Question 7 media evaluation
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The document discusses what was learned from the preliminary task to the full media project. Planning for the full project was challenging due to issues casting actors and securing costumes. During filming, background noise was loud since actors had to be replaced. In post-production, the author learned to use Final Motion to create titles but found Final Cut editing would be better done by another. The preliminary task provided experience operating cameras but not the extensive planning required for the larger project.
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Question 7
From their preliminary task to the full media project, the author learned that planning is crucial and they need to have backup actors and costumes. During filming, they had to use people from college due to a lack of available actors, and the background noise from the college setting impacted the sound quality. The author also learned to use video editing software like Final Cut Pro and Final Motion, though they found editing in Final Cut Pro challenging and preferred if another team member had taken that role. The preliminary task didn't require much planning but the full project required significantly more planning and detail.
Question 7 media evaluation draft
The author learned several lessons from completing a full media project compared to an earlier preliminary task. For the full project, they struggled with actor casting and securing costumes due to last-minute changes, and dealt with loud background noise and faulty audio equipment during filming. The author also learned how to use Final Cut and Final Motion software, though editing in Final Cut proved challenging. Overall, the preliminary task did not require as much planning as the full media project and the author was surprised by all the planning and detail needed for the larger task.
Preliminary task evaluation
The document summarizes Deepika Singh's evaluation of her group's preliminary task filming process. Some key points made include: their group worked well together and communicated effectively; they filmed using iPads which had benefits of ease of use but disadvantages of poor video quality and audio interference; editing was done using iMovie which was easy to use; and overall they learned about different camera shots and angles as well as maintaining consistency during filming.
Film person’s journal
Kiren and Sara divided camerawork responsibilities for their short film. They worked well as a team and completed all necessary shots using a variety of camera angles and techniques. During filming, some shots were out of focus or unnecessary, so they refilmed two scenes. While challenges occurred, their teamwork and creativity led to a successful final production, and the experience will help them improve for their next project.
Evaluation of sunderland college trailer
The document summarizes a group's process in creating a promotional trailer for Sunderland College. They filmed around campus using iPhones to get footage of areas with a comedic twist. In Premier Pro, they edited the footage together with a rock song, using cuts and learning editing tools. Their finished product achieved their goal of a funny trailer that also showed the college. They learned to allocate more time for planning, filming, and editing future projects.
Editors journal
Kiren Anandji served as both the cinematographer and editor for a film directed by Sara Anandji. As cinematographer, Kiren was able to share Sara's vision and ensure there was no miscommunication in post-production about the shots taken. As editor, Kiren had creative freedom to assemble the first cut without interruptions for a quicker pace of work. Potential problems like inconsistent lighting were addressed through extensive color correcting. Transitions like cuts and fades were used appropriately. Sound levels from outdoor filming needed adjustments, and effects were added to a voiceover for continuity. Kiren worked efficiently from home by setting goals for each editing session.
Sound journal
The document discusses the role of sound in film and the sound design process for a student film project. It covers dividing roles for working on diegetic and non-diegetic elements, recording dialogue with the actor, balancing sound levels in editing, choosing scores to set emotion, and using sound effects to add realism. Overall, sound was a key component and the filmmakers took precautions during filming and put in significant time and effort to maximize the sound design's potential.
Evaluation of Promotional Video
1) The document describes the process of creating a short promotional film for Bede Campus. It outlines how the group allocated roles, decided on an interview format, and filmed around campus.
2) During filming, some plans did not go as expected but the group adapted by taking additional photos. They tried different camera techniques and worked well as a team.
3) In editing, the group used Premier Pro software and received guidance on basic tools and transitions. The final product achieved the goal of persuasively promoting the college.
4) Overall, the project provided experience making a film and extended the group's filmmaking knowledge and skills.
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Question 7
From their preliminary task to the full media project, the author learned that planning is crucial and they need to have backup actors and costumes. During filming, they had to use people from college due to a lack of available actors, and the background noise from the college setting impacted the sound quality. The author also learned to use video editing software like Final Cut Pro and Final Motion, though they found editing in Final Cut Pro challenging and preferred if another team member had taken that role. The preliminary task didn't require much planning but the full project required significantly more planning and detail.
Question 7 media evaluation draft
The author learned several lessons from completing a full media project compared to an earlier preliminary task. For the full project, they struggled with actor casting and securing costumes due to last-minute changes, and dealt with loud background noise and faulty audio equipment during filming. The author also learned how to use Final Cut and Final Motion software, though editing in Final Cut proved challenging. Overall, the preliminary task did not require as much planning as the full media project and the author was surprised by all the planning and detail needed for the larger task.
