Task 7
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This document summarizes the planning and production process for a student film project. It outlines the preliminary filming task, including issues with planning, editing, and continuity. It then discusses conventions and ideas for the thriller genre that will be implemented, including enigmas, hybrid genres, and social groups. Storyboards, test shooting, and a shooting schedule were created. Marketing posters were also designed to promote the final product. In conclusion, the creator was happy with the final product's flow as a thriller/horror film rather than just an action film.
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The group was given 1-2 weeks to plan their production, during which they came up with ideas, created a storyboard, and structured their filming. However, most of their time was spent thinking of ideas, leaving less time for filming and editing. As urban black teenagers from London, they chose to depict a stereotype they felt comfortable demonstrating on video. Creating a storyboard allowed everyone to contribute and reduced doubts about ideas. Time constraints required simplifying the original idea and using basic editing, so the final product was similar to the proposal but with changes to setting and equipment.
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Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
Question 7
1) During production of the prelim, shots were sometimes shaky when the camera was panned without using a tripod. A variety of shots could not be filmed due to time constraints. One prop, a pair of sunglasses, broke during filming but was still used.
2) For the improvement project, various camera shots were used including close-ups, match cuts and cross cuts. Careful consideration was given to props that would characterize the detective's office setting and move the thriller's plot forward.
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This document summarizes the progression from a preliminary film project to a final thriller project. For the preliminary, the filmmakers researched techniques like the 180 degree rule and storyboarded their poker film. During production of the preliminary, they used some camera angles but lacked stabilization and time for all planned shots. In post-production, they added sound but lacked time for titles. For the final thriller project, the filmmakers improved their research, props, shots, editing, and attention to mise-en-scene and flow.
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The document discusses the improvements the author made from their preliminary film project to their final product based on research into professional filmmaking techniques. This included paying more attention to elements like costumes, sound design, lighting, intertitles, locations, and actors. The research helped the author understand how all elements must be carefully considered to achieve professional quality. They applied these lessons to strengthen the overall quality of their final film.
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Similar to Task 7
Question 7
The preliminary task provided valuable experience for planning, filming, and editing a full film sequence. It highlighted the importance of planning with storyboards and schedules, and helped familiarize the filmmaker with equipment and roles. Mistakes in the preliminary task like improper shot orientation or lack of shot timing information informed better practices for the full sequence. Overall it was a useful learning experience that prepared the filmmaker for the increased complexity of the full project.
Production diary week 4
The document outlines a plan for a preliminary filmmaking task that requires including match on action, shot reverse shot, opening a door, dialogue, and sitting in a chair. The group decided to film in a classroom and learned camera skills through trial and error. They storyboarded and planned a short narrative around including the required elements and developing their movie opening strategy.
Evaluation question 6
The document discusses the research and technologies used to construct an opening title sequence for a film. It describes researching existing title sequences online and on YouTube for inspiration. Tutorials on YouTube and other sites were used to learn animation software, camera techniques, editing software, and music software. The filming process involved planning shots at the location and learning camera functions. Feedback was gathered to evaluate and improve the final sequence.
6
The document discusses the research and technologies used to construct an opening title sequence. It describes researching existing title sequences online to determine style preferences. YouTube was used to find inspiration and study filming techniques. Tutorials were used to learn animation software and editing programs like Final Cut Pro, Illustrator, Premiere Pro, and Garage Band. The filming process involved learning camera functions and file formatting. Feedback was gathered to improve shots and make other changes to the final sequence.
Evaluation 7
The document reflects on the learning from a preliminary film task to the final product. It discusses improvements in camera work, sound, editing, titles/credits. Key lessons included practicing different shot types, storyboarding the final product, using better equipment, adding sound/music, including more advanced editing techniques like cuts and jump cuts, and making professional-looking opening and closing titles. The overall final product demonstrated a significant improvement from the preliminary task.
Evaluation Question 7
1. For the preliminary task, little research, planning, scripting and storyboarding was done due to restrictions. Basic filming and editing techniques were used.
2. For the main opening, extensive research was conducted on genre and target audience. Complex scripting, storyboarding, and filming techniques like POV shots were used. Editing included filters and titling in Photoshop.
