Question 6
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The document discusses the process of creating a media product and what was learned about technologies from that process. It took four attempts to film the product due to issues with the cameras and actors. Editing in Final Cut Pro took a long time to make the video look smooth. Filming with two cameras next time would make the process more efficient.
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Evaluation
The author evaluated their conversation task video. They felt the music and sound effect choices were suitable for the comedy genre. However, some shots were out of focus and shaky since the camera was handheld instead of using a tripod. Additionally, some shots did not transition smoothly, causing objects and people to disappear or move unexpectedly. The author also noted that the final video did not follow their storyboard and script as planned. They concluded they need to plan more thoroughly and stick to the plan, as well as include other actors.
Untitleddocument
The document discusses the filmmaker's process for shooting and editing the inside and outside portions of an opening title sequence. It describes shooting most scenes inside first due to better lighting and fewer distractions, which allowed for multiple takes but took longer than shooting outside. Some retakes were needed due to unprofessional actors laughing during scenes. Overall, filming took around 2 hours and editing the inside shots was easier since the vision for those scenes was clearer from the start.
Untitleddocument (1)
The document discusses the process of filming title sequences for a film project. It describes taking photos while filming inside sequences due to better lighting conditions. Filming inside went quicker than outside but required more shots and retakes. Some inside shots had to be redone due to unprofessional laughter from actors. Editing inside shots was easier since the vision was clearer, while outside shots required more experimentation. Filming took around 2 hours total, putting pressure on getting outside shots before dark. Overall, filming inside was most enjoyable due to working with helpful friends, despite issues that came from their joking around.
Production schedule proforma
The document outlines a production schedule for filming a short film over several dates in December 2015 through March 2016. It details pre-production, production, and post-production tasks such as location scouting, running through scripts, filming scenes, editing footage, adding credits and sound, and completing an evaluation. The filmmaker Matt Lumley will oversee all aspects of the project and make use of equipment such as cameras, microphones, and editing software.
Evaluation pre production
1. The filmmaker created a low-budget short film using borrowed equipment and a local shooting location within walking distance of the actors. A budget sheet was created to track the £12 cost of an SD card, the only expense.
2. Thorough pre-production planning included securing permission to use the shooting location, organizing actors through signed contracts, and conducting risk assessments. Meetings and documentation sheets tracked the pre-production process.
3. The story was planned around the single shooting location, with the narrative moving the character through different areas of the house. Actors arrived on time and remembered their lines for the 2-hour shoot. Premier Pro was used to edit the film together, adding non-copyrighted
Question 7
The document discusses the skills the author gained and improved on through completing a preliminary video project and final film opening project. For the preliminary project, the author learned basic camera skills and how to use Premiere Pro and Blogger. However, the preliminary project suffered from issues like poor focus, unskilled actors, and an undeveloped script. For the final project, the author addressed these issues by using manual focus, carefully selecting experienced actors, researching to create a realistic script, and improving preparation, match-on-action shots, and clip length for smoother editing. The author aims to further develop skills in camera lighting and special effects editing.
4. production experiments(1)
Luke Simpson practiced creating title cards and shots for a horror film. He experimented with fonts, colors, and lighting to establish a creepy mood. He tested shots involving static-distorted CCTV footage of a killer teleporting and someone disappearing between cuts. Reflecting on the experiments, Luke plans to use the teleporting CCTV shot and disappearance shot in his film to add tension and scare the audience by suggesting the killer may have supernatural abilities.
Preliminary evaluation
My role in the preliminary task was to act in and help film a short horror clip. I came up with the basic storyline idea and helped elaborate on it with the group. I also provided input on editing the clip using online tutorials.
Our group worked well together through frequent communication and commitment to meeting schedules. However, our equipment, specifically the low quality camera and broken tripod, limited our ability to experiment with different shots. For the main task, I will improve planning and equipment testing to avoid similar issues.
Recommended
Evaluation
The author evaluated their conversation task video. They felt the music and sound effect choices were suitable for the comedy genre. However, some shots were out of focus and shaky since the camera was handheld instead of using a tripod. Additionally, some shots did not transition smoothly, causing objects and people to disappear or move unexpectedly. The author also noted that the final video did not follow their storyboard and script as planned. They concluded they need to plan more thoroughly and stick to the plan, as well as include other actors.
Untitleddocument
The document discusses the filmmaker's process for shooting and editing the inside and outside portions of an opening title sequence. It describes shooting most scenes inside first due to better lighting and fewer distractions, which allowed for multiple takes but took longer than shooting outside. Some retakes were needed due to unprofessional actors laughing during scenes. Overall, filming took around 2 hours and editing the inside shots was easier since the vision for those scenes was clearer from the start.
Untitleddocument (1)
The document discusses the process of filming title sequences for a film project. It describes taking photos while filming inside sequences due to better lighting conditions. Filming inside went quicker than outside but required more shots and retakes. Some inside shots had to be redone due to unprofessional laughter from actors. Editing inside shots was easier since the vision was clearer, while outside shots required more experimentation. Filming took around 2 hours total, putting pressure on getting outside shots before dark. Overall, filming inside was most enjoyable due to working with helpful friends, despite issues that came from their joking around.
Production schedule proforma
The document outlines a production schedule for filming a short film over several dates in December 2015 through March 2016. It details pre-production, production, and post-production tasks such as location scouting, running through scripts, filming scenes, editing footage, adding credits and sound, and completing an evaluation. The filmmaker Matt Lumley will oversee all aspects of the project and make use of equipment such as cameras, microphones, and editing software.
