Question 7 Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the main task?
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The document discusses the improvements made to video production techniques in a group project from a preliminary task to a thriller film. Some key points covered include experimenting more with effects, transitions, and editing shots to better tell the story. Music and sound effects were added to create atmosphere. Camera shots like high angles, point of view, and long shots were utilized to add emphasis and tension. Mise-en-scene elements like the antagonist's black clothing were used to convey meaning. Titles were added through photos and sound effects to introduce the film.
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Evaluation question 7
The document discusses the improvements made to various elements of filmmaking in a group's thriller project compared to their preliminary task. Specifically, it describes how they learned to better structure clips, experimented with effects and transitions, trimmed unnecessary footage, added original music and sound effects, incorporated more varied camera shots including establishing shots, point-of-view shots and long shots, considered mise-en-scene elements like costumes and location, and included title screens made from photos with shutter sound effects. The goal was to create a more polished and suspenseful thriller short film that flowed continuously.
Evaluation question 7
The document discusses the lessons learned from creating a thriller film. It describes experimenting with different editing techniques like ordering clips, transitions, and cutting shots to improve storytelling. Music and sound effects were added to create atmosphere. Various camera shots like high angles, point-of-view, and long shots were used to add emphasis and build suspense. Elements like the antagonist's black clothing, the protagonists' school bags, and a woodland setting were utilized to enhance the mise-en-scene and sinister tone. Titles were incorporated through photos and sound effects to introduce characters and further the unsettling mood.
Eval q7
The document discusses the improvements made to the filmmaking techniques in a thriller film project compared to a preliminary project. Key areas of improvement included ordering clips in a logical story structure, experimenting with effects and transitions, cutting unnecessary footage to fit the time requirement, creating original music and sound effects using Mixcraft rather than just diegetic sounds, utilizing more varied camera shots like high angles, point of view, and long shots, and considering mise-en-scene elements like the antagonist wearing black to convey a sinister presence. Titles were also added through photos with camera shutter sound effects rather than just footage.
evaluation the lesson
The document provides an evaluation of a student's work on a horror trailer project. It discusses various aspects of creating the trailer that went well and could be improved. It notes that planning shot types and continuity between filming days is important for realism. Feedback indicated more dramatic scenes were needed to build tension. For future projects, the student learned to consider consistency, music, storyline, and market research to create a trailer that matches popular horror preferences.
Progression from prelim to final thriller film
The document compares a preliminary film project to a subsequent thriller film project. For the thriller, the filmmakers had more creative control over elements like storyboarding, locations, characters, sound design, and editing. They utilized more advanced camera techniques, added visual effects, and spent more time overall to improve production quality for the thriller compared to the preliminary project.
Filming and Editing
The document discusses the filming and editing process for a student film project. It describes how the students filmed scenes from different angles to determine the most effective shot. Issues with sound interference and lighting during filming were addressed. For editing, the students used Final Cut Pro to organize scenes in order, add transitions, and include non-diegetic sounds. Experimental techniques like silent footage, color palettes, unsettling noise, and slow motion were used to enhance meaning and create impact.
G321 evaluation acitivity 7 notes
The document summarizes what Hannah Ram learned from creating a preliminary task and progressing to a full product. Some key points include:
1) Shots were shaky in the preliminary task due to lack of a tripod, but a tripod was used for the full product to create steady shots.
2) Framing of shots needed improvement, so character positioning was planned in advance for the full product.
3) Research was conducted on conventions like the 180 degree rule to ensure content was appropriate.
4) Attention to details like location, lighting, and sound editing improved the overall quality and meaning conveyed.
5) Movement of actors and continuity of editing between shots was enhanced.
Progression from prelim to final thriller film
The document compares a preliminary film project to a later thriller film project. For the thriller, more time and effort was spent on camerawork, locations, acting, sound design, and editing. A variety of techniques like handheld shots, location changes, props, and non-diegetic sounds were used to improve atmosphere, tension, and realism. Multiple software programs were utilized for editing to add visual effects, title/credits, and sound editing. Overall, teamwork and individual roles allowed contributors to effectively organize and improve upon the preliminary work.
Recommended
Evaluation question 7
The document discusses the improvements made to various elements of filmmaking in a group's thriller project compared to their preliminary task. Specifically, it describes how they learned to better structure clips, experimented with effects and transitions, trimmed unnecessary footage, added original music and sound effects, incorporated more varied camera shots including establishing shots, point-of-view shots and long shots, considered mise-en-scene elements like costumes and location, and included title screens made from photos with shutter sound effects. The goal was to create a more polished and suspenseful thriller short film that flowed continuously.
