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This document provides feedback on a student's pre-production tasks for an AS Media course. It summarizes the student's blog posts on similar films, genre analysis, target audience, and other pre-production elements. The feedback notes that the student's initial film analysis and genre analysis lacked technical terminology and detail. Additional research and examples were needed. Most tasks were subsequently amended by the student to demonstrate a stronger understanding through added detail, terminology and evidence. The teacher commends the student's extensive amendments and commitment to improving their work. They achieve a final mark of 17/20 after addressing the feedback and strengthening their analysis, research and pre-production details.
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AS Media Pre-Production Marks Sheet
Ben Walker received feedback on his pre-production tasks for his AS media course. The teacher noted that while Ben completed all tasks, some areas needed more detail and analysis. Specifically, Ben's analyses of similar films, genre, and target audience needed to provide more terminology, references to technical elements, and statistical data to support claims. Ben amended some posts to address these feedback points by adding more depth. Overall, the teacher found Ben showed good commitment by improving several posts, but still felt some work seemed rushed at times and could benefit from more detail. Ben was given a final mark of 14 out of 20 and an action plan to focus on for further improvement.
Curtis lily
Curtis Lily completed all pre-production tasks for a media production coursework at a proficient level. The tasks included research on similar films, genre analysis, target audience analysis, scriptwriting, storyboarding, shotlisting, floor plans, locations scouting, costume design, prop selection, casting, equipment selection, and a production schedule. The teacher noted that some areas could include more analysis, such as discussing why creative choices were made in film openings rather than just describing scenes. With some additional detail and analysis, Lily's work was assessed at a Level 3 grade of 15/20 marks.
Sullivan joshua v2
The document provides feedback on a student's pre-production tasks for an AS media production project. It summarizes each task submitted by the student and notes whether the task was completed. While some tasks like the script, storyboard, and shotlist were done well, other tasks like genre analysis, target audience, and locations lacked sufficient detail and analysis. The teacher provided an initial mark of 3 out of 20 and instructed the student to improve the level of detail and analysis. After further work, the student received a final mark of 13 out of 20.
Revell turvey georgia
Georgia completed all pre-production tasks for a media production project. The teacher provided feedback on each task, noting that Georgia worked at a proficient level overall and included excellent details in many areas. Some tasks could be improved by adding more technical terminology, audience breakdown details, or information on pre-production planning. The teacher awarded Georgia 16 marks out of 20 for the pre-production work.
Revell turvey georgia as cw production feedback sheet
A student's two-minute film opening about headaches received an overall positive review. The review praised the controlled camera work, attention to framing and mise-en-scene. Well-placed cuts, transitions and titles were used in the editing. The sound design was also effective, with clear dialogue, music that built tension, and impactful sound effects. The short opening successfully introduced the main character and fit the genre well.
Pre production feedback
The document provides feedback on a student's pre-production tasks for a film project. It summarizes the student's blog posts on 14 required pre-production elements. For most elements, the feedback notes that the student provided good detail and analysis, with some posts needing more information. The student made improvements by adding more details, terminology, and analysis to address the feedback. The teacher assessed the initial work as proficient and marked it 14/20, then marked the improved work 17/20 after the student made amendments.
preproduction feedback sheet
The document provides feedback on a student's pre-production tasks for a media production project. It evaluates 14 tasks related to research, planning, scriptwriting, storyboarding, scheduling and other pre-production elements. For most tasks, the feedback found the level of detail and analysis to be good or very good. However, it noted that some posts could be improved by adding more reflective comments on the research conducted. It also observed that the production schedule lacked important details on pre-production and post-production work. The student was given an initial mark of 16/20 but asked to address the weaknesses noted to earn a higher final mark.
Pre production feedback
The student completed their pre-production tasks for a film project at a proficient level. The teacher provided feedback on each task, noting that the student showed good research and planning in several areas such as script, storyboard, locations, and equipment. However, the teacher suggested the student could improve their analysis of similar films by discussing how it might influence their own production, and showing better understanding of genre conventions and audience expectations. The teacher awarded the student 13 out of 20 marks and advised capitalizing all film titles, actor names, and studios. The student was asked to create an action plan to improve areas noted and receive a final mark.
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AS Media Pre-Production Marks Sheet
Ben Walker received feedback on his pre-production tasks for his AS media course. The teacher noted that while Ben completed all tasks, some areas needed more detail and analysis. Specifically, Ben's analyses of similar films, genre, and target audience needed to provide more terminology, references to technical elements, and statistical data to support claims. Ben amended some posts to address these feedback points by adding more depth. Overall, the teacher found Ben showed good commitment by improving several posts, but still felt some work seemed rushed at times and could benefit from more detail. Ben was given a final mark of 14 out of 20 and an action plan to focus on for further improvement.
Curtis lily
Curtis Lily completed all pre-production tasks for a media production coursework at a proficient level. The tasks included research on similar films, genre analysis, target audience analysis, scriptwriting, storyboarding, shotlisting, floor plans, locations scouting, costume design, prop selection, casting, equipment selection, and a production schedule. The teacher noted that some areas could include more analysis, such as discussing why creative choices were made in film openings rather than just describing scenes. With some additional detail and analysis, Lily's work was assessed at a Level 3 grade of 15/20 marks.
