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a2mnWe were asked to film footage of someone walking through a door, sitting, and having a conversation to practice our filming skills and camera techniques. I planned a story about a patient visiting the doctor for a blood cancer diagnosis. I filmed at my sixth form center to resemble a doctor's office. I'm pleased with the smooth editing and added sound, which enhances the scenes. I struggled with speed and audio syncing but resolved it by adjusting speeds and audio positions. For next time, I would make a clearer storyboard and include more shots. I learned proper tripod use and copyright sound searching, which will help with the main task. I also learned about Serif Movie Plus layers.
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Media our room
The document discusses choosing a room to film in at school. The chosen room had a desk and fewer school features than other rooms, providing sufficient space to film. Two other rooms were considered but rejected, one due to too many classroom decorations and the other having too much to move with no desk. Filming techniques used a wheeled chair to keep the tripod steady while filming moving shots, called a dolly shot. Filming had to be cut short on one day due to lack of supervision and reshot the following weekend after changes were made.
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The document discusses the learning and improvements from the author's preliminary task to their main film opening task. For the preliminary interview task, basic camera techniques were used to create a formal atmosphere but some shots were uneven. For the main opening task, a wider range of techniques like montage, zooms and angles were used to create a sense of unease. Editing skills improved with faster pacing and effects. Areas for future improvement include adding more action/dialogue and improving sound quality.
As preliminary evaluation
The document summarizes what was learned from creating a preliminary film evaluation task. It discusses learning how to use a tripod and camera features effectively, manage time by planning shots, work well in a group by assigning roles, and edit clips together in Premier Pro. It also reflects on successes like the thriller opening, continuity errors to improve on, needing a wider range of shots, and feedback recommending smoother editing and better continuity.
Media Room and Problems
We considered two classrooms for filming but decided they were unsuitable due to distracting classroom decor. A common room was also considered but there was too much to move and no desk. We used a wheeled chair and tripod for moving shots, a technique called a "dolly shot". We had to leave filming early one day due to lack of supervision and had to re-film some shots the following weekend after changes were made to hair and previous filming.
Evaluation Question 6
I have learned a lot about filmmaking technology through constructing this project. The hardware used included an iPhone 6 camera, tripod, and professional microphone. Final Cut Pro X was used for editing. Websites like YouTube, Blogger, and Sound Bible were utilized for clips, embedding media, surveys, and sound effects. Through the process, I've improved my editing skills using tools like the blade and color correction. Technical challenges included low lighting, which I overcame through color matching. In the future, I aim to have smoother camerawork and better achieve my creative visions while balancing group collaboration.
Evaluation of conversation task
The document summarizes the evaluation of a conversation film task. It notes that some shots were difficult to get right when both actors needed to be in the frame. It also discusses technical issues in Adobe Premiere Pro that resulted in a low resolution final export. Lessons learned include asking someone to act as a double or using different actors for difficult shots, and adjusting sequence settings in Premiere Pro to produce a higher quality final video.
Evaluation of preliminary task
The student learned several things about planning a film project. Their group struggled with the pitch process to choose an idea and instead decided on an anti-smoking film collectively. They also researched the target audience. For equipment, they learned how to use the camera and sound equipment. They were taught editing on Final Cut Pro, including cutting clips and controlling sound and image separately. The student believes their first film product turned out well despite challenges with planning and equipment, and that teamwork helped overcome these challenges.
Evaluation question 7 final
The document discusses the author's learning and progress in technical skills, software skills, and general filmmaking skills from an initial preliminary task to subsequent work. Some key lessons learned were: using a tripod and taking multiple takes improves shot quality; proper framing and following the rule of thirds enhances composition; maintaining continuity is important; and planning and reshoots are critical for a high quality final product. The author also learned to use editing software like Premiere Pro and design software like LiveType.
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The document discusses choosing a room to film in at school. The chosen room had a desk and fewer school features than other rooms, providing sufficient space to film. Two other rooms were considered but rejected, one due to too many classroom decorations and the other having too much to move with no desk. Filming techniques used a wheeled chair to keep the tripod steady while filming moving shots, called a dolly shot. Filming had to be cut short on one day due to lack of supervision and reshot the following weekend after changes were made.
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The document discusses the learning and improvements from the author's preliminary task to their main film opening task. For the preliminary interview task, basic camera techniques were used to create a formal atmosphere but some shots were uneven. For the main opening task, a wider range of techniques like montage, zooms and angles were used to create a sense of unease. Editing skills improved with faster pacing and effects. Areas for future improvement include adding more action/dialogue and improving sound quality.
