Task 7
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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.
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Question 7
The preliminary task gave the student a better understanding of continuity rules like the 180-degree rule and match on action shots. This task involved filming a character opening a door and having a conversation. This helped the student apply these skills to their final film "Purity". The preliminary exercise and final film both used match on action to convey continuity and realism. The editing process for the final film took longer due to special effects added, like sepia tones and graphic matches, which required precision to maintain realistic continuity while editing.
Evaluation Question 7
In the preliminary task, the filmmakers focused on smoothly filming match-on-action shots and applying the 180-degree rule. For the main project, they created a 2-minute opening for a paranormal horror film, applying techniques learned previously. Specifically, they implemented match-on-action shots more easily and overcame challenges of the 180-degree rule in a confined space. Close-ups and a variety of shots improved from the preliminary, helping capture the genre more effectively. The preliminary experience helped with understanding shot types and how to best utilize space and sound.
Prelim and final cut comparison
This document compares and contrasts the title sequence, establishing shots, lighting, effects, transitions, and character introductions between the author's preliminary task and final product titled "Dead Lazy". The summaries highlight improvements made such as more exciting titles, developing the establishing shot, more authentic lighting, incorporating effects to set tone and time of day, improved character introductions following the 180 degree rule, and tailored transitions.
Improvements from our preliminary task
These are some of the improvements we made from making our prelim task and the opening to our horror film.
Task 7
Luana Bueno reflects on what they have learned from their preliminary task to their full product. They learned important filming skills like using close-ups and following the 180-degree rule. Their remake of the Arlington Road title sequence helped them develop ideas and learn about arranging titles. It also allowed them to try new angles and shots. For the main task, they felt more knowledgeable about creating interesting titles after completing the preliminary tasks. They were able to include a variety of shots, like close-ups, and focus on quality through practicing different filming techniques in the prior assignments.
Preliminary question 7
In our preliminary task, we did not include music because it would not fit with the short film. However, for the final film, we used soft background music to create a relaxed atmosphere and surprise the audience. Through using sound effects, we were able to set a peaceful tone for the school setting in the film.
Creating credits was easier for the preliminary task since it only had one shot, but adding credits throughout the longer final film with multiple shots required more difficult editing. This challenge improved my skills and understanding of editing credits into films.
While we did not use camera effects for the basic preliminary task, we felt they would enhance the advertising film by showing someone watching suspicious footage, combining a live shot with filmed reaction.
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.
Print scr harry
1) The document discusses improvements made from a preliminary short film task to a final production. This included adding soundtracks and recording voiceovers separately to improve audio quality.
2) Skills like avoiding breaking the 180 degree rule and choosing the best shots through careful editing were better utilized in the final production compared to the preliminary.
3) Shot reverse shots and match on action techniques were deliberately used in both productions but improved upon for the final, and more thought was given to mise-en-scene elements like props, locations, and genre conventions in the final production compared to the preliminary.
Recommended
Question 7
The preliminary task gave the student a better understanding of continuity rules like the 180-degree rule and match on action shots. This task involved filming a character opening a door and having a conversation. This helped the student apply these skills to their final film "Purity". The preliminary exercise and final film both used match on action to convey continuity and realism. The editing process for the final film took longer due to special effects added, like sepia tones and graphic matches, which required precision to maintain realistic continuity while editing.
Evaluation Question 7
In the preliminary task, the filmmakers focused on smoothly filming match-on-action shots and applying the 180-degree rule. For the main project, they created a 2-minute opening for a paranormal horror film, applying techniques learned previously. Specifically, they implemented match-on-action shots more easily and overcame challenges of the 180-degree rule in a confined space. Close-ups and a variety of shots improved from the preliminary, helping capture the genre more effectively. The preliminary experience helped with understanding shot types and how to best utilize space and sound.
Prelim and final cut comparison
This document compares and contrasts the title sequence, establishing shots, lighting, effects, transitions, and character introductions between the author's preliminary task and final product titled "Dead Lazy". The summaries highlight improvements made such as more exciting titles, developing the establishing shot, more authentic lighting, incorporating effects to set tone and time of day, improved character introductions following the 180 degree rule, and tailored transitions.
Improvements from our preliminary task
These are some of the improvements we made from making our prelim task and the opening to our horror film.
Task 7
Luana Bueno reflects on what they have learned from their preliminary task to their full product. They learned important filming skills like using close-ups and following the 180-degree rule. Their remake of the Arlington Road title sequence helped them develop ideas and learn about arranging titles. It also allowed them to try new angles and shots. For the main task, they felt more knowledgeable about creating interesting titles after completing the preliminary tasks. They were able to include a variety of shots, like close-ups, and focus on quality through practicing different filming techniques in the prior assignments.
Preliminary question 7
In our preliminary task, we did not include music because it would not fit with the short film. However, for the final film, we used soft background music to create a relaxed atmosphere and surprise the audience. Through using sound effects, we were able to set a peaceful tone for the school setting in the film.
Creating credits was easier for the preliminary task since it only had one shot, but adding credits throughout the longer final film with multiple shots required more difficult editing. This challenge improved my skills and understanding of editing credits into films.
While we did not use camera effects for the basic preliminary task, we felt they would enhance the advertising film by showing someone watching suspicious footage, combining a live shot with filmed reaction.
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.
Print scr harry
1) The document discusses improvements made from a preliminary short film task to a final production. This included adding soundtracks and recording voiceovers separately to improve audio quality.
2) Skills like avoiding breaking the 180 degree rule and choosing the best shots through careful editing were better utilized in the final production compared to the preliminary.
