Technical skill and assessment
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Tim Loe learned how to use a steady-cam, which allowed for smoother tracking shots and unique camera movements compared to a fixed tripod. While the production went well, the audio quality suffered from wind noise and needed better balancing against the soundtrack. Some continuity errors and a lack of clear narrative exposition also needed improvement and could be addressed through more planning and research.
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Technical skill and assessment
The document discusses a technical skill learned - using a steady-cam - and evaluates a production. It summarizes that a steady-cam provided useful camera movements and a professional look. It also notes that while the production went well, audio quality needed improvement as weather noise interfered and dialogue was too quiet compared to soundtrack. Minor continuity and narrative clarity issues were also identified that could be addressed in future through more planning and research.
White, faegen cw feedback
This two minute film opening received an excellent grade of 54 out of 60. The summary evaluates that the film opening demonstrated creative use of technical skills like producing appropriate material for the audience, using titles and sound effectively, and shooting with controlled camera work and attention to framing and scene composition. While the sound could be off putting, it fit the genre perfectly. Overall, the assessor praised the film's understanding and use of codes and conventions of exploitation films.
Evaluation Q7
This document summarizes the key skills developed throughout a film production process. It discusses how drafting allows for proper planning and preparation. Editing is important for establishing mood and pace through an understanding of genre conventions. Sound design was improved in the final project through use of a radio-like voiceover recorded in Audacity rather than the camera's built-in microphone. Framing, lighting, editing, color correction, and camerawork all evolved between the preliminary project and final project to create a more polished end product. The document reflects on what was learned, including using editing software like Final Cut Pro and improving techniques like cutting on action.
Production Feedback
This three sentence summary provides the key details from the document:
The document contains a two minute film opening by a student named James Alex, which demonstrates proficiency in technical filmmaking skills like appropriate titles, sound editing, shooting techniques, and effective editing to convey meaning. A reviewer comments that the film shows very good use of technology, camera work, and confident editing to tell a clear narrative, though some shots were out of focus. The student received a total score of 48 out of 60 at level 4 for their two minute film opening.
Evaluation 6&7
The document discusses the technologies and processes involved in constructing a film product, including learning about camera techniques, tripod positioning, editing applications, sound design, lighting setups, and the importance of preparation, planning, rehearsals, and reliable actors. The author reflects on improvements that could be made such as using two cameras during filming, limiting actor improvisation, and avoiding double roles for actors also directing.
Production roles
The document outlines the key roles in film production including production management, director, director of photography, production sound, and editor. It describes the main responsibilities of each role and how they collaborate as a team throughout the different stages of production, which are development, pre-production, production, post-production, and distribution. Effective collaboration between roles is important to successfully create a film.
Collins, chloe cw feedback
This 3 sentence summary provides the key details from the document:
The document contains a student's 2 minute film opening for a course assignment, which shows basic technical skills including producing age-appropriate material, using titles and sound appropriately, and shooting with attention to framing, shot distance, and scene composition. The assessor's comments note that the title and editing were good, but the sound quality could be improved and the idea, while nice, could have been executed better. The student received a score of 35 out of 60 at level 2.
Evaluation question 7 looking back at your preliminary (Edit)
The preliminary task lacked planning and had basic storytelling elements. It was filmed in a classroom with low lighting and improvised costumes. The sound was unclear without microphones. Editing was simple and choppy without tension. Camerawork mostly used close-ups and high angles without smooth movement. In contrast, the main task had weeks of planning including a script, costumes, and research. It was filmed in multiple locations and used filters to engage audiences. Non-diegetic music and credits were added in post-production to avoid being boring or rushed.
Recommended
Technical skill and assessment
The document discusses a technical skill learned - using a steady-cam - and evaluates a production. It summarizes that a steady-cam provided useful camera movements and a professional look. It also notes that while the production went well, audio quality needed improvement as weather noise interfered and dialogue was too quiet compared to soundtrack. Minor continuity and narrative clarity issues were also identified that could be addressed in future through more planning and research.
White, faegen cw feedback
This two minute film opening received an excellent grade of 54 out of 60. The summary evaluates that the film opening demonstrated creative use of technical skills like producing appropriate material for the audience, using titles and sound effectively, and shooting with controlled camera work and attention to framing and scene composition. While the sound could be off putting, it fit the genre perfectly. Overall, the assessor praised the film's understanding and use of codes and conventions of exploitation films.
Evaluation Q7
This document summarizes the key skills developed throughout a film production process. It discusses how drafting allows for proper planning and preparation. Editing is important for establishing mood and pace through an understanding of genre conventions. Sound design was improved in the final project through use of a radio-like voiceover recorded in Audacity rather than the camera's built-in microphone. Framing, lighting, editing, color correction, and camerawork all evolved between the preliminary project and final project to create a more polished end product. The document reflects on what was learned, including using editing software like Final Cut Pro and improving techniques like cutting on action.
Production Feedback
This three sentence summary provides the key details from the document:
The document contains a two minute film opening by a student named James Alex, which demonstrates proficiency in technical filmmaking skills like appropriate titles, sound editing, shooting techniques, and effective editing to convey meaning. A reviewer comments that the film shows very good use of technology, camera work, and confident editing to tell a clear narrative, though some shots were out of focus. The student received a total score of 48 out of 60 at level 4 for their two minute film opening.
Evaluation 6&7
The document discusses the technologies and processes involved in constructing a film product, including learning about camera techniques, tripod positioning, editing applications, sound design, lighting setups, and the importance of preparation, planning, rehearsals, and reliable actors. The author reflects on improvements that could be made such as using two cameras during filming, limiting actor improvisation, and avoiding double roles for actors also directing.