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Media Room and Problems
We considered two classrooms for filming but decided they were unsuitable due to distracting classroom decor. A common room was also considered but there was too much to move and no desk. We used a wheeled chair and tripod for moving shots, a technique called a "dolly shot". We had to leave filming early one day due to lack of supervision and had to re-film some shots the following weekend after changes were made to hair and previous filming.
Evaluation Question 6
I have learned a lot about filmmaking technology through constructing this project. The hardware used included an iPhone 6 camera, tripod, and professional microphone. Final Cut Pro X was used for editing. Websites like YouTube, Blogger, and Sound Bible were utilized for clips, embedding media, surveys, and sound effects. Through the process, I've improved my editing skills using tools like the blade and color correction. Technical challenges included low lighting, which I overcame through color matching. In the future, I aim to have smoother camerawork and better achieve my creative visions while balancing group collaboration.
Evaluation of conversation task
The document summarizes the evaluation of a conversation film task. It notes that some shots were difficult to get right when both actors needed to be in the frame. It also discusses technical issues in Adobe Premiere Pro that resulted in a low resolution final export. Lessons learned include asking someone to act as a double or using different actors for difficult shots, and adjusting sequence settings in Premiere Pro to produce a higher quality final video.
Evaluation of preliminary task
The student learned several things about planning a film project. Their group struggled with the pitch process to choose an idea and instead decided on an anti-smoking film collectively. They also researched the target audience. For equipment, they learned how to use the camera and sound equipment. They were taught editing on Final Cut Pro, including cutting clips and controlling sound and image separately. The student believes their first film product turned out well despite challenges with planning and equipment, and that teamwork helped overcome these challenges.
Evaluation question 7 final
The document discusses the author's learning and progress in technical skills, software skills, and general filmmaking skills from an initial preliminary task to subsequent work. Some key lessons learned were: using a tripod and taking multiple takes improves shot quality; proper framing and following the rule of thirds enhances composition; maintaining continuity is important; and planning and reshoots are critical for a high quality final product. The author also learned to use editing software like Premiere Pro and design software like LiveType.
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.
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This document summarizes the preliminary task analysis for the short film "Betrayal" produced by Emily Barrett. It describes the various pre-production, production, and post-production stages of the project. Some challenges encountered included finding a suitable filming location, technical issues editing on a slow computer, and uploading the final video from a different computer. Overall, the process of planning, filming, and editing the short film is documented.
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The document discusses the author's progression in technical skills and use of software from their preliminary task to their full media product. They learned important technical skills like using a tripod, framing shots properly using the rule of thirds, ensuring continuity between shots, and how to edit shots with effects. They also progressed in their software skills, learning to use LiveType and switching from iMovie to Premiere Pro, which provided more advanced tools. Overall, the author learned the importance of planning and doing multiple takes of shots to have more options during editing for a higher quality final product.
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2) Their filming skills improved for the final project, as they planned locations, costumes, and storyboarded their film in advance. Their camerawork was better with different shot types.
3) The author's editing skills were not very developed for the prelim but improved for the final project, where they learned to use Final Cut Pro more effectively and add motion graphics.
Evaluation question 7
The document discusses the author's progression in technical skills, software skills, and general filmmaking skills from their preliminary task to their full media product. For technical skills, the author learned the importance of using a tripod, taking multiple takes, proper framing within the rule of thirds, and ensuring continuity between shots. For software, the author learned how to use LiveType and Premiere Pro for advanced editing capabilities. Overall, the author learned to carefully plan, reshoot shots from different angles to pick the best one, and that planning leads to a better final product.
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Untitled presendkkdmmtation
1) The document discusses the technologies and skills the author learned in creating a film project, including learning to use Premiere Pro for editing.
2) The author details how they gained skills using Premiere Pro over the course of the project, from basic skills like arranging clips to more advanced skills like adjusting audio levels and transitions.
3) The author also discusses using a Canon DSLR camera, tripod, and lights for filming, and notes both benefits like image quality but also challenges like the camera's microphone picking up too much background noise.
Shot types
The document discusses some challenges faced during filming a project. It summarizes that poor lighting made it difficult to film and the author was not able to finish on their own. It also covers how to transfer footage to a computer, add titles in Final Cut Pro, and the importance of the 30 degree rule for smooth editing. Issues with unsteady shots and using a tripod are also mentioned. Finally, it notes that Final Cut Pro was used to cut clips, join them together, and create a continuous edited video.
