Third production meeting
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We discussed the successful filming of all webcam scenes and minor changes made to script lines on set that flowed better. The bedroom set was also adjusted to look like a typical working class girl's room. Additional test footage and microphone adjustments were recorded. In post-production, it was agreed to convert the film to black and white, add a camcorder template, adjust noise effects, and include soft acoustic music from Emeli Sande in the background, pending permission.
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1. The group learned video editing skills using Final Cut Pro software, which allowed them to cut and refine shots, add effects and soundtracks, and time elements precisely.
2. They gained experience using BlogSpot to post and organize their work and receive teacher feedback.
3. Important lessons included properly operating the camera equipment, such as pressing record, inserting cassettes correctly, and using a tripod to keep shots steady. Mistakes, like forgetting to record or using a faulty cassette, required reshooting scenes.
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The document compares the filmmaker's preliminary task video to their full coursework video. For the preliminary video, shots were unsteady and out of focus, there was a continuity error with clothing, and no editing or alterations were made. The coursework video used a tripod for steady shots, ensured clothing continuity, and altered footage. It also had improved editing, continuity, use of sound, lighting, and title framing compared to the preliminary video. Overall, the filmmaker learned the importance of planning, proper equipment, and post-production for a polished final product.
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3) Using time remapping and easing keyframes to smoothly transition footage speeds to match the music. Limitations included low frame rates causing dropped frames.
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The document discusses how making a preliminary film helped a group advance their filmmaking skills. It allowed them to determine who had abilities in specific roles like sound, editing, and camera handling. Working together on all stages of filming and editing meant they all became proficient in all areas of the process. Through this preliminary work, they also developed better skills in techniques like match cuts and applying the 180 degree rule to help audiences understand scenes.
Creating a motion graphics sequence
The document outlines a student's plans for creating a motion graphics sequence for the TV show "Bad Girls Club." The student chose this show because there are different directions it could go in. Some initial ideas include having girls fighting on a TV screen that slowly shrinks into a small screen. Another idea is to have half-animated mannequins moving around in a shop window. A third idea is having a girl get ready, then leaving with a boy on the floor who appears to have had his drink spiked, with lipstick marks all over him. The student lists the equipment and software that would be needed to realize each idea, such as a video camera, After Effects, and Maya.
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Changes to footage
The document discusses changes made to footage during editing including colour correction to provide an even colour throughout the film, cutting clips to make the film flow smoothly and remove unnecessary content, and using fades as transitions to show progression of time or change in location.
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2) The editing process involves choosing export formats and quality levels. Key tools in Premiere Pro include the selection, razor, and zoom tools for cutting and trimming clips.
3) Transitions like "dip to black" and dissolves are used to make cuts between scenes smoother without confusing the viewer about the next scene. Different audio tracks are used, with some diegetic sound and a non-diegetic soundtrack running throughout.
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The document discusses the roles and tasks involved in creating a short film. The author directed the filming and operated the main camera, working to capture the necessary shots through good communication with the group. Editing software was difficult to learn initially but the author was able to edit the film with help. The film utilized various editing techniques like continuity editing, match on action, and shot reverse shot. The author reflects that their camera and editing skills can still be improved, such as maintaining consistent camera positions and applying different editing skills, but the process helped their filmmaking abilities.
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The document summarizes an evaluation of a preliminary task and feedback received. It states that the author felt their prelim was overall successful, with the music complementing the script and black and white juxtaposing well with color. Areas for improvement were turning down tense soundtrack and chair sound. Feedback was positive, praising camera shots, following rules, and use of match-on-action and shot-reverse-shot. Advice was to experiment with different heights.
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2) Charlotte will handle sound recording and must work closely with the camera operator to avoid being in shots.
3) Cesca will operate the camera and film the shots as directed by Liam, the director. Liam will oversee the entire production and ensure all actors and crew complete their roles.
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The document describes the process of editing together video clips to create a movie trailer. Key steps include:
1) Importing video clips shot on location at a school into editing software and arranging them in the timeline.
2) Adding visual effects like fades and lens flares to transitions between clips.
3) Importing additional media like title cards and adjusting audio levels and tempo of background music to accompany the clips.
