Q7
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In their preliminary film, the filmmakers used a limited range of camera angles due to their inexperience. They incorporated one pan shot, but it was not smooth. For their final film, they utilized a wider variety of shots including extreme close-ups after gaining more exposure and practice. Additionally, their editing skills improved drastically. Sound was also limited in the preliminary, but for the final film they used foley effects to make the sounds clearer and better synced to the video.
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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.
Ashlie Bowes Foundation Production Evaluation
This document summarizes and evaluates a film project created by students named Ashlie, Elliot, Emily and Mark. It discusses the film concepts they used, including horror film cliches. It describes their target audience as younger teenagers interested in horror spoofs. It also reviews the film editing process, challenges of location audio, and overall evaluation of the project as having good ideas and editing despite some issues with acting skills, lighting and separating audio tracks.
Location report
The document discusses location choices for various scenes in a music video. Singing scenes will take place in multiple outdoor locations like stairs, a stage, and outside areas for more visual interest. A school corridor will be used for a bullying scene to include lockers. An outdoor area will portray an inequality scene at a gay pride march for realism, though weather is a concern. A school media room with a projector and tables was selected for a war scene showing devastation in Syria.
In the teeth of jaws
The document analyzes the structure, themes, and film techniques used in the documentary "In The Teeth Of Jaws". It summarizes that the documentary chronicles the production of the novel and film Jaws, from the initial idea through filming and viewer reaction. Interviews with the cast and crew are a primary source of information. Cinematography incorporates blue tones and the ocean to reflect the film's themes of the sea and fear. Editing and sound design, such as the use of non-diegetic music, enhance the storytelling without excessive b-roll or voiceover.
Performance Shoot Analysis
Yesterday, Lauren had a performance shoot for a song. They filmed in a hall set up like a stage with red curtains, microphone, and speakers. They got a variety of shots from different angles and used colored spotlights. At first the red light made Lauren blend in but they turned it off and the lighting worked well. Hollie took photos and they were pleased with the video quality and lighting.
Reflection of preliminary task
1) The student fulfilled the criteria of the preliminary task by filming and editing under 2 minutes a video of a character opening a door using proper filming techniques like matching eyelines and match cuts.
2) They learned that filming during school hours without other students present worked best and that ensuring continuity of costumes between shots was important. Organizing actors and dealing with errors took time.
3) Through the editing process, the student learned how to upload footage, organize clips, trim clips, adjust audio and video, and export the final video, making editing an easier and more important skill for future tasks.
Production log
The filming for the film opening went well, with all parties meeting on time at the agreed upon locations - a forest during the day and a church at night. Some minor changes were made from the original plan, such as altering a stabbing scene for safety and omitting an alleyway location. Editing is going well and on schedule using iMovie. Effects, titles, and royalty-free music are being added to fit the thriller genre. Overall the production is progressing smoothly with no major difficulties encountered.
Media analyse 3
The document analyzes three music videos that influenced the planning of a final music video: Lana Del Ray's "Blue Jeans" inspired the spooky media studio location with its dark filming style; Ellie Goulding's "Anything Could Happen" inspired the long cream dress costume; and Marina and the Diamonds' "Primadonna" was the biggest influence, inspiring the pajamas and rollers hairstyle costume that fit the planned video. Details are provided on the camera work, editing, mise-en-scene, and costumes/locations of each video analyzed.
Recommended
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.
Ashlie Bowes Foundation Production Evaluation
This document summarizes and evaluates a film project created by students named Ashlie, Elliot, Emily and Mark. It discusses the film concepts they used, including horror film cliches. It describes their target audience as younger teenagers interested in horror spoofs. It also reviews the film editing process, challenges of location audio, and overall evaluation of the project as having good ideas and editing despite some issues with acting skills, lighting and separating audio tracks.
