Question 7
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The filmmakers learned a lot from shooting their preliminary piece that helped improve their final film. For the preliminary, they did not properly research cameras and lighting, resulting in some out of focus and shaky shots with dark faces. However, for the final piece they studied cameras, used a tripod, added two lights, and test lit shots to achieve better quality. They also spent more time editing the final film, applying effects and carefully ensuring only intended audio was used. This led to an improved end product compared to the preliminary.
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Question 7
1) During production of the prelim, shots were sometimes shaky when the camera was panned without using a tripod. A variety of shots could not be filmed due to time constraints. One prop, a pair of sunglasses, broke during filming but was still used.
2) For the improvement project, various camera shots were used including close-ups, match cuts and cross cuts. Careful consideration was given to props that would characterize the detective's office setting and move the thriller's plot forward.
3) Editing of the prelim went smoothly by putting scenes in order and adding non-diegetic sound, though there was not enough time to add titles in the conventional order. For the improvement project,
Improvements From The Preliminary Task
Joe Leah & Connor Lovatt analyzed key areas of improvement between their preliminary film project and main film project. They improved their camera skills, positioning, lighting, planning with storyboarding, and editing techniques. For the main project, they ensured better lighting, stuck closer to the storyboard while allowing flexibility on set, and created smoother cuts and transitions with sound effects. These changes led to an improved final film compared to the preliminary piece.
Question 7
This document summarizes the progression from a preliminary film project to a final thriller project. For the preliminary, the filmmakers researched techniques like the 180 degree rule and storyboarded their poker film. During production of the preliminary, they used some camera angles but lacked stabilization and time for all planned shots. In post-production, they added sound but lacked time for titles. For the final thriller project, the filmmakers improved their research, props, shots, editing, and attention to mise-en-scene and flow.
Evaluation question 7
Charlie Beadle reflects on improving their skills in research and planning, construction, shot composition, lighting, locations, and sound design for a film project from their preliminary work to the final product. They learned about implementing proper storyboards, shot lists, and analyzing other films. Through practicing with software like Final Cut, they improved at steady shot composition using tripods and gimbals. Their final product featured varied day and night scenes shot in town and a forest. Sound design was a strength, using Cubase, GarageBand and Audacity to add voiceover, music and balanced audio levels.
Evaluation 7
The document compares the student's preliminary film project to their final thriller product. It notes that the preliminary had limited planning time, while the final product benefited from weeks of pre-production planning. This allowed for improved organization, filming, and editing. While some shots and elements were carried over, the student aimed to improve focus, sound, and flow based on lessons from the preliminary experience. The preliminary also helped develop editing skills that enhanced the quality of the final thriller opening.
question 6 evaluation
The document discusses the process of learning to film and edit a short film opening. It describes learning how to use cannon cameras, tripods, and flip cameras to film different shots. It also covers learning 3-point lighting techniques using different colors and filters. The document discusses editing skills learned using Final Cut Pro X and uploading the final clip to YouTube.
Question 7
The document discusses areas for improvement between a preliminary film project and a planned thriller film. For the preliminary, issues included not fully understanding the 180 degree rule, limited time to film different shot types, and props breaking during filming. For the thriller, plans are to research appropriate detective props, film various shot types using a tripod, and take more time with editing and titles. Lighting and mise-en-scene elements were also more limited for the preliminary compared to the planned thriller.
Question 7
Looking back at your preliminary task do you feel you have learnt in the progression from it to the full product?
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Question 7
1) During production of the prelim, shots were sometimes shaky when the camera was panned without using a tripod. A variety of shots could not be filmed due to time constraints. One prop, a pair of sunglasses, broke during filming but was still used.
2) For the improvement project, various camera shots were used including close-ups, match cuts and cross cuts. Careful consideration was given to props that would characterize the detective's office setting and move the thriller's plot forward.
3) Editing of the prelim went smoothly by putting scenes in order and adding non-diegetic sound, though there was not enough time to add titles in the conventional order. For the improvement project,
Improvements From The Preliminary Task
Joe Leah & Connor Lovatt analyzed key areas of improvement between their preliminary film project and main film project. They improved their camera skills, positioning, lighting, planning with storyboarding, and editing techniques. For the main project, they ensured better lighting, stuck closer to the storyboard while allowing flexibility on set, and created smoother cuts and transitions with sound effects. These changes led to an improved final film compared to the preliminary piece.
