Question 7
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The preliminary task provided valuable experience for the group as some had never filmed or acted before. It allowed each person to try different roles like acting and filming which helped understand the process. Some benefits included gaining confidence, learning new skills in filming and editing software, and improving collaboration. However, attendance issues within the group and struggles learning new software posed some challenges. Overall, the group was pleased with the preliminary video and proud of their accomplishments for a first film.
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Evaluation question 7
The student learned several important lessons from completing the preliminary task and full product. They realized that proper planning through storyboarding is essential. While the preliminary task was rushed, the main task benefited greatly from careful planning of props, costumes, locations, and storyboard. The student also recognized issues with timing, group communication, and needs more experience with editing software. Overall, they gained valuable insights into filmmaking and confidence in their skills through completing these projects.
Skill profile
The document discusses a student's performance and areas for improvement on a group coursework project. The student demonstrated good leadership during filming and planning, strong editing skills, and worked well within the group. However, the student prefers to work individually and would like to take a more active role in groups by doing more research. The student also aims to improve video quality and get audience feedback earlier in the process.
Question 7 – evaluation
The document discusses the learning experiences of a student throughout their preliminary studies and filmmaking process. They enjoyed incorporating art and photography into their media studies and felt more comfortable with blogging software after learning how to rearrange items. The student also loved using movie making and editing software to clip together films with transitions, sounds, and voiceovers, though they still have more to learn about planning and converting ideas into movies. Working on a team helped improve their skills in openly discussing and negotiating ideas.
As media preliminary task evaluation
During the preliminary task, the author took on the role of director. They came up with the idea for the short film along with their group. As director, they handled all camera work and directed their group during filming. The planning process went smoothly, though filming and editing proved challenging at times due to learning new techniques. Working in a group was fun but sometimes people were late or absent, leaving others with extra work. The video's strengths included location lighting, shots that fit each scene, and a clear theme. Areas for improvement are sound quality, fully incorporating all camera techniques like shot reverse shot, and consistent coloring between scenes.
Evaluation 7
The author learned several lessons from the preliminary task to the main task. In the preliminary task, the group struggled with camera angles and keeping up with blog posts. For the main task, the same group applied what they learned by properly using camera angles and rules of cinematography. They also took more shots of the same scenes to ensure they captured everything. The author successfully tracked time and met the minimum post requirements. Overall, staying with the same group and applying lessons from the preliminary task helped improve the main project film.
Evaluation question 7
The document discusses the author's experience making a preliminary film and subsequent final product. For the preliminary film, the author lacked planning and storyboarding skills and did not understand important concepts like framing, mise-en-scene, and editing. For the final product, the author improved their skills in planning, camerawork, mise-en-scene, editing, collaboration, and time management. Overall, the author gained valuable experience and developed many new skills in film production from the preliminary film to the final product.
Nabila's evaluation
Nabila discusses her progress in technical filmmaking skills over the past year. She learned how to hold the camera steady to avoid shaky footage and became more proficient with the video editing software Final Cut Pro. Nabila also learned about continuity editing and how to seamlessly edit together video clips to make the action flow naturally from one shot to the next. For her most recent project, Nabila filmed and edited all of the video clips. The main challenge was a lack of actors, which forced them to improvise with limited preparation time. Going forward, Nabila plans to prepare more thoroughly for projects and ensure clear communication within her group.
Level 3 promo vid assessment task
For a college promotional video and poster project, the student filmed footage of the college campus using a Huawei P10 phone. They worked in a group and had specific roles, with one member editing the video. They encountered some technical issues with the camera focusing but managed the shots as best they could. The student reflected that they could have spent more time planning the pre-production. They were happy with how the finished video and poster turned out.
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Evaluation question 7
The student learned several important lessons from completing the preliminary task and full product. They realized that proper planning through storyboarding is essential. While the preliminary task was rushed, the main task benefited greatly from careful planning of props, costumes, locations, and storyboard. The student also recognized issues with timing, group communication, and needs more experience with editing software. Overall, they gained valuable insights into filmmaking and confidence in their skills through completing these projects.
Skill profile
The document discusses a student's performance and areas for improvement on a group coursework project. The student demonstrated good leadership during filming and planning, strong editing skills, and worked well within the group. However, the student prefers to work individually and would like to take a more active role in groups by doing more research. The student also aims to improve video quality and get audience feedback earlier in the process.
Question 7 – evaluation
The document discusses the learning experiences of a student throughout their preliminary studies and filmmaking process. They enjoyed incorporating art and photography into their media studies and felt more comfortable with blogging software after learning how to rearrange items. The student also loved using movie making and editing software to clip together films with transitions, sounds, and voiceovers, though they still have more to learn about planning and converting ideas into movies. Working on a team helped improve their skills in openly discussing and negotiating ideas.
As media preliminary task evaluation
During the preliminary task, the author took on the role of director. They came up with the idea for the short film along with their group. As director, they handled all camera work and directed their group during filming. The planning process went smoothly, though filming and editing proved challenging at times due to learning new techniques. Working in a group was fun but sometimes people were late or absent, leaving others with extra work. The video's strengths included location lighting, shots that fit each scene, and a clear theme. Areas for improvement are sound quality, fully incorporating all camera techniques like shot reverse shot, and consistent coloring between scenes.
