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The document compares a preliminary test shoot to the main opening sequence edit of a film called Vengeance. It notes that the main improvement was reducing shakiness and improving the smoothness of movement shots in the final edit. It also discusses incorporating film techniques like the 180-degree rule and shot reverse shot. Overall, more planning and organization went into the opening sequence, eliminating issues like background noise from the test shoot. The final edit also creates a mood and atmosphere through lighting, iconography, slow pacing, color grading, and ambiguous dialogue.
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Evaluation 7
The document discusses what was learned from creating a preliminary task video to the final product. It describes learning the importance of following techniques like the 180 degree rule, shot reverse shot, and match on action to create continuity and coherence. Through practicing these in the preliminary task, the filmmakers discovered they could apply the rules more subtly while still creating continuity. They also learned to use two cameras instead of one when filming to better apply match on action. Additionally, they learned to incorporate more varied camera angles, shots, and edits to make the final video more professional and satisfying to the target audience. Completing the preliminary task helped teach important editing and camera work skills that improved the quality of the final video.
Question 7
In the progression from the preliminary exercise to the full film, the student learned to better apply techniques like match-on-action and the 180-degree rule to improve continuity. Specifically, their match-on-actions were more accurate in the final film compared to the preliminary task. They also incorporated better shots like low angles to enhance the viewing experience for the audience.
Evaluation 7
In the preliminary task, the document's author focused on using the 180 degree rule and shot-reverse shot in basic shots to get started with filming equipment. For the main task, they created the first two minutes of their film using more editing and camera angles, including a zoom and fade, building on what they learned. Overall, the author believes they greatly improved at editing over the course of the preliminary and main tasks, becoming more confident in the process.
Question 7
In their film opening compared to the preliminary task, the students:
1) Used a wider variety of shots including establishing shots, mid shots, close ups, and steadycam shots.
2) Improved techniques like depth of field, eye line matches, and rule of thirds framing.
3) Included more editing techniques like motivated cuts, cutaways, and undercranking to improve the pace.
4) Organized the project better through scripts, storyboards, and scheduling to make fewer mistakes.
Media q 7 of 7
The document discusses the author's improvement in various filmmaking skills after initial difficulties using new equipment. It covers checking equipment, storyboarding, camera techniques like match on action and following the 180 degree rule. It also addresses incorporating diegetic music to avoid copyright issues, editing sound to set atmospheres, adding titles to identify roles, and demonstrating developed editing abilities with no obvious flaws.
Q6
From their preliminary continuity editing task, the document's author learned how to shoot from better camera angles and follow rules like the 180-degree rule. They also improved their editing skills, as the preliminary task had some issues with jump cuts and unsynchronized sound, better preparing them for editing a longer full product. Additionally, they learned the importance of sound design and mise-en-scene elements like clothing, props, and colors for their opening sequence production.
Evaluation question 7
The document reflects on the learning from a preliminary exercise to the creation of a full film product. Key learnings from the preliminary continuity task involving match-on-action and shot/reverse-shot were incorporated into the final opening sequence, such as replicating match-on-action techniques. Skills in both filming and editing improved from gaining experience with new camera and editing equipment. While some methods were replicated, the final product also experimented with more complicated match-on-actions, advanced sound and rhythmic editing, and unique shots to create something more advanced.
Task 7
This document compares shots from a preliminary task film to shots from the final film "COOPER" using three techniques: match on action, 180 degree rule, and reverse shots. The shots in "COOPER" show improvements by focusing more on character details in close-ups, accurately implementing the 180 degree rule, and using medium shots instead of just close-ups to provide more context for the audience.
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Evaluation 7
The document discusses what was learned from creating a preliminary task video to the final product. It describes learning the importance of following techniques like the 180 degree rule, shot reverse shot, and match on action to create continuity and coherence. Through practicing these in the preliminary task, the filmmakers discovered they could apply the rules more subtly while still creating continuity. They also learned to use two cameras instead of one when filming to better apply match on action. Additionally, they learned to incorporate more varied camera angles, shots, and edits to make the final video more professional and satisfying to the target audience. Completing the preliminary task helped teach important editing and camera work skills that improved the quality of the final video.
Question 7
In the progression from the preliminary exercise to the full film, the student learned to better apply techniques like match-on-action and the 180-degree rule to improve continuity. Specifically, their match-on-actions were more accurate in the final film compared to the preliminary task. They also incorporated better shots like low angles to enhance the viewing experience for the audience.
Evaluation 7
In the preliminary task, the document's author focused on using the 180 degree rule and shot-reverse shot in basic shots to get started with filming equipment. For the main task, they created the first two minutes of their film using more editing and camera angles, including a zoom and fade, building on what they learned. Overall, the author believes they greatly improved at editing over the course of the preliminary and main tasks, becoming more confident in the process.