Sullivan joshua v2
The document provides feedback on a student's pre-production tasks for an AS media production project. It summarizes each task submitted by the student and notes whether the task was completed. While some tasks like the script, storyboard, and shotlist were done well, other tasks like genre analysis, target audience, and locations lacked sufficient detail and analysis. The teacher provided an initial mark of 3 out of 20 and instructed the student to improve the level of detail and analysis. After further work, the student received a final mark of 13 out of 20.
Revell turvey georgia
Georgia completed all pre-production tasks for a media production project. The teacher provided feedback on each task, noting that Georgia worked at a proficient level overall and included excellent details in many areas. Some tasks could be improved by adding more technical terminology, audience breakdown details, or information on pre-production planning. The teacher awarded Georgia 16 marks out of 20 for the pre-production work.
Revell turvey georgia as cw production feedback sheet
A student's two-minute film opening about headaches received an overall positive review. The review praised the controlled camera work, attention to framing and mise-en-scene. Well-placed cuts, transitions and titles were used in the editing. The sound design was also effective, with clear dialogue, music that built tension, and impactful sound effects. The short opening successfully introduced the main character and fit the genre well.
Pre production feedback
The document provides feedback on a student's pre-production tasks for a film project. It summarizes the student's blog posts on 14 required pre-production elements. For most elements, the feedback notes that the student provided good detail and analysis, with some posts needing more information. The student made improvements by adding more details, terminology, and analysis to address the feedback. The teacher assessed the initial work as proficient and marked it 14/20, then marked the improved work 17/20 after the student made amendments.
preproduction feedback sheet
The document provides feedback on a student's pre-production tasks for a media production project. It evaluates 14 tasks related to research, planning, scriptwriting, storyboarding, scheduling and other pre-production elements. For most tasks, the feedback found the level of detail and analysis to be good or very good. However, it noted that some posts could be improved by adding more reflective comments on the research conducted. It also observed that the production schedule lacked important details on pre-production and post-production work. The student was given an initial mark of 16/20 but asked to address the weaknesses noted to earn a higher final mark.
Pre production feedback
The student completed their pre-production tasks for a film project at a proficient level. The teacher provided feedback on each task, noting that the student showed good research and planning in several areas such as script, storyboard, locations, and equipment. However, the teacher suggested the student could improve their analysis of similar films by discussing how it might influence their own production, and showing better understanding of genre conventions and audience expectations. The teacher awarded the student 13 out of 20 marks and advised capitalizing all film titles, actor names, and studios. The student was asked to create an action plan to improve areas noted and receive a final mark.
Curtis craig
The student completed their pre-production tasks for a film project at a proficient level. The teacher provided feedback on each task, noting that the student showed good research and planning in several areas such as script, storyboard, locations, and equipment. However, the teacher suggested the student could improve their analysis of similar films by discussing how it might influence their own production, and showing better understanding of genre conventions and audience expectations. The teacher awarded the student 13 out of 20 marks and advised capitalizing all film titles, actor names, and studios. The student was asked to create an action plan to improve areas noted and receive a final mark.
Pre-production feedback
The student, Lucy Edmunds, completed all pre-production tasks for her media coursework, including research on similar films, genre analysis, target audience analysis, script formatting, storyboarding, shotlisting, floor plans, location scouting, costume design, prop selection, actor casting, equipment selection, and a production schedule. The teacher provided feedback on each task, praising the student's proficient work and attention to detail, but noting that genre analysis, costumes, and props could be described in more depth. Overall the teacher awarded the student 16 marks out of 20 for their pre-production work.
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The document provides feedback on a student's pre-production tasks for a media production project. It reviews the student's research, planning, script, storyboard, shotlist, layouts, locations, costumes, props, actors, and equipment. The teacher found the work proficient overall but noted some areas could be improved, such as providing more evidence and analysis for research, and giving more details for pre-production planning. The teacher awarded the work a final mark of 13 out of 20 and provided a student action plan for further improvement before the final mark.
Pre-Production Tasks Feedback
The document provides feedback on a student's pre-production tasks for a film project. It summarizes each task submitted by the student, noting what elements were done well and included necessary details. The teacher comments that the student completed all pre-production work at a proficient level, but could have provided more detail on the target audience and genre analyses. An action plan is suggested to improve the final mark.
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Callum Balfour created a blog to document his pre-production work for a music video. His teacher provided feedback on each task. For task 1, analyzing similar music videos, the teacher praised Callum's detailed analysis using relevant terminology. For task 2 on genre research, the teacher noted Callum's excellent analysis of promotional materials but suggested adding more on the chosen artist. For task 3 on the target audience, the teacher said Callum improved with evidence of research. Overall, the teacher was impressed with Callum's detailed planning for storyboards, shotlists, locations, costumes, props, actors, and equipment. Callum also created a clear production schedule. The teacher awarded 19/20 and said with some minor improvements
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This document provides feedback from a teacher on a student's pre-production work for a film project. The teacher comments positively on several areas, including genre analysis, storyboards, and production schedules. Some areas needing improvement are identified, such as correctly citing director names, adding more analysis rather than description, and clarifying images. The student creates an action plan to address the feedback by making revisions like fixing director names, expanding analytical comments, reformatting a script, and enlarging unclear images. The teacher's final feedback notes the work with amendments has improved and deserves a higher mark.
