Project - Short Film Presentation
The document summarizes a short chase film project created by students. It describes the plot of the film involving a threatening text message. Limited areas for filming resulted in shooting around the school. Shots included close-ups, medium shots, and long shots showing the chase from different angles. Effects like black and white and fades were added in editing. Strengths included coming up with the storyline and plan quickly and keeping within the time limit. Weaknesses were editing and some weak camera angles. The project helped students learn camera and editing skills for future work.
Media Project Short Film Presentation
The document summarizes a short chase film project created by students. It describes the plot of the film involving a threatening text message. Limited areas for filming resulted in shooting around the school. Shots included close-ups, medium shots, and long shots showing the chase from different angles. Effects like black and white and fades were added in editing. Strengths included coming up with the storyline and plan quickly and keeping within the time limit. Weaknesses were editing and some weak camera angles. The project helped students learn camera and editing skills for future work.
Media Q6
The document discusses what was learned about technologies from creating a film project.
It discusses how editing techniques like continuity, cutting on action, and maintaining a consistent pace are important. It also covers learning to use Premiere Elements and how to manipulate video levels, contrast, brightness, and saturation.
When filming, framing shots correctly, using a tripod, retaking shots due to faults, keeping things in focus, following the 180 rule and rule of thirds were all important lessons learned. Maintaining proper lighting was also a challenge addressed.
Evaluation of practise task
The document summarizes a student's evaluation of their practice task filming assignment. It discusses how editing was beneficial compared to camera movements, how steady the camera work was as they were just starting to learn, and that the narrative was clear enough though a voiceover may have improved it. It also outlines the planned elements of mise en scene, basic camerawork techniques used along with a match on action, and using the video camera for sound. Minor additional editing effects like music were included to set the mood without words.
Roles
The producer is responsible for overseeing all stages of film production including raising funds, hiring staff, and arranging distribution. As the producer, the document discusses looking over storyboards with the director and finding solutions to weather constraints.
The location manager is tasked with finding suitable filming locations that will not have background noise issues. As the music video producer, background noise will not be a problem. Pictures were taken of potential house exteriors for filming.
A location was chosen that fits the middle-class lifestyle of the characters despite nearby construction work that will be covered by the soundtrack.
As the camera operator, research was done on the camera and techniques like motion blur effects as well as familiarizing themselves with the
Technologies
The document discusses the technologies used to create a film title sequence for a horror film. It describes how the filmmaker learned to properly use a film camera to get clear shots, and how after effects was used to creatively design titles that conformed to horror film conventions. Premiere Pro was key for editing clips, adding effects and sounds to produce the final title sequence. Overall, each technology helped achieve the goals for the production process and develop themes in the sequence.
AS Media Evaluation part 7
In their preliminary task, the students shot a short scene using a basic camcorder. For their final film, they had more freedom and used a more advanced camera. They learned how to use different camera settings, angles, and shots. They also improved their editing skills in Final Cut by learning more tools and getting better at managing their time. While they carried over techniques like match-on-action from the preliminary, they developed their skills in areas like camera operation, shot variety, and moving shots.
Evaluation preliminary - Kala Varsani
The document provides a self-evaluation of the student's participation in a preliminary film activity with their group. The student listened to others' ideas, helped with planning by creating a storyboard, and learned editing skills by editing the group's film clips together. Areas for improvement included avoiding crossing the 180-degree line and using a tripod for steadier shots.
Media evaluation quesion 6
The document discusses what was learned from constructing a film product using different cameras and the editing process. It was found that using a tripod helped but the tripod broke, and a photography camera provided better quality than the first camera used. Editing required patience as unwanted sections had to be precisely cropped. Recording also required patience as actors sometimes forgot lines, slowing the process. Connecting cameras to computers, importing clips, and editing in iMovie was part of finalizing the product for uploading online.
Introduction to the preliminary task
This document provides an introduction and overview of a group's preliminary task for their media studies course. The task involved filming a scene with a character opening a door, crossing a room, sitting down, and exchanging dialogue with another person. They were to demonstrate techniques like match on action, shot/reverse shot cuts, and following the 180 degree rule. Each group member took on different roles like operating the camera, being the main actress, or the second actress. The document then explains how they implemented these techniques and what they learned about using digital cameras and Adobe Premiere to film and edit the scene together. It concludes by discussing the strengths and weaknesses of their preliminary task work.
