Question 7
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From his preliminary task to his final product, the author learned several skills in filmmaking. His preliminary task had issues like poor camera quality, ineffective editing, and weak acting. However, it helped him understand techniques like match on action shots, shot reverse shots, and tracking shots. For his final product, he improved by planning more, using closer shots, better lighting with natural light, and learning skills in editing like desaturation and merging clips. He was also able to use his own DSLR camera and apply what he learned to create a better final product.
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7 looking back at your preliminary task
The student learned several key filmmaking skills from completing a preliminary task that helped with their final product. They learned how to properly use a tripod to keep shots steady and allow panning shots. While the location could have been better to reduce echo, the preliminary task demonstrated basic shots like match on action and helped ensure rules like the 180 degree line were followed. For the final product, the student applied more creative shots and lighting to better manipulate mood and atmosphere through techniques like mis en scene.
Evaluation question 7
The preliminary task taught the student important filming and editing skills like match on action shots, 180 degree rule shots, and using Sony Vegas editing software. These skills helped make the final production look more polished with varied shots. Specifically, the preliminary task experience helped with acting, using equipment, and understanding when to use certain shots to set mood. It also showed the importance of capturing scenes from multiple angles to aid the editing process. Overall, the preliminary task built the student's confidence and skills for a successful full production.
Question 3
The document discusses what the author learned from their preliminary task to creating a full product thriller video. Some key lessons included learning camera angles, basic editing skills like cutting and grouping, and applying sound and color editing techniques after researching Adobe Premiere. While the storyboard and schedules were helpful for planning, sticking to them during filming proved difficult. The author had to make changes during filming and ended up needing an extra day to complete it due to time management issues. Managing the actors and crew for indoor versus outdoor locations also presented challenges.
Evaluation question 3
The document discusses the filmmaker's experience creating a thriller film for a class project. They made mistakes in their preliminary task but learned from the experience. They learned editing skills like cutting and grouping. They also learned the importance of teamwork. For the actual thriller film, they researched editing techniques in Adobe Premiere and applied sound and color editing. Their film did not require techniques like the 180 degree rule since it did not have conversations between characters. They used match on action during one scene but did not fully follow their storyboard or schedule during filming. They had to film over two days instead of one as planned. Their actors were cooperative but organizing shoots in the forest was more difficult than at a house location.
Evaluation Question 7
The student learned many important lessons when progressing from their preliminary film to the full film. They realized issues like camera shaking due to not using a tripod, background noise, and loose editing. They learned skills like using different camera angles and shots, following the 180 degree rule and using match on action. They also learned the importance of sound quality, dubbing dialogue, and adding sound effects. Additional lessons included understanding mise-en-scene, representation, and using better editing software. Overall, the student learned that filmmaking requires extensive planning, research, storyboarding, and more than just shooting and editing.
Evaluation question 3
The document reflects on what was learned from an initial preliminary task to the final product of a thriller film. It discusses mistakes made early on with camera angles and editing, but also how research into filming techniques and tools like Adobe Premiere helped improve the final product. Planning with storyboards and schedules was useful to an extent, but filming required adaptations from the plans. Managing time and crew became more challenging when filming extended across multiple days and locations.
Skills i learned
The filmmaker learned several lessons from creating their 2 minute film introduction. They realized they need to manage their time better for future projects and ensure actors are more committed. Technical skills like blogging, using new equipment like a camera rig, and editing techniques in Adobe Premier were also improved. Additionally, the filmmaker paid closer attention to proper camera angles and focus after issues with those aspects in prior work.
Pitch
Jack intends to create a trailer for a zombie horror film for his main task. He chose this because he has never done a film trailer before and thinks it will be a new challenge. He has access to a forest location near his home, a friend with a video camera and editing software to help, and props from previous film studies. For his first ancillary task, Jack will create a poster for the zombie film to promote it. He hopes to use a photography studio to make it look professional. For his second ancillary task, Jack will create a magazine front cover, having practiced this for his AS coursework previously.