Question 7
In their film opening compared to the preliminary task, the students:
1) Used a wider variety of shots including establishing shots, mid shots, close ups, and steadycam shots.
2) Improved techniques like depth of field, eye line matches, and rule of thirds framing.
3) Included more editing techniques like motivated cuts, cutaways, and undercranking to improve the pace.
4) Organized the project better through scripts, storyboards, and scheduling to make fewer mistakes.
Media q 7 of 7
The document discusses the author's improvement in various filmmaking skills after initial difficulties using new equipment. It covers checking equipment, storyboarding, camera techniques like match on action and following the 180 degree rule. It also addresses incorporating diegetic music to avoid copyright issues, editing sound to set atmospheres, adding titles to identify roles, and demonstrating developed editing abilities with no obvious flaws.
Q6
From their preliminary continuity editing task, the document's author learned how to shoot from better camera angles and follow rules like the 180-degree rule. They also improved their editing skills, as the preliminary task had some issues with jump cuts and unsynchronized sound, better preparing them for editing a longer full product. Additionally, they learned the importance of sound design and mise-en-scene elements like clothing, props, and colors for their opening sequence production.
Evaluation question 7
The document reflects on the learning from a preliminary exercise to the creation of a full film product. Key learnings from the preliminary continuity task involving match-on-action and shot/reverse-shot were incorporated into the final opening sequence, such as replicating match-on-action techniques. Skills in both filming and editing improved from gaining experience with new camera and editing equipment. While some methods were replicated, the final product also experimented with more complicated match-on-actions, advanced sound and rhythmic editing, and unique shots to create something more advanced.
Task 7
This document compares shots from a preliminary task film to shots from the final film "COOPER" using three techniques: match on action, 180 degree rule, and reverse shots. The shots in "COOPER" show improvements by focusing more on character details in close-ups, accurately implementing the 180 degree rule, and using medium shots instead of just close-ups to provide more context for the audience.
Calender 2015
The document contains calendar pages for each month of 2015. Each page displays the days of the month and includes 1-3 word captions below the dates related to events, feelings, or people for that month such as "Precious", "I'm cute", "Go Bama!", "Family", "Grandparents", and "Yummy!!!".
The life in halls of makerere
Makerere University was established in 1922 as a technical school and is now one of the oldest and most prestigious universities in Africa. It has 9 halls of residence, including Lumumba Hall and Mary Stuart Hall. Lumumba Hall was opened in 1971 and is named after Patrice Lumumba. It is the largest hall and houses about 752 students. Lumumba Hall's cultural symbol is the Gongom and students call themselves "Elephants". Mary Stuart Hall was the first female hall and is also known as "Box" due to its structure; its cultural symbol is a woman figure called Gongomesi. The two halls have a cultural solidarity known as Lumbox.
Jane and lizzie
Makerere University is located in Kampala, Uganda and was established in 1922 as a technical institute. It has since grown to become an independent national university with over 9 colleges covering various fields of study. The university has 3 main gates and important buildings including the Main Building, Senate Building, and Main Library. It also has several halls of residence for both female and male students. Makerere University aims to continue building for the future as indicated in their motto.
Evaluation question 7
The student learned many new skills when progressing from their preliminary task to the full product. They improved at editing techniques in Final Cut, incorporating things like color correction and edge blur. Their camerawork advanced as they focused on shot types, angles, and following rules. Sound design expanded to include diegetic and non-diegetic elements. Matching shots became more precise. Titles were added. Overall, their skills grew tremendously in areas like editing, camerawork, and storytelling.
Evaluation Task 7
The document summarizes the key differences between the student's preliminary task film and their final opening sequence film. Some of the main things learned were improved use of shots, camera angles, lighting, editing techniques, effects, planning, and sound design. The preliminary task was very basic and unengaging, while the final cut made much better use of techniques like match on action, continuity, and montage to create a more professional, engaging, and effective opening sequence for their thriller film.
Jack goward
The document discusses the planning and production process for a student media project. It describes planning days which involved location scouting, storyboarding, and determining shots. Filming took place over one day and included establishing shots, match on action sequences, and shots following the 180 degree rule. Editing was done over another day, including cutting footage and organizing shots. The final piece is linked which shows the applied techniques.
Evaluation 7
1) In the preliminary task, the storyboard could not be fully replicated due to unsuitable filming locations, which impacted the plot flow. For the final outcome, the storyboard was created with the available locations in mind so each shot could be planned precisely.
