SHORT FILM EVALUTION
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Charlotte Oliver evaluated her production process for creating a short film. She conducted primary research through surveys and secondary research comparing demographics. For planning, she created a shot list and time schedule but wished they were more detailed. The entire process took 4 weeks. She was happy with using different camera angles but noted issues with changing lighting throughout the day. Peer feedback praised the storyline and wardrobe but suggested improvements could be made to lighting and props.
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Preliminary evaluation
My evaluation for our preliminary task that we produced throughout the first six weeks of year twelve.
Evaluation Question 7
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
Prelim eval
The student learned several skills from completing their preliminary film task. They learned how to effectively use camera shots like low angles, continuity techniques like matching clothes and locations, and basic editing. Some areas of success included good continuity and using a variety of shots. However, they need to improve planning time better and including more challenging shots and credits in the future.
Reflection on as blog
The student found the AS coursework to be challenging but rewarding. They enjoyed the editing process the most since they had experience with the software. However, they found creating the shooting script and storyboards most difficult because ideas changed frequently requiring alterations. Other difficulties included equipment malfunctions during filming and difficulty coordinating schedules for all actors. To improve, the student would focus on better planning, organization, and preparation.
Evaluation number 3
The student learned several important lessons when progressing from their preliminary task to the full product. They improved their use of camera techniques like matching shots and following the 180 degree rule. Their storyboarding and time management was much better, allowing them to finish filming and editing early. They also improved their filming quality by learning how to properly focus cameras and control things like aperture. Controlling actors and organizing props and costumes in advance helped make the filming go smoothly.
Preliminary task evaluation
Craig Curtis reflects on his preliminary task evaluation. He is proud that he completed pre-production tasks early to maximize filming and editing time. His camera work was solid, keeping stars framed and in focus. However, he had to change one star for the final shots due to availability, taking extra time. Acting in the video was also poor as the stars lacked experience. For future tasks, he will find stars with some acting experience and improve camera focusing to enhance his work.
AS Media preliminary task evaluation.
The student learned how to use video equipment like cameras and tripods through completing a group preliminary task. They worked well together, giving each other advice to improve their video. However, they realized they could have improved it further by spending more time editing. They successfully storyboarded and filmed multiple takes when needed, but refilming wasted lesson time. The student also gained skills that will help with future group projects.
Preliminary Evaluation
This is my Media Studies Preliminary Evaluation for a short piece of film that I created. The film is on my blogger account also, but the broad idea was to have two people walking into a room and exchanging dialogue before leaving the room.
Recommended
Preliminary evaluation
My evaluation for our preliminary task that we produced throughout the first six weeks of year twelve.
Evaluation Question 7
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
Prelim eval
The student learned several skills from completing their preliminary film task. They learned how to effectively use camera shots like low angles, continuity techniques like matching clothes and locations, and basic editing. Some areas of success included good continuity and using a variety of shots. However, they need to improve planning time better and including more challenging shots and credits in the future.
Reflection on as blog
The student found the AS coursework to be challenging but rewarding. They enjoyed the editing process the most since they had experience with the software. However, they found creating the shooting script and storyboards most difficult because ideas changed frequently requiring alterations. Other difficulties included equipment malfunctions during filming and difficulty coordinating schedules for all actors. To improve, the student would focus on better planning, organization, and preparation.
Evaluation number 3
The student learned several important lessons when progressing from their preliminary task to the full product. They improved their use of camera techniques like matching shots and following the 180 degree rule. Their storyboarding and time management was much better, allowing them to finish filming and editing early. They also improved their filming quality by learning how to properly focus cameras and control things like aperture. Controlling actors and organizing props and costumes in advance helped make the filming go smoothly.
Preliminary task evaluation
Craig Curtis reflects on his preliminary task evaluation. He is proud that he completed pre-production tasks early to maximize filming and editing time. His camera work was solid, keeping stars framed and in focus. However, he had to change one star for the final shots due to availability, taking extra time. Acting in the video was also poor as the stars lacked experience. For future tasks, he will find stars with some acting experience and improve camera focusing to enhance his work.
AS Media preliminary task evaluation.
The student learned how to use video equipment like cameras and tripods through completing a group preliminary task. They worked well together, giving each other advice to improve their video. However, they realized they could have improved it further by spending more time editing. They successfully storyboarded and filmed multiple takes when needed, but refilming wasted lesson time. The student also gained skills that will help with future group projects.
