Stop morion
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Daniel created a stop motion video with Elliot using Lego mini figures. They set up a homemade green screen. Daniel's concept was two Lego characters fighting in a boxing ring. He used an app called Stikbot Studio to film frame-by-frame and add a green screen effect. The production process involved moving the characters slowly between frames to create the illusion of motion. Daniel added sound effects in post-production and was pleased with how they enhanced the video. He learned that green screens can improve stop motion and that patience is needed when creating the videos.
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What have you learnt about technologies from the
The document summarizes the tools and techniques used to film and edit a final film sequence. It discusses upgrading to HD cameras for clearer shots. Outdoor filming provided better lighting than a small indoor room. Tumblr and YouTube were used for research, organization, and comparing styles. Premiere Pro was used to edit the sequence smoothly using transitions, a soundtrack, and L-cuts and J-cuts. After Effects allowed for customization of opening titles and production company name in the style of professional studios like MGM.
Personal Details
The document lists the roles and responsibilities of a producer, director, editor, camera operator, and two performers for a film project. Ella Grey will handle pre-production, direction, editing in Premiere Pro, and camera operation with a Canon 550D and other equipment. Andrei Danca and Emily Allen are performers who will lip sync and move around a location on camera.
Call Sheet
The call sheet is for a music video shoot on October 27th at Eastcote House Gardens. Ella Grey will direct and operate camera equipment. Andrei Danca will perform by lip syncing while walking around locations, and Emily Allen will be filmed for narrative purposes. The shoot aims to film performance shots using different camera angles. Equipment needed includes a Canon SLR 550D, Steadicam, tripod, and LED light. The studio must be booked in advance if used, and the camera battery charged before filming.
Preliminary task evaluation
The group worked well together and completed the task on deadline to a good standard given their experience level. They filmed various techniques as required and the editing flowed well together, though the audio quality was occasionally low and the sound got slightly out of sync in places during editing. They used different camera techniques like tripods and steady cams and storyboarded and filmed multiple shots for flexibility in editing to polish the film. While sound quality needed improvement, the preliminary task went better than expected overall.
Evaluation task 7
The document discusses improvements made from the preliminary task to the full product. Effects were added, such as zooming out of a YouTube clip, to improve engagement. Background music was necessary for the school advert compared to just using diegetic sound previously. Credits were made more complex, revealing the genre through a computer screen title. Editing improved from faulty continuity to using match on action and a montage then continuity effect for mystery with close ups.
Evaluation activity, q7
The document discusses the learning and progression from a preliminary editing task to a full thriller film opening production. Key points:
1) The preliminary task involved basic planning, filming, and editing with no special effects, while the full production involved extensive research, planning, and more advanced techniques.
2) Skills like camerawork, lighting, sound design, and editing improved greatly from experience with the preliminary task to application in the thriller opening.
3) The document analyzes the enhanced production process, techniques, and roles that resulted in a higher quality final product meeting the project requirements.
Task 6
Through filming and editing a thriller film opening called "The Thicket", the author learned more about using various technologies like Final Cut Pro. They used filters in Final Cut to correct the color of a bedroom scene to portray early morning lighting more realistically. The author also learned how to import fonts, which they used for impactful titles by finding a "school-like" font online and incorporating it with a typewriter effect. To create a fitting soundtrack in GarageBand, the author built multiple instrument layers and customized volume levels.
6
The document discusses challenges faced and lessons learned during the production of a film shot by students. It describes issues with shaky camera footage that was re-shot using a Steadicam mount, but which still came out shaky due to incorrect settings. Slow motion footage of falling petals was captured separately on a stills camera. Audio was recorded using a boom microphone to minimize background noise. Colored gels were used with lights to create different lighting effects. Adobe Premier software provided advanced editing features but also presented challenges since the production team lacked music editing skills. Various Premier effects - including chroma key, titles, and motion/key frames - were utilized.
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What have you learnt about technologies from the
The document summarizes the tools and techniques used to film and edit a final film sequence. It discusses upgrading to HD cameras for clearer shots. Outdoor filming provided better lighting than a small indoor room. Tumblr and YouTube were used for research, organization, and comparing styles. Premiere Pro was used to edit the sequence smoothly using transitions, a soundtrack, and L-cuts and J-cuts. After Effects allowed for customization of opening titles and production company name in the style of professional studios like MGM.
