Question 7
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The document discusses the filmmaker's experience creating a thriller film for a preliminary project. They initially lacked planning and research, but created storyboards and shot lists to help visualize the film. During filming, they discovered better techniques than what was in the shot list. The editing process also involved changing the sequence of scenes twice to improve continuity, tension, and the climax. Creating the thriller helped the filmmaker gain experience with camera and editing software, allowing them to explore different techniques and improve their skills for future projects.
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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.
Presentation 6
The document discusses the skills and techniques the author has learned related to filming and editing a movie project. They learned that filming from multiple angles is needed to make shots look continuous. They also learned camera stabilization techniques and the use of tripods. The author discusses how they used various software programs like Serif Movie Plus and Photoshop to edit together angles, add titles, and design graphics for their film. They planned out camera angles and the filming schedule in advance to efficiently complete the project.
A2 MEDIA STUDIES - SKILLS REVIEW
The document summarizes the research, planning, production and post-production process for a student film project on mob gangster films. The student conducted research by watching and analyzing similar films to identify conventions of the genre and inspiration. They created a storyboard and conducted location scouting. During production, they learned to use new equipment like cameras and tripods. For post-production, the student reflected on gaining new skills that will help them in future media projects.
Question 6 – what have you learnt about technologies through the process of c...
Sorrel Grundy used various technologies to document their coursework and share ideas online. They used video diaries to explain their thriller film concept and Prezi presentations to elaborate on ideas and link to other films. Furthermore, they uploaded film clips, screenshots, scanned storyboards, and location photos to support their ideas and show intertextuality with other films. Research relied heavily on internet sources like YouTube to understand how directors established the thriller genre. A digital camera was used to film the thriller and review footage, and editing software allowed effects like black and white, fades, and dissolves to be added between flashbacks and during climactic scenes.
Prelinem Task Evaluation
The document summarizes a media project that involved filming a scene with a character opening a door, crossing a room, and sitting down to have a dialogue with another character. The learning objectives were to practice filming techniques like shot reverse shot and the 180-degree rule, and to improve creative, technical, and group work skills. Key steps in the project included planning with a script and storyboard, filming the scene over multiple days to meet deadlines, and learning new skills like using camera equipment and meeting production timelines.
Design and Plan
The document outlines the process of creating storyboards and choosing one to develop a video around. It includes 4 sample storyboards, with the author noting what they like and don't like about each. They ultimately decide the first storyboard best meets the design specifications. It also includes a Gantt chart and step-by-step plan laying out the schedule and tasks for producing the video, such as writing a script, filming, editing, and sharing the final product.
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.
Photo choice
This document summarizes the process of taking photos for an advert and digipack. It describes organizing photos in a folder to avoid losing them, taking high quality photos with a Canon 700D camera at a secondary location to compare with primary location photos. It also mentions having a risk assessment on hand during the photo shoot to follow plans and ensure safety, and taking photos at night to portray negative and dark connotations for the album.
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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.
Presentation 6
The document discusses the skills and techniques the author has learned related to filming and editing a movie project. They learned that filming from multiple angles is needed to make shots look continuous. They also learned camera stabilization techniques and the use of tripods. The author discusses how they used various software programs like Serif Movie Plus and Photoshop to edit together angles, add titles, and design graphics for their film. They planned out camera angles and the filming schedule in advance to efficiently complete the project.
A2 MEDIA STUDIES - SKILLS REVIEW
The document summarizes the research, planning, production and post-production process for a student film project on mob gangster films. The student conducted research by watching and analyzing similar films to identify conventions of the genre and inspiration. They created a storyboard and conducted location scouting. During production, they learned to use new equipment like cameras and tripods. For post-production, the student reflected on gaining new skills that will help them in future media projects.
Question 6 – what have you learnt about technologies through the process of c...
Sorrel Grundy used various technologies to document their coursework and share ideas online. They used video diaries to explain their thriller film concept and Prezi presentations to elaborate on ideas and link to other films. Furthermore, they uploaded film clips, screenshots, scanned storyboards, and location photos to support their ideas and show intertextuality with other films. Research relied heavily on internet sources like YouTube to understand how directors established the thriller genre. A digital camera was used to film the thriller and review footage, and editing software allowed effects like black and white, fades, and dissolves to be added between flashbacks and during climactic scenes.