Location report
The document discusses location choices for various scenes in a music video. Singing scenes will take place in multiple outdoor locations like stairs, a stage, and outside areas for more visual interest. A school corridor will be used for a bullying scene to include lockers. An outdoor area will portray an inequality scene at a gay pride march for realism, though weather is a concern. A school media room with a projector and tables was selected for a war scene showing devastation in Syria.
In the teeth of jaws
The document analyzes the structure, themes, and film techniques used in the documentary "In The Teeth Of Jaws". It summarizes that the documentary chronicles the production of the novel and film Jaws, from the initial idea through filming and viewer reaction. Interviews with the cast and crew are a primary source of information. Cinematography incorporates blue tones and the ocean to reflect the film's themes of the sea and fear. Editing and sound design, such as the use of non-diegetic music, enhance the storytelling without excessive b-roll or voiceover.
Performance Shoot Analysis
Yesterday, Lauren had a performance shoot for a song. They filmed in a hall set up like a stage with red curtains, microphone, and speakers. They got a variety of shots from different angles and used colored spotlights. At first the red light made Lauren blend in but they turned it off and the lighting worked well. Hollie took photos and they were pleased with the video quality and lighting.
Reflection of preliminary task
1) The student fulfilled the criteria of the preliminary task by filming and editing under 2 minutes a video of a character opening a door using proper filming techniques like matching eyelines and match cuts.
2) They learned that filming during school hours without other students present worked best and that ensuring continuity of costumes between shots was important. Organizing actors and dealing with errors took time.
3) Through the editing process, the student learned how to upload footage, organize clips, trim clips, adjust audio and video, and export the final video, making editing an easier and more important skill for future tasks.
Production log
The filming for the film opening went well, with all parties meeting on time at the agreed upon locations - a forest during the day and a church at night. Some minor changes were made from the original plan, such as altering a stabbing scene for safety and omitting an alleyway location. Editing is going well and on schedule using iMovie. Effects, titles, and royalty-free music are being added to fit the thriller genre. Overall the production is progressing smoothly with no major difficulties encountered.
Media analyse 3
The document analyzes three music videos that influenced the planning of a final music video: Lana Del Ray's "Blue Jeans" inspired the spooky media studio location with its dark filming style; Ellie Goulding's "Anything Could Happen" inspired the long cream dress costume; and Marina and the Diamonds' "Primadonna" was the biggest influence, inspiring the pajamas and rollers hairstyle costume that fit the planned video. Details are provided on the camera work, editing, mise-en-scene, and costumes/locations of each video analyzed.
Question 7 part 2
The document compares the filmmaker's preliminary thriller film to their final product. For the final film, they improved planning, camera work with close-ups and tracking shots, lighting with natural light and switches, sound with original music and effects, editing with transitions and cuts, mise-en-scene with location and costumes, and titles with narrative openings and adjusted font. Overall, the filmmaker incorporated more advanced techniques after learning from feedback on their preliminary version.
Presentation1
The document discusses various sound recording considerations for a film project, including the importance of location scouting to identify background noise, ensuring clear dialogue recordings, planning pick-up audio for specific shots like footsteps, challenges of recording a pianist for the score, and using university audio equipment like a Zoom recorder and various microphones to experiment with different recording setups. Advice will also be sought from a film score composer and freelance sound recordist.
Question 7
The document compares the author's preliminary task to their final piece in terms of organization, research, camera work, editing, and sound. In the preliminary, clothing was changed between clips showing a lack of planning, shots were mainly mid-range with few close-ups, transitions between clips only used fades, and there was no music or emotional voiceover. However, in the final piece clothing remained consistent, more close-ups were used, cuts replaced fades for better continuity, and voiceover was confident and portrayed character emotion. These improvements showed better organization, camera work, editing, and use of sound.
[Task 4] Editing
The document provides information about various editing techniques used in filmmaking. It discusses the history of editing from early analogue films that were cut and pasted together to modern digital editing with software. It describes the purposes of editing such as improving visuals, correcting mistakes, and manipulating audience interpretation. The document also outlines principles of editing like storytelling, using multiple shots, and following the 180-degree rule. It explains specific techniques including continuity editing, match cuts, parallel editing, and shot-reverse-shot. Transitions between scenes like fades, dissolves, and wipes are also summarized.
