Q7
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The students learned that creating a film can be unpredictable due to challenges they faced with lighting and needing to refilm a scene. This shifted their timeline and required reorganizing. They also learned it is important to research audience interests to attract viewers. Compared to their preliminary task, they improved their use of thriller conventions like darker lighting, fitting music, and a plot twist. The students enhanced their group work skills through splitting tasks and accepting majority ideas. They learned that micro-elements like editing, sound, and camera techniques are important to fully develop a film. Thorough planning and organizing is also essential to account for the effort in creating a film.
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Editing log january 8th
The group produced a rough cut of their documentary by filming different shot types of the museum and chessmen, syncing interview footage with recorded audio to remove hesitations and make it understandable, and cutting down the interview. They created this rough cut to review it and identify improvements needed to perfect the final documentary. The individual was responsible for assembling the film, selecting shot types, and editing the interview. Creating this rough cut will have a large impact on the quality of the finished video.
Question 7
In their preliminary task, the group struggled with shot reverse shot but understood 180 degree rules and match on action. For their main task, they improved their skills by using techniques like high angle shots and pans to convey meaning and engage the audience. Initially, they lacked organization and strayed from their plan, but after restarting with a new genre and sticking to the new plan, everything went smoothly and they were able to execute their film to its full potential. They also paid much closer attention to sound design in the main task to enhance the story and subvert and conform to genre conventions.
Evaluation preliminery
The student learned several important lessons when comparing their preliminary media project to the final product. They learned about the importance of cinematography techniques like shot types and camera angles to make scenes more interesting. They also learned to be more thoughtful about mise-en-scene and only including relevant objects in shots. Through editing the final project, the student gained skills using Premiere and learned the impact of titles and sound design. By applying these lessons, the quality of their filming, editing, and overall production improved greatly from the preliminary to final piece.
Evaluation (power point)
The document summarizes the conventions and techniques used in the student's children's film project. It discusses including conventions like having a child protagonist to relate to the audience, using action over dialogue, and introducing characters quickly. It also discusses challenging conventions like using tense action music rather than upbeat music and natural lighting over bright lighting. The target audience is identified as 8-12 year old boys and a PG rating is thought to be appropriate. Filming techniques like match cuts and shot variety are discussed, as well as lessons learned from planning and doing a preliminary task before filming the main project.
Evaluation Question 1
My group and I had to consider conventions of both action and mystery genres for our opening film scene. Action films use fast pacing and violence to excite audiences, while mysteries involve unsolved crimes and clues to keep viewers watching until the end. We incorporated these elements to make an unpredictable yet exciting opening. In our scene, we used props like a whiteboard showing evidence of the crime. The costumes and lighting also fit the film's style - a teenager wore casual clothes, and bright lighting allowed many shots without gloom. The forest and school locations provided good settings, with space for planned scenes like a chase in the woods or evidence board in a room.
Thriller film evaluation
The document summarizes a psychological thriller media product. It introduces the main character Woody as innocent, lonely, and vulnerable to evoke audience sympathy. Scenes were inspired by Paranormal Activity for an eerie style. Dark, unsettling music was chosen to build suspense. Woody represents unpopular, vulnerable teenage boys who are easy to manipulate psychologically. His neglectful parents who leave him alone create opportunity for drama. The film would fit with an independent company known for niche thrillers shown at film festivals. The target audience is thriller fans aged 15-45 who can relate to Woody's situation and the message about parental responsibility.
Editors journal
The editor worked closely with the director to film and edit a documentary. There was good communication between them as they both worked on filming, which helped ensure their visions for the narrative aligned. During editing, they realized their initial topic was uninteresting and changed the focus, which required rearranging some interviews. As an inexperienced editor, the editor learned editing tools through trial and error. Sound levels between interviews varied but were adjusted, and graphics from the director suited the narrative. They managed their time well, communicating when each would work and having a checklist of tasks.
Task 1 ways of realism
The group created a drama film about bullying. They filmed at a pond near the college to portray the bullying realistically. The sunny weather helped the dialogue. As an editor, the filmmaker added realism through sound and acting. The film included bullies and their victim, but excluded people who may have helped. Better shots and lighting could have improved realism. The pond location and dramatic music helped portray the bullying realistically.