Preliminary task evaluation
The document summarizes Deepika Singh's evaluation of her group's preliminary task filming process. Some key points made include: their group worked well together and communicated effectively; they filmed using iPads which had benefits of ease of use but disadvantages of poor video quality and audio interference; editing was done using iMovie which was easy to use; and overall they learned about different camera shots and angles as well as maintaining consistency during filming.
Film person’s journal
Kiren and Sara divided camerawork responsibilities for their short film. They worked well as a team and completed all necessary shots using a variety of camera angles and techniques. During filming, some shots were out of focus or unnecessary, so they refilmed two scenes. While challenges occurred, their teamwork and creativity led to a successful final production, and the experience will help them improve for their next project.
Evaluation of sunderland college trailer
The document summarizes a group's process in creating a promotional trailer for Sunderland College. They filmed around campus using iPhones to get footage of areas with a comedic twist. In Premier Pro, they edited the footage together with a rock song, using cuts and learning editing tools. Their finished product achieved their goal of a funny trailer that also showed the college. They learned to allocate more time for planning, filming, and editing future projects.
Editors journal
Kiren Anandji served as both the cinematographer and editor for a film directed by Sara Anandji. As cinematographer, Kiren was able to share Sara's vision and ensure there was no miscommunication in post-production about the shots taken. As editor, Kiren had creative freedom to assemble the first cut without interruptions for a quicker pace of work. Potential problems like inconsistent lighting were addressed through extensive color correcting. Transitions like cuts and fades were used appropriately. Sound levels from outdoor filming needed adjustments, and effects were added to a voiceover for continuity. Kiren worked efficiently from home by setting goals for each editing session.
Sound journal
The document discusses the role of sound in film and the sound design process for a student film project. It covers dividing roles for working on diegetic and non-diegetic elements, recording dialogue with the actor, balancing sound levels in editing, choosing scores to set emotion, and using sound effects to add realism. Overall, sound was a key component and the filmmakers took precautions during filming and put in significant time and effort to maximize the sound design's potential.
Evaluation of Promotional Video
1) The document describes the process of creating a short promotional film for Bede Campus. It outlines how the group allocated roles, decided on an interview format, and filmed around campus.
2) During filming, some plans did not go as expected but the group adapted by taking additional photos. They tried different camera techniques and worked well as a team.
3) In editing, the group used Premier Pro software and received guidance on basic tools and transitions. The final product achieved the goal of persuasively promoting the college.
4) Overall, the project provided experience making a film and extended the group's filmmaking knowledge and skills.
Q7
The document compares the student's preliminary task completed 5 months ago in groups to plan their final individual project. For the preliminary task, they storyboarded, scripted, and tested camera movements with limited planning. They learned more planning was needed. For the final project, the student put more detail in shots, sounds, camerawork, used better equipment, researched techniques, and worked individually while collaborating with an actress. The preliminary task helped them learn and prepare for the higher quality final project.
Evaluation question 7
Looking back at their preliminary task, the author feels they have greatly improved their editing skills. Their editing in the full product is smoother, cleaner, and more professional looking compared to the preliminary task. Researching how to use Final Cut Pro helped improve their editing. They also learned to better implement different filming techniques and shot types from analyzing comedy films. This led to a better final product. Additionally, the author learned how important timing and planning is. Creating an action plan for when and what to film prevented wasting time and led to more focused filming.
Presentation 7
The document discusses the author's progress in developing filmmaking skills since an initial preliminary task. Specifically:
1) When they started, the author did not understand how to write a script, edit footage, or film properly. However, they have since learned key editing and sound software like After Effects as well as the important editing software Premiere Pro.
2) Another important skill developed was learning how to storyboard shots precisely and understand why techniques like the 180 degree rule are important for camera work.
3) Overall, the author feels they have come a long way, progressing from having no filmmaking knowledge to being able to produce the opening of a film, showing huge growth from their preliminary work.