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The document lists the roles and responsibilities of a producer, director, editor, camera operator, and two performers for a film project. Ella Grey will handle pre-production, direction, editing in Premiere Pro, and camera operation with a Canon 550D and other equipment. Andrei Danca and Emily Allen are performers who will lip sync and move around a location on camera.
Call Sheet
The call sheet is for a music video shoot on October 27th at Eastcote House Gardens. Ella Grey will direct and operate camera equipment. Andrei Danca will perform by lip syncing while walking around locations, and Emily Allen will be filmed for narrative purposes. The shoot aims to film performance shots using different camera angles. Equipment needed includes a Canon SLR 550D, Steadicam, tripod, and LED light. The studio must be booked in advance if used, and the camera battery charged before filming.
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The group worked well together and completed the task on deadline to a good standard given their experience level. They filmed various techniques as required and the editing flowed well together, though the audio quality was occasionally low and the sound got slightly out of sync in places during editing. They used different camera techniques like tripods and steady cams and storyboarded and filmed multiple shots for flexibility in editing to polish the film. While sound quality needed improvement, the preliminary task went better than expected overall.
Evaluation task 7
The document discusses improvements made from the preliminary task to the full product. Effects were added, such as zooming out of a YouTube clip, to improve engagement. Background music was necessary for the school advert compared to just using diegetic sound previously. Credits were made more complex, revealing the genre through a computer screen title. Editing improved from faulty continuity to using match on action and a montage then continuity effect for mystery with close ups.
Evaluation activity, q7
The document discusses the learning and progression from a preliminary editing task to a full thriller film opening production. Key points:
1) The preliminary task involved basic planning, filming, and editing with no special effects, while the full production involved extensive research, planning, and more advanced techniques.
2) Skills like camerawork, lighting, sound design, and editing improved greatly from experience with the preliminary task to application in the thriller opening.
3) The document analyzes the enhanced production process, techniques, and roles that resulted in a higher quality final product meeting the project requirements.
Task 6
Through filming and editing a thriller film opening called "The Thicket", the author learned more about using various technologies like Final Cut Pro. They used filters in Final Cut to correct the color of a bedroom scene to portray early morning lighting more realistically. The author also learned how to import fonts, which they used for impactful titles by finding a "school-like" font online and incorporating it with a typewriter effect. To create a fitting soundtrack in GarageBand, the author built multiple instrument layers and customized volume levels.
6
The document discusses challenges faced and lessons learned during the production of a film shot by students. It describes issues with shaky camera footage that was re-shot using a Steadicam mount, but which still came out shaky due to incorrect settings. Slow motion footage of falling petals was captured separately on a stills camera. Audio was recorded using a boom microphone to minimize background noise. Colored gels were used with lights to create different lighting effects. Adobe Premier software provided advanced editing features but also presented challenges since the production team lacked music editing skills. Various Premier effects - including chroma key, titles, and motion/key frames - were utilized.
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This document discusses potential issues that may arise during the post-production of a short film and how they can be addressed in editing. It notes that problems with lighting, sound balance, and the film not flowing smoothly can occur. Lighting issues from daytime filming can be fixed using color grading and brightness/contrast editing. Sound imbalances between clips can be leveled by adjusting volumes. Color correcting can add a blue tinge to make day footage appear as evening. With careful editing, post-production problems can be resolved.
Post production diary
Abi assisted by providing feedback on the different effects and fonts I was trying,
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Evaluation Question 6
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Evaluation question 6
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Question 6
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Audience feedback evaluation question
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Question 7
The student learned three key areas for improvement from their preliminary project to create a better final piece: editing, location, and sound. Filming the preliminary helped them gain experience using Adobe Premiere for editing techniques like adding color tints. Feedback noted the classroom location was not ideal, so they found a more suitable location for the final piece. The preliminary's ambient sound quality was poor, so they cut all audio and added an underlying soundtrack instead to make the final piece more enjoyable and scary.
