Question 7 Evluation
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The producer discusses how the preliminary film title sequence task helped prepare them for the main film production. It helped them learn basic filming and editing skills like camera angles, shots, and creating titles. While the preliminary location and costumes were limited, it helped them realize areas to improve for the final project, such as choosing a location that better fit the dark theme. The preliminary also helped them learn editing software and basic effects, but they gained more experience with lighting, color correction, and advanced effects for the final product.
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Editors journal
Kiren Anandji served as both the cinematographer and editor for a film directed by Sara Anandji. As cinematographer, Kiren was able to share Sara's vision and ensure there was no miscommunication in post-production about the shots taken. As editor, Kiren had creative freedom to assemble the first cut without interruptions for a quicker pace of work. Potential problems like inconsistent lighting were addressed through extensive color correcting. Transitions like cuts and fades were used appropriately. Sound levels from outdoor filming needed adjustments, and effects were added to a voiceover for continuity. Kiren worked efficiently from home by setting goals for each editing session.
Question 1
The film Last Man Standing uses some conventions from other post-apocalyptic films while also trying to challenge conventions in some ways. Titles are shown in the middle of the calendar to show how long the character has been alone, unlike other films. The title, costumes, settings, and camera work also take inspiration from films like I Am Legend to fit with genre conventions. However, the handwritten title font and introduction of the main character from a dream try to challenge conventions and do things differently from other similar films and media products. Overall, the opening suggests the post-apocalyptic genre through shots of empty spaces, drawing from techniques used in other films of the same genre.
Evaluation for last project
The student designed an action movie poster for a class project using Photoshop. They took photos around Manchester to use as elements in the poster, including damaged roads and buildings. Effects like fire and blood were added using tools in Photoshop. The main actor is depicted wounded with a bloody face holding a gun. Different fonts and logo designs were also created for the production companies. While the student managed the project on their own despite being new to Photoshop, it was not finished on time and some photos had to be retaken after being accidentally deleted.
Eval q7
- The student planned their project well by researching the horror genre, including looking at popular classics to understand conventions. They storyboarded their idea and created an animatic.
- This detailed planning helped them successfully produce their film as they knew which shots were needed and the order to edit them in.
- The student feels more confident with the equipment from practicing in their preliminary task and producing the full product.
- They believe their end product fulfills the brief well by including common horror conventions around shots, theme of isolation, and darkness.
Fmp pre proposal
1. The document outlines a student's idea for a music video final project that will focus on storytelling and editing skills.
2. The student wants to create an upbeat but dramatic and humorous music video with influences from TV shows like The Big Bang Theory and Coronation Street.
3. Research plans include exploring locations, color schemes, camera angles, and using various resources beyond just the internet to learn film techniques.
evaluation q7. genice john-lewis media
The document discusses the differences between a preliminary and final product for a film opening scene. It describes the improved use of shot types, editing, sound, and titles in the final version. Researching the thriller genre and getting audience feedback helped enhance the suspense. Learning from the preliminary investigation allowed for better camerawork, editing, and use of various shots in the final opening, which successfully captured the audience's attention through conventions of the thriller genre.
Preliminary evaluation
Planning helped the production go smoothly by having a script, shot list, and idea of what to convey. The script outlined shots while some dialogue was improvised for naturalness. Having a shot list gave direction for each shot.
Everyone contributed to planning by deciding genres and representations. All participated in production, with the author acting as lead. Jordan did most editing as he had editing software at home, allowing more time and higher quality.
Technical elements like costumes, locations, lighting, sound, editing, and camerawork were used effectively. Costumes fit the post-apocalyptic genre. Abandoned locations looked apocalyptic. Low key lighting created struggle. Sound added pace and introduced characters.
Question 7
The document discusses the progression from the preliminary task to the main task. It describes some mistakes in the preliminary task like unclear sound and editing errors. It then outlines improvements made for the final production, including using more camera angles, higher quality footage, better planning with storyboarding, and smoother editing with a wider range of transitions and effects. The preliminary task helped provide experience with equipment and build confidence for the larger scale final production.