Progression
The document summarizes the progression of the author's video editing skills from a preliminary task to the main task. For the preliminary task, the author showed basic editing skills using simple tools like cut, trim, and move on a short product shot with no complex storyline. The main task required more planning, storyboarding, and use of advanced editing tools like camera stabilization and effects. It was longer and included shots taken outside of school, requiring improved time management. The author also had to deal with continuity errors in the preliminary but addressed these for the main task by thoroughly planning shots.
Evaluation of practise task
The student discusses the benefits of editing over camera movements for their practice task. Editing allowed them to create a smooth narrative through match cuts and remove unwanted footage. It also enabled more professional-looking shots through zooms. The camerawork was steady but not perfectly paced as they were still learning. The narrative is clear enough without voiceover. They focused on basic camera techniques like panning and framing. Natural props and costumes were used to create realistic sets. Background music set the mood initially to complement the limited script.
Cameraperson
This tells you what is the job for cameraperson and what are the skills for me I can match for the group production.
Production schedule
The production schedule outlines the equipment, location, crew, and actors needed to film an ident titled "E4 Ident" for client Miss Moore. A Mac, Ideal Park location, Manfrotto tripod, camera, and actors x2 are required for the stop animation project. Crew roles include a camera man, sound specialist, lighting specialist, director, and producer to film, record audio, set lighting, direct filming, and promote the ident.
Evaluation powerpoint
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.
Camera persons journal
This document summarizes the camera person's journal from a film shoot on November 13-15, 2012. On the first day, filming was delayed by an hour because the camera wasn't charged and then wouldn't record. Subsequent days faced issues like unreliable team members and locations that couldn't be used as planned. Scenes had to be re-filmed after the camera person realized most of the footage was out of focus. To improve, the team agreed they need better scheduling and to bring the script to all shoots. Overall, the team cooperated well despite challenges.
Preliminary task september 2014 evaluation
This document provides instructions for a preliminary filmmaking task involving filming a character opening a door, crossing a room, sitting in a chair, and exchanging dialogue with another character. It requires evidence of matching action between shots, using a shot/reverse shot technique, and following the 180-degree rule. It evaluates the task positively, noting that the group worked well together to storyboard, script, film, and edit separate clips into a cohesive video using iMovie. Areas for future improvement include practicing video editing and familiarizing themselves further with iMovie software, as well as incorporating props, costumes, and multiple backgrounds.
Preliminary task evaluation
The document discusses the filming and editing of a preliminary filmmaking task. It notes that filming with iPads made it difficult to keep the camera steady, affecting video quality. It was learnt that editing is key, and multiple shots from different angles are needed to avoid continuity errors when piecing the video together. While the criteria of match cuts, shot-reverse shot, and 180 degree rule were met, future videos would benefit from ensuring all scenes are filmed on the same day with the same props to maintain consistency.
Media presentation 'what i learnt'
I learned several skills for editing film openings, including how to add freeze frames to pause characters while the film continues, how to adjust audio levels and fade sounds in and out, and how to speed up or slow down clips to better fit the genre. Adjusting lighting helped improve very dark corridor scenes. Changing clips to black and white allowed freezing certain frames. Adjusting volume muted out background noises to focus on the film and song. Transitions between scenes were used effectively to show changes without looking unprofessional.
Looking back to your preliminary task, what
The document discusses weaknesses in a preliminary film task and how they were improved upon for the final film. Some weaknesses in the preliminary task included unsteady camera shots, a lack of zooming or tripod usage, inconsistent sound between shots, choppy editing, and unnatural acting. To address these weaknesses, tripods were used for smoother shots, zooming was utilized more effectively, sound was standardized across clips, editing and post-production skills were developed, and acting coaching was provided. Through reviewing their preliminary work and gaining new skills, the filmmakers were able to produce a higher quality final film.
Q4: How well did you meet the brief?
Daniel Winn discusses three cinematic techniques used in a preliminary film production task. Shot/reverse shot was used primarily to show conversation and facial expressions between characters. Match on action successfully joined two scenes together to improve flow with very few retakes. The 180 degree rule was followed to avoid confusing viewers about characters' positions, though it was sometimes difficult due to space limitations. Examples of each technique are provided from the group's filmed work.