Evaluating preliminary task - George Bazley
Within our group we had two designated camera men (Charlie and Tom) they both worked smoothly together and gave each other feedback if they believed a shot could be done differently to improve it. All of our filming was done in two takes over twos day, we were not rushed for time to collect the shots we required. Due to the location of where we were film being a school changing room,the amount of peoples bags within the changing room would change , if we were to film one shot without the bags or with the bags the consistency of the Mise en scene would be ruined so as a group we decided to include the bags to the Mise en scene of our Preliminary task.
Self evaluation
The student self-evaluates their group's pre-production, production, and post-production work on a music video project. In pre-production, the group chose a song, developed a storyboard, and planned logistics. Production went smoothly thanks to the schedule and the student's acting and directing experience. However, some scenes had to be cut due to continuity errors. In post-production, editing was simple but some desired sound effects and scenes could not be included. Overall the group worked well together but could have improved planning and avoiding continuity issues.
H@cked
The document discusses the production of a 5 minute short film by a group of students. It describes the roles of each group member and the challenges they faced finding a filming location and actor within their budget. They struggled to coordinate schedules but eventually filmed on location. The narrative relied on flashbacks edited to be recognizable through distorted sound and imagery. Sound design was a key aspect, using non-sync sound to allow for manipulation and avoid sync sound failures.
Evaluation question 7
My preliminary film lacked quality equipment and camera skills as it was my first time filming. Since then, I have gained more experience with cameras and editing software. For my foundation production, I focused on using a variety of shots and ensuring the sound fit the genre of the film. I also learned the importance of teamwork, as I had to complete the foundation production with only one other team member after the third left.
Improvements From The Preliminary Task
Joe Leah & Connor Lovatt analyzed key areas of improvement between their preliminary film project and main film project. They improved their camera skills, positioning, lighting, planning with storyboarding, and editing techniques. For the main project, they ensured better lighting, stuck closer to the storyboard while allowing flexibility on set, and created smoother cuts and transitions with sound effects. These changes led to an improved final film compared to the preliminary piece.
Group presentation
The group created an indie romantic comedy aimed at their age range. They researched similar films to understand characters, storylines, and what content works best without revealing the entire plot. They filmed scenes at local locations like a transformed bowling club and cafe, using music, lighting, and camera shots purposefully to enhance realism and emotions. Through editing, they created a coherent narrative and developed their ideas in a non-naturalistic style for their target audience.
Evaluation question 1
The film uses, develops, and challenges conventions of real car action films in several ways:
1) It subverts expectations with the title "The Prodigy" and a female protagonist instead of focusing solely on cars and racing.
2) Shots include establishing shots of the Silverstone track as well as a mix of shots like mid shots and close ups to film the protagonist and cars.
3) It challenges gender stereotypes by portraying a determined female protagonist and including her in roles usually reserved for men like racing and mechanics.
4) The film is set in the real location of the Silverstone racing circuit but had to adapt to limitations of only being able to film in some areas for
Evaluation Question 1
The document analyzes and compares elements of the teaser trailer for "The Office Job" to the teaser trailer for "Oceans 11". It discusses the company logo, teaser trailer structure and editing, duration, soundtrack, graphic elements, and setting. Overall, it notes similarities between the two trailers in terms of contrasting colors in the logo, montage storytelling in the teaser, a base guitar soundtrack, and characters working in different locations.
jayakaur question 7
The document discusses issues with the production quality of a student film called "Bleeding in Love". It notes that there were no opening credits for the cast or crew and no logos for the production or distribution companies. It also mentions that background noises were not removed during editing, breaking up the atmosphere. There were visible cracks in continuity from filming on different days. However, the document also discusses techniques learned from making the film, including using varied camera angles, close-ups, panning and slow motion to improve quality, as well as voiceovers, lighting, and mise-en-scene to develop characters and set mood. Editing in Final Cut Pro allowed adding credits and video filters to distinguish fantasy from reality.