Production roles
The document outlines the key roles in film production including production management, director, director of photography, production sound, and editor. It describes the main responsibilities of each role and how they collaborate as a team throughout the different stages of production, which are development, pre-production, production, post-production, and distribution. Effective collaboration between roles is important to successfully create a film.
Collins, chloe cw feedback
This 3 sentence summary provides the key details from the document:
The document contains a student's 2 minute film opening for a course assignment, which shows basic technical skills including producing age-appropriate material, using titles and sound appropriately, and shooting with attention to framing, shot distance, and scene composition. The assessor's comments note that the title and editing were good, but the sound quality could be improved and the idea, while nice, could have been executed better. The student received a score of 35 out of 60 at level 2.
Evaluation question 7 looking back at your preliminary (Edit)
The preliminary task lacked planning and had basic storytelling elements. It was filmed in a classroom with low lighting and improvised costumes. The sound was unclear without microphones. Editing was simple and choppy without tension. Camerawork mostly used close-ups and high angles without smooth movement. In contrast, the main task had weeks of planning including a script, costumes, and research. It was filmed in multiple locations and used filters to engage audiences. Non-diegetic music and credits were added in post-production to avoid being boring or rushed.
What have you learned about technology through this project?
Joel Griffiths learned several things about technology through creating a film project. He used a Pentax DSLR camera that allowed him to film in 1080p and gave professional quality footage. He also used Adobe Premier Pro editing software, which he found easy to learn and allowed him to create effects like time lapses. Additionally, he used a portable tripod that provided stability for different camera angles and movements. Overall, the technology allowed him to achieve high quality footage and develop his filmmaking skills.
Question 7
In our preliminary film, we only used a few basic shot types and did not consider lighting, costumes, or setting. However, in our final film we employed a variety of shots including close-ups and point-of-view shots. We also put more effort into things like lighting, costumes, props, and settings. Additionally, our editing, sound, and continuity had improved as we shortened drawn-out shots, added music and effects, and ensured dialogue was audible over ambient noise.
film making courses in pune
If you looking for film direction or film making course in your spending then CNC Stage Crafts give phenomenal preparing of film making. they have claim generation house so you can function as a colleague executive in their up missing the mark film and business film moreover. what's more, there expense is likewise less you can associate with them they have 2 area in pune one is in viman nagar and second one is dange chowk in pimpri chinchwad region close wakad. You can likewise visit to Film Making Courses, Colleges And Institutes in Pune . here you will get all best film making course in pune.
http://www.cncstagecrafts.com/Film-direction-course-in-pune
Mv production assignment evaluation form 2020
This document summarizes an evaluation of a music video production project. It discusses the strengths and weaknesses of the document author's research, planning, time management, technical qualities, aesthetic qualities, audience appeal, and peer feedback. The peer feedback suggested using a wider variety of shots, angles, locations, and colors to make the video feel less plain and more complex. The author agreed with using more locations to tell the story better and more varied colors to make it less quiet.
Mv process log form 2020
The document summarizes the music video production process for a student. It describes the filming process, including using a Canon camera, battery issues, and restricted access to a rooftop location due to lack of permission. It also discusses personnel, with one person unable to assist but it working out due to preparation. For editing, examples of what went well include unplanned shots working out and timing of the filming day. Problems included an unwanted restriction of the rooftop location and inability to film during rain. Main lessons learned were to improve planning, budgeting for props, utilizing a bigger cast, allowing more filming days, and varying locations.
Recce
A recce was conducted to assess potential locations for filming. Nene Park Academy's Digital Media Studio was deemed most suitable as it was easily accessible with no travel required, had no costs involved, and provided lighting equipment and a camera in a quiet space available at most times. The town hall was also considered but would require travel, potential rental costs, and permission and scheduling as it could be a busier environment with larger spaces. The media studio was selected for its accessibility, lack of costs, and equipped facilities for shooting.
Preliminary task film
Zabi Omar took on multiple roles in supporting the film production process, including serving as a lighting assistant. He helped advise his colleagues on filming angles and scripts.
Zabi communicated well with his team members, who had clear meetings and allocated roles without conflict. They supported each other through mistakes.
One major challenge was the limited time for meeting the deadline, which caused some rushing. Wires also occasionally got tangled. In the future, more planning is needed.
Using the new equipment was initially challenging but the team learned how to operate it effectively. Wires were wrapped to reduce risks. The camera was set to manual for more control.
Tracking shots and lighting effects worked well in the film.
Evaluation
This document provides a self-evaluation of the film production process. Some key lessons learned include making sure the shooting schedule fits with all involved, including adequate setup and filming times. The storyboard could have been more descriptive and included more shots to fill the desired run time. There were some equipment issues like cameras not working properly or running out of battery. Overall communication with actors needs improvement to ensure they show up as scheduled.
Introduction
This document provides a self-evaluation of the film production process. Some key lessons learned include making sure the shooting schedule fits with all involved, including adequate setup times. The storyboard could have been more descriptive and included more shots to fill the five minute runtime. There were some issues with equipment not working properly. To improve, more planning and communication is needed, along with rehearsing actors and checking equipment beforehand.
Mary C6 Evaluation Question 6
The document discusses technologies used in the development of a student film project, including cameras, microphones, tripods, reflectors, editing software, and Garageband. It describes how each technology helped the project, such as using cameras to convey technical skills and microphones to capture clear dialogue, but also hindered the project at times, for example technical issues with cameras and microphones picking up background noise. The editing software allowed cutting and effects but was slow with multiple users. Garageband helped develop original scores but required audio file conversion between Mac and PC formats.