2) Lighting and composition were improved upon for the final outcome. Poor lighting situations were corrected and shots were pre-planned to avoid awkward angles.
3) A larger variety of shot types were used in the final outcome compared to the preliminary, including establishing shots and pans to imply character traits, adhering more closely to film conventions.
Jack goward
The document discusses planning for a film production preliminary task. It describes planning filming techniques like match on action, 180 degree rule, and shot/reverse shots. It also includes links to example videos and photos of the storyboard and filming locations. Production diaries describe the three day process of planning, filming, and editing the short film that incorporates these techniques.
Evaluation Question 7
The document discusses the progression from a preliminary task to a full film opening product. It notes that the preliminary task helped learn basic camera and editing skills but involved limited planning and creativity. More complex skills like varied camera shots, in-depth planning with storyboards and scripts, extensive research, and improved production elements like lighting, costumes, and sound design were incorporated into the film opening. Overall, the preliminary task provided foundational experience that supported creating a higher quality final product with the film opening.
Question 7
- The document discusses the learning and progression from a preliminary task to creating a full film opening. For the preliminary task, the author had to learn basic camera and editing skills. When creating the film opening, the author was able to apply these skills as well as advance their knowledge in areas like complex planning, creative camera shots, detailed editing and sound design. Overall, doing the preliminary task provided valuable practice and learning that helped the author successfully plan, film and evaluate their higher quality film opening.
Evaluation question 7
Tom Astle reflects on the progression from his preliminary video task to the final opening sequence product. He notes several technical improvements made, such as using a tripod and better camera for steady shots in HD quality. However, the acting was still identified as an area that needed improvement. Overall, he learned many new filmmaking skills in camera work, editing, sound, and effects to progress from an unpolished preliminary task to a higher quality final opening sequence that better achieved the intended effect.
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Calender 2015
The document contains calendar pages for each month of 2015. Each page displays the days of the month and includes 1-3 word captions below the dates related to events, feelings, or people for that month such as "Precious", "I'm cute", "Go Bama!", "Family", "Grandparents", and "Yummy!!!".
The life in halls of makerere
Makerere University was established in 1922 as a technical school and is now one of the oldest and most prestigious universities in Africa. It has 9 halls of residence, including Lumumba Hall and Mary Stuart Hall. Lumumba Hall was opened in 1971 and is named after Patrice Lumumba. It is the largest hall and houses about 752 students. Lumumba Hall's cultural symbol is the Gongom and students call themselves "Elephants". Mary Stuart Hall was the first female hall and is also known as "Box" due to its structure; its cultural symbol is a woman figure called Gongomesi. The two halls have a cultural solidarity known as Lumbox.
Jane and lizzie
Makerere University is located in Kampala, Uganda and was established in 1922 as a technical institute. It has since grown to become an independent national university with over 9 colleges covering various fields of study. The university has 3 main gates and important buildings including the Main Building, Senate Building, and Main Library. It also has several halls of residence for both female and male students. Makerere University aims to continue building for the future as indicated in their motto.
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Similar to Using technology
Evaluation question 7
The student learned many new skills when progressing from their preliminary task to the full product. They improved at editing techniques in Final Cut, incorporating things like color correction and edge blur. Their camerawork advanced as they focused on shot types, angles, and following rules. Sound design expanded to include diegetic and non-diegetic elements. Matching shots became more precise. Titles were added. Overall, their skills grew tremendously in areas like editing, camerawork, and storytelling.
Evaluation Task 7
The document summarizes the key differences between the student's preliminary task film and their final opening sequence film. Some of the main things learned were improved use of shots, camera angles, lighting, editing techniques, effects, planning, and sound design. The preliminary task was very basic and unengaging, while the final cut made much better use of techniques like match on action, continuity, and montage to create a more professional, engaging, and effective opening sequence for their thriller film.
Jack goward
The document discusses the planning and production process for a student media project. It describes planning days which involved location scouting, storyboarding, and determining shots. Filming took place over one day and included establishing shots, match on action sequences, and shots following the 180 degree rule. Editing was done over another day, including cutting footage and organizing shots. The final piece is linked which shows the applied techniques.
Evaluation 7
1) In the preliminary task, the storyboard could not be fully replicated due to unsuitable filming locations, which impacted the plot flow. For the final outcome, the storyboard was created with the available locations in mind so each shot could be planned precisely.
2) Lighting and composition were improved upon for the final outcome. Poor lighting situations were corrected and shots were pre-planned to avoid awkward angles.
3) A larger variety of shot types were used in the final outcome compared to the preliminary, including establishing shots and pans to imply character traits, adhering more closely to film conventions.