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Editing log january 8th
The group produced a rough cut of their documentary by filming different shot types of the museum and chessmen, syncing interview footage with recorded audio to remove hesitations and make it understandable, and cutting down the interview. They created this rough cut to review it and identify improvements needed to perfect the final documentary. The individual was responsible for assembling the film, selecting shot types, and editing the interview. Creating this rough cut will have a large impact on the quality of the finished video.
Question 7
In their preliminary task, the group struggled with shot reverse shot but understood 180 degree rules and match on action. For their main task, they improved their skills by using techniques like high angle shots and pans to convey meaning and engage the audience. Initially, they lacked organization and strayed from their plan, but after restarting with a new genre and sticking to the new plan, everything went smoothly and they were able to execute their film to its full potential. They also paid much closer attention to sound design in the main task to enhance the story and subvert and conform to genre conventions.
Evaluation preliminery
The student learned several important lessons when comparing their preliminary media project to the final product. They learned about the importance of cinematography techniques like shot types and camera angles to make scenes more interesting. They also learned to be more thoughtful about mise-en-scene and only including relevant objects in shots. Through editing the final project, the student gained skills using Premiere and learned the impact of titles and sound design. By applying these lessons, the quality of their filming, editing, and overall production improved greatly from the preliminary to final piece.
Evaluation (power point)
The document summarizes the conventions and techniques used in the student's children's film project. It discusses including conventions like having a child protagonist to relate to the audience, using action over dialogue, and introducing characters quickly. It also discusses challenging conventions like using tense action music rather than upbeat music and natural lighting over bright lighting. The target audience is identified as 8-12 year old boys and a PG rating is thought to be appropriate. Filming techniques like match cuts and shot variety are discussed, as well as lessons learned from planning and doing a preliminary task before filming the main project.
Evaluation Question 1
My group and I had to consider conventions of both action and mystery genres for our opening film scene. Action films use fast pacing and violence to excite audiences, while mysteries involve unsolved crimes and clues to keep viewers watching until the end. We incorporated these elements to make an unpredictable yet exciting opening. In our scene, we used props like a whiteboard showing evidence of the crime. The costumes and lighting also fit the film's style - a teenager wore casual clothes, and bright lighting allowed many shots without gloom. The forest and school locations provided good settings, with space for planned scenes like a chase in the woods or evidence board in a room.
Thriller film evaluation
The document summarizes a psychological thriller media product. It introduces the main character Woody as innocent, lonely, and vulnerable to evoke audience sympathy. Scenes were inspired by Paranormal Activity for an eerie style. Dark, unsettling music was chosen to build suspense. Woody represents unpopular, vulnerable teenage boys who are easy to manipulate psychologically. His neglectful parents who leave him alone create opportunity for drama. The film would fit with an independent company known for niche thrillers shown at film festivals. The target audience is thriller fans aged 15-45 who can relate to Woody's situation and the message about parental responsibility.
Editors journal
The editor worked closely with the director to film and edit a documentary. There was good communication between them as they both worked on filming, which helped ensure their visions for the narrative aligned. During editing, they realized their initial topic was uninteresting and changed the focus, which required rearranging some interviews. As an inexperienced editor, the editor learned editing tools through trial and error. Sound levels between interviews varied but were adjusted, and graphics from the director suited the narrative. They managed their time well, communicating when each would work and having a checklist of tasks.
Task 1 ways of realism
The group created a drama film about bullying. They filmed at a pond near the college to portray the bullying realistically. The sunny weather helped the dialogue. As an editor, the filmmaker added realism through sound and acting. The film included bullies and their victim, but excluded people who may have helped. Better shots and lighting could have improved realism. The pond location and dramatic music helped portray the bullying realistically.
Evaluation Q1
The document discusses how the media product challenges and develops conventions from real media products through research. It summarizes research conducted on four video openings: Tears, The Woman in Black, Anti-Social, and conventions of horror genre openings generally. Through this research, aspects of mise-en-scene, sound, camera work, and editing were challenged or developed in the author's own opening sequence. Key ways the author's sequence differs include using identifiable locations, 3 characters including a hero, dialogue, varied shot types, and natural sounds mixed with music. Conventions like simple costumes, deserted settings, and lack of dialogue were generally followed to keep the piece genre-appropriate.