Prelinem Task Evaluation
The document summarizes a media project that involved filming a scene with a character opening a door, crossing a room, and sitting down to have a dialogue with another character. The learning objectives were to practice filming techniques like shot reverse shot and the 180-degree rule, and to improve creative, technical, and group work skills. Key steps in the project included planning with a script and storyboard, filming the scene over multiple days to meet deadlines, and learning new skills like using camera equipment and meeting production timelines.
Design and Plan
The document outlines the process of creating storyboards and choosing one to develop a video around. It includes 4 sample storyboards, with the author noting what they like and don't like about each. They ultimately decide the first storyboard best meets the design specifications. It also includes a Gantt chart and step-by-step plan laying out the schedule and tasks for producing the video, such as writing a script, filming, editing, and sharing the final product.
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.
Photo choice
This document summarizes the process of taking photos for an advert and digipack. It describes organizing photos in a folder to avoid losing them, taking high quality photos with a Canon 700D camera at a secondary location to compare with primary location photos. It also mentions having a risk assessment on hand during the photo shoot to follow plans and ensure safety, and taking photos at night to portray negative and dark connotations for the album.
Fmp pre proposal
The student wants to make a short horror film for their final major project. They enjoy filming and writing scripts, and love watching horror movies to see the different techniques used. Making a short film will help them pursue a career in filmmaking and give experience of what it's like to make a short film. James Wan is a major influence as the student wants to make a horror movie. Researching his films will provide inspiration and techniques. The goal is to scare the audience and keep them on the edge of their seats. The style will be eerie with unexpected scenes, a dark tone without a happy ending, jump scares to build tension, and experimenting with sounds. The student wants to try this style to see if
Evaluation question 7
The document discusses what the author learned from their preliminary task to their final film project. They realized the importance of planning tools like storyboards and learned to better manage their time. They improved their camera skills like panning and used more shot types. For their final project, they researched conventions like opening sequences and learned editing skills like adding music and transitions. They also learned to consider their target audience and improved their lighting and screenwriting skills.
Evaluation Question Seven
I learned from filming a preliminary task that I needed to plan my shots more carefully to properly represent characters and locations. For the film opening, I focused on using different camera angles and shots to distinguish the different social classes of the characters and keep them in focus. As the main camera operator, I was heavily involved in the storyboards to ensure the shots matched cinematic conventions and represented the characters as intended, such as using a low camera angle for a powerful protagonist. Through taking multiple takes of scenes, I improved my camera skills and shot composition between the preliminary task and the completed film opening.
Pre Production
During pre-production for their thriller opening, the students used various tools to research, plan, and practice their skills. They created blogs to collect and share information, used DSLR cameras to learn filming techniques on preliminary tasks, and got experience editing videos on Mac computers. YouTube and Art of the Titles provided inspiration by allowing them to analyze other thrillers. Most importantly, they created storyboards to map out their planned storyline in detail before filming, which helped unify their ideas and prepare them for the production process.
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.
Equipment for film
The document lists various equipment that will be used to film a movie, including cameras, a tripod, videotape, a notepad, walkie talkie, plastic gun, Adobe Premiere Pro, and Adobe After Effects. A camera will be used for filming scenes and photos, while a tripod will hold the camera steady. Videotape is part of the mystery plot. A notepad and walkie talkie will be used to show a detective taking notes. A plastic gun with visual effects will appear real. Adobe software will be used to edit footage and add effects.
Personal skills audit
The document discusses the skills gained from creating a film sequence for a previous project. Software used included iMovie, Final Cut, GarageBand, and Photoshop. Extensive research and planning was done before filming, including analyzing other films. Conventions from analyzed horror films were used for inspiration, while also breaking some conventions. Creativity came from combining research with some unique elements. The skills will be further developed for an A2 music video project through more advanced techniques, planning, and challenging conventions.
