Test video reflections proforma 2021
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The document discusses the student's experience filming and editing a test video. Some of the challenges included poor lighting when filming, keeping subjects in frame, and syncing audio during editing. Things that went well were zooming and focusing the camera shots and using transitions between clips. The student learned how to do basic edits, sync audio, and adjust camera settings. For future projects, they will improve getting the right footage amount, adjusting camera settings, framing shots, syncing to music, and faster decision making.
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Test video reflections proforma
The document discusses the process of filming and editing a test video project. It outlines tasks to complete before starting the reflection, including exporting and uploading videos. It then discusses areas the author found interesting, difficult, or successful regarding using the camera, working with others, and editing in Premiere. The author learned about cooperation, using camera functions, and editing software. Finally, it lists action points for the music video project, such as making a shot list, storyboard, featuring others, varied camerawork, and recording to music.
Test video reflections proforma 2021 copy
This document outlines the tasks and reflections for a test video project. It includes sections for filming with a camera, filming with people, editing in Premiere, reflections on what was learned, and action points for future projects. For filming with the camera, one difficulty was finding suitable locations due to the school environment, but working from a basic shot plan helped. Using Premiere for the first time was interesting but time management during editing needed improvement. The main lessons learned were creating a shot plan, learning to use Premiere, and matching clips to music. Action points for future projects include better time management, more location footage, using a tripod, considering lighting, and planning editing.
Test video reflections proforma 2021
This document outlines the tasks and sections to be completed for a video reflection and review project. It includes sections to discuss filming with a camera, working with others, editing in Premiere, reflections on what was learned, and action points for future work. For the camera section, the document lists discussing areas that were interesting, difficult, what went well, and what was less successful about using the camera. It provides examples for each point. Similarly, it prompts discussing working with others on the test filming and editing in Premiere. The reflections section asks about the three main things learned. Finally, it requests five action points to consider for a future music video project.
Test video reflections proforma 2021
The document provides instructions and reflections for a test video project. It includes sections for tasks to complete before starting, filming with a camera, filming with people, editing in Premiere, reflections on what was learned, and action points. For filming with a camera, the student discusses finding acting with different shots fun, but found controlling zoom on the camera challenging. For filming with people, timing shots with camera movement was difficult but planning helped. In editing, syncing audio was enjoyable but more footage was needed. The main things learned were the benefits of group work and learning Premiere editing. Action points will consider technical, time management, and planning aspects.
Video Production 4
The document reviews the strengths and weaknesses of a video production project. It notes that while the final product did not fully match the initial idea, the general idea came through. Pre-production helped choose high-quality shots. The film is intended for a mature audience. Areas for improvement include time management during shooting and editing, as better time management would have allowed for faster completion without wasting time.
Evaluation Q3
1) The author has learned to value external feedback more while working alone on coursework compared to working with a partner previously.
2) Receiving positive feedback on their work was reassuring for the author.
3) The author learned that using feedback to improve ideas and solutions is as important as using it to gauge the quality of work. Feedback, even just positive comments, can provide ideas to further enhance videos. Negative feedback can help identify problems to solve.
Harry Statham Test video reflections proforma 2021
The document provides guidance and reflections on filming and editing two video projects. It discusses challenges with using the camera, such as battery issues, and successes in getting good angles. It also covers working with others, including taking on a directing role and assumptions that were too ambitious. The editing process in Premiere Pro is reviewed, including problems with syncing audio and video. Key lessons learned are working with limitations, communication, and practice. Five action points for the next music video project focus on lip syncing, shot lists, personal time investment, using filters, and continuing to use Premiere Pro.
Test video reflections proforma 2021 2
The document provides guidance and reflections on test filming and editing exercises. It includes sections on using the camera for the first time and learning different settings, working with others on test filming, learning to use Premiere Pro editing software from scratch, reflections on what was learned from the exercises, and action points to consider for future music video projects.
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Test video reflections proforma
The document discusses the process of filming and editing a test video project. It outlines tasks to complete before starting the reflection, including exporting and uploading videos. It then discusses areas the author found interesting, difficult, or successful regarding using the camera, working with others, and editing in Premiere. The author learned about cooperation, using camera functions, and editing software. Finally, it lists action points for the music video project, such as making a shot list, storyboard, featuring others, varied camerawork, and recording to music.