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7 looking back at your preliminary task
The student learned several key filmmaking skills from completing a preliminary task that helped with their final product. They learned how to properly use a tripod to keep shots steady and allow panning shots. While the location could have been better to reduce echo, the preliminary task demonstrated basic shots like match on action and helped ensure rules like the 180 degree line were followed. For the final product, the student applied more creative shots and lighting to better manipulate mood and atmosphere through techniques like mis en scene.
Evaluation question 7
The preliminary task taught the student important filming and editing skills like match on action shots, 180 degree rule shots, and using Sony Vegas editing software. These skills helped make the final production look more polished with varied shots. Specifically, the preliminary task experience helped with acting, using equipment, and understanding when to use certain shots to set mood. It also showed the importance of capturing scenes from multiple angles to aid the editing process. Overall, the preliminary task built the student's confidence and skills for a successful full production.
Question 3
The document discusses what the author learned from their preliminary task to creating a full product thriller video. Some key lessons included learning camera angles, basic editing skills like cutting and grouping, and applying sound and color editing techniques after researching Adobe Premiere. While the storyboard and schedules were helpful for planning, sticking to them during filming proved difficult. The author had to make changes during filming and ended up needing an extra day to complete it due to time management issues. Managing the actors and crew for indoor versus outdoor locations also presented challenges.
Evaluation question 3
The document discusses the filmmaker's experience creating a thriller film for a class project. They made mistakes in their preliminary task but learned from the experience. They learned editing skills like cutting and grouping. They also learned the importance of teamwork. For the actual thriller film, they researched editing techniques in Adobe Premiere and applied sound and color editing. Their film did not require techniques like the 180 degree rule since it did not have conversations between characters. They used match on action during one scene but did not fully follow their storyboard or schedule during filming. They had to film over two days instead of one as planned. Their actors were cooperative but organizing shoots in the forest was more difficult than at a house location.
Evaluation Question 7
The student learned many important lessons when progressing from their preliminary film to the full film. They realized issues like camera shaking due to not using a tripod, background noise, and loose editing. They learned skills like using different camera angles and shots, following the 180 degree rule and using match on action. They also learned the importance of sound quality, dubbing dialogue, and adding sound effects. Additional lessons included understanding mise-en-scene, representation, and using better editing software. Overall, the student learned that filmmaking requires extensive planning, research, storyboarding, and more than just shooting and editing.
Evaluation question 3
The document reflects on what was learned from an initial preliminary task to the final product of a thriller film. It discusses mistakes made early on with camera angles and editing, but also how research into filming techniques and tools like Adobe Premiere helped improve the final product. Planning with storyboards and schedules was useful to an extent, but filming required adaptations from the plans. Managing time and crew became more challenging when filming extended across multiple days and locations.
Skills i learned
The filmmaker learned several lessons from creating their 2 minute film introduction. They realized they need to manage their time better for future projects and ensure actors are more committed. Technical skills like blogging, using new equipment like a camera rig, and editing techniques in Adobe Premier were also improved. Additionally, the filmmaker paid closer attention to proper camera angles and focus after issues with those aspects in prior work.
Pitch
Jack intends to create a trailer for a zombie horror film for his main task. He chose this because he has never done a film trailer before and thinks it will be a new challenge. He has access to a forest location near his home, a friend with a video camera and editing software to help, and props from previous film studies. For his first ancillary task, Jack will create a poster for the zombie film to promote it. He hopes to use a photography studio to make it look professional. For his second ancillary task, Jack will create a magazine front cover, having practiced this for his AS coursework previously.
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.
Reflection on p task
The document reflects on the first version of a group's film production task. It describes the elements they were asked to include, like shot types and camera movements. They created a PowerPoint plan but it was not well thought out. On the shoot day, they encountered problems due to lack of planning. They concluded the task did not meet the required standard and decided to redo it with improved planning and organization.
Preliminary task development
Sean Welsh discusses his progression from his preliminary media task at the beginning of the school year. For the preliminary task, Sean's group was given 30 minutes to film and edit a 60 second sequence on an iPad with limited equipment and stipulations to follow. Sean notes he has greatly improved his editing skills, learning to use Photoshop and After Effects. He has also improved at implementing effective mise-en-scene through better planning and prop and makeup use. Finally, Sean's cinematography has advanced through exploring new techniques like rack focus, as the preliminary task provided limited options for shot variation.