Preliminary Evaluation
This is my Media Studies Preliminary Evaluation for a short piece of film that I created. The film is on my blogger account also, but the broad idea was to have two people walking into a room and exchanging dialogue before leaving the room.
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.
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.
Evaluation powerpoint
This document summarizes a student's experience filming a short video clip using continuity techniques for class. The student learned how to properly use a video camera and editing software. Time management was challenging, but the finished product came together well. Areas for improvement include better time planning and experimenting more with editing features. While some continuity techniques were successfully used, others like the 180 degree rule were difficult to include. The student evaluated their positive contribution to group roles and workflow.
6. evaluation sf 2017 1 real
The document summarizes the process of evaluating a film production. It discusses conducting research on film techniques, planning shots and locations, struggling with camera settings which led to blurry footage, keeping audio simple, having difficulty editing around time constraints, and receiving peer feedback that praised the angles but noted improvements could be made to filming quality and the story. It concludes that the main change would be improving the quality of filming and getting more shots to have more footage to work with.
Areas for development q3
During the creation of a preliminary film task, the group faced some challenges with time management and continuity errors. Scenes took longer to film than anticipated, leaving less time for editing. This resulted in rushed title sequences and credits. Minor continuity errors around a character's hair and background items were also issues. For the main task, the group plans to spend less time on storyboards while still making them detailed. They will allocate more time for reviewing the finished film to catch and correct any continuity errors.
Preliminary task evaluation
The document discusses the author's experience completing a filmmaking task. Some of the key things the author learned include how to use professional camera and tripod equipment, the importance of teamwork, and skills like camera operation, editing, and following shot types and rules. The author reflects that their group struggled with cooperation, which impacted the final product. Overall, it was a valuable learning experience about the filmmaking process, but the author hopes to improve their skills and work with a stronger team in the future.
Evaluation quesion 7
The student learned a great deal from their preliminary task to the full thriller product. For the preliminary task, they did not properly use camera angles or the tripod, resulting in shaky footage. However, for the thriller, they used better camera settings like night vision, ensured the tripod was leveled, and used more shots to engage the audience. The student also improved at editing using effects and joining clips, having gained more experience using the software. Overall, they believe taking more time to plan was key to the thriller being more successful than the preliminary task.
Preliminary task powerpoint
The document summarizes what was learned from a preliminary filmmaking task completed by Frank and Max. It discusses several key points:
- Skills learned included storyboarding, camera operation, filming techniques, editing, and sound design. Managing time and ensuring continuity between shots posed challenges.
- The filming and finished video were successful given it was their first attempt, but time management and continuity errors need improvement.
- Peer assessment praised their equal contributions and storyline, but noted the continuity issues between shots.
- For future projects, the author will focus on avoiding continuity errors, better time management, and improving editing skills.
Preliminary task evaluation
Sukhpreet evaluates their group's pre-production work for a preliminary film task. They found the work was evenly distributed and they were able to discuss issues that arose. Finding willing cast members was difficult. They should have considered camera angles more. An iPad was used to film, which had limitations like an inability to use a tripod, but the quality was good. They learned the importance of landscape over portrait orientation and avoiding unwanted backgrounds. Editing in iMovie was challenging but the inexperienced group was able to cut clips together. The completed task met criteria like character movement and dialogue. Overall, Sukhpreet learned about camera techniques, iMovie editing, storyboards, and lessons like proper filming conditions and att
Evaluation question 7
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.
Collins chloe as cw pre production tasks feedback sheet
The document provides feedback from a teacher on a student's pre-production tasks for a film project. The teacher commends the student's research, analyses, script, storyboards, and schedules. Areas identified for improvement include formatting the script, adding images to costumes/props/actors, and using a table for the production schedule. The student addresses each area, organizing the blog and receiving an increased final mark of 15/20.
As preliminary evaluation
The student learned how to use various objects and camera positions to get different shots while filming a media studies task. They also learned how to edit the various shots together using Premier Pro software. While the finished project met the requirements of the task brief, the student notes that time management was an issue as most of the time went to filming with not enough left for thorough editing. Overall they gained valuable experience with filming techniques, editing, and collaboration on a group project.