Test video reflections proforma 2021 copy
This document outlines the tasks and reflections for a test video project. It includes sections for filming with a camera, filming with people, editing in Premiere, reflections on what was learned, and action points for future projects. For filming with the camera, one difficulty was finding suitable locations due to the school environment, but working from a basic shot plan helped. Using Premiere for the first time was interesting but time management during editing needed improvement. The main lessons learned were creating a shot plan, learning to use Premiere, and matching clips to music. Action points for future projects include better time management, more location footage, using a tripod, considering lighting, and planning editing.
Test video reflections proforma 2021
This document outlines the tasks and sections to be completed for a video reflection and review project. It includes sections to discuss filming with a camera, working with others, editing in Premiere, reflections on what was learned, and action points for future work. For the camera section, the document lists discussing areas that were interesting, difficult, what went well, and what was less successful about using the camera. It provides examples for each point. Similarly, it prompts discussing working with others on the test filming and editing in Premiere. The reflections section asks about the three main things learned. Finally, it requests five action points to consider for a future music video project.
Test video reflections proforma 2021
The document provides instructions and reflections for a test video project. It includes sections for tasks to complete before starting, filming with a camera, filming with people, editing in Premiere, reflections on what was learned, and action points. For filming with a camera, the student discusses finding acting with different shots fun, but found controlling zoom on the camera challenging. For filming with people, timing shots with camera movement was difficult but planning helped. In editing, syncing audio was enjoyable but more footage was needed. The main things learned were the benefits of group work and learning Premiere editing. Action points will consider technical, time management, and planning aspects.
Video Production 4
The document reviews the strengths and weaknesses of a video production project. It notes that while the final product did not fully match the initial idea, the general idea came through. Pre-production helped choose high-quality shots. The film is intended for a mature audience. Areas for improvement include time management during shooting and editing, as better time management would have allowed for faster completion without wasting time.
Evaluation Q3
1) The author has learned to value external feedback more while working alone on coursework compared to working with a partner previously.
2) Receiving positive feedback on their work was reassuring for the author.
3) The author learned that using feedback to improve ideas and solutions is as important as using it to gauge the quality of work. Feedback, even just positive comments, can provide ideas to further enhance videos. Negative feedback can help identify problems to solve.
Harry Statham Test video reflections proforma 2021
The document provides guidance and reflections on filming and editing two video projects. It discusses challenges with using the camera, such as battery issues, and successes in getting good angles. It also covers working with others, including taking on a directing role and assumptions that were too ambitious. The editing process in Premiere Pro is reviewed, including problems with syncing audio and video. Key lessons learned are working with limitations, communication, and practice. Five action points for the next music video project focus on lip syncing, shot lists, personal time investment, using filters, and continuing to use Premiere Pro.
Test video reflections proforma 2021 2
The document provides guidance and reflections on test filming and editing exercises. It includes sections on using the camera for the first time and learning different settings, working with others on test filming, learning to use Premiere Pro editing software from scratch, reflections on what was learned from the exercises, and action points to consider for future music video projects.
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Test video pro forma
The document provides guidance and questions for reflecting on a test video project. It instructs the student to export and upload their key film and music video, then clean up files. The student discusses what went well and challenges with filming, including finding interesting locations and avoiding repetition. Working well with a friend helped with shot ideas. Editing in Premiere and Capcut was difficult initially but tutorials helped the student learn. Key lessons were new camera shots, time management, and working under deadlines. Areas for improvement include using proper camera equipment, better footage selection, and non-copyright assets.
FMP initial plans
Ben is considering creating a time-lapse of his photography journey, a detailed pixel art animation, or a music video for his FMP. He has chosen to do a behind-the-scenes photography shoot and video on how to improve photos by combining photography and videography. This will provide tips on improving photos without focusing on specific topics like lighting or equipment.
