Question 4
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We learned to use various media presentation technologies like Emaze, Goanimate and Powtoon through constructing this product. We also learned to use Final Cut Pro for video editing, becoming more proficient over time at skills like editing to the beat of music. One person took to the software more quickly and did most of the editing, but the other gained confidence and also took part in editing. Overall, we learned a lot from creating this film segment and became adept at using new technologies, editing to a high standard rather than just an amateur level.
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Question 6
The document discusses mistakes made during the preliminary filming of a project, such as audio and video errors during dialogue scenes and parts of actors being cut off in shots. It describes how the filmmakers focused on seamlessness without flaws for the main task. It also discusses having to refilm the main task three times due to issues with actors and continuity. Mise-en-scene improved from the preliminary, and adding a tramp character helped cut shots effectively without making them too long. The document also describes the process of choosing music for the project and settling on "sTRONGER" by Kanye West after initially selecting a song that did not fit well.
Question7title
The student learned more from creating a full film opening compared to the preliminary task. For the full opening, they conducted more in-depth research online and on film openings. They created more detailed storyboards and plans that included timing, shots, and sound. The student improved their filming skills like using camera supports and settings properly. They incorporated more shots, props, sound effects, and music to make it seem more like a real film clip. For editing, the student learned how to add effects, transitions, text, and blend in music, rather than just knowing the basic input and output functions.
Proposal
The proposal is for a skateboarding video project that will feature both indoor and outdoor skating in York. The videographer aims to make the video more artistic by incorporating changing backgrounds and effects behind the skaters as they move. This creative approach was inspired by another video that used a similar technique briefly in the intro. To successfully realize this concept, the videographer will need to research different editing techniques and learn new skills. The work will be evaluated based on how well it matches the original vision and whether the background edits fit with and enhance the footage without noticeable errors.
question 6 and 7 james and david
The document discusses what was learned during the process of filming and editing a product. It describes problems encountered with lighting and camera focus during filming, and how lamps were used to improve lighting. It also discusses basics learned in editing like converting YouTube videos to MP3. Throughout the project, research was done on film noir openings and the opening of the film "Seven" was influential. More planning is needed for future projects as lack of planning affected the process. Skills with camera shots and editing software like Final Cut were improved, but sticking closer to the initial plan would allow more time for improvements.
Preliminary evaluation
The document provides a preliminary evaluation of a group project. It summarizes that the group worked well together on roles, ideas, and locations. The editing process went smoothly though the music was sometimes too loud. Filming went well but was interrupted in the lift and it was difficult to film close-ups of a gun. The group planned well but didn't fully write the script beforehand. Premiere Pro was initially difficult to use for splicing clips and importing tracks but improved with use.
Evaluation for beginner tasks
The group worked collaboratively to plan and film a video promoting Sunderland College. They decided on roles where Shaun would be the camera operator. During pre-production, they chose locations and roles. While filming, they used different camera angles, movement, and still images. During editing, they all helped Sean, who had the most experience, and learned from watching him. The only issues were some corrupted clips and voiceover, so they re-filmed clips and added music instead. They utilized cutting, slowing clips, and different transitions in editing. Everyone gained experience editing and with camera work.
Q6. Equipment and editing
This slide share is an evaluation of what equipment and editing i used on my final film opening- As media.
Film trailer problems
The filmmakers encountered several problems when creating their trailer, including difficulties filming on schedule, crashes when using the new editing software, correctly adding and removing audio, and properly placing intertitles. Through perseverance and help from others, they were able to overcome these challenges, learn to use the software, and complete an effective trailer.
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Question 6
The document discusses mistakes made during the preliminary filming of a project, such as audio and video errors during dialogue scenes and parts of actors being cut off in shots. It describes how the filmmakers focused on seamlessness without flaws for the main task. It also discusses having to refilm the main task three times due to issues with actors and continuity. Mise-en-scene improved from the preliminary, and adding a tramp character helped cut shots effectively without making them too long. The document also describes the process of choosing music for the project and settling on "sTRONGER" by Kanye West after initially selecting a song that did not fit well.
Question7title
The student learned more from creating a full film opening compared to the preliminary task. For the full opening, they conducted more in-depth research online and on film openings. They created more detailed storyboards and plans that included timing, shots, and sound. The student improved their filming skills like using camera supports and settings properly. They incorporated more shots, props, sound effects, and music to make it seem more like a real film clip. For editing, the student learned how to add effects, transitions, text, and blend in music, rather than just knowing the basic input and output functions.
Proposal
The proposal is for a skateboarding video project that will feature both indoor and outdoor skating in York. The videographer aims to make the video more artistic by incorporating changing backgrounds and effects behind the skaters as they move. This creative approach was inspired by another video that used a similar technique briefly in the intro. To successfully realize this concept, the videographer will need to research different editing techniques and learn new skills. The work will be evaluated based on how well it matches the original vision and whether the background edits fit with and enhance the footage without noticeable errors.
question 6 and 7 james and david
The document discusses what was learned during the process of filming and editing a product. It describes problems encountered with lighting and camera focus during filming, and how lamps were used to improve lighting. It also discusses basics learned in editing like converting YouTube videos to MP3. Throughout the project, research was done on film noir openings and the opening of the film "Seven" was influential. More planning is needed for future projects as lack of planning affected the process. Skills with camera shots and editing software like Final Cut were improved, but sticking closer to the initial plan would allow more time for improvements.