Pre-Production Sheet
Oliver Booth completed pre-production tasks for a film project, including research on similar films, genre analysis, target audience analysis, script drafting, storyboards, shotlists, location plans, costumes, props, actors, and a production schedule. The teacher provided feedback, praising Oliver's analyses, research, and organization. Suggestions for improvement included formatting the script correctly, splitting up storyboards, and adding images for costumes, props, actors, and equipment. Oliver made the requested changes, and the teacher awarded him a final mark of 16 out of 20.
Media evaluation – question 7
Through completing their full film opening sequence, the student learned how important planning and research are for a successful video. For the preliminary task, they created a basic storyboard but did not plan shots in detail. However, for the main task they took more time to thoroughly storyboard and plan ideas with the group. This ensured they used their limited filming time effectively and were prepared with equipment lists. While they tried to fit too much into one lesson for the preliminary task, mistakes from this taught them to better account for challenges and arrange additional filming days if needed. Overall, the student improved their camerawork, editing skills, and understands the value of production research.
Eval 7
From producing a preliminary task to a full product, the author learned significant skills in camera work, directing, editing, and teamwork. For the preliminary task, the author's camera skills were limited and the directing was disorganized. However, experience with different shots and editing software improved the author's abilities. Additional research helped add special effects. Coordination with the team also improved, allowing for better planning and task distribution. These gained skills led to a main task that incorporated more advanced shots and tighter editing than the preliminary version.
Amad Reflection of p task Finished
1. The document reflects on a group project to create a 2-minute video clip demonstrating various film techniques.
2. Planning for the project was ineffective as the group struggled to establish a motivation for the characters, which hindered their ability to film successfully.
3. While contributions during filming were effective, improvements are needed for better planning, ensuring fully charged cameras, removing tripod from shots, and creating a script to maximize efficient filming.
Evaluation 7
1. The document discusses what the author has learned throughout creating a film opening project.
2. Key skills developed include editing, filming, directing, and understanding different roles. Editing skills improved through learning to use Adobe Premiere and synchronize footage and music.
3. Following techniques like the 180 degree rule, storyboarding, and filming excessive footage helped improve the quality and success of the final product. Attention to detail was also important.
Director’s journal
1) The director felt they had a better relationship with the cinematographer who understood their vision, while they felt the editor wanted to take the production in a different direction and there was some confusion over the final vision.
2) Group communication was generally good due to regular lessons and meetings, but the director felt they had the worst time management of the group.
3) Organizing shoots was challenging due to scheduling with other groups and only being able to film on Saturdays due to daylight. Actors sometimes showed up late which delayed filming.
4) The director would change shooting earlier in the year to have more daylight, improve organization, maintain better communication, and be more involved in post-production
pre production tasks feedback sheet
This document provides feedback on a student's pre-production tasks for a film project. The teacher provides positive feedback on the student's research, planning, script, storyboards, shotlist, locations, and production schedule. Some areas for improvement are noted, such as adding more details to the genre analysis, costume choices, and equipment list. The student makes the recommended improvements. The teacher awards the work a final mark of 15 out of 20 and commends the student's proficient and well-organized work.
Mv Production Assignment Evaluation Megan
This document contains a student's self-evaluation of a music video production project. It includes sections analyzing the student's research process, planning, time management, technical skills, aesthetic choices, audience appeal, and peer feedback. The student acknowledges areas for improvement such as managing time better, ensuring steady shots, and filming in a more cinematic location. Overall, the evaluation shows the student's reflection on both strengths and weaknesses of the project to improve future video productions.
Production assignment evaluation form
The document provides a self-evaluation and reflection on Josh Bailey's production process for a final project. Some key points from the evaluation include:
- Josh's strengths in research were finding inspiration from other videos and incorporating different methods into his own work. However, he did not properly account for production restrictions.
- Better planning and contingency planning could have improved his rate of work and final draft, as injuries forced him to rush filming closer to the deadline.
- Time management was also an issue, as injuries required filming in low light conditions with limited resources.
- Peer feedback noted the quick transitions kept the music video engaging but improvements could have included reducing continuity errors and adding a clearer narrative.
6. evaluation sf 2017
The document provides a self-evaluation of a student's short film project. It discusses the strengths and weaknesses of the student's research, planning, production, and product. For research, conducting a survey and case studies on other films were identified as strengths, while time constraints due to weather were a weakness. For planning, mind maps were helpful but health and safety paperwork took too much time. Production went well within the scheduled time frame. The student felt their short film looked good visually but could have been more creative and improved aspects like camerawork, storytelling, and acting. Peer feedback noted good music, atmosphere and scenery but a confusing story where the music did not fit as well. The student agrees with peers that the story
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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.