Personal skills audit
The document discusses the skills gained from creating a film portfolio project. It outlines the software used for editing, sound, titles, and poster creation. Planning tasks like research, storyboarding, and timelines helped smooth filming. Conventions from horror films provided inspiration while also breaking some expectations. The response identifies further developing skills in editing, camerawork, software mastery, and creative challenges to conventions for the next project.
5. production reflection sf 2017
This document contains weekly reflections from a student on their work producing a 60 second short film. In the first week, they researched short films and created a practice film in a group. They developed two ideas for their own 60 second film: a post-apocalyptic story and a story of a man imagining dancing with a girl. In the second week, they edited their practice film in a comedic style using music and camera shots. They also planned shooting their own film by creating a shot list, storyboard, and casting themselves and a friend. In the third week, they filmed their short film in one day of shooting and prepared props and locations. In the fourth week, they edited their short film and colored the
Production log
The document discusses animating 3D models for a motion graphic project. The author considers using Source Filmmaker or Garry's Mod because they are familiar with those tools for making videos, though videos in Garry's Mod are low quality and Source Filmmaker is more challenging but can produce higher quality videos. After importing models into Source Filmmaker, they did not appear likely due to an incorrect file type, and the author's research did not help resolve the file type issue, so they plan to use Lightwave instead despite being unfamiliar with its tools.
Question 7
The document summarizes what the group learned from producing their preliminary film task to the full film product. In the preliminary, they learned about different camera shots and angles through pre-production. During production of the preliminary, they struggled with camera skills and following the storyboard. In post-production of the preliminary, their editing was basic as they were new to the software. For the full film, they applied what they learned to plan better with a storyboard, focus on camera shots and angles, and create more sophisticated editing and titles. They felt their teamwork and skills improved from mistakes made on the preliminary.
Swot of script
The document provides a strengths, weaknesses, opportunities, and threats (SWOT) analysis of a film shooting script. Some strengths identified include the thorough explanation of scenes without dialogue and use of various camera angles. Weaknesses include the short script length and lack of editing skills. Opportunities include adding originality through use of a toy and targeting a young family audience. Threats involve difficulties capturing Christmas scenes outside of December and challenges working with a dog for the final scene.
Personal skills audit
The document outlines skills and areas for improvement in digital technology, research and planning, conventions of real media texts, and creativity for an A2 media project. It discusses using a handheld camera, live type, and Final Cut Pro software to film, add credits/captions, and edit footage. Planning techniques like a shot list, animatic, and schedule helped organize material. Analyzing films like "Turn of the Screw" and "Psycho" informed incorporating conventions while keeping the project fresh. Creativity was shown through subverting horror genres, but shots could have been more imaginative; more rhythmic cuts and subliminal messages will be included for the music video.
Photography
After studying art, the author found work in a camera shop and discovered a passion for photography. Though the author has used many cameras over many years, shooting both film and digital, a recent switch to a Fuji X30 compact camera has reinvigorated their love of photography. The author enjoys photography primarily as a personal creative outlet, experimenting with various themes and styles while taking photos on the go.
Equipment list 2
The document lists the equipment that will be used to film and edit a short action film, including a Canon 600D camera, Rode mic for audio recording, Velbon tripod for smooth shots, Premiere Pro CC for editing with color grading, and Magic Bullet Looks plugin for detailed color grading to achieve a Hollywood blockbuster look.
How did your camera
The filmmaker developed their camera and editing skills as their trailer progressed. They aimed to include various shots like long shots, mid shots, close ups, and canted angle shots to establish characters were being watched and show facial expressions. A voyeur shot through bushes was also included. Skills like proper camera angles and researching different shot types were needed to include a variety of shots that fit each scene. Voiceovers were used instead of music for effect, following the theme of a stalker.
Individual Pre-Production Report
This document provides an overview of the pre-production planning for a short thriller film called "Absent Minded." It will be about 1 minute long and have a budget of £25-30. The film will require 3 actors, makeup, props, costumes, catering, and equipment. Shooting will take place over 1 day at a single indoor location that has stairs and is dimly lit. Pre-production tasks include securing permissions, equipment booking, location scouting, risk assessment, and creating a production schedule with deadlines.