Evaluation pre production
1. The filmmaker created a low-budget short film using borrowed equipment and a local shooting location within walking distance of the actors. A budget sheet was created to track the £12 cost of an SD card, the only expense.
2. Thorough pre-production planning included securing permission to use the shooting location, organizing actors through signed contracts, and conducting risk assessments. Meetings and documentation sheets tracked the pre-production process.
3. The story was planned around the single shooting location, with the narrative moving the character through different areas of the house. Actors arrived on time and remembered their lines for the 2-hour shoot. Premier Pro was used to edit the film together, adding non-copyrighted
Question 7
The document discusses the skills the author gained and improved on through completing a preliminary video project and final film opening project. For the preliminary project, the author learned basic camera skills and how to use Premiere Pro and Blogger. However, the preliminary project suffered from issues like poor focus, unskilled actors, and an undeveloped script. For the final project, the author addressed these issues by using manual focus, carefully selecting experienced actors, researching to create a realistic script, and improving preparation, match-on-action shots, and clip length for smoother editing. The author aims to further develop skills in camera lighting and special effects editing.
4. production experiments(1)
Luke Simpson practiced creating title cards and shots for a horror film. He experimented with fonts, colors, and lighting to establish a creepy mood. He tested shots involving static-distorted CCTV footage of a killer teleporting and someone disappearing between cuts. Reflecting on the experiments, Luke plans to use the teleporting CCTV shot and disappearance shot in his film to add tension and scare the audience by suggesting the killer may have supernatural abilities.
Preliminary evaluation
My role in the preliminary task was to act in and help film a short horror clip. I came up with the basic storyline idea and helped elaborate on it with the group. I also provided input on editing the clip using online tutorials.
Our group worked well together through frequent communication and commitment to meeting schedules. However, our equipment, specifically the low quality camera and broken tripod, limited our ability to experiment with different shots. For the main task, I will improve planning and equipment testing to avoid similar issues.
Evaluation
The filmmaker successfully created a short horror film that engages its target teenage and young adult audience. The film introduces horror through footage of a character finding a phone at night and running from a chasing monster. While some footage is unfocused or dark, the filmmaker was pleased with scenes using different shots. Sound quality in some scenes was also an issue. Overall, the filmmaker learned about their strengths in planning and ideas but weaknesses in filming and editing through making the short film.
Print screen of magazine editing
This document summarizes the steps taken in editing a first video project. It describes introducing oneself on camera, writing text captions to appear on screen such as "COM", and dragging video clips and captions into the storyboard to be timed correctly so that the audio and visuals are synchronized. It also explains dragging interview clips into the storyboard so the video flows in the proper order and shows what will happen next, such as displaying a magazine cover as the interviewee refers to it.
Case studies
This document summarizes and analyzes three short films related to the theme of bad days.
The first film, "Story of My Life" uses relatable scenes of oversleeping and struggling to get out of bed to show a bad day. Shots include close-ups of an alarm clock and the main character's tired face.
The second film "Right Place" focuses on a man with OCD working in a convenience store. Close-ups and medium shots emphasize his precise movements. Faster editing and music convey his anxiety.
The last film "Anticipation" contrasts gloomy close-ups of morning items with a character who loves Mondays. Voiceover and shots of her walking barefoot
5. production reflection sf 2017
This document contains reflections from a student over multiple weeks of a film production rotation. In the first week, the student struggled for ideas but was inspired by horror films and began storyboarding. They explored techniques like jump scares. In the second week, the group analyzed short films and the student enjoyed sound editing exercises. In the third week, the student worried about completing paperwork but finished on time. The following week was spent filming, where reshoots were needed after technical issues. The student was ultimately pleased with the final film. In the last week, the student evaluated their work and had peers review the film for feedback.
Final shooting of Phantom
The document discusses the final shooting of the film Phantom. It covers the equipment used, timing of the shoot, efficiency measures taken, and the venue. Equipment such as a light reflector were borrowed and everything needed was packed ahead of time. Shooting was scheduled from 12:30pm to 4:05pm, with breaks planned and time managed closely. Efficiency strategies included giving the actress work to do during breaks and prepping actors for scenes. The venue was the documenter's sister's house, where anything unsafe was removed the night before per a risk assessment.
Overall experience
The filmmaker had fun traveling to different locations and trying out ideas for their music video, though there were some restrictions and problems along the way. Issues like shaky camera footage were addressed by re-shooting with a tripod or steady hand. Meeting with actors went smoothly as they were available on the scheduled filming days. In total, the filmmaker feels they captured enough quality shots with variety to edit together a music video that meets their standards.
Q7
The document summarizes the student's learning from their preliminary task to their full product thriller film. They discuss improvements in their camera work, editing skills, and use of software like Final Cut Pro. They analyzed successes and challenges of both their preliminary task and full thriller film. Overall, they felt they improved their skills and learned from mistakes, and enjoyed gaining experience with cameras, editing, and other technologies.
Music video task 1
The document summarizes the four stages of filming and editing a music video:
1. Filming took place in three locations with three people filming using 1080p resolution. There were issues getting permission to film at one location. Shots were planned on the day.
2. The rough edit involved arranging clips in order and syncing lip movements to audio. Some shots were removed for quality or narrative reasons. An additional ignition shot was later added.
3. The final edit made size, transition, and color adjustments. Two CCTV-style shots were added.
4. A vintage effect was added in After Effects and tweaked to be less striking and give a gritty, realistic look while maintaining
evaluation
From creating their media project, the students learned several things about using technology:
They learned how to properly use the camera and editing software, as well as techniques like different camera movements and editing music to fit with dialogue. However, they initially made a mistake in the editing software that caused their footage to be the wrong size, requiring them to restart editing. They also found introducing characters with still shots and zooms was harder than planned. Overall, they learned the importance of planning filming sessions in advance and taking time to experiment with the camera.