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Media Project Short Film Presentation
The document summarizes a short chase film project created by students. It describes the plot of the film involving a threatening text message. Limited areas for filming resulted in shooting around the school. Shots included close-ups, medium shots, and long shots showing the chase from different angles. Effects like black and white and fades were added in editing. Strengths included coming up with the storyline and plan quickly and keeping within the time limit. Weaknesses were editing and some weak camera angles. The project helped students learn camera and editing skills for future work.
Media Q6
The document discusses what was learned about technologies from creating a film project.
It discusses how editing techniques like continuity, cutting on action, and maintaining a consistent pace are important. It also covers learning to use Premiere Elements and how to manipulate video levels, contrast, brightness, and saturation.
When filming, framing shots correctly, using a tripod, retaking shots due to faults, keeping things in focus, following the 180 rule and rule of thirds were all important lessons learned. Maintaining proper lighting was also a challenge addressed.
Evaluation of practise task
The document summarizes a student's evaluation of their practice task filming assignment. It discusses how editing was beneficial compared to camera movements, how steady the camera work was as they were just starting to learn, and that the narrative was clear enough though a voiceover may have improved it. It also outlines the planned elements of mise en scene, basic camerawork techniques used along with a match on action, and using the video camera for sound. Minor additional editing effects like music were included to set the mood without words.
Roles
The producer is responsible for overseeing all stages of film production including raising funds, hiring staff, and arranging distribution. As the producer, the document discusses looking over storyboards with the director and finding solutions to weather constraints.
The location manager is tasked with finding suitable filming locations that will not have background noise issues. As the music video producer, background noise will not be a problem. Pictures were taken of potential house exteriors for filming.
A location was chosen that fits the middle-class lifestyle of the characters despite nearby construction work that will be covered by the soundtrack.
As the camera operator, research was done on the camera and techniques like motion blur effects as well as familiarizing themselves with the
Technologies
The document discusses the technologies used to create a film title sequence for a horror film. It describes how the filmmaker learned to properly use a film camera to get clear shots, and how after effects was used to creatively design titles that conformed to horror film conventions. Premiere Pro was key for editing clips, adding effects and sounds to produce the final title sequence. Overall, each technology helped achieve the goals for the production process and develop themes in the sequence.
AS Media Evaluation part 7
In their preliminary task, the students shot a short scene using a basic camcorder. For their final film, they had more freedom and used a more advanced camera. They learned how to use different camera settings, angles, and shots. They also improved their editing skills in Final Cut by learning more tools and getting better at managing their time. While they carried over techniques like match-on-action from the preliminary, they developed their skills in areas like camera operation, shot variety, and moving shots.
Evaluation preliminary - Kala Varsani
The document provides a self-evaluation of the student's participation in a preliminary film activity with their group. The student listened to others' ideas, helped with planning by creating a storyboard, and learned editing skills by editing the group's film clips together. Areas for improvement included avoiding crossing the 180-degree line and using a tripod for steadier shots.
Media evaluation quesion 6
The document discusses what was learned from constructing a film product using different cameras and the editing process. It was found that using a tripod helped but the tripod broke, and a photography camera provided better quality than the first camera used. Editing required patience as unwanted sections had to be precisely cropped. Recording also required patience as actors sometimes forgot lines, slowing the process. Connecting cameras to computers, importing clips, and editing in iMovie was part of finalizing the product for uploading online.
Introduction to the preliminary task
This document provides an introduction and overview of a group's preliminary task for their media studies course. The task involved filming a scene with a character opening a door, crossing a room, sitting down, and exchanging dialogue with another person. They were to demonstrate techniques like match on action, shot/reverse shot cuts, and following the 180 degree rule. Each group member took on different roles like operating the camera, being the main actress, or the second actress. The document then explains how they implemented these techniques and what they learned about using digital cameras and Adobe Premiere to film and edit the scene together. It concludes by discussing the strengths and weaknesses of their preliminary task work.
Progression
The document summarizes the progression of the author's video editing skills from a preliminary task to the main task. For the preliminary task, the author showed basic editing skills using simple tools like cut, trim, and move on a short product shot with no complex storyline. The main task required more planning, storyboarding, and use of advanced editing tools like camera stabilization and effects. It was longer and included shots taken outside of school, requiring improved time management. The author also had to deal with continuity errors in the preliminary but addressed these for the main task by thoroughly planning shots.