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.
Evaluation powerpoint
This document summarizes a student's experience filming a short video clip using continuity techniques for class. The student learned how to properly use a video camera and editing software. Time management was challenging, but the finished product came together well. Areas for improvement include better time planning and experimenting more with editing features. While some continuity techniques were successfully used, others like the 180 degree rule were difficult to include. The student evaluated their positive contribution to group roles and workflow.
6. evaluation sf 2017 1 real
The document summarizes the process of evaluating a film production. It discusses conducting research on film techniques, planning shots and locations, struggling with camera settings which led to blurry footage, keeping audio simple, having difficulty editing around time constraints, and receiving peer feedback that praised the angles but noted improvements could be made to filming quality and the story. It concludes that the main change would be improving the quality of filming and getting more shots to have more footage to work with.
Areas for development q3
During the creation of a preliminary film task, the group faced some challenges with time management and continuity errors. Scenes took longer to film than anticipated, leaving less time for editing. This resulted in rushed title sequences and credits. Minor continuity errors around a character's hair and background items were also issues. For the main task, the group plans to spend less time on storyboards while still making them detailed. They will allocate more time for reviewing the finished film to catch and correct any continuity errors.
Preliminary task evaluation
The document discusses the author's experience completing a filmmaking task. Some of the key things the author learned include how to use professional camera and tripod equipment, the importance of teamwork, and skills like camera operation, editing, and following shot types and rules. The author reflects that their group struggled with cooperation, which impacted the final product. Overall, it was a valuable learning experience about the filmmaking process, but the author hopes to improve their skills and work with a stronger team in the future.
Evaluation quesion 7
The student learned a great deal from their preliminary task to the full thriller product. For the preliminary task, they did not properly use camera angles or the tripod, resulting in shaky footage. However, for the thriller, they used better camera settings like night vision, ensured the tripod was leveled, and used more shots to engage the audience. The student also improved at editing using effects and joining clips, having gained more experience using the software. Overall, they believe taking more time to plan was key to the thriller being more successful than the preliminary task.
Preliminary task powerpoint
The document summarizes what was learned from a preliminary filmmaking task completed by Frank and Max. It discusses several key points:
- Skills learned included storyboarding, camera operation, filming techniques, editing, and sound design. Managing time and ensuring continuity between shots posed challenges.
- The filming and finished video were successful given it was their first attempt, but time management and continuity errors need improvement.
- Peer assessment praised their equal contributions and storyline, but noted the continuity issues between shots.
- For future projects, the author will focus on avoiding continuity errors, better time management, and improving editing skills.
Preliminary task evaluation
Sukhpreet evaluates their group's pre-production work for a preliminary film task. They found the work was evenly distributed and they were able to discuss issues that arose. Finding willing cast members was difficult. They should have considered camera angles more. An iPad was used to film, which had limitations like an inability to use a tripod, but the quality was good. They learned the importance of landscape over portrait orientation and avoiding unwanted backgrounds. Editing in iMovie was challenging but the inexperienced group was able to cut clips together. The completed task met criteria like character movement and dialogue. Overall, Sukhpreet learned about camera techniques, iMovie editing, storyboards, and lessons like proper filming conditions and att
Evaluation question 7
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.
Collins chloe as cw pre production tasks feedback sheet
The document provides feedback from a teacher on a student's pre-production tasks for a film project. The teacher commends the student's research, analyses, script, storyboards, and schedules. Areas identified for improvement include formatting the script, adding images to costumes/props/actors, and using a table for the production schedule. The student addresses each area, organizing the blog and receiving an increased final mark of 15/20.
As preliminary evaluation
The student learned how to use various objects and camera positions to get different shots while filming a media studies task. They also learned how to edit the various shots together using Premier Pro software. While the finished project met the requirements of the task brief, the student notes that time management was an issue as most of the time went to filming with not enough left for thorough editing. Overall they gained valuable experience with filming techniques, editing, and collaboration on a group project.