Jack goward
The document discusses planning for a film production preliminary task. It describes planning filming techniques like match on action, 180 degree rule, and shot/reverse shots. It also includes links to example videos and photos of the storyboard and filming locations. Production diaries describe the three day process of planning, filming, and editing the short film that incorporates these techniques.
Evaluation Question 7
The document discusses the progression from a preliminary task to a full film opening product. It notes that the preliminary task helped learn basic camera and editing skills but involved limited planning and creativity. More complex skills like varied camera shots, in-depth planning with storyboards and scripts, extensive research, and improved production elements like lighting, costumes, and sound design were incorporated into the film opening. Overall, the preliminary task provided foundational experience that supported creating a higher quality final product with the film opening.
Question 7
- The document discusses the learning and progression from a preliminary task to creating a full film opening. For the preliminary task, the author had to learn basic camera and editing skills. When creating the film opening, the author was able to apply these skills as well as advance their knowledge in areas like complex planning, creative camera shots, detailed editing and sound design. Overall, doing the preliminary task provided valuable practice and learning that helped the author successfully plan, film and evaluate their higher quality film opening.
Evaluation question 7
Tom Astle reflects on the progression from his preliminary video task to the final opening sequence product. He notes several technical improvements made, such as using a tripod and better camera for steady shots in HD quality. However, the acting was still identified as an area that needed improvement. Overall, he learned many new filmmaking skills in camera work, editing, sound, and effects to progress from an unpolished preliminary task to a higher quality final opening sequence that better achieved the intended effect.
Evaluation question 7
Tom Astle reflects on the progression from his preliminary video task to the final opening sequence product. Some key lessons learned were improving camera stability with a tripod, avoiding direct light sources, and adding non-diegetic sound effects to enhance the sequence. While acting quality remained an issue, overall technical skills like camera work, editing, and sound design improved dramatically. Sticking to filmmaking conventions like the 180-degree rule helped create a more polished final opening sequence.
Question 7
The document discusses a pre-liminary film task and how it compared to the opening sequence of the filmmakers' final product. In the pre-lim, they experimented with editing techniques but did not focus on elements like setting, costumes, and lighting. The pre-lim was a less serious teen drama, while the final opening was a film noir. The pre-lim allowed them to identify areas for improvement, such as using more shots and spending more time filming professionally. They applied these lessons to better plan and execute the shots and sequencing in their final opening sequence.
Media evaluation task seven
In her preliminary task, Hannah Burn used a limited range of shots including long shots, mid shots, and close ups without experimenting with other angles. However, in her final task she had more confidence and experimented with different camera angles such as extreme close ups, point of view shots, and varied lighting and editing techniques to keep the audience engaged. This showed clear development of her filming and editing skills between the preliminary and final tasks.
A 3-7a8691dacfa1bdd2e6a8b2a22d713ffb96241a1e-150226105016-conversion-gate01
The document summarizes the stages of a film production project by a group of students. It describes their preliminary exercise to learn filming skills like camera angles and continuity editing. It evaluates problems in their first exercise with lighting and sound. For their main project, the group chose a simple location and costumes, and improved on techniques like matching shots. The document outlines various cinematography, editing and post-production lessons learned like applying the 180-degree rule and rule of thirds, as well as challenges with scheduling and choosing audio.
Preliminary reflection
The document summarizes what the student learned from pre-production, production, and post-production of a preliminary assignment that will help them with their major project. In pre-production, they learned to plan elements like story, props, locations. In production, they focused on techniques like shot variety and continuity. Post-production taught editing and effects. Areas for improvement included unstable camera, props moving without being shown, and wind interfering with outdoor shots. The preliminary was useful for practicing skills needed for the major project.
Reflection
The document discusses two film projects: a shot types/camera movements film and a continuity task film. For the shot types film, footage was lost and some shots lacked lighting, but footage was imported into Final Cut Pro and titles were added using LiveType. However, the criteria for the film was not fulfilled. For the continuity task, the goal was to film a conversation obeying the 180 degree rule using shot reverse shot, but mistakes breaking this rule caused jumps in the clips. Effort needs to be improved and the 180 degree rule followed for future music video work.
AS Media Evaluation part 7
In their preliminary task, the students shot a short scene using a basic camcorder. For their final film, they had more freedom and used a more advanced camera. They learned how to use different camera settings, angles, and shots. They also improved their editing skills in Final Cut by learning more tools and getting better at managing their time. While they carried over techniques like match-on-action from the preliminary, they developed their skills in areas like camera operation, shot variety, and moving shots.
