Question 7
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Since their preliminary task, the author has learned to use the camera more efficiently to capture necessary shots. Researching the genre provided knowledge that helped in creating their own film sequence. Their shots have improved by using typical horror film shots that are steadier and smoother due to better knowledge of techniques. While initially uncomfortable with equipment, the author now feels confident using cameras and tripods. They believe the final product will fulfill the brief of an opening horror film sequence well based on following the requirements.
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Evaluation 7
1. The document discusses what the author has learned throughout creating a film opening project.
2. Key skills developed include editing, filming, directing, and understanding different roles. Editing skills improved through learning to use Adobe Premiere and synchronize footage and music.
3. Following techniques like the 180 degree rule, storyboarding, and filming excessive footage helped improve the quality and success of the final product. Attention to detail was also important.
Use of digital technology
The document discusses the use of digital technology in filmmaking. It describes using Blogger to upload a one-minute film and taking feedback to improve a preliminary film. It also discusses researching film techniques like the rule of thirds. The document then covers using a Canon DSLR camera and 50mm macro lens to film openings, having battery issues. It finishes by discussing using Final Cut Pro for editing and YouTube for uploading and storing video footage.
Evaluation zoe
Planning was helpful for the production stage by creating a production proposal, mind map, and shot list. The planning documents outlined the film's genre, ideas, and achievable scenes to film. During production, tasks were split equally between planning, filming, and editing. The individual brought different skills, with one more comfortable acting and the other knowledgeable about composition. Technical elements like camera shots, sound, editing, mise en scene, and location were effectively used but could be improved with more time. Key skills to improve for A2 productions include developing editing skills and knowledge of the Adobe Premier Elements software.
Evaluation 6
We used a Canon DSLR 650D camera to film our thriller. The camera produced very clear, high quality footage, but any slight movement of the lens could cause blurriness. We used different lenses and a tripod to get stable shots from various angles and distances. The camera's large size and weight made some high-angle shots difficult without shake.
For editing, we used the Final Cut Pro X software on an Apple Mac computer. The software had many features but was difficult to learn at first. By watching tutorial videos, I learned basic editing skills like trimming clips and adding music. The software was sometimes slow and the Mac froze occasionally, causing issues importing footage.
A2 Question 1
This document discusses how a media product uses and develops conventions from real media products in different genres.
It summarizes how a movie poster was designed with conventions like including the main actors at the top and production details at the bottom. The magazine cover was modeled after Empire magazines to look professional with genre-appropriate strap lines and high quality images.
The trailer was inspired by films like The A-Team and Limitless for shot types and editing styles but did not directly copy them. It maintained conventions for the genre like using an intense soundtrack. Dark clothing for actors was used to fit the Action/Thriller genre conventions.
Ben ev task 7
Research and planning is vital to the success of any film production. For the preliminary task, there was little research and planning - the group had a short discussion about what to film and where. However, for the thriller opening there was significantly more research and planning, including questionnaires, focus groups, and plot pitches.
Production techniques improved from the preliminary task to the thriller opening. For the preliminary task, the camera settings were not adjusted, but for the thriller various camera techniques were used, such as adjusting the white balance and focus and following the rule of thirds.
Post-production involved more advanced editing for the thriller opening compared to the preliminary task. More footage was collected and trimmed down for the thriller, and
Question 7
Through completing their preliminary task and final thriller opening, the filmmakers learned several important lessons about planning and production. For the final opening, they spent more time planning key elements like location and storyboarding, which saved filming and editing time. They also improved their equipment skills from the preliminary task. Overall, their planning, organization, and filmmaking skills improved greatly between the early and later projects.
Evaluation questin 4
The student used several new media technologies in creating their teaser trailer project. They used GarageBand to design and record the soundtrack, creating unique instruments and beats. Final Cut Pro was used to edit the trailer, adding transitions, titles, and merging audio and video clips. Illustrator was utilized to design the company logo and poster text and fonts. Photoshop allowed designing of the poster background and placing images on the magazine cover. A Canon 80D camera captured high quality footage that was then imported into Final Cut Pro for editing.
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Evaluation 7
1. The document discusses what the author has learned throughout creating a film opening project.
2. Key skills developed include editing, filming, directing, and understanding different roles. Editing skills improved through learning to use Adobe Premiere and synchronize footage and music.
3. Following techniques like the 180 degree rule, storyboarding, and filming excessive footage helped improve the quality and success of the final product. Attention to detail was also important.
Use of digital technology
The document discusses the use of digital technology in filmmaking. It describes using Blogger to upload a one-minute film and taking feedback to improve a preliminary film. It also discusses researching film techniques like the rule of thirds. The document then covers using a Canon DSLR camera and 50mm macro lens to film openings, having battery issues. It finishes by discussing using Final Cut Pro for editing and YouTube for uploading and storing video footage.
Evaluation zoe
Planning was helpful for the production stage by creating a production proposal, mind map, and shot list. The planning documents outlined the film's genre, ideas, and achievable scenes to film. During production, tasks were split equally between planning, filming, and editing. The individual brought different skills, with one more comfortable acting and the other knowledgeable about composition. Technical elements like camera shots, sound, editing, mise en scene, and location were effectively used but could be improved with more time. Key skills to improve for A2 productions include developing editing skills and knowledge of the Adobe Premier Elements software.
