Task Assessment power_point
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This document provides guidance for students on creating an original film opening for an assessment. It outlines the marking criteria, with 20 marks for research and planning, 60 marks for construction, and 20 marks for evaluation. It warns against using six common cliche openings seen in student films and provides tips for an effective opening sequence. These tips include making sure the opening is not too much like a trailer or short film, has sufficient titles, good sound and lighting, and is not confusing. It encourages students to know the film well and have realistic expectations, keeping the opening simple. Finally, it provides suggestions for making blog posts creative and engaging, such as using Prezi, editing shots, and incorporating different media like images, sound, and writing
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As coursework powerpoint
This document outlines 8 steps for making a film opening: 1) Take stock of the task, assessment, timeframe, and equipment. 2) Set up a blog to document the process. 3) Investigate film openings and student work. 4) Brainstorm ideas and get feedback. 5) Plan shots, locations, storyboards. 6) Shoot the opening. 7) Edit and get feedback on rough cuts. 8) Finalize the edit and submit the opening along with evidence on the blog. The blog should creatively showcase research, planning, production, and editing using a variety of media.
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This document provides guidance for students on creating effective openings for short fiction films. It outlines a 9-step process for planning, shooting, and evaluating the film opening. The steps include researching different opening techniques, brainstorming original ideas, thorough pre-production planning, executing the shoot, editing the footage, and conducting a self-evaluation. Students are advised to thoroughly plan all aspects of the project, document their process, and avoid cliches that are too similar to popular film openings. Paying close attention to details and learning from other works will help students achieve high marks.
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This document provides a 9 step guide for making effective film openings for an assessment task. It discusses the importance of researching existing films and student work, brainstorming original ideas, thorough planning, strong execution of the shoot, careful editing, and reflective evaluation. The steps emphasize skills development, investigating film techniques, maintaining evidence of the process in a blog, gaining feedback, and addressing common student mistakes to achieve high marks.
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The document provides a 9-step guide for students to make effective film openings. It discusses the importance of thorough planning, research, skills development, and keeping evidence of the process. Some key aspects highlighted include investigating genre conventions, narrative techniques, and other student work. Common pitfalls that openings fall into are also outlined. The guide stresses setting clear goals, experimenting, peer feedback, and evaluating the final product based on specific criteria.
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As coursework powerpoint
This document outlines 8 steps for making a film opening: 1) Take stock of the task, assessment, timeframe, and equipment. 2) Set up a blog to document the process. 3) Investigate film openings and student work. 4) Brainstorm ideas and get feedback. 5) Plan shots, locations, storyboards. 6) Shoot the opening. 7) Edit and get feedback on rough cuts. 8) Finalize the edit and submit the opening along with evidence on the blog. The blog should creatively showcase research, planning, production, and editing using a variety of media.
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The document provides a 9-step guide for students to make effective film openings. It discusses the importance of thorough planning, research, skills development, and keeping evidence of the process. Some key aspects highlighted include investigating genre conventions, narrative techniques, and other student work. Common pitfalls that openings fall into are also outlined. The guide stresses setting clear goals, experimenting, peer feedback, and evaluating the final product based on specific criteria.
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This PowerPoint presentation provides guidance on creating effective film openings. It discusses macro and micro conventions to consider, such as genre, narrative, characters, themes, and atmosphere. It recommends researching other successful openings for inspiration. The presentation also offers tips on technical aspects like title design, sound, lighting, framing, and formatting. Students are advised to storyboard their opening and plan shoots carefully to avoid common problems like revealing too much plot or having an inconsistent tone.
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This document discusses different types of film opening sequences. It begins by stating the lesson objectives are to understand the purposes of openings, different approaches, and get inspired for coursework. It then defines two main types of openings as linear, following a chronological order, or non-linear, using random or out of order presentation. Examples of Forest Gump and Se7en are given. Further details explain linear openings introduce scenes and characters clearly while non-linear use themes and details more enigmatically. Students are asked to analyze openings from films like Snatch, Red Lights, and Donnie Brasco to identify similarities, differences, and purposes. Homework is assigned to review more openings like I, Robot and Snake Eyes.