Q4 Evaluation
Abul Hasnath Al Azad used various media technologies at different stages of his media project. He used Leyton Media Hub for inspiration and planning by reviewing past student work. He blogged his entire process on Blogger and used feedback to improve. Photoshop was used to design the CD digipak and poster, learning new skills. Google Images provided research for case studies. YouTube helped develop video uploading skills. Moodle provided templates for paperwork. A DSLR was used to film scenes, developing video skills. Prezi and SlideShare were used for presentations. TimeToast created a timeline. Final Cut Pro was used to edit the music video, applying new effects. Emaze and WhatsApp aided
Question Six
By constructing their opening film sequence, the author learned about various film production technologies and techniques. They gained experience using equipment like a DSLR camera, tripod, slider, and microphone for filming. For editing, they learned skills in Final Cut Pro like adding slow motion, rain effects, echo to dialogue, text overlays, and color grading to match footage. Overall, the process taught them about all aspects of filmmaking from planning shoots to editing techniques.
2. production techniques evaluation pro forma nearly finished
The document discusses various graphic design, radio, and video game production techniques for advertising Coca-Cola. For graphic design, advantages include tools that make editing straightforward while disadvantages include time-consuming editing. A comparison is made between two soda bottle designs. For radio production, advantages include an easy medium while disadvantages involve unreliable recording equipment. A radio ad and existing ad are compared. For video games, advantages include being creative in Photoshop while disadvantages are its complexity. A video game and existing game are contrasted.
Question Six
By constructing their opening film sequence, the author learned about various film production and post-production technologies. They used new equipment like a DSLR camera, tripod, slider, and microphone to film different shots. In post-production, they discovered editing techniques like slow motion, rain effects, sound design, text overlays, and color grading to tell the story. Overall, the process taught them about planning, filming with different equipment, and using editing software to craft their final sequence.
Question six
By constructing their opening film sequence, the author learned about various film production and post-production technologies. They used new equipment like a DSLR camera, tripod, slider, and microphone to film different shots. In post-production, they learned editing techniques in Final Cut Pro like adding slow motion, rain effects, echo to dialogue, text overlays, and color grading to match shots and convey the protagonist's depression. Overall, the process taught them about planning, filming with different equipment, and using various editing tools and effects.
6
The document discusses the research and technologies used to construct an opening title sequence. It describes researching existing title sequences online to determine style preferences. YouTube was used to find inspiration and study filming techniques. Tutorials were used to learn animation software and editing programs like Final Cut Pro, Illustrator, Premiere Pro, and Garage Band. The filming process involved learning camera functions and file formatting. Feedback was gathered to improve shots and make other changes to the final sequence.
Question 7
The document discusses the progression from the preliminary task to the main task. It describes some mistakes made in the preliminary task, such as poor sound quality and editing errors. It then outlines improvements made for the final production, including using better equipment, more advanced camera techniques, storyboarding, and higher quality editing and sound. Overall, the group learned valuable skills from the preliminary task that helped strengthen their final media production project.
How did you use media technologies in the
The student used various media technologies in the production and evaluation of their film noir project. A Canon DSLR camera was used to record footage for a film noir trailer in HD and slow motion. Photoshop was utilized to edit magazine ad posters and create production company logos for the trailer. Prezi, Slideshare, Blogger, Flickr, and YouTube were all employed at different stages for presentation, research, and gathering feedback purposes. Music Maker and Windows Movie Maker were then used to produce the soundtrack and edit together the final film trailer.
Question 7
We have learned and progressed significantly from our preliminary task to our final product. Initially, editing was very difficult as we were unfamiliar with the software. However, through practice we learned skills like sound editing, cropping, adding effects and transitions. Our camerawork also improved as we gained experience operating the camera and understanding different shot types. While our preliminary task shots were basic, our final product incorporated a variety of shots like over-the-shoulder and close ups to tell the story effectively. Overall, we learned to create a higher quality final product through skills like camera movement, adding soundtracks, and producing a more polished edit.
How did you use media technologies in the
The document discusses the various technologies and tools used to complete a music video project. These included cameras, iMovie, Photoshop, and Blogger. The student filmed parts of the video using their camcorder and iPhone after the camcorder footage did not work on Mac computers. iMovie was used to edit the video but was challenging to learn. Photoshop was utilized to design posters and CD covers since the student was familiar with it from previous use. Blogger was employed to showcase and evaluate the overall work.
Question 7
The document discusses the progression from the preliminary task to the main task. It describes some mistakes in the preliminary task like unclear sound and editing errors. It then outlines improvements made for the final production, including using more camera angles, higher quality footage, better planning with storyboarding, and smoother editing with a wider range of transitions and effects. The preliminary task helped provide experience with equipment and build confidence for the larger scale final production.