Evaluation 7
The author learned several lessons from the preliminary task to the main task. In the preliminary task, the group struggled with camera angles and keeping up with blog posts. For the main task, the same group applied what they learned by properly using camera angles and rules of cinematography. They also took more shots of the same scenes to ensure they captured everything. The author successfully tracked time and met the minimum post requirements. Overall, staying with the same group and applying lessons from the preliminary task helped improve the main project film.
Evaluation question 7
The document discusses the author's experience making a preliminary film and subsequent final product. For the preliminary film, the author lacked planning and storyboarding skills and did not understand important concepts like framing, mise-en-scene, and editing. For the final product, the author improved their skills in planning, camerawork, mise-en-scene, editing, collaboration, and time management. Overall, the author gained valuable experience and developed many new skills in film production from the preliminary film to the final product.
Nabila's evaluation
Nabila discusses her progress in technical filmmaking skills over the past year. She learned how to hold the camera steady to avoid shaky footage and became more proficient with the video editing software Final Cut Pro. Nabila also learned about continuity editing and how to seamlessly edit together video clips to make the action flow naturally from one shot to the next. For her most recent project, Nabila filmed and edited all of the video clips. The main challenge was a lack of actors, which forced them to improvise with limited preparation time. Going forward, Nabila plans to prepare more thoroughly for projects and ensure clear communication within her group.
Level 3 promo vid assessment task
For a college promotional video and poster project, the student filmed footage of the college campus using a Huawei P10 phone. They worked in a group and had specific roles, with one member editing the video. They encountered some technical issues with the camera focusing but managed the shots as best they could. The student reflected that they could have spent more time planning the pre-production. They were happy with how the finished video and poster turned out.
Ouestion 7 evaluation presentation
1) The document discusses lessons learned from creating a preliminary task that were applied to a final opening sequence media project. This included improved understanding of camera angles, actor performance, and story structure.
2) Creating a storyboard and shooting script helped provide organization and structure while filming, though some changes were made on location.
3) Time management skills from the preliminary task were useful for completing the opening sequence within deadline, though more time was needed for additional takes and improved footage quality.
4) Editing skills from the preliminary task, like match cuts and shot reverse shots, were implemented in the final edited opening sequence.
Media evaluation question 7
1) The document discusses the progression from the author's preliminary task to their full media production project.
2) The author feels they have greatly improved their skills in Adobe Photoshop and photography which allowed them to be more creative.
3) Key skills learned include image and text transformations, layering, letter spacing, and understanding media codes and conventions.
Evaluation question 7 final
The document discusses the author's progression in technical skills and use of software from their preliminary task to their full media product. They learned important technical skills like using a tripod, framing shots properly using the rule of thirds, ensuring continuity between shots, and how to edit shots with effects. They also progressed in their software skills, learning to use LiveType and switching from iMovie to Premiere Pro, which provided more advanced tools. Overall, the author learned the importance of planning and doing multiple takes of shots to have more options during editing for a higher quality final product.
Evaluation question 7 final
The document discusses the author's learning and progress in technical skills, software skills, and general filmmaking skills from an initial preliminary task to subsequent work. Some key lessons learned were: using a tripod and taking multiple takes improves shot quality; proper framing and following the rule of thirds enhances composition; maintaining continuity is important; and planning and reshoots are critical for a high quality final product. The author also learned to use editing software like Premiere Pro and design software like LiveType.
Evaluation question 7
The document discusses the author's progression in technical skills, software skills, and general filmmaking skills from their preliminary task to their full media product. For technical skills, the author learned the importance of using a tripod, taking multiple takes, proper framing within the rule of thirds, and ensuring continuity between shots. For software, the author learned how to use LiveType and Premiere Pro for advanced editing capabilities. Overall, the author learned to carefully plan, reshoot shots from different angles to pick the best one, and that planning leads to a better final product.
Evaluation question 7
The document discusses the learning and improvements from the author's preliminary task to their main film opening task. For the preliminary interview task, basic camera techniques were used to create a formal atmosphere but some shots were uneven. For the main opening task, a wider range of techniques like montage, zooms and angles were used to create a sense of unease. Editing skills improved with faster pacing and effects. Areas for future improvement include adding more action/dialogue and improving sound quality.
What have you learnt about technologies from the process of constructing this...
The document discusses technologies and skills learned from creating a film project. The author learned to use Adobe Premiere Pro for editing, a Nikon D3200 for filming and focusing, and how to act for the camera. They also learned how to position cameras to get the best shots and angles. Through trial and error in editing different shots together, the author learned about editing and sound matching. Creating unconventional shots and an original title sequence taught the importance of standing out to be noticed.
Quality child care animoto part 2
This document summarizes a student's experience completing an assignment on quality childcare using the Animoto website. The student learned a lot about the various aspects of quality childcare through creating the Animoto presentation. Some challenges were finding appropriate pictures under creative commons licenses and being unable to extend the display time for each picture. Overall, the student felt the assignment was a fun way to express their understanding of quality childcare and helped prepare them for their placement.
How did you use media technologies?
The student used various media technologies for research, planning, construction, and evaluation of their film project. Google and YouTube were heavily used for initial research on film genres, techniques, and story elements. During construction, they used a DSLR camera, struggled at first with camera techniques but improved with practice. Editing was done using Final Cut Pro, which they learned to use proficiently. Photoshop was used to create the film poster. Blogging, Prezi, and YouTube were used for presenting and evaluation.