Evaluation quesion 7
The student learned a great deal from their preliminary task to the full thriller product. For the preliminary task, they did not properly use camera angles or the tripod, resulting in shaky footage. However, for the thriller, they used better camera settings like night vision, ensured the tripod was leveled, and used more shots to engage the audience. The student also improved at editing using effects and joining clips, having gained more experience using the software. Overall, they believe taking more time to plan was key to the thriller being more successful than the preliminary task.
Initial plans
The document provides details about the skills the author has developed in Photoshop and Premiere Pro that will help with their filmmaking project. It discusses how a mood board was created to inspire the project by showing colors and themes that are scary. The mood board will influence the trailer and poster to appeal to the target audience. Key influences discussed are the 2017 film "It" for its tense and entertaining elements, the importance of music in films and trailers, and the directing style of James Wan known for horror films and Bill Skarsgard's realistic portrayal of the character Pennywise from "It".
Prelinem Task Evaluation
The document summarizes a media project that involved filming a scene with a character opening a door, crossing a room, and sitting down to have a dialogue with another character. The learning objectives were to practice filming techniques like shot reverse shot and the 180-degree rule, and to develop creative, technical, and collaborative skills. Key steps included planning with a script and storyboard, filming with attention to techniques, and meeting daily deadlines. Skills developed included planning, meeting deadlines, organization, creativity, group work, and learning camera operation and other technologies.
Evaluation 7
Since creating their preliminary task, the document's author feels they have improved in three key areas for their full opening sequence project. They went from basic filming and editing skills to becoming more experienced with techniques like clever camera work, editing effects, and purposeful mise-en-scene. Specifically, they planned locations and costumes more carefully to set the right atmosphere, used more complex shots like high angles to build tension, and incorporated editing techniques from popular thriller films to keep the audience engaged. Through further practice and studying other films, the author and their partner enhanced their skills and created a stronger final product than their original preliminary task.
production
During pre-production, the document discusses the tools used which include blogger, YouTube, storyboarding, DSLR cameras, Mac computers, and the website Art of the Titles. These tools were used for research, planning scenes, learning camera skills, and exploring editing software. Storyboards helped map out scenes and YouTube provided examples of thriller openings. The pre-production stage helped prepare for filming the thriller opening.
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Fmp pre proposal
The student wants to make a short horror film for their final major project. They enjoy filming and writing scripts, and love watching horror movies to see the different techniques used. Making a short film will help them pursue a career in filmmaking and give experience of what it's like to make a short film. James Wan is a major influence as the student wants to make a horror movie. Researching his films will provide inspiration and techniques. The goal is to scare the audience and keep them on the edge of their seats. The style will be eerie with unexpected scenes, a dark tone without a happy ending, jump scares to build tension, and experimenting with sounds. The student wants to try this style to see if
Evaluation question 7
The document discusses what the author learned from their preliminary task to their final film project. They realized the importance of planning tools like storyboards and learned to better manage their time. They improved their camera skills like panning and used more shot types. For their final project, they researched conventions like opening sequences and learned editing skills like adding music and transitions. They also learned to consider their target audience and improved their lighting and screenwriting skills.
Evaluation Question Seven
I learned from filming a preliminary task that I needed to plan my shots more carefully to properly represent characters and locations. For the film opening, I focused on using different camera angles and shots to distinguish the different social classes of the characters and keep them in focus. As the main camera operator, I was heavily involved in the storyboards to ensure the shots matched cinematic conventions and represented the characters as intended, such as using a low camera angle for a powerful protagonist. Through taking multiple takes of scenes, I improved my camera skills and shot composition between the preliminary task and the completed film opening.
Pre Production
During pre-production for their thriller opening, the students used various tools to research, plan, and practice their skills. They created blogs to collect and share information, used DSLR cameras to learn filming techniques on preliminary tasks, and got experience editing videos on Mac computers. YouTube and Art of the Titles provided inspiration by allowing them to analyze other thrillers. Most importantly, they created storyboards to map out their planned storyline in detail before filming, which helped unify their ideas and prepare them for the production process.