Evaluation question 7
The document discusses the lessons learned from creating a thriller film. It describes experimenting with different editing techniques like ordering clips, transitions, and cutting shots to improve storytelling. Music and sound effects were added to create atmosphere. Various camera shots like high angles, point-of-view, and long shots were used to add emphasis and build suspense. Elements like the antagonist's black clothing, the protagonists' school bags, and a woodland setting were utilized to enhance the mise-en-scene and sinister tone. Titles were incorporated through photos and sound effects to introduce characters and further the unsettling mood.
Eval q7
The document discusses the improvements made to the filmmaking techniques in a thriller film project compared to a preliminary project. Key areas of improvement included ordering clips in a logical story structure, experimenting with effects and transitions, cutting unnecessary footage to fit the time requirement, creating original music and sound effects using Mixcraft rather than just diegetic sounds, utilizing more varied camera shots like high angles, point of view, and long shots, and considering mise-en-scene elements like the antagonist wearing black to convey a sinister presence. Titles were also added through photos with camera shutter sound effects rather than just footage.
evaluation the lesson
The document provides an evaluation of a student's work on a horror trailer project. It discusses various aspects of creating the trailer that went well and could be improved. It notes that planning shot types and continuity between filming days is important for realism. Feedback indicated more dramatic scenes were needed to build tension. For future projects, the student learned to consider consistency, music, storyline, and market research to create a trailer that matches popular horror preferences.
Progression from prelim to final thriller film
The document compares a preliminary film project to a subsequent thriller film project. For the thriller, the filmmakers had more creative control over elements like storyboarding, locations, characters, sound design, and editing. They utilized more advanced camera techniques, added visual effects, and spent more time overall to improve production quality for the thriller compared to the preliminary project.
Filming and Editing
The document discusses the filming and editing process for a student film project. It describes how the students filmed scenes from different angles to determine the most effective shot. Issues with sound interference and lighting during filming were addressed. For editing, the students used Final Cut Pro to organize scenes in order, add transitions, and include non-diegetic sounds. Experimental techniques like silent footage, color palettes, unsettling noise, and slow motion were used to enhance meaning and create impact.
G321 evaluation acitivity 7 notes
The document summarizes what Hannah Ram learned from creating a preliminary task and progressing to a full product. Some key points include:
1) Shots were shaky in the preliminary task due to lack of a tripod, but a tripod was used for the full product to create steady shots.
2) Framing of shots needed improvement, so character positioning was planned in advance for the full product.
3) Research was conducted on conventions like the 180 degree rule to ensure content was appropriate.
4) Attention to details like location, lighting, and sound editing improved the overall quality and meaning conveyed.
5) Movement of actors and continuity of editing between shots was enhanced.
Progression from prelim to final thriller film
The document compares a preliminary film project to a later thriller film project. For the thriller, more time and effort was spent on camerawork, locations, acting, sound design, and editing. A variety of techniques like handheld shots, location changes, props, and non-diegetic sounds were used to improve atmosphere, tension, and realism. Multiple software programs were utilized for editing to add visual effects, title/credits, and sound editing. Overall, teamwork and individual roles allowed contributors to effectively organize and improve upon the preliminary work.
Preliminary soap trailer evaluation
The document discusses the ways in which a student's media production did or did not use, develop, or challenge conventions of real media.
The student analyzed several shots from their production compared to the original media they were mimicking. They found similarities but also differences in shot types, lighting, costumes, and setting used between their production and the real media.
The student discussed feedback received which suggested adding a soundtrack and transitions. They also outlined technologies like cameras, editing software, and online platforms used during the production process and ways they could improve for their next project.
Post-Production
The filmmakers began editing their footage in the order needed to assemble the opening sequence. While most shots were steady due to using a tripod, some handheld shots were attempted with mixed results. An issue arose with an unwanted prop in two shots of a character running that required careful editing. Sound editing was also a challenge, like blending different sounds between shots and choosing appropriate music and dialogue. Various techniques like fades, credits design, and shot ordering were employed to craft a cohesive and meaningful opening.
Evaluation question 7
In the progression from the preliminary task to the full production of Blank Canvas, the filmmakers learned several important lessons. They improved camerawork by using a tripod and centering the action, added continuity between shots, incorporated effects to give the film more texture and character, established genre through mise-en-scene, included non-diegetic sound to add atmosphere, used consistent studio lighting instead of natural light, and adhered more strictly to conventions like the 180-degree rule and superimposed titles to improve flow. These changes enhanced the impact, quality, and cohesion of the full production compared to the preliminary task.