Pre-Production Sheet
Oliver Booth completed pre-production tasks for a film project, including research on similar films, genre analysis, target audience analysis, script drafting, storyboards, shotlists, location plans, costumes, props, actors, and a production schedule. The teacher provided feedback, praising Oliver's analyses, research, and organization. Suggestions for improvement included formatting the script correctly, splitting up storyboards, and adding images for costumes, props, actors, and equipment. Oliver made the requested changes, and the teacher awarded him a final mark of 16 out of 20.
Media evaluation – question 7
Through completing their full film opening sequence, the student learned how important planning and research are for a successful video. For the preliminary task, they created a basic storyboard but did not plan shots in detail. However, for the main task they took more time to thoroughly storyboard and plan ideas with the group. This ensured they used their limited filming time effectively and were prepared with equipment lists. While they tried to fit too much into one lesson for the preliminary task, mistakes from this taught them to better account for challenges and arrange additional filming days if needed. Overall, the student improved their camerawork, editing skills, and understands the value of production research.
Eval 7
From producing a preliminary task to a full product, the author learned significant skills in camera work, directing, editing, and teamwork. For the preliminary task, the author's camera skills were limited and the directing was disorganized. However, experience with different shots and editing software improved the author's abilities. Additional research helped add special effects. Coordination with the team also improved, allowing for better planning and task distribution. These gained skills led to a main task that incorporated more advanced shots and tighter editing than the preliminary version.
Amad Reflection of p task Finished
1. The document reflects on a group project to create a 2-minute video clip demonstrating various film techniques.
2. Planning for the project was ineffective as the group struggled to establish a motivation for the characters, which hindered their ability to film successfully.
3. While contributions during filming were effective, improvements are needed for better planning, ensuring fully charged cameras, removing tripod from shots, and creating a script to maximize efficient filming.
Evaluation 7
1. The document discusses what the author has learned throughout creating a film opening project.
2. Key skills developed include editing, filming, directing, and understanding different roles. Editing skills improved through learning to use Adobe Premiere and synchronize footage and music.
3. Following techniques like the 180 degree rule, storyboarding, and filming excessive footage helped improve the quality and success of the final product. Attention to detail was also important.
Director’s journal
1) The director felt they had a better relationship with the cinematographer who understood their vision, while they felt the editor wanted to take the production in a different direction and there was some confusion over the final vision.
2) Group communication was generally good due to regular lessons and meetings, but the director felt they had the worst time management of the group.
3) Organizing shoots was challenging due to scheduling with other groups and only being able to film on Saturdays due to daylight. Actors sometimes showed up late which delayed filming.
4) The director would change shooting earlier in the year to have more daylight, improve organization, maintain better communication, and be more involved in post-production
pre production tasks feedback sheet
This document provides feedback on a student's pre-production tasks for a film project. The teacher provides positive feedback on the student's research, planning, script, storyboards, shotlist, locations, and production schedule. Some areas for improvement are noted, such as adding more details to the genre analysis, costume choices, and equipment list. The student makes the recommended improvements. The teacher awards the work a final mark of 15 out of 20 and commends the student's proficient and well-organized work.
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Collins chloe as cw pre production tasks feedback sheet
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The document summarizes the student's evaluation of their music video production project. It covers the strengths and weaknesses of their research, planning, time management, technical qualities of camerawork and editing, aesthetic qualities, audience appeal, and peer feedback. The student believed their project was well-executed overall but could have been improved with additional planning, filming, and editing time. Peer feedback was generally positive while noting some areas for potential improvement.
Production Reflection
- The document summarizes the production process for a film trailer over 9 weeks. In week 1, the author felt confident in their proposal idea but knew it could change. In week 2, they conducted audience research through a survey and analyzed existing trailers. They found sci-fi elements were popular. In week 3, they continued research and planning. They returned to survey results which confirmed sci-fi was most popular genre.
Mv production assignment evaluation form 2021
The student created a nature video for a class project. In reviewing their work, they analyzed the strengths and weaknesses of their research, planning, time management, technical skills, aesthetics, and audience appeal. They received feedback from peers which noted that the video had clear themes and shots but could have benefited from more location variety. The student agreed with the feedback that filming in additional locations would improve future videos.
Matthew Turnbull Evaluation for Extended Project
Matthew created a documentary about a local mountain biking team as his extended project. He experienced several challenges along the way, including difficulties filming, editing issues, and not being able to interview team members as planned. While his final outcome was similar to his original idea of documenting the team's locations and history, it lacked some intended details and interviews. He received generally positive feedback from audiences, with some suggestions to improve the music, add more subtitles, and include a concluding commentary. For future projects, Matthew would plan more filming time, structure the documentary differently, and stick closer to his project plan.