Question 7
This document summarizes the progression from a preliminary film project to a final thriller project. For the preliminary, the filmmakers researched techniques like the 180 degree rule and storyboarded their poker film. During production of the preliminary, they used some camera angles but lacked stabilization and time for all planned shots. In post-production, they added sound but lacked time for titles. For the final thriller project, the filmmakers improved their research, props, shots, editing, and attention to mise-en-scene and flow.
Evaluation question 7
Charlie Beadle reflects on improving their skills in research and planning, construction, shot composition, lighting, locations, and sound design for a film project from their preliminary work to the final product. They learned about implementing proper storyboards, shot lists, and analyzing other films. Through practicing with software like Final Cut, they improved at steady shot composition using tripods and gimbals. Their final product featured varied day and night scenes shot in town and a forest. Sound design was a strength, using Cubase, GarageBand and Audacity to add voiceover, music and balanced audio levels.
Evaluation 7
The document compares the student's preliminary film project to their final thriller product. It notes that the preliminary had limited planning time, while the final product benefited from weeks of pre-production planning. This allowed for improved organization, filming, and editing. While some shots and elements were carried over, the student aimed to improve focus, sound, and flow based on lessons from the preliminary experience. The preliminary also helped develop editing skills that enhanced the quality of the final thriller opening.
question 6 evaluation
The document discusses the process of learning to film and edit a short film opening. It describes learning how to use cannon cameras, tripods, and flip cameras to film different shots. It also covers learning 3-point lighting techniques using different colors and filters. The document discusses editing skills learned using Final Cut Pro X and uploading the final clip to YouTube.
Question 7
The document discusses areas for improvement between a preliminary film project and a planned thriller film. For the preliminary, issues included not fully understanding the 180 degree rule, limited time to film different shot types, and props breaking during filming. For the thriller, plans are to research appropriate detective props, film various shot types using a tripod, and take more time with editing and titles. Lighting and mise-en-scene elements were also more limited for the preliminary compared to the planned thriller.
Question 7
Looking back at your preliminary task do you feel you have learnt in the progression from it to the full product?
Construction of the product
The document discusses the audio and filming challenges faced in creating a short film. It summarizes problems with limited computing power hindering audio quality, challenges syncing sound effects recorded post-production, and difficulties achieving believable dialogue with ADR. It also describes the filmmaker's camera rig, use of color grading and compositing to blend footage and achieve desired visual effects.
Presentation1
The document summarizes what the author learned from their preliminary media project to their full final product. They discuss difficulties planning longer shoots around everyone's schedules. They also realized the importance of firmly establishing genre early on. Advanced camera techniques, editing skills using titles and transitions, utilizing soundtracks, and considering genres were areas they learned more about.
Eval 7
The document discusses what the author has learned since completing their preliminary task. They found editing in Adobe Premiere to be difficult at first but got better at cutting shots and adding transitions. Shooting multiple takes of the same scene allowed them to select the best shot. Quality is also important for continuity. While they used a storyboard, some scenes filmed were ultimately not included. The author improved by using more varied shots like close ups and tracking shots in their opening scene compared to simple shots in their preliminary task.
Eq 7
The document compares the learner's preliminary media project to their full final product. For the preliminary task, the learner and their team planned shots but faced difficulties with continuity in editing and inconsistencies in mise-en-scene. For the final product, the learner gained experience using Final Cut Pro software, felt more confident trying different camera techniques, and learned to incorporate voiceovers, sound, filters, and credits more effectively. Overall, the learner felt they improved their camera skills, editing abilities, and time management for complex media projects through this learning experience.
Evaluation Question Seven
1. The author learned that planning and research are important when creating a full product compared to a preliminary task. The opening sequence showed the benefits of planning through lighting, camera angles, and other elements.
2. Lighting was not considered for the preliminary task, but care was taken to use natural lighting for the opening sequence.
3. Camera angles and shots were more creative and thoughtful in the opening sequence compared to the preliminary task, which only used tripods.
Question 7
The preliminary task allowed the group to practice with the technology and techniques needed for their final horror film project. It gave them a chance to learn how to use the camera settings and experiment with different camera angles. Editing the preliminary task also helped them learn about editing techniques and issues with the software. Filming without a script worked for the preliminary but they realized more structure would be needed for the final film. Lighting was also something they had to consider more carefully for the horror film than the preliminary.
Question 6 Answer
We used different cameras for filming which resulted in inconsistencies in quality and format between shots. Scheduling filming sessions was also challenging due to cancellations and no-shows from group members. Weather and technical issues like strong winds also caused problems during filming.
