Technique or technical practice
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The document discusses the progression of the filmmaker's techniques from an initial preliminary task to the main task. It covers improvements made in areas like camera movement, composition of shots, camera shots and angles, white balance, storyboards, and scripts. Techniques like lead room and fluid motion for camera movements, use of rule of thirds for composition, and different shot sizes and angles were explored. Exercises on white balance and evaluating storyboards helped apply techniques more realistically for the main task film.
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Evaluation Question 7 Notes
Looking back on their preliminary task, the group felt they had improved in several areas for their final product. They learned to use equipment like tripods and tilt shots to improve shot quality and framing. They also planned more carefully, allocating roles, researching genre conventions, and choosing appropriate locations and costumes. Their use of editing, sound, and actors' movements was refined to better convey meaning and atmosphere for the psychological thriller genre. Overall, greater preparation, organization, and focus on technical and creative elements allowed them to produce a higher quality final product.
G321 evaluation acitivity 7 notes
The document summarizes what Hannah Ram learned from creating a preliminary task and progressing to a full product. Some key points include:
1) Shots were shaky in the preliminary task due to lack of a tripod, but a tripod was used for the full product to create steady shots.
2) Framing of shots needed improvement, so character positioning was planned in advance for the full product.
3) Research was conducted on conventions like the 180 degree rule to ensure content was appropriate.
4) Attention to details like location, lighting, and sound editing improved the overall quality and meaning conveyed.
5) Movement of actors and continuity of editing between shots was enhanced.
Shot list
The document describes different shot types and angles that will be used in a music video and what scenes and meanings each type represents. Extreme close-ups of a prostitute's face will emphasize features and draw attention. Mid shots from a low angle of a singer will call attention to her power and star persona. Long shots will establish locations and distinguish personalities while providing a full view of subjects.
Shot list
The document describes different shot types and angles that will be used in a music video and what scenes and meanings each type represents. Extreme close-ups of a prostitute's face will emphasize features and draw attention. Mid shots from a low angle of a singer will call attention to her power and star persona. Long shots will establish locations and distinguish personalities while providing a full view of subjects.
Use of shots
The document discusses the use of shots in a video about a teenage boy grieving the death of a loved one. It analyzes the establishing shot, wide shots, long shots, close ups, tracking shots, over-the-shoulder shots, isolated shots, and closing shots used to represent the character's feelings and journey to terms with loss. Nature shots are used to exaggerate the character's emotions through pathetic fallacy. The video concludes with the character smiling, representing overcoming grief.
Evaluation question 7
The document discusses various filmmaking techniques including continuity, the 180 degree rule, match on action, shot/reverse shot, cinematography, editing, mise-en-scene, and titles. It provides examples of how these techniques were used in a preliminary task and opening sequence created by the author. The author demonstrates improved understanding and application of techniques between the preliminary task and opening sequence. They conclude they have gained knowledge in how shot types, editing, mise-en-scene, and other elements can influence a film's theme and storytelling.
Question 7
The student learned to improve their film title sequences, shots, and character depictions from their preliminary task to the final film product. Specifically, they learned to use color, font, and graphics in the title sequence to better represent the horror genre. They also got better at using long shots to show character isolation, medium shots to depict the antagonist, and close ups to elicit emotional responses from audiences. Zooming shots were improved to build more tension. Overall, extensive research helped them enhance the mise-en-scene and cinematography techniques to more effectively portray the horror genre.
Quest 1
The document discusses conventions used in horror movie openings related to titles, camerawork, framing, angles, mis-en-scène, editing, and sound. It notes that research found titles typically appear over black with red or white text. Camera movements like panning create an eye view effect. Shots are framed close up to focus on danger or long to show the environment. Angles are manipulated to depict power. Victims are commonly dressed in white with blond hair. Editing uses cuts and rhythm to build tension. Sound incorporates a scary theme, dialogue for story, and sometimes effects. The production applies many conventions but also challenges expectations.
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Evaluation Question 7 Notes
Looking back on their preliminary task, the group felt they had improved in several areas for their final product. They learned to use equipment like tripods and tilt shots to improve shot quality and framing. They also planned more carefully, allocating roles, researching genre conventions, and choosing appropriate locations and costumes. Their use of editing, sound, and actors' movements was refined to better convey meaning and atmosphere for the psychological thriller genre. Overall, greater preparation, organization, and focus on technical and creative elements allowed them to produce a higher quality final product.
G321 evaluation acitivity 7 notes
The document summarizes what Hannah Ram learned from creating a preliminary task and progressing to a full product. Some key points include:
1) Shots were shaky in the preliminary task due to lack of a tripod, but a tripod was used for the full product to create steady shots.
2) Framing of shots needed improvement, so character positioning was planned in advance for the full product.
3) Research was conducted on conventions like the 180 degree rule to ensure content was appropriate.
4) Attention to details like location, lighting, and sound editing improved the overall quality and meaning conveyed.
5) Movement of actors and continuity of editing between shots was enhanced.
Shot list
The document describes different shot types and angles that will be used in a music video and what scenes and meanings each type represents. Extreme close-ups of a prostitute's face will emphasize features and draw attention. Mid shots from a low angle of a singer will call attention to her power and star persona. Long shots will establish locations and distinguish personalities while providing a full view of subjects.
Shot list
The document describes different shot types and angles that will be used in a music video and what scenes and meanings each type represents. Extreme close-ups of a prostitute's face will emphasize features and draw attention. Mid shots from a low angle of a singer will call attention to her power and star persona. Long shots will establish locations and distinguish personalities while providing a full view of subjects.