Evaluation of practise task
The student discusses the benefits of editing over camera movements for their practice task. Editing allowed them to create a smooth narrative through match cuts and remove unwanted footage. It also enabled more professional-looking shots through zooms. The camerawork was steady but not perfectly paced as they were still learning. The narrative is clear enough without voiceover. They focused on basic camera techniques like panning and framing. Natural props and costumes were used to create realistic sets. Background music set the mood initially to complement the limited script.
Cameraperson
This tells you what is the job for cameraperson and what are the skills for me I can match for the group production.
Production schedule
The production schedule outlines the equipment, location, crew, and actors needed to film an ident titled "E4 Ident" for client Miss Moore. A Mac, Ideal Park location, Manfrotto tripod, camera, and actors x2 are required for the stop animation project. Crew roles include a camera man, sound specialist, lighting specialist, director, and producer to film, record audio, set lighting, direct filming, and promote the ident.
Evaluation powerpoint
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.
Camera persons journal
This document summarizes the camera person's journal from a film shoot on November 13-15, 2012. On the first day, filming was delayed by an hour because the camera wasn't charged and then wouldn't record. Subsequent days faced issues like unreliable team members and locations that couldn't be used as planned. Scenes had to be re-filmed after the camera person realized most of the footage was out of focus. To improve, the team agreed they need better scheduling and to bring the script to all shoots. Overall, the team cooperated well despite challenges.
Preliminary task september 2014 evaluation
This document provides instructions for a preliminary filmmaking task involving filming a character opening a door, crossing a room, sitting in a chair, and exchanging dialogue with another character. It requires evidence of matching action between shots, using a shot/reverse shot technique, and following the 180-degree rule. It evaluates the task positively, noting that the group worked well together to storyboard, script, film, and edit separate clips into a cohesive video using iMovie. Areas for future improvement include practicing video editing and familiarizing themselves further with iMovie software, as well as incorporating props, costumes, and multiple backgrounds.
Preliminary task evaluation
The document discusses the filming and editing of a preliminary filmmaking task. It notes that filming with iPads made it difficult to keep the camera steady, affecting video quality. It was learnt that editing is key, and multiple shots from different angles are needed to avoid continuity errors when piecing the video together. While the criteria of match cuts, shot-reverse shot, and 180 degree rule were met, future videos would benefit from ensuring all scenes are filmed on the same day with the same props to maintain consistency.
Media presentation 'what i learnt'
I learned several skills for editing film openings, including how to add freeze frames to pause characters while the film continues, how to adjust audio levels and fade sounds in and out, and how to speed up or slow down clips to better fit the genre. Adjusting lighting helped improve very dark corridor scenes. Changing clips to black and white allowed freezing certain frames. Adjusting volume muted out background noises to focus on the film and song. Transitions between scenes were used effectively to show changes without looking unprofessional.
Looking back to your preliminary task, what
The document discusses weaknesses in a preliminary film task and how they were improved upon for the final film. Some weaknesses in the preliminary task included unsteady camera shots, a lack of zooming or tripod usage, inconsistent sound between shots, choppy editing, and unnatural acting. To address these weaknesses, tripods were used for smoother shots, zooming was utilized more effectively, sound was standardized across clips, editing and post-production skills were developed, and acting coaching was provided. Through reviewing their preliminary work and gaining new skills, the filmmakers were able to produce a higher quality final film.
Q4: How well did you meet the brief?
Daniel Winn discusses three cinematic techniques used in a preliminary film production task. Shot/reverse shot was used primarily to show conversation and facial expressions between characters. Match on action successfully joined two scenes together to improve flow with very few retakes. The 180 degree rule was followed to avoid confusing viewers about characters' positions, though it was sometimes difficult due to space limitations. Examples of each technique are provided from the group's filmed work.
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The document summarizes the stages of a film production project by a group of students. It describes their preliminary exercise to learn filming skills like camera angles and continuity editing. It evaluates problems in their first exercise with lighting and sound. For their main project, the group chose a simple location and costumes, and improved on techniques like matching shots. The document outlines various cinematography, editing and post-production lessons learned like applying the 180-degree rule and rule of thirds, as well as challenges with scheduling and choosing audio.
Preliminary Task Analysis
The document describes a preliminary filmmaking task that required students to create a short film demonstrating continuity editing techniques. It discusses the roles of each student in planning, filming, and editing the short film. Screenshots from the final film provide examples of how it showed match on action, shot/reverse shot editing, and adhered to the 180-degree rule. The document also reflects on what was learned about using digital cameras and editing software during the process.