Evaluation question 6 Commute
The document discusses what was learned from constructing a media product using various cameras, microphones, and editing software. It describes both the strengths and weaknesses of the cameras used, such as the high image quality but difficulty keeping the camera steady. Problems filming in public areas are addressed, such as needing permission and dealing with people in shots. New equipment like tripods and microphones were used to enhance stability and audio quality. Editing software previously used allowed for efficient editing and application of effects like fades to transition between audio clips in the opening.
Evaluation - Question 6
The document discusses what was learned from constructing a media product using various cameras, microphones, and editing software. It describes both the strengths and weaknesses of the cameras used, such as the high image quality but difficulty keeping the camera steady. Problems filming in public areas are addressed, such as needing permission and dealing with people in shots. New equipment like tripods and microphones were used to enhance stability and audio quality. Editing software previously used allowed for efficient editing and application of effects like fades to transition between audio clips in the opening.
QUESTION 4
Throughout their project, the student and their group faced challenges keeping up with new media trends to make their music video production as realistic as possible. During planning and research, they studied techniques like split screening and color modification from other music videos. While planning, they created a digital blog to log decisions and get feedback. They used various software and editing tools like Adobe Premiere Pro to add special effects and improve footage quality. Their final presentation of the work will be on a blog format to professionally showcase the project.
Ami Rutter's Evaluation
The document evaluates the documentary and ancillary tasks created by the student. The 5-minute documentary was about young people and unemployment and was titled "The Jobless Generation". To make it realistic, the student researched conventions of real documentaries and included elements like an intro ident, opening montage, title sequence, interviews, narrative structure, and voiceover. The ancillary tasks included a 30-second radio trailer and a two-page magazine listings spread. The evaluation discusses how effectively the student incorporated conventions from real media and connected the documentary and ancillary pieces to promote the topic. Areas for potential improvement are also identified.
Mv production assignment evaluation form 2021
The document discusses the production process for a music video project. It covers research done by watching other music videos, planning, technical aspects like camerawork and editing, aesthetic qualities, audience appeal, and peer feedback. Key points include researching shot types and styles from other videos, managing time well during planning and filming but needing more editing practice, using transitions and effects to link shots smoothly, and feedback suggesting adding more varied shots and camera movement.
Preliminary Task Evaluation
The document provides a preliminary evaluation of a video project. It evaluates 14 different quality criteria on a scale and provides suggestions for improvement. Some key points that received positive feedback include properly framing shots, accurately following the assigned task, and good use of lighting and mise-en-scène. Areas identified as needing improvement included shakiness that could be addressed with a tripod, adding sound effects, and taking more shots to allow for better editing. The evaluation also notes that more organization and adherence to a timeline would help strengthen future group projects.
Question 6
The document discusses various technologies used in making a film opening, including:
1) A blog was used for audience research, filming logs, and feedback to facilitate collaboration.
2) A digital handheld camera and tripod were used for shooting, with the tripod improving shot clarity, depth of field, and professionalism.
3) Basic fade effects were used for title transitions to connote unconsciousness. Lighting issues were addressed through contrast adjustments to achieve continuity.
Loe yourz question 7
1) The document compares the preliminary task and full product of a film production. It outlines improvements made in various areas including pre-production planning, mise-en-scene, lighting, camera skills, sound, and titles.
2) For the full product, more attention was paid to pre-production planning like storyboarding and timelines. Locations, props, costumes, and lighting were also improved.
3) Camera skills around techniques like the 180 degree rule and panning shots were better utilized. Sound and titles were added for the full product where the preliminary task lacked them.
Preliminary task evaluation report
The document provides a preliminary evaluation of the quality of various aspects of a video project. It evaluates the quality of shots, framing, sound, editing, mise-en-scene, acting, and group planning. For shots, framing, and sound, it notes examples of what was done well and could be improved. It suggests using a tripod, improving framing, and making voices louder. For content and location, it notes the scene did not match the library task and should have more people. Overall, it finds the group worked well but could improve by adding a script and utilizing all group members in the video.
What have you learnt about technologies from the process of constructing this...
The document discusses the skills and technologies learned through creating a film production. It covers learning camera techniques like shot types and the 180 degree rule. Editing skills were developed using Corel Videostudio Pro X3, including matching shots and ensuring a smooth production. Lighting techniques such as low key and high key lighting were also explored. Battery life and storage space on cameras and memory cards presented challenges that were overcome for the final film. Blogger was used to document the work, and Audacity was used to record and edit voiceovers while removing background noise.
Evaluation Question 6
The document compares the preliminary and main tasks, noting several improvements in the main task planning and execution. For the preliminary task, the filmmaker used toys as actors, an existing storyline and script, and a small-scale set. The main task required organizing actors, creating an original concept and script, and building a larger realistic set. Planning and research was more extensive for the main task, analyzing several title sequences and researching narrative structure, film concepts, and conventions. Lighting and sound were also improved, with consistent lighting and an original soundtrack created to avoid copyright issues.
Evaluation question 7
The document compares the learning process between a preliminary task and final film production. For the preliminary task, the focus was on gaining experience with equipment and basic shots/editing in iMovie with no storyboarding. For the final film, extensive planning included storyboards and booking equipment for quality. More editing techniques were used along with props, titles, and sound mixing. Overall the final film showed significant improvements in skills and quality from lessons learned through the preliminary task experience.
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What have you learned about technology through this project?
Joel Griffiths learned several things about technology through creating a film project. He used a Pentax DSLR camera that allowed him to film in 1080p and gave professional quality footage. He also used Adobe Premier Pro editing software, which he found easy to learn and allowed him to create effects like time lapses. Additionally, he used a portable tripod that provided stability for different camera angles and movements. Overall, the technology allowed him to achieve high quality footage and develop his filmmaking skills.
