Question 7
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The author learned valuable skills from their preliminary film task that helped with their full film production. In the preliminary task, they learned basics of camera operation, shots, and basic editing. While editing was initially confusing, it became easier with practice. However, the full production required more advanced planning, research, editing skills, and took much more time and effort than the preliminary task. Overall, the preliminary task helped provide foundational skills and experience but the full production was significantly more complex.
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Question 7
The document compares a student's preliminary film task to their final film project.
[1] The preliminary task was an initial attempt and lacked planning, proper equipment use, and editing skills.
[2] In contrast, the final film had more planning through storyboards and scripts, better camerawork with more shots, and stronger editing with transitions and imported media.
[3] While the final film was an improvement and taught the student new skills, better organization was needed as editing and reshoots were rushed at the end.
Question 7
The preliminary task was not as polished as the final film due to lack of experience and planning. While the preliminary task provided an overview, the final film showed more variety in shots, locations, and quality of camerawork and acting. Planning and editing improved greatly between the two projects, though more organization was still needed for the final film. Overall, the filmmaker learned valuable skills in camerawork, editing, and planning that will help with future projects.
Question 7
From completing the preliminary task, the author learned:
1) How much planning is required for even a short film, including planning shot types, scenes, and dialogue.
2) Basic camera skills like using shot reverse shot and following the 180 degree rule to keep shots consistent.
3) Digital tools like using a camcorder to record professionally and Adobe Premier to edit short shots together. These skills aided planning and filming the full opening sequence.
Preliminary task 2
Dimitrios Kyriazis evaluated the preliminary steps taken to plan and produce a video continuity sequence for class. This included researching an idea, writing a script, storyboarding scenes with shots and angles, and slightly modifying the storyboard and script based on a classmate's feedback. Some challenges included using a phone instead of a digital camera to film and lighting issues from filming indoors. In post-production, Vegas Pro was used to edit shots, add color corrections, sound, captions and music to achieve the desired narrative structure. Going forward, Dimitrios would film with a better camera, give actors more direction, and allocate more time for filming and improving the music and dialogue audio levels. Overall, it
Q7
The document compares the student's preliminary task completed 5 months ago in groups to plan their final individual project. For the preliminary task, they storyboarded, scripted, and tested camera movements with limited planning. They learned more planning was needed. For the final project, the student put more detail in shots, sounds, camerawork, used better equipment, researched techniques, and worked individually while collaborating with an actress. The preliminary task helped them learn and prepare for the higher quality final project.
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.
Question 7oilik
In their first attempt at recording and editing a film sequence, the students acquired basic skills in using a camera to film with different angles and shots to portray acting and surroundings. They used techniques like panning and zoom shots to build suspense and show emotion. The students learned to use video editing software like Final Cut, cutting clips, rendering shots, and balancing audio. While the sixty-second film was not very good, it helped develop skills that proved important for their later, improved final project.
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.
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Question 7
The document compares a student's preliminary film task to their final film project.
[1] The preliminary task was an initial attempt and lacked planning, proper equipment use, and editing skills.
[2] In contrast, the final film had more planning through storyboards and scripts, better camerawork with more shots, and stronger editing with transitions and imported media.
[3] While the final film was an improvement and taught the student new skills, better organization was needed as editing and reshoots were rushed at the end.
Question 7
The preliminary task was not as polished as the final film due to lack of experience and planning. While the preliminary task provided an overview, the final film showed more variety in shots, locations, and quality of camerawork and acting. Planning and editing improved greatly between the two projects, though more organization was still needed for the final film. Overall, the filmmaker learned valuable skills in camerawork, editing, and planning that will help with future projects.
Question 7
From completing the preliminary task, the author learned:
1) How much planning is required for even a short film, including planning shot types, scenes, and dialogue.
2) Basic camera skills like using shot reverse shot and following the 180 degree rule to keep shots consistent.
3) Digital tools like using a camcorder to record professionally and Adobe Premier to edit short shots together. These skills aided planning and filming the full opening sequence.