Evaluation task 7
After creating a preliminary task, the author learned many lessons that helped with creating a full opening sequence product. They learned about action matching, symbolism in details, and the importance of planning, equipment, resources, lighting, editing, and getting enough footage. Creating the media product took several days of shooting over London and two weeks of iterative editing to craft the storyline and get feedback before finalizing. The process taught the importance of organization, problem-solving, and creating something quality for the audience.
Media conversation video evaluation
The document provides an evaluation of a media conversation video project. It summarizes what went well, including that the film was good considering the short time frame and that good music was found. It also discusses what didn't go well, mainly the rushed voiceover recording. The evaluator says they are generally happy with the film but would change a few shots and improve audio quality and locations if starting over. Lessons learned include being more organized with equipment and trusting others to shoot without direct input.
New microsoftworddocument.docx
Adam enjoyed completing his film opening title sequence project over the past few months as he learned new skills in editing, filming, and motion graphics that will help him in future projects and potentially in a media career. While some edits did not go exactly as planned due to limitations of the software, Adam was happy with the final product. He found creating credits sequences with motion graphics to be particularly enjoyable and a chance to experiment. Filming was the most stressful but also most enjoyable part, though working with friends led to distractions. Overall, Adam felt he managed his time well and was pleased with how the project turned out as an introduction to an indie film.
Task 4
The document provides details about the production of a documentary film. It summarizes locations, risks, and solutions for filming in Harrogate and Filey. It then outlines the personnel, equipment, interview questions, and post-production plans. Meeting topics and risks are addressed. The document aims to provide all relevant information to plan and execute the documentary production.
Ig2 task 4 audio sequencing evidence
The document describes choosing sound effects to create a sequence like a film, starting with normal sounds then bombs, guns, crying and laughter before ending with a fart for humor. It also explains how to render the sound file, setting the format to WAV and bit depth, then how the software will master mix and perfect the final sound project.
Brenden Singh - Creative Portfolio
A Slideshow Portfolio featuring in-depth description of my film work (linked in file via QR code), script-writing and graphic art.
evaluation
From creating their media project, the group learned several skills related to filming and editing. They learned how to use different camera movements and how to edit music levels for dialogue versus other parts of the clip. They also learned the importance of planning filming sessions in advance and allowing time to experiment with different techniques rather than rushing everything in one lesson. While their preliminary task was a challenge to complete in a single lesson, the full project gave them more opportunities to improve their skills and produce higher quality work.
4. pre production 4
The document provides a structural breakdown and shot list for a music video. It outlines 8 scenes that will take place across 3 locations - the living room, bedroom, and corridor. Each scene lists the approximate duration, visual elements, shots needed, and any technical requirements. A total of 4 actors are identified for roles. The production will film over 1 day in the filmmaker's house, with backup plans if certain actors cannot make it. Precautions will be taken to avoid filming private areas and restarting takes if others walk through.
5. production reflection sf 2017
Week 1: The student began with initial responses and production experiments to develop their short film idea of a horror/comedy genre. The experiments helped them learn how to use the tools and equipment.
Week 2: The student analyzed techniques in sample films and conducted audience research to further develop their story and shots. They created a proposal and pre-production presentation.
Week 3: Pre-production tasks included story development, structural breakdown, storyboards, and risk assessments to prepare for filming.
Week 4: The student completed filming and editing, realizing the film was longer than planned but all scenes were needed. They changed some music and sounds to better suit the film and added effects.
Week 5: The
SKILLS BASE FILM EVALUATION
Sophie Waters evaluated her skills-based filmmaking task, summarizing what went well and could be improved. Transitions between shots flowed well, though the drone shot was a different scale. Sound effects were louder than dialogue, and abrupt stops in music were unnatural. For future projects, she would ensure consistent camera sizes, use lighting and microphones, add transitions between shots, and spend more time editing than filming to improve cohesion. She learned to plan thoroughly, follow a storyboard, take varied shot types, and add sound and video simultaneously during editing.
Directors commentary
The director provides commentary on editing their short horror film. They trimmed clips and arranged them in order, removing most audio and adding background music to build suspense. Editing and filtering clips to the highest standard and double checking the timeline took approximately 1-2 weeks. Close-up shots were used in early scenes to build suspense and show the woman's emotions, while shots of her looking from below in the bathroom added to the horror genre elements.
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Networking Music: Presentation for IT-journalists 4.10.2011
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Evaluation
The filmmaker successfully created a short horror film that engages its target teenage and young adult audience. The film introduces horror through footage of a character finding a phone at night and running from a chasing monster. While some footage is unfocused or dark, the filmmaker was pleased with scenes using different shots. Sound quality in some scenes was also an issue. Overall, the filmmaker learned about their strengths in planning and ideas but weaknesses in filming and editing through making the short film.
Print screen of magazine editing
This document summarizes the steps taken in editing a first video project. It describes introducing oneself on camera, writing text captions to appear on screen such as "COM", and dragging video clips and captions into the storyboard to be timed correctly so that the audio and visuals are synchronized. It also explains dragging interview clips into the storyboard so the video flows in the proper order and shows what will happen next, such as displaying a magazine cover as the interviewee refers to it.
Case studies
This document summarizes and analyzes three short films related to the theme of bad days.
