Question 7 - Louise fontava
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1) The document discusses mistakes made in the production of a preliminary film project due to a lack of planning and limited time. Scenes were filmed in different locations that did not match, and there was no time to re-film. 2) It notes that the group did not have experience or knowledge of film techniques like continuity editing or using different shot types. Their preliminary showed a lack of these skills. 3) The author evaluates that the preliminary was rushed compared to the following opening project, which had more planning and research into techniques. They learned how to improve technical skills and incorporate film conventions to create a more successful opening.
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EVALUATION 7 - Louise Fontava
1) The document discusses mistakes made in the production of a preliminary film project due to a lack of planning and limited time. Scenes were filmed in different locations that did not match, and there was no time to re-film.
2) It notes the film used a limited range of shots and technical skills due to the group's inexperience. Their knowledge has since developed in producing their opening sequence.
3) Reflection on the preliminary acknowledges it was rushed compared to the opening, which had more planning and research into effective film techniques. The author is pleased with improvements made in the opening sequence.
AS Media preliminary task evaluation.
The student learned how to use video equipment like cameras and tripods through completing a group preliminary task. They worked well together, giving each other advice to improve their video. However, they realized they could have improved it further by spending more time editing. They successfully storyboarded and filmed multiple takes when needed, but refilming wasted lesson time. The student also gained skills that will help with future group projects.
Preliminary Task look back
The document discusses lessons learned from the preliminary task. It states that not taking enough time to plan led to shortcomings in the preliminary. This included not properly organizing filming locations. For the full project, more planning through storyboarding was done. Additionally, the document notes that a wider variety of camera shots were used compared to the preliminary, which helped make the full opening more believable. Shots like close-ups and extreme close-ups added dramatic effect.
Evaluation Question Seven
I learned from filming a preliminary task that I needed to plan my shots more carefully to properly represent characters and locations. For the film opening, I focused on using different camera angles and shots to distinguish the different social classes of the characters and keep them in focus. As the main camera operator, I was heavily involved in the storyboards to ensure the shots matched cinematic conventions and represented the characters as intended, such as using a low camera angle for a powerful protagonist. Through taking multiple takes of scenes, I improved my camera skills and shot composition between the preliminary task and the completed film opening.
Question 7
The preliminary task provided valuable experience for planning, filming, and editing a full film sequence. It highlighted the importance of planning with storyboards and schedules, and helped familiarize the filmmaker with equipment and roles. Mistakes in the preliminary task like improper shot orientation or lack of shot timing information informed better practices for the full sequence. Overall it was a useful learning experience that prepared the filmmaker for the increased complexity of the full project.
Evaluation activity 7
1. The document discusses various filmmaking techniques that were learned and applied when creating a full film product, based on lessons from an earlier preliminary task.
2. It was discovered that filming outside presents challenges like uncontrolled lighting and ambient noise. Storyboarding was found to be very important for planning shots and saving time during filming.
3. Continuity must be maintained between shots through consistent character positioning and adherence to techniques like the 180-degree rule and match on action editing.
Preliminary task evaluation ka
The document summarizes Katherine Allsop's experience with a preliminary film task. Her group was asked to film five shots of a door opening, sitting down, and a conversation using different techniques. They had to apply the 180 degree rule, match on action, and shot reverse shot. Things that went well included good group cooperation and setup. Things that could be improved included filming the full scene at once rather than in pieces and better camera placement. The task gave Katherine ideas for her 2 minute film opening, such as using fade effects and varying shot types.
Evaluation 3
The document discusses the learning experience of progressing from a preliminary task to a full product for an evaluation question. It describes feeling that the overall experience was enjoyable but sometimes stressful. It was beneficial to get comfortable with the equipment. The continuity between shots in a scene and following techniques like shot reverse shot and the 180 degree rule were observed. The original storyboard had to be adapted for length and complexity, replacing complicated shots with ellipses. Better time management, including a detailed shooting schedule, allowed wrapping early on the second shoot. Good organization and communication between the crew through online groups and meetings helped with sharing roles and development. Contracts, advance informing and dividing roles helped with managing actors, locations, costumes and props.
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EVALUATION 7 - Louise Fontava
1) The document discusses mistakes made in the production of a preliminary film project due to a lack of planning and limited time. Scenes were filmed in different locations that did not match, and there was no time to re-film.
2) It notes the film used a limited range of shots and technical skills due to the group's inexperience. Their knowledge has since developed in producing their opening sequence.
3) Reflection on the preliminary acknowledges it was rushed compared to the opening, which had more planning and research into effective film techniques. The author is pleased with improvements made in the opening sequence.