3) Shot reverse shots and match on action techniques were deliberately used in both productions but improved upon for the final, and more thought was given to mise-en-scene elements like props, locations, and genre conventions in the final production compared to the preliminary.
Evaluation: Question 7
The document summarizes the learning and improvements from the author's preliminary task to their final opening sequence project. They improved camerawork by using more shot types and better equipment for clearer footage. Lighting and use of tripods enhanced video quality. Music and sound effects were added to set atmosphere. Continuity between filming sessions ensured a cohesive sequence through consistent location, costumes, actors and lighting.
Question 7 Evluation
The producer discusses how the preliminary film title sequence task helped prepare them for the main film production. It helped them learn basic filming and editing skills like camera angles, shots, and creating titles. While the preliminary location and costumes were limited, it helped them realize areas to improve for the final project, such as choosing a location that better fit the dark theme. The preliminary also helped them learn editing software and basic effects, but they gained more experience with lighting, color correction, and advanced effects for the final product.
Eval3 ppt
The filmmakers successfully observed cinematography conventions like continuity, match on action, and the 180-degree rule when filming their thriller. While they had to change locations, they reworked their storyboard and shooting script, which helped filming go smoothly. They also made some creative changes but ultimately kept most of the original plan. Their tight schedule required efficient use of time, which they managed well through preparation and experience. Learning from mistakes on a preliminary task, they improved areas like camera settings and planning shots. The crew assigned roles and communicated collaboratively while filming, and they organized actors, locations, costumes, and props with respect and preparation.
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.
Task 7
This document summarizes what was learned from creating a preliminary film task to the full opening title sequence product. It identifies issues with framing, match cuts, title credits, and acting in the preliminary task. For the full product, the group learned to improve framing by being more aware of backgrounds, properly execute match cuts, add professional title credits over moving images with credits for all, and take the acting more seriously by staying in character. Examples are provided to demonstrate improvements made from the lessons learned.
Task 7
In the progression from the preliminary task to the full product, the document discusses several areas of improvement. For framing, the preliminary task had shots where other groups could be seen in the background, but the group learned better framing for the official opening. With match cuts, the preliminary task had some bad examples, but reviewing the footage helped improve match cuts. The preliminary titles were shown without sound or music on a blank screen and didn't credit all involved, but the group learned to put titles over moving images in After Effects. For acting, one actor smiled during a serious scene in the preliminary task, but the group learned the importance of staying serious for the official opening.
Question 7
The document discusses what was learned from creating a preliminary task and final film project. It describes improvements in camera skills, continuity, and acting. More planning was required for the final film, including schedules, storyboards, and costume/location planning. Different camera angles were used to represent characters. Editing the final film was easier since the software was now familiar and more planning had been done. Overall, comparing the preliminary and final projects shows the growth and improvements that occurred.
Task 7
This document summarizes what was learned from creating a preliminary film task to the full opening title sequence product. It discusses lessons learned regarding framing, match cuts, title credits, and acting. For framing and match cuts, examples of issues in the preliminary task are given along with improvements shown in the final product. For title credits, it was learned that credits can go over moving images using After Effects. Regarding acting, it was realized that taking the roles seriously is important for the final product.
Introduction to the preliminary task
This document provides an introduction and overview of a group's preliminary task for their media studies course. The task involved filming a scene with a character opening a door, crossing a room, sitting down, and exchanging dialogue with another person. They were to demonstrate techniques like match on action, shot/reverse shot cuts, and following the 180 degree rule. Each group member took on different roles like operating the camera, being the main actress, or the second actress. The document then explains how they implemented these techniques and what they learned about using digital cameras and Adobe Premiere to film and edit the scene together. It concludes by discussing the strengths and weaknesses of their preliminary task work.
Evaluation activity 7
In comparing their preliminary task to the final product, the document discusses several key areas of improvement:
1) A wider range of camera shots and movements were used in the final product compared to only a few stationary shots in the preliminary task.
2) Better understanding and application of techniques like shot composition, the 180-degree rule, lighting, editing, and shot reverse shots improved the flow and engagement of the final product.
3) Valuable lessons were learned around efficiently incorporating different shots and camera movements, adhering to filming rules, and ensuring shots flowed coherently through editing.
Sound journal
The document discusses the role of sound in film and the sound design process for a student film project. It covers dividing roles for working on diegetic and non-diegetic elements, recording dialogue with the actor, balancing sound levels in editing, choosing scores to set emotion, and using sound effects to add realism. Overall, sound was a key component and the filmmakers took precautions during filming and put in significant time and effort to maximize the sound design's potential.
Question 7
The preliminary task was not as polished as the final film due to lack of experience and planning. While the preliminary task provided an overview, the final film showed more variety in shots, locations, and quality of camerawork and acting. Planning and editing improved greatly between the two projects, though more organization was still needed for the final film. Overall, the filmmaker learned valuable skills in camerawork, editing, and planning that will help with future projects.
AS Media Evaluation question 7.pptx
The document compares the filmmaker's preliminary tasks to their final film, Repressed. For their preliminary tasks, they focused on basic techniques like using different fonts, shots, and locations. Their editing consisted of simple cuts and match on action. By contrast, Repressed had more advanced elements - it used varied shots like mid shots and close ups, multiple locations, a more developed narrative, and complex editing techniques like continuity editing and eyeline matches. Drawing on lessons from their preliminary work, the filmmakers produced a higher quality final project with a stronger narrative, visuals, and editing.
Question 7
For a school project, the student created a preliminary 2-minute scene from Sherlock with a group of 4 classmates. This allowed them to gain experience using filming equipment and editing software. However, the group lacked organization and a leader. For the main project, the student was placed in a new group. They immediately assigned roles like director and scriptwriter based on strengths. Having clear roles made the process more efficient. The student learned that good leadership is important for team success in film projects.