3. Mise-en-scene elements like costumes, makeup, lighting and setting were given more thoughtfulness in the main opening compared to the preliminary task.
Evaluation 7
1. For the preliminary task, little research, planning, scripting and storyboarding was done due to restrictions. Basic filming and editing techniques were used.
2. For the main opening, extensive research was conducted on genre and target audience. Complex scripting, storyboarding, and filming techniques like POV shots were used. Editing included filters and titling in Photoshop.
3. Mise-en-scene elements like costumes, makeup, lighting and setting were given more thoughtfulness in the main opening compared to the preliminary task.
6
The document discusses the research and technologies used to construct an opening title sequence. It describes researching existing title sequences on websites like artofthetitle.com and YouTube to determine the desired style. YouTube tutorials were used to learn animation software like Flash and editing programs like Final Cut Pro. Camera functions were learned to film specific shots. Feedback was gathered during the process and from questionnaires to improve the final product.
Preliminary Task Evalution
The student planned their media studies production over two weeks by developing ideas as a group and incorporating techniques like shot reverse shot. They chose a controversial theme because it was realistic and easy to film without props. While filming, they made minor adjustments to shots but stayed true to the overall proposal. Camera techniques like the 180 degree rule and steady movement were used. Mise-en-scene elements included the outdoor setting, earrings as props, and facial expressions. Both diegetic sounds from characters and non-diegetic traffic and music were included.
Evaluation 7
For their preliminary task, the students had limited time and equipment for planning and filming. Their final thriller opening took weeks to plan with in-depth research. While some shots like shot-reverse-shot were similar, the final product had improved planning, equipment usage, and editing skills. They gained confidence using cameras, dolly, and tripod. Continuity editing skills improved between tasks. Though one scene lacked a dolly, overall the final thriller looked professional and realistic due to high quality filming and editing.
Ben ev task 7
Research and planning is vital to the success of any film production. For the preliminary task, there was little research and planning - the group had a short discussion about what to film and where. However, for the thriller opening there was significantly more research and planning, including questionnaires, focus groups, and plot pitches.
Production techniques improved from the preliminary task to the thriller opening. For the preliminary task, the camera settings were not adjusted, but for the thriller various camera techniques were used, such as adjusting the white balance and focus and following the rule of thirds.
Post-production involved more advanced editing for the thriller opening compared to the preliminary task. More footage was collected and trimmed down for the thriller, and
Project evaluation
In this evaluation, the author discusses the process of creating a viral advertisement with their group. They felt pre-production went well, as they researched successful viral ads and developed ideas and a storyboard. However, deciding on a final idea took a long time. Filming went smoothly once they had costumes, but they lost time waiting for the costumes to be completed. Areas for improvement include making decisions more quickly and avoiding delays.
Media pp
The document discusses the areas of improvement from the preliminary task to the full opening sequence project. It identifies improvements in film techniques, understanding the importance of an opening sequence, technology skills like editing, group work processes, time management, roles in production like editing and sound, and developing the project from a simple preliminary to a more complex opening sequence.
Thriller film opening scene
The document provides guidance for creating the opening scene of a thriller film. It discusses key elements of thriller films, including creating suspense through camera angles, music, and lighting. It then outlines a 9-step process for developing the opening scene, including researching other films, brainstorming ideas, storyboarding, filming, and editing. Main task ideas suggested creating suspense through the use of locations like trains or canals, costumes like hoodies, and audio elements like background music.
As media evaluation
The document summarizes the planning and production process for a preliminary media assessment task by Dilara Tasdelen's group. They initially planned to do a project on domestic violence but found it too complex, so they changed it to a simpler conversation between two students. This helped them focus on practicing recording and editing skills in Adobe Premiere Pro. While their final product differed greatly from the original proposal, they saw the process as effective for learning camera operation, software skills, and collaboration.
Question 7 looking back at your preliminary task,what do you feel you have l...