AS Media preliminary task evaluation.
The student learned how to use video equipment like cameras and tripods through completing a group preliminary task. They worked well together, giving each other advice to improve their video. However, they realized they could have improved it further by spending more time editing. They successfully storyboarded and filmed multiple takes when needed, but refilming wasted lesson time. The student also gained skills that will help with future group projects.
Preliminary Task look back
The document discusses lessons learned from the preliminary task. It states that not taking enough time to plan led to shortcomings in the preliminary. This included not properly organizing filming locations. For the full project, more planning through storyboarding was done. Additionally, the document notes that a wider variety of camera shots were used compared to the preliminary, which helped make the full opening more believable. Shots like close-ups and extreme close-ups added dramatic effect.
Evaluation Question Seven
I learned from filming a preliminary task that I needed to plan my shots more carefully to properly represent characters and locations. For the film opening, I focused on using different camera angles and shots to distinguish the different social classes of the characters and keep them in focus. As the main camera operator, I was heavily involved in the storyboards to ensure the shots matched cinematic conventions and represented the characters as intended, such as using a low camera angle for a powerful protagonist. Through taking multiple takes of scenes, I improved my camera skills and shot composition between the preliminary task and the completed film opening.
Question 7
The preliminary task provided valuable experience for planning, filming, and editing a full film sequence. It highlighted the importance of planning with storyboards and schedules, and helped familiarize the filmmaker with equipment and roles. Mistakes in the preliminary task like improper shot orientation or lack of shot timing information informed better practices for the full sequence. Overall it was a useful learning experience that prepared the filmmaker for the increased complexity of the full project.
Evaluation activity 7
1. The document discusses various filmmaking techniques that were learned and applied when creating a full film product, based on lessons from an earlier preliminary task.
2. It was discovered that filming outside presents challenges like uncontrolled lighting and ambient noise. Storyboarding was found to be very important for planning shots and saving time during filming.
3. Continuity must be maintained between shots through consistent character positioning and adherence to techniques like the 180-degree rule and match on action editing.
Preliminary task evaluation ka
The document summarizes Katherine Allsop's experience with a preliminary film task. Her group was asked to film five shots of a door opening, sitting down, and a conversation using different techniques. They had to apply the 180 degree rule, match on action, and shot reverse shot. Things that went well included good group cooperation and setup. Things that could be improved included filming the full scene at once rather than in pieces and better camera placement. The task gave Katherine ideas for her 2 minute film opening, such as using fade effects and varying shot types.
Evaluation 3
The document discusses the learning experience of progressing from a preliminary task to a full product for an evaluation question. It describes feeling that the overall experience was enjoyable but sometimes stressful. It was beneficial to get comfortable with the equipment. The continuity between shots in a scene and following techniques like shot reverse shot and the 180 degree rule were observed. The original storyboard had to be adapted for length and complexity, replacing complicated shots with ellipses. Better time management, including a detailed shooting schedule, allowed wrapping early on the second shoot. Good organization and communication between the crew through online groups and meetings helped with sharing roles and development. Contracts, advance informing and dividing roles helped with managing actors, locations, costumes and props.
Evaluation question 7
From their preliminary task to the final film opening, the group learned:
1) Thorough planning of shots is crucial for efficient filming and to ensure all needed shots are captured.
2) Different equipment was used for the final opening than the preliminary, but they quickly learned to use the new camera.
3) While some continuity techniques from the preliminary like shot reverse shot were not needed, match on action and the 180 degree rule were still employed in the opening.
Problem solving
This document outlines potential problems and contingencies for Rhys Sadler-Scott's filmmaking project (FMP). It addresses issues that could arise with casting, rehearsal time, actor availability, equipment, ability, sets and locations. The key strategies to deal with problems include starting the casting and production process early, rewriting scenes if needed, practicing skills like camerawork, and planning alternative shooting schedules or locations. The goal is to be prepared for any issues that could delay or halt production so the large scope of the project remains feasible.
Half term filming
The filming during half term went well and captured an important scene effectively. The makeup application that had been previously practiced translated well on set. Costumes were aged to indicate that time had passed within the story and that the scene took place later than previous ones.
My written production log
The document outlines Orianne's production log for a short film created by Fallen Apple Productions, including details of training received on camera and tripod equipment, decisions made by the production team and locations chosen for filming, and some problems encountered during the production process and contingency plans developed.