Preliminary evaluation
The document provides a preliminary evaluation of a group project. It summarizes that the group worked well together on roles, ideas, and locations. The editing process went smoothly though the music was sometimes too loud. Filming went well but was interrupted in the lift and it was difficult to film close-ups of a gun. The group planned well but didn't fully write the script beforehand. Premiere Pro was initially difficult to use for splicing clips and importing tracks but improved with use.
Evaluation for beginner tasks
The group worked collaboratively to plan and film a video promoting Sunderland College. They decided on roles where Shaun would be the camera operator. During pre-production, they chose locations and roles. While filming, they used different camera angles, movement, and still images. During editing, they all helped Sean, who had the most experience, and learned from watching him. The only issues were some corrupted clips and voiceover, so they re-filmed clips and added music instead. They utilized cutting, slowing clips, and different transitions in editing. Everyone gained experience editing and with camera work.
Q6. Equipment and editing
This slide share is an evaluation of what equipment and editing i used on my final film opening- As media.
Film trailer problems
The filmmakers encountered several problems when creating their trailer, including difficulties filming on schedule, crashes when using the new editing software, correctly adding and removing audio, and properly placing intertitles. Through perseverance and help from others, they were able to overcome these challenges, learn to use the software, and complete an effective trailer.
Evaluation 7
The document summarizes the differences between the author's preliminary task and final product for a video project. In the preliminary task, the video quality was low, there were editing mistakes, and issues with sound quality and continuity. However, in the final product, the author improved the title design, added special effects, fixed editing and sound issues, and removed dialog to prevent continuity problems. Overall, the author learned a great deal through the process and is pleased with the improved quality and feel of the final product compared to the initial preliminary task.
Opening credits evaluation
The student created their first horror film opening credits sequence with a classmate. They storyboarded and planned the project, then filmed themselves as actors using limited props and costumes within the time constraints. Though new to filmmaking, they struggled but persevered to complete footage and edit it together in Final Cut Pro. They downloaded music from YouTube and finished the project on time. While proud of their accomplishment with the short timeline, they felt more planning and use of additional actors/props could improve it if given more time. Overall, they enjoyed the creative process of making their opening sequence video.
Question 6 & 7
We have learned many valuable skills through creating this thriller opening project. Specifically:
- How to properly use camera, editing, and audio equipment and software that we had not used before.
- The lengthy editing process, including techniques like cropping, transitions, and ensuring no errors.
- How to create original music and sound effects using mixcraft to enhance the thriller genre.
- Storyboarding is crucial to stay on track and make efficient use of filming time.
- The importance of reviewing footage for errors before editing and how to film extra footage for flexibility.
Prelim analysis
1) The group conducted storyboarding and planning to prepare 11 storyboard frames showing editing techniques for their video, such as the 180 degree rule and shot reverse shot.
2) They filmed their preliminary video during a free period using their phones, following the storyboard and ensuring shots flowed properly. Problems like breaking the 180 degree rule were avoided.
3) Post-production editing on the Splice app went smoothly due to planning, and techniques like shot reverse shot and dissolves were achieved with only 10 frames. The app allowed for easy editing on iPhone.
Question 6 What have you learnt about technologies from the preliminary task ...
The document discusses what was learned about technologies from creating a film product. It describes learning how to use editing software like Final Cut Pro on Mac computers after losing an editor colleague. Filming was challenging due to camera battery issues requiring two days of shooting. Editing required constant guidance since the author was inexperienced. Scary clown scenes received positive feedback due to correct cinematography and mise-en-scene techniques. Feedback noted the ending felt rushed and could have been improved with a stronger cliffhanger.
What have you learnt about technologies from the process of constructing the ...
Through completing this project, the author learned about various technologies, many of which were new to them. They learned how to use a blog to upload coursework, requiring learning how to embed videos and links. Filming taught the author about equipment needs like cameras, lights, and microphones. Editing in Final Cut Pro was initially challenging but became easier with practice and YouTube tutorials, teaching transitions, audio editing, and titles. Music editing was also done in Virtual DJ Pro 7. Overall, the author feels proficient in these new technologies thanks to experiences during this project.
scheduel
This document contains a production schedule for a film project that includes pre-production, production, and post-production tasks. It lists the dates, locations, crew and cast needed, props, costumes, and equipment required for each task, such as storyboarding and filming scenes at different outdoor locations, and editing in the school media room. The production will involve filming scenes with two actors, Abbie and Charlie, using a camera and tripod at a street, forest, and beach over multiple dates in January.
Summary for rough edit two idiots and a lady
Becky Doyle has created a rough edit of her short film "Two Idiots and a Lady" and posted it to YouTube. The edit is not finished as one more scene remains to be filmed. Upon reviewing the rough cut, Becky determined that some shots need to be reshot due to issues like lighting, exposure, or irrelevant objects in frame. Becky also plans to lengthen the edit and improve continuity in the final version. She has begun experimenting with video transitions and effects like aging, grain, and flickering to represent the 1920s-1930s period and finish the look of the film.
