Task 7
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The document summarizes differences between a student's preliminary and final opening sequences for a class project. For the preliminary task, the student did not have experience with video editing software and did not include titles or detailed camerawork. For the final opening sequence, the student had gained experience using the software and included a custom title ident. The opening sequence featured a hidden camera shot from inside a pile of clothes to give the perspective of an unseen observer watching the character search.
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Evaluation Question 6
Through constructing a digital media project, the author learned several new technologies and skills. They learned how to properly use a camcorder, including features like zooming and playback. They also gained experience using a tripod. In editing, the author learned how to trim video clips, export files, and upload to YouTube. They improved their understanding of shot types, narrative structure, and maintaining a chronological order to tell a coherent story.
Question 7
From the preliminary task to the final project, the student learned how to use software like Final Cut Express, Adobe After Effects CS5, Adobe Fireworks CS5, and Adobe Photoshop. This enabled them to create two successful projects for their AS Media grade. They showed techniques like shot/reverse shot and the 180 degree rule in the preliminary task about a woman at a salon. The final project was an opening to a thriller film about revenge that included frightening and humorous scenes.
Screen Shooting Craft
The document discusses best practices for creating effective screenshots when reporting issues or providing documentation as a software tester. It recommends capturing only the relevant area of the screen, using arrows and frames to draw attention to important elements, and providing a clear textual description to ensure the context and intent are understood. The four steps outlined are to highlight and mark up important areas, add descriptive text, save in a common format like PNG with a descriptive name, and select an appropriate screenshot tool.
Question 7
The document discusses lessons learned from a preliminary task to a main filmmaking project. It summarizes that planning shots in advance and creative decisions helped improve the final project. The person also learned to frame shots better to focus on subjects and get them in the correct position. Additionally, upgrading to a camera with HD recording and using Adobe Premier Pro instead of iMovie improved video quality and editing capabilities for a more professional look. The preliminary task helped teach planning, timing, selecting appropriate music, correct editing techniques, proper angles, and that filming speech requires high quality.
Q3 report 2015 for Vattenfall
Vattenfall’s interim report for third quarter 2015 (January-September): Lower costs and increased production.
Vattenfall’s third quarter earnings improved as a result of lower costs and increased production. Market conditions remain challenging, however, especially in the Nordics. New savings and efficiency measures are needed to further reduce costs, at the same time that Vattenfall is in the midst of a transformation to new long-term market conditions.
Apbd lombok utara 2013 citizen budget
The document is a collection of dates from December 16, 2013 numbered 1 through 52. It does not contain any other text, so it provides no essential information beyond listing dates from that year.
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Evaluation Question 6
Through constructing a digital media project, the author learned several new technologies and skills. They learned how to properly use a camcorder, including features like zooming and playback. They also gained experience using a tripod. In editing, the author learned how to trim video clips, export files, and upload to YouTube. They improved their understanding of shot types, narrative structure, and maintaining a chronological order to tell a coherent story.
Question 7
From the preliminary task to the final project, the student learned how to use software like Final Cut Express, Adobe After Effects CS5, Adobe Fireworks CS5, and Adobe Photoshop. This enabled them to create two successful projects for their AS Media grade. They showed techniques like shot/reverse shot and the 180 degree rule in the preliminary task about a woman at a salon. The final project was an opening to a thriller film about revenge that included frightening and humorous scenes.
Screen Shooting Craft
The document discusses best practices for creating effective screenshots when reporting issues or providing documentation as a software tester. It recommends capturing only the relevant area of the screen, using arrows and frames to draw attention to important elements, and providing a clear textual description to ensure the context and intent are understood. The four steps outlined are to highlight and mark up important areas, add descriptive text, save in a common format like PNG with a descriptive name, and select an appropriate screenshot tool.
Question 7
The document discusses lessons learned from a preliminary task to a main filmmaking project. It summarizes that planning shots in advance and creative decisions helped improve the final project. The person also learned to frame shots better to focus on subjects and get them in the correct position. Additionally, upgrading to a camera with HD recording and using Adobe Premier Pro instead of iMovie improved video quality and editing capabilities for a more professional look. The preliminary task helped teach planning, timing, selecting appropriate music, correct editing techniques, proper angles, and that filming speech requires high quality.