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Film opening
This document provides guidance for students creating a film opening as an assessment task. It outlines 9 steps for the process, including taking stock of the requirements, setting up documentation of the process, building skills in areas like camera work and editing, investigating what makes effective openings, brainstorming ideas, planning shots and logistics, filming, editing, and evaluating the final product. Students are advised to allow time for skill development, planning, filming and editing to create an opening under 2 minutes that stands out.
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Outcomes such as “subscriptions increased by 20%” or “complaints regarding the upload feature reduced to zero” are what makes a real difference in our customers lives and hence to the company’s bottom line. When a team is delivering outcomes like that, there is no denying their performance and hence their value to the company.
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In 2017 Australia’s largest independent game studio, Halfbrick Studios, embarked upon a mission to better understand their customer and experiment their way to renewed success. Fruit Ninja Fight is one of the results of that approach. In 2018 Australia’s largest Telco, Telstra, focused on “co-creation” with their customers through a series of experiments; delivering improved customer satisfaction and faster results than ever before. This presentation shares with you my experiences of working with those two based organisations as they sought to improve their outcomes through Experimentation.
Experimentation from the real world; move from outputs to outcomes
by Andrew Rusling
Outcomes such as “subscriptions increased by 20%” or “complaints regarding the upload feature reduced to zero” are what makes a real difference in our customers lives and hence to the company’s bottom line. When a team is delivering outcomes like that, there is no denying their performance and hence their value to the company.
Delivering outcomes comes from understanding our customers, producing an output that may result in an outcome and then validating if we have achieved the desired outcome. At the very least one of these cycles produces knowledge. The Lean Start-up by Eric Ries, clearly explained this cycle, unfortunately it did not explain clearly how we should design, set up, run or analyse our experiments. I have met many people who agree we should follow the Lean Start-up approach; however, there is rarely any consensus on the experimentation approach that will make it a reality.
In 2017 Australia’s largest independent game studio, Halfbrick Studios, embarked upon a mission to better understand their customer and experiment their way to renewed success. Fruit Ninja Fight is one of the results of that approach. In 2018 Australia’s largest Telco, Telstra, focused on “co-creation” with their customers through a series of experiments; delivering improved customer satisfaction and faster results than ever before.
This presentation shares with you my experiences of working with those two Scrum based organisations as they sought to improve their outcomes through Experimentation.
film main task overview
The document provides instructions for a film task assignment with two parts - a preliminary exercise and main task.
The preliminary exercise involves filming and editing a short scene demonstrating film techniques like match on action, shot reverse shot, and the 180-degree rule. The main task requires students to create the opening titles and sequence of a new fictional film up to 2 minutes long, using original video and audio. The document outlines requirements for research, planning, production and evaluation of the project.
2 choosing subjects
This document discusses finding subjects and developing ideas for documentary films. It provides tips on following your passion, solving problems, making topics personal, asking questions, and going with your gut instincts. It also discusses finding compelling characters, exploring one's unique access, developing story ideas from various sources, testing potential subjects, and avoiding topics one doesn't have direct experience with. The document emphasizes narrowing in on topics that have personal meaning and significance. Overall, it provides guidance on selecting documentary topics and developing early ideas.
You Should Be Standing Here: Learn How To Present a Session
You should know how to present a session. In fact, you should be standing up on the stage where I will be standing while presenting this session. It's not about becoming an industry expert, an MVP or an AWS Community Builder. No, it's about learning how to take an idea to your management team and convince them that you can help the business. It's about teaching new techniques to your peers. It's about expanding your own knowledge on a topic as you prepare a session, present it, and then answer questions. There are very good, career driven, reasons for you to learn to present.
This session will go over how to put together a session. From choosing meaningful titles to putting together abstracts, you'll get the information you need to get started. We'll also cover how to put together a session, demonstrations, and more. We'll also cover how to rehearse to get ready for your session. Finally, we'll cover giving the session, handling questions, hecklers and more.
You should be standing at the front of the room, giving your own session. Please, come here, learn why, and learn how. It will help you in your career.