Coursework - Final Pre-production mark
This document provides feedback on a student's pre-production tasks for a film project. The teacher provides positive feedback on several areas, including research on similar films, genres, storyboards, shotlists, and production schedules. The teacher requests some improvements, such as adding more details and evidence to support analysis of target audiences and genres. The student is asked to explain costume, prop, and location choices more fully and fix minor issues. The student creates an action plan addressing the feedback. The teacher notes improvements but still requests some areas like genre history be expanded further.
Charlotte chamberlain as pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Charlotte Chamberlain, on her pre-production work for a film project. The teacher provides positive feedback on Charlotte's research, planning, script, storyboards, schedules, and use of locations. The teacher suggests a minor script edit and requests that Charlotte complete her production schedule and equipment list to earn a higher grade. Charlotte makes the additional updates, gaining praise from the teacher and a full mark.
A2 pre production tasks feedback sheet
This document provides feedback from a teacher to a student on their pre-production work for a music video project. The teacher comments that some areas of the student's work showed good research and planning, but many parts lacked sufficient detail, analysis or examples. The teacher provides specific feedback on each of the 14 pre-production tasks, noting what was done well and improvements needed. Areas identified as needing more work included deeper analysis, additional details, sources, images and linking locations to the narrative. The student is given an initial mark of 10 out of 20 and asked to improve their work in key areas identified by the teacher.
Morriss hollief
This document provides feedback on a student's pre-production work for a music video project. The feedback assessed 14 tasks completed by the student. For most tasks, the assessor found the student provided good details and research. Some areas were identified as needing more information, such as the early history of the genre. The student amended posts to address feedback. The assessor praised the student's blog organization and ease of navigation. While work showed understanding, it lacked strong use of technical terminology. The student was asked to complete missing work and improve areas. After amendments, the assessor gave the work an overall mark of 16/20 and praised it as a confident and well-presented piece.
Pre production marks
Andrew created a blog to document his pre-production work for an AS media project. He analyzed similar films, considered genre conventions, and fully researched his target audience. Andrew also created a script, storyboard, shotlist, floor plans, research on locations and costumes/props. He detailed the equipment and production schedule. The teacher provided feedback that Andrew demonstrated excellent planning but could improve his similar product analysis and storyboard presentation. The teacher awarded Andrew 16 out of 20 marks for his pre-production work.
Pre-Production Marks
Connor completed pre-production tasks for his film opening at a proficient level. His research into similar films, genre analysis, and script were well done. However, his target audience research, location risk assessments, costume plans, and actor plans could have been developed further with more details and evidence. Overall, Connor's pre-production planning demonstrated careful planning, but some areas needed more details. His teacher assessed his work at level 3 out of 20 and provided feedback to help Connor improve specific elements for a higher final mark.
Chloe Street Pre-Production Feedback Sheet
This document provides feedback from a teacher on a student's pre-production tasks for a music video project. The teacher comments that the student provided good analysis, research, storyboards, schedules and other pre-production materials. Some areas the teacher recommends improving include adding more details about the artists in the genre research, representing the artist more in the digipak and advert analysis, and including secondary research sources and images to support points. The student is given an initial mark of 15 out of 20 and provided an action plan to address the teacher's feedback by revising specific tasks.
Pre-production mark
The document provides feedback on a student's pre-production work for a music video project. The teacher comments that the student provided good analysis and research but needed to add more details in some areas. The student was asked to rewrite parts of their analysis, remove surnames of minor actors, and add more images and details. After making improvements based on the feedback, the teacher gave the student a final mark of 17 out of 20, noting they had made excellent improvements and it was an overall strong body of pre-production work.
Evaluation
The document reflects on the learning process from a preliminary task to the final product. It discusses progressing from only using three camera shots to utilizing a wider range of shots and angles. Familiarizing themselves with the equipment in the preliminary task helped them better complete the final product. They also learned important editing tools in iMovie that improved the quality and realism of the film opening, such as transitions, fonts, colors, and sound. Creating suspense was a focus through techniques like tense music, varying shot speeds, and a dark color scheme.
Richards anthony 2
This document provides feedback on a student's pre-production tasks for a music video project. It evaluates each of the student's 14 tasks on their blog. For most tasks, the feedback notes what was done well and areas that needed more detail or improvement. Overall, the teacher praises the student's efficient blog presentation and understanding of the tasks, but notes a lack of technical terminology. The student is instructed to complete missing work and improve areas. By the final evaluation, the student had amended posts and earned a final mark of 15 out of 20.
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Feedback
This document provides feedback on pre-production tasks for a music video project. It summarizes the student's blog posts on research topics like analyzing similar music videos, the genre, and target audience. The teacher notes that the blog shows good understanding but could include more details, examples, and evidence of research in some areas. Storyboards and production schedules are well done with clear details. Locations, props, and actors need more information. The student's work meets the requirements and demonstrates knowledge of conventions, but could make better use of terminology and technical elements. The teacher awards the work 15 out of 20 marks initially with suggestions for improvement.
5. production reflection sf 2017
The document summarizes the student's progress over several weeks working on a short film production. In the first week, the student looked at existing short films and learned basic filmmaking skills. They created sound experiments and a practice short film in groups. In subsequent weeks, the student developed plans and storyboards for their film, conducted audience research, and completed pre-production tasks like structuring scenes, creating shot lists, and planning logistics. They then filmed their short film over two days and began editing by adjusting colors, lighting, and adding music to scenes.