Preliminary Project Evaluation
The document summarizes what the author learned from a filmmaking task. They learned basic camera skills for video, different shot types and angles and how to use Adobe Premiere Pro. They also gained experience working as part of a team to record, edit and produce a quality final work. Areas for future improvement include better lighting, planning, focus and audio quality.
Question 7
The document discusses the learning and progress the author has made from their preliminary media task to their final opening title sequence. In their preliminary task, the author struggled with filming, editing, sound, and other technical aspects since it was their first piece. They have since learned better camera techniques, how to use editing software like Premiere Pro, the importance of things like mise-en-scene, script writing and storyboarding. The author feels they have gained important skills and knowledge over the past year that allowed them to create a higher quality final project.
Amad reflection on p task
The document discusses a group project to create a 2-minute video clip including various film techniques. The group struggled with planning, having difficulty deciding on the motivation for the characters. Shooting went smoothly, with defined roles for being in front of and behind the camera. Editing was split between members, though planning was poor which led to improvising on the day of filming and wasting time. Overall, the group believes they are capable of better work and did not fully meet the requirements of the brief.
Preliminary Project Evaluation
The document summarizes what the author learned from a filmmaking task. They learned about using different camera shots for video, the purpose of each shot, and how to use Adobe Premiere Pro video editing software. They also gained experience working as part of a team to record, edit, and produce a quality final work. Areas for future improvement include lighting, planning, focus, and audio quality.
Evaluation question 7
The document discusses the improvements made from the author's preliminary editing task to their final product. It notes that the editing in the final piece was smoother as they gained more experience with the software. It also used a greater variety of shots, like close-ups and point-of-view shots, rather than just over-the-shoulder and mid shots. The author learned to make the editing smoother between frames, incorporate more shots for coherence, and avoid unnecessary effects.
Evaluation Q7
The document summarizes what the group learned between their preliminary task and full 2-minute film opening. They filmed a continuity exercise demonstrating shot/reverse shot and the 180-degree rule. For the opening, they applied skills in cinematography, editing, and following filmmaking rules learned. They improved lighting, stabilized camera shots, and expanded editing skills like color correction and effects. Overall, the group progressed significantly from the initial task by applying lessons to film more advanced shots and create a polished 2-minute opening.
Evaluation 7
1. The document discusses what the author has learned throughout creating a film opening project.
2. Key skills developed include editing, filming, directing, and understanding different roles. Editing skills improved through learning to use Adobe Premiere and synchronize footage and music.
3. Following techniques like the 180 degree rule, storyboarding, and filming excessive footage helped improve the quality and success of the final product. Attention to detail was also important.
Digital Techniques
The document summarizes a student's work using various design software programs to create sets, costumes, and stages for a play called "Waiting for Godot." The student worked with a partner initially in Photoshop to layer images and experiment with effects to design a forest-themed set. They then used Photoshop independently to further develop set designs through additional layers and images. The student also learned to use 3D Studio Max to model basic stage elements and AutoCAD to practice making different shapes. However, the student felt frustrated by the short time spent on each program and large class sizes, which made it difficult to learn effectively.
Written evaluation
The document provides a summary of 9 tasks completed for a class evaluating skills in Adobe software programs. For the first task, the student created simple shapes and a logo in Illustrator, and traced and filled an image. Subsequent tasks included drawing 20 shapes with color and patterns in Illustrator, taking notes on a presentation about redesigning a sports academy logo, researching other logos for inspiration, and creating 4 rough logo ideas exploring different fonts and symbols. Later tasks involved designing a final logo for a college sports academy, creating title sequences and graphics in Premiere Pro, storyboarding a 30-second motion graphic, and adding background footage of sports to the final sting graphic. The student felt some tasks could have had more
Presentation1
The document summarizes what was learned from a preliminary filmmaking task involving basic camera shots to a full film product. It discusses learning more about equipment and feeling more confident with it after the preliminary task. It also notes focusing more on camera work and cinematography for the full film, and learning to edit video professionally using effects and compiling shots in a coherent order between the preliminary and full tasks.