Film person’s journal
Kiren and Sara divided camerawork responsibilities for their short film. They worked well as a team and completed all necessary shots using a variety of camera angles and techniques. During filming, some shots were out of focus or unnecessary, so they refilmed two scenes. While challenges occurred, their teamwork and creativity led to a successful final production, and the experience will help them improve for their next project.
Task 7 - media evaluation
The document discusses what the author has learned from their preliminary task to their full product task. They discuss improvements in using a tripod, utilizing a variety of shots and angles to keep audiences interested and maintain continuity. Editing skills like layering clips, adding titles and color correcting improved. More focus was given to mise-en-scene elements like location, props, costumes, lighting and expressions to fit the thriller genre. Sound design was expanded to build tension. Matching shots on action was done more realistically. Research and planning was more extensive for the full product.
Evaluation Question Seven
1. The author learned that planning and research are important when creating a full product compared to a preliminary task. The opening sequence showed the benefits of planning through lighting, camera angles, and other elements.
2. Lighting was not considered for the preliminary task, but care was taken to use natural lighting for the opening sequence.
3. Camera angles and shots were more creative and thoughtful in the opening sequence compared to the preliminary task, which only used tripods.
The creation process of our mockumentary - The Rare Life Of The Hengrovian Bo...
Bonnie Hartrey was asked to create a mockumentary about the life cycle of a hengrovian bog newt within two hours, but was given an additional two hours due to issues recording footage. Hartrey found editing the easiest part as she had experience using the editing program. The main challenge was getting consistent camera shots as the model was squashed, making it hard to recreate. Hartrey was reasonably happy with the final product but felt it could be improved as the ending felt rushed with less relevant sound effects and narration compared to the beginning.
Evaluation Question 7
The document discusses what was learned from completing a preliminary editing task and how those skills were applied to a later full project. Specifically:
The preliminary task taught fundamental editing skills like the 180-degree rule and how to add effects like sound design. For the full project, they were able to properly apply continuity editing principles and use different camera angles and shots to better engage the audience. Completing the preliminary task helped provide hands-on experience that could be transferred to future, more advanced editing work.
Evaluation Question 7
The document discusses what was learned from completing a preliminary editing task and how those skills transferred to a later full project. Specifically:
- The preliminary task taught fundamental editing skills like the 180-degree rule and how to add effects like sound effects.
- These skills were applied to the later project, allowing them to properly implement techniques like camera angles and transitions to better engage the audience.
- Editing techniques from the preliminary experience like matching shots and using different shots were utilized to improve the full project.
Main task pitch
A psychological thriller opening sequence is pitched that follows a woman, Laura Moore, running away from danger. She escapes from a man who had captured and tortured her. The sequence will include flashbacks to reveal what she is fleeing from. It will culminate with her missing a train at the station and seeing her captor on the opposite platform looking at her. Low-key lighting, dramatic music, and a character chase will be used to create tension and immerse the audience.
As Media Studies Pitch
The document provides a pitch for a 2-minute opening sequence for a psychological thriller film called "Paralysis". The sequence will introduce the main character, a teenage girl who suffers from sleep paralysis. It will show her experiencing an episode of sleep paralysis in which she dreams an intruder is in her house. Upon waking, she will discover things have been moved, hinting someone may actually be there. The sequence aims to set up the plot and leave the audience wondering if it was just a dream or reality. Locations, characters, genre conventions, and creative choices for filming and editing are discussed to bring this sequence to life convincingly.
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Evaluation: Question 7
The document summarizes the learning and improvements from the author's preliminary task to their final opening sequence project. They improved camerawork by using more shot types and better equipment for clearer footage. Lighting and use of tripods enhanced video quality. Music and sound effects were added to set atmosphere. Continuity between filming sessions ensured a cohesive sequence through consistent location, costumes, actors and lighting.
Question 7 Evluation
The producer discusses how the preliminary film title sequence task helped prepare them for the main film production. It helped them learn basic filming and editing skills like camera angles, shots, and creating titles. While the preliminary location and costumes were limited, it helped them realize areas to improve for the final project, such as choosing a location that better fit the dark theme. The preliminary also helped them learn editing software and basic effects, but they gained more experience with lighting, color correction, and advanced effects for the final product.
Eval3 ppt
The filmmakers successfully observed cinematography conventions like continuity, match on action, and the 180-degree rule when filming their thriller. While they had to change locations, they reworked their storyboard and shooting script, which helped filming go smoothly. They also made some creative changes but ultimately kept most of the original plan. Their tight schedule required efficient use of time, which they managed well through preparation and experience. Learning from mistakes on a preliminary task, they improved areas like camera settings and planning shots. The crew assigned roles and communicated collaboratively while filming, and they organized actors, locations, costumes, and props with respect and preparation.
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.
Task 7
This document summarizes what was learned from creating a preliminary film task to the full opening title sequence product. It identifies issues with framing, match cuts, title credits, and acting in the preliminary task. For the full product, the group learned to improve framing by being more aware of backgrounds, properly execute match cuts, add professional title credits over moving images with credits for all, and take the acting more seriously by staying in character. Examples are provided to demonstrate improvements made from the lessons learned.
Task 7
In the progression from the preliminary task to the full product, the document discusses several areas of improvement. For framing, the preliminary task had shots where other groups could be seen in the background, but the group learned better framing for the official opening. With match cuts, the preliminary task had some bad examples, but reviewing the footage helped improve match cuts. The preliminary titles were shown without sound or music on a blank screen and didn't credit all involved, but the group learned to put titles over moving images in After Effects. For acting, one actor smiled during a serious scene in the preliminary task, but the group learned the importance of staying serious for the official opening.