Q3 report 2015 for Vattenfall
Vattenfall’s interim report for third quarter 2015 (January-September): Lower costs and increased production.
Vattenfall’s third quarter earnings improved as a result of lower costs and increased production. Market conditions remain challenging, however, especially in the Nordics. New savings and efficiency measures are needed to further reduce costs, at the same time that Vattenfall is in the midst of a transformation to new long-term market conditions.
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Katalog Wellness Oriflame 9/2013
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od 10 czerwca do 22 września 2013 roku.
Koktajle, witaminy, suplemety Oriflame.
Evaluation 7
The document compares a preliminary task film to an opening sequence film created by the author. The opening sequence featured more planning, a font suited to the film's subject of Audrey Hepburn, and subtly placed titles. Camera techniques like match on action and shot reverse were used in the preliminary task to follow specifications but were less prominent in the opening sequence. Editing software also differed between the two projects, allowing for a more polished opening sequence edited in Final Cut Pro compared to Adobe Premiere for the preliminary task.
Prelim to real task
Looking back at the prelim task, what do you feel you have learnt in the progression from it to the full product?
Q7
The document summarizes the student's learning from their preliminary task to their full product thriller film. They discuss improvements in their camera work, editing skills, and use of software like Final Cut Pro. They analyzed successes and challenges of both their preliminary task and full thriller film. Overall, they felt they improved their skills and learned from mistakes, and enjoyed gaining experience with cameras, editing, and other technologies.
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This document discusses the dynamics of internet-mediated partnerships and romantic relationships from the 1960s to present. It covers the early use of computers to analyze survey data and match individuals, the rise of internet communication technologies, and how they enabled new forms of online dating, romance, and sexual relationships. Key topics include the structure and evolution of online dating communities, information sharing in online prostitution networks, and how human dynamics and behaviors have scaled with new digital connections.
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The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Beckman.dedication projecet
This document is a collection of poems and explanations dedicated by Jessica to her mother. It begins by thanking her mother for always being supportive and caring for her through both happy and difficult times. Several poems are included about themes of love, family, children and angels. Explanations provide context for each poem and why Jessica chose to include them, often relating them back to her mother and family experiences. The overall purpose is to showcase poems and dedicate them to express gratitude and appreciation for her mother.
Presentation of Vattenfall's full year 2015 results
Vattenfall reported financial results for full year 2015. Key highlights included a portfolio transformation through divestments of fossil fuel plants in Denmark and a lignite divestment process in Germany. Generation increased from renewables like wind power. However, low electricity prices and new regulatory requirements led to impairments of SEK 36.8 billion. Underlying EBIT declined to SEK 20.5 billion from SEK 24.1 billion in 2014 due to continued pressure on conventional power generation from lower commodity prices. The board proposed no dividend for 2015.
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The document discusses the Filippoi Museum located in Krinides. It contains exhibits displayed in the museum. An image of Krinides is viewed from Google Maps.
Beckman.dedication projecet (Final)
This document is a collection of poems and explanations dedicated by Jessica to her mother. The introduction explains that the project is dedicated to her mother for always supporting and caring for her. Several poems are included about themes of love, family, and their guardian angel (Jessica's brother who passed away). Jessica provides context and explanations for each poem, relating them back to her family and experiences. The poems and explanations express gratitude and remembrance for her mother and brother.
Katalog Wellness Oriflame 9/2013
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od 10 czerwca do 22 września 2013 roku.
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Similar to Task 7
Evaluation 7
The document compares a preliminary task film to an opening sequence film created by the author. The opening sequence featured more planning, a font suited to the film's subject of Audrey Hepburn, and subtly placed titles. Camera techniques like match on action and shot reverse were used in the preliminary task to follow specifications but were less prominent in the opening sequence. Editing software also differed between the two projects, allowing for a more polished opening sequence edited in Final Cut Pro compared to Adobe Premiere for the preliminary task.
Prelim to real task
Looking back at the prelim task, what do you feel you have learnt in the progression from it to the full product?
Q7
The document summarizes the student's learning from their preliminary task to their full product thriller film. They discuss improvements in their camera work, editing skills, and use of software like Final Cut Pro. They analyzed successes and challenges of both their preliminary task and full thriller film. Overall, they felt they improved their skills and learned from mistakes, and enjoyed gaining experience with cameras, editing, and other technologies.