Question 7
In our preliminary film, we only used a few basic shot types and did not consider lighting, costumes, or setting. However, in our final film we employed a variety of shots including close-ups and point-of-view shots. We also put more effort into things like lighting, costumes, props, and settings. Additionally, our editing, sound, and continuity had improved as we shortened drawn-out shots, added music and effects, and ensured dialogue was audible over ambient noise.
film making courses in pune
If you looking for film direction or film making course in your spending then CNC Stage Crafts give phenomenal preparing of film making. they have claim generation house so you can function as a colleague executive in their up missing the mark film and business film moreover. what's more, there expense is likewise less you can associate with them they have 2 area in pune one is in viman nagar and second one is dange chowk in pimpri chinchwad region close wakad. You can likewise visit to Film Making Courses, Colleges And Institutes in Pune . here you will get all best film making course in pune.
http://www.cncstagecrafts.com/Film-direction-course-in-pune
Mv production assignment evaluation form 2020
This document summarizes an evaluation of a music video production project. It discusses the strengths and weaknesses of the document author's research, planning, time management, technical qualities, aesthetic qualities, audience appeal, and peer feedback. The peer feedback suggested using a wider variety of shots, angles, locations, and colors to make the video feel less plain and more complex. The author agreed with using more locations to tell the story better and more varied colors to make it less quiet.
Mv process log form 2020
The document summarizes the music video production process for a student. It describes the filming process, including using a Canon camera, battery issues, and restricted access to a rooftop location due to lack of permission. It also discusses personnel, with one person unable to assist but it working out due to preparation. For editing, examples of what went well include unplanned shots working out and timing of the filming day. Problems included an unwanted restriction of the rooftop location and inability to film during rain. Main lessons learned were to improve planning, budgeting for props, utilizing a bigger cast, allowing more filming days, and varying locations.
Recce
A recce was conducted to assess potential locations for filming. Nene Park Academy's Digital Media Studio was deemed most suitable as it was easily accessible with no travel required, had no costs involved, and provided lighting equipment and a camera in a quiet space available at most times. The town hall was also considered but would require travel, potential rental costs, and permission and scheduling as it could be a busier environment with larger spaces. The media studio was selected for its accessibility, lack of costs, and equipped facilities for shooting.
What's hot (6)
What have you learned about technology through this project?
What have you learned about technology through this project?
Similar to Technical skill and assessment
Preliminary task film
Zabi Omar took on multiple roles in supporting the film production process, including serving as a lighting assistant. He helped advise his colleagues on filming angles and scripts.
Zabi communicated well with his team members, who had clear meetings and allocated roles without conflict. They supported each other through mistakes.
One major challenge was the limited time for meeting the deadline, which caused some rushing. Wires also occasionally got tangled. In the future, more planning is needed.
Using the new equipment was initially challenging but the team learned how to operate it effectively. Wires were wrapped to reduce risks. The camera was set to manual for more control.
Tracking shots and lighting effects worked well in the film.
Evaluation
This document provides a self-evaluation of the film production process. Some key lessons learned include making sure the shooting schedule fits with all involved, including adequate setup and filming times. The storyboard could have been more descriptive and included more shots to fill the desired run time. There were some equipment issues like cameras not working properly or running out of battery. Overall communication with actors needs improvement to ensure they show up as scheduled.
Introduction
This document provides a self-evaluation of the film production process. Some key lessons learned include making sure the shooting schedule fits with all involved, including adequate setup times. The storyboard could have been more descriptive and included more shots to fill the five minute runtime. There were some issues with equipment not working properly. To improve, more planning and communication is needed, along with rehearsing actors and checking equipment beforehand.
Mary C6 Evaluation Question 6
The document discusses technologies used in the development of a student film project, including cameras, microphones, tripods, reflectors, editing software, and Garageband. It describes how each technology helped the project, such as using cameras to convey technical skills and microphones to capture clear dialogue, but also hindered the project at times, for example technical issues with cameras and microphones picking up background noise. The editing software allowed cutting and effects but was slow with multiple users. Garageband helped develop original scores but required audio file conversion between Mac and PC formats.
Evaluation question 6 Commute
The document discusses what was learned from constructing a media product using various cameras, microphones, and editing software. It describes both the strengths and weaknesses of the cameras used, such as the high image quality but difficulty keeping the camera steady. Problems filming in public areas are addressed, such as needing permission and dealing with people in shots. New equipment like tripods and microphones were used to enhance stability and audio quality. Editing software previously used allowed for efficient editing and application of effects like fades to transition between audio clips in the opening.
Evaluation - Question 6
The document discusses what was learned from constructing a media product using various cameras, microphones, and editing software. It describes both the strengths and weaknesses of the cameras used, such as the high image quality but difficulty keeping the camera steady. Problems filming in public areas are addressed, such as needing permission and dealing with people in shots. New equipment like tripods and microphones were used to enhance stability and audio quality. Editing software previously used allowed for efficient editing and application of effects like fades to transition between audio clips in the opening.
QUESTION 4
Throughout their project, the student and their group faced challenges keeping up with new media trends to make their music video production as realistic as possible. During planning and research, they studied techniques like split screening and color modification from other music videos. While planning, they created a digital blog to log decisions and get feedback. They used various software and editing tools like Adobe Premiere Pro to add special effects and improve footage quality. Their final presentation of the work will be on a blog format to professionally showcase the project.
