Q7) looking back at your preliminary task
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The document discusses a film student's experience filming preliminary exercises and a final short film. For the preliminary exercise, the student's group demonstrated techniques like the 180 degree rule and shot reverse shot. This experience gave the student an advantage when filming their own final 2-minute film opening. The student was able to apply rules and shots like match on action shots that they had learned. Through the process, the student improved at organizing, camera work, and editing techniques in Final Cut Express.
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Evaluation Question 7
The document discusses lessons learned from creating a preliminary task that were applied to producing a thriller film opening. Some techniques practiced in the preliminary task, like over the shoulder shots, POV shots, and transitions between shots, were used in the opening. The opening also required shooting outdoor scenes consistently with lighting, obeying the 180 degree rule, dressing characters to fit the theme, and editing unexpected background sounds to fit the thriller genre.
Prelim Task And Final Opening Sequence Comparison
The document discusses the progression in filmmaking techniques from the author's preliminary task to their full opening sequence. Specifically, it reflects on how shots were improved to be at better angles and follow subjects as they moved. It also discusses how rules like the 180-degree rule and rule of thirds were applied more accurately in the opening sequence. Matching on action was also improved by removing background noise. Overall, the author felt they learned to make more effective shots that fit the thriller genre through continuity and montage sequences in the opening title.
Evaluation 8
The student was tasked with creating a film continuity sequence in a group. They struggled during filming as it was their first time and they were unfamiliar with techniques like the 180-degree rule. However, they were able to complete the task and learned skills like storyboarding and using different shot types. Editing in Final Cut Pro was challenging as the student lacked experience, but teammates helped explain the software and everyone took turns editing to improve their skills.
Evaluation 8
The student was tasked with creating a film continuity sequence in a group. They struggled during filming as it was their first time and they were unfamiliar with techniques like the 180-degree rule. However, they were able to complete the task and learned skills like storyboarding and using different shot types. Editing in Final Cut Pro was challenging as the student lacked experience, but teammates helped explain the software and everyone took turns editing to improve their skills.
Evaluation 8
The student was tasked with creating a film continuity sequence in a group. They struggled during filming as it was their first time and they were unfamiliar with techniques like the 180-degree rule. However, they were able to complete the task and learned skills like storyboarding and using different shot types. Editing in Final Cut Pro was challenging as the student lacked experience, but teammates helped explain the software and everyone took turns editing to improve their skills.
Evaluation of preliminary task
The student fulfilled the criteria of shot reverse shot, 180 degree rule, and match on action in their preliminary film task. They found it difficult to find consistent actors but were able to plan shots with just two characters. Some retakes were needed due to interference and background noise. An error occurred when an actor briefly looked at the camera when not intended. In editing, they ordered sequences and removed unnecessary bits while maintaining filming rules. Transitions and effects were not included due to time constraints, but a fade to black at the end may have created tension.
Evaluation 7
The document discusses several film techniques the author learned and applied in creating a short film opening sequence. These include the 180 degree rule for spatial relationships between characters, match on action editing to show an object from two points of view, shot reverse shot to build tension between characters in a narrow alleyway setting, and learning Adobe Premiere editing software to effectively assemble the opening film.
Question 7 - Louise fontava
1) The document discusses mistakes made in the production of a preliminary film project due to a lack of planning and limited time. Scenes were filmed in different locations that did not match, and there was no time to re-film.
2) It notes that the group did not have experience or knowledge of film techniques like continuity editing or using different shot types. Their preliminary showed a lack of these skills.
3) The author evaluates that the preliminary was rushed compared to the following opening project, which had more planning and research into techniques. They learned how to improve technical skills and incorporate film conventions to create a more successful opening.
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Evaluation Question 7
The document discusses lessons learned from creating a preliminary task that were applied to producing a thriller film opening. Some techniques practiced in the preliminary task, like over the shoulder shots, POV shots, and transitions between shots, were used in the opening. The opening also required shooting outdoor scenes consistently with lighting, obeying the 180 degree rule, dressing characters to fit the theme, and editing unexpected background sounds to fit the thriller genre.
Prelim Task And Final Opening Sequence Comparison
The document discusses the progression in filmmaking techniques from the author's preliminary task to their full opening sequence. Specifically, it reflects on how shots were improved to be at better angles and follow subjects as they moved. It also discusses how rules like the 180-degree rule and rule of thirds were applied more accurately in the opening sequence. Matching on action was also improved by removing background noise. Overall, the author felt they learned to make more effective shots that fit the thriller genre through continuity and montage sequences in the opening title.