Media evaluation – question 7
Through completing their full film opening sequence, the student learned how important planning and research are for a successful video. For the preliminary task, they created a basic storyboard but did not plan shots in detail. However, for the main task they took more time to thoroughly storyboard and plan ideas with the group. This ensured they used their limited filming time effectively and were prepared with equipment lists. While they tried to fit too much into one lesson for the preliminary task, mistakes from this taught them to better account for challenges and arrange additional filming days if needed. Overall, the student improved their camerawork, editing skills, and understands the value of production research.
Evaluation 7
From her preliminary editing task to her full film opening, the author learned several techniques to improve her camerawork and cinematography. She realized using a tripod resulted in less shaky footage. She also gained experience using different shot types and applying techniques like the 180 degree rule and match on match action shots more appropriately. For the film opening, the author included a wider range of shots and cinematography styles to tell the narrative and keep viewers engaged.
Prelim evaluation
The document discusses the author's process for creating a preliminary film task. They had two initial ideas - a low-light Western or a humorous classroom scene. They chose the latter because it was simpler and allowed them to focus on the required shots like shot reverse shot. During filming, they struggled with obeying the 180 degree rule and had to re-shoot parts. However, they gained experience filming multiple takes and editing confidently in Premier Pro. Overall they were pleased with the outcome but received feedback to experiment more with lighting and sound next time.
Media editing work
The group worked together to film a short sequence, with some working on the camera and others as actors. They created a storyboard to plan shot angles and met after school to film. They then had 2.5 hours to edit but some time was spent practicing editing with demo clips. Figuring out camera angles and identifying important story elements was challenging. Their teamwork during filming went well but time management and focus during editing needed improvement.
Continguency plan pdf
This document outlines potential issues that could arise during the filming of a TV advert and describes backup plans to address each issue. It discusses backup plans for if the primary filming location is unavailable, equipment is broken or missing, bad weather occurs, a team member is absent, there are sound issues, not enough time is available, or there is a lack of lighting. The backup plans include using an alternate location like the atrium, borrowing replacement equipment from the school, using a backup actor, addressing issues later, doing multiple shots to save time, and getting lamps. Having contingency plans is presented as important for ensuring the filming can be completed successfully.
Weekly update 5
The weekly update meeting was held on Tuesday 7th October from 08:30am to 08:59am in Room A29. Nisha Bhamra and Sahra Ahmed were present, with Sahra taking minutes. The group planned their second filming session scheduled for Thursday 9th October, after their main actor canceled availability on Wednesday. They ensured all cast members knew their lines, roles, and costumes for the shoot. The group feels pressure from schoolwork and other tasks but hopes the filming session will be a success. Their plans for the coming week include keeping their blog updated, finalizing scripts and notes, discussing the previous shoot, editing, and completing screen tests. Their next meeting is scheduled for Tuesday 14th October.
Preliminary task evaluation
The document summarizes Rebecca Clarke's experience with a preliminary filmmaking task completed with classmates Megan Gardener and Sarah Fox. They were asked to film 5 shots including someone walking and opening a door, with an over the shoulder conversation shot. Rebecca found the over the shoulder shot difficult due to limited space. She learned about shot reverse shot, continuity, and the 180 degree rule. Positives included working well as a group with few errors. Areas for improvement could have been more room for the over the shoulder shot, a more creative script, and focusing on facial expressions between shots. The task gave Rebecca the idea to do a horror film for her next project to intentionally break rules like the 180 degree rule to create
Evaluation 7
From her preliminary continuity editing task to her full film opening, the author learned to apply shots like shot reverse shot and the 180 degree rule more selectively based on the scene. She also learned that using a tripod makes shots less shaky and that match-on-match action shots work best when the camera position remains similar between cuts. Overall, she felt she progressed in techniques like camerawork to produce a better final product.
Prelim Task And Final Opening Sequence Comparison
The document discusses the progression in filmmaking techniques from the author's preliminary task to their full opening sequence. Specifically, it reflects on how shots were improved to be at better angles and follow subjects as they moved. It also discusses how rules like the 180-degree rule and rule of thirds were applied more accurately in the opening sequence. Matching on action was also improved by removing background noise. Overall, the author felt they learned to make more effective shots that fit the thriller genre through continuity and montage sequences in the opening title.
5. production reflection mv 2018
The document provides reflections from Benjamin Wincup on the various stages of producing a video project. It describes facing challenges like needing to change the script when the original actor became unavailable and location scouting. Filming was rushed due to forgetting the planned camera. Additional shots were needed after editing. The editing process involved shortening the song to fit the footage. Minor fixes in post-production included adding fades and crowd noises to polish the final video.