Evaluation question 7
By completing a full film opening rather than just a preliminary task, the student learned several important lessons. They gained a deeper understanding of film conventions and genres through extensive research. Improved planning allowed them to fully realize their vision. Using better equipment like a DSLR camera and microphones resulted in higher quality footage and audio. Increased practice led to stronger filming skills. Learning new editing software and techniques enabled more polished post-production. Overall, the progression from a preliminary task to a full film opening helped the student expand their filmmaking knowledge and abilities.
Pre production aj
The document provides an overview of pre-production steps for a film project. It discusses that pre-production involves planning and developing ideas before production begins. It then outlines key roles in pre-production including the director who oversees the creative vision, the camera operator who films according to the director's instructions, and the editor who arranges scenes and adds effects under the director's guidance. It also mentions that as a solo project, the student will fill all roles such as directing, editing and producing.
Pre production aj
The document provides an overview of pre-production steps for a film project. It discusses that pre-production involves planning and developing ideas before production begins. It then outlines key roles in pre-production including the director who oversees the creative vision, the camera operator who films according to the director's instructions, and the editor who arranges scenes and adds effects under the director's guidance. It also mentions that as a solo project, the student will fill all roles such as directing, editing and producing.
Last minute-blogging (2)
The document provides instructions for a student to write blog posts about their expectations, plans, and experiences for a media course project involving group work to create a music video or film trailer. The student is asked to introduce themselves, explain what they will have to make, describe their group's roles and progress, include storyboards and scripts, discuss their filming location and process, and research similar works and production companies.
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Q7
The document compares the student's preliminary task completed 5 months ago in groups to plan their final individual project. For the preliminary task, they storyboarded, scripted, and tested camera movements with limited planning. They learned more planning was needed. For the final project, the student put more detail in shots, sounds, camerawork, used better equipment, researched techniques, and worked individually while collaborating with an actress. The preliminary task helped them learn and prepare for the higher quality final project.
Evaluation question 7
Looking back at their preliminary task, the author feels they have greatly improved their editing skills. Their editing in the full product is smoother, cleaner, and more professional looking compared to the preliminary task. Researching how to use Final Cut Pro helped improve their editing. They also learned to better implement different filming techniques and shot types from analyzing comedy films. This led to a better final product. Additionally, the author learned how important timing and planning is. Creating an action plan for when and what to film prevented wasting time and led to more focused filming.
Presentation 7
The document discusses the author's progress in developing filmmaking skills since an initial preliminary task. Specifically:
1) When they started, the author did not understand how to write a script, edit footage, or film properly. However, they have since learned key editing and sound software like After Effects as well as the important editing software Premiere Pro.
2) Another important skill developed was learning how to storyboard shots precisely and understand why techniques like the 180 degree rule are important for camera work.
3) Overall, the author feels they have come a long way, progressing from having no filmmaking knowledge to being able to produce the opening of a film, showing huge growth from their preliminary work.
Q4 Evaluation
Abul Hasnath Al Azad used various media technologies at different stages of his media project. He used Leyton Media Hub for inspiration and planning by reviewing past student work. He blogged his entire process on Blogger and used feedback to improve. Photoshop was used to design the CD digipak and poster, learning new skills. Google Images provided research for case studies. YouTube helped develop video uploading skills. Moodle provided templates for paperwork. A DSLR was used to film scenes, developing video skills. Prezi and SlideShare were used for presentations. TimeToast created a timeline. Final Cut Pro was used to edit the music video, applying new effects. Emaze and WhatsApp aided
Question Six
By constructing their opening film sequence, the author learned about various film production technologies and techniques. They gained experience using equipment like a DSLR camera, tripod, slider, and microphone for filming. For editing, they learned skills in Final Cut Pro like adding slow motion, rain effects, echo to dialogue, text overlays, and color grading to match footage. Overall, the process taught them about all aspects of filmmaking from planning shoots to editing techniques.
2. production techniques evaluation pro forma nearly finished
The document discusses various graphic design, radio, and video game production techniques for advertising Coca-Cola. For graphic design, advantages include tools that make editing straightforward while disadvantages include time-consuming editing. A comparison is made between two soda bottle designs. For radio production, advantages include an easy medium while disadvantages involve unreliable recording equipment. A radio ad and existing ad are compared. For video games, advantages include being creative in Photoshop while disadvantages are its complexity. A video game and existing game are contrasted.