Evaluation 8
The student was tasked with creating a film continuity sequence in a group. They struggled during filming as it was their first time and they were unfamiliar with techniques like the 180-degree rule. However, they were able to complete the task and learned skills like storyboarding and using different shot types. Editing in Final Cut Pro was challenging as the student lacked experience, but teammates helped explain the software and everyone took turns editing to improve their skills.
Evaluation 8
The student was tasked with creating a film continuity sequence in a group. They struggled during filming as it was their first time and they were unfamiliar with techniques like the 180-degree rule. However, they were able to complete the task and learned skills like storyboarding and using different shot types. Editing in Final Cut Pro was challenging as the student lacked experience, but teammates helped explain the software and everyone took turns editing to improve their skills.
Evaluation 8
The student was tasked with creating a film continuity sequence in a group. They struggled during filming as it was their first time and they were unfamiliar with techniques like the 180-degree rule. However, they were able to complete the task and learned skills like storyboarding and using different shot types. Editing in Final Cut Pro was challenging as the student lacked experience, but teammates helped explain the software and everyone took turns editing to improve their skills.
Evaluation of preliminary task
The student fulfilled the criteria of shot reverse shot, 180 degree rule, and match on action in their preliminary film task. They found it difficult to find consistent actors but were able to plan shots with just two characters. Some retakes were needed due to interference and background noise. An error occurred when an actor briefly looked at the camera when not intended. In editing, they ordered sequences and removed unnecessary bits while maintaining filming rules. Transitions and effects were not included due to time constraints, but a fade to black at the end may have created tension.
Evaluation 7
The document discusses several film techniques the author learned and applied in creating a short film opening sequence. These include the 180 degree rule for spatial relationships between characters, match on action editing to show an object from two points of view, shot reverse shot to build tension between characters in a narrow alleyway setting, and learning Adobe Premiere editing software to effectively assemble the opening film.
Question 7 - Louise fontava
1) The document discusses mistakes made in the production of a preliminary film project due to a lack of planning and limited time. Scenes were filmed in different locations that did not match, and there was no time to re-film.
2) It notes that the group did not have experience or knowledge of film techniques like continuity editing or using different shot types. Their preliminary showed a lack of these skills.
3) The author evaluates that the preliminary was rushed compared to the following opening project, which had more planning and research into techniques. They learned how to improve technical skills and incorporate film conventions to create a more successful opening.
Task One Short Film Evaluation
The document discusses the roles and tasks involved in creating a short film. The author directed the filming and operated the main camera, working to capture the necessary shots through good communication with the group. Editing software was difficult to learn initially but the author was able to edit the film with help. The film utilized various editing techniques like continuity editing, match on action, and shot reverse shot. The author reflects that their camera and editing skills can still be improved, such as maintaining consistent camera positions and applying different editing skills, but the process helped their filmmaking abilities.
What do you feel you have learnt in the progression from your preliminary tas...
The author learned several key filmmaking techniques through completing a preliminary task and full opening sequence production. In the preliminary task, they learned the 180 degree rule, shot reverse shot, and match on action editing. For the opening sequence, they applied these rules but also expanded their skills by taking cleaner shots, adding sound, using new locations, and experimenting with different shot types like long shots and split editing. Overall, the author felt they made significant progress in their filmmaking abilities from learning basic rules to crafting a more polished opening sequence through research, practice with equipment, and experimentation with new techniques.
Editing small movie sequence
This document outlines the steps taken by a group to edit a video project. It describes planning the editing process with a spider diagram, working as a team to incorporate different ideas, and having difficulty with transitions between shots. Issues encountered included not properly following the 180-degree angle rule during filming and needing to re-film parts with matching clothing. The group learned valuable lessons about planning shots and consistency that will help with future projects.
Prelim evaluation
The document discusses the author's process for creating a preliminary film task. They had two initial ideas - a low-light Western or a humorous classroom scene. They chose the latter because it was simpler and allowed them to focus on the required shots like shot reverse shot. During filming, they struggled with obeying the 180 degree rule and had to re-shoot parts. However, they gained experience filming multiple takes and editing confidently in Premier Pro. Overall they were pleased with the outcome but received feedback to experiment more with lighting and sound next time.
Evaluation question 6
- The preliminary task brief was for students to film a conversation scene using key filming skills like the 180 degree rule.
- It was assigned to familiarize students with the camera and filming techniques needed for the final project.
- Completing the preliminary task helped the student learn filming skills like shot types and continuity rules that they applied to successfully film and edit their thriller opening for the final project.