Summary for rough edit two idiots and a lady
Becky Doyle has created a rough edit of her short film "Two Idiots and a Lady" and posted it to YouTube. However, the edit is not finished as one more scene remains to be filmed. Some reshoots will also be needed due to issues with lighting, exposure, or irrelevant objects in shots. Becky plans to lengthen the edit and improve continuity in the final version. She has added video transitions that smoothly transition between shots, and thinks these will be kept in the final edit. Additional effects will be added to give the film an aged look representing the 1920s-1930s time period.
Evaluation 6
After completing their foundation portfolio, the author learned a lot about technologies and editing techniques that will improve their future projects. They used a Sony Handycam camera to shoot HD quality video and learned about proper framing and the importance of different shots. For editing, they initially used Adobe Premiere but found Windows Movie Maker easier to use. Through editing their opening sequence, they picked up skills like fading, lighting adjustments, overlapping scenes, and adding text and effects. Overall, their editing abilities improved and they now have a better understanding of camera work and the editing process.
Presentation on penny
Our short film 'Penny' focuses on how a penny brings luck to everyone who touches it, without using any dialogue. We planned filming in one day but had to redo some parts during editing. Software issues caused problems but we overcame them. Presenting our work on a blog allowed easy access. Our film was a success despite obstacles. Audience feedback was very positive about the unusual plot and film techniques.
Production log
Liv Crossley filmed a music video using a Canon 2000D camera and tripod. She filmed at various locations in York including streets, walls, and York Minster. Her actress was cooperative and helped the filming go smoothly. Careful planning of locations and shots made the filming process efficient. In editing, Liv struggled with fades, cutting clips to the right length, and keeping the video interesting throughout, but was overall pleased with how the indie style and lip syncing turned out.
Evaluation 7
The document compares a preliminary task film to an opening sequence film created by the author. The opening sequence featured more planning, a font suited to the film's subject of Audrey Hepburn, and subtly placed titles. Camera techniques like match on action and shot reverse were used in the preliminary task to follow specifications but were less prominent in the opening sequence. Editing software also differed between the two projects, allowing for a more polished opening sequence edited in Final Cut Pro compared to Adobe Premiere for the preliminary task.
Question 7 Final
The document discusses what was learned from the preliminary task to the full product. For the preliminary task, little research was done due to the brief nature of the task. More research was done for the full product, including researching film openings online and different ways to present research. Planning was more detailed for the full product, including a more detailed storyboard covering timing, editing, and more. Filming skills improved from gaining experience operating cameras and understanding settings. A wider variety of shots, locations, costumes, and props were used. Editing skills grew to include adding effects, transitions, text, blending music, and cutting between scenes. Formats were learned for importing and exporting audio and video files.
Media presentation
The document discusses the various technologies used to create a film for a final product. It describes using a high-end camera with different lenses that improved the quality of shots. It discusses gaining experience using Blogger and iMovie to edit videos. A screenplay was written in Google Docs to plan shots and ensure the film matched the envisioned story. The document reflects on the importance of editing to make shots flow together logically and tells a clear narrative.
Media evaluation 4
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
Presentation1
The document summarizes what the author learned from their preliminary media project to their full final product. They discuss difficulties planning longer shoots around everyone's schedules. They also realized the importance of firmly establishing genre early on. Advanced camera techniques, editing skills using titles and transitions, utilizing soundtracks, and considering genres were areas they learned more about.
Evaluation question six
The document discusses various filming, editing, and presentation technologies used for a student media project. A tripod was essential for steady shots during filming. The original storyboard guided editing in Premiere Pro, though the software had issues with saving work and handling many clips. Non-diegetic folk music from "Birds are Indie" was chosen to fit the film's atmosphere. Wordpress and Prezi were used to create an engaging blog, and websites like IMDb and Film4 provided research on indie dramas through full information and clips.
Preliminary Task Reflection
Pre-production involved watching example tasks to understand standards, discussing a simple storyline about peer pressure, and storyboarding shots to include required features. During production, planning allowed efficient filming with a tripod to capture steady shots. Post-production was a learning experience of editing techniques like cutting and adding transitions between clips, sound balancing, and exporting the final film. Reflecting, the strengths were music, varied shots, and clip transitions, while improvements could include using a tripod more and experimenting with software.
Evaluation 4
The document discusses the tools used to create a film project. It summarizes the use of Tumblr for blogging and documenting progress, a FujiFilm X10 camera for high quality 1080p 30fps video and photos, Adobe Premiere Pro CS5.5 for editing which had no bugs compared to the previous version, YouTube for easily uploading the final video, and SoundCloud to find a copyright-free instrumental music track to use.
Week 5
This document outlines an action plan for week 5 of a project. It notes that last week a storyboard and prop list were completed. This week's tasks are to submit a copyright request, create marketing/distribution and funding videos, and add more details to the storyboard.
Week 8
This document outlines an action plan for week 8 of a project. It notes that all filming and audience feedback on title cards was finished last week. This week's tasks are to source stock footage and begin the editing work.
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Evaluation 7
The document summarizes the differences between the author's preliminary task and final product for a video project. In the preliminary task, the video quality was low, there were editing mistakes, and issues with sound quality and continuity. However, in the final product, the author improved the title design, added special effects, fixed editing and sound issues, and removed dialog to prevent continuity problems. Overall, the author learned a great deal through the process and is pleased with the improved quality and feel of the final product compared to the initial preliminary task.