Found Powerpoint Presentation
The Henley College
AS Media Studies production unit evaluation prentation of 'Found' by:-
Emma Barnes
Sarah-Lousie Horne
Ollie Facey
Chantelle Hocking
Planning Brief
The planning brief outlines a 5-minute documentary produced by 5AM Productions on the topic of autism. It will be directed by Minoli De Silva and filmed by Alice Lupton. Interviews will feature people directly and indirectly affected by autism. The documentary will challenge common misconceptions while following teenager Aaron Sullivan's autism awareness campaign. It aims to educate viewers and stimulate discussion around autism. Key production roles, interview subjects, research topics, and resource constraints are defined to ensure a well-planned and effective documentary.
Evaluation Q1
The document discusses how the author challenged and developed upon various elements of mise-en-scene from real media products in creating their own opening title sequence for a horror genre film. Specifically, the author focused their research on the videos "Tears", "The Woman in Black", and "Antisocial" to examine elements like locations, costumes, characters, sound, camera work, and editing. Through their analysis, the author challenged conventions like unclear locations and a limited cast in "Tears" while developing aspects like simple yet effective costumes. They incorporated dialogue in their sequence unlike "The Woman in Black" but kept a similar ominous tone through sound. Camera work and editing were also developed based on conventions in horror openings while challenging
Skills profile
Our choice of cast and costumes helped highlight Ethan's neglect and lack of privilege. While the preliminary location of an upper-class school did not fit the genre of social realism, we followed filmmaking rules and techniques like the 180 degree rule and shot reverse shot. For the main production, I helped plan shots and apply editing skills to depict Ethan's unstable life, but wish I had taken more individual responsibility earlier in the process. Going forward, I want to get more audience feedback and solidify ideas before production.
Evaluation
The group chose the song "Barbie Girl" because they thought they could create an original conceptual video for it. They gathered props from friends and family and took turns filming, directing, and sorting props so they could identify their strengths and weaknesses. The student did most of the directing, one member sorted props, and another took most photos. They worked well as a team, listening to each other's ideas, making group decisions, and helping each other improve skills.
q1
This document discusses how the media product challenges and develops conventions from real media products through its use of mise-en-scene, sound, and camera work.
For mise-en-scene, the media product challenges conventions by using an identifiable location (a graveyard), including three characters rather than two, and setting it during the day rather than night.
For sound, it challenges conventions by including dialogue, and develops conventions by using changing music tempos and unsettling sounds/foley effects.
For camera work, it challenges conventions by using a mix of shots rather than just close-ups, and not revealing details of one character immediately through close-ups like a victim or villain.
Evaluation 1
1) The document discusses the filmmaker's use of various techniques in creating the opening of their thriller film, including camera shots, locations/mise-en-scene, editing, sound, narrative, and titles. Close-ups, panning shots, two filming locations, sped up footage, soundtrack choices, and a photo montage narrative device were some of the techniques utilized.
2) Inspiration was drawn from films like "The Missing" in the use of montage and title sequencing. Conventions of the thriller genre were both followed and subverted through creative choices in lighting, sound, and other elements.
3) Fine-tuning the editing and sound design was an intensive process to achieve the un
q1
The document discusses how the author challenged and developed upon various film techniques - mise-en-scene, sound, camera work, and editing - based on their research of real horror film opening sequences, including "Tears", "The Woman in Black", and "Antisocial". Some key ways the author challenged conventions included using a graveyard setting that could be identified, including a heroic character, adding dialogue, and using a variety of shot types. The author developed elements like costumes, deserted settings, changing music tempo, and natural sounds. The goal was to create an effective yet unique horror opening sequence that fit the genre through both challenging and developing film techniques from research of real media products.
Eat Powerpoint Presentation
The Henley College
AS Media Studies production unit evaluation presentation of 'Eat' by:-
Thomas Connick
Arran Wilcox
Rosie Ling
Chloe Fowler
Weekly Meeting Update (13/06/2014)
The document outlines the roles and responsibilities of the production team members for a 5-minute documentary. It discusses choosing a documentary format over a short film to try something new and develop different skills like editing and incorporating graphics. Potential topics for the documentary are listed, including the D-Day anniversary, autism, technology addiction in teens, and politics accessibility for youth. The weekly tasks are assigned, such as finalizing the production schedule, logo, planning brief, interviewee list, synopsis, title, and research.
Florence and the machine evaluation
Florence and the Machine decided to change the song and plan for their music video for several reasons. Filming at a rural village location would be inconvenient with limited transportation. It would also be difficult to get enough footage before dark at an outdoor setting. The large cast also made it hard to get everyone to the location on the same day due to scheduling conflicts. Additionally, there was too much content planned, making it hard to complete everything in one shoot. They learned to not overcomplicate plans and that less is more. Much of the prior research is still relevant to the new song choice.