Preliminary task 2
Dimitrios Kyriazis evaluated the preliminary steps taken to plan and produce a video continuity sequence for class. This included researching an idea, writing a script, storyboarding scenes with shots and angles, and slightly modifying the storyboard and script based on a classmate's feedback. Some challenges included using a phone instead of a digital camera to film and lighting issues from filming indoors. In post-production, Vegas Pro was used to edit shots, add color corrections, sound, captions and music to achieve the desired narrative structure. Going forward, Dimitrios would film with a better camera, give actors more direction, and allocate more time for filming and improving the music and dialogue audio levels. Overall, it
Q7
The document compares the student's preliminary task completed 5 months ago in groups to plan their final individual project. For the preliminary task, they storyboarded, scripted, and tested camera movements with limited planning. They learned more planning was needed. For the final project, the student put more detail in shots, sounds, camerawork, used better equipment, researched techniques, and worked individually while collaborating with an actress. The preliminary task helped them learn and prepare for the higher quality final project.
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.
Question 7oilik
In their first attempt at recording and editing a film sequence, the students acquired basic skills in using a camera to film with different angles and shots to portray acting and surroundings. They used techniques like panning and zoom shots to build suspense and show emotion. The students learned to use video editing software like Final Cut, cutting clips, rendering shots, and balancing audio. While the sixty-second film was not very good, it helped develop skills that proved important for their later, improved final project.
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.
AS Media Evaluation part 7
In their preliminary task, the students shot a short scene using a basic camcorder. For their final film, they had more freedom and used a more advanced camera. They learned how to use different camera settings, angles, and shots. They also improved their editing skills in Final Cut by learning more tools and getting better at managing their time. While they carried over techniques like match-on-action from the preliminary, they developed their skills in areas like camera operation, shot variety, and moving shots.
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.
Question 7
In their film opening compared to the preliminary task, the students:
1) Used a wider variety of shots including establishing shots, mid shots, close ups, and steadycam shots.
2) Improved techniques like depth of field, eye line matches, and rule of thirds framing.
3) Included more editing techniques like motivated cuts, cutaways, and undercranking to improve the pace.
4) Organized the project better through scripts, storyboards, and scheduling to make fewer mistakes.
Preliminary task evaluation
- The document discusses the author's experience filming and editing a video project for the first time where they took on roles they had not done before like operating the camera and editing solo.
- They learned how to properly use camera equipment like performing focus pulls and handling the camera to create a professional look, though felt their focus skills needed improvement.
- Through practicing camerawork and editing techniques like matching shots, the author was able to create a better flowing narrative and more professional production, but received feedback that some repetitive footage could be tedious for the audience.
Question 4
Adobe Premiere Pro was used to edit video and audio for the documentary, radio ad, and question videos. Photoshop was used to edit the print ad to maintain image quality without pixelation. An SLR camera took photos for the print ad and was used as a prop in the documentary. A video camera recorded all clips, providing stable footage with its stand. The radio room provided high-quality audio recording with soundproofing and equipment. Prezi and PowerPoint were used for presentations.
Evaluation question 7
The document discusses the key lessons learned from the preliminary task to the full product. For the preliminary task, there was little planning which resulted in issues like not enough camera angles and shaky footage. However, for the full product extensive planning was done around booking equipment, scheduling filming dates, and writing scripts. This improved the quality of filming which now used a professional HD camera on a tripod rather than a handheld camera. Editing also improved significantly by using Final Cut Pro instead of iMovie, allowing for more advanced editing techniques and options.
Evaluation question 7
The document discusses the key lessons learned from the preliminary task to the full product. For the preliminary task, there was little planning which resulted in issues like not enough camera angles and shaky footage. However, for the full product extensive planning was done around booking equipment, scheduling filming dates, and writing scripts. This improved the quality of filming. Other improvements included using a higher quality HD camera and microphone rather than a handheld camera. For editing, using Final Cut Pro instead of iMovie provided more advanced editing tools that enhanced the overall film.
Question 7
From the preliminary task to the final product, the document discusses what was learned about technical skills, time management, and resource management. Specifically:
Technical skills improved from a standard match-on-action shot to a more complex edit with additional shots.
Managing time was a challenge - script writing, casting and locations took longer than expected, but editing time was sufficient.