Pre production
Titles and sound balancing are important aspects of pre-production. Dynamic titles created in software like After Effects or Photoshop can help set the mood, while balanced audio connections are needed for high-quality sound recording. Low-budget films can use hand-drawn or printed titles. Credits should thank all contributors and appear long enough to be read. Non-diegetic sounds like music are added in post-production for effect rather than being part of the story world. Foley artists record replacement sounds in a studio, while voiceovers can narrate or be added during ADR. Music establishes themes and mood depending on the film's genre and budget.
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Evaluation 6
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Problems that could occur during post production
This document discusses potential issues that may arise during the post-production of a short film and how they can be addressed in editing. It notes that problems with lighting, sound balance, and the film not flowing smoothly can occur. Lighting issues from daytime filming can be fixed using color grading and brightness/contrast editing. Sound imbalances between clips can be leveled by adjusting volumes. Color correcting can add a blue tinge to make day footage appear as evening. With careful editing, post-production problems can be resolved.
Post production diary
Abi assisted by providing feedback on the different effects and fonts I was trying,
helping me decide which looked best. She also double checked that the text was clear to
read against the videos.
Next steps: Render the titles and save them in our area so that Grace can add them into our
opening sequence when she continues editing on Tuesday.
Evaluation Task VI
This document discusses the various technologies and software programs used to create video content for the Dizzy Sloth ident. Motion was used to animate a spinning sloth ident. Pixelmator was used to draw images and create an optical illusion with cubes, which was then animated in Motion. Final Cut Pro was used to add titles and royalty-free music. Audio Director was used to combine recorded guitar and vocal tracks into a song. A DJI Osmo camera was later used for filming to provide smoother footage than a standard Steadicam, with control via a smartphone viewfinder. Overall it describes the multi-step digital media production process using several creative and editing software programs.
Evaluation Question 6
The document discusses the strengths and weaknesses of the equipment used to film a movie project. Sony HD cameras provided high quality video but the fixed tripods made some shots difficult. No major issues were faced during filming. Final Cut Pro software was useful for editing, adding effects like blood and static. GarageBand was also used but some sounds were overused, so additional sounds were found online. Overall the equipment allowed the filmmakers to achieve their vision and create an isolated, tense atmosphere for the movie.
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This document provides summaries of three animation videos created by Erin Stephenson using rotoscoping software:
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2) "Photo Booth" featured moving shoes, requiring two keyframes - one with feet flat and another tilting one foot up. Improving color contrast between legs would improve the rendering.
3) "Tapping Shoes" featured footage of a tapping foot that was smoothly animated, though a glitch caused two rotoscopes to form instead of one, which was easily fixed by separating the clips.
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This document discusses potential issues that may arise during the post-production of a short film and ways to address them. It notes that problems with lighting, sound balance, and the film not flowing smoothly can occur. To fix lighting, the brightness and contrast can be edited using an "S" curve on the YUV color wheel. Sound issues like varying volumes can be resolved by balancing clip levels during editing. Color can be corrected to give the film a blue tinge to appear as evening, using the color wheel and brightness curve on the editing software Edius 7.
Evaluation question 6
The document discusses the use of various technologies for filming and editing a student film project. It describes using a Canon video camera to film scenes and having some difficulties with framing shots. It also discusses lighting challenges both outdoors and indoors, and using microphones to capture dialogue outdoors. For editing, the document mentions learning to use Adobe Premiere Elements and applying effects to enhance footage. It concludes that gaining experience using these technologies was a valuable learning experience and will help with future film projects.
Question 6
The document discusses technologies used in creating a film project, including a compact camera for filming, a boom microphone for focused audio recording, free online music sources, Garageband for original music composition, portable studio lights for lighting issues, and Adobe Premier Elements for easy and accessible video editing. Key lessons were that portable lights could cause shadows or end up in shots, and that natural outdoor lighting worked well without issues.
Q4
Adobe Premier was used to edit the music video, using effects like color balance and transitions. Problems with rendering were resolved. Adobe Photoshop was used to design ancillary materials like CD covers using layers and effects. Blogger was used to document the production process online. Adobe Illustrator, GarageBand, YouTube, a still camera, video camera, tripod, and portable lights were also utilized at various stages of planning, production, and evaluation.