Evaluation: Question 7
The document reflects on what was learned between a preliminary task and completed film opening. It discusses several filmmaking techniques used in the preliminary task like shot-reverse shot, the 180 degree rule, and match on action shots. For the film opening, these techniques were not used as conversations and character movements between scenes were not present. Overall, the document indicates the learning that occurred around proper use of camera shots, angles, lighting and other techniques to create a realistic film opening.
SHORT FILM EVALUTION
Charlotte Oliver evaluated her production process for creating a short film. She conducted primary research through surveys and secondary research comparing demographics. For planning, she created a shot list and time schedule but wished they were more detailed. The entire process took 4 weeks. She was happy with using different camera angles but noted issues with changing lighting throughout the day. Peer feedback praised the storyline and wardrobe but suggested improvements could be made to lighting and props.
AS Media Preliminary Task Evaluation
The document summarizes the author's role and experience working on a group media project. Some key points:
- The author's main role was co-director, assisting the director by checking equipment, ensuring actor positions and lines, and framing shots.
- The planning process started with brainstorming ideas and storyboards, but could have been more thorough in preparing scripts and scheduling.
- Working with a small group of four was beneficial for sharing ideas, but the author worries about potential disagreements in the future.
- Technical issues like a faulty microphone hindered capturing dialogue clearly. Lessons were learned about better preparing equipment and scripts.
Evaluation 7 media
The document compares the planning and production between a preliminary task and final opening film project. For the opening, the group planned more extensively including storyboarding, costume design, and scheduling. Improvements in the opening included better transitions, integrated text, varied camera techniques, and better equipment. Overall, the author felt the final opening was successful and that they learned more about filmmaking techniques and planning from the preliminary to the final project.
Media preliminary task evaluation
The document summarizes Sara El-Batal's learning from a group project to create an anti-illegal downloading advertisement. Key learnings included:
1) Developing a final idea through considering multiple initial sub-ideas from group members.
2) Understanding required pre-production elements like scripting, storyboarding, scheduling and risk assessment to organize the shoot.
3) Gaining experience with equipment like cameras, microphones and support tools during filming and sound recording.
4) Discovering editing software capabilities and limitations in finishing the project.
Assignment 13 film jobs
The document describes several jobs for a film production:
1. Assistant Director - Organizes actors and locations, assists the director, manages time and ensures scenes are filmed correctly.
2. Art Director - Responsible for all props and costumes, ensures correct items are ready and replenished. Pays close attention to detail.
3. Camera Operator - Operates cameras to film scenes following the Assistant Director and Director of Photography's instructions. Films using equipment like cameras and tripods. Pays attention to lighting, angles, and appropriate shots.
Sweden power point alicia paula y maria
Swedish people enjoy leisure activities like hanging out, watching movies, going for walks, and playing football. They also go to clubs and pubs in popular cities like Gothenburg, Stockholm, and Östermalm. Additionally, social networks have a major impact on the economic, political, and social lives of Swedes. Swedish lifestyle and activities vary by season, with winter focusing on indoor activities like cinema and winter sports, and spring/summer emphasizing outdoor music festivals and travel. Overall, Swedish and Spanish cultures share many similar leisure pursuits.
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Evaluation question 7
From their preliminary task to the final film opening, the group learned:
1) Thorough planning of shots is crucial for efficient filming and to ensure all needed shots are captured.
2) Different equipment was used for the final opening than the preliminary, but they quickly learned to use the new camera.
3) While some continuity techniques from the preliminary like shot reverse shot were not needed, match on action and the 180 degree rule were still employed in the opening.
Problem solving
This document outlines potential problems and contingencies for Rhys Sadler-Scott's filmmaking project (FMP). It addresses issues that could arise with casting, rehearsal time, actor availability, equipment, ability, sets and locations. The key strategies to deal with problems include starting the casting and production process early, rewriting scenes if needed, practicing skills like camerawork, and planning alternative shooting schedules or locations. The goal is to be prepared for any issues that could delay or halt production so the large scope of the project remains feasible.
Half term filming
The filming during half term went well and captured an important scene effectively. The makeup application that had been previously practiced translated well on set. Costumes were aged to indicate that time had passed within the story and that the scene took place later than previous ones.
My written production log
The document outlines Orianne's production log for a short film created by Fallen Apple Productions, including details of training received on camera and tripod equipment, decisions made by the production team and locations chosen for filming, and some problems encountered during the production process and contingency plans developed.