Session10
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Progression from preliminary task to final piece
This document summarizes the progression of skills from a preliminary task to a final film project. The preliminary task revealed areas for improvement in cinematography skills. Through reflecting on the preliminary and filming additional stages, the author's camera angle and shot selection skills improved. While the first preliminary horror sequence did not effectively frighten due to camera work, it provided an opportunity to experiment. The final film incorporated varied camera angles, improved narrative clarity, continuity in costumes, layered soundtracks, and props to create atmosphere - representing stronger cinematography skills than the preliminary task.
Location Music video images
The document discusses plans for filming a music video at a school location to represent growing up and leaving school. Scenes will include an actor walking down the school corridor with a following shot, and wide shots of children playing at a school playground to show flashbacks of the actor's childhood. Additional scenes will be filmed in a studio, using a projector to show memories in the background while an actor performs, along with soft lighting, key lighting, and possibly a green screen.
Media evaluation
The group felt they learned and improved editing and camerawork skills from their preliminary task to the full product. For editing in iMovie, they progressed in cutting footage to the required length, adding transitions and sound effects. Their rough cut was over length so they further edited it down. They developed skills in precision timing for sound and placement of transitions. For camerawork, they used techniques like close-ups, over-the-shoulder shots, and tracking shots which they improved upon from the preliminary task to the final product.
Presentation1 and one again
The document discusses different aspects of film editing that the author learned about through a school film project. It covers editing with iMovie and choosing appropriate transitions to match the genre. It also discusses using different camera shots like long shots, close ups, and panning to achieve their grade. Finally, it talks about using a free music site to add non-copyright music that fit the genre and included both a scary theme and diegetic happy song.
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 question 7
In the preliminary task, the group filmed a basic continuity scene using a Panasonic camera and learned basic editing skills in Final Cut Pro. For the full opening sequence, they applied what they learned to produce a higher quality video with more shots, music, color grading and realistic lighting and props. They captured different angles and shots to keep the sequence fresh and tell the story of a victim being chased and murdered in a more complex and engaging way. They felt they had progressed significantly from the earlier preliminary task and created something that would appeal to their target audience.
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Question 7 part 2
The document compares the filmmaker's preliminary thriller film to their final product. For the final film, they improved planning, camera work with close-ups and tracking shots, lighting with natural light and switches, sound with original music and effects, editing with transitions and cuts, mise-en-scene with location and costumes, and titles with narrative openings and adjusted font. Overall, the filmmaker incorporated more advanced techniques after learning from feedback on their preliminary version.
Presentation1
The document discusses various sound recording considerations for a film project, including the importance of location scouting to identify background noise, ensuring clear dialogue recordings, planning pick-up audio for specific shots like footsteps, challenges of recording a pianist for the score, and using university audio equipment like a Zoom recorder and various microphones to experiment with different recording setups. Advice will also be sought from a film score composer and freelance sound recordist.
Question 7
The document compares the author's preliminary task to their final piece in terms of organization, research, camera work, editing, and sound. In the preliminary, clothing was changed between clips showing a lack of planning, shots were mainly mid-range with few close-ups, transitions between clips only used fades, and there was no music or emotional voiceover. However, in the final piece clothing remained consistent, more close-ups were used, cuts replaced fades for better continuity, and voiceover was confident and portrayed character emotion. These improvements showed better organization, camera work, editing, and use of sound.
[Task 4] Editing
The document provides information about various editing techniques used in filmmaking. It discusses the history of editing from early analogue films that were cut and pasted together to modern digital editing with software. It describes the purposes of editing such as improving visuals, correcting mistakes, and manipulating audience interpretation. The document also outlines principles of editing like storytelling, using multiple shots, and following the 180-degree rule. It explains specific techniques including continuity editing, match cuts, parallel editing, and shot-reverse-shot. Transitions between scenes like fades, dissolves, and wipes are also summarized.