Media evaluation
This document contains responses to evaluation questions about a film project. For question 5, the filmmaker describes how they attracted their audience by opening with a black and white scene of an abandoned pathway leading to a mysterious library. They also discuss plans to promote the film through trailers, magazine ads, and newspaper ads. For question 6, the filmmaker discusses learning new editing software like iMovie and gaining knowledge of features like brightness and color adjustments. For question 7, the filmmaker reflects on improvements between the preliminary task and final product, such as better scene transitions, strategic use of color and contrast, importance of dialogue, and allowing more planning time.
Demons and thieves analysis
The document summarizes a practice documentary project analyzing the book "Demons and Thieves". It discusses interviews conducted with the book's author, students who read the book, and a teacher. It also covers lessons learned about clear interviewing, using multiple cameras, and editing techniques. The experience provided insights on improving camera work, interviews, and editing quality for a future final documentary project.
Group 1 students tryout final
This document outlines a lesson on investigating refraction of light using convex lenses through simulation. The lesson is presented by students from several Southeast Asian countries. It includes an introduction to lenses, a pre-test, a video on lens types, simulation exercises to explore focal points and focal lengths, examples to solve related problems, a post-test and survey. The objectives are for students to understand and determine the focal properties of convex lenses using simulation.
Evaluation question 6
The document discusses the research and technologies used to construct an opening title sequence for a film. It describes researching existing title sequences online and on YouTube for inspiration. Tutorials on YouTube and other sites were used to learn animation software, camera techniques, editing software, and music software. The filming process involved planning shots at the location and learning camera functions. Feedback was gathered to evaluate and improve the final sequence.
Treatment for YouTube videos
The document discusses the production of a YouTube video on the social impacts of video games. It will be 2-3 minutes long and use copyright-free images. Interviews with students aged 16-17 will be filmed in various quiet locations to discuss their views and how to progress being allowed to vote. Equipment needed includes a camera, tripod, microphone, and possibly a green screen. As a solo production, the creator will handle recording and research but may ask others for feedback. There is no budget since resources will be free or borrowed from college.
Vox pops production log
Luke created a vox pops video by filming interviews with 4 volunteers answering questions about advertisements. He wrote the questions beforehand, filmed in a quiet room using his camera on a tripod. During filming, he asked all questions in one take to simplify editing. In lessons, he learned to edit using Adobe Premier Pro, adding transitions between clips, adjusting audio levels, and inserting titles with questions and still shots of interviewees with their names. He finished by exporting the final video and uploading it to YouTube to embed on his blog.
Fmp project ideas
Eve Kelly proposes two project ideas for her FMP course. The first is to create a short video and club t-shirt to promote her wheelchair basketball club using a camera, GoPro, editing software, and Photoshop. Her second idea is to make an animated comic or audio book for children to help them learn to read using Adobe Animate, Photoshop, a Wacom tablet, Garage Band, and research. Both projects would help Eve develop new skills but also present challenges like limited access to the club and a tight timescale.
Brief
Bethlehem Gebretinsae and their group will create a radio trailer, poster, and 5-minute thriller film that subverts genres and roles by mixing Halloween and Christmas elements. They will consider representation and subverting stereotypes of characters. Some scenes will be influenced by other media while still creating an original short film. Theories will also be applied and compared to the project.
Media evaluation
Mary Mather evaluated her team's media project. She learned basic filming skills like camera shots and angles. The team succeeded by planning equally and using a variety of shots that produced good continuity. Areas for improvement included lighting, which they will focus on next time by borrowing professional lamps. The team met the overall brief of using various shots like shot reverse shot and point of view to create a good quality preliminary video.
7. evaluation
The document provides an evaluation of Reece Boland's production process for an audiobook project. It discusses the planning, research, time management, technical qualities, aural qualities, audience appeal, and peer feedback received. The peer feedback noted that the audio levels varied in volume and background music was sometimes louder than the narration. Reece agrees the audio needs improvement and would ensure consistent recording volume and duration if given more time. Overall the evaluation assessed strengths and weaknesses at each stage and how the project could be enhanced.
FMP Presentation process
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Test Video Reflections Proforma 2021.pptx
The document provides instructions and reflections on test video projects. It includes tasks to complete before starting like exporting and uploading videos. It asks the reader to discuss 3 areas they found interesting, difficult, what went well, and what was less successful for filming with a camera, working with others, and editing in Premiere. For reflections, it prompts listing the 3 main things learned and 5 action points to consider for future projects.