As the editor, I learned skills in Final Cut Express HD like adjusting audio levels and trimming clips. I used additional programs for titles and copyright-free soundtracks. My role as editor was enjoyable but the tight deadline meant some parts of the editing were rushed.
New media technologies
The document discusses using new media technologies in different stages of a project:
Construction: Footage was filmed using borrowed cameras and edited together in iMovie. YouTube was used to publish the final film.
Research: YouTube was used to watch other short films for inspiration. Information about successful directors was found online. A video camera captured audience feedback on horror films.
Planning: Thorough planning included a full script, storyboard, and mood boards created with pen and paper rather than new media technologies.
Question 6 draft
The document summarizes the camera, editing software, lighting equipment, and sound equipment used to produce a film. It describes:
- The Canon 70D DSLR camera with 18-50mm lens used for shooting, and manually adjusting settings like white balance.
- Using Final Cut Pro X software to edit clips together smoothly, add effects, color grade, and sync sound during post-production.
- Patterson studio lights as the main lighting, softened with soft boxes and modified with reflectors and gels to achieve desired lighting effects.
- Using both a H4n recorder with boom pole for mobility, and a Rode microphone attached to the camera for cleaner sound with less wind noise.
Prelim Comparison
The document discusses the process of creating a thriller film from pre-production through editing. In pre-production, the filmmakers researched locations and storyboarded shots. They chose to shoot on location for a more natural feel. During shooting, they had more time to experiment with equipment and angles compared to their preliminary task. Sound editing was a new challenge, adding effects and adjusting levels to match visuals.
Malice in manhattan equipment
The document discusses the technologies used and lessons learned during the production of a film noir opening sequence. A Panasonic HD video camera was used for filming and a tripod was important for smooth camera movements and eliminating shakiness. Final Cut Pro software allowed editing footage into black and white, adding filters and titles. Sound effects from online sources and a film noir soundtrack enhanced the atmosphere. Lighting posed challenges but created the desired noir style. Overall the production process taught the importance of planning, equipment, and software for professional quality results.
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.
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
Print scr harry
1) The document discusses improvements made from a preliminary short film task to a final production. This included adding soundtracks and recording voiceovers separately to improve audio quality.
2) Skills like avoiding breaking the 180 degree rule and choosing the best shots through careful editing were better utilized in the final production compared to the preliminary.
3) Shot reverse shots and match on action techniques were deliberately used in both productions but improved upon for the final, and more thought was given to mise-en-scene elements like props, locations, and genre conventions in the final production compared to the preliminary.
6. production reflection
Jesse Lapworth reflects on the production process of their film. They began with a tracking shot on a bike to set the countryside tone. Still photos were used, including a dog photo taken over several days and a Snapchat-style cake photo to maintain realism. An audio graph was created in After Effects to visualize a phone call and keep the viewer engaged. Finally, an interview subject's identity was concealed by blurring the image and distorting the audio in Premiere Pro.
Factual planning pro forma
1. The document provides information on creating a mood board, analyzing gathered ideas, and planning the structure and production schedule for a short documentary project.
2. The project will be a short documentary filmed as a web series explaining the process of creating an animated show, including scripting, character design, animation, and sound effects.
3. A production schedule is outlined spanning two weeks to film footage, create animations, edit the project together, and complete color grading and evaluation.
Filming production process
The filmmakers decided to film as much as possible in one night. They charged the camera battery before setting up the camera on a tripod to ensure it would not turn off during shooting. They filmed the scenes without flashbacks first since the main character would be in the same state of mind and clothing. The camera and tripod from the college were used to get clear, professional footage without unnecessary shaking. No studio lighting or microphone were used to keep the scenes looking natural. Some practice takes helped them get used to filming before shooting the first real scenes. The only initial problem was the tripod slipping, but this was fixed by securing the clips. Pre-production and storyboarding helped the filming go smoothly by knowing what shots were
Question 7 for media
Josie reflects on what she learned from her preliminary task to her full product. For her preliminary task, her group's video lacked sound due to a microphone issue and an absent actor, so they had to add subtitles. This highlighted planning and technical difficulties. For her full product, Josie improved planning with her group and learned about different camera shots and editing software. The preliminary task helped her understand challenges and how to improve for her full product.
question 6 and 7 james and david
The document discusses what was learned during the process of filming and editing a product. It describes problems encountered with lighting and camera focus during filming, and how lamps were used to improve lighting. It also discusses basics learned in editing like converting YouTube videos to MP3. Throughout the project, research was done on film noir openings and the opening of the film "Seven" was influential. More planning is needed for future projects as lack of planning affected the process. Skills with camera shots and editing software like Final Cut were improved, but sticking closer to the initial plan would allow more time for improvements.