4) Customizing visual properties of text overlays and clip transitions for aesthetic appeal and flow of the trailer.
Task 7 evaluation
The document discusses improvements made to a film project from a preliminary version to a final product. Some key improvements included starting with establishing shots of production companies, using wider and more stable establishing shots, improved editing with smoother transitions, utilizing different camera angles and elevations to keep viewers interested, incorporating some camera movement from tripods, varying the range of shots used by filming in new locations, and challenging conventions to build pace. The final product had a more professional, coherent structure and pacing compared to the preliminary version.
Evaluation question 7
The student learned several lessons from their preliminary task to improve the quality of their full product. They used foley sounds and separate audio recording equipment to add realism. A tripod was purchased to reduce camera shaking. More attention to continuity was paid, and having another actor allowed focus on directing during filming.
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3) Using time remapping and easing keyframes to smoothly transition footage speeds to match the music. Limitations included low frame rates causing dropped frames.
4) Adding vintage effects like static, damage, and burns to replicate an aged VHS look. This was time-consuming to configure and animate.
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Jack Roberts evaluated footage for a video project. The shots were well composed and the camera quality improved the experience. The lighting and audio balancing were good. The acting was decent with natural facial expressions and body movements. However, some audio could have been less enunciated to feel more natural. The editing was very good at covering mistakes through replacing clips and transitions. However, there were continuity errors in locations and frame rates changing that made the video unnatural at times. Improvements would be keeping frame rates constant, fixing continuity errors, and adding establishing shots to locations. The evaluation highlighted the extensive work needed to produce a good video.
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Creating a motion graphics sequence
The document outlines a student's plans for creating a motion graphics sequence for the TV show "Bad Girls Club." The student chose this show because there are different directions it could go in. Some initial ideas include having girls fighting on a TV screen that slowly shrinks into a small screen. Another idea is to have half-animated mannequins moving around in a shop window. A third idea is having a girl get ready, then leaving with a boy on the floor who appears to have had his drink spiked, with lipstick marks all over him. The student lists the equipment and software that would be needed to realize each idea, such as a video camera, After Effects, and Maya.
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The document discusses changes made to footage during editing including colour correction to provide an even colour throughout the film, cutting clips to make the film flow smoothly and remove unnecessary content, and using fades as transitions to show progression of time or change in location.
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Bene led the camera work and the assistant directed the sound editing as they took charge of completing the film editing without their usual editor, who refused or prioritized other commitments. They had to make last minute adjustments to the logo due to a copyright issue and booked an editing suite on the last day in a show of bravery and determination by the group to finish the film despite having over 100 shots, drastically cutting it down to the most important scenes.
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The document discusses customizing the default session template in the REASON music production software. It recommends going to the preference tab to choose an empty or custom rack, then saving a session with added devices as a template. This custom template can then be selected as the default session that loads each time.
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1) The document discusses editing a film timeline in Premiere Pro CC, noting that unrendered clips could lag or lose quality during export. It's important to render and save work regularly to avoid potential crashes.
2) The editing process involves choosing export formats and quality levels. Key tools in Premiere Pro include the selection, razor, and zoom tools for cutting and trimming clips.
3) Transitions like "dip to black" and dissolves are used to make cuts between scenes smoother without confusing the viewer about the next scene. Different audio tracks are used, with some diegetic sound and a non-diegetic soundtrack running throughout.
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The document discusses the roles and tasks involved in creating a short film. The author directed the filming and operated the main camera, working to capture the necessary shots through good communication with the group. Editing software was difficult to learn initially but the author was able to edit the film with help. The film utilized various editing techniques like continuity editing, match on action, and shot reverse shot. The author reflects that their camera and editing skills can still be improved, such as maintaining consistent camera positions and applying different editing skills, but the process helped their filmmaking abilities.
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The document summarizes an evaluation of a preliminary task and feedback received. It states that the author felt their prelim was overall successful, with the music complementing the script and black and white juxtaposing well with color. Areas for improvement were turning down tense soundtrack and chair sound. Feedback was positive, praising camera shots, following rules, and use of match-on-action and shot-reverse-shot. Advice was to experiment with different heights.