Estings evaluation
The author created an E-Sting graphic for a competition using Adobe After Effects, Photoshop, and Illustrator. They researched previous E-Stings submissions to understand what to include. While initially unfamiliar with After Effects, the author learned new skills with teacher guidance. The graphic featured a meteor exploding into pieces, though some background elements could have been tidier. Overall, the author is pleased with the professional-looking result and their improved After Effects proficiency, despite facing time management challenges during the project's completion.
Digital Portfolio 2
This document is Jason Yeap's digital portfolio summarizing his college assignments and experiences from 2017 to 2018. It outlines his passion for video production and photography as well as projects he completed in classes like computer graphic design, web design, photography, and videography. It also details his internship experience at a media production company and involvement with his church's multimedia crew.
Prelim evaluation
The document summarizes the evaluation of a student's preliminary film project involving a tennis racket in a kitchen. The student acted in and helped film, storyboard, and edit the short film. Through this process, the student learned the importance of storyboarding and planning shots. The film successfully included specific shots and techniques as criteria. However, some of the filming was shaky as it was handheld and the editing had some continuity issues. In the future, the student will improve filming with a tripod, better lighting, and easier shots to edit.
Evaluation Media 2
The document discusses how the author and their team addressed their audience and attracted viewers to their thriller film project. They conducted market research and aimed to include popular elements like action and a female protagonist. The author also learned new skills in filming, editing, and creating a blog to document the process. They gained experience using software like iMovie and learned the importance of planning shots and adding music/sound effects when editing. The preliminary task helped them improve techniques for their final product by practicing with the camera and learning from mistakes.
Evaluation Question 7
The document discusses lessons learned from completing preliminary and main tasks related to creating a college magazine. It notes that time management is important, and that drafting helps structure ideas and prevents wasting time. It also stresses the importance of choosing reliable photo models that can follow directions, and of learning to use equipment like cameras and lighting to get the best possible images.
Application for specific production roles
Naomi Kendall has applied for several roles in the production of a project. For pre-production, she wants to be the director as she is organized, solves problems, and motivates team members. During production, she applied to be the cinematographer or camera operator despite less experience, but has photography skills and wants to study filmmaking. For post-production, she prefers editor but would also do CGI/effects if needed as it is a crucial role that brings the final project together.
Digital portfolio 2018 - Nicholas Ryan Lee
This digital portfolio is based on my learning journey throughout my diploma course so far. It has my experiences with class assignments, some freelance works and my internship experience at VMLY&R Malaysia.
film evaluation ben clayton
This document provides an evaluation of Ben Clayton's final film project. It discusses each stage of the production process including pre-production, production, post-production, scheduling, individual performance, team performance, troubleshooting, resources, production techniques, monitoring and review, early versions of the film, and the final film. Overall, Ben felt his pre-production planning went well but production faced challenges due to scheduling issues and equipment limitations that required additional filming.
Q7 Evaluation
The preliminary task helped the author learn important skills for the full magazine project, including how to use Photoshop and plan content. Feedback from the preliminary revealed areas to improve like reducing clutter. Managing time better was also important. Technical skills like photography were practiced. Researching magazine conventions helped apply them appropriately while also challenging conventions to suit the intended audience and genre. Overall, the preliminary task provided valuable lessons that improved the quality of the final magazine project.
Evaluation question 6 powerpoint done
The document discusses various technologies and skills the author learned during creating a movie project. The author learned about using different camera angles beyond just left and right, such as high and low angles, to convey meaning. They also learned to use iMovie editing software after initial problems with Adobe software, including how to add transitions, cut sections, and import music. Viewing other students' films on YouTube provided inspiration and lessons on what works best. Research on IMDB also helped with understanding popular film genres and audiences.
Self Evaluation
Benjamin reflects on his group's pre-production, production, and post-production work on a music video project. In pre-production, they effectively delegated roles and finished tasks ahead of schedule due to Benjamin's past experience. Areas for improvement included being stricter about deadlines. During production, Benjamin's filming experience helped, though they could have captured additional shots. In post-production, Benjamin led the editing despite software changes, though allowing others more editing time could have improved skills and reduced mistakes made by rushing.
Question 6
The student learned that creating a media project takes significantly more time and effort than initially expected. They discovered the challenges of filming, such as camera and lighting issues, and that editing individual clips together on Premiere Pro software was difficult. The student also learned the importance of properly naming and organizing clips, as well as regularly rendering the project file. Through this process, the student improved their skills with camera operation, video editing, use of software effects, matching clips with sound, and blog posting.
Looking back at your prelim task, what have you learnt in the progression fro...
The document discusses the progression from a preliminary film task to the final product. Some key things learned were using camera shots like match on action and continuous filming. The preliminary task was a good first experience but some shots like the beginning and end were messy. For the final opening, a wider range of shots and editing effects were used to set the atmosphere. Looking back, focusing shots and using more variety would have improved the preliminary task. Comparing the two, there is clear improvement in shots like two shots and tracking shots which were done more perfectly in the final film.
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Ouestion 7 evaluation presentation
1) The document discusses lessons learned from creating a preliminary task that were applied to a final opening sequence media project. This included improved understanding of camera angles, actor performance, and story structure.
2) Creating a storyboard and shooting script helped provide organization and structure while filming, though some changes were made on location.