6: What have you learnt about technologies from the process of constructing t...
The document discusses technologies used at different stages of a film production project. In research, Apple Macs were used for genre research online using IMDb, YouTube, and Blogger. Slideshare was embedded into Blogger to share key research points. HD cameras were used to film preliminary tasks, and Final Cut Express was used to edit clips and add transitions. Celtx was used to write the script. HD cameras provided high definition footage for production. Final Cut Express allowed for flexible editing in post-production. The filmmaker learned to use Blogger, Final Cut Express, Celtx, and how to embed videos while camera phone quality could have been better.
Evaluation Question #7
The document discusses the improvements in the student's skills from their preliminary task to their full final product. They learned to better plan and prepare, improved their time management, developed more advanced camera skills like tracking shots, learned about different types of shots and film opening conventions. Their editing skills in Premiere Pro became more advanced with effects, transitions, and audio mixing. For the final product, they considered their target audience and improved their lighting plan and used Final Draft to write their screenplay with proper formatting.
4. production experiments vg
The document describes experiments Jake Greenwood conducted to practice skills for his final game project. He created a running animation and sword swinging animation for the playable character. He also made an inventory system to make the experiment feel more like a game. Jake used Photoshop to create the experiments since that is the software he will use for the final product. He plans to include the animation style, inventory system, customization features, and death animation from the experiments in his final game project.
technologies
The document discusses the various technologies used to create a magazine product. It describes learning to use Adobe Photoshop and Quark Express for image editing and layout. A Canon SLR camera was used to take photos and required getting accustomed to settings for lighting and modes. Blogger was utilized to document the process and research genres by creating a questionnaire.
Evaluation 7 - What do you feel you have learnt in progression from it to ful...
The pre-lim task was much shorter and easier to film than the official opening. It took less than 30 minutes and only involved basic filming skills like following the 180 degree rule. However, filming both pieces provided valuable experience with using camera equipment and the filmmaking process. There were significant differences between the pre-lim and opening in terms of planning, production values, editing, and creative freedom. While the quality of the uploaded videos was lower than intended due to an unexplained shakiness, completing both pieces helped improve the filmmaker's skills.
Q7
The document summarizes the student's learning from their preliminary task to their full product thriller film. They discuss improvements in their camera work, editing skills, and use of software like Final Cut Pro. They analyzed successes and challenges of both their preliminary task and full thriller film. Overall, they felt they improved their skills and learned from mistakes, and enjoyed gaining experience with cameras, editing, and other technologies.
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- 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.
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.
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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.
Reflection on p task
The document reflects on the first version of a group's film production task. It describes the elements they were asked to include, like shot types and camera movements. They created a PowerPoint plan but it was not well thought out. On the shoot day, they encountered problems due to lack of planning. They concluded the task did not meet the required standard and decided to redo it with improved planning and organization.
Preliminary task development
Sean Welsh discusses his progression from his preliminary media task at the beginning of the school year. For the preliminary task, Sean's group was given 30 minutes to film and edit a 60 second sequence on an iPad with limited equipment and stipulations to follow. Sean notes he has greatly improved his editing skills, learning to use Photoshop and After Effects. He has also improved at implementing effective mise-en-scene through better planning and prop and makeup use. Finally, Sean's cinematography has advanced through exploring new techniques like rack focus, as the preliminary task provided limited options for shot variation.
Preliminary Project Evaluation
The document summarizes what the author learned from a filmmaking task. They learned basic camera skills for video, different shot types and angles and how to use Adobe Premiere Pro. They also gained experience working as part of a team to record, edit and produce a quality final work. Areas for future improvement include better lighting, planning, focus and audio quality.