Evaluation 6
We used a Canon DSLR 650D camera to film our thriller. The camera produced very clear, high quality footage, but any slight movement of the lens could cause blurriness. We used different lenses and a tripod to get stable shots from various angles and distances. The camera's large size and weight made some high-angle shots difficult without shake.
For editing, we used the Final Cut Pro X software on an Apple Mac computer. The software had many features but was difficult to learn at first. By watching tutorial videos, I learned basic editing skills like trimming clips and adding music. The software was sometimes slow and the Mac froze occasionally, causing issues importing footage.
A2 Question 1
This document discusses how a media product uses and develops conventions from real media products in different genres.
It summarizes how a movie poster was designed with conventions like including the main actors at the top and production details at the bottom. The magazine cover was modeled after Empire magazines to look professional with genre-appropriate strap lines and high quality images.
The trailer was inspired by films like The A-Team and Limitless for shot types and editing styles but did not directly copy them. It maintained conventions for the genre like using an intense soundtrack. Dark clothing for actors was used to fit the Action/Thriller genre conventions.
Ben ev task 7
Research and planning is vital to the success of any film production. For the preliminary task, there was little research and planning - the group had a short discussion about what to film and where. However, for the thriller opening there was significantly more research and planning, including questionnaires, focus groups, and plot pitches.
Production techniques improved from the preliminary task to the thriller opening. For the preliminary task, the camera settings were not adjusted, but for the thriller various camera techniques were used, such as adjusting the white balance and focus and following the rule of thirds.
Post-production involved more advanced editing for the thriller opening compared to the preliminary task. More footage was collected and trimmed down for the thriller, and
Question 7
Through completing their preliminary task and final thriller opening, the filmmakers learned several important lessons about planning and production. For the final opening, they spent more time planning key elements like location and storyboarding, which saved filming and editing time. They also improved their equipment skills from the preliminary task. Overall, their planning, organization, and filmmaking skills improved greatly between the early and later projects.
Evaluation questin 4
The student used several new media technologies in creating their teaser trailer project. They used GarageBand to design and record the soundtrack, creating unique instruments and beats. Final Cut Pro was used to edit the trailer, adding transitions, titles, and merging audio and video clips. Illustrator was utilized to design the company logo and poster text and fonts. Photoshop allowed designing of the poster background and placing images on the magazine cover. A Canon 80D camera captured high quality footage that was then imported into Final Cut Pro for editing.
What have you learned about technology through this project?
Joel Griffiths learned several things about technology through creating a film project. He used a Pentax DSLR camera that allowed him to film in 1080p and gave professional quality footage. He also used Adobe Premier Pro editing software, which he found easy to learn and allowed him to create effects like time lapses. Additionally, he used a portable tripod that provided stability for different camera angles and movements. Overall, the technology allowed him to achieve high quality footage and develop his filmmaking skills.
7. evaluation
The document discusses the improvements made from the preliminary task to the final film project. Planning was more meticulous for the final film, including multiple script drafts and storyboards. Footage quality improved through using a tripod instead of handheld shooting and taking multiple takes. Editing skills grew from using iMovie initially to Final Cut Pro, which provided better editing tools, filters, color options, and title animations. Music was also incorporated to add suspense.
Preliminary comparison
The document discusses the learning and skill development that occurred between an initial preliminary film project and a final film project. It notes that for the preliminary, the author had no prior experience with filming or editing, which led to issues like choppy editing, unsteady camera work, and poor acting. However, working on the preliminary served as a valuable learning experience, helping the author gain experience and skills in areas like operating camera equipment steadily, using editing software, and planning shots and lighting - which allowed for a significant improvement in quality between the preliminary and final film.
Question 7 looking back at your preliminary task,what do you feel you have l...
The student learned several important lessons when progressing from their preliminary film task to the full film product. For the preliminary task, they used basic equipment which produced a low quality, half minute film with poor editing and planning. However, it helped them learn better filming, editing, planning and teamwork skills. For the full product, they applied these lessons to plan more thoroughly, use higher quality equipment, improve their editing skills, and strengthen team communication. The end result was a much higher quality film that showed the effects of practicing and learning from their earlier mistakes.
Unit 2-and-3-task-8
The production could have been improved by spending more time on it to allow for additional takes and a better final result. Some shots did not clearly show characters due to low lighting and high key lighting should have been used. More dialogue was needed as well since rushing led to cutting some dialogue, which would have helped audiences understand the story better. A higher budget also could have improved the production by allowing better props like fake blood instead of ketchup and better costumes for the killer.
Q7: looking back at preliminary.
The document discusses improvements made from a preliminary film project to the final production. It identifies several areas where the filmmakers' skills and the quality of the final product improved, including: more careful planning and drafting; better framing of shots; use of more advanced editing software; more creative typography and idents; incorporation of camera movements; improved sound design; and more consideration of lighting and color grading. The progression allowed the filmmakers to create a final product that was better planned, executed, and received.