Prelim
The document summarizes the improvements made from the author's preliminary task to their final cut. It demonstrates better understanding of techniques like shot reverse shot, the 180 degree rule, match on action, and adding effects and sound. The author learned how to incorporate editing skills like transitions, texts, and copyright-free music in their final cut. Overall, practicing over the course helped develop their technical and creative skills significantly since the preliminary task.
G321 preliminary task evaluation ac
The student was asked to film a scene following continuity rules for a preliminary task. They filmed someone walking into a room and having a conversation, making sure to follow the 180 degree rule, shot reverse shot rule, and match on action rule. Filming went well but editing was harder to ensure each shot fit perfectly. Some challenges included background noise during filming and initially losing footage during editing. The task provided ideas for the student's 2-minute film opening, such as taking multiple shots of scenes and keeping the opening simple for easier editing.
AS Media Evaluation part 7
In their preliminary task, the students shot a short scene using a basic camcorder. For their final film, they had more freedom and used a more advanced camera. They learned how to use different camera settings, angles, and shots. They also improved their editing skills in Final Cut by learning more tools and getting better at managing their time. While they carried over techniques like match-on-action from the preliminary, they developed their skills in areas like camera operation, shot variety, and moving shots.
Preliminary Task Evaluation
1) The document discusses a preliminary video task to demonstrate understanding of image framing and shot types by creating a linear photo story.
2) It then describes a video continuity task to showcase the three stages of production using 180 degree rule, shot/reverse shot, and match on action techniques.
3) The team carried out research analyzing examples to further their knowledge of how the 180 degree rule indicates emotional shifts and how shot/reverse shot creates a sense of continuous action.
Assignment 15 final
The group assessed their preliminary task assignment. They felt they did well with steady camera work and avoiding the 180 degree rule. Areas for improvement included reducing background noise, adding credits, and including more shot distances and camera angles. When assessing their use of camera techniques like framing and shot distances, they were mostly pleased but could have improved with an extreme close up shot and a mid shot. They learned skills in researching, planning, filming, editing, uploading and assessing their preliminary task. This included learning about shot varieties, match on action, editing software, and critically reviewing their own work.
Preliminary task evaluation
1) The preliminary task was for the video group to create a linear photo story demonstrating their understanding of image framing and shot types.
2) They were to produce a short video sequence using 180 degree rule, shot/reverse shot, and match on action techniques to show the three stages of production.
3) The group researched examples of video continuity, storyboarded their mysterious package idea, and produced the video in a friend's house over a few hours, having some camera issues but solving them with a phone.
Evaluation question 3
The document discusses the filmmaker's experience creating a thriller film for a class project. They made mistakes in their preliminary task but learned from the experience. They learned editing skills like cutting and grouping. They also learned the importance of teamwork. For the actual thriller film, they researched editing techniques in Adobe Premiere and applied sound and color editing. Their film did not require techniques like the 180 degree rule since it did not have conversations between characters. They used match on action during one scene but did not fully follow their storyboard or schedule during filming. They had to film over two days instead of one as planned. Their actors were cooperative but organizing shoots in the forest was more difficult than at a house location.
Media Evaluation - 7
The document discusses what the author has learned about filming and editing techniques from creating a preliminary and pre-production video. Specifically, the author notes learning how to properly frame shots to avoid cutting off actors' heads, using slow motion during title sequences, and employing techniques like the 180-degree rule and shot reverse shot. The author believes applying these techniques has helped improve their filmmaking skills.
Evaluation powerpoint
This document summarizes a student's experience filming a short video clip using continuity techniques for class. The student learned how to properly use a video camera and editing software. Time management was challenging, but the finished product came together well. Areas for improvement include better time planning and experimenting more with editing features. While some continuity techniques were successfully used, others like the 180 degree rule were difficult to include. The student evaluated their positive contribution to group roles and workflow.
Assignment 15[1]
The group assessed their preliminary task video. They felt they successfully used different shots and camera movements while avoiding rule breaks. Areas for improvement included reducing background noise, adding opening credits, and incorporating more shot distances and camera angles. They learned skills in planning, filming, editing, uploading, and self-assessing through completing this preliminary assignment using technologies like PowerPoint, cameras, tripods, iMovie, QuickTime, YouTube, and online research.
Prelim eval
The document summarizes what the author learned from completing a preliminary filmmaking task. The author learned how to effectively use camera shots, manage time during filming, and ensure continuity between shots during both filming and editing. Areas of success for the task included good continuity and the use of various shot types. The author identifies areas for improvement such as more effective planning and inclusion of credits.