Use of shots
The document discusses the use of shots in a video about a teenage boy grieving the death of a loved one. It analyzes the establishing shot, wide shots, long shots, close ups, tracking shots, over-the-shoulder shots, isolated shots, and closing shots used to represent the character's feelings and journey to terms with loss. Nature shots are used to exaggerate the character's emotions through pathetic fallacy. The video concludes with the character smiling, representing overcoming grief.
Evaluation question 7
The document discusses various filmmaking techniques including continuity, the 180 degree rule, match on action, shot/reverse shot, cinematography, editing, mise-en-scene, and titles. It provides examples of how these techniques were used in a preliminary task and opening sequence created by the author. The author demonstrates improved understanding and application of techniques between the preliminary task and opening sequence. They conclude they have gained knowledge in how shot types, editing, mise-en-scene, and other elements can influence a film's theme and storytelling.
Question 7
The student learned to improve their film title sequences, shots, and character depictions from their preliminary task to the final film product. Specifically, they learned to use color, font, and graphics in the title sequence to better represent the horror genre. They also got better at using long shots to show character isolation, medium shots to depict the antagonist, and close ups to elicit emotional responses from audiences. Zooming shots were improved to build more tension. Overall, extensive research helped them enhance the mise-en-scene and cinematography techniques to more effectively portray the horror genre.
Quest 1
The document discusses conventions used in horror movie openings related to titles, camerawork, framing, angles, mis-en-scène, editing, and sound. It notes that research found titles typically appear over black with red or white text. Camera movements like panning create an eye view effect. Shots are framed close up to focus on danger or long to show the environment. Angles are manipulated to depict power. Victims are commonly dressed in white with blond hair. Editing uses cuts and rhythm to build tension. Sound incorporates a scary theme, dialogue for story, and sometimes effects. The production applies many conventions but also challenges expectations.
Evaluation 7
The student learned several things from completing the preliminary continuity editing task to producing their full thriller film. They learned to plan for enough shots to fill the required time, to improve smooth editing with practice, and to use more interesting locations and props. From the preliminary to the thriller, the student improved planning, editing, costumes, use of soundtrack, and incorporated a variety of shots. Overall, the group was happy with the improvements made in producing the thriller film compared to the preliminary task.
Question 1 - In what ways does your media product use, develop or challenge f...
This document summarizes how the media product adheres to or challenges conventions of real thriller genres. It discusses conventions like low-key lighting, quick cuts, and tense music that were included. Conventions that were challenged include not using black-and-white shots or heavy shadows. Feminist theories are also applied, such as how the female protagonist challenges being viewed as an object through her actions. Overall, the document analyzes genre conventions and how the media product fits within or diverges from typical thriller conventions.
Film essay
This short film is a dystopian trailer directed by Jack Thornton. It depicts people confined to a facility where they must write code all day and then return to their rooms. The purpose is to entertain audiences and depict a possible dystopian future where individual freedoms are extremely limited. The intended audience is people interested in dystopian futures who want to broaden their views. The film uses a dark, isolated style to set a dystopian tone and leaves viewers with many unanswered questions to generate intrigue.
5. production reflection sf 2017 2
This document provides a weekly reflection on work done for a short film production project. It discusses practicing filming techniques with a camera and tripod, creating audio for a film clip, and editing footage in Premiere Pro. Areas that went well include various camera shots filmed and an audio recording that fit well. Challenges included camera issues and struggling to adjust sounds in Premiere Pro. Improvements identified are gaining better sound editing skills and improving camera direction abilities. The reflection evaluates strengths, weaknesses and lessons learned to apply to the upcoming short film.
OCR GCSE media studies revision pack 1
This document provides revision materials for a GCSE Media Studies exam on television and promoting media. It includes terminology related to film techniques, conventions of television crime dramas, analysis of crime drama representations, facts about British broadcasters BBC and ITV, and sample exam questions. Key points covered are editing techniques, camera shots, sound devices, character archetypes in crime genres, and how social groups are portrayed. Example pleasures of crime dramas discussed are narrative resolution, escapism, and familiarity from recurring characters.
Evaluation One
1) The document provides an analysis of the shots and scenes in the opening of a thriller film. It summarizes each shot's purpose in building tension, introducing characters and settings, and revealing information gradually to immerse the viewer.
2) Key shots include an introduction to the main character in a dark room, security camera footage showing another victim, and a flashback showing one character being followed unknowingly.
3) Details like lighting, costumes, placements of titles are described as important to set the ominous tone and imply danger and vulnerability without revealing all the details at once.
Media Evaluation
This document provides an evaluation of the student's media product, a political thriller titled "Oblivious." The student analyzes how their product used and developed conventions of real thriller films. They took inspiration from films like Transformers and Se7en in aspects like title design, props, and character introduction. The student aimed to challenge conventions by keeping the main character's identity ambiguous and cutting unnecessary shots to keep the audience engaged. The student also discusses how their product represented particular social groups stereotypically and atypically through the main character. They conclude by arguing their product could be distributed on social media or by major studios like Universal Pictures due to similarities to successful thriller films.
Evaluation
This document provides an evaluation of the student's media product, a political thriller titled "Oblivious." The student analyzes how their product used and developed conventions of real thriller films. They took inspiration from films like Transformers and Se7en in aspects like title design, props, and character development. Specifically, they sought to portray the main character, Joseph, as masculine and deceitful through costume, sound design, and an ambiguous opening scene. The student believes major film studios like Universal Pictures or New Line Cinema would be suitable distributors due to successes with similar thrillers like Se7en and Cape Fear.