The first film, "Story of My Life" uses relatable scenes of oversleeping and struggling to get out of bed to show a bad day. Shots include close-ups of an alarm clock and the main character's tired face.
The second film "Right Place" focuses on a man with OCD working in a convenience store. Close-ups and medium shots emphasize his precise movements. Faster editing and music convey his anxiety.
The last film "Anticipation" contrasts gloomy close-ups of morning items with a character who loves Mondays. Voiceover and shots of her walking barefoot
5. production reflection sf 2017
This document contains reflections from a student over multiple weeks of a film production rotation. In the first week, the student struggled for ideas but was inspired by horror films and began storyboarding. They explored techniques like jump scares. In the second week, the group analyzed short films and the student enjoyed sound editing exercises. In the third week, the student worried about completing paperwork but finished on time. The following week was spent filming, where reshoots were needed after technical issues. The student was ultimately pleased with the final film. In the last week, the student evaluated their work and had peers review the film for feedback.
Final shooting of Phantom
The document discusses the final shooting of the film Phantom. It covers the equipment used, timing of the shoot, efficiency measures taken, and the venue. Equipment such as a light reflector were borrowed and everything needed was packed ahead of time. Shooting was scheduled from 12:30pm to 4:05pm, with breaks planned and time managed closely. Efficiency strategies included giving the actress work to do during breaks and prepping actors for scenes. The venue was the documenter's sister's house, where anything unsafe was removed the night before per a risk assessment.
Overall experience
The filmmaker had fun traveling to different locations and trying out ideas for their music video, though there were some restrictions and problems along the way. Issues like shaky camera footage were addressed by re-shooting with a tripod or steady hand. Meeting with actors went smoothly as they were available on the scheduled filming days. In total, the filmmaker feels they captured enough quality shots with variety to edit together a music video that meets their standards.
Q7
The document summarizes the student's learning from their preliminary task to their full product thriller film. They discuss improvements in their camera work, editing skills, and use of software like Final Cut Pro. They analyzed successes and challenges of both their preliminary task and full thriller film. Overall, they felt they improved their skills and learned from mistakes, and enjoyed gaining experience with cameras, editing, and other technologies.
Music video task 1
The document summarizes the four stages of filming and editing a music video:
1. Filming took place in three locations with three people filming using 1080p resolution. There were issues getting permission to film at one location. Shots were planned on the day.
2. The rough edit involved arranging clips in order and syncing lip movements to audio. Some shots were removed for quality or narrative reasons. An additional ignition shot was later added.
3. The final edit made size, transition, and color adjustments. Two CCTV-style shots were added.
4. A vintage effect was added in After Effects and tweaked to be less striking and give a gritty, realistic look while maintaining
evaluation
From creating their media project, the students learned several things about using technology:
They learned how to properly use the camera and editing software, as well as techniques like different camera movements and editing music to fit with dialogue. However, they initially made a mistake in the editing software that caused their footage to be the wrong size, requiring them to restart editing. They also found introducing characters with still shots and zooms was harder than planned. Overall, they learned the importance of planning filming sessions in advance and taking time to experiment with the camera.
Evaluation task 7
After creating a preliminary task, the author learned many lessons that helped with creating a full opening sequence product. They learned about action matching, symbolism in details, and the importance of planning, equipment, resources, lighting, editing, and getting enough footage. Creating the media product took several days of shooting over London and two weeks of iterative editing to craft the storyline and get feedback before finalizing. The process taught the importance of organization, problem-solving, and creating something quality for the audience.
Media conversation video evaluation
The document provides an evaluation of a media conversation video project. It summarizes what went well, including that the film was good considering the short time frame and that good music was found. It also discusses what didn't go well, mainly the rushed voiceover recording. The evaluator says they are generally happy with the film but would change a few shots and improve audio quality and locations if starting over. Lessons learned include being more organized with equipment and trusting others to shoot without direct input.
New microsoftworddocument.docx
Adam enjoyed completing his film opening title sequence project over the past few months as he learned new skills in editing, filming, and motion graphics that will help him in future projects and potentially in a media career. While some edits did not go exactly as planned due to limitations of the software, Adam was happy with the final product. He found creating credits sequences with motion graphics to be particularly enjoyable and a chance to experiment. Filming was the most stressful but also most enjoyable part, though working with friends led to distractions. Overall, Adam felt he managed his time well and was pleased with how the project turned out as an introduction to an indie film.
Task 4
The document provides details about the production of a documentary film. It summarizes locations, risks, and solutions for filming in Harrogate and Filey. It then outlines the personnel, equipment, interview questions, and post-production plans. Meeting topics and risks are addressed. The document aims to provide all relevant information to plan and execute the documentary production.
Ig2 task 4 audio sequencing evidence
The document describes choosing sound effects to create a sequence like a film, starting with normal sounds then bombs, guns, crying and laughter before ending with a fart for humor. It also explains how to render the sound file, setting the format to WAV and bit depth, then how the software will master mix and perfect the final sound project.
Brenden Singh - Creative Portfolio
A Slideshow Portfolio featuring in-depth description of my film work (linked in file via QR code), script-writing and graphic art.
evaluation
From creating their media project, the group learned several skills related to filming and editing. They learned how to use different camera movements and how to edit music levels for dialogue versus other parts of the clip. They also learned the importance of planning filming sessions in advance and allowing time to experiment with different techniques rather than rushing everything in one lesson. While their preliminary task was a challenge to complete in a single lesson, the full project gave them more opportunities to improve their skills and produce higher quality work.