Ig3 task 1 job rolls whilst shooting our film
1) The document outlines the roles and responsibilities of the crew members for an upcoming film production. Carrie and Ashleigh will serve as production runners, coordinating extras and paperwork.
2) Charlotte will handle sound recording and must work closely with the camera operator to avoid being in shots.
3) Cesca will operate the camera and film the shots as directed by Liam, the director. Liam will oversee the entire production and ensure all actors and crew complete their roles.
Final editing log upload
The document describes the process of editing together video clips to create a movie trailer. Key steps include:
1) Importing video clips shot on location at a school into editing software and arranging them in the timeline.
2) Adding visual effects like fades and lens flares to transitions between clips.
3) Importing additional media like title cards and adjusting audio levels and tempo of background music to accompany the clips.
4) Customizing visual properties of text overlays and clip transitions for aesthetic appeal and flow of the trailer.
Task 7 evaluation
The document discusses improvements made to a film project from a preliminary version to a final product. Some key improvements included starting with establishing shots of production companies, using wider and more stable establishing shots, improved editing with smoother transitions, utilizing different camera angles and elevations to keep viewers interested, incorporating some camera movement from tripods, varying the range of shots used by filming in new locations, and challenging conventions to build pace. The final product had a more professional, coherent structure and pacing compared to the preliminary version.
Evaluation question 7
The student learned several lessons from their preliminary task to improve the quality of their full product. They used foley sounds and separate audio recording equipment to add realism. A tripod was purchased to reduce camera shaking. More attention to continuity was paid, and having another actor allowed focus on directing during filming.
Film roles
The document summarizes the roles of four people involved in filming a short movie. Alyx will be the camera man filming each scene as intended by the director. The director will control the artistic aspects of the film and communicate with actors and camera man. Luke will be the sound recorder synchronizing sound with video while communicating with actors and director. James will be both the production runner assisting crew and an actor in the film, taking turns in each role.
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The students decided to recreate a scene from Lorde's music video for "Royals" because they liked its minimalist style and simple editing techniques. They storyboarded shots to mimic those from the original video but had to modify their plan during filming due to location constraints. The students shot footage of their actress lip syncing to the song in a classroom using one camera on a tripod and a lighting box. They edited the clips in iMovie to match the timing of the song, facing challenges in lighting, location finding, and syncing the audio with the video footage.
Media evaluation quesion 6
The document discusses what was learned from constructing a film product using different cameras and the editing process. It was found that using a tripod helped but the tripod broke, and a photography camera provided better quality than the first camera used. Editing required patience as unwanted sections had to be precisely cropped. Recording also required patience as actors sometimes forgot lines, slowing the process. Connecting cameras to computers, importing clips, and editing in iMovie was part of finalizing the product for uploading online.
What have you learnt about technologies...
The document discusses Lauren White's experience using new technologies to film and edit a project. It describes how the group learned to use a camcorder, microphone, and tripod to film. During editing in Premier Pro, they encountered issues with differing frame sizes from the camcorder and difficulty using the software. Overall, creating the project helped the group gain new skills in filming and editing techniques.
Question 6 Answer
We used different cameras for filming which resulted in inconsistencies in quality and format between shots. Scheduling filming sessions was also challenging due to cancellations and no-shows from group members. Weather and technical issues like strong winds also caused problems during filming.
As the editor, I learned skills in Final Cut Express HD like adjusting audio levels and trimming clips. I used additional programs for titles and copyright-free soundtracks. My role as editor was enjoyable but the tight deadline meant some parts of the editing were rushed.
Editing process
The student used iMovie to edit the film trailer because they were familiar with the software from a previous project. They went through the footage, deleted unusable clips, and arranged the shots based on the storyboard. Overlays and sound effects were added to set mood and tension. Feedback suggested replacing some clips with text, so the student experimented with text cues before landing on "THE NEXT VICTIM HAS BEEN CHOSEN" to conclude the trailer dramatically.
Editing process
The student used iMovie to edit the film trailer because they were familiar with the software from a previous project. They went through the footage, deleted unusable clips, and arranged the shots based on a storyboard. Overlays and sound effects were added to set mood and tension. Feedback suggested replacing some sections with on-screen text, which the student experimented with before settling on dramatic text to choose the "next victim".