Evaluation
This document provides an evaluation of the student's media product, a political thriller titled "Oblivious." The student analyzes how their product used and developed conventions of real thriller films. They took inspiration from films like Transformers and Se7en in aspects like title design, props, and character introduction. The student aimed to challenge conventions by keeping the main character's identity ambiguous and using unexpected shots and editing. The student also discusses how their product represented particular social groups both stereotypically and atypically through the main character. Finally, the student considers how large film companies like Universal Pictures or New Line Cinema may be suitable distributors for the media product due to similarities to films they have previously distributed.
Evaluation
This document provides an evaluation of the student's media product, a political thriller titled "Oblivious." The student analyzes how their product used and developed conventions of real thriller films. They took inspiration from films like Transformers and Se7en in aspects like title design, props, and character introduction. Specifically, they sought to portray the main character, Joseph, as masculine and deceitful through costume, lighting, and sound design. The student believes major film studios like Universal Pictures or New Line Cinema would be suitable distributors due to their experience with similar thriller films.
Restrained evaluation 2
The document discusses how the media product uses, develops, and challenges conventions of real thriller titles sequences. It uses conventions such as POV shots, close-ups, symbolic props, and vulnerable characters. It challenges conventions like atypical titles and pacing. The product was influenced by films like Seven and Silence of the Lambs. It represents social groups through stereotypical gender and age roles. The product could be distributed by companies like Blumhouse or Hammer Films targeting thriller audiences.
Captain Fantastic and La La Land Spectatorship notes (A Level Film)
The document discusses theories of spectatorship in relation to the films La La Land and Captain Fantastic. It analyzes several scenes from both films:
1) The ending of La La Land manipulates viewers' emotions through lighting and cinematography but also allows audiences to interpret two possible endings.
2) Captain Fantastic's happy ending sequence uses bright colors and active characters to invoke feelings of happiness in viewers, relating to theories of escapism.
3) Both films include ambiguous scenes that leave interpretations open to viewers rather than imposing a single meaning, demonstrating how audiences can form their own understandings.
Evaluation
The document discusses the student's media product, which is a title sequence for a horror/thriller film. The student explains various ways their title sequence does and does not follow conventions of real media titles. They stuck to conventions like using short, jumpy shots to build tension, as seen in the title of "Orphan." However, they also combined these with slower shots, breaking convention. They used inspiration from titles like "Jaws" and "Panic Room" but also made their own creative choices. The student analyzes their use of camera work, sound, characters, and more to represent themes and draw in the target audience. Overall, the student learned about planning, filming, editing technologies, and analyzing their work
Q1 Evaluation (2)
In what ways does your media product use, develop or challenge forms and conventions of real media product?
How I used conventions from Sorority Row products in the production
Katy Bailey researched the trailer and poster for the film Sorority Row to help produce marketing materials for her own film. She used Sorority Row's trailer as a template, disrupting the equilibrium at the 19 second mark to draw in the target audience. Intertitles were placed after introducing the horror genre. Different music was used before and after the genre shift. For the poster, Bailey took inspiration from two Sorority Row posters, using a dark color scheme and the idea of a burning photograph of the main character.
Nea summer work joe parker new
This document provides guidance and tasks for A Level Film Studies students to complete over the summer in preparation for their coursework on making a short film. Students are instructed to analyze three short films from a provided list, create a mind map of film ideas, and develop a pitch presentation for their own proposed five-minute film. They must have creative control over a film that explores either a revelation or decision, following the assessment criteria. Research tasks include analyzing selected short films and developing story ideas that meet the brief.
Micro elements
The opening sequence introduces the two main protagonists through a series of shots over 3 minutes and 10 seconds. Various shot types like close-ups, medium shots, and long shots are used to set the scene and establish the characters. Fast editing and a upbeat non-diegetic soundtrack set the quick pace to immerse viewers in the film's world of sex, drugs, and teenagers.
Question One
This document evaluates how a student media project challenges conventions of typical thriller/horror films. It compares the project's use of conventions like titling, camerawork, framing, lighting, editing, sound, and narrative structure to well-known films like Se7en. While some conventions like jump cuts and costume colors were used conventionally, the project uniquely used a lullaby for its non-diegetic sound and revealed the villain earlier than expected, challenging thriller norms. The analysis finds the project effectively uses juxtaposition between the innocent lullaby and darker plot involving child victims.
Preliminary eEvaluation
The document describes the planning process for a student's filming task confrontation scene. First, the group discussed the topic of confrontation, originally deciding on a stolen apple but later settling on a stolen phone. Next, they created a storyboard and script to plan shots and dialogue. They also wrote a shot list to determine camera angles and emphasize dramatic moments. Planning ensured continuity between shots through consistent clothing, positioning, and maintaining the 180 degree rule.
Preliminary Evaluation
The document discusses the planning process for a student's filming task. First, the student's group discussed the scenario of their confrontation scene, originally deciding on a stolen apple but later choosing a stolen phone. They then created a storyboard and script to plan the shots and storyline. The student wrote a shot list detailing different shots like low angles to emphasize emotion. Considerable planning went into choosing the most dramatic moment and incorporating techniques like matching shots and following the 180 degree rule.