Using a wider variety of equipment like microphones increased quality from the preliminary task which only used a camera.
Overall time and resource management improved but some areas could have been better, though dividing roles allowed proper focus.
Evaluation Task 7
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to full product?
Evaluation 7
The document discusses the improvements made from the author's preliminary editing task to their final film product. Key areas of growth included stronger editing skills like smoother transitions between shots, improved camera work using a tripod for steady shots, the addition of sound effects and music, and greater attention to continuity across costumes, lighting, and more. Conducting both the preliminary and final projects provided valuable lessons and experience that will allow the author to continue progressing their filmmaking abilities.
Q7 looking back at your preliminary task
The student learned several important skills from their preliminary task to the final production. They improved their filming technique from only handheld shots to using a tripod and taking multiple takes. Their editing skills also progressed significantly from simply putting clips together to using advanced features like fades and effects. Additionally, they got better at selecting appropriate music. Overall, the student made huge improvements in their filming, editing, and use of production elements from their early work to the final project.
Mediaaaaaaaa
Since creating the preliminary task, the document discusses several key things the author has learned. The author learned that using a steady tripod is important for clean shots. Tracking and panning shots are useful techniques that the author learned how to execute. Additionally, the author learned that sound is important for creating tension and that minor details like props and location selection can improve realism and overall quality.
QUESTION 7
Through completing their preliminary exercise, the students learned important skills for editing film, such as how to cut shots and maintain continuity. They also learned about techniques like the 180-degree rule. For their full film, they improved their editing and camerawork abilities by practicing more and using a greater variety of shots. They applied different editing techniques like fades to make the final film more interesting for their audience.
Preliminary task evaluation
Craig Curtis reflects on his preliminary task evaluation. He is proud that he completed pre-production tasks early to maximize filming and editing time. His camera work was solid, keeping stars framed and in focus. However, he had to change one star for the final shots due to availability, taking extra time. Acting in the video was also poor as the stars lacked experience. For future tasks, he will find stars with some acting experience and improve camera focusing to enhance his work.
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.
Media Evaluation - Question 6 & 7
The document discusses what was learned from creating a media production project. The author learned how to use WordPress for blogging, Final Cut Pro X for video editing, and techniques like camera angles, title sequences, editing copyright-free music and sound effects. They also learned how to use a DSLR camera manually and the importance of storyboards. Reflecting on a preliminary task, the author learned that sound quality, appropriate shot types, and following the 180-degree rule are important for clarity and understanding. Maintaining prop placement between shots was also a lesson learned.
Media evaluation
The actors performed well given their experience with A-level drama. However, the filming had issues because footage wasn't properly checked to ensure it was sufficient and usable. While the music fit the tone, audio quality of the actors was compromised by the small cameras. Lighting was inconsistent due to needing to re-shoot on different days. Though editing used various angles and cuts appropriately, the task would benefit next time from a firm filming schedule, ensuring all needed footage is captured, and using a camera microphone to improve audio quality.
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.
Question 7
- The document discusses the learning and progression from a preliminary task to creating a full film opening. For the preliminary task, the author had to learn basic camera and editing skills. When creating the film opening, the author was able to apply these skills as well as advance their knowledge in areas like complex planning, creative camera shots, detailed editing and sound design. Overall, doing the preliminary task provided valuable practice and learning that helped the author successfully plan, film and evaluate their higher quality film opening.
Evaluation Question 7
The document discusses the progression from a preliminary task to a full film opening product. It notes that the preliminary task helped learn basic camera and editing skills but involved limited planning and creativity. More complex skills like varied camera shots, in-depth planning with storyboards and scripts, extensive research, and improved production elements like lighting, costumes, and sound design were incorporated into the film opening. Overall, the preliminary task provided foundational experience that supported creating a higher quality final product with the film opening.
Evaluation 7
The author learned the most about filming techniques like camera positioning and zooming during the preliminary task. Editing was the most difficult part, as the software was new. While the preliminary task provided little help with research and planning, it helped the author apply skills like shot types and the 180 degree rule when filming the full production. Overall, doing the preliminary task first helped the author's filmmaking abilities and allowed them to better evaluate their work.