Evaluation task 7
This document summarizes the improvements made from the author's preliminary film task to their final cut. It describes using more diverse shot types, like extreme long shots, that allow for better showing of continuity. The angles are improved to include all of the action. Various rules of filmmaking, like the 180 degree rule, were properly followed. More focus was placed on mise-en-scene elements like clothing, props, and setting to make the world feel more realistic. Editing saw improvements like color correction, filters, credits, and added sound effects to give the film a darker and more polished overall quality.
Evaluation 7
The document discusses the improvements made from the author's preliminary editing task to their final film product. Key areas of growth included stronger editing skills like smoother transitions between shots, improved camera work using a tripod for steady shots, the addition of sound effects and music, and greater attention to continuity across costumes, lighting, and more. Conducting both the preliminary and final projects provided valuable lessons and experience that will allow the author to continue progressing their filmmaking abilities.
Evaluation 7
The document discusses the improvements made from the author's preliminary editing task to their final film product. Key areas of growth included stronger editing skills like smoother transitions between shots, improved camera work using a tripod for steady shots, the addition of sound effects and music, and greater attention to continuity across costumes, lighting, and more. Conducting both the preliminary and final projects provided valuable lessons and experience that will allow the author to continue progressing their filmmaking abilities.
Evaluation of Preliminary Task - The Interrogation
- The filming process went well considering they had to change their plan due to casting issues. They were able to use camera techniques like different angles to represent emotions. However, the background mise-en-scene wasn't always accurate and there were issues with sound.
- They learned they need to focus more on accurate mise-en-scene, lighting, and exploring more camera angles. They also need to ensure consistent sound quality.
- They met most of the brief by using different camera shots and angles, though they forgot one shot of the detective sitting down.
- Their editing and use of sound effects helped tell the story, but the mise-en-scene could have been more accurate and
Question 7
The document discusses lessons learned from a preliminary continuity editing task that was then applied to a final opening sequence product. Specifically, it discusses: (1) Using more match-on-action shots which worked well in both the preliminary and final product; (2) Improving the crossing of the 180 degree rule with a steadier camera maneuver; and (3) Gaining more control over color and lighting through correcting in post-production rather than using white balance settings. The preliminary task helped identify techniques to use, improve, and avoid.
Similar to Using technology (20)
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Evaluation of Preliminary Task - The Interrogation
Evaluation of Preliminary Task - The Interrogation
Using technology
- 1. Using technology After comparing both the preliminary task and our main edit of Vengeance, it is clear that the main thing that stands out is the difference in quality of filming. In our preliminary task, the camera begins very shaky, and continues to be shaky throughout certain shots. However although it may not seem as evident, this was also a problem in our film opening. You can see the progress of certain shots from our test shoot to our main edit, as we experimented with different ways of making the movement shots more smooth by making them less shaky. Our final edit compared to our preliminary task, test shoot and second shoot, displays our progression with the use of the camera, and therefore the presentation of our shots.
- 2. Incorporating theories-180° and 30° rule. The preliminary task’s main focus was on presenting a piece that displayed continuity. Therefore it gave us a chance to explore incorporating: -180 and 30 degree rule. -Shot reverse shot -Match on action This meant we then had the knwoledge to incorporate these rules and techniques into our opening sequence.
- 3. Overall Production There are certain aspects of the production of our preliminary task suggest a lack of planning, such as : -The sound of the flute in the background -Reflection of camera in mirror. The way in which we progressed these aspects is by our sense of organisation. For our opening sequence, we planned carefully what would occur in each shot by creating shoot boards and shortlists. After our test shoots, we would plan in a very fine detail what we needed to change and how we would go about it, so we could just get on with it when it came to the actual shoot. This included: -Lighting changes -Script changes -Shot changes his eradicated any ‘mistakes’ happening again, and allowed each test shoot to develop in a way that only involved get better. It made no room for background noise or camera’s in shot, because when it did happen it one shoot we made sure it didn’t happen in the others.
- 4. Creating atmosphere When comparing both videos, another thing that differentiates them from one another is the style. Our Preliminary task focuses on continuity, and after exploring and learning about continuity such as match on action shots and master shots that it contains, it provided us with the foundation of how to create a continuous video. This then enabled us to focus more on the style of presentation. Our main edit has a ambience which we have created through: -The mood lighting. -Iconography; red items such as the nail varnish and lipstick. -Actions of getting ready, slow motion of application of lipstick, blusher, the zip of her dress. -Slow pace, enhanced by the soundtrack -Colouring, which we created through grading our shots, focusing mainly on contrast and colours such as red. -Mystery within the dialogue, a sense of double meaning it what she says within the final shot. What exactly does she mean? Why is this finishing line emphasised in such a manner? In which the audience will find out when they watch the rest of the film. .