Evaluation of my preliminary task
The document discusses the evaluation of a preliminary film trailer task. It analyzes the use of camerawork, editing, sound, and mise-en-scene in the preliminary task. It identifies areas for improvement in the final task, such as adding title scenes, using more close-ups and low-key lighting, and finding background music that better builds tension. It also outlines technical elements and conventions that were employed successfully and those that will be focused on for the final task, including following the rule of thirds and more thoughtful costuming. The document examines what was learned from completing the preliminary task to help improve the main task.
Question 7 powerpoint
The document discusses what the author learned from their preliminary task to their final product. They learned about typical horror/thriller conventions from research that helped focus their opening. Planning with storyboards, shot lists, and location scouting helped manage time. Software and editing skills improved between projects, shown through varied shot types, smoother pacing, and professional effects. Composition, actors, locations, sound, lighting, and titles were improved through considering genre implications and acquiring new skills.
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Evaluation 7
The student learned several things from completing the preliminary continuity editing task to producing their full thriller film. They learned to plan for enough shots to fill the required time, to improve smooth editing with practice, and to use more interesting locations and props. From the preliminary to the thriller, the student improved planning, editing, costumes, use of soundtrack, and incorporated a variety of shots. Overall, the group was happy with the improvements made in producing the thriller film compared to the preliminary task.
Question 1 - In what ways does your media product use, develop or challenge f...
This document summarizes how the media product adheres to or challenges conventions of real thriller genres. It discusses conventions like low-key lighting, quick cuts, and tense music that were included. Conventions that were challenged include not using black-and-white shots or heavy shadows. Feminist theories are also applied, such as how the female protagonist challenges being viewed as an object through her actions. Overall, the document analyzes genre conventions and how the media product fits within or diverges from typical thriller conventions.
Film essay
This short film is a dystopian trailer directed by Jack Thornton. It depicts people confined to a facility where they must write code all day and then return to their rooms. The purpose is to entertain audiences and depict a possible dystopian future where individual freedoms are extremely limited. The intended audience is people interested in dystopian futures who want to broaden their views. The film uses a dark, isolated style to set a dystopian tone and leaves viewers with many unanswered questions to generate intrigue.
5. production reflection sf 2017 2
This document provides a weekly reflection on work done for a short film production project. It discusses practicing filming techniques with a camera and tripod, creating audio for a film clip, and editing footage in Premiere Pro. Areas that went well include various camera shots filmed and an audio recording that fit well. Challenges included camera issues and struggling to adjust sounds in Premiere Pro. Improvements identified are gaining better sound editing skills and improving camera direction abilities. The reflection evaluates strengths, weaknesses and lessons learned to apply to the upcoming short film.
OCR GCSE media studies revision pack 1
This document provides revision materials for a GCSE Media Studies exam on television and promoting media. It includes terminology related to film techniques, conventions of television crime dramas, analysis of crime drama representations, facts about British broadcasters BBC and ITV, and sample exam questions. Key points covered are editing techniques, camera shots, sound devices, character archetypes in crime genres, and how social groups are portrayed. Example pleasures of crime dramas discussed are narrative resolution, escapism, and familiarity from recurring characters.
Evaluation One
1) The document provides an analysis of the shots and scenes in the opening of a thriller film. It summarizes each shot's purpose in building tension, introducing characters and settings, and revealing information gradually to immerse the viewer.
2) Key shots include an introduction to the main character in a dark room, security camera footage showing another victim, and a flashback showing one character being followed unknowingly.
3) Details like lighting, costumes, placements of titles are described as important to set the ominous tone and imply danger and vulnerability without revealing all the details at once.
Media Evaluation
This document provides an evaluation of the student's media product, a political thriller titled "Oblivious." The student analyzes how their product used and developed conventions of real thriller films. They took inspiration from films like Transformers and Se7en in aspects like title design, props, and character introduction. The student aimed to challenge conventions by keeping the main character's identity ambiguous and cutting unnecessary shots to keep the audience engaged. The student also discusses how their product represented particular social groups stereotypically and atypically through the main character. They conclude by arguing their product could be distributed on social media or by major studios like Universal Pictures due to similarities to successful thriller films.
Evaluation
This document provides an evaluation of the student's media product, a political thriller titled "Oblivious." The student analyzes how their product used and developed conventions of real thriller films. They took inspiration from films like Transformers and Se7en in aspects like title design, props, and character development. Specifically, they sought to portray the main character, Joseph, as masculine and deceitful through costume, sound design, and an ambiguous opening scene. The student believes major film studios like Universal Pictures or New Line Cinema would be suitable distributors due to successes with similar thrillers like Se7en and Cape Fear.
Evaluation
This document provides an evaluation of the student's media product, a political thriller titled "Oblivious." The student analyzes how their product used and developed conventions of real thriller films. They took inspiration from films like Transformers and Se7en in aspects like title design, props, and character introduction. The student aimed to challenge conventions by keeping the main character's identity ambiguous and using unexpected shots and editing. The student also discusses how their product represented particular social groups both stereotypically and atypically through the main character. Finally, the student considers how large film companies like Universal Pictures or New Line Cinema may be suitable distributors for the media product due to similarities to films they have previously distributed.
Evaluation
This document provides an evaluation of the student's media product, a political thriller titled "Oblivious." The student analyzes how their product used and developed conventions of real thriller films. They took inspiration from films like Transformers and Se7en in aspects like title design, props, and character introduction. Specifically, they sought to portray the main character, Joseph, as masculine and deceitful through costume, lighting, and sound design. The student believes major film studios like Universal Pictures or New Line Cinema would be suitable distributors due to their experience with similar thriller films.
