Question 7
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In my preliminary task, I had limited camera equipment and shot options. For my final product, I had access to multiple lenses allowing more creative shots. I also improved my framing and incorporated some camera movement and zooming shots. While my editing skills did not greatly improve, practicing in my preliminary task prepared me well. I also learned to add basic visual effects that enhanced my final product. Overall, having more equipment options and practicing key filmmaking skills allowed me to produce a higher quality final product.
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Prelim eval
The student learned several skills from completing their preliminary film task. They learned how to effectively use camera shots like low angles, continuity techniques like matching clothes and locations, and basic editing. Some areas of success included good continuity and using a variety of shots. However, they need to improve planning time better and including more challenging shots and credits in the future.
Prelim eval
The document summarizes what the author learned from completing a preliminary filmmaking task. The author learned how to effectively use camera shots, manage time during filming, and ensure continuity between shots during both filming and editing. Areas of success for the task included good continuity and the use of various shot types. The author identifies areas for improvement such as more effective planning and inclusion of credits.
Task One Short Film Evaluation
The document discusses the roles and tasks involved in creating a short film. The author directed the filming and operated the main camera, working to capture the necessary shots through good communication with the group. Editing software was difficult to learn initially but the author was able to edit the film with help. The film utilized various editing techniques like continuity editing, match on action, and shot reverse shot. The author reflects that their camera and editing skills can still be improved, such as maintaining consistent camera positions and applying different editing skills, but the process helped their filmmaking abilities.
Evaluation powerpoint
This document summarizes a student's experience filming a short video clip using continuity techniques for class. The student learned how to properly use a video camera and editing software. Time management was challenging, but the finished product came together well. Areas for improvement include better time planning and experimenting more with editing features. While some continuity techniques were successfully used, others like the 180 degree rule were difficult to include. The student evaluated their positive contribution to group roles and workflow.
Evaluation question 7
The student learned several things from their preliminary video task to their final film project. Their camerawork improved from shaky pans in the preliminary video to smoother movement in the final project. They also expanded their shot selection from a few basic shots to more creative angles and shots intended to convey character emotions. One challenging shot was a high angle shot taken without a tripod from a building terrace that required multiple retakes.
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The document discusses the lessons learned from the preliminary task of filming two people having a conversation over a table. The filmmaker practiced using wide, medium, and close shots as well as the 180-degree axis rule, which helped create a clean flow for the conversational scene. Using different shot types kept the scene from becoming repetitive and gave it a more polished, professional look. Through this preliminary task, the filmmaker learned fundamental camera work techniques and how to use camera equipment, which provided valuable experience for future filmmaking projects.
Objects of desire evaluation
The document provides an evaluation of the author's television advertisement project. It summarizes the main strengths as sticking closely to the storyboard and enjoying the editing process. Weaknesses included struggling to keep shots in focus while working alone and lighting issues from shooting indoors. To address these, the author had others help focus shots and used color correction in post-production. Overall, the author is proud of the final product but would shoot more outdoors and request camera assistance for future projects.
Evaluation power point for media preliminary task
Matt discusses completing a preliminary media task with his group. He found the pre-production workflow went well due to everyone contributing ideas. They were able to film the task on iPads and learned lessons about camera stability and different angles. Editing in iMovie went smoothly. Overall, Matt learned about camera techniques, planning, and the full filmmaking process.
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Prelim eval
The student learned several skills from completing their preliminary film task. They learned how to effectively use camera shots like low angles, continuity techniques like matching clothes and locations, and basic editing. Some areas of success included good continuity and using a variety of shots. However, they need to improve planning time better and including more challenging shots and credits in the future.
Prelim eval
The document summarizes what the author learned from completing a preliminary filmmaking task. The author learned how to effectively use camera shots, manage time during filming, and ensure continuity between shots during both filming and editing. Areas of success for the task included good continuity and the use of various shot types. The author identifies areas for improvement such as more effective planning and inclusion of credits.
Task One Short Film Evaluation
The document discusses the roles and tasks involved in creating a short film. The author directed the filming and operated the main camera, working to capture the necessary shots through good communication with the group. Editing software was difficult to learn initially but the author was able to edit the film with help. The film utilized various editing techniques like continuity editing, match on action, and shot reverse shot. The author reflects that their camera and editing skills can still be improved, such as maintaining consistent camera positions and applying different editing skills, but the process helped their filmmaking abilities.
Evaluation powerpoint
This document summarizes a student's experience filming a short video clip using continuity techniques for class. The student learned how to properly use a video camera and editing software. Time management was challenging, but the finished product came together well. Areas for improvement include better time planning and experimenting more with editing features. While some continuity techniques were successfully used, others like the 180 degree rule were difficult to include. The student evaluated their positive contribution to group roles and workflow.
Evaluation question 7
The student learned several things from their preliminary video task to their final film project. Their camerawork improved from shaky pans in the preliminary video to smoother movement in the final project. They also expanded their shot selection from a few basic shots to more creative angles and shots intended to convey character emotions. One challenging shot was a high angle shot taken without a tripod from a building terrace that required multiple retakes.
.
The document discusses the lessons learned from the preliminary task of filming two people having a conversation over a table. The filmmaker practiced using wide, medium, and close shots as well as the 180-degree axis rule, which helped create a clean flow for the conversational scene. Using different shot types kept the scene from becoming repetitive and gave it a more polished, professional look. Through this preliminary task, the filmmaker learned fundamental camera work techniques and how to use camera equipment, which provided valuable experience for future filmmaking projects.