Dukes of hazzard presentation
This document provides an analysis of conventions and techniques used in the film The Dukes of Hazard. It discusses the film's mise-en-scene including the characters' casual clothing and lighting. It also analyzes the editing, which changes from slow to fast-paced, and the camera shots including establishing shots and mid shots of characters. Sound elements like diegetic engine and radio sounds, and non-diegetic music, are also summarized.
Deadpool Analysis
The opening sequence of the film Deadpool establishes the narrative through its title card and music. It begins with a black screen that fades to the Marvel logo, shown slowly decreasing in size. The music is jazz, setting a calm tone. Various camera shots are used to showcase the mise-en-scene, including extreme close-ups, mid shots, and wide shots. Characters have scared facial expressions that match the action theme. Props like lighters, glass, and a burning car create a dangerous ambience and foreshadow future events. The lighting on objects and characters looks natural, aided by the CGI creation of the sequence.
Question 1
The document provides details on creative choices made for the opening sequence of a psychological thriller film. It describes setting the sequence in a normal-looking house to contrast with the danger that arises. It introduces the main character from the beginning while still creating suspicion around her. Throughout the sequence, hints are given that suggest the story and genre, such as the character's changing facial expressions and clothing choices with symbolic meanings. Sound, camerawork, titles, and other design elements are used to build tension and convey that not all is as it seems. The goal is to draw in the audience with an innocent setting before revealing a more disturbing side of the main character.
Mise en scene
The document discusses the importance of mise-en-scène elements in the film The Descent. It describes how the dark, underground cave setting creates fear and uncertainty for the audience. It notes that the characters' clothing, hairstyles, and use of makeup and prosthetics provide context clues about their experiences. Props like climbing gear, cameras, and flashlights further immerse the audience in the spelunking scenario. Lighting techniques like night vision and key lighting enhance the viewing experience. Character movements and acting allow the audience to interpret emotional and psychological states. Overall, the intentional use of mise-en-scène in The Descent effectively generates atmosphere and tells the story non-verbally.
Question 7
The student learned to improve their film title sequences, shots, and character depictions from their preliminary task to the final film product. Specifically, they learned to use color, font, and graphics in the title sequence to better represent the horror genre. They also got better at using long shots to show character isolation, medium shots to depict the antagonist, and close ups to elicit emotional responses from audiences. Zooming shots were improved to build more tension. Overall, extensive research helped them enhance the mise-en-scene and cinematography techniques to more effectively portray the horror genre.
Forms and Conventions of Media texts
Diego Okereke discusses the cinematography techniques used in the student film "Deadly Love". Close-up shots were used to show characters' emotions and capture important details. Point-of-view shots were also utilized to make the audience feel more scared and emotionally attached. Long shots and tracking shots were employed to establish settings and the sense that a character is being followed. High angle shots were chosen to make characters seem powerless. Sound choices for the film included scary and suspenseful music similar to the themes of Halloween and The Threat. The main challenge faced was achieving realism given limited equipment.
Evaluation question 1 prt3
The document analyzes the film trailer for a horror movie and how it complies with common codes and conventions of the genre. Some conventions it follows include using a secluded location, characters forgetting the threat, moments where the power is cut or lighting is dim, a victim cowering, themes of good vs. evil, using scary music to build suspense, and trapping victims who cannot escape. It also discusses how it incorporates these conventions through specific shots and scenes. Mise en scene, props, location, and actors are also used to reinforce the horror genre. The title sequence and text also comply with standard trailer conventions.
Job roles
Alice and the author will share cinematography responsibilities for their film trailer by taking turns filming and discussing camera angles, though some angles may not be possible. They will also share editing duties by working together in the software to assemble the best transitions. Alice will handle sound responsibilities because she has more experience with the software and good ideas for fitting sound to the trailer. The author will oversee mise-en-scene as they have a vision for the location, understanding of horror film techniques, and have researched makeup effects.
Taskk7
The document compares the filmmaking techniques used in a preliminary project and a subsequent thriller project. It notes that the thriller incorporated more advanced camerawork like handheld shots, more locations, costumes, props, developed characters, and editing techniques like transitions, effects, and three editing programs. The document discusses the improved cinematography, mise-en-scene, editing, sound, and teamwork in creating the thriller compared to the preliminary project.
Media evaluation
The document summarizes the film opening of "The Trap" and compares it to other horror movie openings. Key elements like lighting, props, setting, and suspense are introduced similarly to other films in the genre. Repetitive shot types of the main character build suspense and fear. A slow pace and dark lighting also build tension. The opening introduces characters and suspense effectively to draw in the audience, while not revealing too much of the plot. Differences from other openings include repetitive shots that progress the threat level and slow transitions between scenes.