Evaluating preliminary task - George Bazley
Within our group we had two designated camera men (Charlie and Tom) they both worked smoothly together and gave each other feedback if they believed a shot could be done differently to improve it. All of our filming was done in two takes over twos day, we were not rushed for time to collect the shots we required. Due to the location of where we were film being a school changing room,the amount of peoples bags within the changing room would change , if we were to film one shot without the bags or with the bags the consistency of the Mise en scene would be ruined so as a group we decided to include the bags to the Mise en scene of our Preliminary task.
Self evaluation
The student self-evaluates their group's pre-production, production, and post-production work on a music video project. In pre-production, the group chose a song, developed a storyboard, and planned logistics. Production went smoothly thanks to the schedule and the student's acting and directing experience. However, some scenes had to be cut due to continuity errors. In post-production, editing was simple but some desired sound effects and scenes could not be included. Overall the group worked well together but could have improved planning and avoiding continuity issues.
H@cked
The document discusses the production of a 5 minute short film by a group of students. It describes the roles of each group member and the challenges they faced finding a filming location and actor within their budget. They struggled to coordinate schedules but eventually filmed on location. The narrative relied on flashbacks edited to be recognizable through distorted sound and imagery. Sound design was a key aspect, using non-sync sound to allow for manipulation and avoid sync sound failures.
Evaluation question 7
My preliminary film lacked quality equipment and camera skills as it was my first time filming. Since then, I have gained more experience with cameras and editing software. For my foundation production, I focused on using a variety of shots and ensuring the sound fit the genre of the film. I also learned the importance of teamwork, as I had to complete the foundation production with only one other team member after the third left.
Improvements From The Preliminary Task
Joe Leah & Connor Lovatt analyzed key areas of improvement between their preliminary film project and main film project. They improved their camera skills, positioning, lighting, planning with storyboarding, and editing techniques. For the main project, they ensured better lighting, stuck closer to the storyboard while allowing flexibility on set, and created smoother cuts and transitions with sound effects. These changes led to an improved final film compared to the preliminary piece.
Group presentation
The group created an indie romantic comedy aimed at their age range. They researched similar films to understand characters, storylines, and what content works best without revealing the entire plot. They filmed scenes at local locations like a transformed bowling club and cafe, using music, lighting, and camera shots purposefully to enhance realism and emotions. Through editing, they created a coherent narrative and developed their ideas in a non-naturalistic style for their target audience.
Evaluation question 1
The film uses, develops, and challenges conventions of real car action films in several ways:
1) It subverts expectations with the title "The Prodigy" and a female protagonist instead of focusing solely on cars and racing.
2) Shots include establishing shots of the Silverstone track as well as a mix of shots like mid shots and close ups to film the protagonist and cars.
3) It challenges gender stereotypes by portraying a determined female protagonist and including her in roles usually reserved for men like racing and mechanics.
4) The film is set in the real location of the Silverstone racing circuit but had to adapt to limitations of only being able to film in some areas for
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The document analyzes and compares elements of the teaser trailer for "The Office Job" to the teaser trailer for "Oceans 11". It discusses the company logo, teaser trailer structure and editing, duration, soundtrack, graphic elements, and setting. Overall, it notes similarities between the two trailers in terms of contrasting colors in the logo, montage storytelling in the teaser, a base guitar soundtrack, and characters working in different locations.
jayakaur question 7
The document discusses issues with the production quality of a student film called "Bleeding in Love". It notes that there were no opening credits for the cast or crew and no logos for the production or distribution companies. It also mentions that background noises were not removed during editing, breaking up the atmosphere. There were visible cracks in continuity from filming on different days. However, the document also discusses techniques learned from making the film, including using varied camera angles, close-ups, panning and slow motion to improve quality, as well as voiceovers, lighting, and mise-en-scene to develop characters and set mood. Editing in Final Cut Pro allowed adding credits and video filters to distinguish fantasy from reality.