Presentation on prenimilary task
Pre-production is the most important element in filming a short film. It involves creating a script, storyboards, and planning shot types, actor positioning, camera movement, prop placement, speech, and action. This allows for a clear vision and plan of what will be filmed. Production then involves actually filming based on this pre-production, using techniques like matching shots, high and low angles, and shot reverse shot. Post-production is when all the footage is edited together, sound is added, and any additional effects or corrections are made to complete the final film.
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Curtis craig
The student completed their pre-production tasks for a film project at a proficient level. The teacher provided feedback on each task, noting that the student showed good research and planning in several areas such as script, storyboard, locations, and equipment. However, the teacher suggested the student could improve their analysis of similar films by discussing how it might influence their own production, and showing better understanding of genre conventions and audience expectations. The teacher awarded the student 13 out of 20 marks and advised capitalizing all film titles, actor names, and studios. The student was asked to create an action plan to improve areas noted and receive a final mark.
Pre-production feedback
The student, Lucy Edmunds, completed all pre-production tasks for her media coursework, including research on similar films, genre analysis, target audience analysis, script formatting, storyboarding, shotlisting, floor plans, location scouting, costume design, prop selection, actor casting, equipment selection, and a production schedule. The teacher provided feedback on each task, praising the student's proficient work and attention to detail, but noting that genre analysis, costumes, and props could be described in more depth. Overall the teacher awarded the student 16 marks out of 20 for their pre-production work.
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The document provides feedback on a student's pre-production tasks for a media production project. It reviews the student's research, planning, script, storyboard, shotlist, layouts, locations, costumes, props, actors, and equipment. The teacher found the work proficient overall but noted some areas could be improved, such as providing more evidence and analysis for research, and giving more details for pre-production planning. The teacher awarded the work a final mark of 13 out of 20 and provided a student action plan for further improvement before the final mark.
Pre-Production Tasks Feedback
The document provides feedback on a student's pre-production tasks for a film project. It summarizes each task submitted by the student, noting what elements were done well and included necessary details. The teacher comments that the student completed all pre-production work at a proficient level, but could have provided more detail on the target audience and genre analyses. An action plan is suggested to improve the final mark.
Balfour callum pre production feedback ajo
Callum Balfour created a blog to document his pre-production work for a music video. His teacher provided feedback on each task. For task 1, analyzing similar music videos, the teacher praised Callum's detailed analysis using relevant terminology. For task 2 on genre research, the teacher noted Callum's excellent analysis of promotional materials but suggested adding more on the chosen artist. For task 3 on the target audience, the teacher said Callum improved with evidence of research. Overall, the teacher was impressed with Callum's detailed planning for storyboards, shotlists, locations, costumes, props, actors, and equipment. Callum also created a clear production schedule. The teacher awarded 19/20 and said with some minor improvements
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This document provides feedback from a teacher on a student's pre-production work for a film project. The teacher comments positively on several areas, including genre analysis, storyboards, and production schedules. Some areas needing improvement are identified, such as correctly citing director names, adding more analysis rather than description, and clarifying images. The student creates an action plan to address the feedback by making revisions like fixing director names, expanding analytical comments, reformatting a script, and enlarging unclear images. The teacher's final feedback notes the work with amendments has improved and deserves a higher mark.
Coursework - Final Pre-production mark
This document provides feedback on a student's pre-production tasks for a film project. The teacher provides positive feedback on several areas, including research on similar films, genres, storyboards, shotlists, and production schedules. The teacher requests some improvements, such as adding more details and evidence to support analysis of target audiences and genres. The student is asked to explain costume, prop, and location choices more fully and fix minor issues. The student creates an action plan addressing the feedback. The teacher notes improvements but still requests some areas like genre history be expanded further.
Charlotte chamberlain as pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Charlotte Chamberlain, on her pre-production work for a film project. The teacher provides positive feedback on Charlotte's research, planning, script, storyboards, schedules, and use of locations. The teacher suggests a minor script edit and requests that Charlotte complete her production schedule and equipment list to earn a higher grade. Charlotte makes the additional updates, gaining praise from the teacher and a full mark.
A2 pre production tasks feedback sheet
This document provides feedback from a teacher to a student on their pre-production work for a music video project. The teacher comments that some areas of the student's work showed good research and planning, but many parts lacked sufficient detail, analysis or examples. The teacher provides specific feedback on each of the 14 pre-production tasks, noting what was done well and improvements needed. Areas identified as needing more work included deeper analysis, additional details, sources, images and linking locations to the narrative. The student is given an initial mark of 10 out of 20 and asked to improve their work in key areas identified by the teacher.
Morriss hollief
This document provides feedback on a student's pre-production work for a music video project. The feedback assessed 14 tasks completed by the student. For most tasks, the assessor found the student provided good details and research. Some areas were identified as needing more information, such as the early history of the genre. The student amended posts to address feedback. The assessor praised the student's blog organization and ease of navigation. While work showed understanding, it lacked strong use of technical terminology. The student was asked to complete missing work and improve areas. After amendments, the assessor gave the work an overall mark of 16/20 and praised it as a confident and well-presented piece.
Pre production marks
Andrew created a blog to document his pre-production work for an AS media project. He analyzed similar films, considered genre conventions, and fully researched his target audience. Andrew also created a script, storyboard, shotlist, floor plans, research on locations and costumes/props. He detailed the equipment and production schedule. The teacher provided feedback that Andrew demonstrated excellent planning but could improve his similar product analysis and storyboard presentation. The teacher awarded Andrew 16 out of 20 marks for his pre-production work.