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Experimentation from the real world; move from outputs to outcomes
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You Should Be Standing Here: Learn How To Present a Session
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The document contains responses from Brendan Hardie to reflection questions about a film project. In the first response, Brendan explains that the film is a drama that represents teenagers feeling vulnerable internally despite putting on a happy face. It exposes the real issue of bullying. The second response discusses how the film sequence engages audiences aged 13 and up by exposing vulnerability and ending on a cliffhanger. Brendan would initially distribute it to a few schools to inform people that bullying hurts. The third response outlines how the project helped Brendan's production skills by bringing his ideas to life with actor input, focusing on lighting, and finding the right makeup for a scene involving self-harm. The final response lists the technologies used
Reflection Questions By: Brendan Hardie
This document contains the responses to reflection questions about a student film project on bullying.
In response to the first question, the student explains that their opening sequence represents how teens often feel internally but hide their true feelings from others. It shows how one person can see through the facade and help when others are in pain.
For the second question, the student notes their sequence engages audiences aged 13 and up by exposing vulnerability. The video could be used in schools to illustrate the harms of bullying.
The third question response describes how the filmmaking process helped the student learn new techniques like lighting and special effects makeup.
The final answer lists the technologies integrated like a microphone, camcorder, editing software
My Planning.ppt
This document provides planning details for a short film titled "Sparkle". It outlines the shooting schedule, script, locations, participants and health and safety considerations. The 16 scene script summary depicts Megan being bullied at school and home, cutting herself, and then meeting a new neighbor Jake who notices her cuts and wants to get to know her better. Credits are provided for the various film roles and departments.
My Planning
This document outlines the planning for a short film titled "Sparkle". It includes a shooting schedule, script details for 16 scenes, information on locations, participants, and health and safety. The title cards and credits for each scene are also provided. The film will follow a girl named Megan who is being bullied and cuts herself, until a new boy at school named Jake notices and tries to befriend her.
Pitch Task
This document provides examples of film pitches in 25 words or less, as is common practice in Hollywood. It also assigns students to write two pitches of their own for potential film projects and present them to the instructor. Students will then select one pitch to develop into a short film opening for a final assignment. They are also asked to create a blog post summarizing the pitch lesson, their two pitches, feedback from the instructor, and the pitch chosen for their final project.
P itch power_point
This document provides examples of film pitches in 25 words or less, as is common practice in Hollywood. It defines a film pitch as encapsulating an idea for a movie in 25 words or one sentence. Examples are given for the films Gladiator and Egomania that meet this criteria. Additional example pitches are given for the films The Cleaner and Shoeless Joe that are 24 words or under. Further instructions are provided for an assignment requiring students to write two original film pitches of 25 words or less to present in a pitch meeting to choose one for a final project. Students must then write a blog post summarizing the pitch lesson, their two pitches, details from the meeting, and the pitch chosen.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
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#فهم_ماكو_درخ
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Task Assessment power_point
- 1. Task and Assessment Titles and opening of an original fiction film up to 2 minutes 20 marks Research and Planning 60 marks Construction 20 marks Evaluation
- 2. Avoid these Cliche Openings: Six most common student film openings • Saw: victim tied up in shed • Scream: hooded stalker follows female victim • Waking up: clean teeth, brush hair, leave house • Se7en: killer sticks knife in polaroid photos • Lock, Stock: gangsters play cards • Flashback or Flash forward
- 3. Most common problems--review your Opening Sequence to make sure you don’t have any of these problems • Looks more like a trailer or a short film • Insufficient titles • Poor sound, poor lighting • Confusing • Uses one of the six common openings
- 4. Film Opening Task • Know the film but make the opening • Realistic expectations • K-I-S-S it: Keep it simple stupid
- 5. Ways to make your blog posts creative/engaging • Prezi’s, scribd • Edit shots • Scanned images of your notes, diary, texts, e-mails • ‘Test’ video/focus group videos/videos that inspire your idea • Images of your group working/images that inspire you • Soundcloud, Flipsnap, Slideshare • Writing • and many many more Examiners want to see you engage in many types of media