7. evaluation(2)
The document provides a summary and evaluation of the student's FMP (Final Major Project). It discusses the strengths and weaknesses of the student's research, planning, time management, technical qualities, aesthetic qualities, audience appeal, and peer feedback. The research explored internet stick figure culture trends but lacked technical details. Planning was strong but inflexible. Time management was effective. The animation used bold colors, graphics, and action but lacked some connectivity. Peer feedback praised the audio/visuals but suggested more character animation and gameplay details. The student agrees more models and sound options could improve the project within a longer timeframe.
7. evaluation (interactive)
The document summarizes Charlie Lamb's interactive evaluation project. Some key strengths of the research phase were having many game ideas and finding good templates. Planning had to be adjusted but the story stayed on track. More time would have allowed adding more detail, sounds, and length. The technical qualities were similar to Star Wars with space battles. The aesthetic qualities had a retro, handmade feel. The target audience of teens was appealed to through child-friendly, non-violent gameplay. Peer feedback noted needing straighter text and better sound timing. Changes would be adding more action, sounds, and animation.
7. evaluation(4)
The document provides an evaluation of a podcast production project. It discusses strengths and weaknesses in the research, planning, and time management phases. It notes that listening to other podcasts helped but also revealed competition. Planning different audio styles was useful but some elements took longer than expected. Time was managed well by completing the project in two days, though editing took significant time due to censorship. The podcast sounded good despite being one take but censorship beeps could be improved. The informal style and sharing of opinions was appealing to the target audience. Peer feedback praised the casual discussion but noted some content was misleading and audio quality could be better. The producer agreed some content needed clarifying and would improve censorship sounds and length.
3. production experiments
Jack Bevens created a DVD cover for a mystery film. He researched stock images to find a hooded figure to represent the mystery guy. He added the title and character names from a font website and placed them on the cover along with his name. For his reflection, Jack notes he wants to make the DVD cover more attractive and scary to entice viewers. He plans to add more images and words in Photoshop and create another DVD cover for the back to showcase scenes from the film.
Communication methods planning - I-C-K
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Test video reflections proforma 2021
The document provides guidance for a student to reflect on and review test videos they created. It includes sections for the student to discuss their experiences with various aspects of filming and editing, what went well and what was challenging. It also prompts the student to identify the main things they learned and action points to consider for their music video project. The student provides responses evaluating their use of the camera in filming, working with others, editing in Premiere, and lessons learned around patience, enjoying the creative process, and planning.
Test Video Reflections Proforma 2021
The document provides guidance for a student to complete a test video reflection and review task. It includes sections for the student to discuss their experiences filming with the camera and other people, editing in Premiere, what they learned, and action points for their music video project. For filming with the camera, the student notes finding it difficult to change settings in the menu but learning how to adjust settings like ISO, aperture and shutter speed. For filming with others, the student discusses having fun sharing creative ideas and adapting them for the video. They also learned to openly share thoughts. For editing, the student discusses initially finding Premiere difficult but learning how to use it properly, including cutting unnecessary parts and smoothing transitions. They list the main
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Test video pro forma
The document provides guidance and questions for reflecting on a test video project. It instructs the student to export and upload their key film and music video, then clean up files. The student discusses what went well and challenges with filming, including finding interesting locations and avoiding repetition. Working well with a friend helped with shot ideas. Editing in Premiere and Capcut was difficult initially but tutorials helped the student learn. Key lessons were new camera shots, time management, and working under deadlines. Areas for improvement include using proper camera equipment, better footage selection, and non-copyright assets.
FMP initial plans
Ben is considering creating a time-lapse of his photography journey, a detailed pixel art animation, or a music video for his FMP. He has chosen to do a behind-the-scenes photography shoot and video on how to improve photos by combining photography and videography. This will provide tips on improving photos without focusing on specific topics like lighting or equipment.