Audience feedback evaluation question
The document summarizes feedback received from peers and teachers on an initial screening of a video project. It shows feedback cards highlighting what worked well and what could be improved. The feedback indicated that the lighting was sometimes dark, there was too much green screen usage making it less effective, too many mid shots resulting in a lack of variety, and the narrative was not clear enough. The document then outlines changes made for the final screening video, such as improving lighting through editing, reducing green screen time, adding more shot variety, and making the narrative clearer.
Question 7
The student learned three key areas for improvement from their preliminary project to create a better final piece: editing, location, and sound. Filming the preliminary helped them gain experience using Adobe Premiere for editing techniques like adding color tints. Feedback noted the classroom location was not ideal, so they found a more suitable location for the final piece. The preliminary's ambient sound quality was poor, so they cut all audio and added an underlying soundtrack instead to make the final piece more enjoyable and scary.
Pre production
Titles and sound balancing are important aspects of pre-production. Dynamic titles created in software like After Effects or Photoshop can help set the mood, while balanced audio connections are needed for high-quality sound recording. Low-budget films can use hand-drawn or printed titles. Credits should thank all contributors and appear long enough to be read. Non-diegetic sounds like music are added in post-production for effect rather than being part of the story world. Foley artists record replacement sounds in a studio, while voiceovers can narrate or be added during ADR. Music establishes themes and mood depending on the film's genre and budget.
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The document discusses the differences between the author's preliminary video task and their final opening video for a coursework project. For the preliminary task, they had little time to prepare and film shots, resulting in a rushed video with average skills. For the final opening, they put in significant preparation, used specialized equipment, researched techniques like camera angles and makeup, and added elements like transitions, titles, and a soundtrack to achieve a higher production quality and capture the horror genre conventionally. The author learned from the preliminary experience and applied those lessons to better emphasize skills and create a more polished and appealing final product.
Evaluation 6
Harriet Bibby evaluated the technologies used to construct a film product. She used various websites for planning and research, such as the UK Film Council website and IMDB. During construction, she learned to use a digital camera and Movie Studio Platinum for editing. While the camera and software were initially difficult, she gained experience over time. Sound recording and matching sounds to video footage posed challenges. Overall, Harriet found that internet research, Movie Studio Platinum for editing, and blogging were the most useful technologies, though some software had reliability issues.
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The editor's role is to rearrange footage to create sequences for the film. The document discusses the editor's work on their own film, where they used Audacity to add sound effects and Adobe Premiere Pro to place them in the timeline. Finding sound effects that matched the scenes, like a biting sound for a mouse eating the moon, was challenging. The editor created a first draft and then identified places needing more sound. They spent up to 3 hours a day from Monday to Thursday editing the first draft, and up to 2 hours on Friday and Sunday finalizing the version.
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The document discusses the process of editing a film project using Movie Studio Platinum software. It describes how the group overlayed foley sound effects and music onto video clips, created title screens and credits in Photoshop and edited them into the film, and constructed the final film by matching shots and ensuring continuity. It also mentions that filming took place over two Sundays and that cold temperatures required frequent bundling up between scenes.
Inlay P LOG
The initial inlay design took candid photos from the music video filming without the band's knowledge and printed and ripped them up to resemble indie CD designs seen before as added extras for buyers. To better link the inlay to the final cover, the background color needed changing. The partner designed the inlay sleeves while providing feedback and suggestions to improve each other's work, with the document author having input on the border color which was later changed based on target audience feedback.
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3) By exporting individual clips and arranging them using timing markers and transforms, the editor was able to recreate complex transitions like the screen splitting into four moving panels. The final video was exported and compared side-by-side to the original.