3) Time management skills from the preliminary task were useful for completing the opening sequence within deadline, though more time was needed for additional takes and improved footage quality.
4) Editing skills from the preliminary task, like match cuts and shot reverse shots, were implemented in the final edited opening sequence.
Media evaluation question 7
1) The document discusses the progression from the author's preliminary task to their full media production project.
2) The author feels they have greatly improved their skills in Adobe Photoshop and photography which allowed them to be more creative.
3) Key skills learned include image and text transformations, layering, letter spacing, and understanding media codes and conventions.
Evaluation question 7 final
The document discusses the author's progression in technical skills and use of software from their preliminary task to their full media product. They learned important technical skills like using a tripod, framing shots properly using the rule of thirds, ensuring continuity between shots, and how to edit shots with effects. They also progressed in their software skills, learning to use LiveType and switching from iMovie to Premiere Pro, which provided more advanced tools. Overall, the author learned the importance of planning and doing multiple takes of shots to have more options during editing for a higher quality final product.
Evaluation question 7 final
The document discusses the author's learning and progress in technical skills, software skills, and general filmmaking skills from an initial preliminary task to subsequent work. Some key lessons learned were: using a tripod and taking multiple takes improves shot quality; proper framing and following the rule of thirds enhances composition; maintaining continuity is important; and planning and reshoots are critical for a high quality final product. The author also learned to use editing software like Premiere Pro and design software like LiveType.
Evaluation question 7
The document discusses the author's progression in technical skills, software skills, and general filmmaking skills from their preliminary task to their full media product. For technical skills, the author learned the importance of using a tripod, taking multiple takes, proper framing within the rule of thirds, and ensuring continuity between shots. For software, the author learned how to use LiveType and Premiere Pro for advanced editing capabilities. Overall, the author learned to carefully plan, reshoot shots from different angles to pick the best one, and that planning leads to a better final product.
Evaluation question 7
The document discusses the learning and improvements from the author's preliminary task to their main film opening task. For the preliminary interview task, basic camera techniques were used to create a formal atmosphere but some shots were uneven. For the main opening task, a wider range of techniques like montage, zooms and angles were used to create a sense of unease. Editing skills improved with faster pacing and effects. Areas for future improvement include adding more action/dialogue and improving sound quality.
What have you learnt about technologies from the process of constructing this...
The document discusses technologies and skills learned from creating a film project. The author learned to use Adobe Premiere Pro for editing, a Nikon D3200 for filming and focusing, and how to act for the camera. They also learned how to position cameras to get the best shots and angles. Through trial and error in editing different shots together, the author learned about editing and sound matching. Creating unconventional shots and an original title sequence taught the importance of standing out to be noticed.
Quality child care animoto part 2
This document summarizes a student's experience completing an assignment on quality childcare using the Animoto website. The student learned a lot about the various aspects of quality childcare through creating the Animoto presentation. Some challenges were finding appropriate pictures under creative commons licenses and being unable to extend the display time for each picture. Overall, the student felt the assignment was a fun way to express their understanding of quality childcare and helped prepare them for their placement.
How did you use media technologies?
The student used various media technologies for research, planning, construction, and evaluation of their film project. Google and YouTube were heavily used for initial research on film genres, techniques, and story elements. During construction, they used a DSLR camera, struggled at first with camera techniques but improved with practice. Editing was done using Final Cut Pro, which they learned to use proficiently. Photoshop was used to create the film poster. Blogging, Prezi, and YouTube were used for presenting and evaluation.
Estings evaluation
The author created an E-Sting graphic for a competition using Adobe After Effects, Photoshop, and Illustrator. They researched previous E-Stings submissions to understand what to include. While initially unfamiliar with After Effects, the author learned new skills with teacher guidance. The graphic featured a meteor exploding into pieces, though some background elements could have been tidier. Overall, the author is pleased with the professional-looking result and their improved After Effects proficiency, despite facing time management challenges during the project's completion.
Digital Portfolio 2
This document is Jason Yeap's digital portfolio summarizing his college assignments and experiences from 2017 to 2018. It outlines his passion for video production and photography as well as projects he completed in classes like computer graphic design, web design, photography, and videography. It also details his internship experience at a media production company and involvement with his church's multimedia crew.
Prelim evaluation
The document summarizes the evaluation of a student's preliminary film project involving a tennis racket in a kitchen. The student acted in and helped film, storyboard, and edit the short film. Through this process, the student learned the importance of storyboarding and planning shots. The film successfully included specific shots and techniques as criteria. However, some of the filming was shaky as it was handheld and the editing had some continuity issues. In the future, the student will improve filming with a tripod, better lighting, and easier shots to edit.
Evaluation Media 2
The document discusses how the author and their team addressed their audience and attracted viewers to their thriller film project. They conducted market research and aimed to include popular elements like action and a female protagonist. The author also learned new skills in filming, editing, and creating a blog to document the process. They gained experience using software like iMovie and learned the importance of planning shots and adding music/sound effects when editing. The preliminary task helped them improve techniques for their final product by practicing with the camera and learning from mistakes.
Evaluation Question 7
The document discusses lessons learned from completing preliminary and main tasks related to creating a college magazine. It notes that time management is important, and that drafting helps structure ideas and prevents wasting time. It also stresses the importance of choosing reliable photo models that can follow directions, and of learning to use equipment like cameras and lighting to get the best possible images.