Pre-Production Marks
Connor completed pre-production tasks for his film opening at a proficient level. His research into similar films, genre analysis, and script were well done. However, his target audience research, location risk assessments, costume plans, and actor plans could have been developed further with more details and evidence. Overall, Connor's pre-production planning demonstrated careful planning, but some areas needed more details. His teacher assessed his work at level 3 out of 20 and provided feedback to help Connor improve specific elements for a higher final mark.
Chloe Street Pre-Production Feedback Sheet
This document provides feedback from a teacher on a student's pre-production tasks for a music video project. The teacher comments that the student provided good analysis, research, storyboards, schedules and other pre-production materials. Some areas the teacher recommends improving include adding more details about the artists in the genre research, representing the artist more in the digipak and advert analysis, and including secondary research sources and images to support points. The student is given an initial mark of 15 out of 20 and provided an action plan to address the teacher's feedback by revising specific tasks.
Pre-production mark
The document provides feedback on a student's pre-production work for a music video project. The teacher comments that the student provided good analysis and research but needed to add more details in some areas. The student was asked to rewrite parts of their analysis, remove surnames of minor actors, and add more images and details. After making improvements based on the feedback, the teacher gave the student a final mark of 17 out of 20, noting they had made excellent improvements and it was an overall strong body of pre-production work.
Evaluation
The document reflects on the learning process from a preliminary task to the final product. It discusses progressing from only using three camera shots to utilizing a wider range of shots and angles. Familiarizing themselves with the equipment in the preliminary task helped them better complete the final product. They also learned important editing tools in iMovie that improved the quality and realism of the film opening, such as transitions, fonts, colors, and sound. Creating suspense was a focus through techniques like tense music, varying shot speeds, and a dark color scheme.
Richards anthony 2
This document provides feedback on a student's pre-production tasks for a music video project. It evaluates each of the student's 14 tasks on their blog. For most tasks, the feedback notes what was done well and areas that needed more detail or improvement. Overall, the teacher praises the student's efficient blog presentation and understanding of the tasks, but notes a lack of technical terminology. The student is instructed to complete missing work and improve areas. By the final evaluation, the student had amended posts and earned a final mark of 15 out of 20.
Lesson 3 job roles 1
The document discusses the pre-production process for a television show and the various job roles involved. It uses the Buffy the Vampire Slayer episode "The 'I' in Team" as an example to illustrate the typical 6-week production cycle for a television episode. Students are tasked with choosing 3 scenes from the episode and outlining the pre-production requirements and jobs that would need to be completed for each scene from different production departments. The document provides guidance on choosing scene types and evaluates how well pre-production planning contributes to the success of delivering the final product.
Feedback
This document provides feedback on pre-production tasks for a music video project. It summarizes the student's blog posts on research topics like analyzing similar music videos, the genre, and target audience. The teacher notes that the blog shows good understanding but could include more details, examples, and evidence of research in some areas. Storyboards and production schedules are well done with clear details. Locations, props, and actors need more information. The student's work meets the requirements and demonstrates knowledge of conventions, but could make better use of terminology and technical elements. The teacher awards the work 15 out of 20 marks initially with suggestions for improvement.
5. production reflection sf 2017
The document summarizes the student's progress over several weeks working on a short film production. In the first week, the student looked at existing short films and learned basic filmmaking skills. They created sound experiments and a practice short film in groups. In subsequent weeks, the student developed plans and storyboards for their film, conducted audience research, and completed pre-production tasks like structuring scenes, creating shot lists, and planning logistics. They then filmed their short film over two days and began editing by adjusting colors, lighting, and adding music to scenes.
Presentation on prenimilary task
Pre-production is the most important element in filming a short film. It involves creating a script, storyboards, and planning shot types, actor positioning, camera movement, prop placement, speech, and action. This allows for a clear vision and plan of what will be filmed. Production then involves actually filming based on this pre-production, using techniques like matching shots, high and low angles, and shot reverse shot. Post-production is when all the footage is edited together, sound is added, and any additional effects or corrections are made to complete the final film.
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Charlotte chamberlain as pre production tasks feedback sheet
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The document discusses a student's photography project focused on macro and abstract images around their school and home. They will use their Canon 600D camera, tripod, and SD cards to take close-up photos of plants, animals, and abstract wall patterns. The student finds inspiration from internet photos and wants to recreate interesting macro shots and abstract images that are open to interpretation. They plan to display the finished photos on a large canvas for presentation.
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TBWA Worldwide is an international advertising agency founded in 1970 in New York City by Paolo Airoldi, William G. Tragos, Claude Bonnanage, and Uli Wiesendanger. In the 1990s, TBWA began rapidly expanding and gaining major clients like Masterfoods, strengthening its client base. It was named Advertising Age's Global Agency Network of the Year in 2004 and Advertising Agency's Global Agency Network of the Decade in 2010. TBWA now works with many large companies as clients, such as Adidas, McDonald's, Nissan, and Apple, producing advertisements for products like the iPhone.
Exploratory testing
Exploratory testing is an approach to software testing that involves simultaneous learning, test design, and test execution. It seeks to understand how an application works and find bugs by forcing the software to exhibit its capabilities. Some advantages are that less preparation is needed and important bugs can be found fast, while disadvantages include that the exact tests performed may not be documented or repeated identically.