Question 7
The document discusses what was learned from creating a preliminary task and final film project. It describes improvements in camera skills, continuity, and acting. More planning was required for the final film, including schedules, storyboards, and costume/location planning. Different camera angles were used to represent characters. Editing the final film was easier since the software was now familiar and more planning had been done. Overall, comparing the preliminary and final projects shows the growth and improvements that occurred.
Task 7
This document summarizes what was learned from creating a preliminary film task to the full opening title sequence product. It discusses lessons learned regarding framing, match cuts, title credits, and acting. For framing and match cuts, examples of issues in the preliminary task are given along with improvements shown in the final product. For title credits, it was learned that credits can go over moving images using After Effects. Regarding acting, it was realized that taking the roles seriously is important for the final product.
Introduction to the preliminary task
This document provides an introduction and overview of a group's preliminary task for their media studies course. The task involved filming a scene with a character opening a door, crossing a room, sitting down, and exchanging dialogue with another person. They were to demonstrate techniques like match on action, shot/reverse shot cuts, and following the 180 degree rule. Each group member took on different roles like operating the camera, being the main actress, or the second actress. The document then explains how they implemented these techniques and what they learned about using digital cameras and Adobe Premiere to film and edit the scene together. It concludes by discussing the strengths and weaknesses of their preliminary task work.
Evaluation activity 7
In comparing their preliminary task to the final product, the document discusses several key areas of improvement:
1) A wider range of camera shots and movements were used in the final product compared to only a few stationary shots in the preliminary task.
2) Better understanding and application of techniques like shot composition, the 180-degree rule, lighting, editing, and shot reverse shots improved the flow and engagement of the final product.
3) Valuable lessons were learned around efficiently incorporating different shots and camera movements, adhering to filming rules, and ensuring shots flowed coherently through editing.
Sound journal
The document discusses the role of sound in film and the sound design process for a student film project. It covers dividing roles for working on diegetic and non-diegetic elements, recording dialogue with the actor, balancing sound levels in editing, choosing scores to set emotion, and using sound effects to add realism. Overall, sound was a key component and the filmmakers took precautions during filming and put in significant time and effort to maximize the sound design's potential.
Question 7
The preliminary task was not as polished as the final film due to lack of experience and planning. While the preliminary task provided an overview, the final film showed more variety in shots, locations, and quality of camerawork and acting. Planning and editing improved greatly between the two projects, though more organization was still needed for the final film. Overall, the filmmaker learned valuable skills in camerawork, editing, and planning that will help with future projects.
AS Media Evaluation question 7.pptx
The document compares the filmmaker's preliminary tasks to their final film, Repressed. For their preliminary tasks, they focused on basic techniques like using different fonts, shots, and locations. Their editing consisted of simple cuts and match on action. By contrast, Repressed had more advanced elements - it used varied shots like mid shots and close ups, multiple locations, a more developed narrative, and complex editing techniques like continuity editing and eyeline matches. Drawing on lessons from their preliminary work, the filmmakers produced a higher quality final project with a stronger narrative, visuals, and editing.
Question 7
For a school project, the student created a preliminary 2-minute scene from Sherlock with a group of 4 classmates. This allowed them to gain experience using filming equipment and editing software. However, the group lacked organization and a leader. For the main project, the student was placed in a new group. They immediately assigned roles like director and scriptwriter based on strengths. Having clear roles made the process more efficient. The student learned that good leadership is important for team success in film projects.
Film person’s journal
Kiren and Sara divided camerawork responsibilities for their short film. They worked well as a team and completed all necessary shots using a variety of camera angles and techniques. During filming, some shots were out of focus or unnecessary, so they refilmed two scenes. While challenges occurred, their teamwork and creativity led to a successful final production, and the experience will help them improve for their next project.
Task 7 - media evaluation
The document discusses what the author has learned from their preliminary task to their full product task. They discuss improvements in using a tripod, utilizing a variety of shots and angles to keep audiences interested and maintain continuity. Editing skills like layering clips, adding titles and color correcting improved. More focus was given to mise-en-scene elements like location, props, costumes, lighting and expressions to fit the thriller genre. Sound design was expanded to build tension. Matching shots on action was done more realistically. Research and planning was more extensive for the full product.
Evaluation Question Seven
1. The author learned that planning and research are important when creating a full product compared to a preliminary task. The opening sequence showed the benefits of planning through lighting, camera angles, and other elements.
2. Lighting was not considered for the preliminary task, but care was taken to use natural lighting for the opening sequence.
3. Camera angles and shots were more creative and thoughtful in the opening sequence compared to the preliminary task, which only used tripods.
The creation process of our mockumentary - The Rare Life Of The Hengrovian Bo...
Bonnie Hartrey was asked to create a mockumentary about the life cycle of a hengrovian bog newt within two hours, but was given an additional two hours due to issues recording footage. Hartrey found editing the easiest part as she had experience using the editing program. The main challenge was getting consistent camera shots as the model was squashed, making it hard to recreate. Hartrey was reasonably happy with the final product but felt it could be improved as the ending felt rushed with less relevant sound effects and narration compared to the beginning.
Evaluation Question 7
The document discusses what was learned from completing a preliminary editing task and how those skills were applied to a later full project. Specifically:
The preliminary task taught fundamental editing skills like the 180-degree rule and how to add effects like sound design. For the full project, they were able to properly apply continuity editing principles and use different camera angles and shots to better engage the audience. Completing the preliminary task helped provide hands-on experience that could be transferred to future, more advanced editing work.