Evaluation
The document discusses what the author learned from producing a video as part of a media studies class. They learned how to communicate in a team, overcome problems, use camera equipment, and properly frame shots. The video was successful in using different shot types and good teamwork. Areas for improvement include improving shot quality by adjusting lighting and exposure, using more editing effects, and improving audio quality with an external microphone. Overall, the brief of having dialogue, different shots, and length over a minute was met.
What have you learnt about technologies from the
The document discusses the technologies used to create a film project. It describes using a Sony HD 1000 camera on a tripod to keep shots steady, Final Cut Express for editing and adding effects like darkening shots and transitions, a Zoom recorder to add voiceovers during flashbacks, and Blogger to collaborate and share work online. The student learned how to use the camera, editing software, and recorder and feels more confident in their abilities, though less experienced with Mac computers and some editing aspects. Overall, using these technologies helped provide different styles and improve their filmmaking skills.
Assignment 12
A preliminary task is an opportunity to practice different camera shots and plan an opening sequence. A good example used transitions between a variety of shots and angles and had smooth camera movement. It also included a creative credit effect. While the camera movement wasn't perfectly smooth, it was rated a 3 for including most essential elements. A bad example relied on one constant shot for most of the task and had continuity errors. It was rated a 2 for lacking variety. The importance of including a range of shots to keep the viewer engaged was learned.
Self evaluation
The document is a self-evaluation by a student of their pre-production, production, and post-production work on a group project.
In pre-production, tasks were completed on time due to experience, teamwork, and tasks being checked by multiple members. An improvement would have been giving everyone a chance to work on difficult tasks and share opinions more consistently.
During production, the student was able to utilize filming skills but focused too much on getting perfect shots without varying angles. This led to needing zooms and losing quality. A key continuity error could have been fixed by re-taking shots.
In post-production, editing was done though some contributed little. Equally dividing editing work and ensuring
Q7
Looking back to their preliminary task, the document discusses what they feel they have learned in progressing from the preliminary task to the full product. Specifically, they note that for the preliminary task they did no research or planning, it was hastily made up and did not turn out well. However, it helped them learn how to use the camera and editing software. For the full product, they conducted research, created a storyboard, script, and divided roles to better organize and plan the project. They also improved their camera skills and editing was split between two people to finish more quickly. Overall, the document expresses that significant improvements were made from more planning, research, defined roles, and experience gained from the preliminary task.
Question 7
I learned that different camera shots can portray characters differently and used various shots to show aggression or undermine characters. My camera skills improved significantly from the preliminary task - I am now more confident using different camera modes and ensure each shot is in focus to maintain quality. I also included more varied shot types like low-angle, high angle, and close-up shots to enhance the film's variety and quality. My editing abilities improved as well - I was better able to efficiently piece footage together while adding special features to enhance the film's pace and quality. Overall, I feel my media skills have significantly improved and I am proud of the progress made in my filming.
Pre production planning
The document summarizes the pre-production, production, and post-production process for a short video project. It discusses how the group planned locations, costumes, props, and story in pre-production. On the day of shooting, the planning helped the process go smoothly. The only challenge was lighting. In post-production, the learner realized how planning shots and editing helps speed up the editing process. For their next project, they will plan shots better and repeat shots more to have options in editing.
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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.
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This document summarizes the preliminary task analysis for the short film "Betrayal" produced by Emily Barrett. It describes the various pre-production, production, and post-production stages of the project. Some challenges encountered included finding a suitable filming location, technical issues editing on a slow computer, and uploading the final video from a different computer. Overall, the process of planning, filming, and editing the short film is documented.
Evaluation question 7 final
The document discusses the author's progression in technical skills and use of software from their preliminary task to their full media product. They learned important technical skills like using a tripod, framing shots properly using the rule of thirds, ensuring continuity between shots, and how to edit shots with effects. They also progressed in their software skills, learning to use LiveType and switching from iMovie to Premiere Pro, which provided more advanced tools. Overall, the author learned the importance of planning and doing multiple takes of shots to have more options during editing for a higher quality final product.
question 6 evaluation
The document discusses the process of learning to film and edit a short film opening. It describes learning how to use cannon cameras, tripods, and flip cameras to film different shots. It also covers learning 3-point lighting techniques using different colors and filters. The document discusses editing skills learned using Final Cut Pro X and uploading the final clip to YouTube.
What have i learnt
1) For their prelim project, the author's group did little planning and research before filming and everyone was new to using the camera equipment, which led to problems during filming.