Question 1
The document analyzes the opening sequence of a thriller film called "Eighteen" based on several conventions of real media products. It discusses the use of low key lighting, establishing shots, score/music, camera shots, characters, camera movements, editing techniques, costumes, flashbacks, chasing scenes, and title sequences. It evaluates how the opening sequence develops, uses, or challenges common conventions to engage the target audience and build tension.
Micro elements
1. The document defines and describes various camera shots including extreme close-up, close-up, medium shot, long shot, extreme long shot, track, pan, tilt, and zoom.
2. It also explains different film techniques such as cut, pace, performance, diegetic and non-diegetic sound, and mise en scene.
3. The author notes that learning about these micro elements will help in creating the right film opening and provide many ideas for different camera shots to use.
Your evaluation b324
The summary analyzes the student's video project portfolio for their media studies class. It describes creating a thriller film opening called "Blood Ivory" with a group. The student took responsibility for research, editing, call sheets, and small filming parts. The opening establishes the crime thriller/mystery genre through music, camerawork, locations and costumes that build suspense around illegal ivory dealing. Feedback indicated the opening successfully answered the brief by creating an engaging mystery through film techniques while bringing awareness to the topic of ivory poaching.
Pitch presentation
Two spies are after the same piece of information about a potential threat to England. The group plans to create a thriller film opening set in a train station, inspired by films like The Taking of Pelham 123. They aim to appeal to a 15-25 year old audience and will film at Kings Cross Station, Angel Station and City & Islington College.
Media language investiation
The document reviews the use of media language techniques in three horror movie trailers. It analyzes the cinematography, editing, sound, and mise-en-scene in each trailer. For cinematography, it notes the frequent use of close-ups to show facial expressions and build tension. The editing is described as generally fast-paced to create suspense. Non-diegetic music and sounds are used to emphasize scary moments. Dark lighting, isolated settings, and other visual elements establish the horror genre conventions.
Evaluation question 7
1) The filmmaker learned to plan shots more intricately for their final piece compared to their preliminary task, such as camera placement and movement to keep actors in frame.
2) They improved image and audio quality by switching to a DSLR camera and external microphone. They also added color correction and non-diegetic music.
3) Costume choices were made deliberately based on characters for better continuity compared to the preliminary task where characters wore normal clothes. Shot length was also adjusted for smoother continuity between clips in the final piece.
Task 3 – music video production job roles
The director oversees all aspects of production including casting, costumes, locations, and ensuring each element meets their vision. They work closely with camera operators and actors to translate their ideas. The camera team captures footage from various angles and locations, scouting areas that fit the music genre. They work closely with the director to realize their ideas. The sound recordist records all audio clearly, including the song and ambient noise. They coordinate with the camera team and produce the final mix. The lighting crew selects lighting to set the tone and bring out skin colors. They consider health and safety and must be able to adapt lighting as needed during shoots.
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Preliminary soap trailer evaluation
The document discusses the ways in which a student's media production did or did not use, develop, or challenge conventions of real media.
The student analyzed several shots from their production compared to the original media they were mimicking. They found similarities but also differences in shot types, lighting, costumes, and setting used between their production and the real media.
The student discussed feedback received which suggested adding a soundtrack and transitions. They also outlined technologies like cameras, editing software, and online platforms used during the production process and ways they could improve for their next project.
Post-Production
The filmmakers began editing their footage in the order needed to assemble the opening sequence. While most shots were steady due to using a tripod, some handheld shots were attempted with mixed results. An issue arose with an unwanted prop in two shots of a character running that required careful editing. Sound editing was also a challenge, like blending different sounds between shots and choosing appropriate music and dialogue. Various techniques like fades, credits design, and shot ordering were employed to craft a cohesive and meaningful opening.
Evaluation question 7
In the progression from the preliminary task to the full production of Blank Canvas, the filmmakers learned several important lessons. They improved camerawork by using a tripod and centering the action, added continuity between shots, incorporated effects to give the film more texture and character, established genre through mise-en-scene, included non-diegetic sound to add atmosphere, used consistent studio lighting instead of natural light, and adhered more strictly to conventions like the 180-degree rule and superimposed titles to improve flow. These changes enhanced the impact, quality, and cohesion of the full production compared to the preliminary task.