Preliminary task evaluation
The group worked well together and completed the task on deadline to a good standard given their experience level. They filmed various techniques as required and the editing flowed well together, though the audio quality was occasionally low and the sound got slightly out of sync in places during editing. They used different camera techniques like tripods and steady cams and storyboarded and filmed multiple shots for flexibility in editing to polish the film. While sound quality needed improvement, the preliminary task went better than expected overall.
Media 7
Our planning, storyboarding, and filmmaking skills improved greatly between our preliminary project and film opening. For the film opening, we created a more detailed storyboard with explanations and sketches. We had more time to plan elements like titles, locations, and camera shots. This allowed us to experiment more with techniques like mise-en-scene, camera angles, editing, sound design and special effects. Our team also worked more efficiently by identifying individual strengths and allocating separate roles for filming and editing.
Reflection on video task
1) The document reflects on two video tasks - one demonstrating different shot types and camera movements, and another focusing on continuity.
2) For the first task, the group filmed their subject from different angles and distances to showcase long shots, medium shots, and close-ups. They struggled with lighting and noise issues in some takes.
3) For the second task on continuity, the group created a simple scene following rules like the 180 degree rule and shot reverse shot. They showed characters interacting to practice continuity techniques.
Progression from the preliminary task
The document discusses how a preliminary task helped the author and others learn and practice various filmmaking techniques like shot reverse shot, match on action, and the 180 degree rule. They were able to apply these techniques in their final film opening. Through trial and error in the preliminary task, they gained confidence in including these shots and rules. They also learned additional techniques like overlapping scenes and using sound/music while editing which helped progress their skills for the final product. The preliminary task was beneficial for practicing basics like camera angles and helped prepare them to apply these skills to their own thriller film.
Evaluating our Preliminary Task
The document summarizes a group's experience filming and editing a short film for a class assignment. They worked well together to film using techniques like match on action, the 180 degree rule, and shot-reverse shot. Some mistakes were made, like overexposing the lighting, but they were able to fix issues quickly. The group found editing easier than filming and were able to complete the task on time. Overall it was a positive learning experience where they practiced important filmmaking skills.
Q6 powerpoint media
The document summarizes the key technologies used in creating a horror film opening for a class project. It discusses the use of a Panasonic camera for filming, the importance of using a tripod to get steady shots, and challenges with encoding footage and learning Adobe Premier Pro for editing. The student learned improved camera and filming skills over the course of the project and how to use editing software to enhance effects and atmosphere through techniques like adjusting contrast, cutting between shots, and adding titles and sound.
As Media Connor Lovatt Evaluation
The document summarizes what was learned from a preliminary filmmaking task. It discusses gaining basic camera and shot skills, learning organizational skills for filming, and how to work effectively as a group. Areas of success included applying various shots to the short film and editing it using Adobe Premier Pro. An area for improvement was that some shots were too dark to see clearly due to lighting issues. Overall, the brief of including specific shots, audio, and a sound effect was met successfully.
Media evaluation
The document summarizes what was learned from a preliminary filmmaking task. It discusses gaining basic camera and shot skills, learning organizational skills for filming, and how to work effectively as a group. Areas of success included applying various shots to the short film and editing it using Adobe Premier Pro. An area for improvement was that some shots were too dark to see clearly due to lighting issues. Overall, the brief of including specific shots, audio, and a sound effect was met successfully.
As Media Evaluation Connor Lovatt Preliminary Task
The document summarizes what was learned from a preliminary filmmaking task. It discusses gaining basic camera and shot skills, learning organizational skills for filming, and how to work effectively as a group. Areas of success included applying various shots to the short film and editing it using Adobe Premier Pro. An area for improvement was that some shots were too dark to see clearly due to lighting issues. Overall, the brief of including specific shots, audio, and a sound effect was met successfully.
Preliminary task evaluation
The group successfully completed their preliminary film task by demonstrating a match on action between shots, a shot reverse shot conversation scene, and a master shot, while following the 180 degree rule. They chose suitable outdoor locations that provided natural lighting and minimized background noise. While they mostly followed the 180 degree rule, they broke it at the end of filming. They learned lessons about organizing actors, choosing locations, framing shots, and managing sound that they will apply to improve future films. They edited the clips together in Final Cut Pro, learning skills like color correcting to adjust for different lighting and using cuts to exclude unwanted footage.