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Editors journal
Kiren Anandji served as both the cinematographer and editor for a film directed by Sara Anandji. As cinematographer, Kiren was able to share Sara's vision and ensure there was no miscommunication in post-production about the shots taken. As editor, Kiren had creative freedom to assemble the first cut without interruptions for a quicker pace of work. Potential problems like inconsistent lighting were addressed through extensive color correcting. Transitions like cuts and fades were used appropriately. Sound levels from outdoor filming needed adjustments, and effects were added to a voiceover for continuity. Kiren worked efficiently from home by setting goals for each editing session.
Question 1
The film Last Man Standing uses some conventions from other post-apocalyptic films while also trying to challenge conventions in some ways. Titles are shown in the middle of the calendar to show how long the character has been alone, unlike other films. The title, costumes, settings, and camera work also take inspiration from films like I Am Legend to fit with genre conventions. However, the handwritten title font and introduction of the main character from a dream try to challenge conventions and do things differently from other similar films and media products. Overall, the opening suggests the post-apocalyptic genre through shots of empty spaces, drawing from techniques used in other films of the same genre.
Evaluation for last project
The student designed an action movie poster for a class project using Photoshop. They took photos around Manchester to use as elements in the poster, including damaged roads and buildings. Effects like fire and blood were added using tools in Photoshop. The main actor is depicted wounded with a bloody face holding a gun. Different fonts and logo designs were also created for the production companies. While the student managed the project on their own despite being new to Photoshop, it was not finished on time and some photos had to be retaken after being accidentally deleted.
Eval q7
- The student planned their project well by researching the horror genre, including looking at popular classics to understand conventions. They storyboarded their idea and created an animatic.
- This detailed planning helped them successfully produce their film as they knew which shots were needed and the order to edit them in.
- The student feels more confident with the equipment from practicing in their preliminary task and producing the full product.
- They believe their end product fulfills the brief well by including common horror conventions around shots, theme of isolation, and darkness.
Fmp pre proposal
1. The document outlines a student's idea for a music video final project that will focus on storytelling and editing skills.
2. The student wants to create an upbeat but dramatic and humorous music video with influences from TV shows like The Big Bang Theory and Coronation Street.
3. Research plans include exploring locations, color schemes, camera angles, and using various resources beyond just the internet to learn film techniques.
evaluation q7. genice john-lewis media
The document discusses the differences between a preliminary and final product for a film opening scene. It describes the improved use of shot types, editing, sound, and titles in the final version. Researching the thriller genre and getting audience feedback helped enhance the suspense. Learning from the preliminary investigation allowed for better camerawork, editing, and use of various shots in the final opening, which successfully captured the audience's attention through conventions of the thriller genre.
Preliminary evaluation
Planning helped the production go smoothly by having a script, shot list, and idea of what to convey. The script outlined shots while some dialogue was improvised for naturalness. Having a shot list gave direction for each shot.
Everyone contributed to planning by deciding genres and representations. All participated in production, with the author acting as lead. Jordan did most editing as he had editing software at home, allowing more time and higher quality.
Technical elements like costumes, locations, lighting, sound, editing, and camerawork were used effectively. Costumes fit the post-apocalyptic genre. Abandoned locations looked apocalyptic. Low key lighting created struggle. Sound added pace and introduced characters.
Question 7
The document discusses the progression from the preliminary task to the main task. It describes some mistakes in the preliminary task like unclear sound and editing errors. It then outlines improvements made for the final production, including using more camera angles, higher quality footage, better planning with storyboarding, and smoother editing with a wider range of transitions and effects. The preliminary task helped provide experience with equipment and build confidence for the larger scale final production.
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
Question 7 powerpoint
The document discusses what the author learned from their preliminary task to their final product. They learned about typical horror/thriller conventions from research that helped focus their opening. Planning with storyboards, shot lists, and location scouting helped manage time. Software and editing skills improved between projects, shown through varied shot types, smoother pacing, and professional effects. Composition, actors, locations, sound, lighting, and titles were improved through considering genre implications and acquiring new skills.
Preliminary question 7
In our preliminary task, we did not include music because it would not fit with the short film. However, for the final film, we used soft background music to create a relaxed atmosphere and surprise the audience. Through using sound effects, we were able to set a peaceful tone for the school setting in the film.