Prelim eval
The student learned several skills from completing their preliminary film task. They learned how to effectively use camera shots like low angles, continuity techniques like matching clothes and locations, and basic editing. Some areas of success included good continuity and using a variety of shots. However, they need to improve planning time better and including more challenging shots and credits in the future.
Q4: How well did you meet the brief?
Daniel Winn discusses three cinematic techniques used in a preliminary film production task. Shot/reverse shot was used primarily to show conversation and facial expressions between characters. Match on action successfully joined two scenes together to improve flow with very few retakes. The 180 degree rule was followed to avoid confusing viewers about characters' positions, though it was sometimes difficult due to space limitations. Examples of each technique are provided from the group's filmed work.
Evaluation - Question 7
In our preliminary task, we learned the importance of planning, as thorough planning allowed us to include a variety of shots and improve the quality and professionalism of our work. We also improved on avoiding mistakes during filming and ensuring proper timing of shots. For our main task, we used a more experienced actress and further developed the setting to make it more relatable. Overall, we learned from our mistakes and were able to create a higher quality final piece through more planning and attention to detail.
Preliminary
The preliminary task allowed the author to gain experience filming and applying techniques like different angles and shots. This knowledge was useful for the later project where more artistic freedom allowed exploring a variety of shots. More time for the final project reduced pressure and allowed revisions. It also gave access to better equipment for more interesting shots. The preliminary task helped identify mistakes to improve on, and full control of the scene allowed creating a storyline that fit the location.
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Task One Short Film Evaluation
The document discusses the roles and tasks involved in creating a short film. The author directed the filming and operated the main camera, working to capture the necessary shots through good communication with the group. Editing software was difficult to learn initially but the author was able to edit the film with help. The film utilized various editing techniques like continuity editing, match on action, and shot reverse shot. The author reflects that their camera and editing skills can still be improved, such as maintaining consistent camera positions and applying different editing skills, but the process helped their filmmaking abilities.
What do you feel you have learnt in the progression from your preliminary tas...
The author learned several key filmmaking techniques through completing a preliminary task and full opening sequence production. In the preliminary task, they learned the 180 degree rule, shot reverse shot, and match on action editing. For the opening sequence, they applied these rules but also expanded their skills by taking cleaner shots, adding sound, using new locations, and experimenting with different shot types like long shots and split editing. Overall, the author felt they made significant progress in their filmmaking abilities from learning basic rules to crafting a more polished opening sequence through research, practice with equipment, and experimentation with new techniques.
Editing small movie sequence
This document outlines the steps taken by a group to edit a video project. It describes planning the editing process with a spider diagram, working as a team to incorporate different ideas, and having difficulty with transitions between shots. Issues encountered included not properly following the 180-degree angle rule during filming and needing to re-film parts with matching clothing. The group learned valuable lessons about planning shots and consistency that will help with future projects.
Prelim evaluation
The document discusses the author's process for creating a preliminary film task. They had two initial ideas - a low-light Western or a humorous classroom scene. They chose the latter because it was simpler and allowed them to focus on the required shots like shot reverse shot. During filming, they struggled with obeying the 180 degree rule and had to re-shoot parts. However, they gained experience filming multiple takes and editing confidently in Premier Pro. Overall they were pleased with the outcome but received feedback to experiment more with lighting and sound next time.
Evaluation question 6
- The preliminary task brief was for students to film a conversation scene using key filming skills like the 180 degree rule.
- It was assigned to familiarize students with the camera and filming techniques needed for the final project.
- Completing the preliminary task helped the student learn filming skills like shot types and continuity rules that they applied to successfully film and edit their thriller opening for the final project.
Prelim
The document summarizes the improvements made from the author's preliminary task to their final cut. It demonstrates better understanding of techniques like shot reverse shot, the 180 degree rule, match on action, and adding effects and sound. The author learned how to incorporate editing skills like transitions, texts, and copyright-free music in their final cut. Overall, practicing over the course helped develop their technical and creative skills significantly since the preliminary task.
G321 preliminary task evaluation ac
The student was asked to film a scene following continuity rules for a preliminary task. They filmed someone walking into a room and having a conversation, making sure to follow the 180 degree rule, shot reverse shot rule, and match on action rule. Filming went well but editing was harder to ensure each shot fit perfectly. Some challenges included background noise during filming and initially losing footage during editing. The task provided ideas for the student's 2-minute film opening, such as taking multiple shots of scenes and keeping the opening simple for easier editing.