2) Their filming skills improved for the final project, as they planned locations, costumes, and storyboarded their film in advance. Their camerawork was better with different shot types.
3) The author's editing skills were not very developed for the prelim but improved for the final project, where they learned to use Final Cut Pro more effectively and add motion graphics.
Evaluation question 7
The document discusses the author's progression in technical skills, software skills, and general filmmaking skills from their preliminary task to their full media product. For technical skills, the author learned the importance of using a tripod, taking multiple takes, proper framing within the rule of thirds, and ensuring continuity between shots. For software, the author learned how to use LiveType and Premiere Pro for advanced editing capabilities. Overall, the author learned to carefully plan, reshoot shots from different angles to pick the best one, and that planning leads to a better final product.
Test video reflections proforma 2021
The document discusses the student's experience filming and editing a test video. Some of the challenges included poor lighting when filming, keeping subjects in frame, and syncing audio during editing. Things that went well were zooming and focusing the camera shots and using transitions between clips. The student learned how to do basic edits, sync audio, and adjust camera settings. For future projects, they will improve getting the right footage amount, adjusting camera settings, framing shots, syncing to music, and faster decision making.
Objects of desire evaluation
The document provides an evaluation of the author's television advertisement project. It summarizes the main strengths as sticking closely to the storyboard and enjoying the editing process. Weaknesses included struggling to keep shots in focus while working alone and lighting issues from shooting indoors. To address these, the author had others help focus shots and used color correction in post-production. Overall, the author is proud of the final product but would shoot more outdoors and request camera assistance for future projects.
Evaluation question 7
The student learned a great deal from their preliminary project to their final film. For the preliminary project, they did not use equipment like a tripod effectively which resulted in low quality footage. However, for the final film they used a tripod which improved the quality tremendously. They also struggled with issues like jump cuts in previous projects but learned through trial and error and reshooting scenes. Directing actors also proved challenging as the actors would sometimes improvise lines. Overall, the process of planning, shooting, reshooting, and editing taught the student valuable lessons about filmmaking despite the short two minute runtime.
Mid winter evaluation
The document summarizes a student's work on creating a crime drama advertisement with their group. It outlines their strengths such as taking charge and providing crucial ideas. Weaknesses included poor editing and not pulling their weight. They describe editing the clips in order with music and titles. Their group worked well when shooting but lacked communication and organization when sharing tasks. The student felt the overall trailer was good but could have been improved with smoother editing and better planning. They learned how to use video editing software and the importance of scheduling.
Prelim evaluation
The document summarizes the learning and skills developed from a preliminary evaluation exercise. It discusses learning about continuity editing techniques like the 180-degree rule. It also developed skills in editing with Premiere, like creating sound bridges between clips. Feedback received noted the good use of camera angles and quality of editing. To improve, it would focus on mastering white balance to have consistent colors across footage.
Untitled presendkkdmmtation
1) The document discusses the technologies and skills the author learned in creating a film project, including learning to use Premiere Pro for editing.
2) The author details how they gained skills using Premiere Pro over the course of the project, from basic skills like arranging clips to more advanced skills like adjusting audio levels and transitions.
3) The author also discusses using a Canon DSLR camera, tripod, and lights for filming, and notes both benefits like image quality but also challenges like the camera's microphone picking up too much background noise.
Shot types
The document discusses some challenges faced during filming a project. It summarizes that poor lighting made it difficult to film and the author was not able to finish on their own. It also covers how to transfer footage to a computer, add titles in Final Cut Pro, and the importance of the 30 degree rule for smooth editing. Issues with unsteady shots and using a tripod are also mentioned. Finally, it notes that Final Cut Pro was used to cut clips, join them together, and create a continuous edited video.
Evaluation
The document discusses what the author learned from producing a video as part of a media studies class. They learned how to communicate in a team, overcome problems, use camera equipment, and properly frame shots. The video was successful in using different shot types and good teamwork. Areas for improvement include improving shot quality by adjusting lighting and exposure, using more editing effects, and improving audio quality with an external microphone. Overall, the brief of having dialogue, different shots, and length over a minute was met.
What have you learnt about technologies from the
The document discusses the technologies used to create a film project. It describes using a Sony HD 1000 camera on a tripod to keep shots steady, Final Cut Express for editing and adding effects like darkening shots and transitions, a Zoom recorder to add voiceovers during flashbacks, and Blogger to collaborate and share work online. The student learned how to use the camera, editing software, and recorder and feels more confident in their abilities, though less experienced with Mac computers and some editing aspects. Overall, using these technologies helped provide different styles and improve their filmmaking skills.