Creating credits was easier for the preliminary task since it only had one shot, but adding credits throughout the longer final film with multiple shots required more difficult editing. This challenge improved my skills and understanding of editing credits into films.
While we did not use camera effects for the basic preliminary task, we felt they would enhance the advertising film by showing someone watching suspicious footage, combining a live shot with filmed reaction.
The little touches
The document discusses the iterative process of designing a movie poster. It describes 5 drafts where small changes were made such as changing the title, layout, fonts, addition of logos and taglines. The final draft was selected as it featured a professional layout that framed the poster well and made the image the main emphasis.
Task 7 -Presentation
The document reflects on the learning process from the preliminary task to the finished thriller intro sequence. It discusses improvements made in areas like planning, sound, editing pace and storytelling. Storyboarding, test shoots and detailed planning helped strengthen concepts and realize the final vision. While time limitations created challenges, an effective process around conventions, designs, testing and collaboration led to a sequence that progressed well from the initial idea to final outcome.
Question 7
The preliminary task allowed the group to practice with the technology and techniques needed for their final horror film project. It gave them a chance to learn how to use the camera settings and experiment with different camera angles. Editing the preliminary task also helped them learn about editing techniques and issues with the software. Filming without a script worked for the preliminary but they realized more structure would be needed for the final film. Lighting was also something they had to consider more carefully for the horror film than the preliminary.
Q2
Our main product is a science fiction/action short film that effectively uses media language such as facial expressions, body language, color, lighting, and portrayals of masculinity to convey the genre and narrative. The magazine review and poster ancillary texts also use similar techniques like color connotations, imagery from key scenes, and emotionless facial expressions to represent the short film and link the products together in conveying the science fiction genre. While maintaining consistent representations across the different mediums was challenging given the varying portrayals of the main character, the combination of products is generally effective at presenting a unified message through the use of shared media language.
Evaluation 2
The document discusses how the filmmaker effectively combined their short film with two ancillary products: a poster and magazine article. These products increased awareness of the film by using consistent locations, costumes, actress, fonts and images featuring the protagonist. This created synergy and established an easily recognizable brand identity across the different media. Photos of the protagonist were used on the poster and in the magazine to draw in the target audience and associate all the products with the single film.
The Roles and Responsibilities
This SlideShare details who will take which roles and Responsibilities during the making of our film trailer, magazine cover and film poster
Prelim evaluation
Originally, the filmmaker planned to create a hostage situation set in a car, but later changed the script to be about a businesswoman holding her sister hostage. While filming, the filmmaker focused on incorporating shots like shot reverse shot and match on action shots. The biggest challenge was following the 180 degree rule, which caused some confusion at the end. Overall, the filmmaker was pleased with the filming and editing skills improved since their last media project, but would spend more time ensuring the 180 degree rule was followed properly for clarity if redoing the project.
Evaluation Q6P2
The document discusses the use of technology in creating a film project. It describes how the author used various software programs like Final Cut Pro, GarageBand, and LiveType to edit footage, create music, and design titles. As the primary editor and idea generator, the author gained experience using these programs and exploring their technical features. They worked with others but took responsibility for directing the editing process and experimenting with different effects to achieve the style they envisioned for the film.
Q6
The document discusses the learning experience of progressing from a preliminary media task to a final product. There were several key differences:
1) The preliminary task had strict guidelines and lacked creativity, while the final product required using film techniques like mise en scene, camera work, editing, and sound to add meaning.
2) Editing in the preliminary task was basic, but the final product required complex editing to add pace, fit music, and insert text to suggest meaning.
3) Elements like text, music, and camera shots were not required in the preliminary but were important to convey mood and theme in the final product.
4) Using proper equipment like a tripod improved the quality and professional
Q7: looking back at preliminary.
The document discusses improvements made from a preliminary film project to the final production. It identifies several areas where the filmmakers' skills and the quality of the final product improved, including: more careful planning and drafting; better framing of shots; use of more advanced editing software; more creative typography and idents; incorporation of camera movements; improved sound design; and more consideration of lighting and color grading. The progression allowed the filmmakers to create a final product that was better planned, executed, and received.