AS Media Evaluation part 7
In their preliminary task, the students shot a short scene using a basic camcorder. For their final film, they had more freedom and used a more advanced camera. They learned how to use different camera settings, angles, and shots. They also improved their editing skills in Final Cut by learning more tools and getting better at managing their time. While they carried over techniques like match-on-action from the preliminary, they developed their skills in areas like camera operation, shot variety, and moving shots.
Preliminary Task Evaluation
1) The document discusses a preliminary video task to demonstrate understanding of image framing and shot types by creating a linear photo story.
2) It then describes a video continuity task to showcase the three stages of production using 180 degree rule, shot/reverse shot, and match on action techniques.
3) The team carried out research analyzing examples to further their knowledge of how the 180 degree rule indicates emotional shifts and how shot/reverse shot creates a sense of continuous action.
Assignment 15 final
The group assessed their preliminary task assignment. They felt they did well with steady camera work and avoiding the 180 degree rule. Areas for improvement included reducing background noise, adding credits, and including more shot distances and camera angles. When assessing their use of camera techniques like framing and shot distances, they were mostly pleased but could have improved with an extreme close up shot and a mid shot. They learned skills in researching, planning, filming, editing, uploading and assessing their preliminary task. This included learning about shot varieties, match on action, editing software, and critically reviewing their own work.
Preliminary task evaluation
1) The preliminary task was for the video group to create a linear photo story demonstrating their understanding of image framing and shot types.
2) They were to produce a short video sequence using 180 degree rule, shot/reverse shot, and match on action techniques to show the three stages of production.
3) The group researched examples of video continuity, storyboarded their mysterious package idea, and produced the video in a friend's house over a few hours, having some camera issues but solving them with a phone.
Evaluation question 3
The document discusses the filmmaker's experience creating a thriller film for a class project. They made mistakes in their preliminary task but learned from the experience. They learned editing skills like cutting and grouping. They also learned the importance of teamwork. For the actual thriller film, they researched editing techniques in Adobe Premiere and applied sound and color editing. Their film did not require techniques like the 180 degree rule since it did not have conversations between characters. They used match on action during one scene but did not fully follow their storyboard or schedule during filming. They had to film over two days instead of one as planned. Their actors were cooperative but organizing shoots in the forest was more difficult than at a house location.
Media Evaluation - 7
The document discusses what the author has learned about filming and editing techniques from creating a preliminary and pre-production video. Specifically, the author notes learning how to properly frame shots to avoid cutting off actors' heads, using slow motion during title sequences, and employing techniques like the 180-degree rule and shot reverse shot. The author believes applying these techniques has helped improve their filmmaking skills.
Evaluation powerpoint
This document summarizes a student's experience filming a short video clip using continuity techniques for class. The student learned how to properly use a video camera and editing software. Time management was challenging, but the finished product came together well. Areas for improvement include better time planning and experimenting more with editing features. While some continuity techniques were successfully used, others like the 180 degree rule were difficult to include. The student evaluated their positive contribution to group roles and workflow.
Assignment 15[1]
The group assessed their preliminary task video. They felt they successfully used different shots and camera movements while avoiding rule breaks. Areas for improvement included reducing background noise, adding opening credits, and incorporating more shot distances and camera angles. They learned skills in planning, filming, editing, uploading, and self-assessing through completing this preliminary assignment using technologies like PowerPoint, cameras, tripods, iMovie, QuickTime, YouTube, and online research.
Prelim eval
The document summarizes what the author learned from completing a preliminary filmmaking task. The author learned how to effectively use camera shots, manage time during filming, and ensure continuity between shots during both filming and editing. Areas of success for the task included good continuity and the use of various shot types. The author identifies areas for improvement such as more effective planning and inclusion of credits.
Prelim eval
The student learned several skills from completing their preliminary film task. They learned how to effectively use camera shots like low angles, continuity techniques like matching clothes and locations, and basic editing. Some areas of success included good continuity and using a variety of shots. However, they need to improve planning time better and including more challenging shots and credits in the future.
Q4: How well did you meet the brief?
Daniel Winn discusses three cinematic techniques used in a preliminary film production task. Shot/reverse shot was used primarily to show conversation and facial expressions between characters. Match on action successfully joined two scenes together to improve flow with very few retakes. The 180 degree rule was followed to avoid confusing viewers about characters' positions, though it was sometimes difficult due to space limitations. Examples of each technique are provided from the group's filmed work.
Evaluation - Question 7
In our preliminary task, we learned the importance of planning, as thorough planning allowed us to include a variety of shots and improve the quality and professionalism of our work. We also improved on avoiding mistakes during filming and ensuring proper timing of shots. For our main task, we used a more experienced actress and further developed the setting to make it more relatable. Overall, we learned from our mistakes and were able to create a higher quality final piece through more planning and attention to detail.