Ami Rutter's Evaluation
The document evaluates the documentary and ancillary tasks created by the student. The 5-minute documentary was about young people and unemployment and was titled "The Jobless Generation". To make it realistic, the student researched conventions of real documentaries and included elements like an intro ident, opening montage, title sequence, interviews, narrative structure, and voiceover. The ancillary tasks included a 30-second radio trailer and a two-page magazine listings spread. The evaluation discusses how effectively the student incorporated conventions from real media and connected the documentary and ancillary pieces to promote the topic. Areas for potential improvement are also identified.
Mv production assignment evaluation form 2021
The document discusses the production process for a music video project. It covers research done by watching other music videos, planning, technical aspects like camerawork and editing, aesthetic qualities, audience appeal, and peer feedback. Key points include researching shot types and styles from other videos, managing time well during planning and filming but needing more editing practice, using transitions and effects to link shots smoothly, and feedback suggesting adding more varied shots and camera movement.
Preliminary Task Evaluation
The document provides a preliminary evaluation of a video project. It evaluates 14 different quality criteria on a scale and provides suggestions for improvement. Some key points that received positive feedback include properly framing shots, accurately following the assigned task, and good use of lighting and mise-en-scène. Areas identified as needing improvement included shakiness that could be addressed with a tripod, adding sound effects, and taking more shots to allow for better editing. The evaluation also notes that more organization and adherence to a timeline would help strengthen future group projects.
Question 6
The document discusses various technologies used in making a film opening, including:
1) A blog was used for audience research, filming logs, and feedback to facilitate collaboration.
2) A digital handheld camera and tripod were used for shooting, with the tripod improving shot clarity, depth of field, and professionalism.
3) Basic fade effects were used for title transitions to connote unconsciousness. Lighting issues were addressed through contrast adjustments to achieve continuity.
Loe yourz question 7
1) The document compares the preliminary task and full product of a film production. It outlines improvements made in various areas including pre-production planning, mise-en-scene, lighting, camera skills, sound, and titles.
2) For the full product, more attention was paid to pre-production planning like storyboarding and timelines. Locations, props, costumes, and lighting were also improved.
3) Camera skills around techniques like the 180 degree rule and panning shots were better utilized. Sound and titles were added for the full product where the preliminary task lacked them.
Preliminary task evaluation report
The document provides a preliminary evaluation of the quality of various aspects of a video project. It evaluates the quality of shots, framing, sound, editing, mise-en-scene, acting, and group planning. For shots, framing, and sound, it notes examples of what was done well and could be improved. It suggests using a tripod, improving framing, and making voices louder. For content and location, it notes the scene did not match the library task and should have more people. Overall, it finds the group worked well but could improve by adding a script and utilizing all group members in the video.
What have you learnt about technologies from the process of constructing this...
The document discusses the skills and technologies learned through creating a film production. It covers learning camera techniques like shot types and the 180 degree rule. Editing skills were developed using Corel Videostudio Pro X3, including matching shots and ensuring a smooth production. Lighting techniques such as low key and high key lighting were also explored. Battery life and storage space on cameras and memory cards presented challenges that were overcome for the final film. Blogger was used to document the work, and Audacity was used to record and edit voiceovers while removing background noise.
Evaluation Question 6
The document compares the preliminary and main tasks, noting several improvements in the main task planning and execution. For the preliminary task, the filmmaker used toys as actors, an existing storyline and script, and a small-scale set. The main task required organizing actors, creating an original concept and script, and building a larger realistic set. Planning and research was more extensive for the main task, analyzing several title sequences and researching narrative structure, film concepts, and conventions. Lighting and sound were also improved, with consistent lighting and an original soundtrack created to avoid copyright issues.
Evaluation question 7
The document compares the learning process between a preliminary task and final film production. For the preliminary task, the focus was on gaining experience with equipment and basic shots/editing in iMovie with no storyboarding. For the final film, extensive planning included storyboards and booking equipment for quality. More editing techniques were used along with props, titles, and sound mixing. Overall the final film showed significant improvements in skills and quality from lessons learned through the preliminary task experience.
Evaluation question 6
1) The document discusses the challenges faced and technologies used during the production of a media project. It describes issues with outdoor filming like wind interfering with audio and lighting concerns.
2) It details the specific Panasonic video camera used which had a large zoom and image stabilization, helping capture shots smoothly. Adobe Premier Pro was used for editing.
3) The author notes they had little filming knowledge initially but learned through the process, gaining comfort with technologies like camera angles and how equipment alone doesn't guarantee good shots. They now feel confident taking on similar projects.
A2 media coursework evaluation part 1
This document provides details about a student's media coursework project creating a documentary about smoking. It discusses the decision to focus on smoking given its health impacts. The target audience is identified as 16-26 year olds from socioeconomic classes B, C1, and C2 to be aired on BBC Three at 8:00 PM. The documentary will utilize common documentary conventions like voiceovers, interviews, archive footage, and establishing shots. Montage and exposition techniques will be employed to introduce themes and maintain viewer interest.
Preliminary Task Evaluation Report
The document provides an evaluation of the quality of various aspects of a film project. It notes that shots were generally steady without a tripod, framing showed the characters and environment, and editing removed unnecessary elements. However, it suggests using a broader range of shots and framing, adding props to engage audiences, including credits, and incorporating sound/music. It also notes actors could move more casually and planning could start earlier with plot/character details. Overall, the evaluation finds the project was well-organized but could improve by addressing these areas and using more equipment like a tripod.
What have you learnt about technologies from the process of constructing this...
I have learned several skills related to film production technology through constructing this product, including:
1) The effective use of diegetic sound, camera shots like establishing shots and their purpose, and the 180 degree rule for filming.
2) How to effectively edit a full production together using video editing software, which required learning the software, creating tests, and carefully examining each clip.