Media evaluation
This document contains responses to evaluation questions about a film project. For question 5, the filmmaker describes how they attracted their audience by opening with a black and white scene of an abandoned pathway leading to a mysterious library. They also discuss plans to promote the film through trailers, magazine ads, and newspaper ads. For question 6, the filmmaker discusses learning new editing software like iMovie and gaining knowledge of features like brightness and color adjustments. For question 7, the filmmaker reflects on improvements between the preliminary task and final product, such as better scene transitions, strategic use of color and contrast, importance of dialogue, and allowing more planning time.
Demons and thieves analysis
The document summarizes a practice documentary project analyzing the book "Demons and Thieves". It discusses interviews conducted with the book's author, students who read the book, and a teacher. It also covers lessons learned about clear interviewing, using multiple cameras, and editing techniques. The experience provided insights on improving camera work, interviews, and editing quality for a future final documentary project.
Group 1 students tryout final
This document outlines a lesson on investigating refraction of light using convex lenses through simulation. The lesson is presented by students from several Southeast Asian countries. It includes an introduction to lenses, a pre-test, a video on lens types, simulation exercises to explore focal points and focal lengths, examples to solve related problems, a post-test and survey. The objectives are for students to understand and determine the focal properties of convex lenses using simulation.
Evaluation question 6
The document discusses the research and technologies used to construct an opening title sequence for a film. It describes researching existing title sequences online and on YouTube for inspiration. Tutorials on YouTube and other sites were used to learn animation software, camera techniques, editing software, and music software. The filming process involved planning shots at the location and learning camera functions. Feedback was gathered to evaluate and improve the final sequence.
Treatment for YouTube videos
The document discusses the production of a YouTube video on the social impacts of video games. It will be 2-3 minutes long and use copyright-free images. Interviews with students aged 16-17 will be filmed in various quiet locations to discuss their views and how to progress being allowed to vote. Equipment needed includes a camera, tripod, microphone, and possibly a green screen. As a solo production, the creator will handle recording and research but may ask others for feedback. There is no budget since resources will be free or borrowed from college.
Vox pops production log
Luke created a vox pops video by filming interviews with 4 volunteers answering questions about advertisements. He wrote the questions beforehand, filmed in a quiet room using his camera on a tripod. During filming, he asked all questions in one take to simplify editing. In lessons, he learned to edit using Adobe Premier Pro, adding transitions between clips, adjusting audio levels, and inserting titles with questions and still shots of interviewees with their names. He finished by exporting the final video and uploading it to YouTube to embed on his blog.
Fmp project ideas
Eve Kelly proposes two project ideas for her FMP course. The first is to create a short video and club t-shirt to promote her wheelchair basketball club using a camera, GoPro, editing software, and Photoshop. Her second idea is to make an animated comic or audio book for children to help them learn to read using Adobe Animate, Photoshop, a Wacom tablet, Garage Band, and research. Both projects would help Eve develop new skills but also present challenges like limited access to the club and a tight timescale.
Brief
Bethlehem Gebretinsae and their group will create a radio trailer, poster, and 5-minute thriller film that subverts genres and roles by mixing Halloween and Christmas elements. They will consider representation and subverting stereotypes of characters. Some scenes will be influenced by other media while still creating an original short film. Theories will also be applied and compared to the project.
Media evaluation
Mary Mather evaluated her team's media project. She learned basic filming skills like camera shots and angles. The team succeeded by planning equally and using a variety of shots that produced good continuity. Areas for improvement included lighting, which they will focus on next time by borrowing professional lamps. The team met the overall brief of using various shots like shot reverse shot and point of view to create a good quality preliminary video.
7. evaluation
The document provides an evaluation of Reece Boland's production process for an audiobook project. It discusses the planning, research, time management, technical qualities, aural qualities, audience appeal, and peer feedback received. The peer feedback noted that the audio levels varied in volume and background music was sometimes louder than the narration. Reece agrees the audio needs improvement and would ensure consistent recording volume and duration if given more time. Overall the evaluation assessed strengths and weaknesses at each stage and how the project could be enhanced.
FMP Presentation process
The document summarizes the process of creating a 5-minute presentation in Adobe Premiere Pro about 9 graphic design products. It describes laying out the audio recording and images, editing out mistakes, and adding transitions, effects, and background music. The presentation was shared on Instagram and YouTube to get feedback from peers and professional designers.