Assignment 12
A preliminary task is an opportunity to practice different camera shots and plan an opening sequence. A good example used transitions between a variety of shots and angles and had smooth camera movement. It also included a creative credit effect. While the camera movement wasn't perfectly smooth, it was rated a 3 for including most essential elements. A bad example relied on one constant shot for most of the task and had continuity errors. It was rated a 2 for lacking variety. The importance of including a range of shots to keep the viewer engaged was learned.
Self evaluation
The document is a self-evaluation by a student of their pre-production, production, and post-production work on a group project.
In pre-production, tasks were completed on time due to experience, teamwork, and tasks being checked by multiple members. An improvement would have been giving everyone a chance to work on difficult tasks and share opinions more consistently.
During production, the student was able to utilize filming skills but focused too much on getting perfect shots without varying angles. This led to needing zooms and losing quality. A key continuity error could have been fixed by re-taking shots.
In post-production, editing was done though some contributed little. Equally dividing editing work and ensuring
Q7
Looking back to their preliminary task, the document discusses what they feel they have learned in progressing from the preliminary task to the full product. Specifically, they note that for the preliminary task they did no research or planning, it was hastily made up and did not turn out well. However, it helped them learn how to use the camera and editing software. For the full product, they conducted research, created a storyboard, script, and divided roles to better organize and plan the project. They also improved their camera skills and editing was split between two people to finish more quickly. Overall, the document expresses that significant improvements were made from more planning, research, defined roles, and experience gained from the preliminary task.
Question 7
I learned that different camera shots can portray characters differently and used various shots to show aggression or undermine characters. My camera skills improved significantly from the preliminary task - I am now more confident using different camera modes and ensure each shot is in focus to maintain quality. I also included more varied shot types like low-angle, high angle, and close-up shots to enhance the film's variety and quality. My editing abilities improved as well - I was better able to efficiently piece footage together while adding special features to enhance the film's pace and quality. Overall, I feel my media skills have significantly improved and I am proud of the progress made in my filming.
Pre production planning
The document summarizes the pre-production, production, and post-production process for a short video project. It discusses how the group planned locations, costumes, props, and story in pre-production. On the day of shooting, the planning helped the process go smoothly. The only challenge was lighting. In post-production, the learner realized how planning shots and editing helps speed up the editing process. For their next project, they will plan shots better and repeat shots more to have options in editing.
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The document provides a summary of the music video production process for a student. It details the filming, editing, and post-production tracking. For filming, the student explains technical challenges of using a phone instead of camera but overcoming it with a tripod. Logistically, locations worked well with no issues. Personnel changes due to friends' schedules required using family instead. Planning helped with inspiration but individual shots could have been better planned. For editing, color grading was challenging but solved. The software took time to learn. A lack of shots required filler clips. Key lessons were higher-level editing skills, better shot selection, longer production, and overcoming equipment limitations.
Evaluation- Question 7. By Jumana Ismail
The document discusses the progression of skills from the author's preliminary task video to their main task opening sequence video. For the preliminary task, planning, camera techniques, sound, editing and mis-en-scene were limited due to lack of experience. However, for the main task the author conducted extensive research, created storyboards, improved camera shots, learned to use sound editing software, shot at multiple locations, and applied advanced editing techniques like filters and transitions. This resulted in a much more polished and professional final product compared to the preliminary task.
Mv process log form 2020
This document provides a summary of the production process for a music video. It details the filming, editing, and post-production steps. For filming, it discusses what went well technically with equipment, the logistics of locations, working with personnel, and how planning helped. For editing, it outlines things that went smoothly like cutting to the beat, color grading drone footage, and using effects. It also describes problems like improperly scaled clips and issues with overlaying footage that had to be addressed. The document concludes with lessons learned, including the importance of planning, editing techniques, using effects, and acquiring footage that enhances the music.
Fmp evaluation
The document provides an evaluation of the production process for a music video. Key strengths included thorough research of genre conventions and technical elements. Strengths of planning included detailed equipment and location lists. Strengths of time management included completing filming during holidays and finishing editing on schedule. Peer feedback praised visual effects and imagery but noted some footage was pixelated and suggested getting more complex shots. The evaluation identifies weaknesses in research questionnaires, planning storyboards and contingency plans, and not collecting all audience data.
Evaluation
1) Heather Lomas created a promotional video for the Creative Media course at her college to give parents and students a full understanding of the course. She filmed footage of the Creative Media department and interviewed students about the course.