Question 7
The document discusses the learning and progress the author has made from their preliminary media task to their final opening title sequence. In their preliminary task, the author struggled with filming, editing, sound, and other technical aspects since it was their first piece. They have since learned better camera techniques, how to use editing software like Premiere Pro, the importance of things like mise-en-scene, script writing and storyboarding. The author feels they have gained important skills and knowledge over the past year that allowed them to create a higher quality final project.
Amad reflection on p task
The document discusses a group project to create a 2-minute video clip including various film techniques. The group struggled with planning, having difficulty deciding on the motivation for the characters. Shooting went smoothly, with defined roles for being in front of and behind the camera. Editing was split between members, though planning was poor which led to improvising on the day of filming and wasting time. Overall, the group believes they are capable of better work and did not fully meet the requirements of the brief.
Preliminary Project Evaluation
The document summarizes what the author learned from a filmmaking task. They learned about using different camera shots for video, the purpose of each shot, and how to use Adobe Premiere Pro video editing software. They also gained experience working as part of a team to record, edit, and produce a quality final work. Areas for future improvement include lighting, planning, focus, and audio quality.
Evaluation question 7
The document discusses the improvements made from the author's preliminary editing task to their final product. It notes that the editing in the final piece was smoother as they gained more experience with the software. It also used a greater variety of shots, like close-ups and point-of-view shots, rather than just over-the-shoulder and mid shots. The author learned to make the editing smoother between frames, incorporate more shots for coherence, and avoid unnecessary effects.
Evaluation Q7
The document summarizes what the group learned between their preliminary task and full 2-minute film opening. They filmed a continuity exercise demonstrating shot/reverse shot and the 180-degree rule. For the opening, they applied skills in cinematography, editing, and following filmmaking rules learned. They improved lighting, stabilized camera shots, and expanded editing skills like color correction and effects. Overall, the group progressed significantly from the initial task by applying lessons to film more advanced shots and create a polished 2-minute opening.
Evaluation 7
1. The document discusses what the author has learned throughout creating a film opening project.
2. Key skills developed include editing, filming, directing, and understanding different roles. Editing skills improved through learning to use Adobe Premiere and synchronize footage and music.
3. Following techniques like the 180 degree rule, storyboarding, and filming excessive footage helped improve the quality and success of the final product. Attention to detail was also important.
Digital Techniques
The document summarizes a student's work using various design software programs to create sets, costumes, and stages for a play called "Waiting for Godot." The student worked with a partner initially in Photoshop to layer images and experiment with effects to design a forest-themed set. They then used Photoshop independently to further develop set designs through additional layers and images. The student also learned to use 3D Studio Max to model basic stage elements and AutoCAD to practice making different shapes. However, the student felt frustrated by the short time spent on each program and large class sizes, which made it difficult to learn effectively.
Written evaluation
The document provides a summary of 9 tasks completed for a class evaluating skills in Adobe software programs. For the first task, the student created simple shapes and a logo in Illustrator, and traced and filled an image. Subsequent tasks included drawing 20 shapes with color and patterns in Illustrator, taking notes on a presentation about redesigning a sports academy logo, researching other logos for inspiration, and creating 4 rough logo ideas exploring different fonts and symbols. Later tasks involved designing a final logo for a college sports academy, creating title sequences and graphics in Premiere Pro, storyboarding a 30-second motion graphic, and adding background footage of sports to the final sting graphic. The student felt some tasks could have had more
Presentation1
The document summarizes what was learned from a preliminary filmmaking task involving basic camera shots to a full film product. It discusses learning more about equipment and feeling more confident with it after the preliminary task. It also notes focusing more on camera work and cinematography for the full film, and learning to edit video professionally using effects and compiling shots in a coherent order between the preliminary and full tasks.
6: What have you learnt about technologies from the process of constructing t...
The document discusses technologies used at different stages of a film production project. In research, Apple Macs were used for genre research online using IMDb, YouTube, and Blogger. Slideshare was embedded into Blogger to share key research points. HD cameras were used to film preliminary tasks, and Final Cut Express was used to edit clips and add transitions. Celtx was used to write the script. HD cameras provided high definition footage for production. Final Cut Express allowed for flexible editing in post-production. The filmmaker learned to use Blogger, Final Cut Express, Celtx, and how to embed videos while camera phone quality could have been better.