Opening credits evaluation
The student created their first horror film opening credits sequence with a classmate. They storyboarded and planned the project, then filmed themselves as actors using limited props and costumes within the time constraints. Though new to filmmaking, they struggled but persevered to complete footage and edit it together in Final Cut Pro. They downloaded music from YouTube and finished the project on time. While proud of their accomplishment with the short timeline, they felt more planning and use of additional actors/props could improve it if given more time. Overall, they enjoyed the creative process of making their opening sequence video.
Question 6 & 7
We have learned many valuable skills through creating this thriller opening project. Specifically:
- How to properly use camera, editing, and audio equipment and software that we had not used before.
- The lengthy editing process, including techniques like cropping, transitions, and ensuring no errors.
- How to create original music and sound effects using mixcraft to enhance the thriller genre.
- Storyboarding is crucial to stay on track and make efficient use of filming time.
- The importance of reviewing footage for errors before editing and how to film extra footage for flexibility.
Prelim analysis
1) The group conducted storyboarding and planning to prepare 11 storyboard frames showing editing techniques for their video, such as the 180 degree rule and shot reverse shot.
2) They filmed their preliminary video during a free period using their phones, following the storyboard and ensuring shots flowed properly. Problems like breaking the 180 degree rule were avoided.
3) Post-production editing on the Splice app went smoothly due to planning, and techniques like shot reverse shot and dissolves were achieved with only 10 frames. The app allowed for easy editing on iPhone.
Question 6 What have you learnt about technologies from the preliminary task ...
The document discusses what was learned about technologies from creating a film product. It describes learning how to use editing software like Final Cut Pro on Mac computers after losing an editor colleague. Filming was challenging due to camera battery issues requiring two days of shooting. Editing required constant guidance since the author was inexperienced. Scary clown scenes received positive feedback due to correct cinematography and mise-en-scene techniques. Feedback noted the ending felt rushed and could have been improved with a stronger cliffhanger.
What have you learnt about technologies from the process of constructing the ...
Through completing this project, the author learned about various technologies, many of which were new to them. They learned how to use a blog to upload coursework, requiring learning how to embed videos and links. Filming taught the author about equipment needs like cameras, lights, and microphones. Editing in Final Cut Pro was initially challenging but became easier with practice and YouTube tutorials, teaching transitions, audio editing, and titles. Music editing was also done in Virtual DJ Pro 7. Overall, the author feels proficient in these new technologies thanks to experiences during this project.
scheduel
This document contains a production schedule for a film project that includes pre-production, production, and post-production tasks. It lists the dates, locations, crew and cast needed, props, costumes, and equipment required for each task, such as storyboarding and filming scenes at different outdoor locations, and editing in the school media room. The production will involve filming scenes with two actors, Abbie and Charlie, using a camera and tripod at a street, forest, and beach over multiple dates in January.
Summary for rough edit two idiots and a lady
Becky Doyle has created a rough edit of her short film "Two Idiots and a Lady" and posted it to YouTube. The edit is not finished as one more scene remains to be filmed. Upon reviewing the rough cut, Becky determined that some shots need to be reshot due to issues like lighting, exposure, or irrelevant objects in frame. Becky also plans to lengthen the edit and improve continuity in the final version. She has begun experimenting with video transitions and effects like aging, grain, and flickering to represent the 1920s-1930s period and finish the look of the film.
Summary for rough edit two idiots and a lady
Becky Doyle has created a rough edit of her short film "Two Idiots and a Lady" and posted it to YouTube. However, the edit is not finished as one more scene remains to be filmed. Some reshoots will also be needed due to issues with lighting, exposure, or irrelevant objects in shots. Becky plans to lengthen the edit and improve continuity in the final version. She has added video transitions that smoothly transition between shots, and thinks these will be kept in the final edit. Additional effects will be added to give the film an aged look representing the 1920s-1930s time period.
Evaluation 6
After completing their foundation portfolio, the author learned a lot about technologies and editing techniques that will improve their future projects. They used a Sony Handycam camera to shoot HD quality video and learned about proper framing and the importance of different shots. For editing, they initially used Adobe Premiere but found Windows Movie Maker easier to use. Through editing their opening sequence, they picked up skills like fading, lighting adjustments, overlapping scenes, and adding text and effects. Overall, their editing abilities improved and they now have a better understanding of camera work and the editing process.
Presentation on penny
Our short film 'Penny' focuses on how a penny brings luck to everyone who touches it, without using any dialogue. We planned filming in one day but had to redo some parts during editing. Software issues caused problems but we overcame them. Presenting our work on a blog allowed easy access. Our film was a success despite obstacles. Audience feedback was very positive about the unusual plot and film techniques.
Production log
Liv Crossley filmed a music video using a Canon 2000D camera and tripod. She filmed at various locations in York including streets, walls, and York Minster. Her actress was cooperative and helped the filming go smoothly. Careful planning of locations and shots made the filming process efficient. In editing, Liv struggled with fades, cutting clips to the right length, and keeping the video interesting throughout, but was overall pleased with how the indie style and lip syncing turned out.
Evaluation 7
The document compares a preliminary task film to an opening sequence film created by the author. The opening sequence featured more planning, a font suited to the film's subject of Audrey Hepburn, and subtly placed titles. Camera techniques like match on action and shot reverse were used in the preliminary task to follow specifications but were less prominent in the opening sequence. Editing software also differed between the two projects, allowing for a more polished opening sequence edited in Final Cut Pro compared to Adobe Premiere for the preliminary task.