Objects of desire evaluation
The document provides an evaluation of the author's television advertisement project. It summarizes the main strengths as sticking closely to the storyboard and enjoying the editing process. Weaknesses included struggling to keep shots in focus while working alone and lighting issues from shooting indoors. To address these, the author had others help focus shots and used color correction in post-production. Overall, the author is proud of the final product but would shoot more outdoors and request camera assistance for future projects.
Evaluation power point for media preliminary task
Matt discusses completing a preliminary media task with his group. He found the pre-production workflow went well due to everyone contributing ideas. They were able to film the task on iPads and learned lessons about camera stability and different angles. Editing in iMovie went smoothly. Overall, Matt learned about camera techniques, planning, and the full filmmaking process.
Question 7
The document discusses what was learned from creating a preliminary task and final film project. It describes improvements in camera skills, continuity, and acting. More planning was required for the final film, including schedules, storyboards, and costume/location planning. Different camera angles were used to represent characters. Editing the final film was easier since the software was now familiar and more planning had been done. Overall, comparing the preliminary and final projects shows the growth and improvements that occurred.
Evaluation preliminary - Kala Varsani
The document provides a self-evaluation of the student's participation in a preliminary film activity with their group. The student listened to others' ideas, helped with planning by creating a storyboard, and learned editing skills by editing the group's film clips together. Areas for improvement included avoiding crossing the 180-degree line and using a tripod for steadier shots.
Preliminary failures and successes
This document provides a self-critique of preliminary shots filmed for a student film project. The shots were filmed either free-hand or without a tripod, making them shaky and of poor quality. While some shots like revealing a character's identity worked effectively, the timing and camera angles could have been improved. To strengthen the final film, the student determined they would use a tripod for stability, incorporate over-the-shoulder shots during dialogue, and film alternate angles to avoid re-shoots and characters looking at the camera.
Task 7 evaluation
The document discusses improvements made to a film project from a preliminary version to a final product. Some key improvements included starting with establishing shots of production companies, using wider and more stable establishing shots, improved editing with smoother transitions, utilizing different camera angles and elevations to keep viewers interested, incorporating some camera movement from tripods, varying the range of shots used by filming in new locations, and challenging conventions to build pace. The final product had a more professional, coherent structure and pacing compared to the preliminary version.
QUESTION 7
Through completing their preliminary exercise, the students learned important skills for editing film, such as how to cut shots and maintain continuity. They also learned about techniques like the 180-degree rule. For their full film, they improved their editing and camerawork abilities by practicing more and using a greater variety of shots. They applied different editing techniques like fades to make the final film more interesting for their audience.
Evaluation of finished product
1) The group used a tripod for steady shots, allowing them to keep actors in frame during zooms, improving on hand-held filming in their preliminary task.
2) They filmed from different distances and angles to show characters in different ways while keeping actors in frame, learning from framing issues before.
3) Minor script changes ensured the story flowed better, and experimenting with shots on set led to a better thriller feel than rigidly following their storyboard.
4) Actors wore specific costumes and props, and lighting/locations were manipulated to create desired scenes, unlike their preliminary task.
Evaluation - Question 7
In our preliminary task, we learned the importance of planning, as thorough planning allowed us to include a variety of shots and improve the quality and professionalism of our work. We also improved on avoiding mistakes during filming and ensuring proper timing of shots. For our main task, we used a more experienced actress and further developed the setting to make it more relatable. Overall, we learned from our mistakes and were able to create a higher quality final piece through more planning and attention to detail.
Looking back at your prelim task, what have you learnt in the progression fro...
The document discusses the progression from a preliminary film task to the final product. Some key things learned were using camera shots like match on action and continuous filming. The preliminary task was a good first experience but some shots like the beginning and end were messy. For the final opening, a wider range of shots and editing effects were used to set the atmosphere. Looking back, focusing shots and using more variety would have improved the preliminary task. Comparing the two, there is clear improvement in shots like two shots and tracking shots which were done more perfectly in the final film.
Question 7
The document discusses the skills the author gained and improved on through completing a preliminary video project and final film opening project. For the preliminary project, the author learned basic camera skills and how to use Premiere Pro and Blogger. However, the preliminary project suffered from issues like poor focus, unskilled actors, and an undeveloped script. For the final project, the author addressed these issues by using manual focus, carefully selecting experienced actors, researching to create a realistic script, and improving preparation, match-on-action shots, and clip length for smoother editing. The author aims to further develop skills in camera lighting and special effects editing.
Evaluation of practise task
The document summarizes a student's evaluation of their practice task filming assignment. It discusses how editing was beneficial compared to camera movements, how steady the camera work was as they were just starting to learn, and that the narrative was clear enough though a voiceover may have improved it. It also outlines the planned elements of mise en scene, basic camerawork techniques used along with a match on action, and using the video camera for sound. Minor additional editing effects like music were included to set the mood without words.
Mediaaaaaaaa
Since creating the preliminary task, the document discusses several key things the author has learned. The author learned that using a steady tripod is important for clean shots. Tracking and panning shots are useful techniques that the author learned how to execute. Additionally, the author learned that sound is important for creating tension and that minor details like props and location selection can improve realism and overall quality.