Restrained evaluation 2
The document discusses how the media product uses, develops, and challenges conventions of real thriller titles sequences. It uses conventions such as POV shots, close-ups, symbolic props, and vulnerable characters. It challenges conventions like atypical titles and pacing. The product was influenced by films like Seven and Silence of the Lambs. It represents social groups through stereotypical gender and age roles. The product could be distributed by companies like Blumhouse or Hammer Films targeting thriller audiences.
Captain Fantastic and La La Land Spectatorship notes (A Level Film)
The document discusses theories of spectatorship in relation to the films La La Land and Captain Fantastic. It analyzes several scenes from both films:
1) The ending of La La Land manipulates viewers' emotions through lighting and cinematography but also allows audiences to interpret two possible endings.
2) Captain Fantastic's happy ending sequence uses bright colors and active characters to invoke feelings of happiness in viewers, relating to theories of escapism.
3) Both films include ambiguous scenes that leave interpretations open to viewers rather than imposing a single meaning, demonstrating how audiences can form their own understandings.
Evaluation
The document discusses the student's media product, which is a title sequence for a horror/thriller film. The student explains various ways their title sequence does and does not follow conventions of real media titles. They stuck to conventions like using short, jumpy shots to build tension, as seen in the title of "Orphan." However, they also combined these with slower shots, breaking convention. They used inspiration from titles like "Jaws" and "Panic Room" but also made their own creative choices. The student analyzes their use of camera work, sound, characters, and more to represent themes and draw in the target audience. Overall, the student learned about planning, filming, editing technologies, and analyzing their work
Q1 Evaluation (2)
In what ways does your media product use, develop or challenge forms and conventions of real media product?
How I used conventions from Sorority Row products in the production
Katy Bailey researched the trailer and poster for the film Sorority Row to help produce marketing materials for her own film. She used Sorority Row's trailer as a template, disrupting the equilibrium at the 19 second mark to draw in the target audience. Intertitles were placed after introducing the horror genre. Different music was used before and after the genre shift. For the poster, Bailey took inspiration from two Sorority Row posters, using a dark color scheme and the idea of a burning photograph of the main character.
Nea summer work joe parker new
This document provides guidance and tasks for A Level Film Studies students to complete over the summer in preparation for their coursework on making a short film. Students are instructed to analyze three short films from a provided list, create a mind map of film ideas, and develop a pitch presentation for their own proposed five-minute film. They must have creative control over a film that explores either a revelation or decision, following the assessment criteria. Research tasks include analyzing selected short films and developing story ideas that meet the brief.
Micro elements
The opening sequence introduces the two main protagonists through a series of shots over 3 minutes and 10 seconds. Various shot types like close-ups, medium shots, and long shots are used to set the scene and establish the characters. Fast editing and a upbeat non-diegetic soundtrack set the quick pace to immerse viewers in the film's world of sex, drugs, and teenagers.
Question One
This document evaluates how a student media project challenges conventions of typical thriller/horror films. It compares the project's use of conventions like titling, camerawork, framing, lighting, editing, sound, and narrative structure to well-known films like Se7en. While some conventions like jump cuts and costume colors were used conventionally, the project uniquely used a lullaby for its non-diegetic sound and revealed the villain earlier than expected, challenging thriller norms. The analysis finds the project effectively uses juxtaposition between the innocent lullaby and darker plot involving child victims.
Preliminary eEvaluation
The document describes the planning process for a student's filming task confrontation scene. First, the group discussed the topic of confrontation, originally deciding on a stolen apple but later settling on a stolen phone. Next, they created a storyboard and script to plan shots and dialogue. They also wrote a shot list to determine camera angles and emphasize dramatic moments. Planning ensured continuity between shots through consistent clothing, positioning, and maintaining the 180 degree rule.
Preliminary Evaluation
The document discusses the planning process for a student's filming task. First, the student's group discussed the scenario of their confrontation scene, originally deciding on a stolen apple but later choosing a stolen phone. They then created a storyboard and script to plan the shots and storyline. The student wrote a shot list detailing different shots like low angles to emphasize emotion. Considerable planning went into choosing the most dramatic moment and incorporating techniques like matching shots and following the 180 degree rule.
What's hot (20)
Question 1 - In what ways does your media product use, develop or challenge f...
Question 1 - In what ways does your media product use, develop or challenge f...
Captain Fantastic and La La Land Spectatorship notes (A Level Film)
Captain Fantastic and La La Land Spectatorship notes (A Level Film)
How I used conventions from Sorority Row products in the production
How I used conventions from Sorority Row products in the production
Similar to Technique or technical practice
Evaluation of my preliminary task
The document discusses the evaluation of a preliminary film trailer task. It analyzes the use of camerawork, editing, sound, and mise-en-scene in the preliminary task. It identifies areas for improvement in the final task, such as adding title scenes, using more close-ups and low-key lighting, and finding background music that better builds tension. It also outlines technical elements and conventions that were employed successfully and those that will be focused on for the final task, including following the rule of thirds and more thoughtful costuming. The document examines what was learned from completing the preliminary task to help improve the main task.
Question 7 powerpoint
The document discusses what the author learned from their preliminary task to their final product. They learned about typical horror/thriller conventions from research that helped focus their opening. Planning with storyboards, shot lists, and location scouting helped manage time. Software and editing skills improved between projects, shown through varied shot types, smoother pacing, and professional effects. Composition, actors, locations, sound, lighting, and titles were improved through considering genre implications and acquiring new skills.