Session10
The document discusses editing a short silent film in Final Cut Pro. It describes importing footage, arranging shots in order on the timeline, shortening long shots, adding intertitles, adjusting pace and brightness, removing audio, adding vintage effects and transitions, and including orchestral music. The edits were made to follow conventions of 1920s silent comedies and to keep the film between 3-5 minutes.
Progression from preliminary task to final piece
This document summarizes the progression of skills from a preliminary task to a final film project. The preliminary task revealed areas for improvement in cinematography skills. Through reflecting on the preliminary and filming additional stages, the author's camera angle and shot selection skills improved. While the first preliminary horror sequence did not effectively frighten due to camera work, it provided an opportunity to experiment. The final film incorporated varied camera angles, improved narrative clarity, continuity in costumes, layered soundtracks, and props to create atmosphere - representing stronger cinematography skills than the preliminary task.
Location Music video images
The document discusses plans for filming a music video at a school location to represent growing up and leaving school. Scenes will include an actor walking down the school corridor with a following shot, and wide shots of children playing at a school playground to show flashbacks of the actor's childhood. Additional scenes will be filmed in a studio, using a projector to show memories in the background while an actor performs, along with soft lighting, key lighting, and possibly a green screen.
Media evaluation
The group felt they learned and improved editing and camerawork skills from their preliminary task to the full product. For editing in iMovie, they progressed in cutting footage to the required length, adding transitions and sound effects. Their rough cut was over length so they further edited it down. They developed skills in precision timing for sound and placement of transitions. For camerawork, they used techniques like close-ups, over-the-shoulder shots, and tracking shots which they improved upon from the preliminary task to the final product.
Presentation1 and one again
The document discusses different aspects of film editing that the author learned about through a school film project. It covers editing with iMovie and choosing appropriate transitions to match the genre. It also discusses using different camera shots like long shots, close ups, and panning to achieve their grade. Finally, it talks about using a free music site to add non-copyright music that fit the genre and included both a scary theme and diegetic happy song.
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 question 7
In the preliminary task, the group filmed a basic continuity scene using a Panasonic camera and learned basic editing skills in Final Cut Pro. For the full opening sequence, they applied what they learned to produce a higher quality video with more shots, music, color grading and realistic lighting and props. They captured different angles and shots to keep the sequence fresh and tell the story of a victim being chased and murdered in a more complex and engaging way. They felt they had progressed significantly from the earlier preliminary task and created something that would appeal to their target audience.
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Similar to Q7
Media Evaluation - Question 7
For the preliminary task, the filmmakers used an iPhone to record footage which lacked the quality of a DSLR camera. They had little experience with the editing software and did not properly plan the location, lighting, or sound. For the final piece, they obtained a professional DSLR camera and had more experience with the editing software. They better planned the locations, lighting, and recorded sound properly. They also had a stronger understanding of film rules to incorporate them effectively.
Looking back at my preliminary task
The preliminary task showed much room for improvement in areas like video quality, camera work, shot variety, editing, and atmosphere. However, it served as a valuable learning experience, helping the filmmaker progress significantly for the final piece. Skills like lighting, sound, filming techniques, and creativity advanced. Mistakes from the preliminary task were turned into strengths for an improved final product with professional-quality footage, smooth camera work, varied shots creating tension and suspense, and polished editing. Overall, the preliminary task was an educational starting point that allowed the filmmaker's media skills to vastly improve.
Progression Since Preliminary Task
The document discusses the author's progression from the preliminary task to the final film project. In the preliminary task, the author's skills in editing, camera work, sound design, and use of mise-en-scene were more limited. However, for the final film, the author gained experience that allowed for improvements in interesting camera angles, subtle audio layering, continuity, set design, costume design, use of props, lighting techniques, and cinematography. The extensive reworking of drafts also improved the overall quality and coherence of the final film compared to the preliminary task.