Preliminary task - evaluation
The document provides a self-evaluation of the author's preliminary film task. It discusses both challenges and successes. It found storyboarding and mapping out ideas difficult. However, the script was good and filming went smoothly without needing retakes. Some minor issues with lighting and adding more sound effects are noted for future improvement. Overall, the author enjoyed the process of working on their preliminary task and learned new skills in editing.
Preliminary task evaluation
Sukhpreet evaluates their group's pre-production work for a preliminary film task. They found the work was evenly distributed and they were able to discuss issues that arose. Finding willing cast members was difficult. They should have considered camera angles more. An iPad was used to film, which had limitations like an inability to use a tripod, but the quality was good. They learned the importance of landscape over portrait orientation and avoiding unwanted backgrounds. Editing in iMovie was challenging but the inexperienced group was able to cut clips together. The completed task met criteria like character movement and dialogue. Overall, Sukhpreet learned about camera techniques, iMovie editing, storyboards, and lessons like proper filming conditions and att
Q6 AS media studies
By constructing a film using various technologies, the author learned several things. They used a video camera to film, but found its lack of advanced features like zooming limited them. They also used a tripod for steady shots, but it was difficult on a boat. Additionally, they created a blog and YouTube account to share their work. For editing, they used Sony Vegas to add titles, adjust lighting and speed, cut clips, and layer audio from YouTube. Through this process, they gained skills and understanding of technologies for filmmaking.
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.
Evaluation question 7
The student learned a great deal from their preliminary project to their final film. For the preliminary project, they did not use equipment like a tripod effectively which resulted in low quality footage. However, for the final film they used a tripod which improved the quality tremendously. They also struggled with issues like jump cuts in previous projects but learned through trial and error and reshooting scenes. Directing actors also proved challenging as the actors would sometimes improvise lines. Overall, the process of planning, shooting, reshooting, and editing taught the student valuable lessons about filmmaking despite the short two minute runtime.
Evaluation question 7
The document provides an evaluation of improvements made from a preliminary editing task to the final production. Six key areas are discussed:
1) Proper use of the 180 degree rule, mise-en-scene, match on action, focus pull, shot reverse shot, and camera work improved the continuity and professionalism of the final product compared to the preliminary task.
2) Lighting was used more effectively to set the proper mood, with dark colors creating an evil feeling in the opening sequence and cloudy outdoor lighting suiting a thriller genre.
3) Unwanted items were removed from shots and the shots were better organized and planned in the final version after learning mistakes made in the preliminary task.
Question 7
The document compares a student's preliminary film task to their final film project.
[1] The preliminary task was an initial attempt and lacked planning, proper equipment use, and editing skills.
[2] In contrast, the final film had more planning through storyboards and scripts, better camerawork with more shots, and stronger editing with transitions and imported media.
[3] While the final film was an improvement and taught the student new skills, better organization was needed as editing and reshoots were rushed at the end.
Areas of improvement
The film had some mistakes that could be improved. Specifically, the sound quality was poor and not loud enough outdoors, which could be addressed by using a better microphone instead of the camera's and recording audio in a studio with a higher budget. Image quality suffered in low light situations because the 10 megapixel camera couldn't film well in such conditions, so a professional camera from a larger budget could help. Some actors showed good acting ability but lacked real sympathy; having actors practice more and filming when they feel truly ready could enhance performances.
Final Presentation
This document outlines a plan to increase long-term volunteers for an organization called Women and Children First. It analyzes the organization's current weaknesses and opportunities to target college students and large corporations. The objectives are to obtain two new volunteers from six non-affiliated corporations and recruit two volunteers from each of seven local colleges by December 2017. Strategies include demonstrating through digital and in-person communication how volunteering can benefit students' careers and how it promotes corporate citizenship and employee engagement. Tactics target each group through their preferred communication channels. The goal is to recruit more volunteers to benefit the organization through more donations, resources, and lifelong volunteers.
Trabajar con tablas
Los gráficos se utilizan a menudo en presentaciones para esquematizar grandes cantidades de información de manera fácil. PowerPoint incluye muchos tipos de gráficos que se pueden insertar en diapositivas pulsando un botón, lo que abrirá una hoja de datos vinculada al gráfico para modificar los valores representados. Una vez insertado el gráfico, es sencillo modificar los datos en la hoja vinculada para que se actualicen automáticamente en el gráfico.
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Question 7
The document discusses what was learned from creating a preliminary task and final film project. It describes improvements in camera skills, continuity, and acting. More planning was required for the final film, including schedules, storyboards, and costume/location planning. Different camera angles were used to represent characters. Editing the final film was easier since the software was now familiar and more planning had been done. Overall, comparing the preliminary and final projects shows the growth and improvements that occurred.
Evaluation preliminary - Kala Varsani
The document provides a self-evaluation of the student's participation in a preliminary film activity with their group. The student listened to others' ideas, helped with planning by creating a storyboard, and learned editing skills by editing the group's film clips together. Areas for improvement included avoiding crossing the 180-degree line and using a tripod for steadier shots.
Preliminary failures and successes
This document provides a self-critique of preliminary shots filmed for a student film project. The shots were filmed either free-hand or without a tripod, making them shaky and of poor quality. While some shots like revealing a character's identity worked effectively, the timing and camera angles could have been improved. To strengthen the final film, the student determined they would use a tripod for stability, incorporate over-the-shoulder shots during dialogue, and film alternate angles to avoid re-shoots and characters looking at the camera.