3) Different types of lighting and their effects, like low key and high key lighting.
Similar to Technical skill and assessment (20)
What have you learnt about technologies from the process of constructing this...
What have you learnt about technologies from the process of constructing this...
What have you learnt about technologies from the process of constructing this...
What have you learnt about technologies from the process of constructing this...
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The document summarizes feedback from questionnaires about a horror film trailer and promotional materials. For the trailer, respondents felt the villain was shown an appropriate amount but was on screen too long at times. The trailer was suspenseful though some parts lacked clarity. A lack of gore did not negatively impact the trailer. For the poster, respondents liked the dark red and black color scheme and minimal design. Including two settings and the antagonist strengthened the poster. For the magazine, respondents thought the colors conveyed horror but not a magazine. Text looked good but the main title needed a clearer horror font. Including both characters in the magazine effectively promoted the narrative.
Evaluation
This document summarizes the responses to a questionnaire about several horror film marketing products, including a trailer, poster, and magazine. The responses were generally positive about how effectively the products portrayed the horror genre through elements like lighting, color, and mysterious storyline. However, some improvements were noted, such as making the ghost footage in the trailer fit better and using a scarier font for the poster. Overall, the audience seemed engaged by the mysterious and scary tone generated by the marketing materials.
Audience sample
The document discusses taking audience samples for an audience response video. It took two samples - the first from the target audience of 17-18 year old students interested in technology and film from the respondent's school. The second sample included a mix of 17-20 year old students and manual job workers from primarily lower class backgrounds. Taking two samples allowed the respondent to get feedback from a broader range of the target 15-25 year old audience.
Audience sample
The document discusses two audience samples that were taken to gather feedback for audience response videos. Sample 1 included high school students aged 17-18 who were interested in technology and film. Sample 2 included a mix of students and manual workers aged 17-21 from primarily lower class backgrounds. Taking two samples allowed the response to be more reliable by getting feedback from a broader target audience of 15-25 year old students and manual job workers interested in film, games, and technology.
Technologies used during planning and evaluation stages
This document lists and briefly describes the various technologies and software used at different stages of a project, including PowerPoint, Prezi, Photoshop, Wordpress, Word, YouTube, Canon 550D camera, Sony Vegas video editing software, After Effects, and Camtasia Recorder. It explains how each tool was utilized to effectively showcase planning, research, ideas, filming, editing, and evaluation.
Comparing ‘paralysis’ with real texts
The document reviews the conventions of horror films and compares them to the short film "Paralysis". It contains a table listing common horror iconography such as blood, knives/axes, the supernatural, isolation, and anti-religious ideologies. It also discusses how the trailer, poster, and magazine for "Paralysis" meet many conventions of their respective genres, such as using a blue/desaturated color grade, low-key lighting, vulnerable protagonists, mysterious antagonists, and isolated settings. While some conventions were followed, others such as regular focus changes were avoided to allow for the auteur theory.
Evalution - Conventions
The document reviews the conventions of horror films and compares them to the short film "Paralysis". It finds that "Paralysis" meets many common conventions such as its use of iconography like blood and knives, characters like the vulnerable protagonist and supernatural antagonist, and settings like woods and castles. The document also discusses how the trailer, poster, and magazine for "Paralysis" were designed to follow horror conventions through their use of color grading, lighting, shots, sound, and other elements to create a cohesive promotional package for the film.
cast
This document summarizes the casting choices for an upcoming production. It describes the roles that will be filled by Arran, Miss Gregory, Mrs. Loe, Mr. Loe, a nurse, Mr. Berry and several classmates. The selections are meant to provide realism by choosing actors that match the roles either through their jobs, appearances or ages.
Horror film making tips
The document provides tips for writing a horror movie screenplay. It advises writers to come up with original ideas rather than cliches. Writers should draw on their own deepest fears to make the horror feel genuine. Successful horror movies include one or more scenes that have never been seen before and leave a lasting impression. The screenplay should start with a surprising beginning and build tension throughout, with the scariest scenes towards the end. Low-budget horror movies should avoid computer graphics and special effects. Overall, writers should watch many horror movies to understand the genre but ensure their work feels realistic and does not become unintentionally funny.
Horror audiences research
1) Research shows the typical horror viewer is male aged 15-24, but female attendance has increased and now exceeds males.
2) A market research chart shows the audience is almost evenly split between males and females for supernatural horror films.
3) Another chart shows most horror film viewers are aged 18-24 (48%), with the 14-17 age group also representing a large portion (24%) of the audience.
Autuer genre research
The document discusses genre research and the auteur theory that the directors conducted. It poses the question of whether to follow genre conventions or take a more creative, auteur approach. The directors concluded that they will take a mixed approach, following genre conventions to portray the genre to audiences, but also adding their own "director's signature" to the production to take a more creative angle, though they have not yet decided what exactly that signature will be.
Connotations of ancillary drafts
This document discusses draft poster and magazine cover designs for a horror film. Three drafts of posters and magazine covers are described. The most effective poster draft features a medium close-up of the boy in bed with his teddy, implying vulnerability, with the antagonist lurking in the background wood, connoting isolation and the supernatural. The most effective magazine cover draft also features a medium shot of the boy with direct address and a shadow building intrigue, using low key lighting and a dark background to imply entrapment and the antagonist's presence.
Institutional regulations
The document discusses the British Board of Film Classification's regulations for trailers and advertisements. Strong language is not permitted in trailers below a 15 rating, and only one use is allowed in 15 rated trailers if it is not threatening or aggressive. Trailers are not meant to use horrifying or violent techniques that could psychologically discomfort younger audiences or give them negative impressions. The classification for the film Paralysis will likely not be below 15 since strong threats and menace dominate its trailer.