Question 6
The document discusses the use of various technologies to create a film project. It describes using Final Cut Pro for video editing, though no one was familiar with the program so they had to watch tutorials. It also discusses using the internet to access these tutorials and find clips, as well as creating a focus group on Facebook using a mobile phone. It describes filming with two cameras, a Panasonic and Canon, and watching tutorials to better understand the Canon camera.
Question 4 and 5
The document discusses targeting a 15 rating and late teen to middle-aged audience for a psychological thriller film. It aims to attract both male and female viewers by including a female teenage lead and male older lead to represent different sides of the target demographic. The inclusion of some violent scenes and a gun prop are intended to appeal more to male audiences' general interest in action and violence.
Question 3
The document discusses choosing WorkingTitle, a subsidiary of Universal Pictures, to distribute a new film. WorkingTitle has experience distributing lower budget and psychological thriller films similar to the one being discussed. While Universal Pictures has a long history in film distribution, WorkingTitle is preferable because it is UK-based and more experienced with lower budget films like the one being discussed. The only downside is that WorkingTitle was not used by any other films researched for comparison.
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Construction of the product
The document discusses the audio and filming challenges faced in creating a short film. It summarizes problems with limited computing power hindering audio quality, challenges syncing sound effects recorded post-production, and difficulties achieving believable dialogue with ADR. It also describes the filmmaker's camera rig, use of color grading and compositing to blend footage and achieve desired visual effects.
Presentation1
The document summarizes what the author learned from their preliminary media project to their full final product. They discuss difficulties planning longer shoots around everyone's schedules. They also realized the importance of firmly establishing genre early on. Advanced camera techniques, editing skills using titles and transitions, utilizing soundtracks, and considering genres were areas they learned more about.
Eval 7
The document discusses what the author has learned since completing their preliminary task. They found editing in Adobe Premiere to be difficult at first but got better at cutting shots and adding transitions. Shooting multiple takes of the same scene allowed them to select the best shot. Quality is also important for continuity. While they used a storyboard, some scenes filmed were ultimately not included. The author improved by using more varied shots like close ups and tracking shots in their opening scene compared to simple shots in their preliminary task.
Eq 7
The document compares the learner's preliminary media project to their full final product. For the preliminary task, the learner and their team planned shots but faced difficulties with continuity in editing and inconsistencies in mise-en-scene. For the final product, the learner gained experience using Final Cut Pro software, felt more confident trying different camera techniques, and learned to incorporate voiceovers, sound, filters, and credits more effectively. Overall, the learner felt they improved their camera skills, editing abilities, and time management for complex media projects through this learning experience.
Evaluation Question Seven
1. The author learned that planning and research are important when creating a full product compared to a preliminary task. The opening sequence showed the benefits of planning through lighting, camera angles, and other elements.
2. Lighting was not considered for the preliminary task, but care was taken to use natural lighting for the opening sequence.
3. Camera angles and shots were more creative and thoughtful in the opening sequence compared to the preliminary task, which only used tripods.
Question 7
The preliminary task allowed the group to practice with the technology and techniques needed for their final horror film project. It gave them a chance to learn how to use the camera settings and experiment with different camera angles. Editing the preliminary task also helped them learn about editing techniques and issues with the software. Filming without a script worked for the preliminary but they realized more structure would be needed for the final film. Lighting was also something they had to consider more carefully for the horror film than the preliminary.
Question 6 Answer
We used different cameras for filming which resulted in inconsistencies in quality and format between shots. Scheduling filming sessions was also challenging due to cancellations and no-shows from group members. Weather and technical issues like strong winds also caused problems during filming.
As the editor, I learned skills in Final Cut Express HD like adjusting audio levels and trimming clips. I used additional programs for titles and copyright-free soundtracks. My role as editor was enjoyable but the tight deadline meant some parts of the editing were rushed.
New media technologies
The document discusses using new media technologies in different stages of a project:
Construction: Footage was filmed using borrowed cameras and edited together in iMovie. YouTube was used to publish the final film.
Research: YouTube was used to watch other short films for inspiration. Information about successful directors was found online. A video camera captured audience feedback on horror films.
Planning: Thorough planning included a full script, storyboard, and mood boards created with pen and paper rather than new media technologies.
Question 6 draft
The document summarizes the camera, editing software, lighting equipment, and sound equipment used to produce a film. It describes:
- The Canon 70D DSLR camera with 18-50mm lens used for shooting, and manually adjusting settings like white balance.