Continuity Edit - Evaluation
The document provides an evaluation of the creator's final film edit, focusing on their use of camera techniques and editing skills. Some notable camera techniques included close-up tracking shots to convey emotion and shifts in depth of field between characters. The editing process was aided by lessons learned during experimentation, though continuity between shots could have been better. Overall the techniques helped tell the story and convey emotion, but improvements are needed in camera focus and continuity during production. With continued practice incorporating skills and addressing weaknesses, the creator's professional abilities will advance.
Question 7
Through research and planning, the document's author improved their skills in creating a successful product that appeals to their target audience. Their research led them to choose Gothic horror as the genre, and informed their decisions throughout production. While their plans did not always go as anticipated, they learned to adjust and manage their time well to meet deadlines. The author's skills with software, hardware, photography composition, and design improved from their preliminary work to the final product. Their camera work was more steady, lighting better served the atmosphere, and locations, actors, titles, and sound design were more intentionally incorporated to appeal to the target audience.
Evaluation Question 7
In the progression from the preliminary task to the final product, the author learned to focus on the four key technical areas of cinematography, sound, mise en scene, and editing to give scenes meaning. Specifically, the author gained knowledge in how shots convey emotion, manipulating depth of field, and editing techniques like shot length to influence the audience and tone of the scene. Comparing the preliminary task to the final product, the author's skills in filming, editing, and understanding of cinematography conventions improved greatly, allowing them to effectively construct scenes and a narrative for the final video.
Evaluation question 7
Continuity, shot composition rules like the 180 degree rule, and matching shots through techniques like shot/reverse shot are important for establishing visual flow and understanding in film. The document discusses these concepts and provides examples from the author's preliminary work and opening sequence film. It reflects on how the author's understanding of cinematography, editing, mise-en-scene, and use of titles has developed, allowing them to create a more polished opening sequence that effectively sets up genre and narrative.
Evalution question 7
The document discusses various cinematography techniques used in filmmaking, including camera shots, angles, movement, and editing. It provides examples of how these techniques were used in the creation of an opening film sequence, such as close-up shots to draw attention to important characters and match cuts to smoothly transition between scenes. Overall, the document reflects on how learning and practicing these cinematography fundamentals has improved the filmmaker's skills and understanding of visual storytelling.
Evaluationn Question 7
The student learned several filming and editing techniques after completing their preliminary task that they were able to apply to their full horror film opening. For the preliminary task, they researched different shot types and practiced shots to gain experience. They also planned shots and created a storyboard. For the full opening, they applied techniques like match cuts, 180 degree rules, and splice cuts. They also incorporated close-ups and developed shots from the preliminary task. Overall, planning, research and practice on the preliminary task helped the student improve their skills and confidence for the full opening.
Media - Evaluation 7
(1) The preliminary task was a short, unplanned film clip that helped the student learn basic camera and editing skills but had issues with lighting, sound quality, and shaky camera work.
(2) For the main task, the student learned more advanced filming techniques like shot types and lighting, and editing skills like transitions, filters, and sound editing. More planning was done.
(3) The progression from preliminary to main task improved the student's technical skills and confidence as a media student through practicing filming in different environments and learning to adapt.
7. evaluation
The peer feedback provided insights into both the poster and film produced by the student. For the poster, feedback noted that it looked professional but could have been improved by including additional context like a DVD case. Some felt the black bars were overwhelming. For the film, peers appreciated the camera work and sound effects but noted some audio issues and unnatural dialogue. Improvements suggested were reducing the American Psycho parody, fixing audio levels, and clarifying the genre. The student agreed that more context for the poster and addressing issues like unique script, composition, and genre clarification could strengthen the work.
Preliminary soap trailer evaluation
The document discusses the ways in which a student's media production did or did not use, develop, or challenge conventions of real media.
The student analyzed several shots from their production compared to the original media they were mimicking. They found similarities but also differences in shot types, lighting, costumes, and setting used between their production and the real media.
The student discussed feedback received which suggested adding a soundtrack and transitions. They also outlined technologies like cameras, editing software, and online platforms used during the production process and ways they could improve for their next project.
Evaluation 7
The document discusses the learning process from a preliminary filmmaking task to the final product. It identifies several key areas of improvement:
1) Equipment handling skills improved, such as proper use of a tripod.
2) Technical skills improved, with fewer mistakes in framing, matching shots, and focusing.
3) Better planning process for the final product, including treatment, shot list, screenplay, storyboards.
4) Location and lighting choices improved image quality in the final version.
5) Specific techniques like walking shots and matching action shots were executed correctly after mistakes in the preliminary task.
Evaluation Question 7
The document discusses what the author learned from their preliminary task to their final media product. They discuss improvements in several areas including camera quality, sound quality, planning, editing techniques, use of titles, and music selection/editing. The author found that planning shots thoroughly, exploring different camera angles, practicing composition, and learning new editing skills in Premiere Pro helped improve their final product significantly compared to the preliminary task.
Preliminary Task Evaluation
The document summarizes the film student Amy Turner's evaluation of her preliminary horror film trailer project. She analyzes her use of the four technical elements - camerawork, editing, sound, and mise-en-scene. She also discusses the production techniques she used, aspects to improve, and what she learned to apply to her main project. Specifically, she will focus on improving camera stability, lighting, adding dialogue/sound effects, and leaving more time for editing.