Task 7 evaluation
The document discusses improvements made to a film project from a preliminary version to a final product. Some key improvements included starting with establishing shots of production companies, using wider and more stable establishing shots, improved editing with smoother transitions, utilizing different camera angles and elevations to keep viewers interested, incorporating some camera movement from tripods, varying the range of shots used by filming in new locations, and challenging conventions to build pace. The final product had a more professional, coherent structure and pacing compared to the preliminary version.
QUESTION 7
Through completing their preliminary exercise, the students learned important skills for editing film, such as how to cut shots and maintain continuity. They also learned about techniques like the 180-degree rule. For their full film, they improved their editing and camerawork abilities by practicing more and using a greater variety of shots. They applied different editing techniques like fades to make the final film more interesting for their audience.
Evaluation of finished product
1) The group used a tripod for steady shots, allowing them to keep actors in frame during zooms, improving on hand-held filming in their preliminary task.
2) They filmed from different distances and angles to show characters in different ways while keeping actors in frame, learning from framing issues before.
3) Minor script changes ensured the story flowed better, and experimenting with shots on set led to a better thriller feel than rigidly following their storyboard.
4) Actors wore specific costumes and props, and lighting/locations were manipulated to create desired scenes, unlike their preliminary task.
Evaluation - Question 7
In our preliminary task, we learned the importance of planning, as thorough planning allowed us to include a variety of shots and improve the quality and professionalism of our work. We also improved on avoiding mistakes during filming and ensuring proper timing of shots. For our main task, we used a more experienced actress and further developed the setting to make it more relatable. Overall, we learned from our mistakes and were able to create a higher quality final piece through more planning and attention to detail.
Looking back at your prelim task, what have you learnt in the progression fro...
The document discusses the progression from a preliminary film task to the final product. Some key things learned were using camera shots like match on action and continuous filming. The preliminary task was a good first experience but some shots like the beginning and end were messy. For the final opening, a wider range of shots and editing effects were used to set the atmosphere. Looking back, focusing shots and using more variety would have improved the preliminary task. Comparing the two, there is clear improvement in shots like two shots and tracking shots which were done more perfectly in the final film.
Question 7
The document discusses the skills the author gained and improved on through completing a preliminary video project and final film opening project. For the preliminary project, the author learned basic camera skills and how to use Premiere Pro and Blogger. However, the preliminary project suffered from issues like poor focus, unskilled actors, and an undeveloped script. For the final project, the author addressed these issues by using manual focus, carefully selecting experienced actors, researching to create a realistic script, and improving preparation, match-on-action shots, and clip length for smoother editing. The author aims to further develop skills in camera lighting and special effects editing.
Evaluation of practise task
The document summarizes a student's evaluation of their practice task filming assignment. It discusses how editing was beneficial compared to camera movements, how steady the camera work was as they were just starting to learn, and that the narrative was clear enough though a voiceover may have improved it. It also outlines the planned elements of mise en scene, basic camerawork techniques used along with a match on action, and using the video camera for sound. Minor additional editing effects like music were included to set the mood without words.
Mediaaaaaaaa
Since creating the preliminary task, the document discusses several key things the author has learned. The author learned that using a steady tripod is important for clean shots. Tracking and panning shots are useful techniques that the author learned how to execute. Additionally, the author learned that sound is important for creating tension and that minor details like props and location selection can improve realism and overall quality.
Preliminary task - evaluation
The document provides a self-evaluation of the author's preliminary film task. It discusses both challenges and successes. It found storyboarding and mapping out ideas difficult. However, the script was good and filming went smoothly without needing retakes. Some minor issues with lighting and adding more sound effects are noted for future improvement. Overall, the author enjoyed the process of working on their preliminary task and learned new skills in editing.
Preliminary task evaluation
Sukhpreet evaluates their group's pre-production work for a preliminary film task. They found the work was evenly distributed and they were able to discuss issues that arose. Finding willing cast members was difficult. They should have considered camera angles more. An iPad was used to film, which had limitations like an inability to use a tripod, but the quality was good. They learned the importance of landscape over portrait orientation and avoiding unwanted backgrounds. Editing in iMovie was challenging but the inexperienced group was able to cut clips together. The completed task met criteria like character movement and dialogue. Overall, Sukhpreet learned about camera techniques, iMovie editing, storyboards, and lessons like proper filming conditions and att
Q6 AS media studies
By constructing a film using various technologies, the author learned several things. They used a video camera to film, but found its lack of advanced features like zooming limited them. They also used a tripod for steady shots, but it was difficult on a boat. Additionally, they created a blog and YouTube account to share their work. For editing, they used Sony Vegas to add titles, adjust lighting and speed, cut clips, and layer audio from YouTube. Through this process, they gained skills and understanding of technologies for filmmaking.
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.
Evaluation question 7
The student learned a great deal from their preliminary project to their final film. For the preliminary project, they did not use equipment like a tripod effectively which resulted in low quality footage. However, for the final film they used a tripod which improved the quality tremendously. They also struggled with issues like jump cuts in previous projects but learned through trial and error and reshooting scenes. Directing actors also proved challenging as the actors would sometimes improvise lines. Overall, the process of planning, shooting, reshooting, and editing taught the student valuable lessons about filmmaking despite the short two minute runtime.