Question 7 Final
The document discusses what was learned from the preliminary task to the full product. For the preliminary task, little research was done due to the brief nature of the task. More research was done for the full product, including researching film openings online and different ways to present research. Planning was more detailed for the full product, including a more detailed storyboard covering timing, editing, and more. Filming skills improved from gaining experience operating cameras and understanding settings. A wider variety of shots, locations, costumes, and props were used. Editing skills grew to include adding effects, transitions, text, blending music, and cutting between scenes. Formats were learned for importing and exporting audio and video files.
Media presentation
The document discusses the various technologies used to create a film for a final product. It describes using a high-end camera with different lenses that improved the quality of shots. It discusses gaining experience using Blogger and iMovie to edit videos. A screenplay was written in Google Docs to plan shots and ensure the film matched the envisioned story. The document reflects on the importance of editing to make shots flow together logically and tells a clear narrative.
Media evaluation 4
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
Presentation1
The document summarizes what the author learned from their preliminary media project to their full final product. They discuss difficulties planning longer shoots around everyone's schedules. They also realized the importance of firmly establishing genre early on. Advanced camera techniques, editing skills using titles and transitions, utilizing soundtracks, and considering genres were areas they learned more about.
Evaluation question six
The document discusses various filming, editing, and presentation technologies used for a student media project. A tripod was essential for steady shots during filming. The original storyboard guided editing in Premiere Pro, though the software had issues with saving work and handling many clips. Non-diegetic folk music from "Birds are Indie" was chosen to fit the film's atmosphere. Wordpress and Prezi were used to create an engaging blog, and websites like IMDb and Film4 provided research on indie dramas through full information and clips.
Preliminary Task Reflection
Pre-production involved watching example tasks to understand standards, discussing a simple storyline about peer pressure, and storyboarding shots to include required features. During production, planning allowed efficient filming with a tripod to capture steady shots. Post-production was a learning experience of editing techniques like cutting and adding transitions between clips, sound balancing, and exporting the final film. Reflecting, the strengths were music, varied shots, and clip transitions, while improvements could include using a tripod more and experimenting with software.
Evaluation 4
The document discusses the tools used to create a film project. It summarizes the use of Tumblr for blogging and documenting progress, a FujiFilm X10 camera for high quality 1080p 30fps video and photos, Adobe Premiere Pro CS5.5 for editing which had no bugs compared to the previous version, YouTube for easily uploading the final video, and SoundCloud to find a copyright-free instrumental music track to use.
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Question 6 What have you learnt about technologies from the preliminary task ...
Question 6 What have you learnt about technologies from the preliminary task ...
What have you learnt about technologies from the process of constructing the ...
What have you learnt about technologies from the process of constructing the ...
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Week 5
This document outlines an action plan for week 5 of a project. It notes that last week a storyboard and prop list were completed. This week's tasks are to submit a copyright request, create marketing/distribution and funding videos, and add more details to the storyboard.
Week 8
This document outlines an action plan for week 8 of a project. It notes that all filming and audience feedback on title cards was finished last week. This week's tasks are to source stock footage and begin the editing work.
Week 2
This document outlines an action plan for week 2 of a project. It notes that last week a task brief, initial ideas, and questionnaire were completed. This week's tasks are to evaluate questionnaire responses, write a follow up questionnaire, evaluate those results, create a feedback video, and finish textual analyses of 3 similar products.
Risk assesment
This document identifies several potential risks associated with filming and suggests ways to reduce each risk. It lists risks from using a toaster, having water and electrical equipment near each other in the bathroom, an overhead camera falling on an actor, moving or lifting furniture, cutting oneself with a butter knife, and general trips and spills on set. For each risk, it provides a suggested likelihood rating on a scale of 1 to 10 and describes actions crew can take to minimize the risk, such as securing equipment, lifting properly, and being generally cautious. In conclusion, it asserts that with care, this should be a very low risk filming event where little can go wrong.
Week 1
This week's action plan outlines tasks to be completed by Nathan and Jon between 21/09/15 and 27/09/15, including writing a task brief, initial ideas, and a questionnaire to obtain results, as this is the first week of the project.
Week 4
This document outlines an action plan for week 4 of a project. It notes that last week they researched the Dyer's Star Theory, brainstormed a title, and researched Barthes' five codes as applied to textual analysis. This week's tasks are to write a storyboard and create a prop list.
Splitscreen
To create a split screen effect, the video editor transformed one video clip to the left side of the frame and cropped it, then did the same to another clip to create a split screen. The split screen was timed to match the music, with intentional gaps, and a third clip completed the sequence. The result was a split screen effect the editors were pleased with.
Title cards updated
We updated the title card background from a solid color to a photoshopped gradient effect using two similar colors and linear burn. This background will be used consistently across title cards but with varying colors. Additional effects like zoom and handheld were also added to reduce awkwardness between footage and titles and create subtle movement fitting our intended style.
Week 7
This action plan outlines tasks to be completed for a film project during week 7. It notes that title card production was finished last week. This week's tasks include organizing actors, locations, props, and equipment as well as filming all necessary scenes.