Test Video Reflections Proforma 2021.pptx
The document provides instructions and reflections on test video projects. It includes tasks to complete before starting like exporting and uploading videos. It asks the reader to discuss 3 areas they found interesting, difficult, what went well, and what was less successful for filming with a camera, working with others, and editing in Premiere. For reflections, it prompts listing the 3 main things learned and 5 action points to consider for future projects.
7. evaluation(2)
The document provides a summary and evaluation of the student's FMP (Final Major Project). It discusses the strengths and weaknesses of the student's research, planning, time management, technical qualities, aesthetic qualities, audience appeal, and peer feedback. The research explored internet stick figure culture trends but lacked technical details. Planning was strong but inflexible. Time management was effective. The animation used bold colors, graphics, and action but lacked some connectivity. Peer feedback praised the audio/visuals but suggested more character animation and gameplay details. The student agrees more models and sound options could improve the project within a longer timeframe.
7. evaluation (interactive)
The document summarizes Charlie Lamb's interactive evaluation project. Some key strengths of the research phase were having many game ideas and finding good templates. Planning had to be adjusted but the story stayed on track. More time would have allowed adding more detail, sounds, and length. The technical qualities were similar to Star Wars with space battles. The aesthetic qualities had a retro, handmade feel. The target audience of teens was appealed to through child-friendly, non-violent gameplay. Peer feedback noted needing straighter text and better sound timing. Changes would be adding more action, sounds, and animation.
7. evaluation(4)
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3. production experiments
Jack Bevens created a DVD cover for a mystery film. He researched stock images to find a hooded figure to represent the mystery guy. He added the title and character names from a font website and placed them on the cover along with his name. For his reflection, Jack notes he wants to make the DVD cover more attractive and scary to entice viewers. He plans to add more images and words in Photoshop and create another DVD cover for the back to showcase scenes from the film.
Communication methods planning - I-C-K
The document discusses various communication methods for planning advertising, including compliance with codes, recognition of paid promotions, avoiding misleading or offensive content, and respecting privacy. It provides a numbered list of 5 codes related to these topics: 1) compliance with laws, 2) disclosing paid promotions, 3) avoiding misleading claims, 4) avoiding harm or offense, and 5) responsibilities regarding children. The document also includes mind maps showing potential advertising ideas and themes.
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The document provides guidance for tracking the music video production process. It outlines sections for filming and editing. For filming, the student explains technical difficulties keeping the camera focused but that it worked for the fast-paced song. Locations worked well with good lighting. The only cast member was the student's sister, allowing flexibility. Planning was adequate but could have included more shots. For editing, techniques that went well included timing a clip to the music and using adjustment layers. Problems included difficulty editing to the beat and cutting the long song. Main lessons learned were the importance of planning, using visual planning aids, audio effects, and organization.
Eval copy
This document provides an evaluation template for a student to evaluate their year two projects at L3 Creative Media. The template guides the student to outline the aim and activities of their project, discuss their research, idea development, collaboration, feelings about completing the project, challenges faced, what went well and could be improved, how they would rate their final piece, what elements were successful, how they applied conventions of the medium, and targeted their audience. The student is asked to analyze what made the project a success and what elements did not go as well.
L3 cmpt y2 evaluation template
This document provides a template for evaluating creative media projects at the third year level. It includes sections for an overview of the project, research undertaken, ideas developed, personal response, evaluation of the project, analysis, and an action plan. The template guides the user to focus on key points, make judgements about the work, and identify areas for future improvement in a concise and analytical manner.
Evaluation of preliminary task
The student learned several things about planning a film project. Their group struggled with the pitch process to choose an idea and instead decided on an anti-smoking film collectively. They also researched the target audience. For equipment, they learned how to use the camera and sound equipment. They were taught editing on Final Cut Pro, including cutting clips and controlling sound and image separately. The student believes their first film product turned out well despite challenges with planning and equipment, and that teamwork helped overcome these challenges.