Question 7
The student learned a great deal about filmmaking equipment, techniques, and software from completing their preliminary task and thriller opening task. They gained skills in shooting, lighting, editing, adding effects, directing actors, and collaborating with others. Specifically, the student learned how to use video recorders, tripods, editing software, techniques like the 180-degree rule and shot-reverse-shot. Their skills in areas like lighting, editing, using effects, and leadership improved from the preliminary to thriller opening task. Overall, they enjoyed the learning process and gaining experience with equipment, software, filming, and working with others.
Evaluation Question 7
Continuity and following conventions like the 180-degree rule and shot/reverse shot are important for establishing spatial relationships and a coherent narrative. The document discusses these techniques and provides examples from a student's preliminary work and opening sequence for a film. It analyzes how the student has developed skills in cinematography, editing, mise-en-scene, and use of titles between the preliminary and opening sequence. In conclusion, the student demonstrates learning of fundamental film techniques and how applying these improved the quality and professionalism of their opening sequence.
Preliminary Task Evaluation
The set brief for the preliminary task was to produce a short film involving a character opening a door, crossing a room, and having a conversation with another character. This was to incorporate match on action, shot/reverse shot, and the 180 degree rule. In preparation, the student researched terms, explored camera techniques, storyboarded scenes, planned locations and casting. Filming went well though there were issues with natural lighting. In post-production, the student edited in Adobe Premier Pro, adding elements to create an eerie atmosphere through manipulating shots and sound. Overall the preliminary task met the brief, with strong camerawork but some room for improvement in match on action continuity.
Proposal and pitch
Michael is bored with his office job and joins a social experiment where a doctor implants a chip allowing him to see people's remaining lifespans.
Evaluation Question Seven
I learned from filming a preliminary task that I needed to plan my shots more carefully to properly represent characters and locations. For the film opening, I focused on using different camera angles and shots to distinguish the different social classes of the characters and keep them in focus. As the main camera operator, I was heavily involved in the storyboards to ensure the shots matched cinematic conventions and represented the characters as intended, such as using a low camera angle for a powerful protagonist. Through taking multiple takes of scenes, I improved my camera skills and shot composition between the preliminary task and the completed film opening.
5. Evaluation
Spencer Fox evaluated their production process for creating a promotional trailer and poster for a fictional action thriller film. Their research included analyzing existing trailers, posters, and interviews to help structure their own promotional materials. Spencer conducted primary research like surveys and interviews to learn about their target audience. For planning, Spencer created storyboards, shot lists, and resource lists. Their time management was good until production delays, but they finished on time despite technical issues during editing. The final trailer and poster were of decent quality but could be improved with reshoots and more crew assistance. Spencer provided a detailed technical and aesthetic analysis of the strengths and weaknesses of their promotional materials.
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More from Candice Russell
Questionnaire
This document appears to be a survey asking respondents about their experience with and interest in short films, particularly those of the social realism genre. It collects demographic information and asks questions about how often the respondent views short films, in what genres, and on what platforms. It also asks the respondent to define social realism and indicate which themes would attract them to a social realism short film.
Questionnaire
This document appears to be the beginning of a survey about viewing short films. It asks respondents for their demographic information like age, gender, ethnicity, and location. It then asks questions to gauge their experience with and interest in short films, including genre preferences and how they typically view short films. It provides definitions of key terms like "social realism" and asks what themes would attract them to social realism shorts. The purpose seems to be understanding the audience for short films, particularly social realism shorts.
Training and Development
Lighthouse is a digital culture agency based in Brighton that supports and commissions art projects from filmmakers. It has helped produce 17 short films over two years through the BFI Shorts production scheme. Lighthouse also offers mentoring to short filmmakers through its Guiding Lights program, which has supported many rising filmmakers since 2006. Raindance in London offers courses in technical skills, screenwriting, producing and directing taught by industry professionals to help short filmmakers. The Creative Skillset organization empowers the UK creative industry by helping develop skills through training, funding assistance, work placements and apprenticeships for young creatives. The Script Factory previously offered script development services but stopped their training courses in 2013.
Transcript
Candice produced a two minute film introduction as her full product, focusing on the theme of transgender issues. Her preliminary task was a basic continuity exercise. For her full product, Candice implemented various camera techniques like different shot sizes, angles, compositions, white balancing, and camera movements. She also improved her planning, research, script writing and storyboarding skills. Candice learned to consider more technical elements as well as the narrative, themes, and audience for her full product compared to her preliminary task.
Comprehensive schedule for filming
The document provides a schedule for a film shoot directed by Candice Russell, including details of scenes and shots to be filmed on 19/01/2015 and 20/01/2015 with actors Charlie and Grant in various locations, costumes, and props. Makeup and costumes are to be adhered to prior to each scene shoot. On the 19th, Candice will be filmed only from the waist down as an extra placing a magazine on a bench.
props list
This props request list contains items needed for the film "LIMBO" including makeup products like mascara, lipstick, and nail varnish to be used by the actor Mark in the bedroom scenes. Sensitive skin makeup wipes and a mirror are also requested to be on the desk in the bedroom. Additional props include a cosmetic box, fashion bag, red dress, and magazine to be used in other locations like under the bed and on a bench.
Breakdown sheet
This document provides a scene breakdown and shooting schedule for the film project "Limbo". It outlines 6 scenes that will be shot over two days. The scenes involve the main character Mark applying makeup in the bedroom and then going shopping where he interacts with another character named Dylan. Each scene lists the location, cast, costumes, props, lighting and any other production details.