Task 7
In the progression from the preliminary task to the full product, the document discusses several areas of improvement. For framing, the preliminary task had shots where other groups could be seen in the background, but the group learned better framing for the official opening. With match cuts, the preliminary task had some bad examples, but reviewing the footage helped improve match cuts. The preliminary titles were shown without sound or music on a blank screen and didn't credit all involved, but the group learned to put titles over moving images in After Effects. For acting, one actor smiled during a serious scene in the preliminary task, but the group learned the importance of staying serious for the official opening.
Question 7
The student learned several important lessons from their preliminary task to the full film product. They improved their filming technique, using less shaky shots and more professional locations. They also upgraded their equipment from school cameras to better quality gear. For editing, they found iMovie easier to use than Premiere Pro. Regarding sound, they incorporated more original effects and balanced levels better. Collaboration in their group improved as they distributed roles well and stuck to a schedule. Finally, they added an ident for the full product but feel it could have been more distinctive through additional elements like unique sound or animation.
Evaluation 1
The document discusses the design process for a film poster and magazine review created to promote a student film. Research was conducted on real film marketing materials to identify conventions. The poster features the protagonist in color against a black and white background to convey mood. Continuity was maintained between the poster and review through matching font, color scheme, and feel. Feedback suggests the photos could be of higher quality and the review text could be more advanced.
Task 7
This document summarizes what was learned from creating a preliminary film task to the full opening title sequence product. It identifies issues with framing, match cuts, title credits, and acting in the preliminary task. For the full product, the group learned to improve framing by being more aware of backgrounds, properly execute match cuts, add professional title credits over moving images with credits for all, and take the acting more seriously by staying in character. Examples are provided to demonstrate improvements made from the lessons learned.
Question 2 evaluation
This document summarizes how a film represents social groups through its use of stereotypes, locations, characters, camerawork, sound, and editing. The film focuses on the stereotype of disability, with the main character being disabled. It uses typical motor sport film locations like a racetrack and garage. Through props and clothing, the one main character subverts stereotypes of youth to represent the difficulties of being disabled. The camerawork, sound design, and editing aim to construct a reading that conveys the character's emotions and experience of becoming disabled through flashbacks and symbolic techniques.
Task 7
The document discusses improvements made from a preliminary film project to the main task film project. It describes how the filmmakers demonstrated better camerawork skills through more focused shots, improved use of mise-en-scene to create meaning, used lighting and props more effectively to fulfill genre conventions, chose more suitable camera angles, and greatly improved editing skills through more advanced use of effects, transitions, and sound editing. The filmmakers were able to apply lessons learned to create a stronger opening sequence that better established characters, tone, and plot.
Question 1 evaluation
The document discusses how the opening of a student-made motor sport film uses and challenges conventions of the genre. It uses conventional titles and credits, but an unconventional protagonist who is disabled. Locations like the race track are conventional. Costumes subvert stereotypes to show how the protagonist has changed. Camera work uses standard establishing and tracking shots. Editing contrasts fast-paced flashbacks with slower present-day scenes to convey a change in the protagonist's life. Overall the narrative draws on conventions like settings but also subverts expectations through the protagonist's disability.
Task 6 evaluation
The pre-production process was mostly successful for Marija and her group. Creating a storyboard, proposal, and call sheet helped them plan shots and stick to their story. However, the call sheet was not very helpful as they did not have many props or other elements. Overall, Marija found the pre-production process important for filming.
The group's filming had some weaknesses with camera angles and could be improved by practicing more and striving for a more professional look. However, their editing and sound effects were strengths, as they researched effects and used techniques like vignettes and color/shading.
To improve, Marija and her group should work on camera stability and skills, as well as
Question 7 Evaluation- Jumana Ismail
The document summarizes the progression the author made from their preliminary task video to their main task opening sequence video. For the preliminary task, the author had limited knowledge and experience with filming techniques, planning, sound, editing and choosing locations. For the main task, the author conducted extensive research, created storyboards, filmed in various London locations, learned to use sound editing software to add sound effects, and implemented a variety of shots and editing effects. The author felt they gained significant experience and improved their skills in all areas from the preliminary to the main task.