Question Six
By constructing their opening film sequence, the author learned about various film production and post-production technologies. They used new equipment like a DSLR camera, tripod, slider, and microphone to film different shots. In post-production, they discovered editing techniques like slow motion, rain effects, sound design, text overlays, and color grading to tell the story. Overall, the process taught them about planning, filming with different equipment, and using editing software to craft their final sequence.
Question six
By constructing their opening film sequence, the author learned about various film production and post-production technologies. They used new equipment like a DSLR camera, tripod, slider, and microphone to film different shots. In post-production, they learned editing techniques in Final Cut Pro like adding slow motion, rain effects, echo to dialogue, text overlays, and color grading to match shots and convey the protagonist's depression. Overall, the process taught them about planning, filming with different equipment, and using various editing tools and effects.
6
The document discusses the research and technologies used to construct an opening title sequence. It describes researching existing title sequences online to determine style preferences. YouTube was used to find inspiration and study filming techniques. Tutorials were used to learn animation software and editing programs like Final Cut Pro, Illustrator, Premiere Pro, and Garage Band. The filming process involved learning camera functions and file formatting. Feedback was gathered to improve shots and make other changes to the final sequence.
Question 7
The document discusses the progression from the preliminary task to the main task. It describes some mistakes made in the preliminary task, such as poor sound quality and editing errors. It then outlines improvements made for the final production, including using better equipment, more advanced camera techniques, storyboarding, and higher quality editing and sound. Overall, the group learned valuable skills from the preliminary task that helped strengthen their final media production project.
How did you use media technologies in the
The student used various media technologies in the production and evaluation of their film noir project. A Canon DSLR camera was used to record footage for a film noir trailer in HD and slow motion. Photoshop was utilized to edit magazine ad posters and create production company logos for the trailer. Prezi, Slideshare, Blogger, Flickr, and YouTube were all employed at different stages for presentation, research, and gathering feedback purposes. Music Maker and Windows Movie Maker were then used to produce the soundtrack and edit together the final film trailer.
Question 7
We have learned and progressed significantly from our preliminary task to our final product. Initially, editing was very difficult as we were unfamiliar with the software. However, through practice we learned skills like sound editing, cropping, adding effects and transitions. Our camerawork also improved as we gained experience operating the camera and understanding different shot types. While our preliminary task shots were basic, our final product incorporated a variety of shots like over-the-shoulder and close ups to tell the story effectively. Overall, we learned to create a higher quality final product through skills like camera movement, adding soundtracks, and producing a more polished edit.
How did you use media technologies in the
The document discusses the various technologies and tools used to complete a music video project. These included cameras, iMovie, Photoshop, and Blogger. The student filmed parts of the video using their camcorder and iPhone after the camcorder footage did not work on Mac computers. iMovie was used to edit the video but was challenging to learn. Photoshop was utilized to design posters and CD covers since the student was familiar with it from previous use. Blogger was employed to showcase and evaluate the overall work.
Question 7
The document discusses the progression from the preliminary task to the main task. It describes some mistakes in the preliminary task like unclear sound and editing errors. It then outlines improvements made for the final production, including using more camera angles, higher quality footage, better planning with storyboarding, and smoother editing with a wider range of transitions and effects. The preliminary task helped provide experience with equipment and build confidence for the larger scale final production.
Evaluation question 7
By completing a full film opening rather than just a preliminary task, the student learned several important lessons. They gained a deeper understanding of film conventions and genres through extensive research. Improved planning allowed them to fully realize their vision. Using better equipment like a DSLR camera and microphones resulted in higher quality footage and audio. Increased practice led to stronger filming skills. Learning new editing software and techniques enabled more polished post-production. Overall, the progression from a preliminary task to a full film opening helped the student expand their filmmaking knowledge and abilities.
Pre production aj
The document provides an overview of pre-production steps for a film project. It discusses that pre-production involves planning and developing ideas before production begins. It then outlines key roles in pre-production including the director who oversees the creative vision, the camera operator who films according to the director's instructions, and the editor who arranges scenes and adds effects under the director's guidance. It also mentions that as a solo project, the student will fill all roles such as directing, editing and producing.
Pre production aj
The document provides an overview of pre-production steps for a film project. It discusses that pre-production involves planning and developing ideas before production begins. It then outlines key roles in pre-production including the director who oversees the creative vision, the camera operator who films according to the director's instructions, and the editor who arranges scenes and adds effects under the director's guidance. It also mentions that as a solo project, the student will fill all roles such as directing, editing and producing.