Evaluation activity 7
- The filmmakers improved their skills in camerawork, editing, and shot composition between their preliminary task and final production.
- In the final production, they used more varied shots, camera movements, and editing techniques like jump cuts to better engage audiences.
- They also improved at applying filmmaking principles like the 180-degree rule and matching shots for continuity between scenes.
- Some challenges remained, like maintaining consistent lighting across different filming days, but overall their skills and the production quality increased significantly from the preliminary task to the final film.
Evaluation Activity 7
The document provides a reflection on improvements made from the preliminary task to the final film production. It discusses advancements in various technical areas like camerawork, editing, following conventions like the 180-degree rule, and executing techniques such as match on action and shot/reverse shot more effectively. Shots had more variety and purposefully framed emotions in the final version compared to the preliminary task. Editing also told a more complex dual narrative through improved use of transitions, color, and diegetic sound. Lessons were learned around lighting and continuity issues that could be better addressed going forward.
Evaluation Task 7
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to full product?
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.
Evaluation 7
The preliminary task highlighted areas for improvement in camerawork, editing, continuity, and production value. It had shaky camerawork, noticeable editing errors, thumb in the lens, and lacked retakes. The final opening sequence showed improved techniques with smoother transitions, ability to reshoot, and altered focus. It was also shot at different times of day and used external lighting and microphones for better atmosphere, sound, and engagement. The preliminary task lacked these elements and production quality.
Question 7 – looking back at your preliminary
The document discusses the differences between the author's preliminary video task and their final opening video for a coursework project. For the preliminary task, they had little time to prepare and film shots, resulting in a rushed video with average skills. For the final opening, they put in significant preparation, used specialized equipment, researched techniques like camera angles and makeup, and added elements like transitions, titles, and a soundtrack to achieve a higher production quality and capture the horror genre conventionally. The author learned from the preliminary experience and applied those lessons to better emphasize skills and create a more polished and appealing final product.
Question 7
This document compares and contrasts a student's preliminary video project to their final video project. It analyzes improvements made in several areas, including camera shots, editing, costume/mise-en-scene choices, sound design, and purposeful close-ups. The student demonstrates growth in their skills by eliminating wasted space, creating continuity through editing, applying meaningful costumes, incorporating diegetic and non-diegetic sounds appropriately, and using close-ups strategically to further the story.
Evaluation 7
In the preliminary task, the filmmakers used a limited range of shots, little camera movement, basic editing techniques and no attention to sound design. However, in the final production they incorporated a variety of shots including extreme close-ups, point-of-view shots and camera movements to better engage the audience emotionally. They also improved their editing, using transitions, and added sound effects and music to create more atmosphere. This allowed them to tell the narrative more effectively and create suspense for the thriller genre.
Eq 7
The document compares the learner's preliminary media project to their full final product. For the preliminary task, the learner and their team planned shots but faced difficulties with continuity in editing and inconsistencies in mise-en-scene. For the final product, the learner gained experience using Final Cut Pro software, felt more confident trying different camera techniques, and learned to incorporate voiceovers, sound, filters, and credits more effectively. Overall, the learner felt they improved their camera skills, editing abilities, and time management for complex media projects through this learning experience.
Evaluation question 7 for A Level Media
The preliminary task provided an initial learning experience but lacked depth compared to the full film opening project. The storyboard, script, and construction for the preliminary task were very basic due to its short length and limited shots. More planning, research, and complex camerawork, lighting, editing, sound design and acting were required for the full-length film opening. The evaluation of the preliminary task was also simpler than the multi-faceted evaluation needed for the larger film opening project. Overall, the preliminary task was a starting point that helped improve the filmmaking skills applied to the more serious and developed film opening piece.
Equipment
The document discusses the software, hardware, and camera settings used to produce a short film. It describes:
1) Using Final Cut Pro software to edit clips, add sound effects and score, and color grade scenes to set the proper mood.