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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
Question 7 powerpoint
The document discusses what the author learned from their preliminary task to their final product. They learned about typical horror/thriller conventions from research that helped focus their opening. Planning with storyboards, shot lists, and location scouting helped manage time. Software and editing skills improved between projects, shown through varied shot types, smoother pacing, and professional effects. Composition, actors, locations, sound, lighting, and titles were improved through considering genre implications and acquiring new skills.
Preliminary question 7
In our preliminary task, we did not include music because it would not fit with the short film. However, for the final film, we used soft background music to create a relaxed atmosphere and surprise the audience. Through using sound effects, we were able to set a peaceful tone for the school setting in the film.
Creating credits was easier for the preliminary task since it only had one shot, but adding credits throughout the longer final film with multiple shots required more difficult editing. This challenge improved my skills and understanding of editing credits into films.
While we did not use camera effects for the basic preliminary task, we felt they would enhance the advertising film by showing someone watching suspicious footage, combining a live shot with filmed reaction.
The little touches
The document discusses the iterative process of designing a movie poster. It describes 5 drafts where small changes were made such as changing the title, layout, fonts, addition of logos and taglines. The final draft was selected as it featured a professional layout that framed the poster well and made the image the main emphasis.
Task 7 -Presentation
The document reflects on the learning process from the preliminary task to the finished thriller intro sequence. It discusses improvements made in areas like planning, sound, editing pace and storytelling. Storyboarding, test shoots and detailed planning helped strengthen concepts and realize the final vision. While time limitations created challenges, an effective process around conventions, designs, testing and collaboration led to a sequence that progressed well from the initial idea to final outcome.
Question 7
The preliminary task allowed the group to practice with the technology and techniques needed for their final horror film project. It gave them a chance to learn how to use the camera settings and experiment with different camera angles. Editing the preliminary task also helped them learn about editing techniques and issues with the software. Filming without a script worked for the preliminary but they realized more structure would be needed for the final film. Lighting was also something they had to consider more carefully for the horror film than the preliminary.
Q2
Our main product is a science fiction/action short film that effectively uses media language such as facial expressions, body language, color, lighting, and portrayals of masculinity to convey the genre and narrative. The magazine review and poster ancillary texts also use similar techniques like color connotations, imagery from key scenes, and emotionless facial expressions to represent the short film and link the products together in conveying the science fiction genre. While maintaining consistent representations across the different mediums was challenging given the varying portrayals of the main character, the combination of products is generally effective at presenting a unified message through the use of shared media language.
Evaluation 2
The document discusses how the filmmaker effectively combined their short film with two ancillary products: a poster and magazine article. These products increased awareness of the film by using consistent locations, costumes, actress, fonts and images featuring the protagonist. This created synergy and established an easily recognizable brand identity across the different media. Photos of the protagonist were used on the poster and in the magazine to draw in the target audience and associate all the products with the single film.
The Roles and Responsibilities
This SlideShare details who will take which roles and Responsibilities during the making of our film trailer, magazine cover and film poster
Prelim evaluation
Originally, the filmmaker planned to create a hostage situation set in a car, but later changed the script to be about a businesswoman holding her sister hostage. While filming, the filmmaker focused on incorporating shots like shot reverse shot and match on action shots. The biggest challenge was following the 180 degree rule, which caused some confusion at the end. Overall, the filmmaker was pleased with the filming and editing skills improved since their last media project, but would spend more time ensuring the 180 degree rule was followed properly for clarity if redoing the project.
Evaluation Q6P2
The document discusses the use of technology in creating a film project. It describes how the author used various software programs like Final Cut Pro, GarageBand, and LiveType to edit footage, create music, and design titles. As the primary editor and idea generator, the author gained experience using these programs and exploring their technical features. They worked with others but took responsibility for directing the editing process and experimenting with different effects to achieve the style they envisioned for the film.
Q6
The document discusses the learning experience of progressing from a preliminary media task to a final product. There were several key differences:
1) The preliminary task had strict guidelines and lacked creativity, while the final product required using film techniques like mise en scene, camera work, editing, and sound to add meaning.
2) Editing in the preliminary task was basic, but the final product required complex editing to add pace, fit music, and insert text to suggest meaning.
3) Elements like text, music, and camera shots were not required in the preliminary but were important to convey mood and theme in the final product.