Week 3
This document outlines an action plan for week 3 of a project by Nathan and Jon. It summarizes that last week they evaluated questionnaire responses, wrote a follow up questionnaire, analyzed those results, finished a feedback video, and did 3 textual analyses of similar products. This week, they need to research Dyer's Star Theory, brainstorm titles, and apply Barthes' five codes to their previous textual analyses.
Week 9
This document outlines an action plan for week 9 of a project. It notes that last week stock footage was sourced and the first draft was finished. This week, the plan is to get audience feedback on the first draft and start the second draft.
Characterisation
Three strangers - James, John, and Jack - become tangled in a dangerous situation after being blackmailed into a robbery by a mutual friend. They reluctantly team up to complete further criminal tasks assigned by the friend, including an elaborate bank heist. After successfully pulling off the heist, the three plan to betray the friend at their next meeting. However, a shootout ensues where James and Jack are killed, revealing the friend to actually be John's brother as they drive off together with the stolen money.
Filming
We completed filming for our project over 3-4 hours across 3 locations. Pictures show the production process, including improvising a high angle shot of a bed using a handheld camera on a tripod as professional equipment was not available. Other shots included filming one character turning off an alarm handheld for stability and angle, and leaving the camera recording while another character searched a wardrobe hoping angles were correct. Careful planning of shots and continuity meant production encountered no errors.
Week 6
The document outlines an action plan for week 6 of a project. It notes that last week copyright requests, marketing/distribution videos, and a funding video were finished, and more details were added to a storyboard. This week's tasks include title card production.
Audience feedback title cards
Currently the film is in pre-production so the placement and length of title cards is still being determined. Audience feedback suggested title cards should be on screen for an appropriate length of time based on their content. While the title cards were designed with a gradient between two similar colors, one card using two different colors received negative feedback for being too distinct. To improve it, that card will be used last to give a sense of color progression. Overall, testing audiences felt the effects used on the cards successfully created the desired dirty and unclean style.
Audience feeback 2
The document provides feedback on various elements of a film project. It discusses feedback received on title cards being too long, a character holding a gun that was unclear, the misinterpretation of the "psycho" character, positive feedback on the use of splitscreens and editing style, and mixed feedback on an opening sun shot that some felt was too jumpy. The filmmakers provide explanations for certain elements and ways they plan to address issues that were brought up.
Title Card Production
We will be using Final Cut Pro to design 13 title cards for a project, including 3 basic production company cards. The team selected the font "Bebas Neue" as it had the most professional and sophisticated look. They finished the production company cards and synced them to the desired start and end points. For the movie title card, they designed it with the name and added effects like blurring, thickness, zooming and breaking into an unreadable blur to establish the styling for all the cards.
Prop list
This document lists props needed for a film production, including 3 alarm clocks, 3 phones, toothbrush, toothpaste, clothing, ties, bread, 2 toasters, a grill, bread knife, butter, apron, comb, gun, and wallet. Many of the props are already owned by the production or will be everyday items purchased on the day of filming to add realism to scenes.
Week 10
This document outlines an action plan for week 10 of a project. It notes that last week they received audience feedback on a second draft and finished the final draft. This week they need to start their evaluation.
Questionnaire
This document appears to be a media questionnaire that asks respondents about their gender, age range, favorite film genres, how many films they watch per month, what they find most important in movie opening credits, their favorite type of intro, and their favorite idea out of 5 proposed. It collects demographic information and film preferences from respondents in a multiple choice format.
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Similar to Question 4
Evaluation Questions
The document discusses what the student learned about technology from creating a horror film project. They used camera equipment like a camcorder and tripod, which were mostly easy to use though the tripod took some getting used to. They also used editing software like Final Cut Pro and GarageBand. Final Cut Pro was initially difficult but became easier with a tutorial, while GarageBand was familiar from prior use. Overall their skills with the software improved over the project. Compared to an earlier preliminary task, the student felt they planned more thoroughly through research, storyboarding, and applying techniques from their coursework. They also felt more confident using the equipment and software.
Evaluation Q6 What have you learned about technologies from the process of co...
The document discusses the technologies used to create a film opening, including cameras, tripods, iMacs, Adobe Premiere Pro, Adobe After Effects, Final Cut, and YouTube. The author learned about camera angles, positioning microphones, color correction, animation, and title creation. They found YouTube tutorials especially helpful but struggled with Adobe After Effects. Overall, the process improved their editing skills and ability to communicate with their film team.
What have you learnt about technologies from the process of constructing this...
The document discusses the technologies used to construct a film project. A Sony camera was used for filming and allowed for precise zooming and close-up shots. Adobe Premiere Pro was used for editing on a Mac, which was initially challenging but became easier with practice. Premiere Pro allowed cutting clips, adding transitions, layering scenes, converting to black and white, and importing music. YouTube was used to research music, upload the finished film, and add annotations. Blogger let the filmmakers document the construction process with a diary, photos, and videos.
Preliminary task evalutaion
Tayla Thorley reflects on her group's process for completing a preliminary film task. She notes that working as a team and brainstorming together helped generate ideas, though one member's absence hindered the process. Filming with an iPad proved difficult due to its size, resulting in some shaky footage. Lessons learned include using a different, more stable camera and choosing a quieter filming location. Editing in iMovie went smoothly and allowed adding effects. Overall, the criteria were met but more shot/reverse shot coverage could have been included. Tayla learned about different camera techniques and the film editing process in iMovie.