Final Transcript
Mark applies makeup and hides women's clothes and magazines in his bedroom. He is seen shopping and gazing longingly at women's clothing in store windows. Mark retrieves a dropped magazine on beauty tips. When he runs into his friend Dylan at the mall, Mark seems nervous and hastily leaves while trying to hide the magazine, suggesting he is uncomfortable with or hiding his interest in feminine things.
Script 1
This document is a script draft that outlines the locations, visuals, audio, and timeline of scenes for a short film. It involves two main characters, Mark and a woman, in various locations around Wallington. Mark comes across the woman's forgotten magazine at a public bench and begins looking through it before being interrupted by his friend Dylan. Mark then returns home and further explores the contents of the magazine privately in his bedroom.
Script draft 1
Mark finds a magazine left behind at a public bench. He takes it home and begins looking through it. He then retrieves a dress from under his bed and tries it on, seeming satisfied with how it looks in the mirror. He suddenly hears the front door slam and turns away from the mirror as the film title appears.
Script 1
Mark finds a magazine left behind at a public bench. He takes it home and begins looking through it. He then retrieves a dress from under his bed and tries it on, seeming satisfied with how it looks in the mirror. He suddenly hears the front door slam and turns away from the mirror as the film title appears.
Presentation1
Powerpoint presenting:
Realism or 'Realisms',
Realism and the Cinema
Defining Social Realism
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Technique or technical practice
- 1. Technique or technical practice Progression from pt to mt Unpacking the technique/ technology Representation Link to Macro Bigger picture Camera Movement My preliminary task was a continuity task, with no need for any other movements and at that point I had no real understanding of movement, until I completed and evaluated a comparative camera operation task. Unpacking the technique to camera movement meant I had to understand the lead room, nose room, head room, anticipatory framing and fluid motion. I completed an exercise to take into consideration the above factors and repeated the same exercise four times. After evaluating each attempt, it was evident that I have improved, by taking into account the rule of thirds and I had a better fluid motion with the camera. Hand held camera movements gave an on edge feel and realism to the characters actions. Slow tripod mounted camera movements given to the long shots of the protagonist walking, conveyed his loneliness, isolation and fear of being discovered. The hand held movements portray to the viewer that Mark feels uncomfortable in his own skin. Furthermore, the slow tripod shots illustrate his loneliness and concealed secret to his sexual identity. Composition of Shots In the preliminary task the composition and aesthetics were not thought of, as I hadn’t learnt about it and this was not important for the task. Camera composition exercise and my self evaluation allowed me to establish various composition elements : Use of frame Foreground/mid Unpacking the technique to have an eye for the artistic traits such as form, shape, colour and dynamic diagonals. The composition of my shots are carefully positioned to highlight aspects on the mise- en- scene, moreover some artistic aspects are shown in the shots such as dynamic diagonals, shape and colour Through the composition of my different shots the viewers will be able to establish the genre of the film, because of the use of simple and existing surroundings.
- 2. ground/background and depth Point of view shot Positive and negative space Line and shape Lighting and contrast Mood and tone Colour Proxemics Camera Shots and Angles For the preliminary task I only used long, mid and close shots, because of an unlimited understanding. A lesson covering shot sizes and angles allowed me to comprehend all the different types, I could consider for my main task. I tried to get a combination of selective shots and angles into my main task. Through learning about more technical shot sizes and angles I was able to convey them into my film intro. The representation of the different shots, along with their angles will allow an audience to decode not only the narrative, but the hidden message behind each shot. The representation of the extreme close ups convey the importance of my protagonists issues and how they are affecting him. The extreme close up shots only show a particular thing, detaching the full picture, but allow a glimpse into the window of Mark’s anguish and how he actually feels. White balance The preliminary task contained no white balance technique. This technique is a colour balance on a digital camera, which manipulates the overall colour temperature. For my main task I effectively used this feature To establish how to create the right white balance, I undertook an exercise that allowed me to evaluate the differences between automatic, tungsten, daylight and custom white balancing from both the interior and exterior factors. To represent my protagonist with the correct white balance, I chose to implement a custom white balance for the interior shots and a daylight white balance for the exterior shots. The white balance options allowed a realism impact to the final cinematic product. If I had chosen different settings then the overall impact would have seemed quite artificial.
- 3. to create realistic shots. Storyboards The storyboard for my preliminary task was basic with just shot and action details. However, my main task final storyboard was much more detailed, with not only shot size and action, but with composition, sound, lighting and title placements. Also I was able to capitalise on feedback from my media tutor. Secondary research gave me insight to opening title credits and their specific order in social realism and mainstream films. Studying the flow of opening titles, allowed me to establish various positions and why they were initially placed there in films from the professional domain. Representation of the shot size, composition with lighting and sound conveys the mood and atmosphere of the individual shot. The mood, atmosphere of the planned shot will establish not only a portrayed issue or theme, but it will allow an audience to connect to the wider picture of the genre being depicted. Scripts There was no real thought that went into my preliminary script. It just basically consisted of camera shot and audio detail, with no real terminology to support the idealism of the task. However, my final script to support my product was far superior to my preliminary task script in the fact it contained a lot more detail Main task scripts, took into consideration time element breakdown for each shot. The props required, costume design, action and direction for the actors. Audio references to non- diegetic and diegetic sound and actor dialect. Representation, allowed for genre establishment to include the theme and issues being experienced by the protagonist. Story establishment through the narrative of the script. Editing Process Itemisation planning
- 4. Music