Media evaluation – question 7
Through completing their full film opening sequence, the student learned how important planning and research are for a successful video. For the preliminary task, they created a basic storyboard but did not plan shots in detail. However, for the main task they took more time to thoroughly storyboard and plan ideas with the group. This ensured they used their limited filming time effectively and were prepared with equipment lists. While they tried to fit too much into one lesson for the preliminary task, mistakes from this taught them to better account for challenges and arrange additional filming days if needed. Overall, the student improved their camerawork, editing skills, and understands the value of production research.
Evaluation 7
From her preliminary editing task to her full film opening, the author learned several techniques to improve her camerawork and cinematography. She realized using a tripod resulted in less shaky footage. She also gained experience using different shot types and applying techniques like the 180 degree rule and match on match action shots more appropriately. For the film opening, the author included a wider range of shots and cinematography styles to tell the narrative and keep viewers engaged.
Prelim evaluation
The document discusses the author's process for creating a preliminary film task. They had two initial ideas - a low-light Western or a humorous classroom scene. They chose the latter because it was simpler and allowed them to focus on the required shots like shot reverse shot. During filming, they struggled with obeying the 180 degree rule and had to re-shoot parts. However, they gained experience filming multiple takes and editing confidently in Premier Pro. Overall they were pleased with the outcome but received feedback to experiment more with lighting and sound next time.
Media editing work
The group worked together to film a short sequence, with some working on the camera and others as actors. They created a storyboard to plan shot angles and met after school to film. They then had 2.5 hours to edit but some time was spent practicing editing with demo clips. Figuring out camera angles and identifying important story elements was challenging. Their teamwork during filming went well but time management and focus during editing needed improvement.
Continguency plan pdf
This document outlines potential issues that could arise during the filming of a TV advert and describes backup plans to address each issue. It discusses backup plans for if the primary filming location is unavailable, equipment is broken or missing, bad weather occurs, a team member is absent, there are sound issues, not enough time is available, or there is a lack of lighting. The backup plans include using an alternate location like the atrium, borrowing replacement equipment from the school, using a backup actor, addressing issues later, doing multiple shots to save time, and getting lamps. Having contingency plans is presented as important for ensuring the filming can be completed successfully.
Weekly update 5
The weekly update meeting was held on Tuesday 7th October from 08:30am to 08:59am in Room A29. Nisha Bhamra and Sahra Ahmed were present, with Sahra taking minutes. The group planned their second filming session scheduled for Thursday 9th October, after their main actor canceled availability on Wednesday. They ensured all cast members knew their lines, roles, and costumes for the shoot. The group feels pressure from schoolwork and other tasks but hopes the filming session will be a success. Their plans for the coming week include keeping their blog updated, finalizing scripts and notes, discussing the previous shoot, editing, and completing screen tests. Their next meeting is scheduled for Tuesday 14th October.
Preliminary task evaluation
The document summarizes Rebecca Clarke's experience with a preliminary filmmaking task completed with classmates Megan Gardener and Sarah Fox. They were asked to film 5 shots including someone walking and opening a door, with an over the shoulder conversation shot. Rebecca found the over the shoulder shot difficult due to limited space. She learned about shot reverse shot, continuity, and the 180 degree rule. Positives included working well as a group with few errors. Areas for improvement could have been more room for the over the shoulder shot, a more creative script, and focusing on facial expressions between shots. The task gave Rebecca the idea to do a horror film for her next project to intentionally break rules like the 180 degree rule to create
Evaluation 7
From her preliminary continuity editing task to her full film opening, the author learned to apply shots like shot reverse shot and the 180 degree rule more selectively based on the scene. She also learned that using a tripod makes shots less shaky and that match-on-match action shots work best when the camera position remains similar between cuts. Overall, she felt she progressed in techniques like camerawork to produce a better final product.
Prelim Task And Final Opening Sequence Comparison
The document discusses the progression in filmmaking techniques from the author's preliminary task to their full opening sequence. Specifically, it reflects on how shots were improved to be at better angles and follow subjects as they moved. It also discusses how rules like the 180-degree rule and rule of thirds were applied more accurately in the opening sequence. Matching on action was also improved by removing background noise. Overall, the author felt they learned to make more effective shots that fit the thriller genre through continuity and montage sequences in the opening title.
5. production reflection mv 2018
The document provides reflections from Benjamin Wincup on the various stages of producing a video project. It describes facing challenges like needing to change the script when the original actor became unavailable and location scouting. Filming was rushed due to forgetting the planned camera. Additional shots were needed after editing. The editing process involved shortening the song to fit the footage. Minor fixes in post-production included adding fades and crowd noises to polish the final video.