Evaluation Question #7
The document discusses the improvements in the student's skills from their preliminary task to their full final product. They learned to better plan and prepare, improved their time management, developed more advanced camera skills like tracking shots, learned about different types of shots and film opening conventions. Their editing skills in Premiere Pro became more advanced with effects, transitions, and audio mixing. For the final product, they considered their target audience and improved their lighting plan and used Final Draft to write their screenplay with proper formatting.
4. production experiments vg
The document describes experiments Jake Greenwood conducted to practice skills for his final game project. He created a running animation and sword swinging animation for the playable character. He also made an inventory system to make the experiment feel more like a game. Jake used Photoshop to create the experiments since that is the software he will use for the final product. He plans to include the animation style, inventory system, customization features, and death animation from the experiments in his final game project.
technologies
The document discusses the various technologies used to create a magazine product. It describes learning to use Adobe Photoshop and Quark Express for image editing and layout. A Canon SLR camera was used to take photos and required getting accustomed to settings for lighting and modes. Blogger was utilized to document the process and research genres by creating a questionnaire.
Evaluation 7 - What do you feel you have learnt in progression from it to ful...
The pre-lim task was much shorter and easier to film than the official opening. It took less than 30 minutes and only involved basic filming skills like following the 180 degree rule. However, filming both pieces provided valuable experience with using camera equipment and the filmmaking process. There were significant differences between the pre-lim and opening in terms of planning, production values, editing, and creative freedom. While the quality of the uploaded videos was lower than intended due to an unexplained shakiness, completing both pieces helped improve the filmmaker's skills.
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6: What have you learnt about technologies from the process of constructing t...
6: What have you learnt about technologies from the process of constructing t...
Evaluation 7 - What do you feel you have learnt in progression from it to ful...
Evaluation 7 - What do you feel you have learnt in progression from it to ful...
Similar to Question 7
Q7
The document summarizes the student's learning from their preliminary task to their full product thriller film. They discuss improvements in their camera work, editing skills, and use of software like Final Cut Pro. They analyzed successes and challenges of both their preliminary task and full thriller film. Overall, they felt they improved their skills and learned from mistakes, and enjoyed gaining experience with cameras, editing, and other technologies.
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- 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.
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 7
The student learned several important lessons from completing the preliminary task and full product. They realized that proper planning through storyboarding is essential. While the preliminary task was rushed, the main task benefited greatly from careful planning of props, costumes, locations, and storyboard. The student also recognized issues with timing, group communication, and needs more experience with editing software. Overall, they gained valuable insights into filmmaking and confidence in their skills through completing these projects.
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 powerpoint
This document summarizes a student's experience filming a short video clip using continuity techniques for class. The student learned how to properly use a video camera and editing software. Time management was challenging, but the finished product came together well. Areas for improvement include better time planning and experimenting more with editing features. While some continuity techniques were successfully used, others like the 180 degree rule were difficult to include. The student evaluated their positive contribution to group roles and workflow.
Question 7 evaluation
The document discusses the learning and improvements from a student's preliminary film task to their full film opening project. For the preliminary task, the student filmed a scene with classmates involving different shots. The student learned about camera shots, rules, and editing but found the software difficult. Improvements would include more time, a better location, and smoother transitions. For the full project, more filming, continuity, and conventions were needed but the preliminary task prepared the student on techniques and helped the group work more professionally.
Question 7 evaluation
The document discusses the learning process from a preliminary filmmaking task to a full film opening project. For the preliminary task, the author filmed a scene with classmates involving different shots. They struggled with editing software but learned about camera shots, continuity, and location importance. For the full project, more time was needed for planning, improved editing, and creating a cohesive plot and film opening conventions were followed. Overall, the preliminary task helped prepare skills but the full project required a higher standard of quality.
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 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.