Post apocalyptic evaluation question 1
This document contains an evaluation of a post-apocalyptic film created by Cloé Stevenson. The film was set in a public park standing in for a desolate forest. Inspiration was drawn from The Book of Eli for its lonely atmosphere. Few props were used to fit the apocalyptic genre, including a backpack, canned food, and an old photo. Costumes were inspired by The Road and made to look dirty. Natural lighting was used since the film was set outdoors, though indoor lighting could have made it more ominous. The film featured a strong female lead against stereotypes of the genre. Royalty-free music was used to create suspense. In conclusion, the evaluator felt the film was
Pre production 2
We filmed in Regents Park to get narrative shots and introduce the antagonist for a horror trailer. As the director, I was responsible for directing all the shots and acting, as the lighting person could not attend. I had to organize additional lighting sources since it was pitch black in the park. I made changes to the scene, including having actors carry torches for lighting, and script changes to make more sense. A main scene had to be left blank as the mic was off, but I decided to add ambient audio during editing leading up to a jump scare.
Evaluation question 1
This document summarizes how the media product, a short zombie film, uses and develops conventions of the zombie genre. It establishes zombies infecting others and having deteriorated physical features as conventions it follows. It describes researching other zombie films and TV shows to inform the plot and characters. Shots like close-ups of zombies were used to build suspense. Sounds, settings, and costumes were employed to make the film feel realistic and enhance the viewing experience for the audience. Iconic zombie features were incorporated, and typography was kept simple with subtle variations to hint that something is amiss.
Evaluation AS Media
Nathan Doherty evaluated his opening sequence for a romantic comedy film. He aimed to follow genre conventions but also make it unique. He included realistic credits and establishing shots of the landscape. By analyzing other rom-com openings, he was able to create a conventional opening himself. The sequence represented teenage girls and couples as the target audience. Elements like a love song, strong female character, and pink/red colors appealed to this group. Nathan believes cinemas, DVD/streaming services, and sites like Netflix would distribute the film. Teenage girls and couples are the target audience. Bright colors and music in the opening grab attention. Through this project, Nathan learned new editing skills in iMovie like crossfading and adjusting
Abi Edwards and Sian Ball AS Evaluation
The document summarizes the process of creating a film opening for a media studies assessment. It discusses conventions used such as logos, music, and shots. It describes representing social groups through characters. It also covers learning about technologies, the importance of planning, and progression from their preliminary task. Key points include using Summit Entertainment as the distributor due to the genre, re-filming parts to better capture the narrative, and learning about equipment, editing, and finding appropriate music.
Evaluation activity, q7
The document discusses the learning and progression from a preliminary editing task to a full thriller film opening production. Key points:
1) The preliminary task involved basic planning, filming, and editing with no special effects, while the full production involved extensive research, planning, and more advanced techniques.
2) Skills like camerawork, lighting, sound design, and editing improved greatly from experience with the preliminary task to application in the thriller opening.
3) The document analyzes the enhanced production process, techniques, and roles that resulted in a higher quality final product meeting the project requirements.
Question 7
The author learned a great deal from their preliminary task to their full film project. They improved their research, especially into film genres and production aspects. Planning was also much more extensive for the full project compared to the preliminary task. This included location scouting, casting, and music selection. Technical skills like camera techniques, shots, and editing software also improved greatly with the practice of the preliminary task, despite using different equipment and software for the full project. Overall, the preliminary task was invaluable for learning lessons that improved the quality of the completed film project.
Media Evaluation
The document describes a group's film opening project for a horror film that takes place in the woods. They aimed to keep the audience engaged through suspenseful sounds and a documentary-style presentation without revealing the killer. Through researching horror film conventions, the group worked to represent teenagers realistically and leave the audience wanting more information about the threat in the woods.
Media evaluation
The document discusses a student's media production of a thriller film opening. It reflects on how the production used conventions from real thriller films in aspects like costumes, locations, and lighting. The student aimed to represent teenagers as the main social group. The most likely distribution method would be straight-to-DVD or television due to the low-budget nature of the production. The intended audience was identified as males aged 15-18 based on research of similar films' audiences. Through the production, the student learned about challenges of filming in low light, the importance of shot types and camera movements, and skills in editing software. Feedback on a rough cut helped fine tune the final product.