Last minute-blogging (2)
The document provides instructions for a student to write blog posts about their expectations, plans, and experiences for a media course project involving group work to create a music video or film trailer. The student is asked to introduce themselves, explain what they will have to make, describe their group's roles and progress, include storyboards and scripts, discuss their filming location and process, and research similar works and production companies.
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Similar to Question 7 media evaluation
Question 7 looking back at your preliminary task,what do you feel you have l...
The student learned several important lessons when progressing from their preliminary film task to the full film product. For the preliminary task, they used basic equipment which produced a low quality, half minute film with poor editing and planning. However, it helped them learn better filming, editing, planning and teamwork skills. For the full product, they applied these lessons to plan more thoroughly, use higher quality equipment, improve their editing skills, and strengthen team communication. The end result was a much higher quality film that showed the effects of practicing and learning from their earlier mistakes.
Preliminary task evaluation
Josh evaluated his group's preliminary task process. They planned thoroughly using storyboards and considered location options, though could have brainstormed more. They filmed using an iPad, but it picked up background noise. Josh learned to choose locations without excess light and to use a tripod. They edited in iMovie, which helped produce a better final product than other software. Overall, Josh felt the task met its criteria and he learned various filming techniques and skills in editing through iMovie that will help with future projects.
6
The document discusses the research and technologies used to construct an opening title sequence. It describes researching existing title sequences on websites like artofthetitle.com and YouTube to determine the desired style. YouTube tutorials were used to learn animation software like Flash and editing programs like Final Cut Pro. Camera functions were learned to film specific shots. Feedback was gathered during the process and from questionnaires to improve the final product.
Use of technologies
We used Adobe Premier Pro and Photoshop to edit our music video and create promotional materials. We had limited editing experience and encountered challenges with timing and computer access for editing. We filmed using a Canon DSLR with natural and artificial lighting, and shared the final video on YouTube and Facebook to gather feedback.
What have you learnt about technologies from the
• I used my phone assistant Siri to help me set reminders for when I needed to
complete certain tasks for my film opening, for example I asked Siri to remind me to
edit my film opening on a certain date, this helped me stay organised.
Calendar:• I also used my calendar on my phone to schedule in when I was meeting up with
my group to film and edit our film opening, this helped me stay organised with my
group and not double book myself.
Question 6 & 7
We have learned many valuable skills through creating this thriller opening project. Specifically:
- How to properly use camera, editing, and audio equipment and software that we had not used before.
- The lengthy editing process, including techniques like cropping, transitions, and ensuring no errors.
- How to create original music and sound effects using mixcraft to enhance the thriller genre.
- Storyboarding is crucial to stay on track and make efficient use of filming time.
- The importance of reviewing footage for errors before editing and how to film extra footage for flexibility.
Evaluation Question 7
The document discusses the progression from a preliminary task to a full film opening product. It notes that the preliminary task helped learn basic camera and editing skills but involved limited planning and creativity. More complex skills like varied camera shots, in-depth planning with storyboards and scripts, extensive research, and improved production elements like lighting, costumes, and sound design were incorporated into the film opening. Overall, the preliminary task provided foundational experience that supported creating a higher quality final product with the film opening.
Preliminary task evalutaion
Tayla Thorley reflects on her group's process for completing a preliminary film task. She notes that working as a team and brainstorming together helped generate ideas, though one member's absence hindered the process. Filming with an iPad proved difficult due to its size, resulting in some shaky footage. Lessons learned include using a different, more stable camera and choosing a quieter filming location. Editing in iMovie went smoothly and allowed adding effects. Overall, the criteria were met but more shot/reverse shot coverage could have been included. Tayla learned about different camera techniques and the film editing process in iMovie.
Question 7
- The document discusses the learning and progression from a preliminary task to creating a full film opening. For the preliminary task, the author had to learn basic camera and editing skills. When creating the film opening, the author was able to apply these skills as well as advance their knowledge in areas like complex planning, creative camera shots, detailed editing and sound design. Overall, doing the preliminary task provided valuable practice and learning that helped the author successfully plan, film and evaluate their higher quality film opening.
Evaluation q7
Mahir has learned several things in progressing from his preliminary task to his full product. He realized titles were important so he added moving titles created in Motion. He also learned that costume is significant, so his characters wear hoodies, hats and caps stereotypical of urban films. Additionally, he chose to record mainly outdoors seeing most urban film action outdoors, and learned about framing and angles. Mahir also learned about using sound, like urban music from Jamendo, to make his film more interesting beyond just dialogue. Through the process, he gained experience using the iMac, Motion, and Final Cut Pro software.