Evaluation 6
The document discusses the technologies used and lessons learned during the process of creating a film opening. In the research phase, websites like IMDb, box office records, and the UK Film Council were used to research target audiences and successful films in the genre. YouTube was used to watch sample film openings. During construction, the author learned how to use a new camera, microphone, editing software, Photoshop, and lighting equipment. Editing in Movie Studio Platinum involved adding filters, brightness adjustments, and integrating narration. For evaluation, Prezi, Word, Powtoon, Blogger, and PowerPoint were used to analyze the opening and examples from other films. Overall, a wide range of software, websites, and equipment
Evaluation question 6
Through the process of constructing their product, the document's author learnt several things about technologies:
They gained skills in using a camera properly, such as keeping it steady on a tripod. They also learned the importance of planning shots and re-shooting to ensure good quality footage.
When it came to editing, switching to Final Cut Pro from iMovie greatly improved their process. Researching how to edit sound, lighting, and levels was challenging but helped strengthen their skills.
Working with Adobe Illustrator, the author was able to create an intro logo for their film after guidance. Overall, their skills with the Mac, Final Cut Pro, and Illustrator grew through completing this project despite having no prior experience
AS Media Studies | Evaluation (Question 6)
The document discusses the process of filming and editing a school project using video cameras and editing software. It describes filming with a Panasonic HD video camera and using Adobe Premiere Elements editing software. The author learned how to properly use the camera equipment and editing tools, such as creating freeze frames and placing two video clips side by side on the timeline. Frequent saving was also important to avoid losing work if the software crashed.
Question 6 ayaan
Ayaan learned to use several technologies through constructing their media product:
Blogger, which they used to publish their coursework. They also used iMovie to edit their preliminary work and YouTube to upload and embed videos. Slideshare allowed them to include presentations.
Using a camera for their project was challenging, as they had to ensure shots were in focus as the cameraperson. Adobe Premier Pro provided more advanced editing over iMovie, though it took longer to learn. Garageband was used to create and layer background sounds.
Question 6
We learned a lot about using various technologies for our film project. Through filming our preliminary task, we learned how to properly use cameras and tripods. During editing, we used effects in iMovie to improve sound quality and resolve weaknesses from our camera equipment. We also changed to a different camera for the main task because the first camera had poor sound quality. While filming, we noticed unwanted noise from the tripod and worked to reduce it during editing. Overall, iMovie, GarageBand, a flash mic, blogger, and Photoshop were useful tools that we learned to use through experimenting with help from others. We are now more confident using these technologies.
Evaluation question 6
The document discusses what was learned from constructing a media opening sequence project. It discusses using various cameras like a Nikon Coolpix and GoPros to get different shots, and issues encountered like batteries losing charge. It describes using software like Adobe Premiere Pro, Final Cut Pro X and GoPro software to edit the project, and issues activating the software. It discusses using the blogger platform to post and upload content, but difficulties uploading large video files. It emphasizes the importance of sound and using external sources to find soundtracks and effects to add realism.
Evaluation question 6
The document discusses what was learned from constructing a media opening sequence project. It discusses using various cameras like a Nikon Coolpix and GoPros to get different shots, and issues encountered like batteries losing charge. It describes using software like Adobe Premiere Pro, Final Cut Pro X and GoPro software to edit the project, and issues activating the software. It discusses using the blogger platform to post and upload content, but difficulties uploading large video files. It emphasizes the importance of sound and using external sources to find soundtracks and effects to add realism.
Differnt Technologys
The document discusses various technologies and equipment learned while constructing a product. It discusses learning to use the blogging platform Blogger to publish coursework and keep the group organized. It also discusses learning to use cameras, tripods, and digital editing software like iMovie which helped create a professional look and feel when editing video footage and adding effects, music, and sound. Overall the document reflects on gaining experience using different technologies and equipment and how they helped improve the quality of the final constructed product.
Evaluation question 7
Tom Astle reflects on the progression from his preliminary video task to the final opening sequence product. He notes several technical improvements made, such as using a tripod and better camera for steady shots in HD quality. However, the acting was still identified as an area that needed improvement. Overall, he learned many new filmmaking skills in camera work, editing, sound, and effects to progress from an unpolished preliminary task to a higher quality final opening sequence that better achieved the intended effect.
Evaluation question 7
Tom Astle reflects on the progression from his preliminary video task to the final opening sequence product. Some key lessons learned were improving camera stability with a tripod, avoiding direct light sources, and adding non-diegetic sound effects to enhance the sequence. While acting quality remained an issue, overall technical skills like camera work, editing, and sound design improved dramatically. Sticking to filmmaking conventions like the 180-degree rule helped create a more polished final opening sequence.
Evauation 7
For their preliminary task, the student's group overcomplicated the concept and tried more difficult shots that ended up looking poor quality. They struggled with shots like the over the shoulder shot and had too much empty space. However, they learned better cinematography techniques from practicing. For the opening sequence, the student spent more time editing and using effects. They found better ambient music instead of using Final Cut's default options. Overall, the opening sequence demonstrated progression in cinematography, editing, sound design and time management from lessons learned in the preliminary task.