English art
This document discusses the English Romantic landscape painters John Constable and J.M.W. Turner. It provides biographical details about each artist, including that Constable was known for depicting ordinary daily life and rural scenes from Dedham Vale, while Turner was nicknamed "the painter of light" and was fascinated by shipwrecks, fires, and the power of the sea in his works. The document also summarizes each artist's techniques, with Constable doing full-scale preliminary sketches directly from nature and Turner using transparent oils and watercolor techniques to depict light, skies, and fires.
Echo productions
The document discusses a marketing project for a fictional gum company called Echo Industries. It describes Echo's name and slogan, which are meant to represent the quality and lasting impression of their work. The team consists of three people who chose to create a sugar free gum package. They researched the existing gum brand 5 Gum, including its history of introducing new flavors, marketing campaigns emphasizing sensory stimulation, and a YouTube ad that exaggerates the gum's flavor intensity through video effects.
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Planning
Angus Smith completed pre-production tasks for his AS media production project, including research on similar films, genre analysis, target audience research, scriptwriting, storyboarding, shotlisting, location layouts, costumes, props, casting, and equipment choices. His teacher provided feedback that his work was generally good but needed more detail on the audience and genre. Angus amended his posts to address this feedback by adding more primary and secondary research. His teacher awarded him a final mark of 16 out of 20.
Pre production feedback
The document provides feedback on a student's pre-production tasks for an AS media production project. It summarizes the teacher's feedback on 14 tasks related to research, planning, scripting, storyboarding, scheduling and more. For most tasks, the teacher indicates the work meets expectations and provides some positive and constructive feedback. Areas identified as needing more detail include genre analysis, target audience research, and documenting pre-production information in the schedule. The teacher awards the student an overall mark of 17 out of 20 and proficiency level 4, and notes more detail is required on audience and genre.
Haskell myles as cw pre production tasks feedback sheet improvements
This document provides feedback on a student's pre-production work for a film project. The teacher provides comments on each of the pre-production tasks completed by the student, noting things that were done well and areas that need improvement. Overall it was well organized but some elements were missing or needed more detail and analysis. The student is given a mark of 14/20 and an action plan to address the feedback in order to improve their mark.
Pre production feedback
The document provides feedback on a student's pre-production tasks for an AS media project. It evaluates 14 blog posts related to research, planning, and pre-production. Overall, the teacher found the work to be at a basic level and provided suggestions for adding more detail and analysis to improve several posts. While some posts were revised satisfactorily, more work was needed on others such as genres, target audiences, locations, and the production schedule. The teacher awarded an initial mark of 8 out of 20 and suggested ways to boost the final mark through further improvements.
Pre-Production Feedback
This document provides feedback on a student's pre-production tasks for a film project. The teacher provides positive feedback on several areas, including research on similar films, genres, storyboards, shotlists, and production schedules. The teacher requests some improvements, such as adding more details and evidence to support analysis of target audiences and genres. The student is asked to explain costume, prop, and location choices more fully and fix minor issues. The student creates an action plan addressing the feedback. The teacher notes improvements but still requests some areas like genre history be expanded further.
Hearn sarah as cw pre production tasks improvements
This document provides feedback from a teacher on a student's pre-production work for a film project. The teacher provides positive feedback on many areas, such as the student's analysis of genre conventions and storyboarding. Some areas need improvement, such as providing evidence for target audience research claims and adding missing sections. The student creates an action plan to address these areas by adding research, examples, and details on genres, audiences, costumes, actors, and equipment. The teacher marks the improvements, raising the student's score.
Atkinson thomas pre prod eval
Tom has completed pre-production tasks for his media coursework project. He analyzed film openings, considered genre conventions, and researched his target audience. His script is formatted correctly but could show more character emotions. His storyboard demonstrates his cinematography ideas through a variety of shot types. His shotlist and production schedule are fully completed. However, his floor plan needs more development to show camera positions and location planning. Overall, his teacher assessed his pre-production work at level 3 and awarded it 15 out of 20 marks, identifying areas for improvement.
Radcliffe harrison
This document provides feedback on pre-production tasks for a student's music video project. It summarizes the student's work on each task and identifies areas that need more detail or evidence. While the student showed technical ability and awareness of genre conventions, the summaries indicate that more research and use of industry terminology would strengthen several areas, including genre analysis, target audience details, and descriptions of locations, costumes, and equipment. The teacher provided an overall mark of 12 out of 20 and recommended the student complete missing work and improve existing posts to develop understanding of technical elements.
Adams william as cw pre production tasks feedback sheet improvements (1)
This document provides feedback from a teacher to a student, William Adams, on pre-production tasks for an upcoming film project. The teacher provides comments on each of the 13 pre-production elements, noting what parts were done well and what parts needed improvement. Elements like research on similar films, genre analysis, script, locations, costumes, and props received positive feedback, while elements like equipment, target audience, and storyboard were missing. The teacher recommends improvements and notes that many missing elements were later added by the student. An action plan from the student outlines the elements that were improved, and the teacher awards an updated final mark of 17 out of 20.