Question 7 evaluation media
The student learned several important lessons about filmmaking from their preliminary task that helped improve their full product. They gained experience with different types of shots and how framing can enhance a scene. Their shot quality improved with a stronger tripod. Editing techniques like pacing and shot transitions became stronger. They incorporated appropriate sounds and music to set the tone. Working as a cohesive group with clear roles and organization was key to their success. Planning through storyboards and deadlines kept them on track to complete a high quality two-minute opening sequence.
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What's hot
Evaluation Q1
The document discusses how the media product challenges and develops conventions from real media products through research. It summarizes research conducted on four video openings: Tears, The Woman in Black, Anti-Social, and conventions of horror genre openings generally. Through this research, aspects of mise-en-scene, sound, camera work, and editing were challenged or developed in the author's own opening sequence. Key ways the author's sequence differs include using identifiable locations, 3 characters including a hero, dialogue, varied shot types, and natural sounds mixed with music. Conventions like simple costumes, deserted settings, and lack of dialogue were generally followed to keep the piece genre-appropriate.
Found Powerpoint Presentation
The Henley College
AS Media Studies production unit evaluation prentation of 'Found' by:-
Emma Barnes
Sarah-Lousie Horne
Ollie Facey
Chantelle Hocking
Planning Brief
The planning brief outlines a 5-minute documentary produced by 5AM Productions on the topic of autism. It will be directed by Minoli De Silva and filmed by Alice Lupton. Interviews will feature people directly and indirectly affected by autism. The documentary will challenge common misconceptions while following teenager Aaron Sullivan's autism awareness campaign. It aims to educate viewers and stimulate discussion around autism. Key production roles, interview subjects, research topics, and resource constraints are defined to ensure a well-planned and effective documentary.
Evaluation Q1
The document discusses how the author challenged and developed upon various elements of mise-en-scene from real media products in creating their own opening title sequence for a horror genre film. Specifically, the author focused their research on the videos "Tears", "The Woman in Black", and "Antisocial" to examine elements like locations, costumes, characters, sound, camera work, and editing. Through their analysis, the author challenged conventions like unclear locations and a limited cast in "Tears" while developing aspects like simple yet effective costumes. They incorporated dialogue in their sequence unlike "The Woman in Black" but kept a similar ominous tone through sound. Camera work and editing were also developed based on conventions in horror openings while challenging
Skills profile
Our choice of cast and costumes helped highlight Ethan's neglect and lack of privilege. While the preliminary location of an upper-class school did not fit the genre of social realism, we followed filmmaking rules and techniques like the 180 degree rule and shot reverse shot. For the main production, I helped plan shots and apply editing skills to depict Ethan's unstable life, but wish I had taken more individual responsibility earlier in the process. Going forward, I want to get more audience feedback and solidify ideas before production.
Evaluation
The group chose the song "Barbie Girl" because they thought they could create an original conceptual video for it. They gathered props from friends and family and took turns filming, directing, and sorting props so they could identify their strengths and weaknesses. The student did most of the directing, one member sorted props, and another took most photos. They worked well as a team, listening to each other's ideas, making group decisions, and helping each other improve skills.
q1
This document discusses how the media product challenges and develops conventions from real media products through its use of mise-en-scene, sound, and camera work.
For mise-en-scene, the media product challenges conventions by using an identifiable location (a graveyard), including three characters rather than two, and setting it during the day rather than night.
For sound, it challenges conventions by including dialogue, and develops conventions by using changing music tempos and unsettling sounds/foley effects.
For camera work, it challenges conventions by using a mix of shots rather than just close-ups, and not revealing details of one character immediately through close-ups like a victim or villain.
Evaluation 1
1) The document discusses the filmmaker's use of various techniques in creating the opening of their thriller film, including camera shots, locations/mise-en-scene, editing, sound, narrative, and titles. Close-ups, panning shots, two filming locations, sped up footage, soundtrack choices, and a photo montage narrative device were some of the techniques utilized.
2) Inspiration was drawn from films like "The Missing" in the use of montage and title sequencing. Conventions of the thriller genre were both followed and subverted through creative choices in lighting, sound, and other elements.