Evaluation- Question 7. By Jumana Ismail
The document discusses the progression of skills from the author's preliminary task video to their main task opening sequence video. For the preliminary task, planning, camera techniques, sound, editing and mis-en-scene were limited due to lack of experience. However, for the main task the author conducted extensive research, created storyboards, improved camera shots, learned to use sound editing software, shot at multiple locations, and applied advanced editing techniques like filters and transitions. This resulted in a much more polished and professional final product compared to the preliminary task.
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AS Media Evaluation part 7
In their preliminary task, the students shot a short scene using a basic camcorder. For their final film, they had more freedom and used a more advanced camera. They learned how to use different camera settings, angles, and shots. They also improved their editing skills in Final Cut by learning more tools and getting better at managing their time. While they carried over techniques like match-on-action from the preliminary, they developed their skills in areas like camera operation, shot variety, and moving shots.
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.
Question 7
In their film opening compared to the preliminary task, the students:
1) Used a wider variety of shots including establishing shots, mid shots, close ups, and steadycam shots.
2) Improved techniques like depth of field, eye line matches, and rule of thirds framing.
3) Included more editing techniques like motivated cuts, cutaways, and undercranking to improve the pace.
4) Organized the project better through scripts, storyboards, and scheduling to make fewer mistakes.
Preliminary task evaluation
- The document discusses the author's experience filming and editing a video project for the first time where they took on roles they had not done before like operating the camera and editing solo.
- They learned how to properly use camera equipment like performing focus pulls and handling the camera to create a professional look, though felt their focus skills needed improvement.
- Through practicing camerawork and editing techniques like matching shots, the author was able to create a better flowing narrative and more professional production, but received feedback that some repetitive footage could be tedious for the audience.
Question 4
Adobe Premiere Pro was used to edit video and audio for the documentary, radio ad, and question videos. Photoshop was used to edit the print ad to maintain image quality without pixelation. An SLR camera took photos for the print ad and was used as a prop in the documentary. A video camera recorded all clips, providing stable footage with its stand. The radio room provided high-quality audio recording with soundproofing and equipment. Prezi and PowerPoint were used for presentations.
Evaluation question 7
The document discusses the key lessons learned from the preliminary task to the full product. For the preliminary task, there was little planning which resulted in issues like not enough camera angles and shaky footage. However, for the full product extensive planning was done around booking equipment, scheduling filming dates, and writing scripts. This improved the quality of filming which now used a professional HD camera on a tripod rather than a handheld camera. Editing also improved significantly by using Final Cut Pro instead of iMovie, allowing for more advanced editing techniques and options.
Evaluation question 7
The document discusses the key lessons learned from the preliminary task to the full product. For the preliminary task, there was little planning which resulted in issues like not enough camera angles and shaky footage. However, for the full product extensive planning was done around booking equipment, scheduling filming dates, and writing scripts. This improved the quality of filming. Other improvements included using a higher quality HD camera and microphone rather than a handheld camera. For editing, using Final Cut Pro instead of iMovie provided more advanced editing tools that enhanced the overall film.
Question 7
From the preliminary task to the final product, the document discusses what was learned about technical skills, time management, and resource management. Specifically:
Technical skills improved from a standard match-on-action shot to a more complex edit with additional shots.
Managing time was a challenge - script writing, casting and locations took longer than expected, but editing time was sufficient.
Using a wider variety of equipment like microphones increased quality from the preliminary task which only used a camera.
Overall time and resource management improved but some areas could have been better, though dividing roles allowed proper focus.
Evaluation Task 7
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to full product?
Evaluation 7
The document discusses the improvements made from the author's preliminary editing task to their final film product. Key areas of growth included stronger editing skills like smoother transitions between shots, improved camera work using a tripod for steady shots, the addition of sound effects and music, and greater attention to continuity across costumes, lighting, and more. Conducting both the preliminary and final projects provided valuable lessons and experience that will allow the author to continue progressing their filmmaking abilities.