Q6
The document discusses various technologies used during the research and production of a film. Search engines like Google and Bing were used to research similar films and film techniques. Blogger was used to showcase the work, though embedding videos and photos was difficult. SurveyMonkey was used to create an effective questionnaire to gather audience input, which helped improve the film. Adobe Premiere Pro was used to edit the film together, which had a steep learning curve requiring research into its features. Adobe After Effects was also used briefly for the title sequence, leveraging the author's experience with the program. Overall the technologies, especially research using SurveyMonkey, contributed significantly to the quality of the final film product.
Kirsten q3 6 7
The document discusses the evaluation of a student film project. It summarizes that the film has the potential to be popular like a Hollywood movie because it tells an interesting story aimed at 15-24 year olds. It is based on the film Phone Booth. The style aims for a modern, casual look like everyday college life. The film would likely be produced by Fox 2000 Pictures, known for similar films. Camera equipment like tripods allowed clear shots while moving between locations but limited rain filming. Video editing software like Final Cut Pro made cutting and adding music easy though adapting to the animatic was difficult. Through the project, the students learned proper camera techniques and setup as well as group collaboration.
Q7
Our preliminary task focused on continuity through a character moving and sitting across from another for a dialogue exchange. This demonstrated match-on-action, shot reverse shot, and the 180-degree rule. For our full film opening sequence, we adapted elements from the preliminary task, using the 180-degree rule in establishing town scenes but changing it later to confuse viewers during an ending chaos scene. We learned from mistakes in the preliminary task to use filmmaking techniques more effectively in the main film.
Evaluation Q7
The document summarizes what the group learned between their preliminary task and full 2-minute film opening. They filmed a continuity exercise demonstrating shot/reverse shot and the 180-degree rule. For the opening, they applied skills in cinematography, editing, and following filmmaking rules learned. They improved lighting, stabilized camera shots, and expanded editing skills like color correction and effects. Overall, the group progressed significantly from the initial task by applying lessons to film more advanced shots and create a polished 2-minute opening.
Evaluation Question 3
The document summarizes feedback received on a movie trailer and the changes made in response. It discusses receiving feedback from a test screening with classmates, including verbal feedback and a word cloud of commonly mentioned areas to improve. The key criticism was shots in the montage being too long, so they shortened each shot and the overall trailer length. They also made comic scenes clearer by adding more cartoon elements and upbeat music. Color editing was done to better show a mood change, and a second test screening gathered feedback from their target audience through a questionnaire.
Amad Reflection of p task Finished
1. The document reflects on a group project to create a 2-minute video clip demonstrating various film techniques.
2. Planning for the project was ineffective as the group struggled to establish a motivation for the characters, which hindered their ability to film successfully.
3. While contributions during filming were effective, improvements are needed for better planning, ensuring fully charged cameras, removing tripod from shots, and creating a script to maximize efficient filming.
Technology used in production
DaFont was used to create fonts for a magazine and poster, YouTube was used to share a movie with other students to get feedback on improvements needed, and research on genres, poster designs, audiences, and editing software like Final Cut Express was conducted to create and promote a horror movie trailer which was filmed using an HD SLR camera and whose process was documented in a blog.
Question 7 for Evaluation
1) Since creating their preliminary task, the author has learned more about different forms of media and how to present research using techniques like conventions and editing styles to indicate genre.
2) They have also improved their camerawork and editing skills, like using more advanced techniques like color correcting, continuity editing, and smoother cuts in their opening scene compared to basic techniques in the preliminary.
3) Filming their product helped them learn lessons like using establishing shots to set the scene and context for the audience, and improving techniques like panning shots to be smoother and better framed.
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.
Evaluation question 6
The document discusses technologies used to construct a product's opening sequence. It identifies Adobe Premiere Pro, Illustrator, and Photoshop as the technologies used. It notes that Premiere Pro was effective for audio adjustment and that good shots were captured, while a title was designed well in Illustrator and Photoshop. Areas for improvement include re-shooting some footage to remove cameraman shadows and adding more camera angles.
Objects of desire evaluation
The document provides an evaluation of the author's television advertisement project. It summarizes the main strengths as sticking closely to the storyboard and enjoying the editing process. Weaknesses included struggling to keep shots in focus while working alone and lighting issues from shooting indoors. To address these, the author had others help focus shots and used color correction in post-production. Overall, the author is proud of the final product but would shoot more outdoors and request camera assistance for future projects.
Callum balfour as production tasks feedback sheet
This document provides feedback from a teacher to a student, Callum Balfour, on their pre-production tasks for a film project. The teacher comments that most tasks were completed well at a level 2 standard, including research on similar films, genre, target audience, script, storyboards, shotlist, locations, costumes, props, equipment, and production schedule. However, more detail was needed on script drafts and actor choices to achieve a level 3. The student has since addressed these areas by adding more re-drafts, explanations for choosing actors, and receiving an improved final mark of 13 out of 20.
Perkembangan pohon jabon di Awasagara
Green Warrior Income Generator adalah Strategi menjadikan gerakan penghijauan serta penghematan penggunaan BBM menjadi sebuah bisnis multiplikasi yang hasilnya sangat menguntungkan dan mudah, sehingga semua orang ingin terlibat dengan semangat sebagai
Green Warrior.