3) Fine-tuning the editing and sound design was an intensive process to achieve the un
q1
The document discusses how the author challenged and developed upon various film techniques - mise-en-scene, sound, camera work, and editing - based on their research of real horror film opening sequences, including "Tears", "The Woman in Black", and "Antisocial". Some key ways the author challenged conventions included using a graveyard setting that could be identified, including a heroic character, adding dialogue, and using a variety of shot types. The author developed elements like costumes, deserted settings, changing music tempo, and natural sounds. The goal was to create an effective yet unique horror opening sequence that fit the genre through both challenging and developing film techniques from research of real media products.
Eat Powerpoint Presentation
The Henley College
AS Media Studies production unit evaluation presentation of 'Eat' by:-
Thomas Connick
Arran Wilcox
Rosie Ling
Chloe Fowler
Weekly Meeting Update (13/06/2014)
The document outlines the roles and responsibilities of the production team members for a 5-minute documentary. It discusses choosing a documentary format over a short film to try something new and develop different skills like editing and incorporating graphics. Potential topics for the documentary are listed, including the D-Day anniversary, autism, technology addiction in teens, and politics accessibility for youth. The weekly tasks are assigned, such as finalizing the production schedule, logo, planning brief, interviewee list, synopsis, title, and research.
Florence and the machine evaluation
Florence and the Machine decided to change the song and plan for their music video for several reasons. Filming at a rural village location would be inconvenient with limited transportation. It would also be difficult to get enough footage before dark at an outdoor setting. The large cast also made it hard to get everyone to the location on the same day due to scheduling conflicts. Additionally, there was too much content planned, making it hard to complete everything in one shoot. They learned to not overcomplicate plans and that less is more. Much of the prior research is still relevant to the new song choice.
Post apocalyptic evaluation question 1
This document contains an evaluation of a post-apocalyptic film created by Cloé Stevenson. The film was set in a public park standing in for a desolate forest. Inspiration was drawn from The Book of Eli for its lonely atmosphere. Few props were used to fit the apocalyptic genre, including a backpack, canned food, and an old photo. Costumes were inspired by The Road and made to look dirty. Natural lighting was used since the film was set outdoors, though indoor lighting could have made it more ominous. The film featured a strong female lead against stereotypes of the genre. Royalty-free music was used to create suspense. In conclusion, the evaluator felt the film was
Pre production 2
We filmed in Regents Park to get narrative shots and introduce the antagonist for a horror trailer. As the director, I was responsible for directing all the shots and acting, as the lighting person could not attend. I had to organize additional lighting sources since it was pitch black in the park. I made changes to the scene, including having actors carry torches for lighting, and script changes to make more sense. A main scene had to be left blank as the mic was off, but I decided to add ambient audio during editing leading up to a jump scare.
Evaluation question 1
This document summarizes how the media product, a short zombie film, uses and develops conventions of the zombie genre. It establishes zombies infecting others and having deteriorated physical features as conventions it follows. It describes researching other zombie films and TV shows to inform the plot and characters. Shots like close-ups of zombies were used to build suspense. Sounds, settings, and costumes were employed to make the film feel realistic and enhance the viewing experience for the audience. Iconic zombie features were incorporated, and typography was kept simple with subtle variations to hint that something is amiss.
Evaluation AS Media
Nathan Doherty evaluated his opening sequence for a romantic comedy film. He aimed to follow genre conventions but also make it unique. He included realistic credits and establishing shots of the landscape. By analyzing other rom-com openings, he was able to create a conventional opening himself. The sequence represented teenage girls and couples as the target audience. Elements like a love song, strong female character, and pink/red colors appealed to this group. Nathan believes cinemas, DVD/streaming services, and sites like Netflix would distribute the film. Teenage girls and couples are the target audience. Bright colors and music in the opening grab attention. Through this project, Nathan learned new editing skills in iMovie like crossfading and adjusting
What's hot (16)
Similar to Q7
Abi Edwards and Sian Ball AS Evaluation
The document summarizes the process of creating a film opening for a media studies assessment. It discusses conventions used such as logos, music, and shots. It describes representing social groups through characters. It also covers learning about technologies, the importance of planning, and progression from their preliminary task. Key points include using Summit Entertainment as the distributor due to the genre, re-filming parts to better capture the narrative, and learning about equipment, editing, and finding appropriate music.
Evaluation activity, q7
The document discusses the learning and progression from a preliminary editing task to a full thriller film opening production. Key points:
1) The preliminary task involved basic planning, filming, and editing with no special effects, while the full production involved extensive research, planning, and more advanced techniques.