- Using Final Cut Pro X software to edit clips together smoothly, add effects, color grade, and sync sound during post-production.
- Patterson studio lights as the main lighting, softened with soft boxes and modified with reflectors and gels to achieve desired lighting effects.
- Using both a H4n recorder with boom pole for mobility, and a Rode microphone attached to the camera for cleaner sound with less wind noise.
Prelim Comparison
The document discusses the process of creating a thriller film from pre-production through editing. In pre-production, the filmmakers researched locations and storyboarded shots. They chose to shoot on location for a more natural feel. During shooting, they had more time to experiment with equipment and angles compared to their preliminary task. Sound editing was a new challenge, adding effects and adjusting levels to match visuals.
Malice in manhattan equipment
The document discusses the technologies used and lessons learned during the production of a film noir opening sequence. A Panasonic HD video camera was used for filming and a tripod was important for smooth camera movements and eliminating shakiness. Final Cut Pro software allowed editing footage into black and white, adding filters and titles. Sound effects from online sources and a film noir soundtrack enhanced the atmosphere. Lighting posed challenges but created the desired noir style. Overall the production process taught the importance of planning, equipment, and software for professional quality results.
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.
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
Print scr harry
1) The document discusses improvements made from a preliminary short film task to a final production. This included adding soundtracks and recording voiceovers separately to improve audio quality.
2) Skills like avoiding breaking the 180 degree rule and choosing the best shots through careful editing were better utilized in the final production compared to the preliminary.
3) Shot reverse shots and match on action techniques were deliberately used in both productions but improved upon for the final, and more thought was given to mise-en-scene elements like props, locations, and genre conventions in the final production compared to the preliminary.
6. production reflection
Jesse Lapworth reflects on the production process of their film. They began with a tracking shot on a bike to set the countryside tone. Still photos were used, including a dog photo taken over several days and a Snapchat-style cake photo to maintain realism. An audio graph was created in After Effects to visualize a phone call and keep the viewer engaged. Finally, an interview subject's identity was concealed by blurring the image and distorting the audio in Premiere Pro.
Factual planning pro forma
1. The document provides information on creating a mood board, analyzing gathered ideas, and planning the structure and production schedule for a short documentary project.
2. The project will be a short documentary filmed as a web series explaining the process of creating an animated show, including scripting, character design, animation, and sound effects.
3. A production schedule is outlined spanning two weeks to film footage, create animations, edit the project together, and complete color grading and evaluation.
Filming production process
The filmmakers decided to film as much as possible in one night. They charged the camera battery before setting up the camera on a tripod to ensure it would not turn off during shooting. They filmed the scenes without flashbacks first since the main character would be in the same state of mind and clothing. The camera and tripod from the college were used to get clear, professional footage without unnecessary shaking. No studio lighting or microphone were used to keep the scenes looking natural. Some practice takes helped them get used to filming before shooting the first real scenes. The only initial problem was the tripod slipping, but this was fixed by securing the clips. Pre-production and storyboarding helped the filming go smoothly by knowing what shots were
Question 7 for media
Josie reflects on what she learned from her preliminary task to her full product. For her preliminary task, her group's video lacked sound due to a microphone issue and an absent actor, so they had to add subtitles. This highlighted planning and technical difficulties. For her full product, Josie improved planning with her group and learned about different camera shots and editing software. The preliminary task helped her understand challenges and how to improve for her full product.
question 6 and 7 james and david
The document discusses what was learned during the process of filming and editing a product. It describes problems encountered with lighting and camera focus during filming, and how lamps were used to improve lighting. It also discusses basics learned in editing like converting YouTube videos to MP3. Throughout the project, research was done on film noir openings and the opening of the film "Seven" was influential. More planning is needed for future projects as lack of planning affected the process. Skills with camera shots and editing software like Final Cut were improved, but sticking closer to the initial plan would allow more time for improvements.
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Question 6
The document discusses the use of various technologies to create a film project. It describes using Final Cut Pro for video editing, though no one was familiar with the program so they had to watch tutorials. It also discusses using the internet to access these tutorials and find clips, as well as creating a focus group on Facebook using a mobile phone. It describes filming with two cameras, a Panasonic and Canon, and watching tutorials to better understand the Canon camera.
Question 4 and 5
The document discusses targeting a 15 rating and late teen to middle-aged audience for a psychological thriller film. It aims to attract both male and female viewers by including a female teenage lead and male older lead to represent different sides of the target demographic. The inclusion of some violent scenes and a gun prop are intended to appeal more to male audiences' general interest in action and violence.