Application for specific production roles
Naomi Kendall has applied for several roles in the production of a project. For pre-production, she wants to be the director as she is organized, solves problems, and motivates team members. During production, she applied to be the cinematographer or camera operator despite less experience, but has photography skills and wants to study filmmaking. For post-production, she prefers editor but would also do CGI/effects if needed as it is a crucial role that brings the final project together.
Digital portfolio 2018 - Nicholas Ryan Lee
This digital portfolio is based on my learning journey throughout my diploma course so far. It has my experiences with class assignments, some freelance works and my internship experience at VMLY&R Malaysia.
film evaluation ben clayton
This document provides an evaluation of Ben Clayton's final film project. It discusses each stage of the production process including pre-production, production, post-production, scheduling, individual performance, team performance, troubleshooting, resources, production techniques, monitoring and review, early versions of the film, and the final film. Overall, Ben felt his pre-production planning went well but production faced challenges due to scheduling issues and equipment limitations that required additional filming.
Q7 Evaluation
The preliminary task helped the author learn important skills for the full magazine project, including how to use Photoshop and plan content. Feedback from the preliminary revealed areas to improve like reducing clutter. Managing time better was also important. Technical skills like photography were practiced. Researching magazine conventions helped apply them appropriately while also challenging conventions to suit the intended audience and genre. Overall, the preliminary task provided valuable lessons that improved the quality of the final magazine project.
Evaluation question 6 powerpoint done
The document discusses various technologies and skills the author learned during creating a movie project. The author learned about using different camera angles beyond just left and right, such as high and low angles, to convey meaning. They also learned to use iMovie editing software after initial problems with Adobe software, including how to add transitions, cut sections, and import music. Viewing other students' films on YouTube provided inspiration and lessons on what works best. Research on IMDB also helped with understanding popular film genres and audiences.
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Similar to Question 7
Self Evaluation
Benjamin reflects on his group's pre-production, production, and post-production work on a music video project. In pre-production, they effectively delegated roles and finished tasks ahead of schedule due to Benjamin's past experience. Areas for improvement included being stricter about deadlines. During production, Benjamin's filming experience helped, though they could have captured additional shots. In post-production, Benjamin led the editing despite software changes, though allowing others more editing time could have improved skills and reduced mistakes made by rushing.
Question 6
The student learned that creating a media project takes significantly more time and effort than initially expected. They discovered the challenges of filming, such as camera and lighting issues, and that editing individual clips together on Premiere Pro software was difficult. The student also learned the importance of properly naming and organizing clips, as well as regularly rendering the project file. Through this process, the student improved their skills with camera operation, video editing, use of software effects, matching clips with sound, and blog posting.
Looking back at your prelim task, what have you learnt in the progression fro...
The document discusses the progression from a preliminary film task to the final product. Some key things learned were using camera shots like match on action and continuous filming. The preliminary task was a good first experience but some shots like the beginning and end were messy. For the final opening, a wider range of shots and editing effects were used to set the atmosphere. Looking back, focusing shots and using more variety would have improved the preliminary task. Comparing the two, there is clear improvement in shots like two shots and tracking shots which were done more perfectly in the final film.
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 of preliminary
The document evaluates a preliminary film project. It notes that the camera work and editing were well done, creating a smooth clip with tense atmosphere. However, it could be improved with more variety of shots, angles, and transitions. The experience taught filming and editing skills, but zooming and steady camera work need more practice. Strengths included contributing ideas and storyboarding, while weaknesses were in smooth zooming. The group worked well together but needs more detailed planning.
Eval 7
From producing a preliminary task to a full product, the author learned significant skills in camera work, directing, editing, and teamwork. For the preliminary task, the author's camera skills were limited and the directing was disorganized. However, experience with different shots and editing software improved the author's abilities. Additional research helped add special effects. Coordination with the team also improved, allowing for better planning and task distribution. These gained skills led to a main task that incorporated more advanced shots and tighter editing than the preliminary version.
As media preliminary task evaluation
This is an evaluation on my film piece for As Media Studies.
Watch it here.
https://www.youtube.com/watch?v=i-nUzzNwyWg&index=9&list=PL39RK5NuuAt3a16zRUidR-cUwfUqWe3_5
Preliminary Evaluation
The group worked well together and captured all the necessary shots to practice their camera skills. However, the preliminary task could have been improved by adding close-up shots and better transitions. Editing was difficult due to multiple retakes and ensuring continuity across shots. Finding an undisturbed location and incorporating everyone's ideas were also challenges. To overcome issues going forward, the group will plan filming dates in advance and use their own equipment to avoid technical problems. The storyboard helped the group plan the shots and scenes effectively to save time during filming.
Evaluation powerpoint
This document summarizes a student's experience filming a short video clip using continuity techniques for class. The student learned how to properly use a video camera and editing software. Time management was challenging, but the finished product came together well. Areas for improvement include better time planning and experimenting more with editing features. While some continuity techniques were successfully used, others like the 180 degree rule were difficult to include. The student evaluated their positive contribution to group roles and workflow.
Evaluation Question 7
The document discusses the learning process of creating short films for class assignments. It describes creating a preliminary sequence about a man discovering his girlfriend's pregnancy. For their coursework, the student group created an opening action film sequence with various shots and angles. They received feedback on the preliminary sequence but did not conduct formal audience research. The student learned about shooting different angles, proper dialogue techniques, and organizing group work to improve their skills and sequences.
question 7
The document discusses the student's experiences filming preliminary sequences and opening sequences for class projects. It covers what they learned about shooting techniques like different camera angles, continuity, and dialogue. They improved at audience research and feedback between the preliminary and opening sequences. The student also discusses what they learned about teamwork, organization, and the filming and editing process.