Looking back at your preliminary task
From creating a preliminary project to a full product, the author learned several things:
1) How to effectively use different camera shots like extreme close-ups.
2) How to properly use editing software like iMovie and After Effects.
3) The importance of checking shots to avoid mistakes like breaking the 180 degree rule.
4) To create risk assessments and consider potential issues when filming.
5) That the order of beginning, middle and end in stories is not always straightforward.
6) The importance of continuity between shots for a coherent narrative.
Prelim Task And Final Opening Sequence Comparison
The document discusses the progression in filmmaking techniques from the author's preliminary task to their full opening sequence. Specifically, it reflects on how shots were improved to be at better angles and follow subjects as they moved. It also discusses how rules like the 180-degree rule and rule of thirds were applied more accurately in the opening sequence. Matching on action was also improved by removing background noise. Overall, the author felt they learned to make more effective shots that fit the thriller genre through continuity and montage sequences in the opening title.
Task 7
1) In the preliminary task, the group showed a good match on action shot but their technique has improved for the final product.
2) For the final opening, they used a match on action shot of the main character getting up, showing their development of trying a new technique.
3) Comparing the two works, the group showed improvement in techniques like camera angles and use of sound, creating more atmosphere in the final product.
preliminary task
From creating a preliminary project to a full product, the author learned several things:
1) How to effectively use different camera shots like extreme close-ups.
2) How to properly use editing software like iMovie and After Effects.
3) The importance of avoiding mistakes like breaking the 180 degree rule during filming.
4) That planning, such as creating a risk assessment, is essential for a film.
Evaluation preliminary - Kala Varsani
The document provides a self-evaluation of the student's participation in a preliminary film activity with their group. The student listened to others' ideas, helped with planning by creating a storyboard, and learned editing skills by editing the group's film clips together. Areas for improvement included avoiding crossing the 180-degree line and using a tripod for steadier shots.
Task 7
The document compares the student's preliminary task and final media opening project.
In the preliminary task, the student showed a match on action shot that demonstrated the character's movement. The final project also included a match on action shot of the main character getting up, though it was not as clear.
The preliminary task used a 180-degree rule for dialogue scenes, while the final project did not include dialogue and instead used point-of-view shots.
The opening of the final project established the setting and atmosphere better than the simple panning shot in the preliminary task. Additional details like lighting, sound design, and a company ident showed further development of skills.
Task 7 elliott west
The student reflects on improvements in their filmmaking skills between an early preliminary task and the main task. For the preliminary task, shots were shaky and unbalanced without proper use of a tripod or lighting techniques. However, the main task demonstrated better technical skills like balanced shot composition, creative lighting manipulation, and intentional camera techniques like over-the-shoulder shots, match cuts, and shot reverse shot. The student recognizes key filmmaking elements they had yet to learn for the preliminary task but were able to successfully apply to the polished main task.
Task 7
The document compares shots from a preliminary film task and a final film task to demonstrate improved skills in editing, research, and film techniques. In the preliminary task, little editing was done and basic fonts and props were used. For the final task, the author researched fonts, backgrounds, makeup, props, and editing techniques to create a darker, more sinister atmosphere. Specifically, they learned how to better implement shot reverse shot and the 180 degree rule to clearly convey a conversation between characters. This shows the progress made from the preliminary to final task through further developing skills in research, editing, and film production.
Question 7 - Nathan Hodd
The document discusses what was learned from a preliminary media task to the final product. For the preliminary task, the camera work was shaky due to a lack of a tripod and unsteady hands. For the final product, a tripod was used to get steady shots. Editing skills also improved from learning how to use Adobe Premiere Pro for smoother cuts and pacing and how to upload documents to blogs using SlideShare. Overall, camera operation and editing skills grew from the preliminary to final tasks.
Evaluation question 7
The student completed a preliminary task early in the course to learn camera skills and basic editing. They have since progressed significantly, gaining experience with more advanced equipment and software. Their preliminary task footage showed unsteady camera work and lacked continuity in editing. For their final opening sequence, they dedicated more time to planning shots, lighting, locations and props. They used a more advanced editing software to add effects and smooth transitions between clips. Overall, the student felt they had gained valuable experience and improved their filmmaking abilities since the preliminary task.