Dukes of hazzard presentation
This document provides an analysis of conventions and techniques used in the film The Dukes of Hazard. It discusses the film's mise-en-scene including the characters' casual clothing and lighting. It also analyzes the editing, which changes from slow to fast-paced, and the camera shots including establishing shots and mid shots of characters. Sound elements like diegetic engine and radio sounds, and non-diegetic music, are also summarized.
Deadpool Analysis
The opening sequence of the film Deadpool establishes the narrative through its title card and music. It begins with a black screen that fades to the Marvel logo, shown slowly decreasing in size. The music is jazz, setting a calm tone. Various camera shots are used to showcase the mise-en-scene, including extreme close-ups, mid shots, and wide shots. Characters have scared facial expressions that match the action theme. Props like lighters, glass, and a burning car create a dangerous ambience and foreshadow future events. The lighting on objects and characters looks natural, aided by the CGI creation of the sequence.
Question 1
The document provides details on creative choices made for the opening sequence of a psychological thriller film. It describes setting the sequence in a normal-looking house to contrast with the danger that arises. It introduces the main character from the beginning while still creating suspicion around her. Throughout the sequence, hints are given that suggest the story and genre, such as the character's changing facial expressions and clothing choices with symbolic meanings. Sound, camerawork, titles, and other design elements are used to build tension and convey that not all is as it seems. The goal is to draw in the audience with an innocent setting before revealing a more disturbing side of the main character.
Mise en scene
The document discusses the importance of mise-en-scène elements in the film The Descent. It describes how the dark, underground cave setting creates fear and uncertainty for the audience. It notes that the characters' clothing, hairstyles, and use of makeup and prosthetics provide context clues about their experiences. Props like climbing gear, cameras, and flashlights further immerse the audience in the spelunking scenario. Lighting techniques like night vision and key lighting enhance the viewing experience. Character movements and acting allow the audience to interpret emotional and psychological states. Overall, the intentional use of mise-en-scène in The Descent effectively generates atmosphere and tells the story non-verbally.
Question 7
The student learned to improve their film title sequences, shots, and character depictions from their preliminary task to the final film product. Specifically, they learned to use color, font, and graphics in the title sequence to better represent the horror genre. They also got better at using long shots to show character isolation, medium shots to depict the antagonist, and close ups to elicit emotional responses from audiences. Zooming shots were improved to build more tension. Overall, extensive research helped them enhance the mise-en-scene and cinematography techniques to more effectively portray the horror genre.
Forms and Conventions of Media texts
Diego Okereke discusses the cinematography techniques used in the student film "Deadly Love". Close-up shots were used to show characters' emotions and capture important details. Point-of-view shots were also utilized to make the audience feel more scared and emotionally attached. Long shots and tracking shots were employed to establish settings and the sense that a character is being followed. High angle shots were chosen to make characters seem powerless. Sound choices for the film included scary and suspenseful music similar to the themes of Halloween and The Threat. The main challenge faced was achieving realism given limited equipment.
Evaluation question 1 prt3
The document analyzes the film trailer for a horror movie and how it complies with common codes and conventions of the genre. Some conventions it follows include using a secluded location, characters forgetting the threat, moments where the power is cut or lighting is dim, a victim cowering, themes of good vs. evil, using scary music to build suspense, and trapping victims who cannot escape. It also discusses how it incorporates these conventions through specific shots and scenes. Mise en scene, props, location, and actors are also used to reinforce the horror genre. The title sequence and text also comply with standard trailer conventions.
Job roles
Alice and the author will share cinematography responsibilities for their film trailer by taking turns filming and discussing camera angles, though some angles may not be possible. They will also share editing duties by working together in the software to assemble the best transitions. Alice will handle sound responsibilities because she has more experience with the software and good ideas for fitting sound to the trailer. The author will oversee mise-en-scene as they have a vision for the location, understanding of horror film techniques, and have researched makeup effects.
Taskk7
The document compares the filmmaking techniques used in a preliminary project and a subsequent thriller project. It notes that the thriller incorporated more advanced camerawork like handheld shots, more locations, costumes, props, developed characters, and editing techniques like transitions, effects, and three editing programs. The document discusses the improved cinematography, mise-en-scene, editing, sound, and teamwork in creating the thriller compared to the preliminary project.
Media evaluation
The document summarizes the film opening of "The Trap" and compares it to other horror movie openings. Key elements like lighting, props, setting, and suspense are introduced similarly to other films in the genre. Repetitive shot types of the main character build suspense and fear. A slow pace and dark lighting also build tension. The opening introduces characters and suspense effectively to draw in the audience, while not revealing too much of the plot. Differences from other openings include repetitive shots that progress the threat level and slow transitions between scenes.