Evauation 7
For their preliminary task, the student's group overcomplicated the concept and tried more difficult shots that ended up looking poor quality. They struggled with shots like the over the shoulder shot and had too much empty space. However, they learned better cinematography techniques from practicing. For the opening sequence, the student spent more time editing and using effects. They found better ambient music instead of using Final Cut's default options. Overall, the opening sequence demonstrated progression in cinematography, editing, sound design and time management from lessons learned in the preliminary task.
As media studies evaluation
For their preliminary media studies task, the author was assigned to complete a photo story and video assignment. They chose to do an individual photo story and group continuity task/short film. In pre-production, they researched techniques, developed a story, found locations and actors, and created scripts and storyboards. During production, they filmed using techniques like establishing shots, pans, and close ups, but had issues with focus and camera shaking. In editing, they used Pinnacle Studio 15 and had trouble inserting custom captions.
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.
PowerPoint Presentation - Evaluation Question 6
I chose to answer Question 6 using a Microsoft PowerPoint, and talked about what I have learnt about different technologies from the process of constructing my product.
Question 7
The student learned a great deal about filmmaking equipment, techniques, and software from completing their preliminary task and thriller opening task. They gained skills in shooting, lighting, editing, adding effects, directing actors, and collaborating with others. Specifically, the student learned how to use video recorders, tripods, editing software, techniques like the 180-degree rule and shot-reverse-shot. Their skills in areas like lighting, editing, using effects, and leadership improved from the preliminary to thriller opening task. Overall, they enjoyed the learning process and gaining experience with equipment, software, filming, and working with others.
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 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.
Prelim to real task
Looking back at the prelim task, what do you feel you have learnt in the progression from it to the full product?
Evaluation of preliminary
The document evaluates a preliminary film project. It notes that the camera work and editing were well done, creating a smooth clip with tense atmosphere. However, it could be improved with more variety of shots, angles, and transitions. The experience taught filming and editing skills, but zooming and steady camera work need more practice. Strengths included contributing ideas and storyboarding, while weaknesses were in smooth zooming. The group worked well together but needs more detailed planning.
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Question 7
- 1. 7. Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
- 2. Looking back… From looking back at my preliminary task to what I have created now I can see how feel I have developed my learning through using different techniques, technologies, ideas and websites to create something much better. The problems with my preliminary task include; bad quality of camera, editing techniques don’t work as well as they should, and the acting within the video wasn’t at the best standard. My group didn’t work well together as a team because we didn’t know each other well.
- 3. Editing & Sound Most shots worked but my editing techniques didn’t effectively create a match on action shot of the lead role opening and closing a gate. I wanted to create an intense moment building up to a very awkward meeting. I think I successfully did this by adding overly-dramatized music leading up to the meeting and then making it awkwardly silent as the two actors met. I also incorporated an awkward conversation during the end but I didn’t use a sound recorder.
- 4. Lighting During the preliminary task we used natural lighting for the outside scenes but when it came to the inside scenes, my group and myself didn’t really know how to make the lighting brighter in a room that was fairly dark. For my final video I only used natural light and by using the natural light I made my final video look more realistic.
- 5. Shots used The choice of shots used for my preliminary task were varied but we didn’t include close up shots or extreme close ups which could have added to the awkward effect. In my final product, I have used a close up shot of the female role and of the male role to show facial expressions in a better form. However, we did use a tracking shot, shot reverse shot and a match on action shot which helped me to understand how to incorporate these shots into my own video. We also used the 180 degree rule when filming the awkward conversation.
- 6. Camera work I didn’t get to practise filming with the camera and using the focus on the lens as we used a digital camera but when it came to my final product I managed to use my own DSLR camera and successfully used it to film shots of the dog and the male role. I used a long shot to establish the mise- en-scene and location for my preliminary task and my final product.
- 7. Skills I have learnt The planning for my preliminary task wasn’t thought about properly, whereas in my final product, we planned the ideas/storyboards etc. before filming. My editing skills have definitely improved throughout this process as I have managed to learn different skills through the editing system. Some specific skills I learnt were; desaturation through using a ‘colour corrector’, how to create titles over the top of individual clips and how to merge them from one screen to the next, how to embed codes, sound recorders and what codes to use kaltura code etc.