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.
Equipment for film
The document lists various equipment that will be used to film a movie, including cameras, a tripod, videotape, a notepad, walkie talkie, plastic gun, Adobe Premiere Pro, and Adobe After Effects. A camera will be used for filming scenes and photos, while a tripod will hold the camera steady. Videotape is part of the mystery plot. A notepad and walkie talkie will be used to show a detective taking notes. A plastic gun with visual effects will appear real. Adobe software will be used to edit footage and add effects.
Personal skills audit
The document discusses the skills gained from creating a film sequence for a previous project. Software used included iMovie, Final Cut, GarageBand, and Photoshop. Extensive research and planning was done before filming, including analyzing other films. Conventions from analyzed horror films were used for inspiration, while also breaking some conventions. Creativity came from combining research with some unique elements. The skills will be further developed for an A2 music video project through more advanced techniques, planning, and challenging conventions.
Personal skills audit
The document discusses the skills gained from creating a film portfolio project. It outlines the software used for editing, sound, titles, and poster creation. Planning tasks like research, storyboarding, and timelines helped smooth filming. Conventions from horror films provided inspiration while also breaking some expectations. The response identifies further developing skills in editing, camerawork, software mastery, and creative challenges to conventions for the next project.
5. production reflection sf 2017
This document contains weekly reflections from a student on their work producing a 60 second short film. In the first week, they researched short films and created a practice film in a group. They developed two ideas for their own 60 second film: a post-apocalyptic story and a story of a man imagining dancing with a girl. In the second week, they edited their practice film in a comedic style using music and camera shots. They also planned shooting their own film by creating a shot list, storyboard, and casting themselves and a friend. In the third week, they filmed their short film in one day of shooting and prepared props and locations. In the fourth week, they edited their short film and colored the
Production log
The document discusses animating 3D models for a motion graphic project. The author considers using Source Filmmaker or Garry's Mod because they are familiar with those tools for making videos, though videos in Garry's Mod are low quality and Source Filmmaker is more challenging but can produce higher quality videos. After importing models into Source Filmmaker, they did not appear likely due to an incorrect file type, and the author's research did not help resolve the file type issue, so they plan to use Lightwave instead despite being unfamiliar with its tools.
Question 7
The document summarizes what the group learned from producing their preliminary film task to the full film product. In the preliminary, they learned about different camera shots and angles through pre-production. During production of the preliminary, they struggled with camera skills and following the storyboard. In post-production of the preliminary, their editing was basic as they were new to the software. For the full film, they applied what they learned to plan better with a storyboard, focus on camera shots and angles, and create more sophisticated editing and titles. They felt their teamwork and skills improved from mistakes made on the preliminary.
Swot of script
The document provides a strengths, weaknesses, opportunities, and threats (SWOT) analysis of a film shooting script. Some strengths identified include the thorough explanation of scenes without dialogue and use of various camera angles. Weaknesses include the short script length and lack of editing skills. Opportunities include adding originality through use of a toy and targeting a young family audience. Threats involve difficulties capturing Christmas scenes outside of December and challenges working with a dog for the final scene.
Personal skills audit
The document outlines skills and areas for improvement in digital technology, research and planning, conventions of real media texts, and creativity for an A2 media project. It discusses using a handheld camera, live type, and Final Cut Pro software to film, add credits/captions, and edit footage. Planning techniques like a shot list, animatic, and schedule helped organize material. Analyzing films like "Turn of the Screw" and "Psycho" informed incorporating conventions while keeping the project fresh. Creativity was shown through subverting horror genres, but shots could have been more imaginative; more rhythmic cuts and subliminal messages will be included for the music video.
Photography
After studying art, the author found work in a camera shop and discovered a passion for photography. Though the author has used many cameras over many years, shooting both film and digital, a recent switch to a Fuji X30 compact camera has reinvigorated their love of photography. The author enjoys photography primarily as a personal creative outlet, experimenting with various themes and styles while taking photos on the go.