Question 3
The document discusses choosing WorkingTitle, a subsidiary of Universal Pictures, to distribute a new film. WorkingTitle has experience distributing lower budget and psychological thriller films similar to the one being discussed. While Universal Pictures has a long history in film distribution, WorkingTitle is preferable because it is UK-based and more experienced with lower budget films like the one being discussed. The only downside is that WorkingTitle was not used by any other films researched for comparison.
Question 1
The document discusses the creative choices made in developing the opening to a media production. It analyzed openings from films and shows like Se7en and American Horror Story to incorporate low-key lighting and bold shadows to create tension. Non-diegetic soundtracks with creepy sound effects were also included. Quick cuts, jump cuts, and rewind effects were added to give a disjointed feel. White credits on a black background emulated the style of other analyzed media. The opening went against some conventions like revealing the weapon and location but created ambiguity to present Barthes' theory of hermeneutic codes.
Question 2
The woman in the piece is meant to portray a teenage girl through her youthful hoodie and large earrings, but she is depicted as making all the major decisions to subvert stereotypes of teenage girls. The man is middle-aged to match most openings they reviewed. There is one man and one woman, where costumes suggest the woman is working class and man is middle/upper class. For most of the opening, the man dominates the woman and guides her despite her discomfort, playing into stereotypes of class and gender. At the end, a power switch occurs when the woman kills the man, providing a counterview of the working class woman.
Sci-Fi film
The document outlines conventions for the film noir and sci-fi genres, including character roles, narrative themes, iconography/mise-en-scene, and technical conventions. For sci-fi, it notes conventions like an anti-establishment ideology presented through a polysemic narrative, exploration of new technologies and their consequences, transformation themes, and use of futuristic elements and technologies to examine social issues. It also lists common sci-fi iconography like weapons, machinery, and spaceships, as well as technical conventions like quick cuts, exaggerated sound, and reliance on special effects.
Codes and Conventions of a Sci-fi film
Sci-fi films typically feature good versus evil binaries, heroic characters saving the planet from invasion or disaster through action and explosions. Villains are usually dark and blend in while heroes stand out in bright colors. Atypical sci-fi films, like Inception, have more complex characters without clear sides, a slower pace with focused shots, and normal settings like beaches instead of cities. They contain more dialogue than fighting and take place in current time rather than the future or past.
Science fiction conventions
The document outlines several common conventions of science fiction films including setting them in the future, outer space, or alternative versions of earth. It also discusses including narratives focused on new technologies, scientific principles, or political systems, as well as conflicts between good and evil. Symbolism through futuristic props and costumes is used to represent scientific advancements. Film techniques like close-ups of technologies and special effects are employed to emphasize science elements and make fictional worlds more realistic.
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A decisão da juiza Mariza Borges contra Uchoa
1) A OAB-PE ajuizou uma ação civil pública buscando anular a eleição da Mesa Diretora da Assembleia Legislativa de Pernambuco (ALEPE) por entender que houve recondução ilegal do presidente e secretário.
2) Os réus alegaram preliminares de ilegitimidade ativa da OAB-PE e da ALEPE para figurar no pólo passivo.
3) A decisão rejeitou a preliminar de ilegitimidade da OAB-PE, afirmando que Conselhos Seccionais podem a
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Similar to Question 7
Evaluation: Question 7
The document summarizes the learning and improvements from the author's preliminary task to their final opening sequence project. They improved camerawork by using more shot types and better equipment for clearer footage. Lighting and use of tripods enhanced video quality. Music and sound effects were added to set atmosphere. Continuity between filming sessions ensured a cohesive sequence through consistent location, costumes, actors and lighting.
Question 7 – looking back at your preliminary
The document discusses the differences between the author's preliminary video task and their final opening video for a coursework project. For the preliminary task, they had little time to prepare and film shots, resulting in a rushed video with average skills. For the final opening, they put in significant preparation, used specialized equipment, researched techniques like camera angles and makeup, and added elements like transitions, titles, and a soundtrack to achieve a higher production quality and capture the horror genre conventionally. The author learned from the preliminary experience and applied those lessons to better emphasize skills and create a more polished and appealing final product.
Question 7 Evaluation task
The student learned several important lessons from completing their preliminary task and final product. For the final product, they improved the acting by using a script and filming multiple takes. They also improved the editing by taking more time and gaining experience with the software. Additionally, they improved the camera work by using a tripod and planning shots in advance. Finally, they enhanced the sound quality by removing unnecessary noise and focusing on the music. Overall, the student gained valuable experience that improved multiple elements of the final product compared to the preliminary task.