4) Using proper equipment like a tripod improved the quality and professional
Q7: looking back at preliminary.
The document discusses improvements made from a preliminary film project to the final production. It identifies several areas where the filmmakers' skills and the quality of the final product improved, including: more careful planning and drafting; better framing of shots; use of more advanced editing software; more creative typography and idents; incorporation of camera movements; improved sound design; and more consideration of lighting and color grading. The progression allowed the filmmakers to create a final product that was better planned, executed, and received.
Task 7
In the progression from the preliminary task to the full product, the document discusses several areas of improvement. For framing, the preliminary task had shots where other groups could be seen in the background, but the group learned better framing for the official opening. With match cuts, the preliminary task had some bad examples, but reviewing the footage helped improve match cuts. The preliminary titles were shown without sound or music on a blank screen and didn't credit all involved, but the group learned to put titles over moving images in After Effects. For acting, one actor smiled during a serious scene in the preliminary task, but the group learned the importance of staying serious for the official opening.
Question 7
The student learned several important lessons from their preliminary task to the full film product. They improved their filming technique, using less shaky shots and more professional locations. They also upgraded their equipment from school cameras to better quality gear. For editing, they found iMovie easier to use than Premiere Pro. Regarding sound, they incorporated more original effects and balanced levels better. Collaboration in their group improved as they distributed roles well and stuck to a schedule. Finally, they added an ident for the full product but feel it could have been more distinctive through additional elements like unique sound or animation.
Evaluation 1
The document discusses the design process for a film poster and magazine review created to promote a student film. Research was conducted on real film marketing materials to identify conventions. The poster features the protagonist in color against a black and white background to convey mood. Continuity was maintained between the poster and review through matching font, color scheme, and feel. Feedback suggests the photos could be of higher quality and the review text could be more advanced.
Task 7
This document summarizes what was learned from creating a preliminary film task to the full opening title sequence product. It identifies issues with framing, match cuts, title credits, and acting in the preliminary task. For the full product, the group learned to improve framing by being more aware of backgrounds, properly execute match cuts, add professional title credits over moving images with credits for all, and take the acting more seriously by staying in character. Examples are provided to demonstrate improvements made from the lessons learned.
Question 2 evaluation
This document summarizes how a film represents social groups through its use of stereotypes, locations, characters, camerawork, sound, and editing. The film focuses on the stereotype of disability, with the main character being disabled. It uses typical motor sport film locations like a racetrack and garage. Through props and clothing, the one main character subverts stereotypes of youth to represent the difficulties of being disabled. The camerawork, sound design, and editing aim to construct a reading that conveys the character's emotions and experience of becoming disabled through flashbacks and symbolic techniques.
Task 7
The document discusses improvements made from a preliminary film project to the main task film project. It describes how the filmmakers demonstrated better camerawork skills through more focused shots, improved use of mise-en-scene to create meaning, used lighting and props more effectively to fulfill genre conventions, chose more suitable camera angles, and greatly improved editing skills through more advanced use of effects, transitions, and sound editing. The filmmakers were able to apply lessons learned to create a stronger opening sequence that better established characters, tone, and plot.
Question 1 evaluation
The document discusses how the opening of a student-made motor sport film uses and challenges conventions of the genre. It uses conventional titles and credits, but an unconventional protagonist who is disabled. Locations like the race track are conventional. Costumes subvert stereotypes to show how the protagonist has changed. Camera work uses standard establishing and tracking shots. Editing contrasts fast-paced flashbacks with slower present-day scenes to convey a change in the protagonist's life. Overall the narrative draws on conventions like settings but also subverts expectations through the protagonist's disability.
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Similar to Question 7 Evluation
Task 6 evaluation
The pre-production process was mostly successful for Marija and her group. Creating a storyboard, proposal, and call sheet helped them plan shots and stick to their story. However, the call sheet was not very helpful as they did not have many props or other elements. Overall, Marija found the pre-production process important for filming.
The group's filming had some weaknesses with camera angles and could be improved by practicing more and striving for a more professional look. However, their editing and sound effects were strengths, as they researched effects and used techniques like vignettes and color/shading.
To improve, Marija and her group should work on camera stability and skills, as well as
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.