Equipment list 2
The document lists the equipment that will be used to film and edit a short action film, including a Canon 600D camera, Rode mic for audio recording, Velbon tripod for smooth shots, Premiere Pro CC for editing with color grading, and Magic Bullet Looks plugin for detailed color grading to achieve a Hollywood blockbuster look.
How did your camera
The filmmaker developed their camera and editing skills as their trailer progressed. They aimed to include various shots like long shots, mid shots, close ups, and canted angle shots to establish characters were being watched and show facial expressions. A voyeur shot through bushes was also included. Skills like proper camera angles and researching different shot types were needed to include a variety of shots that fit each scene. Voiceovers were used instead of music for effect, following the theme of a stalker.
Individual Pre-Production Report
This document provides an overview of the pre-production planning for a short thriller film called "Absent Minded." It will be about 1 minute long and have a budget of £25-30. The film will require 3 actors, makeup, props, costumes, catering, and equipment. Shooting will take place over 1 day at a single indoor location that has stairs and is dimly lit. Pre-production tasks include securing permissions, equipment booking, location scouting, risk assessment, and creating a production schedule with deadlines.
Evaluation quesion 7
The student learned a great deal from their preliminary task to the full thriller product. For the preliminary task, they did not properly use camera angles or the tripod, resulting in shaky footage. However, for the thriller, they used better camera settings like night vision, ensured the tripod was leveled, and used more shots to engage the audience. The student also improved at editing using effects and joining clips, having gained more experience using the software. Overall, they believe taking more time to plan was key to the thriller being more successful than the preliminary task.
Initial plans
The document provides details about the skills the author has developed in Photoshop and Premiere Pro that will help with their filmmaking project. It discusses how a mood board was created to inspire the project by showing colors and themes that are scary. The mood board will influence the trailer and poster to appeal to the target audience. Key influences discussed are the 2017 film "It" for its tense and entertaining elements, the importance of music in films and trailers, and the directing style of James Wan known for horror films and Bill Skarsgard's realistic portrayal of the character Pennywise from "It".
What's hot (19)
Similar to Question 7
Prelinem Task Evaluation
The document summarizes a media project that involved filming a scene with a character opening a door, crossing a room, and sitting down to have a dialogue with another character. The learning objectives were to practice filming techniques like shot reverse shot and the 180-degree rule, and to develop creative, technical, and collaborative skills. Key steps included planning with a script and storyboard, filming with attention to techniques, and meeting daily deadlines. Skills developed included planning, meeting deadlines, organization, creativity, group work, and learning camera operation and other technologies.
Evaluation 7
Since creating their preliminary task, the document's author feels they have improved in three key areas for their full opening sequence project. They went from basic filming and editing skills to becoming more experienced with techniques like clever camera work, editing effects, and purposeful mise-en-scene. Specifically, they planned locations and costumes more carefully to set the right atmosphere, used more complex shots like high angles to build tension, and incorporated editing techniques from popular thriller films to keep the audience engaged. Through further practice and studying other films, the author and their partner enhanced their skills and created a stronger final product than their original preliminary task.
production
During pre-production, the document discusses the tools used which include blogger, YouTube, storyboarding, DSLR cameras, Mac computers, and the website Art of the Titles. These tools were used for research, planning scenes, learning camera skills, and exploring editing software. Storyboards helped map out scenes and YouTube provided examples of thriller openings. The pre-production stage helped prepare for filming the thriller opening.
Media evaluation question 4
The document describes the filmmaking process for a short film about drug use. It discusses the following:
1) Planning software like Celtx was used to write the script and organize scenes. Storyboards were also created to plan shots.
2) During research, online resources like blogs, photos and other films were used to understand conventions of the urban drama genre regarding costumes, music and settings.
3) Production technologies included a high-quality Sony camera for shooting, Final Cut Express for editing, and a zoom recorder for a voiceover.
4) Post-production included making a film poster in Photoshop and evaluating the film using Word, Prezi and PowerPoint. Feedback was gathered through an
Media evaluation question 4
The document describes the various technologies used during the planning, production, and evaluation stages of a student film project. Celtx software was used to write the script in a professional format. Storyboards were created to plan shots. Blogger was used to store research and organization. Final Cut Express was helpful for editing clips and adding music. A Sony HD 1000 camera provided high quality footage. Word, Prezi, and PowerPoint were used to evaluate different aspects of the filmmaking process.