Support By : http://ratujabon.com/
Thriller storyboards Austen Nuttall
This document contains two versions of storyboards for a thriller film. Version 1 and Version 2 provide visual outlines of key scenes and events in the thriller through a series of drawings and descriptions. The storyboards help plan and develop the plot and visual style of the thriller before full filming.
Trailer research
This document analyzes the trailer for Les Miserables and discusses how various elements are used to advertise the film. It examines how the recognizable songs from the musical help capture audiences and introduce the storyline. There is no voiceover, allowing the lyrics to narrate the story. Key characters are shown being played by famous actors like Hugh Jackman and Anne Hathaway. Cinematography uses close-ups and shots to set the scene and show emotion. Costumes and settings reflect the time period and themes of conflict in the film. Through these elements, the trailer develops a narrative and creates anticipation to entice audiences to watch Les Miserables.
Investigating film titles
The document discusses various techniques used in film titles and trailers that the author intends to apply to their own film. These include using cross dissolves between title cards, having the titles relate to subsequent shots, using white text on a black background for a professional look, considering fantasy or dramatic color schemes depending on the film's genre, and including production credits and actor names as is typical at the end of trailers. The author recognizes elements from professional trailers that could improve their own non-professional trailer.
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What's hot
What have you learned about technology through this project?
Joel Griffiths learned several things about technology through creating a film project. He used a Pentax DSLR camera that allowed him to film in 1080p and gave professional quality footage. He also used Adobe Premier Pro editing software, which he found easy to learn and allowed him to create effects like time lapses. Additionally, he used a portable tripod that provided stability for different camera angles and movements. Overall, the technology allowed him to achieve high quality footage and develop his filmmaking skills.
7. evaluation
The document discusses the improvements made from the preliminary task to the final film project. Planning was more meticulous for the final film, including multiple script drafts and storyboards. Footage quality improved through using a tripod instead of handheld shooting and taking multiple takes. Editing skills grew from using iMovie initially to Final Cut Pro, which provided better editing tools, filters, color options, and title animations. Music was also incorporated to add suspense.
Preliminary comparison
The document discusses the learning and skill development that occurred between an initial preliminary film project and a final film project. It notes that for the preliminary, the author had no prior experience with filming or editing, which led to issues like choppy editing, unsteady camera work, and poor acting. However, working on the preliminary served as a valuable learning experience, helping the author gain experience and skills in areas like operating camera equipment steadily, using editing software, and planning shots and lighting - which allowed for a significant improvement in quality between the preliminary and final film.
Question 7 looking back at your preliminary task,what do you feel you have l...
The student learned several important lessons when progressing from their preliminary film task to the full film product. For the preliminary task, they used basic equipment which produced a low quality, half minute film with poor editing and planning. However, it helped them learn better filming, editing, planning and teamwork skills. For the full product, they applied these lessons to plan more thoroughly, use higher quality equipment, improve their editing skills, and strengthen team communication. The end result was a much higher quality film that showed the effects of practicing and learning from their earlier mistakes.
Unit 2-and-3-task-8
The production could have been improved by spending more time on it to allow for additional takes and a better final result. Some shots did not clearly show characters due to low lighting and high key lighting should have been used. More dialogue was needed as well since rushing led to cutting some dialogue, which would have helped audiences understand the story better. A higher budget also could have improved the production by allowing better props like fake blood instead of ketchup and better costumes for the killer.
Q7: looking back at preliminary.
The document discusses improvements made from a preliminary film project to the final production. It identifies several areas where the filmmakers' skills and the quality of the final product improved, including: more careful planning and drafting; better framing of shots; use of more advanced editing software; more creative typography and idents; incorporation of camera movements; improved sound design; and more consideration of lighting and color grading. The progression allowed the filmmakers to create a final product that was better planned, executed, and received.
Q6
The document discusses various technologies used during the research and production of a film. Search engines like Google and Bing were used to research similar films and film techniques. Blogger was used to showcase the work, though embedding videos and photos was difficult. SurveyMonkey was used to create an effective questionnaire to gather audience input, which helped improve the film. Adobe Premiere Pro was used to edit the film together, which had a steep learning curve requiring research into its features. Adobe After Effects was also used briefly for the title sequence, leveraging the author's experience with the program. Overall the technologies, especially research using SurveyMonkey, contributed significantly to the quality of the final film product.
Kirsten q3 6 7
The document discusses the evaluation of a student film project. It summarizes that the film has the potential to be popular like a Hollywood movie because it tells an interesting story aimed at 15-24 year olds. It is based on the film Phone Booth. The style aims for a modern, casual look like everyday college life. The film would likely be produced by Fox 2000 Pictures, known for similar films. Camera equipment like tripods allowed clear shots while moving between locations but limited rain filming. Video editing software like Final Cut Pro made cutting and adding music easy though adapting to the animatic was difficult. Through the project, the students learned proper camera techniques and setup as well as group collaboration.