Preliminary Task Evaluation
The document discusses Robert Corbishley's preliminary task for #ashtag Films. It describes the pre-production workflow, use of an iPad for filming which had limitations, lessons learned about steady shots and landscape filming, using iMovie for editing, and how the completed task met most of the criteria. Overall, Robert feels he learned about editing software, camera shots, filming techniques, and benefits of longer shots during the process of completing the preliminary task.
Question 7
From completing the preliminary task, the author learned:
1) How much planning is required for even a short film, including planning shot types, scenes, and dialogue.
2) Basic camera skills like using shot reverse shot and following the 180 degree rule to keep shots consistent.
3) Digital tools like using a camcorder to record professionally and Adobe Premier to edit short shots together. These skills aided planning and filming the full opening sequence.
How has the group progressed since the initial prelim
The document discusses the author's progression in skills since an initial pre-lim assignment. The author indicates they have improved significantly across many areas, including: proficiency with Mac computers, camerawork skills using DSLR cameras, skills using Photoshop and other editing software, planning abilities, and implementing advanced editing techniques like color correction and masks. Specific examples are provided to demonstrate improved abilities in areas like simultaneous tasks on Macs, setting up camera shots, and structuring final products.
Evaluation Question 7
Jamey reflects on learning key skills from their preliminary task and full coursework film project. Planning was easier for the preliminary task as it had a given storyline, whereas the coursework required more independent planning. Storyboarding, camera skills, mise-en-scene, editing, sound, and titles were all areas that Jamey gained experience in through both projects. Teamwork and independent learning were also important skills developed. Overall, Jamey feels they have learned a great deal about film production across both tasks but could improve their time management.
Question 7
The preliminary task allowed the group to practice with the technology and techniques needed for their final horror film project. It gave them a chance to learn how to use the camera settings and experiment with different camera angles. Editing the preliminary task also helped them learn about editing techniques and issues with the software. Filming without a script worked for the preliminary but they realized more structure would be needed for the final film. Lighting was also something they had to consider more carefully for the horror film than the preliminary.
Evaluation Question 1998
The document discusses the various technologies used to create the film project "The Nightmare". It describes using a Samsung NX300 camera for high quality filming with features like zooming and lighting controls. A Manfrotto Pixi Mini tripod was used but proved small and unstable at times. IMovie and Adobe Premiere Pro were both used to edit the film, with IMovie used initially for familiarity and Premiere Pro to add professional elements. Photoshop created the film's logo, Garage Band produced background music, and Word, YouTube, PowerPoint, Prezi, Pinterest and Safari were also utilized at various stages of the project.
Question 7
- The document discusses the learning and progression from a preliminary task to creating a full film opening. For the preliminary task, the author had to learn basic camera and editing skills. When creating the film opening, the author was able to apply these skills as well as advance their knowledge in areas like complex planning, creative camera shots, detailed editing and sound design. Overall, doing the preliminary task provided valuable practice and learning that helped the author successfully plan, film and evaluate their higher quality film opening.
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How has the group progressed since the initial prelim
How has the group progressed since the initial prelim
Task 7
- 1. Evaluation – Task 7 – Shamima Ali
- 2. The first screenshot is of the first shot that was taken in our Prelim Task. This is also the opening to our prelim task, below this screenshot is of the opening to our final cut; opening sequence. You can see the big difference between these two. When we first began the Prelim task, we did not have nay experience using the software's on the mac therefore we didn’t think into any detail of how the prelim opening should look, we though to put in no titling or anything. In our Opening sequence, we thought more into it, and by this time we had started using and practicing with the software's and seemed to have more experience. This then giving us the advantage to make our own ident for the opening of the sequence.
- 3. The first screenshot is a simple camera shot that we used when doing the prelim task, not much thought went into the positioning of the characters in this, or the camera work. Below is a screenshot of the camera work that was used in our opening sequence. We thought of the clever idea of placing the camera hidden in a pile of clothing, this then creating the effect that someone other than the director was filming this part. The shot is an extreme close up, and is positioned in a way that makes it seem like not only may the character have someone watching over them but also, you can see from the characters perspective what it is that he is trying to search for.