Preliminary
The preliminary task allowed the author to gain experience filming and applying techniques like different angles and shots. This knowledge was useful for the later project where more artistic freedom allowed exploring a variety of shots. More time for the final project reduced pressure and allowed revisions. It also gave access to better equipment for more interesting shots. The preliminary task helped identify mistakes to improve on, and full control of the scene allowed creating a storyline that fit the location.
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What do you feel you have learnt in the progression from your preliminary tas...
What do you feel you have learnt in the progression from your preliminary tas...
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- A frequência atual de acasalamento de dois animais carreadores destes haplotipos é de sete em mil acasalamentos para gado holandês.
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Similar to Q7) looking back at your preliminary task
Evaluation Q7
The document summarizes what the group learned between their preliminary task and full 2-minute film opening. They filmed a continuity exercise demonstrating shot/reverse shot and the 180-degree rule. For the opening, they applied skills in cinematography, editing, and following filmmaking rules learned. They improved lighting, stabilized camera shots, and expanded editing skills like color correction and effects. Overall, the group progressed significantly from the initial task by applying lessons to film more advanced shots and create a polished 2-minute opening.
Question 7 evaluation
The document discusses the learning and improvements from a student's preliminary film task to their full film opening project. For the preliminary task, the student filmed a scene with classmates involving different shots. The student learned about camera shots, rules, and editing but found the software difficult. Improvements would include more time, a better location, and smoother transitions. For the full project, more filming, continuity, and conventions were needed but the preliminary task prepared the student on techniques and helped the group work more professionally.
Preliminary task and how it benefitted my final
The preliminary task helped the filmmaker learn important concepts like match on action, the 180 degree rule, and how to use camera and editing equipment. Their first attempt failed due to lack of planning, but they learned from their mistakes. This helped them storyboard and plan better for their opening sequence. The preliminary task also taught them the importance of continuity, improvisation, and teamwork in the filmmaking process.
Question 7 evaluation
The document discusses the learning process from a preliminary filmmaking task to a full film opening project. For the preliminary task, the author filmed a scene with classmates involving different shots. They struggled with editing software but learned about camera shots, continuity, and location importance. For the full project, more time was needed for planning, improved editing, and creating a cohesive plot and film opening conventions were followed. Overall, the preliminary task helped prepare skills but the full project required a higher standard of quality.
Evaluation question 6
The brief for the preliminary task was to film a conversation scene including key filming techniques. This was to practice skills needed for the final thriller opening. From completing the task, the student learned how to use continuity rules, shoot different shot types, and gained experience working as a group and editing with Final Cut. Completing the preliminary task helped with the final project by providing experience using the camera, continuity, planning, group work, and editing skills, which ensured a smooth production process for the thriller opening.
Preliminary Task Analysis
The document describes a preliminary filmmaking task that required students to create a short film demonstrating continuity editing techniques. It discusses the roles of each student in planning, filming, and editing the short film. Screenshots from the final film provide examples of how it showed match on action, shot/reverse shot editing, and adhered to the 180-degree rule. The document also reflects on what was learned about using digital cameras and editing software during the process.
Evaluation 7
The document discusses what was learned from creating a preliminary task video to the final product. It describes learning the importance of following techniques like the 180 degree rule, shot reverse shot, and match on action to create continuity and coherence. Through practicing these in the preliminary task, the filmmakers discovered they could apply the rules more subtly while still creating continuity. They also learned to use two cameras instead of one when filming to better apply match on action. Additionally, they learned to incorporate more varied camera angles, shots, and edits to make the final video more professional and satisfying to the target audience. Completing the preliminary task helped teach important editing and camera work skills that improved the quality of the final video.
Progression from the preliminary task
The document discusses how a preliminary task helped the author and others learn and practice various filmmaking techniques like shot reverse shot, match on action, and the 180 degree rule. They were able to apply these techniques in their final film opening. Through trial and error in the preliminary task, they gained confidence in including these shots and rules. They also learned additional techniques like overlapping scenes and using sound/music while editing which helped progress their skills for the final product. The preliminary task was beneficial for practicing basics like camera angles and helped prepare them to apply these skills to their own thriller film.
Introduction to the preliminary task
This document provides an introduction and overview of a group's preliminary task for their media studies course. The task involved filming a scene with a character opening a door, crossing a room, sitting down, and exchanging dialogue with another person. They were to demonstrate techniques like match on action, shot/reverse shot cuts, and following the 180 degree rule. Each group member took on different roles like operating the camera, being the main actress, or the second actress. The document then explains how they implemented these techniques and what they learned about using digital cameras and Adobe Premiere to film and edit the scene together. It concludes by discussing the strengths and weaknesses of their preliminary task work.