Question 1
The document analyzes the opening sequence of a thriller film called "Eighteen" based on several conventions of real media products. It discusses the use of low key lighting, establishing shots, score/music, camera shots, characters, camera movements, editing techniques, costumes, flashbacks, chasing scenes, and title sequences. It evaluates how the opening sequence develops, uses, or challenges common conventions to engage the target audience and build tension.
Micro elements
1. The document defines and describes various camera shots including extreme close-up, close-up, medium shot, long shot, extreme long shot, track, pan, tilt, and zoom.
2. It also explains different film techniques such as cut, pace, performance, diegetic and non-diegetic sound, and mise en scene.
3. The author notes that learning about these micro elements will help in creating the right film opening and provide many ideas for different camera shots to use.
Your evaluation b324
The summary analyzes the student's video project portfolio for their media studies class. It describes creating a thriller film opening called "Blood Ivory" with a group. The student took responsibility for research, editing, call sheets, and small filming parts. The opening establishes the crime thriller/mystery genre through music, camerawork, locations and costumes that build suspense around illegal ivory dealing. Feedback indicated the opening successfully answered the brief by creating an engaging mystery through film techniques while bringing awareness to the topic of ivory poaching.
Pitch presentation
Two spies are after the same piece of information about a potential threat to England. The group plans to create a thriller film opening set in a train station, inspired by films like The Taking of Pelham 123. They aim to appeal to a 15-25 year old audience and will film at Kings Cross Station, Angel Station and City & Islington College.
Media language investiation
The document reviews the use of media language techniques in three horror movie trailers. It analyzes the cinematography, editing, sound, and mise-en-scene in each trailer. For cinematography, it notes the frequent use of close-ups to show facial expressions and build tension. The editing is described as generally fast-paced to create suspense. Non-diegetic music and sounds are used to emphasize scary moments. Dark lighting, isolated settings, and other visual elements establish the horror genre conventions.
Evaluation question 7
1) The filmmaker learned to plan shots more intricately for their final piece compared to their preliminary task, such as camera placement and movement to keep actors in frame.
2) They improved image and audio quality by switching to a DSLR camera and external microphone. They also added color correction and non-diegetic music.
3) Costume choices were made deliberately based on characters for better continuity compared to the preliminary task where characters wore normal clothes. Shot length was also adjusted for smoother continuity between clips in the final piece.
Task 3 – music video production job roles
The director oversees all aspects of production including casting, costumes, locations, and ensuring each element meets their vision. They work closely with camera operators and actors to translate their ideas. The camera team captures footage from various angles and locations, scouting areas that fit the music genre. They work closely with the director to realize their ideas. The sound recordist records all audio clearly, including the song and ambient noise. They coordinate with the camera team and produce the final mix. The lighting crew selects lighting to set the tone and bring out skin colors. They consider health and safety and must be able to adapt lighting as needed during shoots.
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Similar to Question 7 Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the main task?
Tracks of Damantion- Evaluation question 1
The document discusses the opening title sequence of a student horror film called "Tracks of Damnation". It summarizes the key decisions made regarding various technical and stylistic elements of the opening, including: choosing a font and title design that evokes horror films; including typical opening credits about the director, actors, etc.; having the antagonist wear a mask and black clothes to conceal their identity; using different shots and editing techniques to build suspense and tension; and employing a voiceover of a radio report to set up the narrative without dialogue. The purpose was to develop and challenge conventions of real horror film openings through creative choices informed by research.
Evaluation question 1- improved
Evaluation question 1- improved
In what ways does your media product use, develop or challenge forms and conventions of real media products?
IMPROVED VERSION.
Media
The document summarizes how a media project used conventions of real thriller films in its lighting, settings, cinematography, sound, and characters. It describes how the project opened with eerie lighting from computers to set the thriller genre. Settings like a deserted park heightened tension between the protagonist and antagonist alone in the location, similar to the film No Country For Old Men. Cinematography included shots of feet to compare the protagonist and antagonist. Sound switched between tense music and diegetic dialogue to signal changes. The antagonist was loosely based on a character from Skins to be an enigmatic stalker.
Question 7 – looking back at your preliminary
The document discusses the differences between the author's preliminary video task and their final opening video for a coursework project. For the preliminary task, they had little time to prepare and film shots, resulting in a rushed video with average skills. For the final opening, they put in significant preparation, used specialized equipment, researched techniques like camera angles and makeup, and added elements like transitions, titles, and a soundtrack to achieve a higher production quality and capture the horror genre conventionally. The author learned from the preliminary experience and applied those lessons to better emphasize skills and create a more polished and appealing final product.