Q7
Our preliminary task focused on continuity through a character moving and sitting across from another for a dialogue exchange. This demonstrated match-on-action, shot reverse shot, and the 180-degree rule. For our full film opening sequence, we adapted elements from the preliminary task, using the 180-degree rule in establishing town scenes but changing it later to confuse viewers during an ending chaos scene. We learned from mistakes in the preliminary task to use filmmaking techniques more effectively in the main film.
Evaluation Q7
The document summarizes what the group learned between their preliminary task and full 2-minute film opening. They filmed a continuity exercise demonstrating shot/reverse shot and the 180-degree rule. For the opening, they applied skills in cinematography, editing, and following filmmaking rules learned. They improved lighting, stabilized camera shots, and expanded editing skills like color correction and effects. Overall, the group progressed significantly from the initial task by applying lessons to film more advanced shots and create a polished 2-minute opening.
Evaluation Question 3
The document summarizes feedback received on a movie trailer and the changes made in response. It discusses receiving feedback from a test screening with classmates, including verbal feedback and a word cloud of commonly mentioned areas to improve. The key criticism was shots in the montage being too long, so they shortened each shot and the overall trailer length. They also made comic scenes clearer by adding more cartoon elements and upbeat music. Color editing was done to better show a mood change, and a second test screening gathered feedback from their target audience through a questionnaire.
Amad Reflection of p task Finished
1. The document reflects on a group project to create a 2-minute video clip demonstrating various film techniques.
2. Planning for the project was ineffective as the group struggled to establish a motivation for the characters, which hindered their ability to film successfully.
3. While contributions during filming were effective, improvements are needed for better planning, ensuring fully charged cameras, removing tripod from shots, and creating a script to maximize efficient filming.
Technology used in production
DaFont was used to create fonts for a magazine and poster, YouTube was used to share a movie with other students to get feedback on improvements needed, and research on genres, poster designs, audiences, and editing software like Final Cut Express was conducted to create and promote a horror movie trailer which was filmed using an HD SLR camera and whose process was documented in a blog.
Question 7 for Evaluation
1) Since creating their preliminary task, the author has learned more about different forms of media and how to present research using techniques like conventions and editing styles to indicate genre.
2) They have also improved their camerawork and editing skills, like using more advanced techniques like color correcting, continuity editing, and smoother cuts in their opening scene compared to basic techniques in the preliminary.
3) Filming their product helped them learn lessons like using establishing shots to set the scene and context for the audience, and improving techniques like panning shots to be smoother and better framed.
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.
Evaluation question 6
The document discusses technologies used to construct a product's opening sequence. It identifies Adobe Premiere Pro, Illustrator, and Photoshop as the technologies used. It notes that Premiere Pro was effective for audio adjustment and that good shots were captured, while a title was designed well in Illustrator and Photoshop. Areas for improvement include re-shooting some footage to remove cameraman shadows and adding more camera angles.
Objects of desire evaluation
The document provides an evaluation of the author's television advertisement project. It summarizes the main strengths as sticking closely to the storyboard and enjoying the editing process. Weaknesses included struggling to keep shots in focus while working alone and lighting issues from shooting indoors. To address these, the author had others help focus shots and used color correction in post-production. Overall, the author is proud of the final product but would shoot more outdoors and request camera assistance for future projects.
Callum balfour as production tasks feedback sheet
This document provides feedback from a teacher to a student, Callum Balfour, on their pre-production tasks for a film project. The teacher comments that most tasks were completed well at a level 2 standard, including research on similar films, genre, target audience, script, storyboards, shotlist, locations, costumes, props, equipment, and production schedule. However, more detail was needed on script drafts and actor choices to achieve a level 3. The student has since addressed these areas by adding more re-drafts, explanations for choosing actors, and receiving an improved final mark of 13 out of 20.
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What have you learned about technology through this project?
What have you learned about technology through this project?
Question 7 looking back at your preliminary task,what do you feel you have l...
Question 7 looking back at your preliminary task,what do you feel you have l...
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Perkembangan pohon jabon di Awasagara
Green Warrior Income Generator adalah Strategi menjadikan gerakan penghijauan serta penghematan penggunaan BBM menjadi sebuah bisnis multiplikasi yang hasilnya sangat menguntungkan dan mudah, sehingga semua orang ingin terlibat dengan semangat sebagai
Green Warrior.
Support By : http://ratujabon.com/
Thriller storyboards Austen Nuttall
This document contains two versions of storyboards for a thriller film. Version 1 and Version 2 provide visual outlines of key scenes and events in the thriller through a series of drawings and descriptions. The storyboards help plan and develop the plot and visual style of the thriller before full filming.
Trailer research
This document analyzes the trailer for Les Miserables and discusses how various elements are used to advertise the film. It examines how the recognizable songs from the musical help capture audiences and introduce the storyline. There is no voiceover, allowing the lyrics to narrate the story. Key characters are shown being played by famous actors like Hugh Jackman and Anne Hathaway. Cinematography uses close-ups and shots to set the scene and show emotion. Costumes and settings reflect the time period and themes of conflict in the film. Through these elements, the trailer develops a narrative and creates anticipation to entice audiences to watch Les Miserables.