Evaluation question 7
The document provides an evaluation of improvements made from a preliminary editing task to the final production. Six key areas are discussed:
1) Proper use of the 180 degree rule, mise-en-scene, match on action, focus pull, shot reverse shot, and camera work improved the continuity and professionalism of the final product compared to the preliminary task.
2) Lighting was used more effectively to set the proper mood, with dark colors creating an evil feeling in the opening sequence and cloudy outdoor lighting suiting a thriller genre.
3) Unwanted items were removed from shots and the shots were better organized and planned in the final version after learning mistakes made in the preliminary task.
Question 7
The document compares a student's preliminary film task to their final film project.
[1] The preliminary task was an initial attempt and lacked planning, proper equipment use, and editing skills.
[2] In contrast, the final film had more planning through storyboards and scripts, better camerawork with more shots, and stronger editing with transitions and imported media.
[3] While the final film was an improvement and taught the student new skills, better organization was needed as editing and reshoots were rushed at the end.
Areas of improvement
The film had some mistakes that could be improved. Specifically, the sound quality was poor and not loud enough outdoors, which could be addressed by using a better microphone instead of the camera's and recording audio in a studio with a higher budget. Image quality suffered in low light situations because the 10 megapixel camera couldn't film well in such conditions, so a professional camera from a larger budget could help. Some actors showed good acting ability but lacked real sympathy; having actors practice more and filming when they feel truly ready could enhance performances.
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Looking back at your prelim task, what have you learnt in the progression fro...
Looking back at your prelim task, what have you learnt in the progression fro...
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Final Presentation
This document outlines a plan to increase long-term volunteers for an organization called Women and Children First. It analyzes the organization's current weaknesses and opportunities to target college students and large corporations. The objectives are to obtain two new volunteers from six non-affiliated corporations and recruit two volunteers from each of seven local colleges by December 2017. Strategies include demonstrating through digital and in-person communication how volunteering can benefit students' careers and how it promotes corporate citizenship and employee engagement. Tactics target each group through their preferred communication channels. The goal is to recruit more volunteers to benefit the organization through more donations, resources, and lifelong volunteers.
Trabajar con tablas
Los gráficos se utilizan a menudo en presentaciones para esquematizar grandes cantidades de información de manera fácil. PowerPoint incluye muchos tipos de gráficos que se pueden insertar en diapositivas pulsando un botón, lo que abrirá una hoja de datos vinculada al gráfico para modificar los valores representados. Una vez insertado el gráfico, es sencillo modificar los datos en la hoja vinculada para que se actualicen automáticamente en el gráfico.
Presentación brayan
El sistema Genesis es un sistema de información para alumnos que permite gestionar datos sobre los estudiantes, incluyendo sus datos personales, notas, asistencia y comunicación con profesores.
Formulario solicitud asistencia ta 2012
El documento es una solicitud de asistencia para cursos o actividades dirigida a la Directora de la Escuela de Tecnología de Alimentos de la Universidad de Costa Rica. El estudiante solicita asistencia para uno o más cursos o actividades para un ciclo académico específico e incluye su información personal y académica. También debe aportar documentos como su expediente académico y copia de cédula para tramitar la solicitud.
Alejandro peña
Este documento resume una clase sobre cómo crear una cuenta en SlideShare. El profesor Javier Belisario explicó el proceso paso a paso, que incluye registrarse con un correo electrónico, nombre de usuario y contraseña, subir presentaciones, configurar la cuenta y compartir presentaciones. Al final, el profesor pidió a los estudiantes investigar sobre ética y moral.
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Similar to Question 7
4. Production Experiments
The document summarizes experiments the author conducted with camera angles, editing software, color correction, and sound editing. For the camera experiment, the author practiced different angles, handheld shots, and lighting. In the editing experiment, the author edited together various shots on Premier Pro and added transitions, titles, and color correction. For color, the author adjusted hues in Premier Pro to create different moods. In sound editing on Audition, the author adjusted volume, trimmed audio, and edited multiple tracks together. The author intends to apply techniques from these experiments, like varied angles, transitions, and subtle color/sound adjustments, to their final film project.
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.
Untitled presendkkdmmtation
1) The document discusses the technologies and skills the author learned in creating a film project, including learning to use Premiere Pro for editing.
2) The author details how they gained skills using Premiere Pro over the course of the project, from basic skills like arranging clips to more advanced skills like adjusting audio levels and transitions.
3) The author also discusses using a Canon DSLR camera, tripod, and lights for filming, and notes both benefits like image quality but also challenges like the camera's microphone picking up too much background noise.
Question 7
- The document discusses the learning and progression from a preliminary task to creating a full film opening. For the preliminary task, the author had to learn basic camera and editing skills. When creating the film opening, the author was able to apply these skills as well as advance their knowledge in areas like complex planning, creative camera shots, detailed editing and sound design. Overall, doing the preliminary task provided valuable practice and learning that helped the author successfully plan, film and evaluate their higher quality film opening.
Evaluation- Question 7. By Jumana Ismail
The document discusses the progression of skills from the author's preliminary task video to their main task opening sequence video. For the preliminary task, planning, camera techniques, sound, editing and mis-en-scene were limited due to lack of experience. However, for the main task the author conducted extensive research, created storyboards, improved camera shots, learned to use sound editing software, shot at multiple locations, and applied advanced editing techniques like filters and transitions. This resulted in a much more polished and professional final product compared to the preliminary task.