Evaluation Question 7
The document discusses what was learned from completing a preliminary editing task and how those skills transferred to a later full project. Specifically:
- The preliminary task taught fundamental editing skills like the 180-degree rule and how to add effects like sound effects.
- These skills were applied to the later project, allowing them to properly implement techniques like camera angles and transitions to better engage the audience.
- Editing techniques from the preliminary experience like matching shots and using different shots were utilized to improve the full project.
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The creation process of our mockumentary - The Rare Life Of The Hengrovian Bo...
The creation process of our mockumentary - The Rare Life Of The Hengrovian Bo...
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Main task pitch
A psychological thriller opening sequence is pitched that follows a woman, Laura Moore, running away from danger. She escapes from a man who had captured and tortured her. The sequence will include flashbacks to reveal what she is fleeing from. It will culminate with her missing a train at the station and seeing her captor on the opposite platform looking at her. Low-key lighting, dramatic music, and a character chase will be used to create tension and immerse the audience.
As Media Studies Pitch
The document provides a pitch for a 2-minute opening sequence for a psychological thriller film called "Paralysis". The sequence will introduce the main character, a teenage girl who suffers from sleep paralysis. It will show her experiencing an episode of sleep paralysis in which she dreams an intruder is in her house. Upon waking, she will discover things have been moved, hinting someone may actually be there. The sequence aims to set up the plot and leave the audience wondering if it was just a dream or reality. Locations, characters, genre conventions, and creative choices for filming and editing are discussed to bring this sequence to life convincingly.
Main task pitch
The document outlines a pitch for a psychological thriller film titled "The Escape." It describes the plot, which follows a female character named Laura Moore running away from danger and constantly flashing back to what she is escaping from - a man who had captured and tortured her. The key locations are the house where she was held captive and the train station where she arrives but misses her train as the man who was chasing her appears on the platform. The structure begins with Laura escaping, includes flashbacks of her capture, and ends with her missing the train as the man sees her on the platform.
Task 2
The document discusses how the media product represents particular social groups through its use of mise en scene, camerawork, and editing. It shows the main female character as a stereotypical teenage girl through her bedroom décor and clothing. The antagonist is portrayed as the stereotypical villain by wearing black and hiding in the shadows. While the characters' ages differ from typical psychological thrillers, other conventions like these are followed to represent the genre.
Task 3 film distibution
This document discusses film distribution and potential options for distributing a psychological thriller film. It identifies several major film distribution companies like Newmarket Films, Kaleidoscope Film Distribution, and Disney Pictures. Newmarket or Kaleidoscope would be good fits given they have experience distributing similar genre films. Marketing strategies like releasing around Halloween and creating trailers and posters on social media are also discussed. Both UK and US distribution is recommended given the film's British setting and popularity of psychological thrillers in the US.
Media Evalutaion task 3 lauren
This document discusses distribution options for an independent film. It explains that an independent film would likely be distributed by an independent film company rather than a major Hollywood studio due to its lower budget. The document suggests that Fox Searchlight Pictures could be a suitable distributor as they have distributed similar psychological thriller films in the past. It proposes marketing the film through an online campaign on social media platforms and a platform release strategy in key areas initially.
Task 7
In the progression from the preliminary task to the full product, the student learned to improve continuity, matching shots better through more practice with editing software. Additional improvements in the full product included adding sound effects and music, using visual effects and varied camera angles to engage audiences more, and employing different shot types like close-ups for more variety.
Task 6
The document discusses several pieces of technology used in the production process, including a Canon camcorder for filming, Apple Macs for planning, editing, and uploading the final piece, an Apple iPhone to record ambient sounds, a tripod to stabilize camera shots during filming, and software like Final Cut Pro, Premiere Pro, SurveyMonkey, Mahara, YouTube Annotations, and GarageBand. The document provides details on what each technology was used for and the writer's experience using technologies they were less familiar with.
Task 6
The document discusses various tools and software that the author used to create a film project. It describes learning how to use Final Cut Pro X for editing, DaFont for finding fonts, YouTube for finding copyright-free music, GarageBand for creating soundtracks, and voice memos for recording foley sounds. The author also discusses gaining experience using a camera, tripod, iMac, and iPhone voice recordings while working on the film project.
Media Evaluation Task 2 lauren
The document discusses how the film project represents various social groups through its characters and story. The main character is a teenage girl suffering from sleep paralysis, representing the social groups of gender (as a female protagonist), age (as a teenager), and mental health (through her condition). The antagonist's gender is presumed male but unidentified. Through props and setting, the film also represents the middle class. Characteristics of both the protagonist and antagonist are shown through aspects of mise-en-scene like costumes, lighting, actors, and makeup/hair. The camerawork and editing are used to convey the protagonist's mental state and vulnerability. Both characters are depicted as typical teenagers through stereotypes about their laziness, messy rooms, and
Media task 3
An independent film distributor would be best suited to distribute the media product because the film is more of an indie production rather than a large Hollywood film. Independent distributors focus on specific genres and have experience distributing low-budget films. Several options for funding could also come from government programs or lottery funds in Britain. If the film is distributed through these sources and an independent distributor, it will help the media product reach the target audience and potentially find success.
Media eval task3
The document discusses potential media institutions for distributing an independent media product. Based on the research presented, the document recommends an independent distributor would be the best option. Independent distributors specialize in specific genres and styles suited for independent films. While self-distribution is challenging, combining it with other marketing strategies could work for reaching the intended target audience. The document analyzes different distribution methods and companies before concluding an independent distributor would provide the best pathway for distributing the described media work.