Connotations of ancillary drafts
The document discusses draft designs for a movie poster and magazine cover. It analyzes how different compositional elements are used to convey meaning and atmosphere. The three poster drafts all feature a vulnerable young boy in direct address with a looming antagonist shadow. This connotes horror and the supernatural. The magazine covers also place the boy in direct address with an antagonist shadow and use masking, vignettes, and rule of thirds placement to imply entrapment and draw attention to create an ominous tone.
scripts
1) The document outlines various scenes and character details for a film script involving a boy named Arran who is experiencing disturbing nightmares and warnings.
2) Key details include Arran having a nightmare and telling his mother, a teacher discussing acid-base reactions in class, Mrs. Loe and Mr. Loe expressing concern over Arran's well-being and nightmares, and Arran stating his nightmares are warnings and "they" are coming.
3) Costume and scheduling notes are also provided for shooting the film.
Cast
Arran, an 11-year-old boy, will play the protagonist due to his youthful appearance allowing him to portray a vulnerable character. Miss Gregory, a teacher, will play the role of a teacher for realism. Mrs. Loe, who looks and acts like a realistic mother, will play the mother. Mr. Loe, who is the required age and looks professional, will play the psychiatrist. A nurse will serve as a backup actor due to her profession and accessibility at the medical room location. Mr. Berry, who is the suitable age and looks the part of an educated professional, will play the doctor.
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The Unbelievable Tale of Dwayne Johnson Kidnapping: A Riveting Saga
Introduction
The notion of Dwayne Johnson kidnapping seems straight out of a Hollywood thriller. Dwayne "The Rock" Johnson, known for his larger-than-life persona, immense popularity. and action-packed filmography, is the last person anyone would envision being a victim of kidnapping. Yet, the bizarre and riveting tale of such an incident, filled with twists and turns. has captured the imagination of many. In this article, we delve into the intricate details of this astonishing event. exploring every aspect, from the dramatic rescue operation to the aftermath and the lessons learned.
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The Origins of the Dwayne Johnson Kidnapping Saga
Dwayne Johnson: A Brief Background
Before discussing the specifics of the kidnapping. it is crucial to understand who Dwayne Johnson is and why his kidnapping would be so significant. Born May 2, 1972, Dwayne Douglas Johnson is an American actor, producer, businessman. and former professional wrestler. Known by his ring name, "The Rock," he gained fame in the World Wrestling Federation (WWF, now WWE) before transitioning to a successful career in Hollywood.
Johnson's filmography includes blockbuster hits such as "The Fast and the Furious" series, "Jumanji," "Moana," and "San Andreas." His charismatic personality, impressive physique. and action-star status have made him a beloved figure worldwide. Thus, the news of his kidnapping would send shockwaves across the globe.
Setting the Scene: The Day of the Kidnapping
The incident of Dwayne Johnson's kidnapping began on an ordinary day. Johnson was filming his latest high-octane action film set to break box office records. The location was a remote yet scenic area. chosen for its rugged terrain and breathtaking vistas. perfect for the film's climactic scenes.
But, beneath the veneer of normalcy, a sinister plot was unfolding. Unbeknownst to Johnson and his team, a group of criminals had planned his abduction. hoping to leverage his celebrity status for a hefty ransom. The stage was set for an event that would soon dominate worldwide headlines and social media feeds.
The Abduction: Unfolding the Dwayne Johnson Kidnapping
The Moment of Capture
On the day of the kidnapping, everything seemed to be proceeding as usual on set. Johnson and his co-stars and crew were engrossed in shooting a particularly demanding scene. As the day wore on, the production team took a short break. providing the kidnappers with the perfect opportunity to strike.
The abduction was executed with military precision. A group of masked men, armed and organized, infiltrated the set. They created chaos, taking advantage of the confusion to isolate Johnson. Johnson was outnumbered and caught off guard despite his formidable strength and fighting skills. The kidnappers overpowered him, bundled him into a waiting vehicle. and sped away, leaving everyone on set in a state of shock and disbelief.
The Immediate Aftermath
The immediate aftermath of the Dwayne Johnson kidnappin
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三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
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留信网认证的作用:
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2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
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定制(mu毕业证书)美国迈阿密大学牛津分校毕业证学历证书原版一模一样
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【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信bwp0011】文凭即可
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三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
定制(uow毕业证书)卧龙岗大学毕业证文凭学位证书原版一模一样
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留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
原版制作(MUN毕业证书)纽芬兰纪念大学毕业证PDF成绩单一模一样
学校原件一模一样【微信：741003700 】《(MUN毕业证书)纽芬兰纪念大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
The Gallery of Shadows, In the heart of a bustling city
In the heart of a bustling city, hidden away from the modern chaos …
created with AI assistance…
Leonardo DiCaprio House: A Journey Through His Extravagant Real Estate Portfolio
Introduction
Leonardo DiCaprio, A name synonymous with Hollywood excellence. is not only known for his stellar acting career but also for his impressive real estate investments. The "Leonardo DiCaprio house" is a topic that piques the interest of many. as the Oscar-winning actor has amassed a diverse portfolio of luxurious properties. DiCaprio's homes reflect his varied tastes and commitment to sustainability. from retreats to historic mansions. This article will delve into the fascinating world of Leonardo DiCaprio's real estate. Exploring the details of his most notable residences. and the unique aspects that make them stand out.