Evaluation activity 7
In the preliminary task, the filmmakers learned about following the 180-degree rule and using shot reverse shot. For the final product, they improved their editing, with more refined continuity editing to build tension. They also better understood and followed conventions like the 180-degree rule, improved their match on action editing, tightened their shot reverse shot framing and rhythm, and incorporated more varied camera angles and shots. Overall, the filmmaker feels they gained valuable experience in the filmmaking process and applying different cinematic rules and skills from their preliminary task to their final product.
Preliminary task evaluation
The group successfully completed their preliminary film task by demonstrating a match on action between shots, a shot reverse shot conversation scene, and a master shot, while following the 180 degree rule. They chose suitable outdoor locations that provided natural lighting and minimized background noise. While they mostly followed the 180 degree rule, they broke it at the end of filming. They learned lessons about organizing actors, choosing locations, framing shots, and managing sound that they will apply to improve future films. They edited the clips together in Final Cut Pro, learning skills like color correcting to adjust for different lighting and using cuts to exclude unwanted footage.
Question 7
- The document discusses the learning and progression from a preliminary task to creating a full film opening. For the preliminary task, the author had to learn basic camera and editing skills. When creating the film opening, the author was able to apply these skills as well as advance their knowledge in areas like complex planning, creative camera shots, detailed editing and sound design. Overall, doing the preliminary task provided valuable practice and learning that helped the author successfully plan, film and evaluate their higher quality film opening.
Evaluation Question 7
The document discusses the progression from a preliminary task to a full film opening product. It notes that the preliminary task helped learn basic camera and editing skills but involved limited planning and creativity. More complex skills like varied camera shots, in-depth planning with storyboards and scripts, extensive research, and improved production elements like lighting, costumes, and sound design were incorporated into the film opening. Overall, the preliminary task provided foundational experience that supported creating a higher quality final product with the film opening.
Evaluation question 7
From their preliminary task to the final film opening, the group learned:
1) Thorough planning of shots is crucial for efficient filming and to ensure all needed shots are captured.
2) Different equipment was used for the final opening than the preliminary, but they quickly learned to use the new camera.
3) While some continuity techniques from the preliminary like shot reverse shot were not needed, match on action and the 180 degree rule were still employed in the opening.
Evaluationn Question 7
The student learned several filming and editing techniques after completing their preliminary task that they were able to apply to their full horror film opening. For the preliminary task, they researched different shot types and practiced shots to gain experience. They also planned shots and created a storyboard. For the full opening, they applied techniques like match cuts, 180 degree rules, and splice cuts. They also incorporated close-ups and developed shots from the preliminary task. Overall, planning, research and practice on the preliminary task helped the student improve their skills and confidence for the full opening.
Evaluation 7
For their preliminary task, the students had limited time and equipment for planning and filming. Their final thriller opening took weeks to plan with in-depth research. While some shots like shot-reverse-shot were similar, the final product had improved planning, equipment usage, and editing skills. They gained confidence using cameras, dolly, and tripod. Continuity editing skills improved between tasks. Though one scene lacked a dolly, overall the final thriller looked professional and realistic due to high quality filming and editing.
Preliminary task evaluation
This document provides a brief for a filmmaking task that requires students to film a character opening a door, crossing a room, sitting in a chair, and exchanging dialogue with another character. It states that the task should demonstrate match on action, shot/reverse shot editing, and compliance with the 180-degree rule. It then evaluates the task, noting that planning, camera work, and iMovie editing went well as a group effort, with areas for improvement being to add more characters and use props to provide more detail.
Quesion 7
The document discusses how completing a preliminary task helped improve the filmmaker's skills for their thriller project. They were able to identify mistakes from the preliminary task and apply techniques like the 180 degree rule, match on action shots, and shot reverse shots more effectively in the thriller opening. Screenshots are provided as examples. Completing the preliminary task helped the filmmakers better understand important camera and editing techniques to produce cleaner shots and a stronger final product for their thriller opening.
Quesion 7
The document discusses how completing a preliminary task a few months before their actual thriller project helped the author improve their camerawork and editing skills. They were able to avoid mistakes they made during the preliminary task when filming the thriller. Techniques like match on action, the 180 degree rule, and shot reverse shot were used effectively in both projects due to the knowledge and practice gained. The author provides examples to show how their skills with these techniques improved from the preliminary task to the thriller opening. Completing the preliminary task helped them learn editing software as well, making editing the thriller easier.