Microphone
The document discusses the production of a student film. It summarizes that no microphones were used for filming since most sound was added in later as voiceovers, and an audio recorder was used to capture voiceovers and emphasize a fall. It also notes that two different cameras were used for filming, with differing quality, and that Premiere Elements was used for editing but initially caused issues. Lighting techniques like fill lights and reflectors were employed to improve image quality.
Reflection on video task
1) The document reflects on two video tasks - one demonstrating different shot types and camera movements, and another focusing on continuity.
2) For the first task, the group filmed their subject from different angles and distances to showcase long shots, medium shots, and close-ups. They struggled with lighting and noise issues in some takes.
3) For the second task on continuity, the group created a simple scene following rules like the 180 degree rule and shot reverse shot. They showed characters interacting to practice continuity techniques.
Hamza, evaluation part 2
1. The group chose an action/comedy genre about friends who start to dislike one member who changed for the better. Filming was delayed due to members missing and weather, and they struggled with faulty camera batteries.
2. For the full project, the group planned characters, storyboards, scripts, and shots extensively. They shot establishing shots, close-ups, and over-the-shoulder shots, having to fix a broken 180 degree rule.
3. In editing, they trimmed footage and added basic transitions and credits in Final Cut Pro and Motion.
Media p task reflection mashud ahmed
The document discusses the process of creating a school video for a P-task assignment. It addresses filming challenges such as dealing with background noise and scheduling actors. It also covers editing in Final Cut Pro, including adjusting sound levels, organizing footage, and adding basic effects like fades. The key lessons learned were how to apply cinematography techniques, manage issues that arise during filming on location, and use video editing software to craft the raw footage into a polished end product.
Preliminary task evaluation
The group worked well together and completed the task on deadline to a good standard given their experience level. They filmed various techniques as required and the editing flowed well together, though the audio quality was occasionally low and the sound got slightly out of sync in places during editing. They used different camera techniques like tripods and steady cams and storyboarded and filmed multiple shots for flexibility in editing to polish the film. While sound quality needed improvement, the preliminary task went better than expected overall.
Preliminary task evaluation AB
Amy completed a preliminary film task with two classmates. They wrote a short script with dialogue between two actors, created a storyboard, and filmed five shots. Filming was difficult due to background noise and not laughing during takes. Editing went smoothly using techniques learned in class. Overall, Amy found the process easy since steps were clearly explained and some were practiced beforehand. Areas for improvement included limited camera space, tight time constraints, and short dialogue making transitions difficult. The preliminary task did not provide ideas for Amy's required two-minute film opening due to the basic nature of the script.
Preliminary evaluation slides
The document provides a preliminary evaluation of a film project, noting that selecting shots and camera angles went well but that acting, shot duration, and lighting could be improved. Technical difficulties uploading videos and learning to use the editing software delayed progress. For the final task, appropriate locations, comfortable actors, dim lighting, and eerie music will be used to improve the thriller theme and outcome.
Preliminary task evaluation lf
Laura Fussey was asked to create a short video using techniques like match on action, shot reverse shot, and the 180 degree rule. She planned the video by writing a script and storyboard. During filming, each shot was done separately with the director operating the camera. Editing involved smoothly joining the clips together. Things that went well included lighting, camera positioning, and a door opening clip. Areas for improvement were actor focus, the conversation flow, and matching actor movements on sits. The task reinforced the importance of precise directing for a smooth edit.
Sp pictures
My band recorded two songs at Mr. Jimmy Anderson's studio where Jake Kirby and Jimmy Anderson handled the recording. Jimmy Anderson had over 20 years of experience in the music industry. Setting up for the recording was tedious, especially recording the five band members' parts separately to get a quality sound. Singing required multiple takes where mistakes were made or the vocals did not sound right due to being slightly hoarse that day.
Task 6
Tripod - Allowed for professional still shots and slight camera angle adjustments to follow cinematography rules.
Camera - Filmed the piece and had good functions like animation and playback to review shots.
Computer - Edited all filmed clips together using good software and hardware without performance issues. It kept projects separate and accessible for continued editing.