Investigating film titles
The document discusses various techniques used in film titles and trailers that the author intends to apply to their own film. These include using cross dissolves between title cards, having the titles relate to subsequent shots, using white text on a black background for a professional look, considering fantasy or dramatic color schemes depending on the film's genre, and including production credits and actor names as is typical at the end of trailers. The author recognizes elements from professional trailers that could improve their own non-professional trailer.
Fields Location- Canada Heights
This document discusses the Fields Location in Canada Heights. It includes two pictures, suggesting the location has scenic views. In a few short sentences, the summary captures the key details that the document is about a specific location and includes visuals.
Evaluation question 1- magazine
The document evaluates the layout, fonts, images, and lexical choices used in a magazine cover created by the author. It finds that the magazine cover conforms to conventions found in real magazines, particularly the Sight and Sound Magazine. Specifically, it notes the cover has the main image on the right, cover lines on the left, larger bold title connected to the image, uses the magazine's logo and layout conventions. The font and color choices also match conventions. Therefore, the document concludes the magazine cover conforms to real magazine design conventions rather than challenging norms.
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The document discusses potential filming locations for shots needed in a trailer, including a shed for dark wood paneled shots, an aunt's steel spiral staircase in Brixton for other shots, and the aunt's house which has an open plan kitchen/living area layout suitable for additional shots. Filming at the aunt's house and on the document author's own street is preferred for ease of filming without multiple locations.
Evaluation question 1 mise en scene
The document analyzes the mise en scene elements of a movie trailer based on its props, costumes, lighting, and character positioning:
- The apple and bubbles props conform to fantasy genre conventions. The teddy bear suggests the child character requires comfort.
- The school uniform costume matches the narrative, while other costumes like the red ribbon and grey shawl represent danger and feeling lost. Being barefoot shows the child is neglected.
- A blue filter makes home scenes appear fantastical. Dark lighting indicates night, and a bright tunnel light suggests a journey into fantasy. These lighting techniques are common in films.
- High angle shots place the child in danger, low angles make another character intimidating
Does forest hill need rebranding?
Forest Hill is a neighborhood in southeast London that was originally part of a large forested area. It has undergone development over time, including the construction of a canal and railway line that improved connectivity. Recent investments like the expansion of the Horniman Museum and redevelopment of a pool into a leisure center show the area continues to see investment. House prices have risen dramatically in recent years, suggesting demand to live in Forest Hill. While the area gains some media attention, it does not appear to need rebranding as there is only one vacant storefront, independent businesses are thriving, and public perception of the area remains positive.
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Similar to Question 7
Q7
The student learned a great deal from their preliminary task to their full product. They conducted research on thriller films and genres to inform their ideas. This taught them about techniques like camera angles, lighting, and editing. They applied this knowledge to make their own movie, gaining confidence. Their shooting skills improved through practice, learning various shot types. They also learned to use camera equipment and editing software while editing. Though the recording and planning could have been better, they overall felt it looked like a good thriller film that was suspenseful.
Evaluation 7
Since creating their preliminary task, the document's author feels they have improved in three key areas for their full opening sequence project. They went from basic filming and editing skills to becoming more experienced with techniques like clever camera work, editing effects, and purposeful mise-en-scene. Specifically, they planned locations and costumes more carefully to set the right atmosphere, used more complex shots like high angles to build tension, and incorporated editing techniques from popular thriller films to keep the audience engaged. Through further practice and studying other films, the author and their partner enhanced their skills and created a stronger final product than their original preliminary task.
Evaluation question 7
From their preliminary task to the final film opening, the group learned:
1) Thorough planning of shots is crucial for efficient filming and to ensure all needed shots are captured.
2) Different equipment was used for the final opening than the preliminary, but they quickly learned to use the new camera.
3) While some continuity techniques from the preliminary like shot reverse shot were not needed, match on action and the 180 degree rule were still employed in the opening.
Eval q7
- The student planned their project well by researching the horror genre, including looking at popular classics to understand conventions. They storyboarded their idea and created an animatic.
- This detailed planning helped them successfully produce their film as they knew which shots were needed and the order to edit them in.
- The student feels more confident with the equipment from practicing in their preliminary task and producing the full product.
- They believe their end product fulfills the brief well by including common horror conventions around shots, theme of isolation, and darkness.
Question 7
1) Planning improved from the preliminary task to the final product. For the preliminary, the first idea was chosen without much thought, but for the final film factors like time management and feasibility were considered.
2) Research is important, but it was lacking for both the preliminary and final tasks. More research could have led to a better developed final thriller.
3) Filming skills improved from preliminary to final. Wider knowledge of techniques like shot types and lighting were applied, making shots more sophisticated in the final product.
Evaluation 7
For their preliminary task, the students had limited time and equipment for planning and filming. Their final thriller opening took weeks to plan with in-depth research. While some shots like shot-reverse-shot were similar, the final product had improved planning, equipment usage, and editing skills. They gained confidence using cameras, dolly, and tripod. Continuity editing skills improved between tasks. Though one scene lacked a dolly, overall the final thriller looked professional and realistic due to high quality filming and editing.