Media evaluation question 4
Throughout the filmmaking process, the author used various technologies to plan, produce, and promote their short film. Blogger was used to research genres, costumes, similar films, and plan shooting schedules and resource needs. Final Cut Express helped with editing clips, adding music, and adjusting lighting to create a fluid film with appropriate mood. Adobe Photoshop Elements allowed the author to design a professional-looking film poster in the style of existing posters. The high-quality Sony HD 1000 camera, though initially confusing, enabled much improved filming over previous efforts through features like night vision mode. Celtx software facilitated writing a clear, organized script to guide shooting.
Evaluation
The document discusses a group's psychological thriller film opening sequence that challenges genre conventions. Unlike typical thrillers that involve killers or kidnappings, the main character Hannah is bullied and tormented until she turns on her bullies. The opening uses various shots and flashbacks to introduce Hannah's situation without revealing too much of the plot. The social groups represented are teenagers, bullies, loners, and popular kids at school. The intended audience is 15+ due to minor violence and language.
Question 7
The learner summarizes what they learned from their preliminary media exercise to their final thriller project. For the preliminary, they filmed a 30-second scene but did not do extensive planning or research. For the final project, the group improved by researching other thrillers, developing their script through multiple drafts, choosing shots deliberately based on meaning, adding sound effects and editing techniques like fades. Their equipment skills, acting, and organization also improved greatly from the initial experience to the final thriller.
Question 7
The student learned many skills from their preliminary task to the final product that improved the quality of their work. Specifically, they learned how to storyboard, use camera equipment properly, incorporate editing techniques like cutting and adding effects, improve acting, and add elements like sound design and music to enhance the viewer experience. For the final product, they conducted more research on film techniques, developed their script further through revisions, and applied more advanced cinematography concepts. While not as polished as a professional film due to time and budget constraints, the student believes their final thriller was a success given the limitations of their school project.
Evaluation 4
Media technologies played a key role throughout the creation of the promotional package. Premier Pro and Photoshop were used to edit footage and create graphics. YouTube and Google provided inspiration from existing horror films and magazines. Skills with these programs improved over time, allowing for more professional and sophisticated end products. Media technologies were essential for researching, planning, producing, and promoting the various elements of the package.
Question 4
The document discusses how media technologies have changed over time and their impact on creating films. It provides examples of how filmmaking technologies used by the author have progressed from Adobe Premier 6.5 and mini DV tapes in previous years to uploading footage straight from memory cards using Adobe Premier Pro CS5. Various websites, software programs, and equipment used at different stages of researching, planning, filming and editing are described, highlighting how media technologies now make high quality film production more accessible.
Evaluation
The document discusses how media technologies have changed over time and their impact on creating films. It describes progressing from using Adobe Premier 6.5 and mini DV tapes in previous years to uploading footage straight from memory cards using Adobe Premier Pro CS5. Digital technologies have made filmmaking more accessible. Websites like YouTube and software like Ribbet, Photoshop, Premier, Blogger and digital cameras were used at various stages of research, planning, production and editing of films and print materials. Media technologies have significantly improved the quality and efficiency of filmmaking.
Charlie Potter - Evaluation
1) The document provides an analysis of a student media project that aims to challenge conventions of the thriller genre through the use of mysterious characters, suspenseful scenes and plot twists.
2) It represents typical social groups for the genre, with stereotypical portrayals of aggressive male and passive female characters.
3) A major Hollywood studio could potentially distribute the project, as thrillers are popular and similar previous films like Se7en and Silence of the Lambs found box office success.
Technologies
The document discusses the research, software tools, filming, and sound used to create a thriller film trailer. It describes researching existing trailers on YouTube and Google, using Microsoft Word and Publisher to design elements, editing footage in Adobe Premiere Elements, taking initial practice footage with a school camera, and finding royalty-free music on RoyaltyFreeMusic.com to fit the thriller genre.