Evaluation: Question 7
The document reflects on what was learned between a preliminary task and completed film opening. It discusses several filmmaking techniques used in the preliminary task like shot-reverse shot, the 180 degree rule, and match on action shots. For the film opening, these techniques were not used as conversations and character movements between scenes were not present. Overall, the document indicates the learning that occurred around proper use of camera shots, angles, lighting and other techniques to create a realistic film opening.
SHORT FILM EVALUTION
Charlotte Oliver evaluated her production process for creating a short film. She conducted primary research through surveys and secondary research comparing demographics. For planning, she created a shot list and time schedule but wished they were more detailed. The entire process took 4 weeks. She was happy with using different camera angles but noted issues with changing lighting throughout the day. Peer feedback praised the storyline and wardrobe but suggested improvements could be made to lighting and props.
AS Media Preliminary Task Evaluation
The document summarizes the author's role and experience working on a group media project. Some key points:
- The author's main role was co-director, assisting the director by checking equipment, ensuring actor positions and lines, and framing shots.
- The planning process started with brainstorming ideas and storyboards, but could have been more thorough in preparing scripts and scheduling.
- Working with a small group of four was beneficial for sharing ideas, but the author worries about potential disagreements in the future.
- Technical issues like a faulty microphone hindered capturing dialogue clearly. Lessons were learned about better preparing equipment and scripts.
Evaluation 7 media
The document compares the planning and production between a preliminary task and final opening film project. For the opening, the group planned more extensively including storyboarding, costume design, and scheduling. Improvements in the opening included better transitions, integrated text, varied camera techniques, and better equipment. Overall, the author felt the final opening was successful and that they learned more about filmmaking techniques and planning from the preliminary to the final project.
Media preliminary task evaluation
The document summarizes Sara El-Batal's learning from a group project to create an anti-illegal downloading advertisement. Key learnings included:
1) Developing a final idea through considering multiple initial sub-ideas from group members.
2) Understanding required pre-production elements like scripting, storyboarding, scheduling and risk assessment to organize the shoot.
3) Gaining experience with equipment like cameras, microphones and support tools during filming and sound recording.
4) Discovering editing software capabilities and limitations in finishing the project.
Assignment 13 film jobs
The document describes several jobs for a film production:
1. Assistant Director - Organizes actors and locations, assists the director, manages time and ensures scenes are filmed correctly.
2. Art Director - Responsible for all props and costumes, ensures correct items are ready and replenished. Pays close attention to detail.
3. Camera Operator - Operates cameras to film scenes following the Assistant Director and Director of Photography's instructions. Films using equipment like cameras and tripods. Pays attention to lighting, angles, and appropriate shots.
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Similar to Question 7 - Louise fontava
Media evaluation question 7
Our group improved significantly in planning, filming, and producing our thriller from our preliminary task to the final product. For the final product, we created detailed storyboards, used various camera shots and lighting techniques, and spent more time planning all aspects of pre-production. This resulted in higher quality filming and editing compared to our preliminary task, where we had limited planning and knowledge of using the equipment.
Question 7 evaluation
The document discusses the learning process from a preliminary filmmaking task to a full film opening project. For the preliminary task, the author filmed a scene with classmates involving different shots. They struggled with editing software but learned about camera shots, continuity, and location importance. For the full project, more time was needed for planning, improved editing, and creating a cohesive plot and film opening conventions were followed. Overall, the preliminary task helped prepare skills but the full project required a higher standard of quality.
Question 7 evaluation
The document discusses the learning and improvements from a student's preliminary film task to their full film opening project. For the preliminary task, the student filmed a scene with classmates involving different shots. The student learned about camera shots, rules, and editing but found the software difficult. Improvements would include more time, a better location, and smoother transitions. For the full project, more filming, continuity, and conventions were needed but the preliminary task prepared the student on techniques and helped the group work more professionally.
Evaluation 7
The document compares the student's preliminary film project to their final thriller product. It notes that the preliminary had limited planning time, while the final product benefited from weeks of pre-production planning. This allowed for improved organization, filming, and editing. While some shots and elements were carried over, the student aimed to improve focus, sound, and flow based on lessons from the preliminary experience. The preliminary also helped develop editing skills that enhanced the quality of the final thriller opening.
Evaluation 7
For their preliminary task, the students had limited time and equipment for planning and filming. Their final thriller opening took weeks to plan with in-depth research. While some shots like shot-reverse-shot were similar, the final product had improved planning, equipment usage, and editing skills. They gained confidence using cameras, dolly, and tripod. Continuity editing skills improved between tasks. Though one scene lacked a dolly, overall the final thriller looked professional and realistic due to high quality filming and editing.