Evaluation question 7
The document summarizes what the author learned from their preliminary task to their full media product. They discuss improvements in technical skills like using a tripod, taking multiple takes, better framing shots, and avoiding continuity errors. They also learned to use new software like LiveType and Premiere Pro which allowed for more advanced editing. Overall, they learned to carefully plan, reshot scenes from different angles, and that planning and preparation leads to a better final product.
What have you learnt about technologies from the process of constructing this...
The document discusses the hardware and software used to film an opening sequence for a project. It describes using a Panasonic camcorder and Velbon tripod, and learning how to operate the camcorder but having issues with blurriness and the tripod not always being tall enough. Premier Pro was used for editing, adding titles and sound, and creating a logo, which was a lengthy process due to inexperience. YouTube and Tumblr were used to upload the finished project, with Tumblr having a simple interface but exporting to YouTube taking a long time.
What have you learnt about technologies from the process of constructing this...
The document discusses the various technologies the student learned during the process of creating a thriller opening called "Payback". They learned how to use a Kodak camcorder to record professional footage, including how to improve sound and add effects. They also learned the importance of using a tripod to keep shots steady and allow panning. For editing, they used iMovie and learned basic and advanced editing tools. Additional media technologies like Prezi, Blogger, and SlideShare were used to present their work, and they learned how to use these platforms to link accounts, import different file formats, and upload content.
What have you learnt about technologies from the process of constructing this...
The document discusses the various technologies the students learned during the process of creating a thriller opening called "Payback". They learned how to use a Kodak camcorder to record professional footage, including adding audio and effects. Using a tripod was also important for steady shots and allowed panning. The students learned to edit using iMovie, starting with basic tools and progressing to advanced features like color alteration and effects. Additional media technologies like Prezi, Blogger, and SlideShare were used to present work in an interactive way and link all elements together in one place.
Questions six and seven
The document discusses what was learned during the filming and editing process of creating a film opening sequence. It was discovered that lighting was an issue during filming but was resolved using provided lamps. Editing basics like editing clips and extracting audio were learned. The most used effect was changing clips to black and white. Planning was identified as an area that could be improved, as not sticking to the initial plan caused running out of time. Overall confidence with equipment and editing programs increased, but the opening sequence could still be improved with more time.
Similar to Question 4 (20)
Evaluation Q6 What have you learned about technologies from the process of co...
Evaluation Q6 What have you learned about technologies from the process of co...
What have you learnt about technologies from the process of constructing this...
What have you learnt about technologies from the process of constructing this...
What have you learnt about technologies from the process of constructing this...
What have you learnt about technologies from the process of constructing this...
What have you learnt about technologies from the process of constructing this...
What have you learnt about technologies from the process of constructing this...
What have you learnt about technologies from the process of constructing this...
What have you learnt about technologies from the process of constructing this...
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Michael Shore
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Research into similar products Album Covers
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Uses & Gratifications
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The document summarizes the results of a questionnaire given to 30 people about music preferences. It shows that:
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Questionnaire Results Analysis
The document summarizes the results of a questionnaire given to 30 people. It finds that the majority of respondents were between 16-18 years old. It also finds that most respondents listen to music regularly, either everyday or a few times a week. The most popular music genre was found to be pop music, and the most popular pop song was "Love Yourself" by Justin Bieber. The document concludes that the music video should be geared towards 16-18 year olds, be upbeat like pop music to engage viewers, and tell a clear narrative like the popular song.
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Genre study - Pop
Pop music dominates the top 40 charts in both the UK and USA. It includes artists like Little Mix, Zara Larsson, Jason Derulo, and Tinie Tempah. Pop music is easily recognizable by its upbeat tone, love-based lyrics, and consistent instrumentals. It is characterized by short-to-medium length songs with a verse-chorus structure, repeated choruses, melodic tunes, and hooks before the final chorus. Culturally, pop music originated and was influenced in the UK and USA in the 1950s-60s through a combination of rock and roll, folk, classical, and soul music. Individual artists like Michael Jackson and Madonna have greatly influenced the pop industry over
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A2 main action plan
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Wolf of Wall Street
This document analyzes the opening shots of the film "The Wolf of Wall Street". It summarizes each shot, describing what is seen and heard in each one. The shots introduce the main character and depict his lavish lifestyle, including gambling at the office, driving sports cars recklessly, owning a mansion and yacht, and attempting to sleep while piloting a helicopter. Through these shots, the audience gets a sense of the main character's wealth, risk-taking behavior, and extravagant lifestyle outside the norms of typical business professionals.
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Media Questionnaire
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Media evaluation
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Question 4
- 1. What have you learnt about technologies during the process of constructing this product? We have both learnt many different ways of presenting media throughout this production process, like Emaze, Goanimate, Powtoon etc. Final cut pro is also something we both learnt to use for the first time, and we have both become more confident in editing videos since the preliminary, as back then there were multiple mistakes made in terms of sound and editing, but over the course of making our final product, we became more professional in what we were doing, and even learnt to edit our videos in time with the beats of ‘Stronger’, something we didn’t even consider at the start of our preliminary video. Kamal took to the software very quickly, and so he ended up doing the majority of the editing for our main video, with George looking on telling him what to change, but over time George became more confident too and ended up editing parts of the video to see how it looked, rather than letting kamal do so. Overall we have learnt a lot from creating the first two minutes of a film, and we have become more confident in using brand new technologies reasonably quick, not just to a point of amateur level editing and presenting, but to a pretty high standard.