Q7 looking back at your preliminary task
The student learned several important skills from their preliminary task to the final production. They improved their filming technique from only handheld shots to using a tripod and taking multiple takes. Their editing skills also progressed significantly from simply putting clips together to using advanced features like fades and effects. Additionally, they got better at selecting appropriate music. Overall, the student made huge improvements in their filming, editing, and use of production elements from their early work to the final project.
Mediaaaaaaaa
Since creating the preliminary task, the document discusses several key things the author has learned. The author learned that using a steady tripod is important for clean shots. Tracking and panning shots are useful techniques that the author learned how to execute. Additionally, the author learned that sound is important for creating tension and that minor details like props and location selection can improve realism and overall quality.
QUESTION 7
Through completing their preliminary exercise, the students learned important skills for editing film, such as how to cut shots and maintain continuity. They also learned about techniques like the 180-degree rule. For their full film, they improved their editing and camerawork abilities by practicing more and using a greater variety of shots. They applied different editing techniques like fades to make the final film more interesting for their audience.
Preliminary task evaluation
Craig Curtis reflects on his preliminary task evaluation. He is proud that he completed pre-production tasks early to maximize filming and editing time. His camera work was solid, keeping stars framed and in focus. However, he had to change one star for the final shots due to availability, taking extra time. Acting in the video was also poor as the stars lacked experience. For future tasks, he will find stars with some acting experience and improve camera focusing to enhance his work.
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.
Media Evaluation - Question 6 & 7
The document discusses what was learned from creating a media production project. The author learned how to use WordPress for blogging, Final Cut Pro X for video editing, and techniques like camera angles, title sequences, editing copyright-free music and sound effects. They also learned how to use a DSLR camera manually and the importance of storyboards. Reflecting on a preliminary task, the author learned that sound quality, appropriate shot types, and following the 180-degree rule are important for clarity and understanding. Maintaining prop placement between shots was also a lesson learned.
Media evaluation
The actors performed well given their experience with A-level drama. However, the filming had issues because footage wasn't properly checked to ensure it was sufficient and usable. While the music fit the tone, audio quality of the actors was compromised by the small cameras. Lighting was inconsistent due to needing to re-shoot on different days. Though editing used various angles and cuts appropriately, the task would benefit next time from a firm filming schedule, ensuring all needed footage is captured, and using a camera microphone to improve audio quality.
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.
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Similar to Question 7
Question 7
- The document discusses the learning and progression from a preliminary task to creating a full film opening. For the preliminary task, the author had to learn basic camera and editing skills. When creating the film opening, the author was able to apply these skills as well as advance their knowledge in areas like complex planning, creative camera shots, detailed editing and sound design. Overall, doing the preliminary task provided valuable practice and learning that helped the author successfully plan, film and evaluate their higher quality film opening.
Evaluation Question 7
The document discusses the progression from a preliminary task to a full film opening product. It notes that the preliminary task helped learn basic camera and editing skills but involved limited planning and creativity. More complex skills like varied camera shots, in-depth planning with storyboards and scripts, extensive research, and improved production elements like lighting, costumes, and sound design were incorporated into the film opening. Overall, the preliminary task provided foundational experience that supported creating a higher quality final product with the film opening.
Evaluation 7
The author learned the most about filming techniques like camera positioning and zooming during the preliminary task. Editing was the most difficult part, as the software was new. While the preliminary task provided little help with research and planning, it helped the author apply skills like shot types and the 180 degree rule when filming the full production. Overall, doing the preliminary task first helped the author's filmmaking abilities and allowed them to better evaluate their work.
Evaluation- Question 7. By Jumana Ismail
The document discusses the progression of skills from the author's preliminary task video to their main task opening sequence video. For the preliminary task, planning, camera techniques, sound, editing and mis-en-scene were limited due to lack of experience. However, for the main task the author conducted extensive research, created storyboards, improved camera shots, learned to use sound editing software, shot at multiple locations, and applied advanced editing techniques like filters and transitions. This resulted in a much more polished and professional final product compared to the preliminary task.
Evaluation question 6
Through the process of constructing their product, the document's author learnt several things about technologies:
They gained skills in using a camera properly, such as keeping it steady on a tripod. They also learned the importance of planning shots and re-shooting to ensure good quality footage.