As pre production tasks feedback sheet cogdell
The student, Aaron Cogdell, received feedback on their pre-production tasks for a film project. The teacher noted several areas that were missing details or required further work, including analyses of similar films, the target genre and audience, scripts, storyboards, locations, costumes, props, actors, and equipment. The student was instructed to add all missing work. For the areas that did include details, like the production schedule and initial ideas, the teacher provided positive feedback but also suggested further improvements. The student received an initial mark of 4 out of 20 and was told to improve the project based on the feedback. Their final mark after adding the additional work was 17 out of 20.
Pinder joseph as cw pre production tasks
This document provides feedback from a teacher on a student's pre-production tasks for a film project. The teacher provides positive feedback on many areas and notes some areas for improvement. They note the student analyzed film openings well but could add what they learned. They also need to clarify actor information and equipment details. The student makes all the requested improvements, reshoots their preliminary film to meet requirements, and receives an improved final mark of 15/20.
Pinder joseph as cw pre production tasks
This document provides feedback from a teacher on a student's pre-production tasks for a film project. The teacher provides positive feedback on many areas and notes some areas for improvement. They note the student analyzed film openings well but could add what they learned. They also need to clarify actor information and equipment details. The student makes all the requested improvements, reshoots their preliminary film to meet requirements, and receives an improved final mark of 15/20.
Pinder joseph as cw pre production tasks
This document provides feedback from a teacher on a student's pre-production tasks for a film project. The teacher provides positive feedback on many areas and notes some areas for improvement. They note the student analyzed film openings well but could add what they learned. They also need to clarify actor information and equipment details. The student makes all the requested improvements, reshoots their preliminary film to meet requirements, and receives an improved final mark of 15/20.
Denning becky
The student submitted a pre-production blog for a music video project that was assessed by the teacher. The blog included research on similar music videos, analysis of the genre and target audience, annotated lyrics, storyboards, shotlists, location plans, costumes, props, actor information, equipment choices, and a production schedule. The teacher provided feedback that the blog showed good understanding, research, and information, but lacked technical terminology and some links. Minor additional work was requested. Upon resubmission, the teacher noted the work was now complete to a high standard with improved analysis and terminology, earning a final mark of 16 out of 20.
Pre Production Feedback Sheet
Emma McConologue completed pre-production tasks for her film project, including research on similar films, genre analysis, target audience analysis, script drafting, storyboards, shotlists, location plans, costumes, props, actors, and a production schedule. Her teacher provided feedback, praising her excellent analyses and use of technical language. Minor improvements were suggested, such as adding images. Emma addressed each point in her action plan and blog, gaining a final mark of 18/20.
Pre production tasks feedback sheet
Charlotte Lambert completed pre-production tasks for a film project, including research on similar films, genre analysis, target audience analysis, script drafting, storyboards, shotlists, locations, costumes, props, and a production schedule. The teacher provided feedback on strengthening some areas of research and adding requested elements like actor choices and equipment details. While some improvements were made, not all feedback was incorporated. The work was deemed proficient overall and received a final mark of 13 out of 20.
patrick thompson as pre production tasks feedback sheet
The document provides feedback on a student's pre-production tasks for an upcoming film project. The teacher comments that while some areas like the script, storyboard, and shotlist are detailed, other elements need more information, such as describing the target audience, costumes, props, and equipment in more depth. The production schedule also requires breaking down into more granular details per scene. Overall, the work demonstrates a level 2 understanding but could be improved further. The student is given an action plan to address the feedback to increase their final mark.
Pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Ethan Temple-Edwards, on their pre-production tasks for a music video project. The teacher comments that while some tasks were completed fully or partially, many were missing important details or not finished at all. Specifically, the student's research on the target genre, annotated lyrics, storyboards, shot list, location choices, floor plans, costumes, props, and production schedule lacked technical details or images. The initial mark was 3 out of 20. The student updated several tasks based on the feedback but many were still at a basic level. The final mark was 11 out of 20.
Callum balfour as production tasks feedback sheet
This document provides feedback from a teacher to a student, Callum Balfour, on their pre-production tasks for a film project. The teacher comments that most tasks were completed well at a level 2 standard, including research on similar films, genre, target audience, script, storyboards, shotlist, locations, costumes, props, equipment, and production schedule. However, more detail was needed on script drafts and actor choices to achieve a level 3. The student has since addressed these areas by adding more re-drafts, explanations for choosing actors, and receiving an improved final mark of 13 out of 20.
Pre-Production Sheet
Oliver Booth completed pre-production tasks for a film project, including research on similar films, genre analysis, target audience analysis, script drafting, storyboards, shotlists, location plans, costumes, props, actors, and a production schedule. The teacher provided feedback, praising Oliver's analyses, research, and organization. Suggestions for improvement included formatting the script correctly, splitting up storyboards, and adding images for costumes, props, actors, and equipment. Oliver made the requested changes, and the teacher awarded him a final mark of 16 out of 20.
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More from jordanwardle
Q 1 a2
The document discusses conventions in indie folk music videos. It summarizes that the opening of the music video establishes a natural setting through slow pans or shots of nature. Costumes are casual with the artist often holding an acoustic guitar. Settings are usually outdoors in natural areas. Camera work is handheld to seem realistic. The style often mixes performance with narrative to showcase the artist. The document analyzes how the student's music video incorporates these conventions to fit with the genre.
Q 1 a2
The document discusses conventions in indie folk music videos. It summarizes that the opening of the analyzed music video and others in the genre conventionally feature establishing shots in natural settings. The setting and locations in indie folk videos also commonly take place outdoors in natural areas. Costumes typically feature casual clothing and the artist playing an acoustic guitar. Camera work relies on handheld shots and panning to connect smoothly with the music. The analyzed video and genre conform to conventions of including both performance and narrative elements.