Genre Research: Thrillers
Thrillers tell stories of protagonists battling antagonists through suspense and excitement. They often involve plot twists and non-stop action. A psychological thriller was chosen as the sub-genre. Characteristics include jump cuts, camera angles, music to build tension, shadows, and montage editing. Thrillers are usually set in ordinary cities and suburbs and involve a protagonist restoring order against a secretly vengeful antagonist. Effective thrillers build tension through a chain of bad events culminating in a climactic resolution of justice.
Task 3
Our film would be most likely to interest smaller British distribution companies like Curzon Artificial Eye, as major studios tend to focus on blockbusters and not independent films. Curzon Artificial Eye specializes in distributing British films and films with horror and thriller elements like ours.
The film would appeal to UK audiences because of its British cast and UK setting, and also to international audiences given the global popularity of the psychological thriller genre.
Some marketing strategies could include creating social media pages, a film trailer, and submitting the film to film festivals like the Edinburgh International Film Festival to generate interest. The film would be well suited to a Halloween release period alongside other horror films.
Media collage
The document discusses the student's experiences learning to use various software programs and equipment for the first time in creating a media project opening. It describes struggles in the beginning with Final Cut Pro X, Mahara, GarageBand, and using an iMac but becoming more proficient over time. Voice memos on an iPhone were used to record sound effects, and Freesound, YouTube, and Art of the Title provided inspiration. The student learned skills like adding filters, editing color and sound, and blending frames together in Final Cut Pro X.
AS Media pitch
The document provides a pitch for a 2-minute opening sequence for a psychological thriller film called "Paralysis". The sequence will introduce the main character, a teenage girl who suffers from sleep paralysis. It will show her experiencing an episode of sleep paralysis in which she dreams an intruder is in her house. Upon waking, she will discover things have been moved, hinting someone may actually be there. The sequence aims to set up the plot and leave the audience wondering if it was just a dream or reality. Locations, characters, camerawork, editing and other cinematic techniques are discussed to effectively portray the genre.
AS Media Pitch
The document provides a pitch for a 2-minute opening sequence for a psychological thriller film called Paralysis. The sequence will introduce the main character, a teenage girl who suffers from sleep paralysis. It will show her experiencing an episode of sleep paralysis in her dreams. Upon waking, she will notice strange changes in her home and realize someone else is in the house. The climax will see her having another paralysis episode while trying to escape, waking to find it may not have been a dream after all. The pitch discusses the planned locations, story structure, representations, filming techniques, and influences to set up the psychological elements of the genre.
Sound lesson 2011
The document discusses sound in media studies and analyzes the sounds used in the film Arlington Road. It defines key sound terminology such as diegetic and non-diegetic sound, and explains how sound can be used to create meaning, represent characters, set locations and periods, parallel action, and establish atmosphere. Students are asked to note the diegetic and non-diegetic sounds in a clip from Arlington Road, and to create their own soundtrack for a sequence that includes both types of sounds.
G322 Camerawork lesson slides 2013
The document provides instructions for a media studies assignment on textual analysis and representation, asking students to identify at least 6 shot types and 3 types of camera movement used in TV dramas, and explain their effects. It also provides resources on technical aspects of moving images and examples of shots to help students complete the tasks. Students are assigned homework to create a crossword linking shot types and camera movements to their effects.
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Similar to Task 7
Question 7 evaluation
In the preliminary task, the group created a brief storyboard and planned basic shots and edits but did not plan mise-en-scene or sound. For the final product, they did significantly more planning including casting, locations, and script drafts. They also practiced shots and researched other films. The group communicated well for the preliminary task but poorly for the final product, making the work more difficult. Through both tasks, the student learned about using different camera shots, angles, and movements to create specific effects, and improved at skills like matching shots, transitions, and incorporating music to build tension.
Evaluation 7
The document compares the student's preliminary film project to their final thriller product. It notes that the preliminary had limited planning time, while the final product benefited from weeks of pre-production planning. This allowed for improved organization, filming, and editing. While some shots and elements were carried over, the student aimed to improve focus, sound, and flow based on lessons from the preliminary experience. The preliminary also helped develop editing skills that enhanced the quality of the final thriller opening.
Evaluation question 7
The document provides an evaluation of improvements made from a preliminary editing task to the final production. Six key areas are discussed:
1) Proper use of the 180 degree rule, mise-en-scene, match on action, focus pull, shot reverse shot, and camera work improved the continuity and professionalism of the final product compared to the preliminary task.
2) Lighting was used more effectively to set the proper mood, with dark colors creating an evil feeling in the opening sequence and cloudy outdoor lighting suiting a thriller genre.
3) Unwanted items were removed from shots and the shots were better organized and planned in the final version after learning mistakes made in the preliminary task.
Question 7
1) The document discusses the progression from the author's preliminary task to their full product. It describes the shots and techniques used in the preliminary task, including match on action, 180 degree rule, and shot/reverse shot.
2) It analyzes mistakes made with the 180 degree rule in the preliminary task. Editing was done using iMovie to trim clips and ensure matching action.
3) Lessons learned from the preliminary task that were applied to the final opening included properly implementing match on action, 180 degree rule, shot types and editing techniques in iMovie like fast-paced cutting. The quality between the preliminary task and final cut showed clear progression.
Evaluation activity 7
The preliminary production and final production were very different due to differences in location and shot types. While the preliminary used a close-up over-the-shoulder shot, the final production opted for a wider long shot to better showcase the new location. Both productions maintained the 180-degree rule to appear professional. Match on action was primarily used in the preliminary but was also employed in the final production when transitioning between rooms.
Evaluation activity 7
The preliminary production and final production were very different due to differences in location and shot types. While the preliminary used a close-up over-the-shoulder shot, the final production opted for a wider long shot to better showcase the new location. Both productions maintained the 180-degree rule to appear professional. Match on action was primarily used in the preliminary but the technique was also applied to a scene change in the final production.