Evaluation number 3
The student learned several important lessons when progressing from their preliminary task to the full product. They improved their use of camera techniques like matching shots and following the 180 degree rule. Their storyboarding and time management was much better, allowing them to finish filming and editing early. They also improved their filming quality by learning how to properly focus cameras and control things like aperture. Controlling actors and organizing props and costumes in advance helped make the filming go smoothly.
Evaluation question 6
The brief for the preliminary task was to film a conversation scene including key filming techniques. This was to practice skills needed for the final thriller opening. From completing the task, the student learned how to use continuity rules, shoot different shot types, and gained experience working as a group and editing with Final Cut. Completing the preliminary task helped with the final project by providing experience using the camera, continuity, planning, group work, and editing skills, which ensured a smooth production process for the thriller opening.
Preliminary task and how it benefitted my final
The preliminary task helped the filmmaker learn important concepts like match on action, the 180 degree rule, and how to use camera and editing equipment. Their first attempt failed due to lack of planning, but they learned from their mistakes. This helped them storyboard and plan better for their opening sequence. The preliminary task also taught them the importance of continuity, improvisation, and teamwork in the filmmaking process.
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.
Q7
The document summarizes the student's learning from their preliminary task to their full product thriller film. They discuss improvements in their camera work, editing skills, and use of software like Final Cut Pro. They analyzed successes and challenges of both their preliminary task and full thriller film. Overall, they felt they improved their skills and learned from mistakes, and enjoyed gaining experience with cameras, editing, and other technologies.
Assignment 15 final
The group assessed their preliminary task assignment. They felt they did well with steady camera work and avoiding the 180 degree rule. Areas for improvement included reducing background noise, adding credits, and including more shot distances and camera angles. When assessing their use of camera techniques like framing and shot distances, they were mostly pleased but could have improved with an extreme close up shot and a mid shot. They learned skills in researching, planning, filming, editing, uploading and assessing their preliminary task. This included learning about shot varieties, match on action, editing software, and critically reviewing their own work.
Assignment 15[1]
The group assessed their preliminary task video. They felt they successfully used different shots and camera movements while avoiding rule breaks. Areas for improvement included reducing background noise, adding opening credits, and incorporating more shot distances and camera angles. They learned skills in planning, filming, editing, uploading, and self-assessing through completing this preliminary assignment using technologies like PowerPoint, cameras, tripods, iMovie, QuickTime, YouTube, and online research.
Q7) looking back at your preliminary task
The document discusses a film student's experience filming preliminary exercises and a final short film. For the preliminary exercise, the student's group demonstrated techniques like the 180 degree rule and shot reverse shot. This experience gave the student an advantage when filming their own final 2-minute film opening. The student was able to apply rules and shots like match on action shots that they had learned. Through the process, the student improved at organizing, camera work, and editing techniques in Final Cut Express.
Evaluation question 7-Shauna
Continuity, the 180 degree rule, match on action, shot/reverse shot techniques, and mise-en-scene were areas the document identifies for improvement in cinematography skills. The preliminary task revealed issues like an unsteady camera, lack of shot variety, and costumes not suiting the scene. The diagnosis summarizes how the opening sequence applied lessons learned - using a tripod, wider shot selection motivated by meaning, and costumes fitting the character. Research into film techniques and examples supported developing a polished opening sequence adhering to genre conventions.
Question 7 completed
1) Doing a preliminary helped the student plan their full opening sequence by avoiding mistakes like breaking filming rules or not considering equipment needs.
2) The preliminary research helped the student decide on their role as cinematographer and understand techniques like the 180-degree rule.
3) Some challenges in the preliminary like unstable footage or continuity errors helped the student improve for the full project by using a tripod and careful editing. Considering effects earlier may have allowed more creativity.
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.
Question 7 final
The document discusses what the author learned from their preliminary task that helped them with their full thriller production. They learned about maintaining the 180-degree rule and using match-on-action to create continuity between shots. They also learned how to use shot reverse shot to build tension. For their full production, the author expanded their knowledge of conventions like breaking the 180-degree rule for confusion. They also learned how to use lighting, close-ups, and research case studies to further understand thriller conventions and apply them more effectively. Managing timelines and negotiating roles within the group were also skills that improved from the preliminary to full production.