Quesion 7
The document discusses how completing a preliminary task a few months before their actual thriller project helped the author improve their camerawork and editing skills. They were able to avoid mistakes they made during the preliminary task when filming the thriller. Techniques like match on action, the 180 degree rule, and shot reverse shot were used effectively in both projects due to gaining experience during the preliminary task. The author provides examples to show how their skills with these techniques improved between the two projects. Overall, doing the preliminary task helped them enhance their camera techniques and basic editing skills for the thriller opening.
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◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
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Morgan Freeman is Jimi Hendrix: Unveiling the Intriguing Hypothesis
In celebrity mysteries and urban legends. Few narratives capture the imagination as the hypothesis that Morgan Freeman is Jimi Hendrix. This fascinating theory posits that the iconic actor and the legendary guitarist are, in fact, the same person. While this might seem like a far-fetched notion at first glance. a deeper exploration reveals a rich tapestry of coincidences, speculative connections. and a surprising alignment of life events fueling this captivating hypothesis.
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Introduction to the Hypothesis: Morgan Freeman is Jimi Hendrix
The idea that Morgan Freeman is Jimi Hendrix stems from a mix of historical anomalies, physical resemblances. and a penchant for myth-making that surrounds celebrities. While Jimi Hendrix's official death in 1970 is well-documented. some theorists suggest that Hendrix did not die but instead reinvented himself as Morgan Freeman. a man who would become one of Hollywood's most revered actors. This article aims to delve into the various aspects of this hypothesis. examining its origins, the supporting arguments. and the cultural impact of such a theory.
The Genesis of the Theory
Early Life Parallels
The hypothesis that Morgan Freeman is Jimi Hendrix begins by comparing their early lives. Jimi Hendrix, born Johnny Allen Hendrix in Seattle, Washington, on November 27, 1942. and Morgan Freeman, born on June 1, 1937, in Memphis, Tennessee, have lived very different lives. But, proponents of the theory suggest that the five-year age difference is negligible and point to Freeman's late start in his acting career as evidence of a life lived before under a different identity.
The Disappearance and Reappearance
Jimi Hendrix's death in 1970 at the age of 27 is a well-documented event. But, theorists argue that Hendrix's death staged. and he reemerged as Morgan Freeman. They highlight Freeman's rise to prominence in the early 1970s. coinciding with Hendrix's supposed death. Freeman's first significant acting role came in 1971 on the children's television show "The Electric Company," a mere year after Hendrix's passing.
Physical Resemblances
Facial Structure and Features
One of the most compelling arguments for the hypothesis that Morgan Freeman is Jimi Hendrix lies in the physical resemblance between the two men. Analyzing photographs, proponents point out similarities in facial structure. particularly the cheekbones and jawline. Both men have a distinctive gap between their front teeth. which is rare and often highlighted as a critical point of similarity.
Voice and Mannerisms
Supporters of the theory also draw attention to the similarities in their voices. Jimi Hendrix known for his smooth, distinctive speaking voice. which, according to some, resembles Morgan Freeman's iconic, deep, and soothing voice. Additionally, both men share certain mannerisms. such as their calm demeanor and eloquent speech patterns.
Artistic Parallels
Musical and Acting Talents
Jimi Hendrix was regarded as one of t
Abraham Laboriel Records ‘The Bass Walk’ at Evergreen Stage
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Q7) looking back at your preliminary task
- 2. Our preliminary brief was to film and edit a character opening a door, crossing a room and exchanging in short convocation with somebody across the desk. During this film we should demonstrate and use the 180 degree line shot, shot reverse shot and match on action shots. Our final product brief was create an opening to a new fiction film, lasting a maximum of 2 minutes.
- 3. I feel the experience that I gained when filming my preliminary exercise with my group gave me a huge advantage when coming to shoot my final piece. I was able to use the 180 degree rule and shot reverse shot when filming a shot between myself and Annie and Jodie as show here. Many match on actions shots were also applied to our film because of what I had learnt before hand. As shown here.
- 4. Throughout my teams whole filming process I have before better at many things. Firstly organizing, I feel that we were quick and decisive when making decisions, and we took everybody's opinion into account before coming out with a response. I have also improved on my camera work, knowing how shots are supposed to be filmed, where the camera stands level and at the right angle were all technical aspects that I had not considered before filming. I have also gained experience using the programme Final Cut Express I have learnt many techniques on how to edit lighting, sound, and transitions.
- 5. Tracking shot Deep focus shot Extreme close up 2 shot Long shot Point of view shot