Media evaluation
The actors performed well given their experience with A-level drama. However, the filming had issues because footage wasn't properly checked to ensure it was sufficient and usable. While the music fit the tone, audio quality of the actors was compromised by the small cameras. Lighting was inconsistent due to needing to re-shoot on different days. Though editing used various angles and cuts appropriately, the task would benefit next time from a firm filming schedule, ensuring all needed footage is captured, and using a camera microphone to improve audio quality.
Media p task reflection mashud ahmed
The document discusses the process of creating a school video for a P-task assignment. It addresses filming challenges such as dealing with background noise and scheduling actors. It also covers editing in Final Cut Pro, including adjusting sound levels, organizing footage, and adding basic effects like fades. The key lessons learned were how to apply cinematography techniques, manage issues that arise during filming on location, and use video editing software to craft the raw footage into a polished end product.
Pte
The document provides a self-evaluation of a group's short film project. It identifies several areas for improvement in the quality of the filming and editing. To address these issues, the group plans to use a tripod to steady shots, improve lighting for mood, simplify scenes, and reduce actor movement. They were pleased with their group dynamics and planning, but will need to work harder as a smaller group for future projects. The document suggests filming in a different location next time to improve the setting.
6
The document discusses challenges faced and lessons learned during the production of a film shot by students. It describes issues with shaky camera footage that was re-shot using a Steadicam mount, but which still came out shaky due to incorrect settings. Slow motion footage of falling petals was captured separately on a stills camera. Audio was recorded using a boom microphone to minimize background noise. Colored gels were used with lights to create different lighting effects. Adobe Premier software provided advanced editing features but also presented challenges since the production team lacked music editing skills. Various Premier effects - including chroma key, titles, and motion/key frames - were utilized.
The package evoluation
The document is a self-evaluation by a student of their work on a preliminary film task. The student learned how to use storyboards, camera shots, and time management in filmmaking. They succeeded in including required scenes but had some continuity errors. The student met the task requirements and worked flexibly and well as part of their group, taking on roles like director, producer, actor and editor. However, they will avoid continuity errors and better plan filming locations for their main task.
What have you learnt about technologies from constructing
The student learned several new technologies in creating their film project. They struggled at first with the video editing software Premiere Elements but were able to utilize effects like layering and rewinds to create a dream-like feeling. While their voiceover worked well to set the mood, the lack of a boom microphone led to inconsistent sound quality. Using a tripod for their camera shots improved the quality and allowed for continuous takes without the shakiness experienced without a tripod in an earlier project.
Prelim eval
The student learned several skills from completing their preliminary film task. They learned how to effectively use camera shots like low angles, continuity techniques like matching clothes and locations, and basic editing. Some areas of success included good continuity and using a variety of shots. However, they need to improve planning time better and including more challenging shots and credits in the future.
Preliminary task evaluation
The document provides feedback on completing a preliminary film task. It summarizes that the group worked well together in pre-production but could have been more efficient with time. Filming with an iPad was convenient but resulted in low quality footage. Lessons learned include planning ahead more, being precise with shots, and focusing on establishing shots for future projects. The completed task met the criteria of filming characters in dialogue across different shots. Overall, the process taught valuable filmmaking skills.
Similar to Q7 (20)
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As Media Evaluation Connor Lovatt Preliminary Task
As Media Evaluation Connor Lovatt Preliminary Task
What have you learnt about technologies from constructing
What have you learnt about technologies from constructing
Q7
- 1. BLOODLINE By Emadul Rahman
- 2. PRELIMINARY FILM – why ? ! Making the Preliminary film allowed us as a group to advance our skills. ! We were able to work out who was more skilled at what job so when it came to filming our THRILLERS we would know who to entrust with which job. ! Remello – Good at Sound ! Javayl – Editing ! Emadul – Camera handling ! Umar – Ideaman. Good with editing and perfect positioning of transitions and cuts. ! *all together we had to take a turn in doing all of the stages of filming so we all became good at all the headings of filming & editing.
- 3. The DETAILS (when editing&filming) ! We started to develop better knowledge of making MATCH Cuts. We used match cuts to speed up some of the scenes because part of the rough-cut feedback was to “tighten the edits”. ! We also considered the 180 degree rule a key rule used in camera work to help the audience understand the mise-en-scene.