Evaluation Question 7
The student learned several important lessons from completing their preliminary task and final product. For the final product, they focused on improving the acting through using a script and multiple takes, the editing by allowing more time and experience to create smooth cuts, and the camera work by using a tripod and careful planning of shot types. The sound was also improved by removing unnecessary audio and focusing on the music. Most importantly, the student learned to spend more time developing an original storyline through storyboarding to guide the filming and editing process.
Evaluation Activity 7
The document provides a reflection on improvements made from the preliminary task to the final film production. It discusses advancements in various technical areas like camerawork, editing, following conventions like the 180-degree rule, and executing techniques such as match on action and shot/reverse shot more effectively. Shots had more variety and purposefully framed emotions in the final version compared to the preliminary task. Editing also told a more complex dual narrative through improved use of transitions, color, and diegetic sound. Lessons were learned around lighting and continuity issues that could be better addressed going forward.
Evaluation activity 7
- The filmmakers improved their skills in camerawork, editing, and shot composition between their preliminary task and final production.
- In the final production, they used more varied shots, camera movements, and editing techniques like jump cuts to better engage audiences.
- They also improved at applying filmmaking principles like the 180-degree rule and matching shots for continuity between scenes.
- Some challenges remained, like maintaining consistent lighting across different filming days, but overall their skills and the production quality increased significantly from the preliminary task to the final film.
Evaluation Question 7
The document discusses what the author learned from their preliminary task to their final media product. They discuss improvements in several areas including camera quality, sound quality, planning, editing techniques, use of titles, and music selection/editing. The author found that planning shots thoroughly, exploring different camera angles, practicing composition, and learning new editing skills in Premiere Pro helped improve their final product significantly compared to the preliminary task.
Question 7
The student felt they learned more from creating the full product compared to the preliminary task. For the prelim, planning was brief and they followed a script without adding their own ideas. For the final product, they researched genres by watching movies and developed their own idea. Their filming and editing skills also improved from learning techniques like shot types, smoothing transitions, and using sound editing. Overall, they learned to plan more thoroughly and developed technical skills to create a higher quality final product.
Looking back at my preliminary task
The preliminary task showed much room for improvement in areas like video quality, camera work, shot variety, editing, and atmosphere. However, it served as a valuable learning experience, helping the filmmaker progress significantly for the final piece. Skills like lighting, sound, filming techniques, and creativity advanced. Mistakes from the preliminary task were turned into strengths for an improved final product with professional-quality footage, smooth camera work, varied shots creating tension and suspense, and polished editing. Overall, the preliminary task was an educational starting point that allowed the filmmaker's media skills to vastly improve.
Question 7
The document discusses the progression from the preliminary task to the main task. It describes some mistakes made in the preliminary task, such as poor sound quality and editing errors. It then outlines improvements made for the final production, including using better equipment, more advanced camera techniques, storyboarding, and higher quality editing and sound. Overall, the group learned valuable skills from the preliminary task that helped strengthen their final media production project.
Question 7 evaluation
In the preliminary task, the group created a brief storyboard and planned basic shots and edits but did not plan mise-en-scene or sound. For the final product, they did significantly more planning including casting, locations, and script drafts. They also practiced shots and researched other films. The group communicated well for the preliminary task but poorly for the final product, making the work more difficult. Through both tasks, the student learned about using different camera shots, angles, and movements to create specific effects, and improved at skills like matching shots, transitions, and incorporating music to build tension.
Producky
Spencer and I chose our film treatment based on which was the most straightforward to film with our limited resources of time and money. We storyboarded our opening sequence and assigned roles, then prepared props and secured a quiet exterior shooting location at Spencer's house. During the shoot, we encountered problems with unstable handheld camera shots and interruptions, and had difficulty lighting interior shots. In post-production, we graded our shots and edited a rough cut to identify issues before completing our final edit, which required trimming shots to meet the length and find suitable non-copyrighted music.
Evaluation question 7
The document discusses lessons learned from creating a preliminary task and full opening sequence film project. For the preliminary task, the student's group did no planning, used poor camera equipment and lighting, and included no sound effects or music. This led to an unsatisfying final product. For the opening sequence, the student planned extensively, used varied camera angles and higher quality equipment, got creative with lighting challenges, and included diegetic and non-diegetic sound/music. These improvements led to a much better final product that was more polished, interesting to watch, and dynamic. The student learned the importance of planning, equipment choice, lighting, and sound design for filmmaking.