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The student developed their animation skills to create a moving background and object. They adapted the animation to improve the timing and placement of words moving with the background. They also added a flashing effect to the object to give it an "old pixel game" look. The student refined their "boss" character design from a more childlike drawing to a more intimidating yet still comical look. They experimented with a background to learn necessary animations for their final project, increasing detail and dimension in the revised version. Previously, the background did not fit the game screen, so the student redid it in under two days. Animation of the game process was challenging but the student worked to complete it on time. Color and design ideas from
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James Stafford created a short stop motion animation featuring Sonic the Hedgehog being chased through a city by antagonists Barricade the police car and Mixmaster the cement truck. Inspired by other animations like Wallace and Gromit and Nightmare Before Christmas, James researched techniques and storyboarded the plot before animating with puppets on a green screen and editing in Magix. Though some plans changed due to time constraints, the final product showed James' growing skills in stop motion animation.
Production Log
Max worked on logos, sprites, and backgrounds for his film and game project. He struggled with walk cycles but plans to improve by studying tutorials. He completed the game logo by recreating the film logo in pixel art. Max finished his first background using techniques from prior work. He started a menu screen and NPC, ensuring consistent color schemes. Soundtracks were made matching intentions though the boss music could be improved. Overall the project is progressing well through pixel art assets, character designs, cut scenes, and level development despite some challenges along the way.
1. production experiments
1) The document describes experiments conducted to create assets for a video game project, including creating a background, animating elements, and adding audio.
2) Tools used included the pencil tool to create art assets, layers for animation, the tween tool to smoothly move elements, BeepBox for sound effects, and GarageBand for music creation.
3) Premier Pro was used to assemble all assets, allowing for precise editing of video and audio speeds and transitions between clips. Lessons learned will be applied to the final product.
6. production reflection real1
Jack Henderson summarizes his film production process. He began by creating a shot list to plan out his project. During filming, he had to change his idea from a short film to a horror movie intro due to lacking enough content. In editing, he experimented with effects like warp stabilizer to add an unnatural feel. He also incorporated some stock footage and royalty-free music and audio clips. Overall, the planning process helped manage his time and the experimentation with effects during editing helped create atmosphere and tension for the horror genre.
Task 6 Technologies.
The document discusses several technologies the student learned during the process of constructing a media project. They discuss using an HD camera with good picture quality but issues with focusing. Apple Macs were easy to use with big screens and good picture quality, though they sometimes froze. A tripod helped keep the camera steady without wobbling. Photoshop was used to add effects to an image, though initially confusing, but lessons helped learn the tools. YouTube was used to upload the finished opening sequence. Garageband helped sort all sounds, including dialogue and music. A website was used to download a copyright-free theme song for the movie.
6. production reflection
The document summarizes the process of creating a game from start to finish over multiple sessions. It describes creating the background, character, animations, and sound effects. Key details include using pixel art to draw the background and character, adding layers for realism, struggling most with drawing the character, feeling surprised by own progress in animating, and importing some sound effects while making others in BeepBox. The process concluded by ordering all screens, adding sound, and exporting the final game.
Video Game Production Experiments PP
Kai Todd created basic animations to experiment with different techniques for their final project. In the first animation, sprites were positioned and tweens were used to smooth movement as the main character completed objectives. Feedback noted moving background elements added interest but objects need consistent movement. The second animation included a death shrinking animation and game over screen created by coloring the screen black and writing letters frame by frame. Kai plans to further develop the death animation and experiment with different game over screens for the final project.
6. production reflection
The document provides a reflection on the production process of creating a video game background and characters. It includes 10 screenshots showing the progression from basic to more detailed designs. The student used basic tools like the pencil brush tool in Photoshop and struggled with using the software at first, producing very simple and basic images. Later screenshots show improved coloring, additional details like swirls and text, and multiple characters including a main cat character and an old lady character in purple clothing. The final screenshots depict animated elements like scores and dying messages to enhance game play.
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Back to the future
A typical teen named Marty Mcfly wears Nike tracksuits, a hoodie, and Nike Airmax 95 shoes while traveling back to the 1980s with an old eccentric scientist named Doc using a Volkswagen Golf car. Marty interacts with his parents from the past.
Movie trailer
The trailer introduces the main characters, setting, and premise of the film in the beginning. It establishes the character, tone, and genre of the movie within the first few shots and dialogue. The opening of a trailer summarizes the essential who, what, when, and where information for viewers to understand the story being told.