Evaluation q7
Mahir has learned several things in progressing from his preliminary task to his full product. He realized titles were important so he added moving titles created in Motion. He also learned that costume is significant, so his characters wear hoodies, gilets and hats stereotypical of urban films. Additionally, he chose to record mainly outdoors seeing most urban film action outdoors, and learned about framing and angles. Mahir also learned about using sound, like urban music from Jamendo, to make his film more interesting beyond just dialogue. Finally, he gained experience using the iMac, Motion, and Final Cut Pro software in creating his full product.
Evaluation question 6
Through constructing their thriller product, the document's author learned about various filmmaking technologies:
They gained experience with editing programs like Final Cut Express and LiveType, as well as hardware like cameras, microphones, and lighting equipment. They also learned how to properly use this equipment to shoot exercises focusing on cinematography and sound. Additionally, the author learned to utilize internet sites like YouTube and DaFont for research, uploading videos, and custom fonts.
Question 6
The document discusses the various technologies Owen used and learned during the process of constructing a media product. He discusses learning about Slideshare, Canva, and Adobe After Effects, though he had prior experience with YouTube, Microsoft Word, cameras, and Adobe Premiere Pro. Through completing the project, Owen became more proficient with Canva, After Effects, and Premiere Pro as he spent more time using the software. He also learned creative ways to summarize information using Pie charts, Mind Maps, and slide presentation tools like Slideshare.
Media - Question 6
The document discusses what was learned about various technologies from constructing a film project. It covers learning how to use blogger, filming equipment like a Canon camera and external microphone, editing software like Premier Pro, and music software like Garage Band. The document provides tips for their use, like always checking microphones are on, saving work frequently while editing, and practicing music software before needing it. It also notes challenges like filming at night and issues that can arise from using multiple programs to export a project.
Question Six
By constructing their opening film sequence, the author learned about various film production and post-production technologies. They used new equipment like a DSLR camera, tripod, slider, and microphone to film different shots. In post-production, they learned editing techniques in Final Cut Pro like slow motion, rain effects, sound editing, text overlays, and color grading to tell the story and make their sequence feel professional. The process taught them about planning, filming with different equipment, and using editing software to polish their work.
Question Six
By constructing their opening film sequence, the author learned about various film production and post-production technologies. They used new equipment like a DSLR camera, tripod, slider, and microphone to film different shots. In post-production, they discovered editing techniques like slow motion, rain effects, sound design, text overlays, and color grading to tell the story. Overall, the process taught them about planning, filming with different equipment, and using editing software to craft their final sequence.
Evaluation question 6
The document discusses the research and technologies used to construct an opening title sequence for a film. It describes researching existing title sequences online and on YouTube for inspiration. Tutorials on YouTube and other sites were used to learn animation software, camera techniques, editing software, and music software. The filming process involved planning shots at the location and learning camera functions. Feedback was gathered to evaluate and improve the final sequence.
Media Evaluation - Question 6
The blogger taught the student that embedding videos and photos is useful, but it requires getting used to. When filming, the student learned how to use a Canon camera and external microphone, as well as how to properly focus manually. The student also learned to always check that the external microphone is turned on. When editing with Premiere Pro, the student learned to save work frequently and use the timeline and keyboard shortcuts. GarageBand proved difficult to use for music but practicing beforehand could help. The student discovered new media types and learned lessons about planning, lighting techniques, and avoiding quality loss when exporting between programs.
Evaluation Q7
The student learned several important aspects in progressing from their preliminary task to the full product. They learned about adding titles, the importance of costumes, choosing outdoor locations, incorporating sound, using different camera angles, organizing shoots, and gaining experience using editing software. Specifically, they added moving titles, dressed characters in urban clothing, shot mainly outdoors, included urban music, recorded from various angles, and became more proficient with Final Cut Pro.
Q.6- What Have You Learnt About Technologies From The Process Of Creating Thi...
The document discusses various technologies the student used during the process of creating a film project and what they learned from each one. They used Google for research, Weebly to create a blog, PowerPoint for presentations, Excel for organizing shots, the DJI Osmo and Canon EOS cameras for filming, a Halo light for lighting, a tripod, a Rode mic for sound, Premiere Pro for editing, After Effects for titles, Media Encoder for exporting, Filmstro for scoring, and YouTube and Vimeo for distribution. The student learned how to effectively use each tool and gained skills in areas like research, organization, filming, editing, and distribution that will help with future projects.