When it came to editing, switching to Final Cut Pro from iMovie greatly improved their process. Researching how to edit sound, lighting, and levels was challenging but helped strengthen their skills.
Working with Adobe Illustrator, the author was able to create an intro logo for their film after guidance. Overall, their skills with the Mac, Final Cut Pro, and Illustrator grew through completing this project despite having no prior experience
Evaluation question 7
The document discusses what the author has learned from their preliminary task to their full media product. They learned improved camera skills like varied shots and angles. Editing skills improved through using Final Cut Pro software. The importance of sound design was realized, like using non-diegetic music. Planning footage and using a tripod results in steadier, more professional video. Overall, progress was made from an unplanned preliminary task to a detailed opening scene through practice and learning skills.
Question 7 Evaluation- Jumana Ismail
The document summarizes the progression the author made from their preliminary task video to their main task opening sequence video. For the preliminary task, the author had limited knowledge and experience with filming techniques, planning, sound, editing and choosing locations. For the main task, the author conducted extensive research, created storyboards, filmed in various London locations, learned to use sound editing software to add sound effects, and implemented a variety of shots and editing effects. The author felt they gained significant experience and improved their skills in all areas from the preliminary to the main task.
Evaluation question 6
- The preliminary task brief was for students to film a conversation scene using key filming skills like the 180 degree rule.
- It was assigned to familiarize students with the camera and filming techniques needed for the final project.
- Completing the preliminary task helped the student learn filming skills like shot types and continuity rules that they applied to successfully film and edit their thriller opening for the final project.
Preliminary task evalutaion
Tayla Thorley reflects on her group's process for completing a preliminary film task. She notes that working as a team and brainstorming together helped generate ideas, though one member's absence hindered the process. Filming with an iPad proved difficult due to its size, resulting in some shaky footage. Lessons learned include using a different, more stable camera and choosing a quieter filming location. Editing in iMovie went smoothly and allowed adding effects. Overall, the criteria were met but more shot/reverse shot coverage could have been included. Tayla learned about different camera techniques and the film editing process in iMovie.
Evaluation question 6
The brief for the preliminary task was to film a conversation scene including key filming techniques. This was to practice skills needed for the final thriller opening. From completing the task, the student learned how to use continuity rules, shoot different shot types, and gained experience working as a group and editing with Final Cut. Completing the preliminary task helped with the final project by providing experience using the camera, continuity, planning, group work, and editing skills, which ensured a smooth production process for the thriller opening.
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.
Question 7
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
Question 7
The author learned a great deal from their preliminary task to their full film project. They improved their research, especially into film genres and production aspects. Planning was also much more extensive for the full project compared to the preliminary task. This included location scouting, casting, and music selection. Technical skills like camera techniques, shots, and editing software also improved greatly with the practice of the preliminary task, despite using different equipment and software for the full project. Overall, the preliminary task was invaluable for learning lessons that improved the quality of the completed film project.
As Media Connor Lovatt Evaluation
The document summarizes what was learned from a preliminary filmmaking task. It discusses gaining basic camera and shot skills, learning organizational skills for filming, and how to work effectively as a group. Areas of success included applying various shots to the short film and editing it using Adobe Premier Pro. An area for improvement was that some shots were too dark to see clearly due to lighting issues. Overall, the brief of including specific shots, audio, and a sound effect was met successfully.
Media evaluation
The document summarizes what was learned from a preliminary filmmaking task. It discusses gaining basic camera and shot skills, learning organizational skills for filming, and how to work effectively as a group. Areas of success included applying various shots to the short film and editing it using Adobe Premier Pro. An area for improvement was that some shots were too dark to see clearly due to lighting issues. Overall, the brief of including specific shots, audio, and a sound effect was met successfully.
As Media Evaluation Connor Lovatt Preliminary Task
The document summarizes what was learned from a preliminary filmmaking task. It discusses gaining basic camera and shot skills, learning organizational skills for filming, and how to work effectively as a group. Areas of success included applying various shots to the short film and editing it using Adobe Premier Pro. An area for improvement was that some shots were too dark to see clearly due to lighting issues. Overall, the brief of including specific shots, audio, and a sound effect was met successfully.