2) Skills like camerawork, lighting, sound design, and editing improved greatly from experience with the preliminary task to application in the thriller opening.
3) The document analyzes the enhanced production process, techniques, and roles that resulted in a higher quality final product meeting the project requirements.
Question 7
The author learned a great deal from their preliminary task to their full film project. They improved their research, especially into film genres and production aspects. Planning was also much more extensive for the full project compared to the preliminary task. This included location scouting, casting, and music selection. Technical skills like camera techniques, shots, and editing software also improved greatly with the practice of the preliminary task, despite using different equipment and software for the full project. Overall, the preliminary task was invaluable for learning lessons that improved the quality of the completed film project.
Media Evaluation
The document describes a group's film opening project for a horror film that takes place in the woods. They aimed to keep the audience engaged through suspenseful sounds and a documentary-style presentation without revealing the killer. Through researching horror film conventions, the group worked to represent teenagers realistically and leave the audience wanting more information about the threat in the woods.
Media evaluation
The document discusses a student's media production of a thriller film opening. It reflects on how the production used conventions from real thriller films in aspects like costumes, locations, and lighting. The student aimed to represent teenagers as the main social group. The most likely distribution method would be straight-to-DVD or television due to the low-budget nature of the production. The intended audience was identified as males aged 15-18 based on research of similar films' audiences. Through the production, the student learned about challenges of filming in low light, the importance of shot types and camera movements, and skills in editing software. Feedback on a rough cut helped fine tune the final product.
Question 7 evaluation media
The student learned several important lessons about filmmaking from their preliminary task that helped improve their full product. They gained experience with different types of shots and how framing can enhance a scene. Their shot quality improved with a stronger tripod. Editing techniques like pacing and shot transitions became stronger. They incorporated appropriate sounds and music to set the tone. Working as a cohesive group with clear roles and organization was key to their success. Planning through storyboards and deadlines kept them on track to complete a high quality two-minute opening sequence.
Director's commentary
1) The directors created a music video for the song "Mardy Bum" by the Arctic Monkeys to accompany their concept of a dollhouse narrative.
2) They storyboarded and filmed an animatic to plan shots and see how they cut to the music, realizing some shots needed adjusting.
3) On the shoot day, they used a professional Sony camera and various lenses to film establishing shots, performance shots, and close-ups, helping produce a near industry-standard video.
Question 7
The document compares the filmmaker's process for a preliminary short film task versus their main film opening task. For the preliminary, there was little planning, research, or attention to conventions. However, for the main opening they spent significant time: 1) researching horror film conventions, 2) planning locations, costumes, sounds, and story, 3) finding suitable actors through casting, 4) choosing an appropriate soundtrack, 5) using professional editing software, and 6) implementing lighting, titles, and sounds that fit genre conventions. This extensive planning and research resulted in a higher quality final product.
Question 7 2
The document discusses the differences in approach between the filmmaker's preliminary task and main film opening task. For the preliminary task, there was little planning, research, or attention to conventions. However, for the film opening the filmmaker learned from this and put extensive effort into planning, researching conventions, finding suitable locations and actors, choosing an appropriate soundtrack, and considering elements like lighting and titles. This level of planning improved the quality of the final film opening product.
Question 7
The document discusses the differences in approach between the filmmaker's preliminary task and main film opening task. For the preliminary task, there was little planning, research, or attention to conventions. However, for the film opening the filmmaker learned from this experience. They placed a strong emphasis on planning, research, evaluating other films, finding suitable locations and actors, selecting an appropriate soundtrack, and considering lighting and other technical elements. This extensive preparation led to a higher quality final product that better followed film genre conventions.
Question 7
The document discusses the differences in approach between the filmmaker's preliminary task and main film opening task. For the preliminary task, there was little planning, research, or attention to conventions. However, for the film opening the filmmaker learned from this and put extensive effort into planning, researching conventions, finding suitable locations and actors, choosing an appropriate soundtrack, and considering elements like lighting and titles. This level of planning and research resulted in a higher quality final product for the film opening compared to the preliminary task.
Question 7
The document compares the student's process for their preliminary task and film opening task. For the preliminary task, there was little planning, research, or attention to conventions. For the film opening, the student learned from this and put extensive effort into planning, research, casting, editing, sound, lighting, and following genre conventions. This resulted in a much higher quality final product for the film opening task.