2) The purpose of the video was to help parents and students understand the Creative Media course without confusing it with the Media course. Heather believes the video achieved this purpose by highlighting what students learn and can achieve in Creative Media.
3) Heather aimed the video at students aged 16-21 who are considering college, as well as their parents. She included photos, captions, and a popular song to keep her target audience engaged.
Question 6
The student learned that creating a media project takes significantly more time and effort than initially expected. They discovered the challenges of filming, such as camera and lighting issues, and that editing individual clips together on Premiere Pro software was difficult. The student also learned the importance of properly naming and organizing clips, as well as regularly rendering the project file. Through this process, the student improved their skills with camera operation, video editing, use of software effects, matching clips with sound, and blog posting.
Media Evaluation
The document discusses the construction and research of a documentary about greyhounds. New media technologies used include iMovie to edit footage, a Sony camera to film interviews, YouTube to find archive footage, and Blogger to share work, though Blogger had technical issues. Research involved using Microsoft PowerPoint and uploading to sites like SlideShare and PhotoBucket. Audience feedback was mixed, praising editing but noting lighting issues in interviews. Overall the feedback helped identify areas for improvement.
PowerPoint Presentation - Evaluation Question 6
I chose to answer Question 6 using a Microsoft PowerPoint, and talked about what I have learnt about different technologies from the process of constructing my product.
Production management evaluation 2015
This document provides questions for a student to evaluate their final film project. The questions cover pre-production, production, post-production, scheduling, and individual performance. For pre-production, the student planned out their film but could have improved their film idea and shot list. Production went well but the student did not fully stick to their shot list. For post-production, the student edited together their film footage using Adobe software and added audio, but some original audio was muffled. Scheduling the different parts was easy but difficult to stick to once issues arose. The student acted as both director and cameraperson for the project.
Evaluation Final Major Project
The document describes a student's process for completing their final major project of creating a music video. They chose to make a video for the song "Hopeless Wanderer" by Mumford and Sons. They used techniques like mounting the camera on a tripod, depth of field, and rule of thirds to get high quality shots. Some footage was unusable, requiring changes to the storyboard. The student edited the video in Adobe Premiere, learning new skills. Though their lead actor cancelled, they acted in the video themselves. Feedback was positive about the editing matching the song. Overall the project met the brief and the student felt it was successful.
Evaluation Christian Owens
The document summarizes a student's final major project for creating their own music video. It discusses choosing Mumford and Sons' "Hopeless Wanderer" as the song, shooting techniques like using a tripod and applying rules of thirds. Some footage was unusable, requiring changes from the storyboard. Adobe Premiere was used to edit clips into sequence. Feedback was positive about editing matching the song. Time management was key, and the lead actor cancelling last minute required improvising by the student performing instead. The student believes the project met the brief and engaged the target audience.
Question 7
The document discusses lessons learned from a preliminary film project that were applied to improve a main film task. Key points include:
1) Continuity issues around props and hairstyles were avoided in the main task by filming scenes in one day instead of over multiple days.
2) Audio levels were more carefully monitored and adjusted between scenes to ensure consistency in the main task, after volume inconsistencies in the preliminary.
3) More pre-production techniques like camera setup tests, filming practice scenes, and detailed shooting schedules helped improve shot quality and continuity in the main film.
Preliminary task evaluation
- The document discusses the author's experience filming and editing a video project for the first time where they took on roles they had not done before like operating the camera and editing solo.
- They learned how to properly use camera equipment like performing focus pulls and handling the camera to create a professional look, though felt their focus skills needed improvement.
- Through practicing camerawork and editing techniques like matching shots, the author was able to create a better flowing narrative and more professional production, but received feedback that some repetitive footage could be tedious for the audience.
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Changes to trailer
The document discusses changes needed to improve a movie trailer, including adding institutional information in the credits. After examining credits on sample trailers, the author decides the first example resembles their movie poster credits. However, when trying to open the trailer file to make edits, the same locking issue reoccurs, preventing changes from being saved. The author creates a text-only version instead to demonstrate how the improved trailer would appear.
Making changes to film poster
I made changes to my film poster by deleting the old indent, inserting a new indent, copying and pasting it onto the poster, cropping the excess background around the indent using the crop tool, reducing the size of the indent so it fit properly, and exporting the final poster as a JPEG file.
Changes to film poster after more feedback
The document describes using various tools in word and drawplus to crop an indent image, enlarge a line, change its color to black, copy and paste the line to cover the edges of the indent, and export the final image as a jpeg file.
How did you use media technologies in the construction and research, planning...