The student learned several important lessons when progressing from their preliminary film task to the full film product. For the preliminary task, they used basic equipment which produced a low quality, half minute film with poor editing and planning. However, it helped them learn better filming, editing, planning and teamwork skills. For the full product, they applied these lessons to plan more thoroughly, use higher quality equipment, improve their editing skills, and strengthen team communication. The end result was a much higher quality film that showed the effects of practicing and learning from their earlier mistakes.
Reflections
The group reflects on their film project, noting strengths like improved blogging and filming skills, with more camera shots and locations used. Weaknesses included disagreements that hurt time management and task completion, delaying filming. Activities discussed were a production schedule, synopsis, logo, and audience research that yielded unclear results.
QUESTION 7
The document discusses what was learned from creating a preliminary task and applying it to a full opening sequence product. It was learned that planning processes like storyboarding, audience research, and securing proper locations are important. During shoots, assigning roles, using scripts and shot lists, and filming additional shots are helpful. When editing, learning new software skills improves the final product. A variety of feedback, including focus groups, helps with improvements. Strong team communication, contribution, and positivity are essential for collaboration.
Preliminary evalutatiom
Ethan Wall reviewed his group's preliminary film task, identifying three main mistakes made: using a faulty camera twice, which required reshoots; violating the 180-degree rule; and using the faulty camera again. They managed group dynamics through fair role assignment and staying calm during disagreements. Equipment like the camera, dolly, and tape were safely handled. While no health and safety issues arose, conditions were limited to the school. They organized human resources through committed student actors and everyday costumes. Camera angles, match cuts, and white balance were used within the one-hour time frame allotted.
Question Six
By constructing their opening film sequence, the author learned about various film production and post-production technologies. They used new equipment like a DSLR camera, tripod, slider, and microphone to film different shots. In post-production, they learned editing techniques in Final Cut Pro like slow motion, rain effects, sound editing, text overlays, and color grading to tell the story and make their sequence feel professional. The process taught them about planning, filming with different equipment, and using editing software to polish their work.
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Task 7
- 1. Task 7 By Addam Morley
- 2. Preliminary Task • Date of filming – January 6th 2012 • Firstly the preliminary sequence was not as well planned out to begin with making it not a very successful nor convincing scene. • The constant cuts make it not flow very well with some continuity errors. • From this task we have also understood the effectiveness of sound bridges which can help bring together 2 different scenes. • The pace of this task is edited is done fairly slow and doesn’t give a good flow to the product. • Action quick cuts are not as effective as first thought about.
- 3. Preliminary Task Problems • Time was a significant issue with this task as we were given a lesson to quickly film the sequence and edit it to create some kind of continuity. • The output aspect ratio was not how we intended to create our product (Letterbox). • The storyline behind the preliminary task was not a very strong one.
- 4. Conventions • The main three thriller conventions we had planned to implement into our final product were: • The construction of enigmas • The different genres thrillers can be such as action thrillers or horror thiller’s (Hybrids). • We also looked into how different social groups are shown within our product.
- 5. Our Production Logo Designs • We had created many designs with remaking newer designs which became more appropriate for our thriller genre.
- 6. Initial Ideas We came up with a few ideas which were also influenced by thrillers we have seen during lessons and previous media student’s work for their thiller opening sequences. With our idea of enigmas and keeping secrets from the audience we wanted to play around with the idea of not showing a character’s identity when he is firstly introduced. Upon one of our test shoots we did also progress our story further by setting it within a home
- 8. Test Shooting, Shot List and Shooting Schedule • We spent a lesson to do a test shoot so we can get an idea of shooting our product and also try out a few camera and specific actions so we can have an understanding of how to shoot the final product. • We had also planned a number of shot ideas for which we could visualise what our product will look like and also have a guideline to work from to make sure we can make our product the best possible with the planning we had done. • With their being 2 locations for our opening sequence we saw more sense in doing each location on 2 different days (The house and the cemetery location). This was done to make things more easier for everyone making sure we had enough time to get everything recorded in time.
- 9. Marketing and Final Product • We had created some posters for promoting our final product. With the final product I am really happy with the outcome as I believe the flow of the film works really well and does not seem to be seen as another convention such as action, which we can depict it as a thriller horror.