Similar to Question 7 media evaluation (20)
Question 7 looking back at your preliminary task,what do you feel you have l...
Question 7 looking back at your preliminary task,what do you feel you have l...
Q.6- What Have You Learnt About Technologies From The Process Of Creating Thi...
Q.6- What Have You Learnt About Technologies From The Process Of Creating Thi...
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Presentation 4
The document discusses the effectiveness of combining a horror film product with supporting materials like a trailer, poster, and magazine cover. The creator wanted the ancillary texts to have a similar horror genre style. For the poster and magazine cover, the main character is shown in the center to be the focus, with the poster using a black background to create intrigue around where the character is being dragged. An important scene from the trailer of the protagonist being dragged is then used cohesively in both the poster and magazine cover.
Evaluation question 2
The document discusses feedback received on a trailer uploaded to YouTube and Facebook. Viewers commented that the sound quality could be improved and more sound effects added to increase suspense on YouTube. Feedback on Facebook also suggested faster edits and more transitions. The creator learned they should have improved sound quality during editing, used faster edits for sound effects, and included more transitions and faster text for a more effective trailer.
Evaluation question 1
In what ways does your media product use, develop or challenge forms and conventions of real media products?
New in what ways does your media product use
The media product challenges conventions of typical romantic comedies in several ways. It introduces the female protagonist as a college student in casual clothes studying, rather than focusing on her appearance. It also shows three male characters competing for her attention, rather than the other way around. Most significantly, it uses black actors as the main characters, diverging from the typical white characters seen in most teen romantic comedies and appealing more to the target audience. The character of Chase is also developed as a "Bad Boy" through his dialogue, actions, costume, and ear piercing.
Media evaluation old
A student evaluated their experience planning a dialogue for an induction assignment in film school. They worked in a group to choose a dialogue between a mother and son. In planning the dialogue, the student learned about using different camera shots like panning shots to show a character's actions or set a mood. Planning involved deliberating with the group to choose one dialogue and considering how to utilize camera techniques.
question 1 media evaluation
The media product challenges conventions of typical romantic comedies in three ways: 1) The female protagonist is portrayed casually without trying to look sexy, going against the convention of using beauty/sex appeal to attract male characters. 2) The roles are reversed, with multiple male characters competing for the female protagonist's attention rather than females fighting over the male lead. 3) The "bad boy" character labeled as such does not follow the typical bad boy convention of having visible tattoos or piercings.
Media evaluation for preliminary task
The document summarizes an induction task that required producing a plan for a 2-minute film involving a character arriving at a door, crossing a room, sitting in a chair, and exchanging dialogue. The student's group chose a dialogue between a mother and son. They storyboarded various camera shots including a panning shot of a character walking to the door, a point-of-view shot from the mother's perspective, and close-ups of characters' faces. The student then edited the film together in Final Cut, applying effects and arranging shots on the timeline.
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留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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Question 7 media evaluation
- 1. Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product? By Naima Siddika Kamal
- 2. Planning • The issues which had occurred during planning was the casting. We had initially contacted some actors to take part in our media project but were unable to contact them. So as a result of this we had to get other actors at the last minute and it was not as planned out as we had hoped. From this experience I have learnt I should not only rely on certain actors and always have a backup. • Another issue was the costumes since we were unable to get the actors which we had chosen we had not really focused on the costumes. However since our media product was set in a college and it was not something which was a concern as the actors had to wear normal college attire.
- 3. Construction • On the day of filming we were not able to get actors and had to use people in college. Since we filmed during lunchtime the background noise is loud and as a result of this the sound is not as clear as we would have hoped. However we did use the sound to our advantage and used it as ambient noise since our media product is set in a college. • On the second day of shooting whilst filming we had realised that the microphone was faulty but we had to make do with the sound it had produced.
- 4. Programs • I had to use Final Motion in order to create the title sequence. It was my first time using this program so I had to use YouTube tutorials in order to learn how to create effective titles for my media product. I had to experiment with different colours and styles in order to get the final product • I did attempt to use Final Cut for editing however I found that it would be more appropriate if another member of my team had edited. I knew the basics of final cut such as editing some clips by adding transitions but I was not confident with inputting sound.
- 5. Preliminary task • From the preliminary task I had already learnt how to set up equipment and since I was the camera person I was able to do various shots. However since the preliminary task did not require much planning I was quite astounded at all the planning and detail which had to go in shooting the main task.
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