7. evaluation
Jake Jarvis evaluated his film production process. Strengths of his research included seeing existing products for inspiration and conducting questionnaires and interviews to identify the target audience. Weaknesses were people rushing questionnaires and difficulty scheduling interviews. For planning, mind maps, style sheets, and contingency planning were strengths, while scheduling filming was difficult. Jake could have managed his time better by using a schedule and software at home. Peer feedback noted the video should have been longer and a different song may have improved the atmosphere. Jake agreed future videos would benefit from a longer filming schedule and better music selection.
Music Video Poduction Evaluation
James Sykes evaluated his music video production process. He researched different music video genres and conventions on YouTube. Based on his research, he chose a song genre and planned visual elements for his video before filming. During filming, he managed his time well and tried to replicate shots from other videos. In editing, he added some transitions to match the beat. Peer feedback noted the video matched the song well but could have benefited from more lighting variety, locations, and tighter shot lengths. For future videos, Sykes plans to improve lighting, include more locations, and trim unnecessary shots.
Evaluation
The student felt they improved in planning for their movie project compared to the preliminary task by working independently, changing the genre to horror, creating a longer storyboard, and doing research. They also felt editing and construction went better as they knew how to use the equipment and editing software, being more confident in the shots needed and how to capture them. Overall, the student believes the work for the unit was very successful and fulfilled the requirements, though some minor changes could have been made.
Mv process log form 2021
This document provides guidance for tracking the production process of creating a music video. It includes sections for filming and editing with prompts to describe technical, logistical, personnel, and planning aspects of filming. For editing, it prompts to describe the editing progress, decisions, problems, and notable moments. In filming, the creator used their phone propped against a stairwell and had some issues with people using the stairs. For editing, they note some lipsync was off and footage needed replacing, but their enthusiasm came across well in peer feedback. Main lessons learned were the time and difficulty of even simple music videos.
Evaluation Question 6
I have learned a lot about filmmaking technology through constructing this project. The hardware used included an iPhone 6 camera, tripod, and professional microphone. Final Cut Pro X was used for editing. Websites like YouTube, Blogger, and Sound Bible were utilized for clips, embedding media, surveys, and sound effects. Through the process, I've improved my editing skills using tools like the blade and color correction. Technical challenges included low lighting, which I overcame through color matching. In the future, I aim to have smoother camerawork and better achieve my creative visions while balancing group collaboration.
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The document outlines several ideas for a client project to promote York to a target audience of 18-24 year olds interested in history, culture, and creativity.
The first idea is a mobile app that sends users to locations in York to take photos or videos as proof of completion to unlock further stages. Users could then create a collage or music video from their submissions to share on social media.
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1. Research
Brandon Lambert is targeting 18-24 year olds in York, England for a new creative project. This age group is heavily involved in social media like Instagram and enjoys listening to music. They also prefer evenings over daytime. Lambert plans to incorporate these interests by making social media and music central parts of the project and holding activities at night. Two existing York attractions - a ghost walk and historic theater - provide examples of entertaining and educating audiences in ways that interest Lambert's target demographic.
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This document contains Brandon Lambert's UAL Progression Proforma for 2022-23, which includes details of their grades, courses being considered for university, personal statement, and year 1 review. It shows Brandon achieved mostly good GCSE grades and is interested in filmmaking, media, and editing/post-production courses. Their personal statement outlines experience in media studies and goals to produce films. The year 1 review reflects on enjoying filming and audio projects the most, and identifies time management as an area for improvement.
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Brandon evaluated his production process for a podcast. In his research, he took inspiration from popular podcasts but wished he had done more specific research related to his topic of fashion/music. His planning helped discussions flow smoothly, but he didn't plan for potential issues. He managed his time well overall. Peer feedback praised the visuals, lighting, and music, but suggested adding images when mentioning people or brands and using multiple camera angles. Brandon agreed images could help but disagreed that additional camera angles were needed.
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FMP RESEARCH.pptx
The document provides research on target audiences for a podcast. It analyzes data on podcast listeners, examining trends by age, gender, and preferences around entertainment vs education. It also summarizes 4 existing podcasts to identify common features. Interviews were conducted to understand audience preferences around runtime, number of guests, and style. The research will be used to design a podcast that appeals to a primarily male, teenage audience by including 3 guests, runtime of 40-50 minutes, contrasting personalities, and topics of interest. Visual elements and an entertaining focus will also be included.