The document discusses the use of various media technologies in the construction and research stages of a project. It describes learning to use Slideshare to upload documents like word files and PowerPoints to a blog. It also discusses learning to use Serif Draw Plus X5 and Serif Photoplus X5 software to edit images, add colors and textures, and export files. Sound effects from sites like Sound Jay were downloaded and layered in Serif Movie Plus X6 to create an immersive trailer.
Changes after feedback trailer
The document describes changes made to a film trailer project. Issues arose from using different software and computers at home vs. at school. Fonts, sounds, and other files were not consistent between locations. The student tried various solutions like adding files to a USB drive, but ran into other problems like file locking. In the end, the student changed the font as needed at school and exported the updated trailer to their blog.
After more feedback
The document summarizes changes made to a magazine cover design, including changing the date, issue number, price and website to red and placing them below the masthead. The fonts were limited to two styles for consistency, and the magazine title and film title used different fonts to stand out. Arrows were added between images on the dark background border and a rectangle ensured consistent spacing between images. The barcode was also rotated.
BBFC -15
This document discusses the BBFC 15 film classification in the UK. A 15 rating allows for strong violence, frequent strong language, portrayals of sexual activity, and brief scenes of sexual violence. Discriminatory language is permitted as long as it is not endorsed by the film. Drug use can be shown but not in an encouraging way. The document also explains why the filmmaker chose a 15 rating over 12 or 12A, as those restrict disturbing or imitable content, and a 15 rating gives more scope to explore the disturbing nature of schizophrenia for a psychological thriller.
How did you use media technologies in the construction and research, planning...
The document discusses the author's use of various media technologies during their project. They learned to use Slideshare to upload documents like word files and powerpoints to their blog. They also learned how to use Serif Draw Plus X5 and Serif Photoplus X5 graphic design software to create images and learn key tools. Specifically, they used these programs to create a film poster and magazine cover for their project. They also screened portions of their video trailer and imported them into other programs. Sound Jay was a useful site for downloading copyright-free music, particularly thriller sound effects, for their video trailer.
media technologies in the construction and research, planning and evaluation ...
The document discusses the author's use of various media technologies in their construction, research, planning and evaluation stages. They learned how to use Slideshare to upload documents like word files and powerpoints to their blog. They also learned how to use Serif Draw Plus X5 and Serif Photoplus X5 software to edit images, change colors and transparency, add shapes and text. This allowed them to create materials like a film poster and magazine cover for their project. They also screened video clips and exported images from the software to include in assignments. The author explored different sites to find copyright free music and sound effects suitable for their thriller genre trailer.
Question 1 evaluation
The media product uses, develops, and challenges some forms and conventions of real media products. It develops conventions through its use of close-ups, scary settings, low-key lighting, and color usage, which advance themes and genres similarly used in films like Side Effects and The Woman in Black. However, it also challenges conventions through its disjointed magazine cover comprising multiple images rather than a single one, mirroring the plot's themes of schizophrenia. While most elements develop real conventions, the intent is to thoughtfully challenge expectations.
Examples of box office sales
Side Effects had lower domestic box office sales than The Sixth Sense because Bruce Willis is a well-known international actor from films like Pulp Fiction and Armageddon. People who saw him in the trailer for Side Effects may have been more likely to see the film assuming it would be good based on Willis' past roles in successful movies.
Magazine cover stuff.
The document discusses photos taken of a model named Dom to represent schizophrenia for a film poster or magazine cover. Several photos were deemed inappropriate for different reasons, such as only showing part of the face, being out of focus, or including too much of the face. The selected photos for the magazine cover include one of Dom screaming to express the emotion of the character and another that will be halved and used on both sides of the screaming photo. Inspiration was drawn from online videos about schizophrenia and a play about using color effectively.
Magazine cover stuff. add youtube clips
The document discusses photos taken of a person named Dom to represent schizophrenia for a film poster or magazine cover. Several photos were deemed inappropriate for reasons like only showing part of the face, being blurry, or including too much of the face. The selected photos include one where Dom is screaming to express the character's emotion and another split in half to use on both sides of the screaming photo. Inspiration was drawn from YouTube videos and a play about using color effectively.
Ideas - media
The document discusses choosing to create a trailer about schizophrenia because it was a topic frequently in the news at that time. The author wanted to increase understanding of schizophrenia beyond just hearing voices, as reporters sometimes lacked knowledge and took an attacking approach to stories on mental illness. By focusing the trailer on schizophrenia, the author aimed to provide more information on the condition and reduce stigma.