Evaluationtask7
The document compares the filmmaker's preliminary project to their later thriller project. For the preliminary, they had limited equipment, space, time and experience which restricted what they could achieve. For the thriller, they had more resources which allowed them to utilize more sophisticated camerawork, costumes, props, locations, actors and editing techniques to create a more polished and effective final product. The document reflects on the lessons they learned from the preliminary that helped them improve their skills for the later thriller project.
Nabila question 6 and 7
- The document discusses lessons learned from creating a preliminary task versus a film opening project. For the preliminary task, the document's author notes they did not plan well, did not properly edit sound levels, did not manipulate sounds, only used long shots/close-ups without proper framing, made continuity mistakes, and did not think about aspects like costume and casting.
- For the film opening project, the author notes they planned more carefully, learned how to properly use equipment like cameras, edited sounds more effectively using software, shot a variety of shots, focused on proper framing and camerawork, assigned roles, and planned aspects like location, costume, and casting more thoroughly. The author reflects on skills and areas learned to
Question 7
The document discusses the process of planning and filming a horror opening sequence for a class project. The students analyzed horror films like Nightmare on Elm Street 3 and The Orphan to understand effective openings. They created a storyboard and plot diagram to plan camera angles, sounds, and scenes. The opening sequence was filmed using a variety of shots and includes titles and credits to set up the horror theme and fulfill the assignment requirements. The students feel they improved in using specific shots and creating a successful product that meets the brief of a horror or film noir opening.
Evaluation 7
The student learned several things from completing the preliminary continuity editing task to producing their full thriller film. They learned to plan for enough shots to fill the required time, to improve smooth editing with practice, and to use more interesting locations and props. From the preliminary to the thriller, the student improved planning, editing, costumes, use of soundtrack, and incorporated a variety of shots. Overall, the group was happy with the improvements made in producing the thriller film compared to the preliminary task.
Evaultion
The research done before filming helped the student understand different camera angles, sound effects, and mise-en-scene techniques to use. Pre-production included a storyboard, treatment, call sheet, and location recce. Filming involved the student acting as a main character while others directed and operated cameras. Feedback on the short film was mixed, praising editing and music but noting a confusing storyline and audio delay. Feedback on the horror-themed poster was also mixed, with positive comments on imagery matching the film's theme but negatives around font readability and page size.
Q7 explanation
The document discusses the learning process of creating a film opening sequence. It compares the preliminary exercise, which had time and resource constraints, to the final opening sequence. For the preliminary, the filmmakers focused on learning basic editing techniques within the limited time available. Mistakes were made with color correction and extras in shots. For the final opening, more planning and resources and allowed for improved lighting, locations, props, costumes and character development through varied camera angles. The opening sequence effectively set the atmosphere and tone through its editing to music.
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.
Technologies Nabila
In the document, the author discusses lessons learned from creating a preliminary task versus a film opening project. For the preliminary task, they did not plan adequately, had issues with sound editing, lighting continuity mistakes, and did not think about shot variety or framing. For the film opening, they assigned roles, planned thoroughly over 5 months, learned skills like camerawork, sound editing, and location scouting to improve the overall quality and narrative.
Question 7 evaluation
In the preliminary task, the group created a brief storyboard and planned basic shots and edits but did not plan mise-en-scene or sound. For the final product, they did significantly more planning including casting, locations, and script drafts. They also practiced shots and researched other films. The group communicated well for the preliminary task but poorly for the final product, making the work more difficult. Through both tasks, the student learned about using different camera shots, angles, and movements to create specific effects, and improved at skills like matching shots, transitions, and incorporating music to build tension.
Q7 PreLim Ex
The document summarizes what the filmmakers learned from their preliminary task to their full opening sequence film project. They improved planning, scripting, research, storyboarding, use of locations/costumes/props, camera techniques like continuity shots and action matching, and use of dialogue. They applied these lessons to better develop characters, narrative, and filmmaking skills in their larger opening sequence project.
Quality summary
The author reflects on what they learned from their preliminary task to the final film project. They improved on tracking shots by keeping the actor centered, but felt it could have been smoother. Framing shots were improved by using a level on the tripod and retaking shots that were not high quality. The content and setting were made more believable for the horror genre. Mise-en-scene was improved by selecting an isolated location and using red lighting and colors to convey danger. Editing techniques were applied that were learned from analyzing other horror films to make the meaning clear. Sound and music were used appropriately throughout the film to build tension. The actors became more comfortable in front of the camera
question 1
This document provides an analysis of the media elements used in a student-created horror/thriller film project. It discusses how the location, camera work, sound, mise-en-scene, and editing were employed to develop conventions of the genre. The abandoned house location helped set the scene and atmosphere. A modified iPhone camera app provided dual perspectives and captured character emotions. Tension-filled music and sound effects advanced the narrative and engaged the audience. Typical teenage outfits and a dark, mysterious setting established the mise-en-scene. Faster cuts and jumpier shots during intense scenes aimed to make the audience feel panicked.