Question 7
The document summarizes what the group learned from producing their preliminary film task to the full film product. In the preliminary, they learned about different camera shots and angles through pre-production. During production of the preliminary, they struggled with camera skills and following the storyboard. In post-production of the preliminary, their editing was basic as they were new to the software. For the full film, they applied what they learned to plan better with a storyboard, focus on camera shots and angles, and create more sophisticated editing and titles. They felt their teamwork and skills improved from mistakes made on the preliminary.
Evaluation 7
By completing a preliminary task and film project, the document's author learned several valuable lessons. They improved their storytelling, learned how different shots can convey meaning and emotion, and gained experience with techniques like match cuts, the 180-degree rule, and shot reverse shot. Feedback on the preliminary task helped them recognize ways to strengthen shots and push their skills further for the final thriller opening. Applying what they learned made the shots, techniques, and overall film quality stronger compared to the earlier work.
Evaluation - Question 7
This document analyzes the progression in filmmaking skills from a preliminary task to a final psychological horror film production. It provides side-by-side comparisons of long shots, medium shots, zooming shots, and close-ups used in both, showing how techniques improved. Shots in the final production effectively set moods of mystery, unease, and importance. Overall, confidence grew in using camera equipment, editing, and conveying the horror genre through planned and storyboarded shots.
Evaluation - Question 7
The document analyzes the progression in skills and techniques between a preliminary film task and the final production of a psychological horror film. It provides side-by-side comparisons of long shots, medium shots, zooming shots, and close-ups used in both works. The shots in the final production demonstrate more advanced camera work that helps set mood and mystery, as well as a greater mastery of techniques like stable zooming and effective close-ups. Overall, the document concludes the filmmakers became extremely confident in using camera equipment, editing, and planning shots to represent the horror genre to the best of their ability.
Question 7 final
The document discusses what the author learned from their preliminary task that helped them with their full thriller production. They learned about maintaining the 180-degree rule and using match-on-action to create continuity between shots. They also learned how to use shot reverse shot to build tension. For their full production, the author expanded their knowledge of conventions like breaking the 180-degree rule for confusion. They also learned how to use lighting, close-ups, and research case studies to further understand thriller conventions and apply them more effectively. Managing timelines and negotiating roles within the group were also skills that improved from the preliminary to full production.
Q7
The student has progressed greatly in their planning, research, shooting, and editing skills from their preliminary task to the full thriller opening production. For the full production, they planned more strictly, researched thriller conventions, better understood techniques like the 180 degree rule and camera shots, and improved their editing skills like managing volume levels and continuity. They also gained a deeper knowledge of thriller conventions and the film production process overall.
Evaluation Question 7
- The author learned a lot from completing the preliminary task and doing further research on film techniques and conventions, which helped improve the quality and professionalism of the final film. Some of the key things learned and improved included understanding how to properly frame shots, include establishing shots of locations, and follow traditional conventions for how films begin and progress.
- Specific examples are provided of how shots, scenes, and other elements were improved upon from the preliminary to final task by applying techniques learned from research, such as adding establishing shots of locations to provide context. The preliminary task provided valuable hands-on experience with filming techniques to build upon for the higher quality final product.
Evaluation - Question 7
The student learned improved camera and editing skills over the course of creating a preliminary task and full film opening product. For the camera, they learned new shots like dolly and steady-cam shots and how to manually focus. Their editing skills improved through practice with Adobe Premiere and watching tutorials. They would like to develop skills in high angle shots, animated titles, special effects, and recreating gun shots to further improve future projects. The film opening has smoother transitions and storytelling compared to the preliminary task due to these new skills.
Media evaluation question 7
Our group improved significantly in planning, filming, and producing our thriller from our preliminary task to the final product. For the final product, we created detailed storyboards, used various camera shots and lighting techniques, and spent more time planning all aspects of pre-production. This resulted in higher quality filming and editing compared to our preliminary task, where we had limited planning and knowledge of using the equipment.
Question7
The student feels they have greatly improved in planning, research, shooting, and editing from their preliminary task to the full thriller opening production. For planning, they learned to more strictly follow storyboards and ensure continuity of costumes, weather, and appearances during shooting. Their research of thriller films helped them identify conventions to incorporate. For shooting, the student has a better grasp of techniques like the 180 degree rule and uses more advanced camera shots and angles. Their editing skills improved with software proficiency and implementing techniques like match on action more seamlessly. Overall, the student's knowledge of film genres and production process has expanded.
Media evaluation
The document discusses a student's media production of a thriller film opening. It reflects on how the production used conventions from real thriller films in aspects like costumes, locations, and lighting. The student aimed to represent teenagers as the main social group. The most likely distribution method would be straight-to-DVD or television due to the low-budget nature of the production. The intended audience was identified as males aged 15-18 based on research of similar films' audiences. Through the production, the student learned about challenges of filming in low light, the importance of shot types and camera movements, and skills in editing software. Feedback on a rough cut helped fine tune the final product.