Looking back at your preliminary task, what
From filming the preliminary video to creating the full horror opening, I have learned a lot about camera work and video editing. For the preliminary video, I had little experience with camera angles, but working with the group on the full opening helped me improve by learning from others' skills. I now understand the importance of camera angles and pacing in editing to keep audiences engaged. While I still have more to learn about advanced editing techniques, I have become more proficient at audio editing and inserting sounds to enhance the video overall.
Question 7 evaluation
The document discusses the learning and improvements from a student's preliminary film task to their full film opening project. For the preliminary task, the student filmed a scene with classmates involving different shots. The student learned about camera shots, rules, and editing but found the software difficult. Improvements would include more time, a better location, and smoother transitions. For the full project, more filming, continuity, and conventions were needed but the preliminary task prepared the student on techniques and helped the group work more professionally.
Question 7
The document discusses the progression from the preliminary task to the main task. It describes some mistakes made in the preliminary task, such as poor sound quality and editing errors. It then outlines improvements made for the final production, including using better equipment, more advanced camera techniques, storyboarding, and higher quality editing and sound. Overall, the group learned valuable skills from the preliminary task that helped strengthen their final media production project.
Evaluation of the preliminary task
The document discusses what was learned from planning and carrying out a preliminary anti-smoking video task. It summarizes that picking the best idea from brainstorming and incorporating elements from peers helped develop the storyboard, though the storyboard needed improvement. Research on other films could have strengthened the final product. Equipment like cameras require care and different shots, while microphones and headphones helped capture clearer audio. Editing was challenging but became easier with practice, and allowing input improved the video, though working steadily is important to avoid delays.
Question 7
The student learned important filmmaking skills and techniques through preliminary tasks and their full film project. They gained experience with shooting rules, shot types, and basic editing. Planning and working with a group were also challenges that helped the student learn. While the first shoot of the film lacked planning, the second was improved by applying lessons from mistakes. Overall, the student learned strong planning and preparation are essential for successful filmmaking.
Question 7
The student learned important filmmaking skills and techniques through preliminary tasks and their full film project. They gained experience with shooting rules, shot types, and basic editing. Planning and working with a group were also challenges that helped the student learn. While the first shoot of the film lacked planning, the second was improved by applying lessons from mistakes. Overall, the student learned strong planning and preparation are essential for successful filmmaking.
Ouestion 7 evaluation presentation
In the preliminary task, the filmmaker learned important skills like camera angles and editing techniques. This helped tremendously when filming and editing the actual opening sequence. Specifically, experience with storyboarding, time management, and acting improved the quality and professionalism of the final product. While challenges remained, such as actor availability and limited time, the preliminary task prepared the group well and they were able to complete the opening sequence on deadline.
Question 7
The student learned improved time management, organization, planning, and storyboarding skills from the preliminary task to the full film opening project. They utilized scheduling tools, video diaries, and collaborative blogs to better coordinate their work. While meeting in-person remained challenging, technology helped facilitate communication. More thought was given to conventions, mise-en-scene, and titles to better appeal to their target audience for the film opening compared to the preliminary task.
Question 7 evaluation
The document discusses the learning process from a preliminary filmmaking task to a full film opening project. For the preliminary task, the author filmed a scene with classmates involving different shots. They struggled with editing software but learned about camera shots, continuity, and location importance. For the full project, more time was needed for planning, improved editing, and creating a cohesive plot and film opening conventions were followed. Overall, the preliminary task helped prepare skills but the full project required a higher standard of quality.
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Looking back at your prelim task, what have you learnt in the progression fro...
Looking back at your prelim task, what have you learnt in the progression fro...
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University of Western Sydney degree offer diploma Transcript
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Unveiling Paul Haggis Shaping Cinema Through Diversity. .pdf
Paul Haggis is undoubtedly a visionary filmmaker whose work has not only shaped cinema but has also pushed boundaries when it comes to diversity and representation within the industry. From his thought-provoking scripts to his engaging directorial style, Haggis has become a prominent figure in the world of film.
Authenticity in Motion Pictures: How Steve Greisen Retains Real Stories
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留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
The Unbelievable Tale of Dwayne Johnson Kidnapping: A Riveting Saga
Introduction
The notion of Dwayne Johnson kidnapping seems straight out of a Hollywood thriller. Dwayne "The Rock" Johnson, known for his larger-than-life persona, immense popularity. and action-packed filmography, is the last person anyone would envision being a victim of kidnapping. Yet, the bizarre and riveting tale of such an incident, filled with twists and turns. has captured the imagination of many. In this article, we delve into the intricate details of this astonishing event. exploring every aspect, from the dramatic rescue operation to the aftermath and the lessons learned.
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The Origins of the Dwayne Johnson Kidnapping Saga
Dwayne Johnson: A Brief Background
Before discussing the specifics of the kidnapping. it is crucial to understand who Dwayne Johnson is and why his kidnapping would be so significant. Born May 2, 1972, Dwayne Douglas Johnson is an American actor, producer, businessman. and former professional wrestler. Known by his ring name, "The Rock," he gained fame in the World Wrestling Federation (WWF, now WWE) before transitioning to a successful career in Hollywood.