6. evaluation sf 2017
Tommy Lister conducted research and evaluated his short film project. He used a survey of his classmates for primary research on film preferences of his target 16-19 year old audience. As secondary research, he analyzed a similar film on YouGov to identify its target audience. Based on his research, he clarified his target was teenagers interested in action and adventure genres. While story development was a strength, he struggled with visual planning. Peer feedback noted unclear storyline and confusing ending, though sound effects and music were enjoyed.
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Ual ucas pro forma (charlotte oliver)
This document contains Buzzword's academic and personal details in support of their UCAS application. It outlines their educational history including GCSE and A Level grades as well as their current study of a Level 3 Diploma in Creative Media Production and Technology. Buzzword expresses their interest in further studying Media at university and eventually working in the media industry.
Show reel
This document appears to be a show reel for Charlotte Oliver that likely contains clips highlighting her acting work. As a show reel, it is meant to showcase Charlotte Oliver's talents and skills as an actor to potential clients or employers in the entertainment industry. The goal of the show reel is to impress viewers and help Charlotte Oliver get new roles or opportunities in film, television, or theater.
Presentation work
The document discusses strategies for using Instagram to promote a Game of Thrones fanzine. It recommends using visually engaging photos and hashtags relevant to the target audience. Monitoring hashtags and competitors on Instagram can provide insights into popular content types and engagement tactics. The document also suggests using Facebook for its large audience reach and targeting capabilities. Facebook Live, polls, and educational content are mentioned as ways to engage fans. Tracking mentions on multiple social media can help gauge conversations around the fanzine.
Peer feed back
Charlotte received feedback on her Game of Thrones fanzine from two peers. Will thought the level of detail in the articles and blending of images and text worked well. He suggested making the images less sharp to better match the backgrounds. Given the focus on GoT, Will also thought including pages on the seven houses would be useful. The second peer enjoyed the informative character profiles and map of Westeros. They thought leaving more space for additional information, like on the author or show budget, could improve it. They also suggested including illustrations of more house crests.
Evaluation
This document provides an evaluation of Charlotte Oliver's pre-proposal, proposal, research, and contextual research for her final major project (FMP) on creating a Game of Thrones fanzine. Some key points made in the evaluation include noting areas that could have been improved such as including more images in the pre-proposal and being more creative with the project title. The evaluation also summarizes the different sections of the proposal and research conducted on color schemes, graphics, fonts, and theories to inform the work.
Problem solving
Charlotte Oliver is creating a fanzine for her final major project. In her document, she outlines resources needed, techniques for managing pages and spreads in InDesign, and how to render images in Photoshop. She provides links to tutorials on downloading fonts, drawing basic shapes, and installing fonts on a computer. Charlotte discusses potential problems like equipment issues and solutions like backups. She shares issues from a previous fanzine project and experiments creating a cover page and contents page in Photoshop, applying textures, images, and text.
Planning & copy
Charlotte Oliver plans to create a fanzine about the Game of Thrones books and TV series. She will include a title on the front cover in a font similar to those used in the books and show. The back cover will feature house sigils and words. The index will list main concepts and page numbers in alphabetical order, with house crests by each entry. Interior pages will focus on key characters like Jon Snow and Daenerys Targaryen through images and descriptive text in multiple columns. Oliver aims to showcase her graphic design skills while entertaining fans of the franchise.
Research 2019
The document provides contextual research on both Game of Thrones books and TV series. It summarizes key events and histories explored in the first book, including the Targaryen dynasty's conquest and 300-year rule over the Seven Kingdoms. It also outlines some of the main plotlines and characters introduced in the first season of the TV adaptation. Separate sections of the document analyze primary survey data collected about fans' consumption and interests relating to Game of Thrones fanzines.
Proposal
Charlotte Oliver proposes creating an 8-page fanzine about the TV show Game of Thrones for her target audience of 18-29 year olds. She will include character profiles and histories of 3 main characters using images, graphics and text edited in Adobe Photoshop to match the show's aesthetic. Research will include the original books, fan theories online, and show scenes to provide historical context and fan perspectives. She will evaluate her progress weekly to improve her work.