4. pre production 4
The document provides a structural breakdown and shot list for a music video. It outlines 8 scenes that will take place across 3 locations - the living room, bedroom, and corridor. Each scene lists the approximate duration, visual elements, shots needed, and any technical requirements. A total of 4 actors are identified for roles. The production will film over 1 day in the filmmaker's house, with backup plans if certain actors cannot make it. Precautions will be taken to avoid filming private areas and restarting takes if others walk through.
5. production reflection sf 2017
Week 1: The student began with initial responses and production experiments to develop their short film idea of a horror/comedy genre. The experiments helped them learn how to use the tools and equipment.
Week 2: The student analyzed techniques in sample films and conducted audience research to further develop their story and shots. They created a proposal and pre-production presentation.
Week 3: Pre-production tasks included story development, structural breakdown, storyboards, and risk assessments to prepare for filming.
Week 4: The student completed filming and editing, realizing the film was longer than planned but all scenes were needed. They changed some music and sounds to better suit the film and added effects.
Week 5: The
SKILLS BASE FILM EVALUATION
Sophie Waters evaluated her skills-based filmmaking task, summarizing what went well and could be improved. Transitions between shots flowed well, though the drone shot was a different scale. Sound effects were louder than dialogue, and abrupt stops in music were unnatural. For future projects, she would ensure consistent camera sizes, use lighting and microphones, add transitions between shots, and spend more time editing than filming to improve cohesion. She learned to plan thoroughly, follow a storyboard, take varied shot types, and add sound and video simultaneously during editing.
Directors commentary
The director provides commentary on editing their short horror film. They trimmed clips and arranged them in order, removing most audio and adding background music to build suspense. Editing and filtering clips to the highest standard and double checking the timeline took approximately 1-2 weeks. Close-up shots were used in early scenes to build suspense and show the woman's emotions, while shots of her looking from below in the bathroom added to the horror genre elements.
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Networking Music: Presentation for IT-journalists 4.10.2011
Presentation on how the common network setup was designed at the Helsinki Music Centre to better support challenges related to networking requirements of entertainment technology, such as real-time audio distribution.
Question 1
The document is an evaluation of a genre film opening by the author. It discusses that gangster movie conventions typically involve violence and weapons like guns or knives. The author's opening used a gun as a prop and featured good vs evil binaries like other gangster films. To develop their own opening, the author analyzed the openings of RockNRolla, Gangster No. 1, and Lawless to see what to avoid - such as long title sequences or animated/non-acting openings. They ultimately chose to get straight into the action and used the Universal opening style since they produce gangster films.
Question 7
The author reflects on improvements from their preliminary task to the final product of a film assignment. In the preliminary task, they executed a match on action correctly but had difficulty positioning an actor. In the final product, they included close-ups of phone screens to show text messages. The author also discusses improving camera stability by using a tripod, achieving better angles, and ensuring titles and credits are properly timed.
Evaluation
- The document evaluates the media product by discussing how it uses and develops conventions of gangster movies through the inclusion of props like guns and portrayals of good vs evil.
- It represents teenagers negatively as gang members, drawing on stereotypes from other media. The main character is portrayed as misunderstood.
- Universal would be likely to produce and distribute the media product, as they produce a diverse range of movies including genres like gangster films.
- The intended audience would be 15+ due to violence and language, and would include both male and female viewers interested in the actors and storyline.
Question 5
The author created a gangster movie opening to attract their target audience who enjoyed heist and hood genres based on audience research. They showed an opening clip on YouTube which attracted some viewers who said they would watch the full movie. While the viewers generally liked the opening, some provided feedback that they wanted more character dialogue and thought the gun close-up was poorly done.
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Question 6
The document discusses what was learned from the process of creating a media product. It describes the challenges faced while filming, including issues with equipment and actors. Multiple filming attempts were needed before obtaining usable footage. Editing took a significant amount of time to make the video look polished and smooth. The process highlighted how long film productions can take and what could be improved for future projects, such as using multiple cameras.
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Similar to Question 6
Anishas production log
The student was responsible for filming and directing a film trailer for a class project. They completed all the filming in one long day to stay on schedule. As both the director and camera operator, the student had to visualize the story, direct the cast and crew, set up shots using different camera angles and techniques, and ensure deadlines were met. They filmed various scenes both in and outside of school, and described the shots and angles used for each scene to best convey the story and elicit the desired audience reactions. It took multiple takes to film some scenes to get the right footage. The student worked to overcome any issues during filming.
Production Diary
Lanre Onifade is producing a short film for a class assignment. In the first entry, he discusses completing a preliminary short film task and researching other films. In subsequent entries, he details his preparations for filming, including scouting locations and scheduling. Issues arose during the first filming, such as actors backing out. Later entries discuss improvements made for the second filming, including using a bike instead of a Segway and adding voiceovers. Lanre continues refining the film by adding music, sound effects, and editing shots for clarity and flow.
Production log final
The document is a production log from a film student documenting their work filming a trailer. It summarizes:
- The student filmed the trailer on January 26th after it got dark to get the necessary footage as they were behind schedule.
- As the camera operator, the student was responsible for camera setup, movement, and ensuring proper shots. They used different shot types like close-ups and long shots.
- The student was also the director and made all artistic and technical decisions to guide the actors and crew.
- There were some minor recording errors but the student checked footage and was able to properly film what was needed. Filming took a lot of time to ensure each scene was perfect.
Production log final
The document is a production log from a film student documenting their work filming a trailer. It summarizes:
- The student filmed the trailer on January 26th after it got dark to get the necessary footage as they were behind schedule.
- As the camera operator, the student was responsible for camera setup, movement, and ensuring proper shots. They used different shot types like close-ups and long shots.