Final question
The document summarizes the progression from the author's preliminary film task to their full final product. For the preliminary task, the author struggled with using camera equipment and editing software as it was their first time. Their final product showed significant improvements in planning, research, camera skills, editing, and understanding of mise-en-scene to create an effective horror genre film, such as adding titles, slowing clips, and filming in a gloomy style. The author also learned they prefer working in pairs over groups to better share ideas and input on a project.
Final question
The document summarizes the progression from the author's preliminary film task to their full final product. For the preliminary task, the author struggled with using camera equipment and editing software as it was their first time. Their final product showed significant improvements in planning, research, camera skills, editing, and understanding of mise-en-scene to create an effective horror genre film, such as adding titles, slowing clips, and filming in a gloomy style. The author also learned they prefer working in pairs over groups to have more input and found planning methods like animatics and mood boards helped realize their vision for the final film.
Evaluation q1
This document discusses how a media product uses conventions of real thriller films in its opening sequence. It uses a dark background and non-diegetic music for the title to set an eerie tone. For the antagonist character, it uses slow footsteps, handcuffs, and spotlights to indicate he is dominant and has done something wrong. For the protagonist, it uses brighter clips, fragility, and injury to show she is not the villain. It includes close-ups of the characters to provide insight but not reveal too much. It also uses slow fades between clips rather than quick cuts to increase tension. The document analyzes how these techniques develop and challenge conventions of the thriller genre.
Evaluation the lesson
1) The document evaluates a horror trailer created by the author and their group that was intended to evoke certain emotions and link to feminist and poststructuralist film theories.
2) While the group planned each shot purposefully, additional shots and angles were added during filming to build tension, though this wasn't part of the original plan.
3) Feedback indicated the trailer was generally effective but could have benefited from more dramatic and suspenseful scenes throughout to further engage the audience.
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Question 7 Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the main task?
- 1. GroupWork
- 2. I believe I have learned how to order clips in a more proficient way. So that the story makes more sense. Also because we experimented with the effects and transitions, we know which one went best in specific positions. We also learned how to cut valuable seconds out of certain shots, which helped us get our thriller into the right time margin. We also learned how to render certain parts of the task, which saved us a lot of time.
- 3. In our preliminary task, we didn’t actually use any music, we only used sound effects. Our preliminary only used diegetic sound. So in this task, we created our own sound, which we hadn’t done before. We did this using Mixcraft, which gave us multiple avenues in which we could explore We also had to make sure the music linked with the shutter sound effect of the camera This was because we felt it needed to flow, so it was all continuous.
- 4. In our preliminary task we didn’t really use many camera shots, so we wanted to use a variety in our thriller . We included multiple high angle shots to put emphasis on how inferior the two boys walking were. We also included some point of view shots, so the audience felt scared for the two boys We also included a long shot to show how long the journey home was for the boys. We started with an establishing shot to show that it would be based in a woods.
- 5. We didn’t have to consider Mise – en –scene very much in our preliminary task as it didn’t have a storyline. In our thriller on the other hand we thought that the central antagonist should wear black as this could connote death. The two protagonists on the other hand wore bags to signify that they were walking home from school. We also filmed in the woods as this gave a rather sinister effect for our location.
- 6. This is our opening screen We used this to show who made the video We used a black background to foreshadow the film is a horror We also use a cracked font which we had to download The cracked font again added to the horror effect
- 7. We also used an establishing at the start to show where it was set. We also put the name of the actor playing the antagonist first, to show this would be the central character. This shot was also a pan to show more of the woods. It also built suspense as you couldn’t see what was coming next.
- 8. We also learnt how to use a tint effect This helped us make our Antagonist look more sinister The tint also helped the woods look darker Which added to the creepy and eerie effect we were trying to give off
- 9. We also included titles in the 2 minute opening of our thriller. We added titles through photos instead of footage. And we added a camera shutter sounds effects over the top of it. These photos were photos of the antagonist.
- 10. We used the title at the end of the 2 minutes The shot started off with a shot of a tree Then as the video progressed the hand of the antagonist came up At the same time the title appeared as well