Johnson's filmography includes blockbuster hits such as "The Fast and the Furious" series, "Jumanji," "Moana," and "San Andreas." His charismatic personality, impressive physique. and action-star status have made him a beloved figure worldwide. Thus, the news of his kidnapping would send shockwaves across the globe.
Setting the Scene: The Day of the Kidnapping
The incident of Dwayne Johnson's kidnapping began on an ordinary day. Johnson was filming his latest high-octane action film set to break box office records. The location was a remote yet scenic area. chosen for its rugged terrain and breathtaking vistas. perfect for the film's climactic scenes.
But, beneath the veneer of normalcy, a sinister plot was unfolding. Unbeknownst to Johnson and his team, a group of criminals had planned his abduction. hoping to leverage his celebrity status for a hefty ransom. The stage was set for an event that would soon dominate worldwide headlines and social media feeds.
The Abduction: Unfolding the Dwayne Johnson Kidnapping
The Moment of Capture
On the day of the kidnapping, everything seemed to be proceeding as usual on set. Johnson and his co-stars and crew were engrossed in shooting a particularly demanding scene. As the day wore on, the production team took a short break. providing the kidnappers with the perfect opportunity to strike.
The abduction was executed with military precision. A group of masked men, armed and organized, infiltrated the set. They created chaos, taking advantage of the confusion to isolate Johnson. Johnson was outnumbered and caught off guard despite his formidable strength and fighting skills. The kidnappers overpowered him, bundled him into a waiting vehicle. and sped away, leaving everyone on set in a state of shock and disbelief.
The Immediate Aftermath
The immediate aftermath of the Dwayne Johnson kidnappin
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原版纸张【微信：741003700 】【(nyu毕业证书)美国纽约大学毕业证、文凭毕业证】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
定制(uow毕业证书)卧龙岗大学毕业证文凭学位证书原版一模一样
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本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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Leonardo DiCaprio House: A Journey Through His Extravagant Real Estate Portfolio
Introduction
Leonardo DiCaprio, A name synonymous with Hollywood excellence. is not only known for his stellar acting career but also for his impressive real estate investments. The "Leonardo DiCaprio house" is a topic that piques the interest of many. as the Oscar-winning actor has amassed a diverse portfolio of luxurious properties. DiCaprio's homes reflect his varied tastes and commitment to sustainability. from retreats to historic mansions. This article will delve into the fascinating world of Leonardo DiCaprio's real estate. Exploring the details of his most notable residences. and the unique aspects that make them stand out.
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Leonardo DiCaprio House: Malibu Beachfront Retreat
A Prime Location
His Malibu beachfront house is one of the most famous properties in Leonardo DiCaprio's real estate portfolio. Situated in the exclusive Carbon Beach. also known as "Billionaire's Beach," this property boasts stunning ocean views and private beach access. The "Leonardo DiCaprio house" in Malibu is a testament to the actor's love for the sea and his penchant for luxurious living.
Architectural Highlights
The Malibu house features a modern design with clean lines, large windows. and open spaces blending indoor and outdoor living. The expansive deck and patio areas provide ample space for entertaining guests or enjoying a quiet sunset. The house has state-of-the-art amenities. including a gourmet kitchen, a home theatre, and many guest suites.
Sustainable Features
Leonardo DiCaprio is a well-known environmental activist. whose Malibu house reflects his commitment to sustainability. The property incorporates solar panels, energy-efficient appliances, and sustainable building materials. The landscaping around the house is also designed to be water-efficient. featuring drought-resistant plants and intelligent irrigation systems.
Leonardo DiCaprio House: Hollywood Hills Hideaway
Privacy and Seclusion
Another remarkable property in Leonardo DiCaprio's collection is his Hollywood Hills house. This secluded retreat offers privacy and tranquility. making it an ideal escape from the hustle and bustle of Los Angeles. The "Leonardo DiCaprio house" in Hollywood Hills nestled among lush greenery. and offers panoramic views of the city and surrounding landscapes.
Design and Amenities
The Hollywood Hills house is a mid-century modern gem characterized by its sleek design and floor-to-ceiling windows. The open-concept living space is perfect for entertaining. while the cozy bedrooms provide a comfortable retreat. The property also features a swimming pool, and outdoor dining area. and a spacious deck that overlooks the cityscape.
Environmental Initiatives
The Hollywood Hills house incorporates several green features that are in line with DiCaprio's environmental values. The home has solar panels, energy-efficient lighting, and a rainwater harvesting system. Additionally, the landscaping designed to support local wildlife and promote
DIGIDEVTV A New area of OTT Distribution
At Digidev, we are working to be the leader in interactive streaming platforms of choice by smart device users worldwide.
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哪里买(osu毕业证书)美国俄勒冈州立大学毕业证双学位证书原版一模一样
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本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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The way we consume television has evolved dramatically over the past decade. Internet Protocol Television (IPTV) has emerged as a popular alternative to traditional cable and satellite TV, offering a wide range of channels and on-demand content via the internet. In Ireland, IPTV is rapidly gaining traction, with Xtreame HDTV being one of the prominent providers in the market. This comprehensive guide will delve into everything you need to know about IPTV Ireland, focusing on Xtreame HDTV, its features, benefits, and how it is revolutionizing TV viewing for Irish audiences.