- The student was also the director and made all artistic and technical decisions to guide the actors and crew.
- There were some minor recording errors but the student checked footage and was able to properly film what was needed. Filming took a lot of time to ensure each scene was perfect.
Evaluation question 6
The document discusses the various technologies the author learned through constructing a media product. They learned how to use an SLR camera, Mac computer, and editing software like iMovie and Premiere Pro. YouTube was useful for researching film techniques. The author improved at skills like shot framing and planning an efficient filming schedule. Using a microphone and dead cat during recording was challenging but improved the narration. Maintaining a blog to organize work was a key learning, providing an efficient way to receive feedback and inspiration. Overall the author feels they have gained substantial knowledge of media technologies and skills over the first six months of their course.
Media evaluation quesion 6
The document discusses what was learned from constructing a film product using different cameras and the editing process. It was found that using a tripod helped but the tripod broke, and a photography camera provided better quality than the first camera used. Editing required patience as unwanted sections had to be precisely cropped. Recording also required patience as actors sometimes forgot lines, slowing the process. Connecting cameras to computers, importing clips, and editing in iMovie was part of finalizing the product for uploading online.
Evaluation question 6
I learned several techniques for using a video camera to shoot scenes for my thriller sequence, including different shots and lighting effects to set the dark tone. I also used anti-shake and motion capture features to avoid shaky footage that would ruin the effect. Using iMovie to edit was challenging at first but I learned how to cut unwanted clips, add sound effects, and edit title cards into each clip without overlapping motions or jumbling scenes. The iMac made the editing and production process easier by allowing me to work on my blog at the same time as editing.
Planning a demo reel
A film student is creating a demo reel to showcase their skills such as camera work, lighting, editing, and storytelling. The demo reel will include different shot types like tracking shots, pivots, and reveals. It will also include a dialogue scene and a black and white short film clip. The purpose is to demonstrate the quality of work they can produce and their experience to potential sponsors and actors in order to gain their support for future film projects.
Question 3
The document describes the development of the author's production skills throughout a school project. It discusses improvements in camera work from shaky, uneven footage without a tripod in early work to more focused filming with transitions in the final piece. It also covers gaining skills in blogging, editing footage down to 2 minutes using Final Cut Pro, composing suspenseful music in GarageBand after research, and learning to screen and voice record using QuickTime Player and iMovie.
Editing of scene 1
The document discusses editing scene 1 of a film. It explains that the editor decided to split the film into separate scenes for each person to edit. The editor describes opening Adobe Premiere Pro to upload clips and decide which to use with the team. They edit the scene by cutting between shots of dialogue and a character's reaction for emotional impact. Matching audio and video continuity was challenging but important. Basic editing skills were used to keep the short scene simple and focused on the narrative.
6. production reflection
Jack Hickman produced a short film trailer over several weeks. He filmed footage using a Canon DSLR camera on a tripod. Some shots did not turn out as planned due to improvising when an actor could not attend. In Premiere, Jack assembled the clips in order and edited some for timing. He created text frames in Photoshop to introduce the trailer, fading the text in and out. Jack added the text frames and finished visual edits in Premiere. He recorded audio clips in a studio and synced them to the video. Jack struggled to create a soundtrack but included sound effects. Overall, the production process had some challenges but Jack was able to complete the key elements of the short film trailer.
Problem Solving.pptx
The document outlines potential problems that could arise during film production and provides solutions to address them. It covers issues related to equipment like cameras, microphones and lighting as well as crew-related matters such as actor availability and scheduling. Technical problems involve batteries running out, memory cards filling up and equipment failure. Creative challenges include actors not being prepared, poor planning and special effects not being ready in time. Solutions center on preparation, testing equipment beforehand, having backups, clear communication and adhering to schedules. Through experiments, the filmmaker tested green screen effects and filming at night to inform creative decisions.
Photo diary screenshots
The document discusses the filming and editing process for a video project. It describes adjusting the camera settings outside, filming on a day with sufficient time and retaking shots for alternatives. Interruptions during outdoor filming caused delays. Editing in After Effects took the longest, with multiple attempts to achieve the desired dark tone. Specific editing techniques are described, like masking sky areas and overlaying shots to create a flickering effect. The author is mostly pleased but wishes some shots could have been filmed at night for better lighting.
6. evaluation sf 2017
The document summarizes Aaron Johnson's evaluation of the production process for his short film. It describes the planning and research done, including creating a PowerPoint and conducting a practice shoot. Aaron discusses technical aspects like using the camera on a sliding rail. He explains his editing process in Adobe Premiere and getting feedback from peers praising the camera work but providing suggestions to improve lighting and add visual effects.
Mv production assignment evaluation form 2021 2 (3)
The document summarizes the student's process for creating a music video project. It discusses strengths and weaknesses in the student's research, planning, time management, technical skills, aesthetic qualities, audience appeal, and feedback received from peers. For research, the student watched many music videos but did not take detailed notes. Planning covered filming logistics but not footage needs. Time management was limited by equipment issues and scheduling. Technical skills included varied camera shots and transitions. Aesthetics were hurt by low quality initial footage. Peer feedback praised camerawork and transitions but noted looking at the camera and dull colors.