Evaluation question
The document reflects on the improvements the author has made from their preliminary editing task to their full opening sequence project. Some key areas of growth include improved editing skills like color correction, more advanced camerawork with focused shots, better use of techniques like match on action, and increased organization and planning. The author provides specific examples to demonstrate how they applied lessons learned from the preliminary task, such as ensuring consistent lighting within shots. Overall, the reflection highlights the significant progress and skills developed over the course of the project.
Production experiments
Joseph Haley conducted experiments with different camera techniques for his film project. He found that replicating the smooth camera movements from David Fincher's films worked well to keep the audience engaged. His attempts at adding shaky camera and matte paintings through After Effects were less successful - the shaky camera lacked focus and the matte paintings did not track properly to the moving footage. While some techniques like the opening shot provide useful lessons, others like the matte paintings did not work as intended and highlighted areas to improve for the final project.
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.
6. production reflection real1
Jack Henderson summarizes his film production process. He began by creating a shot list to plan out his project. During filming, he had to change his idea from a short film to a horror movie intro due to lacking enough content. In editing, he experimented with effects like warp stabilizer to add an unnatural feel. He also incorporated some stock footage and royalty-free music and audio clips. Overall, the planning process helped manage his time and the experimentation with effects during editing helped create atmosphere and tension for the horror genre.
Evaluation question no 7
The document compares the filmmaker's preliminary task to their final opening sequence. For the preliminary, only a few basic shots were used and no props were needed. However, the opening sequence featured a variety of shots, more props, and different locations to make it more interesting. Shooting the final clip helped the filmmaker improve their skills with different camera shots and effects. They also faced challenges holding the camera for the preliminary but used a tripod for the final, resulting in a steadier shot.
Evaluation question 6
From filming their preliminary task, the author learned several important lessons that improved their skills for their full opening sequence project. They learned how to correct lighting changes in editing, developed advanced editing techniques like jump cuts and syncing music. Their camerawork improved, ensuring all shots were in focus. They also learned techniques like shot reverse shot, match on action, and how to creatively use their surroundings. The importance of planning and organization was also highlighted when equipment issues arose during the preliminary filming.
Question 7
The student learned valuable skills through completing preliminary filmmaking tasks. The "Life on Mars" activity taught them about camera usage and shot timing. Storyboarding their opening scene helped them plan shots and experiment with editing. Each successive task built on their skills, and by the film opening they had learned effects, titles, and how to intrigue audiences. While challenging, creating the opening scene taught them the importance of character, location, and genre establishment to draw viewers in.
Evaluation question 7
From filming their preliminary task, the author learned several important lessons that improved their skills for their full opening sequence project. They learned how to correct lighting changes in editing, developed more advanced editing techniques like jump cuts and syncing music. Their camerawork improved, ensuring all shots were in focus. They also learned techniques like shot reverse shot, match on action, and how to creatively use their surroundings. The importance of planning and organization was also emphasized.
Question 7
The document discusses lessons learned from a preliminary task to a main filmmaking project. It summarizes that planning shots in advance and creative decisions helped improve the final project. The person also learned to frame shots better to focus on subjects and get them in the correct position. Additionally, upgrading to a camera with HD recording and using Adobe Premier Pro instead of iMovie improved video quality and editing capabilities for a more professional look. The preliminary task helped teach planning, timing, selecting appropriate music, correct editing techniques, proper angles, and that filming speech requires high quality.
Evaluation preliminery
The student learned several important lessons when comparing their preliminary media project to the final product. They learned about the importance of cinematography techniques like shot types and camera angles to make scenes more interesting. They also learned to be more thoughtful about mise-en-scene and only including relevant objects in shots. Through editing the final project, the student gained skills using Premiere and learned the impact of titles and sound design. By applying these lessons, the quality of their filming, editing, and overall production improved greatly from the preliminary to final piece.
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.
Presentation1
From researching and planning a film opening, the author learned how different camera angles, lighting, and number of actors impact a film. For the preliminary task, fewer actors and less stable shots were used. However, for the final product, more actors helped tell the story better, and using a fig rig and tripod helped keep shots steady. While some shots like side tracking and low angles were used in both versions, the camera work was improved in the final version through stabilization and capturing more of the scene.
Evaluation Activity 7
By completing a preliminary editing task, the author learned important skills that improved their work on the final product. They gained confidence using camera equipment and incorporating different shot types and angles. Observing the editing process helped the author better understand that element of filmmaking. Key continuity rules like the 180-degree rule and match on action were applied successfully in both works. While shot reverse shot wasn't needed for the final product structure, experience with it in the preliminary task added to the author's media knowledge overall.
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.
Q7 looking back at your preliminary task
The student learned several important skills from their preliminary task to the final production. They improved their filming technique from only handheld shots to using a tripod and taking multiple takes. Their editing skills also progressed significantly from simply putting clips together to using advanced features like fades and effects. Additionally, they got better at selecting appropriate music. Overall, the student made huge improvements in their filming, editing, and use of production elements from their early work to the final project.