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Leonardo DiCaprio House: Malibu Beachfront Retreat
A Prime Location
His Malibu beachfront house is one of the most famous properties in Leonardo DiCaprio's real estate portfolio. Situated in the exclusive Carbon Beach. also known as "Billionaire's Beach," this property boasts stunning ocean views and private beach access. The "Leonardo DiCaprio house" in Malibu is a testament to the actor's love for the sea and his penchant for luxurious living.
Architectural Highlights
The Malibu house features a modern design with clean lines, large windows. and open spaces blending indoor and outdoor living. The expansive deck and patio areas provide ample space for entertaining guests or enjoying a quiet sunset. The house has state-of-the-art amenities. including a gourmet kitchen, a home theatre, and many guest suites.
Sustainable Features
Leonardo DiCaprio is a well-known environmental activist. whose Malibu house reflects his commitment to sustainability. The property incorporates solar panels, energy-efficient appliances, and sustainable building materials. The landscaping around the house is also designed to be water-efficient. featuring drought-resistant plants and intelligent irrigation systems.
Leonardo DiCaprio House: Hollywood Hills Hideaway
Privacy and Seclusion
Another remarkable property in Leonardo DiCaprio's collection is his Hollywood Hills house. This secluded retreat offers privacy and tranquility. making it an ideal escape from the hustle and bustle of Los Angeles. The "Leonardo DiCaprio house" in Hollywood Hills nestled among lush greenery. and offers panoramic views of the city and surrounding landscapes.
Design and Amenities
The Hollywood Hills house is a mid-century modern gem characterized by its sleek design and floor-to-ceiling windows. The open-concept living space is perfect for entertaining. while the cozy bedrooms provide a comfortable retreat. The property also features a swimming pool, and outdoor dining area. and a spacious deck that overlooks the cityscape.
Environmental Initiatives
The Hollywood Hills house incorporates several green features that are in line with DiCaprio's environmental values. The home has solar panels, energy-efficient lighting, and a rainwater harvesting system. Additionally, the landscaping designed to support local wildlife and promote
一比一原版(UCSF毕业证)旧金山分校毕业证如何办理
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4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
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→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
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办理旧金山分校毕业证毕业证offerUCSF学位证【微信：95270640 】外观非常精致，由特殊纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理旧金山分校毕业证UCSF学位证毕业证offer【微信：95270640 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理旧金山分校毕业证毕业证offerUCSF学位证【微信：95270640 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理旧金山分校毕业证毕业证offerUCSF学位证【微信：95270640 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
一比一原版(AUT毕业证)奥克兰理工大学毕业证如何办理
AUT毕业证假文凭【微信95270640】购买（奥克兰理工大学毕业证成绩单硕士学历）Q微信95270640代办AUT学历认证留信网伪造奥克兰理工大学学位证书精仿奥克兰理工大学本科/硕士文凭证书补办奥克兰理工大学 diplomaoffer,Transcript购买奥克兰理工大学毕业证成绩单购买AUT假毕业证学位证书购买伪造奥克兰理工大学文凭证书学位证书,专业办理雅思、托福成绩单，学生ID卡，在读证明，海外各大学offer录取通知书，毕业证书，成绩单，文凭等材料:1:1完美还原毕业证、offer录取通知书、学生卡等各种在读或毕业材料的防伪工艺（包括 烫金、烫银、钢印、底纹、凹凸版、水印、防伪光标、热敏防伪、文字图案浮雕，激光镭射，紫外荧光，温感光标）学校原版上有的工艺我们一样不会少，不论是老版本还是最新版本，都能保证最高程度还原，力争完美以求让所有同学都能享受到完美的品质服务。
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国外奥克兰理工大学奥克兰理工大学毕业证文凭证书办理过程：
1客户提供办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
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6快递给客户（国内顺丰国外DHLUPS等快读邮寄）。蜿蜒小溪一直都是山娃和小伙伴们盛夏的天然泳场水不深碎石底石缝里总有摸不尽的鱼虾活蹦乱跳的还有乌龟和王八贼头贼脑的倒也逗人喜爱日上三竿时山娃总爱窜进自家瓜棚里跟小伙伴们坐着聊天聊着聊着便忍不住往瓜田里逡巡一番抱起一只硕大的西瓜用石刀劈开抑或用拳头砸开每人抱起一大块就啃啃得满嘴满脸猴屁股般的红艳大家一个劲地指着对方吃吃地笑瓜裂得古怪奇形怪状却丝毫不影响瓜味甜丝丝的满嘴生津遍地都是瓜横七竖八的活像掷满这
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澳洲UWS毕业证书制作西悉尼大学假文凭定制Q微168899991做UWS留信网教留服认证海牙认证改UWS成绩单GPA做UWS假学位证假文凭高仿毕业证申请西悉尼大学University of Western Sydney degree offer diploma Transcript
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Technical skill and assessment
- 1. Technical Skill and Assessment By Tim Loe
- 2. Technical Skill The new technical skill I have learnt is how to use a steady-cam. The steady-cam proved useful for the shots requiring a tracking movement, or a slightly more unique camera movement opposed to the fixed camera on a tripod. The more steady movements that the steady-cam allowed gave the video professional look.
- 3. Assessment I feel that the production went well, however there were some areas that I should look to develop for my A2 Project.
- 4. Assessment Firstly the audio, which was one of the biggest problems could be improved. The blustery weather contaminated the audio, making it sometimes hard to hear what actors were saying, and also projecting a discomforting blowing noise throughout the production. The levels could also be slightly more balanced, as the soundtrack was too loud compared to the dialogue, undermining actors powerful and meaningful lines.
- 5. Assessment There were also some minor continuity problems, and a lack of exposition, meaning that the narrative was portrayed in an unclear way. This could be improved by more planning, and qualitative research, so peoples opinions on the narrative can be analysed, and considered when filming.