Preliminary task evaluation
The document discusses the filmmaking group's experience with their pre-production, filming, and editing of a preliminary film task. It notes that their idea development went well, but their pace of work was slow. They used an iPad to film, which provided good quality but required steady hands. Editing in iVideo went smoothly. Lessons learned include needing to check for unwanted objects in shots and improving time management. The preliminary task met the criteria of demonstrating techniques like match cuts and shot/reverse shot. The process helped the group learn basic camera techniques and terms.
Media evaluation – question 7
Through completing their full film opening sequence, the student learned how important planning and research are for a successful video. For the preliminary task, they created a basic storyboard but did not plan shots in detail. However, for the main task they took more time to thoroughly storyboard and plan ideas with the group. This ensured they used their limited filming time effectively and were prepared with equipment lists. While they tried to fit too much into one lesson for the preliminary task, mistakes from this taught them to better account for challenges and arrange additional filming days if needed. Overall, the student improved their camerawork, editing skills, and understands the value of production research.
Evaluation Task 7
Looking back at your preliminary task, you feel you have greatly improved your skills in camera work, editing, and continuity from your initial task to your final product. When filming the preliminary task, you struggled with shaky camera movements but overcame this for the final product. Your editing skills vastly improved from initial difficulties using Premiere to learning how to properly time cuts. Your camera skills expanded from learning new shots and techniques. Continuity was an issue initially but was handled well in the final product. You also came to better understand the importance of the 180 degree rule and shot/reverse shot technique through this process.
Q7
1) The preliminary task helped improve the final product by allowing mistakes to be identified and addressed, such as poor lighting and camera placement.
2) Planning improved significantly from preliminary to final, with Vanity having detailed storyboards and shot lists that aided the organized filming.
3) Editing skills grew from preliminary to final, learning how to use effects like speeding up/slowing down clips to create a better overall product in Vanity.
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Question 7
- 2. Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
- 3. In the prelimary task I learnt lots of very useful information in preparation for my film opening. I learnt the basics of using a camera as well as the positioning that the camera should be when filming. We also learned about the shot reverse shot as well as the 180 degree line rule. The shot reverse shot is a camera shot over both shoulders of actors talking and making them fit together. The 180 degree line is a line that the camera shouldn’t go passed. We then did some basic editing by using Movie Studio Platinum. This was fairly confusing at first due to not having the experience. This was for preparation for my film opening.
- 4. The majority of the work done in the preliminary task helped when filming our won production due to having the knowledge of the variety of camera angles and techniques and having experience. The editing was easier when doing the basic editing however when new features were introduced to the film opening it was hard again to understand due to not having the previous experience with the advanced editing tools. The basic skills that we learned from the prelimary task helped us with the production of our film opening.
- 5. I found that the easiest part of my preliminary task was the filming. It was very basic camera shots and angles for the prelimany. It was basic and simple throughout. The mise-en-scene was uncontrollable and was all done at school. There was no titles needed nor much editing. This was the easy parts for my premilinary task.
- 6. I found out from the preliminary task was the editing part. As I had never had the experience using the movie studio platinum software. However after using the program I became comfortable when I had used it after several hours. The things that I found hard in the preliminary task, I spent more time on them and found them easier in the main task/
- 7. The research and planning was very different in comparison to my preliminary task. This was because no or very little planning was needed for the preliminary task in comparison. We did an A4 script and storyboard for the prelim whereas for the film I did lots of research and planning. We did lots of research for target market and did two A3 sheets for our storyboard. We also did a much bigger story board as well as shot lists, schedule lists and preparation for filming.
- 8. The construction of the two films was very different also, such as the prelimanry task was very simple and a twenty five seconds video in comparison to the two minutes film opening. Also lots more different camera shots were used and a lot more film editing, The editing was the difficult part for me in the construction of the film opening. For our preliminary task we filmed at school and used what was there whereas for our main task we had to fin our own location.
- 9. The evaluation for the two tasks had very big differences. The evaluation of the preliminary task was very basic and wasn’t much work in comparison to the main task. The preliminary task didn’t require much detail in comparison to the main task.