Question 7
The document compares the student's process for their preliminary task versus their main horror film opening task. For the preliminary, there was little planning, unfamiliarity with techniques, and a rushed approach. For the film opening, the student did extensive research on horror conventions, spent significant time planning locations, costumes, sound, and editing techniques. This more thorough process led to a higher quality final product that better achieved genre conventions.
Question 7 9
The document compares the student's process for their preliminary task and film opening task. For the preliminary task, there was little planning, research, or attention to conventions. For the film opening, the student learned from this and put extensive effort into planning, research, casting, editing, sound, lighting, and following genre conventions. This resulted in a much higher quality final product for the film opening task.
Question 7 9
The document compares the student's process for their preliminary task and film opening task. For the preliminary task, there was little planning, research, or attention to conventions. For the film opening, the student learned from this and put extensive effort into planning, research, casting, editing, sound, lighting, and following genre conventions. This resulted in a much higher quality final product for the film opening task.
Question 7 9
The document compares the student's process for their preliminary task and film opening task. For the preliminary task, there was little planning, unfamiliarity with techniques, and a rushed process. For the film opening, the student did extensive research on conventions, locations, sound, and editing software. This resulted in a much higher quality final product that closely followed horror genre conventions.
Question 7 9
The document compares the student's process for their preliminary task and film opening task. For the preliminary task, there was little planning, unfamiliarity with techniques, and a rushed process. For the film opening, the student did extensive research, planning, and practice of techniques. This included researching locations, sound, lighting, titles and more to create a high quality product that followed horror film conventions. The increased planning and practice of techniques resulted in a major improvement from the preliminary task.
Question 7 media studies evaluation
The document discusses a student film project from preliminary task to final coursework. It describes lessons learned from the preliminary task including needing longer shots, better planning, and scripting. For the final coursework, the students improved their skills in editing software, camerawork, and adding effects. They realized the importance of organization, time management, and choosing filmmaking partners carefully.
Question 7
The document discusses what the author learned from their preliminary task to their full film production. They learned important lessons about effective communication within their group through using messaging to coordinate better. They also learned to improve casting, research, planning, use of social media, mise-en-scene, and editing skills. Specifically for editing, they learned techniques like using black and white for flashbacks and improving sound design. Overall, experiencing challenges in their preliminary task helped them identify areas for improvement and apply those lessons to create a stronger final film.
question 1
This document provides an analysis of the media elements used in a student-created horror/thriller film project. It discusses how the location, camera work, sound, mise-en-scene, and editing were employed to develop conventions of the genre. The abandoned house location helped set the scene and atmosphere. A modified iPhone camera app provided dual perspectives and captured character emotions. Tension-filled music and sound effects advanced the narrative and engaged the audience. Typical teenage outfits and a dark, mysterious setting established the mise-en-scene. Faster cuts and jumpier shots during intense scenes aimed to make the audience feel panicked.
Similar to Q7 (20)
Q7
- 1. 1 Leoni Heyn, Olivia Exton & Sophie Kirschke When we compare our media product to our preliminary task, we see that we learnt creating a film can be very unpredictable. For example, when we first filmed the chasing scene in the forest, it suddenly became very dark. Then we tried to make the scene brighter with Final Cut Pro but then the picture became very noisy. So we decided to film the chasing scene a second time. This shifted our whole time plan and so we had to reorganize everything. Also we learnt that it is really important to research the interests of your target audience before you start creating your film. This helps you to attract your audience in the best way. In our preliminary task we had absolutely no conventions of a thriller. There was no twist in the plot, it was too bright, too short and the music was too happy. We researched all the conventions of a thriller and, therefore, we tried to use as much conventions as we could. For example, we used filters to create a darker lighting, we chose music which fits better to a thriller, there is a twist in the plot, etc. Furthermore, we improved our working in a group because we learnt that we could work faster by splitting our work. Also we learnt that we have to accept the ideas of the majority even if we thought our own ideas were better. We had to make compromises to ensure that we do not lose time because of discussing. Also we learnt that every micro-‐element is important. For example, in our preliminary task, we almost did not use any editing, camera or sound techniques. We did not use any diegetic
- 2. 2 Leoni Heyn, Olivia Exton & Sophie Kirschke sound, we had only normal camera shots and we only used one action match and shot reverse shot. Another thing we learnt is that time planning and organising is very important because it takes much effort to create a film. Planning and organising helps you to don’t forget anything.