Fmp pre proposal complete 2019
This document provides a summary of a student's proposed final project for a course. The student plans to create a 6-page fanzine about the characters from the TV show Game of Thrones. They chose this topic because they found the show's plot interesting and enjoyed watching all the seasons. They want to portray how the characters evolve over time, as they have become emotionally invested in the storylines. The student plans to research character analyses online, through YouTube videos and the original books. They want the audience to appreciate the production work that goes into the show and to emphasize the work of author George R. R. Martin. The fanzine will match the dark and eerie aesthetic of Game of Thrones through the use
Problem solving 2019 fmp
Charlotte Oliver outlines equipment and technical considerations for problem solving in video and photo projects. She discusses camera equipment like cameras, microphones, batteries, memory cards, and lighting equipment. She then covers lighting ratios and how aperture, shutter speed, and f-stops control light levels. Finally, she demonstrates experiments in Adobe Photoshop and InDesign to design a magazine front cover and double page spread for an Easter-themed cooking magazine.
Planning and production
This document discusses layout plans for a fashion magazine focused on makeup and beauty.
The first layout uses a leopard print background with pink and red smudges to represent makeup products. Neutral colors are used to match an article about "animalistic makeup." Sample text and images are included but no final font is chosen.
The second layout uses a white background with a pink lipstick smudge. Bright pink, blue, white and red colors match a planned article. Polaroid photo effects and sample text and images are displayed without final font.
The first cover layout features a stock image of a model with orange hair and blue flowers. Bright colors and white space allow room for a title in a retro-
Research theories complete 2019
The document discusses several theories related to graphic design including:
1. Color psychology and how different colors can evoke different emotions depending on culture.
2. Typography categories including serif, sans-serif, display, script, and dingbat fonts.
3. Additional typography theories like using sufficient contrast between text and background, limiting display fonts, ensuring text is scanable, and not distorting typefaces.
4. Basic photography composition rules like symmetry, rule of thirds, leading lines.
Fmp research complete 2019
This document analyzes several existing products including magazines, websites, and fanzines. Key points analyzed include graphics, images, fonts, colors, layouts, and content. For a magazine cover, the summary notes the professional studio images, ethnic diversity to appeal to different audiences, and use of classic fonts. A makeup brand website is examined, highlighting the bright pink color scheme, studio image of the founder applying makeup, and directory for easy navigation. Finally, a fanzine's hand-drawn comic images, horror content and fonts, and simplistic color scheme are called out. The document provides examples and inspiration for the creator's own planned magazine-style publication.
Fmp proposal complete
Charlotte Oliver proposes creating a magazine called "Masque Magazine" focused on photography and journalism. She outlines the skills developed throughout her studies that will help with the project, such as organization, communication, and using software like Adobe and Photoshop. The concept is for a print magazine with makeup tutorials, reviews, and articles aimed at ages 10-35 of all genders and backgrounds. Research methods are surveys and analyzing existing magazines. Evaluation will involve peer feedback and comparing to other products.
Client research
This document contains Charlotte Oliver's market research and planning for a client project. It discusses identifying a potential client named Animal Magic, a new local pet shop, and pitching design work such as flyers and posters to promote their opening. It outlines creating mock-ups of the flyers and posters in Photoshop. It also includes researching other local pet shops for inspiration, potential issues using Photoshop, a draft email to the client, and consideration of fonts and color schemes for the design work.
Client evaulation
Charlotte Oliver reflects on her process for creating a double page spread for her final major project. She began by opening Adobe InDesign, which she found most efficient for creating the spread. She set the pages to A4 portrait and set them up next to each other. She then added grids and guides to help layout her design. After finding a royalty-free background image on Google, she added layers and drew boxes to precisely size images. In subsequent spreads, she followed a similar process in InDesign and created her own brush in Photoshop to add unique elements to the backgrounds. She plans to include aspects from her experiments, like fonts and colors, to improve her final production.
Fanzine evaluation complete
The document provides peer feedback and reflections on a fanzine project. The peer feedback suggests improving the font size and readability, adjusting some stretched out images. It compliments the conspiracy theory topic and vintage aesthetic. The reflections agree the feedback was helpful and improvements could include adding more images while maintaining organization. Research on fonts looked at styles used in magazines and products to appeal to the target audience. Fonts were considered for readability and matching the vintage secret file aesthetic.