Component 2 activity sheet 9 recce
The document provides guidance for conducting a recce, or reconnaissance, of an outdoor filming location. It includes a template to record details of the location, potential audio, lighting, and filming problems, and how to minimize risks. Conducting a recce allows filmmakers to identify anything that could be problematic or unsafe when recording on location.
Late to school mindmap
The girl is running late for school and gets into a mysterious black car. She is given a notebook filled with symbols that are revealed to be names. The driver forces her to choose someone from the list who would have to leave their family and friends to work for them. At school, her friend knows about her strange experience in the car. The notebook reveals she chose a shocking person to disappear and included where they would go. A note in the book warns her not to refuse the driver again, as they know her secret and are in control of her.
Late to school planning
The document provides instructions for a group mini-assignment to film a three-scene drama about running late for school. It outlines pre-production tasks like developing a treatment, script, shot list, and schedule. It also includes examples of a storyboard, treatment, and risk assessment for filming locations. The goal is to film all footage for the three acts—getting ready at home, rushing on the way to school, and arriving at school—and edit it into a short film using OpenShot.
The shallows clip analysis
This document provides an activity sheet asking students to analyze clips from a film scene. For each clip, students are asked to record the length of the clip, identify the shot type used, and describe the type of lighting. The first two clips are analyzed as examples. The first clip is a 1 second close up shot of the main character's face, using high key lighting. The second clip is a 5 second long shot of a forming wave, using long shot technique and continuing the high key lighting. Students are then asked review and analysis questions about the clip lengths, shot types, and reasoning behind particularly long or short clips.
Evaluation of stop motion
The document outlines a group project to create a stop motion animation video in 2.5 hours using the app 'stop motion'. It describes how each group member contributed: one created the figures and moved props, another selected sound and props, and the author drew the background and took photos. Their concept was a proposal scene in Paris with a man and woman by the Eiffel Tower at sunset. They used cardboard, paper and coloring pencils to create the background and figures, along with leaves and glue. They planned figure movements, took around 20 photos over 4 seconds, and added music in post-production. Their clear narrative was understandable but they learned they could improve with more time on sound and background details.
Skills audit
This document outlines the pre-production, production, and post-production processes for an audiovisual project across three terms: Autumn 2020, Spring 2021, and Autumn 2021. It details the stages involved such as developing narratives, identifying genres, writing treatments and scripts, planning shots and stop motion projects, conducting location recces, organizing casts and crews, recording footage and audio, editing clips and sound, and getting feedback to improve future work. The document provides guidance on completing learning aims across the three terms to develop media production skills and understand professional practices in the field.
Mise en scene
Romantic comedies are set in places with lots of people and bright flowers, use everyday props like phones, and feature minimally made-up characters in colorful outfits. News broadcasts take place in news studios with everyday looks and props like notes under bright lighting. Action films are set in high, bland places with darker lighting, featuring characters with scars and weapons who are strong and inspiring.
Late to school mindmap
The girl is running late for school and gets into a mysterious black car. She is given a notebook filled with symbols that are revealed to be names. The driver forces her to choose someone from the list who would have to leave their family and friends to work for them. At school, her friend knows about her strange experience in the car. When the girl smiles at the car, the camera shows the notebook with her shocking choice written down along with a threatening note from the driver saying they are in control of her.
Late to school planning
The document provides instructions for a group mini-assignment to film a three-scene drama about running late for school. It outlines pre-production tasks like developing a treatment, script, shot list, storyboard, and production schedule. It also includes examples of a storyboard, treatment, and recce/risk assessment for filming scenes of a student getting ready at home and arriving late at school.
Screenplay for the grand budapest hotel
The document appears to be an excerpt from a screenplay describing a scene at the Grand Budapest Hotel. Gustave, the concierge, questions and interviews Zero, a new lobby boy hire. Gustave expresses skepticism towards Zero's lack of experience and education. When asked about his family, Zero nervously only provides his name in response. The screenplay excerpt establishes Gustave's authoritative role in questioning Zero as part of his job trial at the hotel.