Evaluation activity 7
The preliminary production and final production were very different due to differences in location and shot types. While the preliminary used a close-up over-the-shoulder shot, the final production opted for a wider long shot to better showcase the new location. Both productions maintained the 180-degree rule to appear professional. Match on action was primarily used in the preliminary but the technique was also applied to a scene change in the final production.
Evaluation
The document discusses the learning and progression between a preliminary task and final product for a film project. Key learnings included reducing the cast to improve focus, using titles that related to the content and audience, incorporating effects like lighting and shadows to create atmosphere, varying shots from different angles and levels to make the final product more interesting, improving match on action between shots, properly organizing equipment like tripods, learning computer editing software which led to much smoother editing, and developing a positive mental attitude to produce a higher quality final 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.
Evaluation question 7-Shauna
Continuity, the 180 degree rule, match on action, shot/reverse shot techniques, and mise-en-scene were areas the document identifies for improvement in cinematography skills. The preliminary task revealed issues like an unsteady camera, lack of shot variety, and costumes not suiting the scene. The diagnosis summarizes how the opening sequence applied lessons learned - using a tripod, wider shot selection motivated by meaning, and costumes fitting the character. Research into film techniques and examples supported developing a polished opening sequence adhering to genre conventions.
Question 7 2.0
We learned several film techniques from creating our preliminary short film that we then applied to our full thriller opening project. Specifically, we learned how to properly implement match on action, the 180-degree rule for shots, and shot/reverse shot editing. For our opening, we carefully applied match on action during a character's movement, used the 180-degree rule for establishing shots, and did shot/reverse shot editing for a conversation. We also learned editing skills like trimming clips and adding transitions using iMovie, which we then utilized more advanced for our opening's fast-paced scenes and layered sound effects. Comparing our preliminary task to the final opening shows clear improvement and how much we progressed in applying what we learned.
Eq 7
The document compares the learner's preliminary media project to their full final product. For the preliminary task, the learner and their team planned shots but faced difficulties with continuity in editing and inconsistencies in mise-en-scene. For the final product, the learner gained experience using Final Cut Pro software, felt more confident trying different camera techniques, and learned to incorporate voiceovers, sound, filters, and credits more effectively. Overall, the learner felt they improved their camera skills, editing abilities, and time management for complex media projects through this learning experience.
Evaluation Task 7
The document summarizes the key differences between the student's preliminary task film and their final opening sequence film. Some of the main things learned were improved use of shots, camera angles, lighting, editing techniques, effects, planning, and sound design. The preliminary task was very basic and unengaging, while the final cut made much better use of techniques like match on action, continuity, and montage to create a more professional, engaging, and effective opening sequence for their thriller film.
Question 7
The student felt they learned more from creating the full product compared to the preliminary task. For the prelim, planning was brief and they followed a script without adding their own ideas. For the final product, they researched genres by watching movies and developed their own idea. Their filming and editing skills also improved from learning techniques like shot types, smoothing transitions, and using sound editing. Overall, they learned to plan more thoroughly and developed technical skills to create a higher quality final product.
Question 7 – looking back at your preliminary
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.
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.
Evaluation Question 7
The document discusses the progression from a preliminary task to a full film opening product. It notes that the preliminary task helped learn basic camera and editing skills but involved limited planning and creativity. More complex skills like varied camera shots, in-depth planning with storyboards and scripts, extensive research, and improved production elements like lighting, costumes, and sound design were incorporated into the film opening. Overall, the preliminary task provided foundational experience that supported creating a higher quality final product with the film opening.
evaluation q7. genice john-lewis media
The document discusses the differences between a preliminary and final product for a film opening scene. It describes the improved use of shot types, editing, sound, and titles in the final version. Researching the thriller genre and getting audience feedback helped enhance the suspense. Learning from the preliminary investigation allowed for better camerawork, editing, and use of various shots in the final opening, which successfully captured the audience's attention through conventions of the thriller genre.
Question 7
The document discusses lessons learned from a preliminary continuity editing task that was then applied to a final opening sequence product. Specifically, it discusses: (1) Using more match-on-action shots which worked well in both the preliminary and final product; (2) Improving the crossing of the 180 degree rule with a steadier camera maneuver; and (3) Gaining more control over color and lighting through correcting in post-production rather than using white balance settings. The preliminary task helped identify techniques to use, improve, and avoid.
Task 7
The document discusses improvements made from a preliminary film project to the main task film project. It describes how the filmmakers demonstrated better camerawork skills through more focused shots, improved use of mise-en-scene to create meaning, used lighting and props more effectively to fulfill genre conventions, chose more suitable camera angles, and greatly improved editing skills through more advanced use of effects, transitions, and sound editing. The filmmakers were able to apply lessons learned to create a stronger opening sequence that better established characters, tone, and plot.
Similar to Task 7 (20)
More from keziaHlad99
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.
Media collage
The document discusses the student's experience using various multimedia tools for the first time to create an opening scene for a media project. It describes learning to use Final Cut Pro, GarageBand, Voice Memos, YouTube, and an iMac while editing footage, recording sound effects, adding music, and color correcting frames. The student found some tools like the iMac difficult to learn at first but got better with practice. Overall the process helped the student learn new skills that can be applied to future projects.
Media collage
This document summarizes the learning experience of editing an opening scene using an iMac. The author struggled at first due to lack of experience with Mac and iMovie software. Over time, the author learned how to perform various editing tasks like adding filters, cutting clips, color correcting, and adding sound. They also found it difficult to match lighting between clips and ended up using color correction instead of their initial filter approach. Overall, the author feels they gained valuable skills that can be applied to future projects.