Evaluation Question 6
The document discusses what the student learned about technologies from constructing a film product with their group. They learned that planning is important before filming and they created a detailed shot list. They also learned how to properly use camera equipment like tripods to ensure steady shots and prevent unwanted angles. Editing the footage in Adobe Premier Elements was challenging but they learned to be patient as the software could be slow. They found blogging on Blogger to be an easy way to upload and access their work from anywhere. Overall, the student learned that technology does not always work as intended and being patient and practicing with the equipment and software helps improve skills and the quality of the final product.
Evaluation Question 6
The document discusses what the student learned about technologies from constructing a film product with their group. They learned that planning is important before filming and they created a detailed shot list. They also learned how to properly use camera equipment like tripods to ensure steady shots and prevent unwanted angles. Editing the footage in Adobe Premier Elements was challenging but they learned to be patient as the software could be slow. They found blogging on Blogger to be an easy way to upload and access their work from anywhere. Overall, the student learned that technology does not always work as intended and being patient and practicing with the equipment and software helps improve skills and the quality of the final product.
Question 7
Three key things were learned: 1) Basic filming techniques like camera operation, white balance, and tripod use. 2) Editing techniques like matching music to action. 3) The importance of planning with storyboards and scheduling helped improve the full product. Mistakes in the prelim like someone's foot in frame helped them focus on being more conscious of shots.
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The document outlines the script for the opening scene of a film involving a civilian running away from zombies. The civilian's dialogue about the outbreak was improvised. The script details shots of the civilian running from a single zombie and then more zombies appearing each time it cuts away. It ends with the civilian tripping and falling to the ground with a head wound, opening his eyes to a scream as the title appears.
Question 7
Since their preliminary task, the author has learned to use the camera more efficiently to capture necessary shots. Researching the genre provided knowledge that helped in creating their own film sequence. Their shots have improved by using typical horror film shots that are steadier and smoother due to better shot knowledge. While initially uncomfortable with equipment, the author now feels confident using cameras and tripods. They believe their end product, an opening sequence to a horror film, will fulfill the brief requirements.
Question 3
- The document discusses what type of media institution would be suitable for distributing a horror film about a zombie virus outbreak.
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Question 2
The document discusses the representation of social groups in a student film project. It notes that the film does not center around any particular social groups in terms of age, race, class or gender. While it will include some stereotypical characters like a dominant male and passive female, it will also feature characters that go against stereotypes. The film is rated 18 and aims to attract audiences who enjoy zombie films as well as those concerned with gender stereotyping, even if the opening only includes male characters.
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The document lists two names: Kyle Porritt and Michael Fisher. It does not provide any other context or details about these individuals. The high-level information contained in the document is simply these two names.
Dead resurrection (Re-upload)
The document outlines the script for the opening scene of a film involving a civilian running away from zombies. The civilian's dialogue about the outbreak was improvised. The script details shots of the civilian running from a single zombie that is later joined by more zombies as the scene fades in and out. The civilian ultimately trips and falls, with the script cueing a title card to appear as the civilian's eyes open after falling to the sound of a scream.
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Lionsgate is an independent North American entertainment company formed in 1997 in Vancouver and based in Santa Monica that is the most commercially successful independent film and television distributor in North America and seventh most profitable movie studio, known for producing popular horror franchises like Saw and Hostel as well as films like American Psycho and The Last Exorcism.
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The script outlines a sequence featuring an unknown male civilian running from zombies on a street. As the civilian runs in increasing panic, more zombies appear behind him. The civilian eventually trips and falls, with his head hitting the ground. As blood drips from a wound on his head, his eyes suddenly open again at the sound of a scream, suggesting his resurrection from the dead. The sequence has no dialogue and only uses gasps and a heartbeat sound effect to convey the desperation and panic of the situation.
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This document provides an overview of a short horror film called "Dead Resurrection" that will open with a scene of a civilian being chased and eaten by zombies. The film is set in a futuristic, apocalyptic world overrun by zombies. The opening sequence will use various camera angles to film a civilian being chased and eaten by a group of zombies. The film aims to create a sense of chaos and survival in a world where humans must kill or be killed by the zombies seeking to feast on them. It will be approximately 2 minutes long, rated 18, and filmed on location in Steetley using costumes and props like fake blood to bring the zombie apocalypse scenario to life.
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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
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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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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
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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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Question 7
- 1. Looking back to your preliminary task, what do you feel that you have learnt in the progression from it to the full product? Kyle Porritt
- 2. Discuss the planning stage. Since the preliminary task I have learnt how to be more efficient with the camera and how I can use it better to capture shots which we truly need. Researching the genre helped a lot as we gained a lot of knowledge from this which we took on board when doing our own film sequence.
- 3. Has your use of specific shot types improved? Our shots have improved as we have used certain shots that are typical of a horror film. The shots have also improved as they are much more steadier and smoother as we now have a much better knowledge of the shots.
- 4. Do you feel comfortable with the equipment? We feel more confident with the equipment now that we have used them in a sequence. I wasn’t confident with using a camera or a tripod but now I feel much more confident when using them.
- 5. How successful do you feel your end product is at fulfilling the brief? We think that our end product will fulfill the brief well as it is what the brief asked for, an opening sequence to a horror film.