Changes after feedback - magazine cover
The document describes changes made to a magazine cover based on feedback. Specifically:
- The number of colors used was reduced from 5 to 4 (black, white, yellow, red) to make the cover less busy.
- The banner color was changed to a darker gray and text was moved into the banner.
- A spelling error of "peek" was corrected.
- Font styles were standardized across text elements on the cover.
- Images in the banner were spaced more evenly.
- The original barcode was replaced with a more professional-looking one from the internet.
Changes after feedback - film poster
The document summarizes changes made to a film poster based on feedback. The key changes included standardizing the title font to "Colonial Light SF" for consistency, adding a black border around the trailer insert to better blend it into the poster, reducing the size of the credit block, changing the tagline font to "Verdict SF", adding a BBFC 15 rating, and centering the release date. These edits improved the visual cohesion and completeness of information on the film poster.
Film title choice
The filmmaker chose the title "Why?" because they feel it is thought provoking and will encourage people to watch the film. They selected this title as it highlights the theme of mental illness and provides insight into the plot for viewers. The title is short yet grabs attention and hints at the subject matter that will be explored.
Side effects analysis
The video analyzes the use of color, lighting, sound, and mise-en-scene in the movie trailer for Side Effects. It notes that the initial calm and natural colors establish a sense of well-being for the characters, while later greys and oranges imply a change in their situation. Sound starts peaceful but becomes tense, with diegetic dialogue revealing an emergency and cry for help. Shots of the protagonist and a prominent male character show the effects on them. The increasing sounds of urgency and a beeping noise build tension, intriguing viewers about the plot and characters.
The strangers analysis
The camera work, sound, and lighting in the trailer for The Strangers are used to build tension and establish it as a psychological thriller. A two-shot introduces the main characters and their relationship. Extreme close-ups draw attention to actions like locking the door that suggest themes of security and the unknown. Shots frame characters from behind to imply they are always being watched. Sudden diegetic sounds like a dropping tool create unease against the peaceful music. Screams and an axe attacking the door drive the tension higher as the story progresses to another level. Low key lighting sets the dark, scary mood for the nighttime scenes.
Trailer analysis - mission impossible 3.
The document discusses the lighting, color, camera work, and editing choices made in the trailer for Mission Impossible 3. Low key lighting was used to make the film seem mysterious. The main colors used were red and yellow, with red representing seriousness and passion. Camera techniques like close-ups, over the shoulder shots, and crane shots were employed to focus viewers on characters and actions. Fast cuts and fades between scenes leave viewers wanting to see more. These elements aim to convey that the film is a serious spy thriller with secrets and danger.
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Reflection
- 1. Reflection: What were you asked to do and why? We were asked to film some footage of someone walking through the door, sitting on a chair and having a conversation with someone else. We were given this task to work on the fluidity of our filming and also to work on using camera shots and angles that we have been learning about in lessons. How did you go about the task? I started off with planning what the story within my video, after brainstorming I came to the final decision of doing my story based around a patient going to the doctors and being diagnosed with Blood Cancer. I filmed all my video in the sixth form centre as I felt that it contained the surroundings that would help the viewer to recognise that it is a doctors’ surgery. What went well? What are you pleased with about your finished product and why? I am happy with the fluidity of my editing as it took me quite a while to get the editing how I wanted it to be. I am also pleased with the sound that I’ve added as I feel that the way in which I have trimmed them allows it to enhance the action fully. What did you find difficult? How did you resolve any difficulties you had? I found it difficult to edit the speed correctly, as when filming the speed of the video at certain sections wasn’t as fast as it needed to be to add tension at certain sections. I resolved this by simply changing the speed of sections then running through the video several times until the overall video running speed was the way I wanted it to be. I also found it quite difficult to make sure the audio sound that I imported was in sync with the action on the screen. The way in which I resolved this difficulty was by moving the position of the audio so that was in line with characters speech. Even better if...? What would you do differently if you did this task again? Why? I think that my video would’ve been better if my storyboard was spot and therefore clearer to follow in the filming process. Another thing that I feel I could’ve improved is my use of camera shots as I feel that I could’ve included more to further enhance the piece. What did you learn about the equipment and software you used? How is this going to help you with the main task? I learnt how to use the tripod correctly to position the camera; this will help me when working on the main task as to make the camera still at certain sections the tripod with have
- 2. to be used. I also learned how to search and find copyright sounds as I wasn’t 100% how copyright sound worked. The main thing that I learnt about Serif Movie Plus X6 was the different layers e.g. Audio track and Video track.