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Raybould matthew evaluation and overall feedback sheet
Matthew Raybould received marks in four categories for his A2 coursework:
1) Planning (full comments in separate sheet) - mark out of 12/20
2) Construction of main task (full comments in separate sheet) - mark out of 28/40
3) Construction of ancillary task 1 (Digipak and poster) - Digipak 8/10, poster 10/10
4) Evaluation (detailed comments on four questions) - mark out of 15/20
His total mark was 73 out of 100, earning him a grade of B.
Raybould matthew a2 cw pre production tasks improvements
This document provides feedback from a teacher on a student's pre-production tasks for a music video project. The teacher comments that some areas like genre analysis, target audience, lyrics, and costumes were done well with research and details. However, other key areas like storyboards, shotlists, floor plans, locations, equipment, and production schedule were either missing or lacked sufficient details. The teacher recommends adding more analytical details, images, and sources. In response, the student adds or improves some areas but still needs to provide more technical details and planning in areas like storyboards, locations, and schedule. The final mark awarded is 12/20.
Raybould matthew evaluation and overall feedback sheet
Matthew Raybould received a grade of B for his overall coursework marks. For his planning work, he received a mark out of 12/20, and full comments are in a separate sheet. For his main construction task, he received a mark of 28/40, with details in another sheet. For his ancillary construction tasks, he received 8/10 for a digipak with proficient technical skills and design, and 10/10 for a poster with excellent skills and design. For his evaluation, he received 12/20. His answers showed good understanding of genre conventions, though one answer lacked evidence. Overall it was a proficient piece of work showing good understanding and use of technology.
Raybould, matthew cw feedback
Matthew Raybould completed the main task of creating a music video, showing proficiency in technical skills like camera work, editing, and sound synchronization. The narrative was confusing and some shots were too long. He also designed a digipak and poster at a proficient and excellent level respectively, demonstrating technical skills and understanding of conventions for the music genre and artist. Overall his work scored 46 out of 60, achieving a Level 3.
Media evaluation q4
The document provides feedback from the audience on the author's music video. The feedback was generally positive, praising elements like the lighting during performances and the use of slow motion and cuts. However, some criticisms noted the story and genre connections were unclear and some shots appeared amateurish. Based on this, the author recognizes needing to better convey the narrative and strengthen genre elements throughout. Overall, the target audience engaged as intended, but there is room for improvement, especially in storytelling and production quality.
Shot list
The document outlines a shot list for a film containing 17 shots that alternate between locations in Bournemouth, England and New York City, USA. The shots will match the character's actions between the two locations and include establishing shots of each setting, close-ups of the character's face and eyes to show emotion, medium and full body shots of the character walking in both places, and long shots of the character sitting on benches and walking along piers with people in the background. The shot list ends with establishing shots overlooking the New York skyline and English Channel.
Production schedule
The document outlines a production schedule, listing dates, tasks, responsible parties, locations, and equipment needed. It includes pre-production in September 2016, filming in Bournemouth in January 2017 and New York in February 2017, and plans to have all editing completed by March 2017. Matthew Raybould is responsible for pre-production, editing the Bournemouth footage in February 2017, and completing all post-production by March 2017, assisted during filming by Liam White. Locations include a school for pre-production and editing, and Bournemouth and New York for filming. Equipment includes a Canon 700D camera and Velbon tripod for filming.
Equipment list
The document provides an equipment list for filming, including a Canon 700D camera and Velbon tripod. The Canon 700D is chosen because the school has them available and it is an all-round good camera, able to film in 1080p HD, shoot in low light with a wide ISO, and has both manual and auto focus options. The included 18-55mm lens has optical image stabilization and a large zoom range. The Velbon tripod is selected as it is accessible from the school and is of good quality, with stiff legs and shoe to keep the camera steady and a smooth pivot for easy panning shots.
Floor plan
The document describes several planned camera shots for a film. One shot will place the camera at the end of a pier to capture a character walking in a large, lonely setting with surrounding lights appearing dark and eerie. Another shot will place the camera on one side of the pier facing a bench to focus on the character's appearance and clothing in better lighting. Additional shots in New York will position the camera on the pavement at the corner of 7th Ave and West 46th St to capture the background of Times Square with its crowds, lights and constant traffic flow.
Media recce
The document discusses the filming locations for a music video that will be shot at night. It plans to film in brightly lit areas that will give a psychedelic feel. Locations mentioned include Times Square for its huge billboards and flashing neon lights that make one feel tiny, Broadway for its lights on both sides of the street and busy traffic, and the quiet streets and pier in Bournemouth to contrast with the busy streets of New York. The contrasting locations of New York and Bournemouth are intended to emphasize the craziness of New York and isolate the main character in both settings.
Music video analysis
The document analyzes and compares two 1960s music videos:
- The video for "Penny Lane" by The Beatles is a mix of performance shots and conceptual scenes representing the lyrics. However, at the end they are shown singing in a field, going against genre expectations.
- In contrast, the video for "Good Vibrations" by The Beach Boys does not include any performance shots of the band singing. While it depicts the summer fun described in the song, the narrative is not clear and it lacks direct representations of the lyrics. It also avoids the "male gaze" typically featured in music videos.
Waves tame impala remix ideas
The video features psychedelic visuals and distorted shots that transition between scenes of nightlife including bars, clubs and concerts. It experiments with warped shots and different transitions as it tells a slow love story concept, featuring scenes at the beach and a funfair, ending with a man and woman together at the beach with a fire.