Question 7
The document summarizes the student's progression and learning from preliminary filmmaking tasks to creating a full film opening scene. It discusses the various tasks completed along the way, including copying scenes from Life on Mars to learn camera techniques, storyboarding, and editing. Through these exercises, the student gained skills in shooting, lighting, editing, adding titles and effects, and incorporating film techniques. For the opening scene task, the student applied these new skills but also learned the importance of intriguing audiences, establishing characters and genre, and ending on a cliffhanger to motivate further viewing. Though challenging, the process helped the student better understand filmmaking.
Q7
The document compares the student's preliminary task completed 5 months ago in groups to plan their final individual project. For the preliminary task, they storyboarded, scripted, and tested camera movements with limited planning. They learned more planning was needed. For the final project, the student put more detail in shots, sounds, camerawork, used better equipment, researched techniques, and worked individually while collaborating with an actress. The preliminary task helped them learn and prepare for the higher quality final project.
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.
Question 7
The author learned a great deal from their preliminary task to their full film project. They improved their research, especially into film genres and production aspects. Planning was also much more extensive for the full project compared to the preliminary task. This included location scouting, casting, and music selection. Technical skills like camera techniques, shots, and editing software also improved greatly with the practice of the preliminary task, despite using different equipment and software for the full project. Overall, the preliminary task was invaluable for learning lessons that improved the quality of the completed film project.
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.
Juno production diary
This document discusses Juno's experience remaking a film sequence for a class task. It covers how the task helped Juno learn new editing techniques in Adobe Premier, the importance of scheduling for filming, and both the positives and areas for improvement of the opening sequence outcome. The task taught Juno skills like unlinking audio, layering music, and color filtering that will help with independent editing. It also highlighted the need for filming schedules, as unplanned shooting led to missed shots and unclear processes. While some shots were accurately timed and storyboarded, others were shaky and transitions could flow better.
Evaluation Question 7
The document discusses the progression from a preliminary task to a full film opening product. It notes that the preliminary task helped learn basic camera and editing skills but involved limited planning and creativity. More complex skills like varied camera shots, in-depth planning with storyboards and scripts, extensive research, and improved production elements like lighting, costumes, and sound design were incorporated into the film opening. Overall, the preliminary task provided foundational experience that supported creating a higher quality final product with the film opening.
Evaluation questions
The document discusses lessons learned from completing a preliminary media project and creating a full media product. It reflects on improving framing, planning the genre, and ensuring smooth transitions. It also addresses attracting the target young adult audience through relatable music, fashion, and technology. The response discusses sticking to thriller conventions like lack of dialogue but changing the protagonist to a teenager. It describes learning to use camera and editing software through practice and research. Representing social groups through characters with jobs/income and including diverse ethnic backgrounds is also mentioned.
Evaluation Question 7
1. For the preliminary task, little research, planning, scripting and storyboarding was done due to restrictions. Basic filming and editing techniques were used.
2. For the main opening, extensive research was conducted on genre and target audience. Complex scripting, storyboarding, and filming techniques like POV shots were used. Editing included filters and titling in Photoshop.
3. Mise-en-scene elements like costumes, makeup, lighting and setting were given more thoughtfulness in the main opening compared to the preliminary task.
Evaluation 7
1. For the preliminary task, little research, planning, scripting and storyboarding was done due to restrictions. Basic filming and editing techniques were used.
2. For the main opening, extensive research was conducted on genre and target audience. Complex scripting, storyboarding, and filming techniques like POV shots were used. Editing included filters and titling in Photoshop.
3. Mise-en-scene elements like costumes, makeup, lighting and setting were given more thoughtfulness in the main opening compared to the preliminary task.
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.
Question 7 looking back at your preliminary task what do you feel you have ...
The document discusses the progression of skills from the author's preliminary film task to their full thriller opening. For the preliminary task, they used basic filming, editing, lighting and sound techniques. However, for the full opening they implemented more advanced camerawork like tracking shots, complex editing techniques like slow motion effects, and non-diegetic sound to set mood. Planning with things like storyboards and timetables was also more thoroughly done for the full opening compared to the preliminary task. The author learned that these advanced techniques improved the professionalism and dramatic effect of their work.