Eval 7
From producing a preliminary task to a full product, the author learned significant skills in camera work, directing, editing, and teamwork. For the preliminary task, the author's camera skills were limited and the directing was disorganized. However, experience with different shots and editing software improved the author's abilities. Additional research helped add special effects. Coordination with the team also improved, allowing for better planning and task distribution. These gained skills led to a main task that incorporated more advanced shots and tighter editing than the preliminary version.
Evaluationn Question 7
The student learned several filming and editing techniques after completing their preliminary task that they were able to apply to their full horror film opening. For the preliminary task, they researched different shot types and practiced shots to gain experience. They also planned shots and created a storyboard. For the full opening, they applied techniques like match cuts, 180 degree rules, and splice cuts. They also incorporated close-ups and developed shots from the preliminary task. Overall, planning, research and practice on the preliminary task helped the student improve their skills and confidence for the full opening.
Evaluation activity 7
In the preliminary task, the filmmakers learned about following the 180-degree rule and using shot reverse shot. For the final product, they improved their editing, with more refined continuity editing to build tension. They also better understood and followed conventions like the 180-degree rule, improved their match on action editing, tightened their shot reverse shot framing and rhythm, and incorporated more varied camera angles and shots. Overall, the filmmaker feels they gained valuable experience in the filmmaking process and applying different cinematic rules and skills from their preliminary task to their final product.
Similar to Question 7 - Louise fontava (20)
Question 7 - Louise fontava
- 2. Our Preliminary: Our Thriller Opening: 4 square frame
- 3. Our Preliminary… Here you can clearly see the run up to the door; with the door handle on the left and a window in the middle. However, here the door handle is on the right hand side and the window is on the left. Unfortunately, during the production stage of our filming we hadn’t planned our location accurately. We started recording in one room, but then we were interrupted and had to finish our filming in a new room which did not look the same. We didn’t have time to re-record the footage we had already filmed so we had to improvise. This is an example of continuity editing which should have been changed, but we could not due to the lack of time we had to get everything finished. Furthermore, we used a flip camera on a tripod which made it very difficult to get a smooth 180 degree angle. It was difficult moving the camera as when we tried to swerve the shot to show running towards the door there was a smudge which can clearly be shown when watching our prelim. These mistakes show examples of our lack of knowledge which is why our prelim was far from successful. Recording our prelim was most of our groups first time doing anything like this so we found It hard. We were also only given a small amount of time to plan our pre production, carry out the production stage and edit and adjust our raw footage. In total we had a double period, which is the equivalent to 1 hour 40 minutes.
- 4. Our Preliminary… Long shot Shows the entire object or human body. Used to focus on the background as well as the figure. Our prelim did not use a wide range of shots. We weren’t able to explore different shots as we had no previous knowledge or experience. Our opening uses a range of shots as we have realized using a wider variety looks more professional and adds to the success of the footage, Medium shot Contains a figure from the knees /waist up. It is used to show detail, or used in dialogue scenes.
- 5. Also… Match on action Showing our camera skills. Over the shoulder shot Showing our technical skills, used to show a conversation between characters. Slow motion – created advanced visual effects 180 degree rule – shows our camera skills, enforces the continuity of the footage. Our prelim also did not use a wide range of technical skills. We did not have enough knowledge to produce a highly educated piece of footage. Thankfully this knowledge developed over our final opening process which allowed us to create a successful opening.
- 6. Close up shots Shows very little background, used to magnify the object in the shot and highlight its importance. Medium shot Contains a figure from the knees /waist up. It is used to show detail in the shot. Extreme close up – This has very little background shown, can be used for dramatic effect and to highlight the element in the shot. Different shots in our opening… Long shot Shows the entire object or human body. Used to focus on the background as well as the figure. Throughout our opening, we did not include any long shots. This is as we felt they wouldn’t be effective in our opening. Long shots do not include a lot of detail, they are commonly used to highlight the detail in the background. This isn’t relevant in our opening as our aim was to highlight the importance of the girl, this is why we have used mainly close up shots and extreme close up shots.
- 7. Evaluation… I feel we started our preliminary without knowing what we were really doing. The pre production, post production and pre production stages were all carried out over a double period, which is equivalent to 1 hour 40 minutes. Compared to out opening, we spent longer on just the first stage than we did creating our finished preliminary task. This shows we lacked the efficient time and effort we needed to produce a well sustained piece of footage. Our knowledge has developed over starting out prelim to finishing our opening. This is due to intense research and planning we carried our in relation to our opening. We have learnt about technical shots by watching real life film openings, this gave us first hand features that results in a successful film. By looking back at our preliminary and our opening there is a clear difference between the two. I am happy with our opening as we have incorporated the conventions needed to produce a well thought out effective Thriller opening.