Preliminary task evaluation
Sukhpreet evaluates their group's pre-production work for a preliminary film task. They found the work was evenly distributed and they were able to discuss issues that arose. Finding willing cast members was difficult. They should have considered camera angles more. An iPad was used to film, which had limitations like an inability to use a tripod, but the quality was good. They learned the importance of landscape over portrait orientation and avoiding unwanted backgrounds. Editing in iMovie was challenging but the inexperienced group was able to cut clips together. The completed task met criteria like character movement and dialogue. Overall, Sukhpreet learned about camera techniques, iMovie editing, storyboards, and lessons like proper filming conditions and att
Preliminary Task Evaluation
Sukhpreet evaluates their group's pre-production work for a preliminary film task. They found the work was evenly distributed and they were able to discuss issues that arose. Finding willing cast members was difficult. They should have considered camera angles more. An iPad was used to film, which had limitations like an inability to use a tripod, but the quality was good. They learned the importance of landscape over portrait orientation and avoiding unwanted backgrounds. Editing in iMovie was challenging but the inexperienced group was able to cut clips together. The completed task met the criteria of including shots of a character walking and opening a door with dialogue. Overall, Sukhpreet learned about camera shots, storyboards, filming in quiet
Client Evaluation
This document contains production logs from a student filming a client video for the RAF Linton on Ouse Air Traffic Control tower. The logs detail four filming sessions where the student captured footage of planes taking off and the air traffic control workstations. They also describe difficulties with weather, equipment issues, and scheduling clashes. The logs discuss choosing music, collecting additional photos and videos online, and starting post-production editing. The edits included reworking music choice, text timing, and structure based on feedback. An evaluation finds the final video successfully showcases aspects of being an air traffic controller in an engaging way for the target audience within the short time frame.
Client Evaluation
This document contains production logs from a student filming a client video for the RAF Linton on Ouse Air Traffic Control tower. The logs detail four filming sessions where the student captured footage of planes taking off and the air traffic control workstations. They also describe difficulties with weather, equipment issues, and scheduling clashes. The logs discuss choosing music, collecting additional photos and videos online, and starting post-production editing. The edits included reworking music choice, text timing, and structure based on feedback. An evaluation finds the final video successfully showcases the job's aspects while engaging the target age range audience. Communication with the client went smoothly and they provided helpful feedback to improve the video.
Production log Trailer
The film production process faced several challenges, including limited resources, changing locations and weather issues that impacted the filming schedule. The director found it difficult to follow the original storyboard exactly and ended up incorporating new ideas and shots. During editing, different software were used and the director had to learn new skills along the way. The final trailer was crafted to shock the audience through quick cuts and other techniques to set a dark and gritty mood for the horror genre.
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Mv production assignment evaluation form 2021 2 (3)
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Question 5
The author attracted their audience to their media product through an engaging gangster storyline that appealed to viewers of the genre. They focused on a heist/hood subgenre that research showed was popular. An opening scene was shared on YouTube and got positive feedback from viewers, though some said they wanted more dialogue and thought the gun close-up was poorly done.
Question 4
The target audience for the media product would be people over 15 years old. Mainly male audiences would be targeted, as surveys found that about two-thirds of interested viewers were male. The movie would portray a misunderstood 18-year-old trying to succeed in the gangster world. Research showed that audiences preferred movies with modern visuals and a variety of crime and gangster movie genres, including classics like The Godfather and newer films like Lawless.
Question 3
Universal would be well-suited to produce and distribute the author's media product because they have a diverse catalog that includes comedies, action movies, and gangster films. Universal's wide range of genres demonstrates they would distribute a variety similar to the author's movie. The author included Universal's opening logo to represent a company that could potentially produce their film. Getting Universal actors involved could also help promote the movie on social media platforms.
Question 2
The document summarizes how social groups are represented in a media product. It represents four teenagers as gang members, perpetuating the stereotype of teenagers as troublemakers. The main character is portrayed as misunderstood and betrayed. A mafia boss character commands others but does not get physically involved himself, resembling the Godfather. Stereotypical styles of dress are used to represent the typical gangster in a black hoodie and the mafia boss in a charcoal suit.
Question 1
This document is an evaluation of the author's opening scene for a media production on gangster genre conventions. The opening uses conventions like violence and guns as props common to gangster films. It also draws on specific films for inspiration - the low lighting and dark tone of scenes from The Godfather, and the unexpected setting of a scene from The Dark Knight. The author analyzes other film openings but avoids replicating them directly. Universals' opening sequence is included as the production company associated with gangster films. The evaluation shows how the author's opening both employs and challenges gangster genre conventions through influences from referenced films.
Question 7
The author reflects on improvements made from their preliminary film task to the final product. They learned to use a tripod and proper camera for more stable shots with clearer images. Angles are better as less space appears above character's heads. Titles, music, and credits were added and timed more carefully to avoid a rushed feel. Overall, technical skills like camerawork and quality improved, while storytelling elements strengthened the final film.
Question 4
The target audience for the media product would be people over 15 years old. While mainly appealing to males, about 35% of the audience would be female. Research found that actors and storyline are most attractive to audiences. Previous survey responses showed the most popular gangster movies were The Godfather, Lawless, Oceans 11, Pulp Fiction, Goodfellas, Takers, Captain Phillips, and Tower Heist, indicating the target audience enjoys both modern and classic gangster films across a variety of concepts.
Question 3
Universal would be well-suited to produce and distribute the author's media product because they have a diverse catalog that includes comedies, action movies, and gangster films. This variety demonstrates that Universal would handle different genres, making them a good fit for the author's unspecified movie. Additionally, using Universal's logo and securing some of their contracted actors for cameos could aid promotion through social media platforms owned by Universal.