Orpah Winfrey Dwayne Johnson: Titans of Influence and Inspiration
Introduction
In the realm of entertainment, few names resonate as Orpah Winfrey Dwayne Johnson. Both figures have carved unique paths in the industry. achieving unparalleled success and becoming iconic symbols of perseverance, resilience, and inspiration. This article delves into the lives, careers. and enduring legacies of Orpah Winfrey Dwayne Johnson. exploring how their journeys intersect and what we can learn from their remarkable stories.
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Early Life and Backgrounds
Orpah Winfrey: From Humble Beginnings to Media Mogul
Orpah Winfrey, often known as Oprah due to a misspelling on her birth certificate. was born on January 29, 1954, in Kosciusko, Mississippi. Raised in poverty by her grandmother, Winfrey's early life was marked by hardship and adversity. Despite these challenges. she demonstrated a keen intellect and an early talent for public speaking.
Winfrey's journey to success began with a scholarship to Tennessee State University. where she studied communication. Her first job in media was as a co-anchor for the local evening news in Nashville. This role paved the way for her eventual transition to talk show hosting. where she found her true calling.
Dwayne Johnson: From Wrestling Royalty to Hollywood Superstar
Dwayne Johnson, also known by his ring name "The Rock," was born on May 2, 1972, in Hayward, California. He comes from a family of professional wrestlers, with both his father, Rocky Johnson. and his grandfather, Peter Maivia, being notable figures in the wrestling world. Johnson's early life was spent moving between New Zealand and the United States. experiencing a variety of cultural influences.
Before entering the world of professional wrestling. Johnson had aspirations of becoming a professional football player. He played college football at the University of Miami. where he was part of a national championship team. But, injuries curtailed his football career, leading him to follow in his family's footsteps and enter the wrestling ring.
Career Milestones
Orpah Winfrey: The Queen of All Media
Winfrey's career breakthrough came in 1986 when she launched "The Oprah Winfrey Show." The show became a cultural phenomenon. drawing millions of viewers daily and earning many awards. Winfrey's empathetic and candid interviewing style resonated with audiences. helping her tackle diverse and often challenging topics.
Beyond her talk show, Winfrey expanded her empire to include the creation of Harpo Productions. a multimedia production company. She also launched "O, The Oprah Magazine" and OWN: Oprah Winfrey Network, further solidifying her status as a media mogul.
Dwayne Johnson: From The Ring to The Big Screen
Dwayne Johnson's wrestling career took off in the late 1990s. when he became one of the most charismatic and popular figures in WWE. His larger-than-life persona and catchphrases endeared him to fans. making him a household name. But, Johnson had ambitions beyond the wrestling ring.
In the early 20
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Leonardo DiCaprio, a name synonymous with Hollywood stardom and acting excellence. has captivated audiences for decades with his talent and charisma. But, the Leonardo DiCaprio haircut is one aspect of his public persona that has garnered attention. From his early days as a teenage heartthrob to his current status as a seasoned actor and environmental activist. DiCaprio's hairstyles have evolved. reflecting both his personal growth and the changing trends in fashion. This article delves into the many phases of the Leonardo DiCaprio haircut. exploring its significance and impact on pop culture.
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University of Western Sydney degree offer diploma Transcript
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Question 7
- 1. Question 7 Looking back at your preliminary task, what have you learnt in this progression from that to the final product The preliminary task As a group we was sort of nerves about the final vide and how were going to film it how were going to act and how were going to get ready for it. Therefore the preliminary gave us as a group a boost of confidence and more skills. For some of us in the group was the first filming ever, and those ones we helped each other in any way possible to get the most of each other’s skills of filming and acting. As a group because it was some of us first time filming and acting I personally think that we have done well with the filming and acting and also the editing the cuts to that it blends with each clip. In the preliminary we had the chance to get a turn each on acting and filming which gave us a idea what it feels like. First of all we did one video which Sana and Jamiul played in while Iram and I was directing and filming. Then we swapped around and everyone done a part each and experienced how it is.
- 2. The good and bad elements of our preliminary One of the best ways of working as a group is because we can share our work and also share ideas. We also got closer as a group and started to communicate together which also helped us get our work done. I was very surprised the amount of work and plan that needed to be done behind ay filming or movie. I also gained a lot of information about the film industry One of the other positive thing about the preliminary video was to gain some skills in some of the programs like final cut which we used it to cut the clips and blend it. This new skill that I gained will also be useful in the future for my education. Because we was a group and we worked as a group in some of the days there was one of us not in so we had some problems with the attendance of our team members. I also struggled to get used to blogger and the way it was used, therefore I spent a lot of time getting used to blogger and the way its used. I personally didn’t know what I was doing including blogging however I think I went back in track quick and stated to blog well enough. However if I know the end was going to be like this and we was going to use blog I could of made my blog better and planned out more before doing it, which would of made it more quality. Overall I was pleased with the course, it was a different way of doing coursework but it was different. I am also pleased that I gained a lot of knowledge from this course, which will be helpful in the future of my career or education. Where we happy with the preliminary video? As a group we all was happy with the final outcome. Because it was our first film that we acted on we was proud of what we have achieved. Well I was proud. When we watched it back it seemed like it was done professionally and that’s probably because the angels of the camera was done well and the editing cuts was well cut.