Evaluation- Question 7. By Jumana Ismail
The document discusses the progression of skills from the author's preliminary task video to their main task opening sequence video. For the preliminary task, planning, camera techniques, sound, editing and mis-en-scene were limited due to lack of experience. However, for the main task the author conducted extensive research, created storyboards, improved camera shots, learned to use sound editing software, shot at multiple locations, and applied advanced editing techniques like filters and transitions. This resulted in a much more polished and professional final product compared to the preliminary task.
Evaluation question 6
- 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.
Eq 7
The document compares the learner's preliminary media project to their full final product. For the preliminary task, the learner and their team planned shots but faced difficulties with continuity in editing and inconsistencies in mise-en-scene. For the final product, the learner gained experience using Final Cut Pro software, felt more confident trying different camera techniques, and learned to incorporate voiceovers, sound, filters, and credits more effectively. Overall, the learner felt they improved their camera skills, editing abilities, and time management for complex media projects through this learning experience.
Question 7
The document discusses the progression from the preliminary task to the main task. It describes some mistakes made in the preliminary task, such as poor sound quality and editing errors. It then outlines improvements made for the final production, including using better equipment, more advanced camera techniques, storyboarding, and higher quality editing and sound. Overall, the group learned valuable skills from the preliminary task that helped strengthen their final media production project.
Evaluation.
The document summarizes Abdullahi Mohammed's work creating a film trailer for an A2 course. It discusses the roles of group members, how the trailer used and challenged conventions, the effectiveness of combining the trailer with ancillary materials like a poster and magazine cover, learning from audience feedback, and the use of software and technologies in the process.
Question 7
1) In the preliminary task, the author failed to adequately plan, which resulted in missing the deadline. For the main task, the author created a thorough time plan to keep the project on schedule.
2) For the main task, the author conducted research like audience interviews and mind mapping ideas to develop a well-thought out product that met the audience's wants.
3) Studying films in the same genre helped the author understand conventions to apply to their own title sequence, such as using sepia lighting to set a gangster/crime tone. Proper planning and research led to a stronger final product.
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Question 7 Evluation
- 1. A transcript of a radio show of a conversation between the radio show host and the producer of a recent film title sequence about the importance of his preliminary task Question 7 Interviewer: Looking back at your preliminary task, what do you feel you have learnt in the progression to the main task? Producer:The preliminary task helped to create a good first impression for the production of film. Giving the group the start of the road to the final product. Helping us to learn the ropes of performing filming and editing allowing us to learn and to increase our ability. Learning conventional camera shots angles and movements and editing as well as creating titles. Therefore the preliminary task help to form the foundations of our knowledge Interviewer: How did the preliminary task help you with planning your product, for example the location? Producer: During our preliminary we had not thought of our location, so I decided to try and find a dark street with the right aesthetics to create the dark, isolated feel. Looking back I could have thought more about the location for the preliminary task to allow myself to get a better judgment on the setting for my final piece. Interviewer: What areas did the preliminary task help to improve or structure the final piece? Producer: Another area of Mise-en-scene is the costumes. In the preliminary tasks we added small pieces of clothing such as a jacket to create the costumes to help to create the stereotypes of the characters we portrayed. However these clothes were very plain and dull. For the real product I advanced the choices from the preliminary and chose costumes that would help to create verisimilitude. The hooded teen wore a hooded sweatshirt and jeans and the murderer a trench coat and other dark clothing. These were also used to help represent the character and their stereotype. Interviewer: Was the preliminary task helpful for all aspects of the construction? Producer: I also put very little thought into the lighting of the scenes in the preliminary tasks. I shot it in natural daylight and indoors. When I filmed my real production I chose to film outside at nighttime. This was used to create the dark theme. I also edited some of the shot so that the murderer was barely visible however in the preliminary task I did not focus at all on lighting. Interviewer: Did the preliminary help with the editing of the final product? Producer: When in post production on my preliminary task I focused mostly on cutting together the clips and adding titles using iMovie, in order to create a narrative. However to help the transition to final cut express I watched some
- 2. tutorial help videos on YouTube to help learn how to adjust colour, lighting and other effects. I also put affects on the titles to help to create the dark effect with the text.