Media eval task3
The document discusses distribution strategies for independent films. It suggests that an independent distributor would best suit the narrator's psychological thriller film. Independent distributors specialize in specific genres and have experience distributing low-budget films through film festivals and online marketing. While self-distribution is challenging, the narrator believes combining it with other strategies could work to reach their target audience. In conclusion, an independent distributor or a combination of self-distribution and online marketing are presented as viable options.
Media eval task3
The document discusses different options for distributing a media product. It describes various types of distributors, from large Hollywood studios to independent distributors specialized in particular genres. For a psychological thriller film like the one discussed, the document suggests an independent distributor like Stage 6 Films would be a good fit, as they distribute 10-15 low-budget films per year within that genre. Self-distribution is also discussed but noted as a difficult and risky option, so the document concludes an independent distributor combining various marketing strategies would be the best approach to reach the intended target audience.
Media eval task3
The document discusses different options for distributing an independent film project. It describes various film distribution companies and strategies. Based on the genre of the student's psychological thriller film project, an appropriate distribution partner would be Stage 6 Films, an independent company that specializes in low-budget films. Stage 6 distributes 10-15 films per year, making it a good fit for an independent student project. Marketing strategies like film festivals, posters, and social media could help get the film noticed by its target audience. Overall, an independent distributor is recommended over self-distribution due to the distributor's experience and resources.
As Media pitch(2) 8
The document provides a pitch for a 2-minute opening sequence for a psychological thriller film called "Paralysis". The sequence will introduce the main character, a teenage girl who suffers from sleep paralysis. It will show her experiencing an episode of sleep paralysis in which she dreams an intruder is in her house. Upon waking, she will discover things have been moved, hinting someone may actually be there. The sequence aims to set up the plot and leave the audience wondering if it was just a dream or reality. Locations, characters, camerawork, editing and other cinematic techniques are discussed to effectively portray the genre.
As Media pitch(2) 5
The document provides a pitch for a 2-minute opening sequence for a psychological thriller film called "Paralysis". The sequence will introduce the main character, a teenage girl who suffers from sleep paralysis. It will show her experiencing an episode of sleep paralysis in which she dreams an intruder is in her house. Upon waking, she will discover things have been moved, hinting someone may actually be there. The sequence aims to set up the plot and leave the audience wondering if it was just a dream or reality.
Media pitch(2) 2
Our protagonist, a teenage girl, suffers from sleep paralysis. In the opening scenes, she has a dream about a traumatic event from her past. She then wakes up but finds things amiss in her house, indicating she is not alone. During one of her paralysis episodes while trying to escape the intruder, she wakes and realizes it may not have been a dream after all. The key dramatic moment comes when she discovers someone is in her house trying to harm her.
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Task 7
- 1. Match on action shot from preliminary task Match on action shot Paralysis opening When we were doing the preliminary task we didn't really know the course or the techniques all that well and this can be seen in our work. The first two screen grabs are from our prelim task and in my opinion this was a very good match on action first shot as it shows the action and the exact movement after. In our final media opening we used a match on action shot to show the movement of the main character getting up. Although you cannot see the screen grab all that well it still shows the match on action shot. We wanted to try something different from when we did the prelim task as I would have never thought that we would be able to do a lying down match on action shot, but we have and I think that it matches the scene perfectly and shows our development as we tried something difficult and tried our best even though it could have been better I still think that we showed a technique that no ones else showed in their work making it unique. From looking at the prelim task I can see the difference in our work in a good way as we have showed improvement in technique although I do think that we could have tried a little harder to get a clear match on action within our opening but that might just be because of the acting and the fact that it is distracting in this scene so it takes it away from the technique. Comparing Prelim task with our new media product. How have you showed development through your work?
- 2. 180* angle in Preliminary task Mid shot of both characters at the end of the opening In the prelim task we used a 180* rule to show when each character was talking. As this was the first time filming an 180* angle we had to think it over as the diagram that we used to look at was two people siting across from each other and in our prelim task we were siting side by side. I found it very difficult to try and get my head around the way that we were setting it up but in the end we did it and showed the technique in a unique way. On the other hand we did not have any dialogue in our final media product as we saw that there was no need for a 180* angle but instead we used point of view shots and at the very end we made it so that both of the characters can be seen walking towards the camera. Although it is not a 180* angle it is still something that shows that we thought about the shots and proxemics of each scene. Comparing camera angles of the preliminary task and the final media opening.
- 3. Opening of preliminary task Opening of Final media product With our prelim task we made it very simple with a panning long shot establishing the setting/location, but with our media opening we had a company ident and then a panning of the bedroom and main character to establish setting/location and atmosphere. Comparing the prelim task to the media product that we have produced I can see that we have technically become more sensitive to detail within our work which can be seen in the media product as we change the little things to build the opening and atmosphere. Within our media opening we also changed the lighting so that it would look like it was night and to get a certain feel to the opening. In our prelim task we didn't really know how to edit the lighting and put filters on but with our opening we had learnt by then and even though the lighting is different in every scene that is because each frame had a different exposure making it very difficult to make them the same. We also learnt how to make a company ident which one of my group members made and I think that it goes well with the genre and atmosphere that is created through the editing, camera work and sound. From comparing both of the task I can see the development of our work in the media product because there is atmosphere and texture to this one and the other one is almost like it is just a empty film. The sound is also very different as we only used a sound effect for our prelim but with our opening we used background noise, foley sound, soundtrack and recordings. I can see that we have developed in technique and it is shown through our work. Comparing the opening, sound, camera and editing of the prelim task and the final media product.