2) Filming with a Panasonic HDC-TM900 camcorder and using settings like white balance, auto focus, and a tripod to improve video quality and stability.
3) Recording foley sounds like taps and showers with an H4N recorder, though the door slamming sound did not turn out well.
Equipment
The document discusses the technologies used in creating a film production. It describes using Final Cut Pro software to edit clips, add sound effects and scoring, and color grade scenes. A Panasonic HDC-TM900 camera was used for filming, and white balance and auto-focus settings helped improve image quality. An H4N recorder captured realistic foley sounds, though the door slamming sound did not record well. Areas for future improvement include gaining more skills with Final Cut Pro editing and camera settings.
Reflection on preliminary task
The student believes they fulfilled most or all of the criteria for the preliminary task of filming a character entering or opening a door in under 2 minutes. They followed cinematography techniques like the 180 degree rule and used different shot types like long shots, mid shots, and close ups. Filming was difficult due to issues like actors' expressions, background noise, and lighting conditions at different times of day. The best times to film were during lessons and after school to avoid interruptions. Editing in Final Cut Pro taught the student how to upload footage, trim clips, change lighting, organize bins, and export a finished video.
7
1) The student learned many new skills between their preliminary task and final production, including improved camera techniques, editing, sound design, and planning.
2) For the preliminary task, equipment was basic and filming was limited, resulting in a simple final product. The final production utilized professional HD equipment and software.
3) Extensive planning, including storyboards and scheduling, allowed the complex final production to be shot over multiple days and locations. Titles, credits, and other elements were significantly more polished.
Evaluation 7
In their preliminary task, the filmmakers' planning, camera skills, editing, and sound work were lacking. Their final task showed significant improvements in each area. For their final task, they created a detailed shooting schedule and storyboards, used tripods more and varied shots to reduce issues. Their editing used Final Cut Pro X and took more time to polish the piece. They also created an original soundtrack and eliminated background noise to improve sound quality. Overall, the final task demonstrated better planning, camera work, editing, and use of sound to create a higher quality film.
Question 7
The document discusses the improvements made from the preliminary task (continuity editing) to the full opening sequence product. Seven key areas were improved: 1) Match-on-action was faster and smoother. 2) Variety of shots was increased for more interest. 3) Mise-en-scene elements were hidden better. 4) Audio volume was better balanced. 5) A focus pull was used effectively to add tension. 6) Camera work relied more on tripods for smoother shots. 7) Color correction addressed lighting changes from location to location. Overall, lessons from the preliminary task led to a polished, more engaging opening sequence.
Question 7
The document discusses the improvements made from the preliminary task (continuity editing) to the full opening sequence product. Seven key areas were improved: 1) Match-on-action was faster and smoother. 2) Variety of shots was increased for more interest. 3) Mise-en-scene elements were hidden better. 4) Audio volume was better balanced. 5) A focus pull was used more effectively. 6) Camera work relied more on tripods for steady shots. 7) Color correction addressed lighting changes from location to location. Overall, lessons from the preliminary task led to a polished opening sequence through refinements in technical filmmaking skills.
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Q7
- 3. Our prelim was very limited with its camera angles. We only had close ups, mid shots, over the shoulder shots and long shots. The reason for this is because we were limited to what we knew. We incorporated a pan, however it was not as smooth as it was our first time experiencing something like that.
- 4. Now, in our final film, we were exposed to every possible camera angle such as extreme close ups, pans, high angles, and we also learnt how to use depth of field. In addition to this we feel we have improved drastically compared to our prelim. Not just in terms of using a wider range of camera angles, but mainly with our editing skills.
- 5. In our prelim, our sound was limited only to the diegetic sound, such as the opening and closing of the door, and the dialogue. One of the downfalls in our prelim was the loud slam the door had made when it had shut and this had caused a distraction when the two actors were talking, making the dialogue quiet.
- 6. In our film, compared to our prelim, sound was most definitely much better because we had used foley to create clearer sounds and when editing we had ensured they all matched up to the video.