1. research new fanzine complete
The document discusses research on existing fanzines, noting that they use a variety of imagery from studio shots to natural settings, as well as simple to complex layouts and designs. Fonts and color schemes on fanzines range from corresponding with the subject to using different formats and colors. Content includes biographical writing, lyrics, and facts about the subject in an engaging way for audiences.
2. idea development fanzine complete
This document provides details on the mood boards, design elements, and pagination for a fanzine about conspiracy theories. It includes:
1. Analysis of images, colors, and fonts selected for the mood boards to set the tone and inspire the design. Authentic images from conspiracy cases and graphics depicting theories were chosen.
2. Description of fonts like "Uncle Typewriter" selected to look like typewritten text for the fact files. Color schemes using shades of green were created for elements like timelines.
3. Plan for the cover page layout mimicking an old file folder with textured background, title, and borders. Interior pages will have a two-page fact file for each theory with images
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Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
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1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
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SHORT FILM EVALUTION
- 3. Within my research I did numerous things to ensure my product had enough background research and detail so that I could do my product to the best of my ability. I started with Primary research- this involved me creating a survey monkey questionnaire, to send to my peers for them to answer so I could apply the results to my production. The strengh in this was that I could ask direct questions to my target audience and therefore apply it to my production. However I wish I could have done a second follow up interview to get more in detail answers. Within my secodonary research I found some similarities and differences between a sample, for example I found that the demograpghics was difference between males and females. In reflection I wished I had gone in to more detail when evaluating my work with annotations.
- 4. For planning I did various things to make sure my production was planned as possible to do this I came up numerous things to do. Firstly this was making a shot list for my camera work. I made sure they were synced up with my story board to create continuity. However I wish I had done this in more detail so that whilst filming it actually worked shot wise better. I also made a time schedule to make my production work more smoothly. However this again should have been done in more detail for the future shooting of my short film.
- 5. For my whole film planning, research, filming and everything involved took around 4 weeks. I felt that I made sure that my filming process went especially well as I managed to book the camera and tripod and other equipment for a day. I intern I filmed all the footage in one day so I felt I managed this section of my production time wise efficiently. However I wish that I managed to complete my evaluation in time as I had to do this over half term, although it got completed I was glad that I got it done. As I found it the most difficult section of my production.
- 9. In my final piece I was overall happy with my piece as I had never done a short film before however I felt there was pros and cons to both. I felt that my various shots I did had a wide range for a beginner I also liked how I tried to use different camera angles to create something different for my audience to watch and so that I could achieve the best grade as possible. However I wasn’t to sure on the lighting I used in my piece for example in my short film I felt it was noticeable in my short film that the lighting changed as it went through out the day from light to dark. I feel this was a big fault in my work. If I were to do another short film I will ensure that my work/lighting has contingency throughout. I also feel that aesthetically the costumes for my piece could have been vastly improved.
- 10. PEER FEEDBAC K
- 11. What did you like about the product? I liked the story line and the use of the wardrobe. What improvements could have been made to the product? Potentially the lighting due to the change of light to dark throughout the short film.
- 12. What did you like about the product? I liked the different camera angles throughout What improvements could have been made to the product? Potentially the props of the time is running out page could have been imporved.
- 13. What do you agree with from your peer feedback? I would say that the majority of the peer back feed back was mostly spot on in the improvements section. What do you disagree with from your peer feedback Potentially the prop comment as I wasn’t sure on how else to improve that section in my production.
Editor's Notes
- What were the strengths of your research? How did your research help your product? What were the weaknesses of your research? What could you have done better/improve? What effect would this have had on your product?
- What were the strengths of your planning? How did your planning help your product? What were the weaknesses of your planning? What could you have done better/improve? What effect would this have had on your product?
- Did you manage your time well? Did you complete your project on time or would your products have improved with additional time? What would you have done if you had more time to produce your work?
- Compare your work to similar existing products and discuss the similarities and differences Put your final piece(s) in the centre of a page alongside an existing product Use text boxes and arrows
- Compare your work to similar existing products and discuss the similarities and differences Put your final piece(s) in the centre of a page alongside an existing product Use text boxes and arrows
- Compare your work to similar existing products and discuss the similarities and differences Put your final piece(s) in the centre of a page alongside an existing product Use text boxes and arrows
- Does your work look good? Was it creative? What aspects of your game’s visuals do you like? What would you improve? How would you improve it? Discuss the strengths and weaknesses Put your final piece(s) in the centre of a page and analyse them Use text boxes and arrows