Late for school
A student overslept and had to rush to get ready for school. On the way, they were attacked by a dog but fought it off and continued running to school. When they arrived, the school doors were locked with a sign saying the teachers were on strike so school was closed.
Treatment
The boy goes through his morning routine of getting out of bed, getting breakfast from the fridge, packing his lunch, and heading out the door to go to school. On the way to school, he is attacked by a dangerous dog. When he arrives at the school, he discovers that it is locked and school is not in session. The summary follows the boy's perspective through three acts as he gets ready for school and encounters obstacles on his journey.
Screenplay
The document discusses various terms used in screenplay formatting including:
1. Sluglines that indicate the location and time of a scene.
2. Action lines that describe the visual action in the present tense.
3. Dialogue that is centered and capitalized with character names.
4. Parentheticals that provide direction to actors on line delivery.
5. Transitions that indicate how the editor should cut between scenes.
Yr10 btec jan 2021 week 1 home study
This document provides instructions for a home study exercise analyzing film scenes. Students are asked to select a scene of up to 1 minute and record details about the clips within the scene, including length, shot types, and lighting. They are to analyze two sample clips from Avengers: Infinity War and Deadpool, noting the length, shot types, and lighting of each clip. Finally, students are prompted to review the clips again and answer questions about the longest/shortest clips, usual clip lengths, and reasons for particularly long or short clips.
End of term project plan (1)
The document outlines a plan for filming a home spy movie scene inspired by Mission Impossible. Shot 1 shows the vault covered in sheets. Shot 2 shows a spy being lowered into the attic on a string. Shot 3 will lower the spy into the vault hovering above the floor like in the film. Shot 4 raises the spy back up to make it appear the laptop is being hacked, playing a YouTube video of a hacking screen. Shot 5 has the spy grab a hard drive plugged into the laptop and bring it back to the attic. Shot 6 shows the spy holding the hard drive that says it contains nuclear launch codes, signifying something important was hacked.
Lesson 10 recce
Before filming at a location, it is important to conduct a recce or reconnaissance of the area to identify any potential issues. The recce of a house location identified wind as a possible audio problem that could be minimized by recording on calm days. Lighting may also be an issue if filming too late in the day, which could be addressed by shooting earlier. No other filming problems or safety risks were identified at the house location. Recces are important to evaluate locations and mitigate issues in order to get the best footage.
Lesson 10 studio set up worksheet
Two actors are having a conversation while sitting indoors. A typical studio setup would place the two actors centrally facing each other with three light sources - a key light, fill light, and back light. Multiple cameras would be positioned to capture mid shots of each actor's head and shoulders. Microphones would also be placed and adjusted to properly capture the actors' dialogue. With access to a studio, students could setup and record this scene from three camera angles to later edit the footage together.
Lesson 12 foley sound grid
The document discusses experimenting with different props to create sound effects for a Foley project. The most effective prop was using a tub of water to create splashing sounds. The least effective prop was breathing into the microphone. The most unusual prop used was the creator's tongue to make a clicking sound. No obstacles were mentioned.
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janani Digital Marketer|Digital Marketing consultant|Marketing Promotion|Coim...
Myself Janani Digital marketing consultant located in coimbatore I offer all kinds of digital marketing services for your business requirements such as SEO SMO SMM SMO CAMPAIGNS content writing web design for all your business needs with affordable cost
Digital Marketing Services | Techvolt Software :
Digital Marketing is a latest method of Marketing techniques widely used across the Globe. Digital Marketing is an online marketing technique and methods used for all products and services through Search Engine and Social media advertisements. Previously the marketing techniques were used without using the internet via direct and indirect marketing strategies such as advertising through Telemarketing,Newspapers,Televisions,Posters etc.