Producky
Spencer and the author chose the treatment that was most straightforward to film given their lack of resources. They storyboarded the opening sequence and assigned roles, though as a two person team they shared responsibilities equally. During the shoot they encountered problems like camera shake from handholding and interruptions. Lighting the interior shots also proved difficult. In post-production, they graded their shots and created a rough cut to identify issues before editing the final product, which came in too long at first. They used jump cuts and pace-matching edits to trim time as needed.
Evaluation 7
The preliminary task highlighted areas for improvement in camerawork, editing, continuity, and production value. It had shaky camerawork, noticeable editing errors, thumb in the lens, and lacked retakes. The final opening sequence showed improved techniques with smoother transitions, ability to reshoot, and altered focus. It was also shot at different times of day and used external lighting and microphones for better atmosphere, sound, and engagement. The preliminary task lacked these elements and production quality.
Question 7
The document discusses the progression from the preliminary task to the main task. It describes some mistakes in the preliminary task like unclear sound and editing errors. It then outlines improvements made for the final production, including using more camera angles, higher quality footage, better planning with storyboarding, and smoother editing with a wider range of transitions and effects. The preliminary task helped provide experience with equipment and build confidence for the larger scale final production.
Preliminary Project
1) The student worked with a partner to film and edit a preliminary project, their first time working with cameras and editing software. They learned skills like using a lens to blur backgrounds and found the editing process enjoyable.
2) Time management was not an issue, but the lone computer they could use would randomly shut down, deleting their work. They adapted by working quickly.
3) Areas for improvement included securing actor schedules, maintaining consistent camera effects, and lengthening the film. Overall they felt they learned valuable lessons for their next project.
Evaluation question 7
This document discusses improvements made to cinematography, editing, mise-en-scene, and other film techniques between a preliminary task and final diagnosis opening sequence. For the preliminary task, techniques like continuity, 180-degree rule, and match on action were executed poorly with shaky cameras and cuts. However, the diagnosis sequence applied these techniques professionally with strategically placed cameras and smooth edits. It also expanded the use of shots, added effects and music, and incorporated props to better develop character and setting. Overall, experience and research led to a more advanced understanding and application of film techniques in the final sequence.
Evaluation question equipment
The group faced several issues with technology during filming and editing of their production. They shot footage on a DSLR camera without an SD card reader for their Macbook, causing delays. Battery life of the camera was also shorter than expected. Background noise in clips had to be reduced during editing in iMovie. Unexpected camera shutter sounds during filming ended up fitting the mood. While the DSLR provided good quality, a different camera may have had better audio. Word documents, internet research and PowerPoint aided preparation and research. A tripod stabilized shots but limited movement. Editing tools like brightness, effects, speed changes and muting enhanced the final product.
Evaluation Question 1
In what ways does your media product use, develop or challenge forms and conventions of real media products? By Katie White
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Question 7
- 2. When we began filming we had no clue as to what camera we should use or how to use it.This is can be seen when looking at some of the shots as there are a few that are out of focus and some are shaky when they don’t need to be. Here is a screenshot from our preliminary compared to our final piece. To become more prepared for shooting our final piece we researched different cameras and which lenses would be best suited to achieve our desired look. Also to overcome the problems with the shakiness we used a tripod which we didn’t use in our preliminary.This resulted in giving us shots that were in focus and still in the final piece.
- 3. In our preliminary we didn’t do anything with the lighting and just used what was naturally there.This meant that the characters in our piece had quite dark faces when we tried to get close ups. However when filming for our final piece we used two lights to make sure we could get the lighting that we wanted. In our case it was low key/chiaroscuro.This meant that lighting was a big part of our final piece and we had to play around with it on test shots so we could see what we liked the most. It also meant that it took a lot of time to set up before we even began filming which was very different to shooting our preliminary task.
- 4. We didn’t take a lot of care when editing our preliminary task and at some points you can hear people speaking when they weren’t supposed to. Also when editing our preliminary, we were more concerned with just getting it done whereas when we were editing our final piece we had a lot more time and knowledge on how to use Final Cut Pro due to the tutorials, we were able to add in visual/sound effects. Also when editing our final piece we were more careful and paid more attention to what could be seen/heard. It also helped that we had many different shots of just one scene when editing the final piece because when we were editing our preliminary we only had about one shot per scene so if a couple of shots were bad quality we had to use them because we had nothing else.