Question 2
The document summarizes how social groups are represented in the media product. Teenagers are portrayed as gang members, which is a negative stereotype created by the media. The main character, a misunderstood teenager, gets in trouble for this reason. He is dressed in a black hoodie and jeans, typical gangster attire. He quickly pulls a gun and shoots when confronted, lacking sympathy. The mafia boss runs things but does not get physical, commanding others and wearing a suit to portray the image of a mob leader.
Question 1
The document is an evaluation of a genre film opening by the author Alicem Meter. It summarizes that the genre of gangster films usually involves violence and weapons like guns or knives. The author's opening used a gun as a prop and featured good versus evil binaries like other gangster movies. To develop their own opening, the author analyzed the openings of RockNRolla, Gangster No. 1, and Lawless to see what conventions they did not want to replicate, such as animated or dialogue-light openings. The author was influenced by universal openings and the dark lighting of the Godfather opening scene and chose an unexpected location of a shop stock room for their first scene.
Question 7
The author reflects on improvements made from their preliminary task to the final product. They learned to use a tripod and proper camera for more stable shots with clearer images. Angles are better by not leaving extra space above character's heads. The importance of titles, music, and credit timing was realized, as these elements can make the video feel rushed if not done correctly.
Question 4
The document discusses the target audience for a media product. Based on research, the audience would be people over 15 years old due to some violent and strong language content. The audience would mainly be male, as suggested by a survey where most respondents were male. The movie's storyline and actors would make it attractive to teenagers in particular, as it is about an 18-year-old trying to succeed in the gangster world.
Question 3
Universal would be well-suited to produce and distribute the media product because they have a diverse catalog of movies including comedies, actions films, and dramas. Universal could help promote the product by securing actors signed to their studio to appear in the movie and use their social media platforms. The document analyzes why Universal in particular would be a good fit due to their wide range of films and ability to leverage their existing talent roster and digital promotion.
Question 2
The document summarizes how a media product represents particular social groups. Specifically, it represents teenagers as gang members through four main characters involved in gangs. This plays into the stereotype in media of teenagers being thugs who are always in trouble. The main character is portrayed as misunderstood and gets into trouble for this reason. Additionally, the main character is modeled after Jason Statham's character from The Mechanic as someone who is betrayed and seeks revenge against those who wronged him. He is dressed in typical gangster attire of a black hoodie and jeans. The character also lacks sympathy and immediately shoots another character during a confrontation, reinforcing stereotypes.
Question 1
The document is an evaluation of a genre film opening by the author. It discusses that gangster movie conventions include violence and weapons like guns and knives. The author's opening used a gun as a prop and featured good vs evil binaries like other gangster films. To develop their own opening, the author analyzed the openings of RockNRolla, Gangster No. 1, and Lawless to see conventions to challenge, such as long title sequences or lack of immediate action. The author wanted to get straight into the action and used conventions from Universal, a gangster film producer, in their own opening.
Evaluation
- The document discusses the evaluation of a media product created by the author for their class. It analyzes how the product used or challenged conventions of the gangster genre. It discusses the representation of social groups in the product and who the target audience would be.
- The author describes the process of creating the product, including multiple filming attempts and learning editing skills. Challenges included unstable camera work and technical issues.
- Overall, the author learned about the time and effort required to film and edit a video product, and how to improve aspects like camera work, angles, and title sequences.
Evaluation
- The document summarizes the evaluation of a media product created by the author for their class. It discusses the conventions used, representation of social groups, intended audience, and what was learned about the filmmaking process.
- Key conventions included violence and props like guns to represent the gangster genre. Stereotypes of teenagers as gang members were represented.
- The intended audience was ages 15+ due to violent and language content. Most of the audience interested in gangster films were male.
- Several challenges were faced in filming, such as equipment issues, and editing took a long time. Learning occurred around filmmaking techniques and technologies.
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Question 6
- 1. By Alicem Meter WHAT HAVE YOU LEARNT ABOUT TECHNOLOGIES FROM THE PROCESS OF CONSTRUCTING YOUR PRODUCT?
- 2. I used Final Cut Pro to edit my media product. I filmed Four times to get to my end product the first time I filmed I used a Cannon and there was reflections on cars showing other actors and the cameraman so I had to re-film. The second time I re-filmed my actors were really bad at understanding any instructions and so it took me one and a half hours to film one scene which meant that by the time we got to the other scenes everyone was tired and so it wasn’t really good. The third time we got a camera from the school and I didn’t open it so when I went home I found out that the camera’s battery was on red which meant that we had to film on an iPhone 5s so they quality was really bad. The fourth time I filmed the camera was missing its SD card so I had to use my own camcorder which I had luckily charged overnight and then I edited the product on Final Cut Pro. WHAT HAVE YOU LEARNT ABOUT TECHNOLOGIES FROM THE PROCESS OF CONSTRUCTING YOUR PRODUCT?
- 3. When filming as I was the director and the camerman in most situations I knew what everything was going to look like but when we filmed one scene where I had to act I checked the camera every single time before filming and I made someone sit where I would sit so I knew what the shot would look like. Editing wasn’t really hard but to get everything running smoothly took a long time so editing really takes up a lot of time as it takes a long time trying to make everything to look smooth. Before media I wouldn’t have known how long it took to film and edit a two minute clip so it is understandable that it takes movies a year to release after filming.
- 4. I really enjoyed filming the scenes where it shows both phones and the other person receives the text because its showing something that is happening at the same time. If I was to re-film my product I would use two cameras as that would make things more efficient and I could do two shots really easily and there wouldn’t be a reason of filming the same scene twice. Also if I was the re-film I would only re-film the two shot scene because there isn't enough dialogue and I would maybe try and add a birds eye view shot.