1.2 FMP Proposal
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FMP RESEARCH
The document provides research on target audiences for a podcast about music and fashion. It analyzes existing podcasts, finding that most display all participants and clearly differentiate hosts from guests. Audience research found the target audience is mostly male, aged 16-19 who prefer entertainment over education and attention spans under 1 hour. Interviews supported these findings. The proposed podcast will appeal to this audience by using relevant themes, aesthetics, run times of 40-50 minutes, and ensuring all participants are visible.
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The document provides research on the target audience for a podcast about music and fashion. It analyzes statistics showing that the majority of podcast listeners are male, aged 16-19, and prefer entertainment over education. Existing podcasts are examined for production elements, with most displaying all participants and clearly distinguishing hosts from guests. Research findings that will be applied include showing all participants and positioning hosts separately from guests. The target audience enjoys visuals and attention spans under 1 hour, so the podcast will last 40-50 minutes. Interviews with the target audience need to be conducted to understand their preferences.
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Test video reflections proforma 2021
- 2. Task
- 3. Filming - camera • List and discuss a minimum of 3 areas you found interesting, difficult, what went well, what was less successful, etc about using the camera. • One thing I found difficult about using a camera was making sure the lighting of the certain shots I was taking was perfect. In some areas it was really dark making it hard to see and unclear, other times it was too bright. I tried adjusting the iso settings on the camera to try and make it look better but found it hard too at the start. • Something that went well with using the camera was zooming in and focusing the shots, it was pretty easy to adjust the lens to make the shot perfect in terms of clearness because of the focus and the perfect distance from the subject of the shot using the zoom. • Another thing I found difficult was always getting the subject of the shot in frame. It was especially hard when the subject was moving.
- 4. Filming - people • List and discuss a minimum of 3 areas you found interesting, difficult, what went well, what was less successful, etc about working with others on the test filming • One thing I think went well with working together in a group was the fact that we could all work together to come up with a good idea. On your own the creative ideas you can come up with is limited due to the lack of people, when our in a group of 4 there are triple the amount of ideas which makes it easier to come up with the best. • One thing I found difficult with working in a group was the fact that sometimes there where multiple people wanting to do the same role. We then had to decide between us who got to do the specific role which was quite challenging at times because it took time to evaluate who was best for the role. • Another thing I think was challenging about working in a group was the fact that sometimes it was hard choosing between peoples ideas on what we should do in the filming. We all came up with good ideas and it would take away time from filming as we ad to figure oout whos idea to actually use.
- 5. Editing • List and discuss a minimum of 3 areas you found interesting, difficult, what went well, what was less successful, etc about your editing in Premiere • One thing I think went less successful in the editing process was trying to fill the entire song with footage, I wasn’t able to get the right amount of footage myself to fill the entire song so I had to download free footage of the internet and it was hard to find clips that fit the theme of the song. This sometimes made the clips I had to download seem out of place. • Another thing I found quite challenging with editing was syncing the audio with the video. At first I couldn’t do it but managed to figure it out by just cutting the lip sync parts shorter to align it up with the audio. • One thing I think went well with editing was the transitioning between clips. I was able to use multiple different video transitions in my video. This made it less repetitive and boring.
- 6. Reflections – what have you learned? • What are the 3 main things you think you have learned from these exercises? • How to do basic edits on a clip to make it cut together properly. • How to sync audio with clips • How to adjust the zoom and focus setting on the camera
- 7. Action Points • Make 5 action points from the work you’ve done here that you will be considering and using in your music video project [it could be a technical aspect with equipment, time management, working with others, planning, etc] • I will be trying better to get the right amount of footage and clips if I ever need a certain amount, this way I wont need to get random and potentially irrelevant clips from the internet. • I will be also trying to learn better how to adjust the iso settings to how I want them. This will help a lot with making the shots look better and more presentable. • Another improvement ill be making in future projects is always getting the shot subject in frame. • Ill also be recording with the song always playing, this way I can make sure the video is lways synced with the music used. • A final improvement ill be making in the future is trying to decide faster whos idea we will go with so we have more time to record