Evaluation 6
The document discusses problems and successes encountered when using various technologies in the filmmaking process. Some key issues included limited battery life with camera equipment resulting in incomplete footage, difficulty booking equipment, accidental inclusions in shots, lack of filming experience leading to mistakes, and lengthy rendering times in editing software. Planning locations in advance and utilizing editing tools like cutting clips were highlighted as effective aspects of the process.
6
The document discusses challenges faced and lessons learned during the production of a film shot by students. It describes issues with shaky camera footage that was re-shot using a Steadicam mount, but which still came out shaky due to incorrect settings. Slow motion footage of falling petals was captured separately on a stills camera. Audio was recorded using a boom microphone to minimize background noise. Colored gels were used with lights to create different lighting effects. Adobe Premier software provided advanced editing features but also presented challenges since the production team lacked music editing skills. Various Premier effects - including chroma key, titles, and motion/key frames - were utilized.
Evaluation of practise task
The student discusses the benefits of editing over camera movements for their practice task. Editing allowed them to create a smooth narrative through match cuts and remove unwanted footage. It also enabled more professional-looking shots through zooms. The camerawork was steady but not perfectly paced as they were still learning. The narrative is clear enough without voiceover. They focused on basic camera techniques like panning and framing. Natural props and costumes were used to create realistic sets. Background music set the mood initially to complement the limited script.
Prelim analysis
1) The group conducted storyboarding and planning to prepare 11 storyboard frames showing editing techniques for their video, such as the 180 degree rule and shot reverse shot.
2) They filmed their preliminary video during a free period using their phones, following the storyboard and ensuring shots flowed properly. Problems like breaking the 180 degree rule were avoided.
3) Post-production editing on the Splice app went smoothly due to planning, and techniques like shot reverse shot and dissolves were achieved with only 10 frames. The app allowed for easy editing on iPhone.
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Third production meeting
During the third production meeting, the team discussed the successful filming of the webcam scenes where some scripted lines were changed on set to flow better. They also adjusted the bedroom set to look like a stereotypical working class girl's room. Additional test footage and microphone checks were recorded. In post-production, it was agreed to convert the film to black and white, add a camcorder template, adjust noise effects, and include soft acoustic music from Emeli Sande's "Read All About It Part 3", pending permission.
Third production meeting
We discussed the successful filming of all webcam scenes and minor changes made to script lines on set that flowed better. The bedroom set was adjusted to look like a typical working class girl's room. Additional test footage and microphone adjustments were recorded. In post-production, it was agreed to convert the film to black and white, add a camcorder template, adjust noise effects, and include soft acoustic music from Emeli Sande's "Read All About It Part 3", pending permission.
Script
The document is a script that follows Kayleigh, a teenage girl living in a troubled home with her mother Tracy. The two argue after Tracy accuses Kayleigh of stealing money. Their fight escalates physically. Distraught, Kayleigh vents to her nan and through a webcam, expressing her desire to leave the toxic environment as she can no longer handle the abuse.
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Kayleigh is a 16-year-old girl living in a council flat in London with her alcoholic mother who neglects her motherly duties. Kayleigh is intelligent but lacks motivation from her unsupportive home life. The film shows Kayleigh's daily struggles of caring for her alcoholic mother alone while dealing with her own problems, revealing to the audience what it's like to live with an alcoholic parent and eliciting sympathy for Kayleigh.
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Third production meeting
- 1. Third Production Meeting. Here we discussed how are filming went, we had a successful time filming as we managed to get all of the webcam scenes completed. We found that during filming we changed some of the lines from the script which we will now go back and edit, we found that once on set some lines flowed better than the lines on the script. We also made all the adjustment to the bed room so that it looked like a stereotypical working/lower class girls bedroom. We also made extra videos of us adjusting the actress and testing the microphone. Once in the editing suit we still agreed that the film would look better in black and white and we added a camcorder template which we may add to highlight the use of the webcam we also adjusted the noise on the effects of our footage. Lastly we decided that the film would look better if we had a piece of soft acoustic music in the background. We tried our different ones but went with Emeli Sande’s ‘Read All About It Part 3’ would be the best fit so we emailed her managerial company to get permission.