List of Services offered in Digital Marketing |Techvolt Software :
Techvolt Software offers best Digital Marketing services for promoting your products and services through online platform on the below methods of Digital marketing
1. Search Engine Optimization (SEO)
2. Search Engine Marketing (SEM)
3. Social Media Optimization (SMO)
4. Social Media Marketing (SMM)
5. Campaigns
Importance | Need of Digital Marketing (Online Promotions) :
1. Quick Promotions through Online
2. Generation of More leads and Business Enquiries via Search Engine and Social Media Platform
3. Latest Technology development vs Business promotions
4. Creation of Social Branding
5. Promotion with less investment
Benefits Digital Marketing Services at Techvolt software :
1. Services offered with Affordable cost
2. Free Content writing
3. Free Dynamic Website design*
4. Best combo offers on website Hosting,design along with digital marketing services
5. Assured Lead Generation through Search Engine and Social Media
6. Online Maintenance Support
Free Website + Digital Marketing Services
Techvolt Software offers Free website design for all customer and clients who is availing the digital marketing services for a minimum period of 6 months.
With Regards
Janani Digital Marketer
Coimbatore,Tamilnadu.
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Primary Learning Objective
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4. Keyword Competition: Fierce competition for top keywords can make it hard to rank effectively. Businesses often struggle to find the right balance between targeting high-traffic keywords and finding less competitive, niche keywords that can still drive significant traffic.
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On-Page Optimization: Ignorance regarding crucial on-page elements such as meta tags, headers, and content structure.
Technical SEO Best Practices: Overlooking essential aspects like site speed, mobile responsiveness, and crawlability.
Backlinks: Not understanding the value of high-quality backlinks from reputable sources.
Analytics: Failing to track and analyze data prevents businesses from optimizing their SEO efforts effectively.
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#SEO #DigitalMarketing #BusinessGrowth #OnlineVisibility #SEOChallenges #BostonSEO
Podcast, The New Marketing Currency - Ozeal Debastos
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I themed this deck using Baldur's Gate 3 characters: Gale as Search and Astarion as Social
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janani Digital Marketer|Digital Marketing consultant|Marketing Promotion|Coim...
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Digital Marketing Trends - Experts Insights on How to Gain a Competitive Edge...
Stop morion
- 1. Daniel Fergusson Evaluation of Stop Motion Work Outline the task set- The task set was to create a stop-motion video with Lego provided by the teacher although we had the option to not use Lego. Who did you work with? What did they contribute to the group?- I worked with Elliot to create my stop motion video. He helped me set up my green screen which was a key part of my work. He also gave me interesting ideas on what to do with the characters to create an interesting video. Outline your concept- To create a short stop motion animation with some Lego mini figures and to be creative with our work. My concept was two Lego characters fighting within a boxing ring. Equipment/app used- I used a homemade green screen from green card and a green Lego container to create a working green screen. I used two Lego characters as the subject of my stop-motion video and a Lego baseplate on which to stand and make them move on. To make sure my phone kept still i used a small cardboard box as my makeshift tripod. I used an alternative app instead of using Stop Motion Studio. The app i used was Stikbot Studio as I was familiar with the software and knew how to add a green screen to my video. Talk through the pre-production, production and post production process (what you did before, during, after)- Before i started filming i had to assemble my green screen this took quite a while as i had to find various green objects that would work. I then had to choose a background for my green screen. I spent some time toggling the sensitivity of the green screen as initially it was hard to see the characters. I had to go through various Lego characters as some colours did not work well with a green screen and were not visible. After the
- 2. Daniel Fergusson setting and characters were set up i had to find something to hold my phone. This was quite a fiddly process as various objects did not support my phone. Eventually i got there and i had a workable object to hold my phone up. During the production i had my lego characters walk over to each other before they started fighting . This took awhile as i had to make sure that the baseplate was lined up with the last frame otherwise it wouldn't look very good. i then moved the characters arms to create punches and show the other character falling to the floor then standing back up. At one point during the video one of the characters was decapitated i did this by slowing sliding the head off the character frame by frame. In the post production process i played the video back to make sure i was happy with it then added some sound effects to it as this was compulsory. The sound effectively worked well with my video and helped improve it. Three ‘what went wells’ and two ‘even better ifs’- WWW- The green screen looked convincing and helped make my video look more creative . WWW- The sound effects worked well with genre of my video WWW- The two characters fighting looked good EBI- Had more of a story to it EBI- could of kept the base plate more consistent during each frame What did you learn from this task? I learnt that a green screen can really improve a stop motion video. I found that you have to be patient creating Stop Motion videos and things will go wrong.