Raybould matthew
Matthew completed thorough pre-production research and planning for his film project including analyzing similar films, researching genre conventions and his target audience. He produced an excellent script, storyboard, shotlist, floor plans, and researched locations, costumes, props, actors and equipment. His production schedule showed careful planning. The teacher commended Matthew's clear, detailed planning and organization but noted he could have investigated his potential audience further.
Raybould matthew as cw production feedback sheet
The document provides a film studies assessment of a student's two minute film opening titled "Your I Can". The summary notes there is evidence of technical proficiency, with controlled camerawork using a variety shots and framing. Well-placed cuts and transitions in the editing draw the audience into the story. The sound design uses loud dialogue at times but fitting inspirational music. Overall, the assessor found it a proficient opening that successfully set the drama genre.
Question 1
The document provides details about various aspects of the film opening, including:
1) The title font and placement sets up intrigue and mystery before clarifying the meaning.
2) The opening shot establishes the location/setting and follows conventions of similar films.
3) A favorite shot zooms out from the main character to a scenic view, though editing cuts were added for time.
4) Character names are introduced through a writing effect, suggesting the story will be like a diary.
Production schedule
The production schedule outlines four filming dates between the 19th of December and 3rd of January at various locations including a restaurant, a house, and a mount. It also schedules post-production work between the 5th and 8th of January to be done by Matthew Raybould using Adobe software.
Recce
Tom will be leaning over a table with his head in his hands at a restaurant where the first shot of the film will take place. The second shot will be of Tom riding a cruise board down a gentle sloping hill with the camera positioned at the top to capture a zooming out view over the landscape. The final shot will be of Tom either lying in bed or packing a bag on the floor of his small, messy room to portray his personality and financial situation.
Actors props costumes and equipment
The document lists the actors, props, costumes, and equipment needed for a film shoot. It identifies Tom Biggs-Rayner and Kirsty Pope as the actors for the characters Ben and The Supervisor. Props include a cruise board and hiking rucksack. Costumes are specified for scenes at a pub and restaurant based on the actual dress codes. Equipment includes a Canon EOS M3 camera, lenses, memory card, tripod, and Adobe software.
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Question 7
- 1. QUESTION 7 Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
- 2. CAMERA WORK • Lens Choice: When I filmed my preliminary I had a very limited option for what lens I could use to film as I only had the kit 18-55mm lens which is what comes with the cameras provided by school. This limited the shot possibility as if I needed to get a wide shot the widest I could get would be 18mm which meant keeping the scenes quite tight. However for my final product I had the 18-55mm, 10-22mm and 70-200mm lens meaning I had much more freedom of what shots I could use meaning my film would be produced to a higher standard. The 10-22mm meant that I could get really wide shots and also get everything in when filming in tight spaces which was to my advantage as my room that I filmed in was very small so it would be tough to get everything in shot if I only had the 18-55mm lens. The final shot of my film was only possible because of the 70-200mm lens as I needed to be able to start of the shot being zoomed in to the character but still be wide enough to get enough of the view of the landscape in when fully zoomed out as well. So the freedom of shots provided by having a range of lenses to work from really helped the look of my final product. • Framing: The difference in the framing of my shots from my preliminary task to my final product has improved massively as the choice of shots in my final product were way more thought out and effective compared to my preliminary task. The framing in my preliminary task was all very simple as the majority of shots that I used were shot reverse shot so all I needed to do was include part of the person sat with their back to the camera with the person facing the camera in the background. Whereas in my final product there weren’t any shot reverse shots as it was much more free flowing so I had to think longer about what I wanted in the shot and how I wanted the shot to look. This was made easier as I had the use of a wide angle lens which meant I could fit basically everything in one shot. • Movement/Zoom: In my preliminary task there was no camera movement or zoom in any of the shots which made those shots very easy to shoot as I would just place the camera in a set place and press record. In my final product there wasn’t a huge amount of camera movement but there were three shots that involved either movement or zoom. The first shot that needed movement was my establishing shot but that was a very simple pan upwards to capture the whole of where the initial shot was being held. The other movement shot is where the main character storms out of the restaurant but once again it was very simple to keep it steady by just adjusting the tightness of the head of the tripod to allow the camera to pan smoothly. The final shot has both zoom and movement in the way of it panning up, this was harder because I hade to do both at the same time and while making sure it was still in focus. It was also quite difficult as the dampening of the zoom ring on the lens wasn’t very good so it was harder to get a smooth zoom. I solved this by editing it so that it gives the effect of the character jumping forward as I cut the shot into different sections and deleted certain parts.
- 3. EDITING/EFFECTS • The difference in editing ability from my preliminary to my final product isn’t that much as there was a lot of match on action in my preliminary task so I was able to practice my editing and get it so all the shots were edited together smoothly. This meant that when it came to editing my final task together it wasn’t very difficult to make it so there wouldn’t be any issues with the editing issues which would compromise the quality look of my final product. Also because of all the practice in my preliminary task, when it came to editing the scene together where there was some match on action I was able to keep it smooth and keep an aspect of realism. • In my preliminary task there I didn’t use any special effects so when it came to my final task I had to learn from scratch when I wanted to do the effects that I used in final product. The only effects I used was the write on effect that I used to show my credits and my films name. I learnt to do it by watching YouTube videos. The use of this added a little extra to my final product as it meant the names didn’t just appear and it also fit in with the style of my film genre.