Question7
The student feels they have greatly improved in planning, research, shooting, and editing from their preliminary task to the full thriller opening production. For planning, they learned to more strictly follow storyboards and ensure continuity of costumes, weather, and appearances during shooting. Their research of thriller films helped them identify conventions to incorporate. For shooting, the student has a better grasp of techniques like the 180 degree rule and uses more advanced camera shots and angles. Their editing skills improved with software proficiency and implementing techniques like match on action more seamlessly. Overall, the student's knowledge of film genres and production process has expanded.
Question 7 media studies evaluation
The document discusses a student film project from preliminary task to final coursework. It describes lessons learned from the preliminary task including needing longer shots, better planning, and scripting. For the final coursework, the students improved their skills in editing software, camerawork, and adding effects. They realized the importance of organization, time management, and choosing filmmaking partners carefully.
Question 7 final
The document discusses what the author learned from their preliminary task that helped them with their full thriller production. They learned about maintaining the 180-degree rule and using match-on-action to create continuity between shots. They also learned how to use shot reverse shot to build tension. For their full production, the author expanded their knowledge of conventions like breaking the 180-degree rule for confusion. They also learned how to use lighting, close-ups, and research case studies to further understand thriller conventions and apply them more effectively. Managing timelines and negotiating roles within the group were also skills that improved from the preliminary to full production.
Ccr3
Leila developed her production skills throughout a school project to create a film opening. She conducted research on similar films for inspiration and used Pinterest boards to plan character outfits and props. Prior to filming, Leila practiced different shot types and editing techniques to prepare. During production, Leila planned shots using storyboards and call sheets, and filmed scenes using various cameras and lighting setups. In post-production, Leila learned to use editing software like Final Cut Pro to assemble the film opening, adding sound effects and transitions. Looking back, Leila recognized improvements in her editing, filming, and planning skills from the start of the project.
Q7
The student has progressed greatly in their planning, research, shooting, and editing skills from their preliminary task to the full thriller opening production. For the full production, they planned more strictly, researched thriller conventions, better understood techniques like the 180 degree rule and camera shots, and improved their editing skills like managing volume levels and continuity. They also gained a deeper knowledge of thriller conventions and the film production process overall.
Preliminary Task
The document summarizes the process of creating a trailer for a horror film called Unfriended in one week. Issues arose with obtaining props, editing difficulties, and feedback revealing the final trailer lacked key horror conventions. Improvements would include using low-key lighting, eerie typography, non-diegetic music, managing time better, and selecting fonts that suit the horror genre.
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Question 7
- 2. The lack of detailed planning and research for my preliminary has lad me to perfect these areas for my thriller. I became more prepared with organising storyboards and shot lists to help with my filming. Creating these helped me visualise and picture how the thriller will look. Yet while filming, we didn’t stick to the shot list as we found better techniques to create the thriller we wanted. Even with our editing process we had at least changed the sequence of our thriller twice, just to make sure that it makes sense and has continuity as well as creating tension and building a climax.
- 3. Before the preliminary task I had no experience using a camcorder to film according to the rules, such as the 180-degree rule. It was my first time recording a shot, and only used over the shoulder shots and mid shot. I didn’t understand the match on action and the fact that the editing had to be invisible to make the film flow. I also didn’t have much experience using editing software’s such as adobe premier pro and was unaware n the opportunities I had to develop my prelim even further.
- 4. However making the thriller opening has helped me become more comfortable with the camera and has enabled me to explore different techniques to help portray the thriller in the way that I want. It also helped me become more familiar with editing softwares such as Final Cut Express. In the previous year I h had no experiences with such softwares, we used softwares such as windows moviemaker and debut video, this was due to the lack of availability of the resources we had at the time. This year we had explored final cut express, and used many features that we didn’t last year, such as the chop tool, colour correction, effects, fades and many more.
- 5. Between the thriller opening and the preliminary we also made suede of a popular reality show called love and hip-hop. This enhanced our editing skills, and made us aware of the types of shot used for different genres. Such as reality shows often use mid shots, for the direct mode of address scenes. This determined what shots we wanted to use to display our thriller in the way we want it to be received and read by the audience.