Q 1 a2
My music video adopted several common conventions of the indie folk genre. It began with an establishing shot panning over a natural landscape to set the scene. Most of the video was filmed outdoors in a forest to reflect the genre's connection to nature. It also included a narrative story element showing the artist coping with the loss of his girlfriend through scenes of him wandering aimlessly in hospital clothing. Special effects were kept minimal to maintain the natural feel, though some slow motion was used to add emotion. The artist was portrayed performing with an acoustic guitar and in casual clothing consistent with the genre.
Photograph
The document discusses props and costumes needed for a music video photograph. It states that the main actor Angus will be in a photo with his real-life girlfriend Ruby Manners, a photography student, to make their enjoyment and relationship in the shot look genuine. The photo aims to show the actors looking happily connected as a couple in blue jeans and black tops to produce shock when the audience finds out the girl has passed away.
Actors
The main actor is Angus Smith, who will portray the artist Jeremy Loops. Angus has experience acting and his natural persona matches the artist.
Props include an acoustic guitar, which is stereotypical of folk music. A blue Vauxhall Corsa car and garden chair will also be used. Photographs and horses may feature briefly.
Costumes include a hospital gown to portray a character in care at the beginning and end. Casual clothes like baggy pants and shirts represent the folk genre.
Actors
The document discusses the actors, props, and costumes needed for a music video. It identifies Angus Smith as the main actor, describing his experience and suitability for portraying the serious emotions required. Props include an acoustic guitar, garden chair, blue Vauxhall Corsa car, photograph, and horses. The costume for Angus includes a hospital gown to represent a person in care at the beginning and end, and casual clothes like baggy trousers, t-shirt, and overshirt to portray the folk rock genre.
Risk assessment
The document provides a risk assessment for a film production that identifies potential hazards during outdoor filming and precautions to mitigate those risks. It lists hazards from rain, weather, using a car and horse for scenes, and using a tripod that could damage equipment, and corresponding precautions like carrying equipment in bags, having accessible transportation, designating a focused driver, treating animals with care and respect, and securely positioning the tripod on level ground away from high winds.
Actors
The main actor is Angus Smith who will play the serious role of the artist Jeremy Loops. Props include an acoustic guitar that will be used in performance scenes and close up shots of strings, a blue Vauxhall Corsa car for a scene, a garden chair from a care home, a photograph of a girl, and horses that can be found in the New Forest where filming will take place. Costumes include a hospital gown and socks for beginning/end scenes to portray a care home, and casual clothes like baggy pants and shirts that represent the folk genre.
Actors
The main actor is Angus Smith who will play the serious role of the artist Jeremy Loops. Props include an acoustic guitar that will be used in performance scenes and close up shots of strings, a blue Vauxhall Corsa car for a scene, a garden chair from a care home, a photograph of a girl, and horses that can be found in the New Forest where filming will take place. Costumes include a hospital gown and socks for beginning/end scenes to portray a care home, and casual clothes like baggy pants and shirts that represent the folk genre.
Prodcution schedule music
This document outlines the production timeline for a music video from November 2016 to March 2017. It details the pre-production, production, and evaluation phases. Pre-production included genre research, storyboarding, scheduling, and location planning from November 14th to 30th. Production took place between December 18th-23rd in New York and January 2nd to 8th in various locations in Scotland, filming different scenes. Post-production included editing videos in After Effects, adding the final touches, and designing the digipak in February. Evaluation questions were completed on the computer in March to conclude the project.
Equipment list
The document lists the equipment needed to create a music video, including:
A Canon 700D camera for its touchscreen and ability to get extreme angles, a tripod to keep shots steady but also allow handheld scenes, a GoPro for compact shots like inside a guitar, a custom-built computer with two monitors for smooth editing, Adobe software like Premiere Pro and After Effects, and a high-capacity SD card to store footage for easy access during editing.
Shot list music
This shot list contains 51 shots detailing scenes for a music video. The shots progress from wide establishing shots of a person sitting in a garden to close-ups of their hands and feet. Later shots show the person walking through a forest, sitting on a stump playing guitar, interacting with a horse, traveling to an airport and New York City, and returning to the garden to complete the narrative. The shots vary from wide establishing angles to close character moments and include the use of GoPros and handheld camera work to capture the story.
Target audience a2
The target audience for indie folk/rock music is typically younger listeners between the ages of 13-27, with male listeners usually between 17-23 and female listeners between 13-27. The audience is primarily female due to the genre's focus on themes like love, nature, and relationships that stereotypically appeal more to women. Both male and female target listeners enjoy going to live music festivals and concerts, traveling, nature, recycling and organic foods, and socializing in trendy coffee shops in urban areas. Market research shows there is an audience for this genre, as acoustic music makes up 9% of listened genres and country music 5%, and 49% of South Africans listen to country music.
Music video analysis
1. The music video analyzes Jeremy Loops' song "Down South" using 5 aspects: thought beats, narrative and performance, star image, ways to promote the song, and technical aspects.
2. It synchronizes the visuals with the music to create a summer vibe and connect the audience to Jeremy Loops' personality. Scenes of nature and horses accompany slower parts of the song.
3. The video uses narrative and performance shots to illustrate Jeremy Loops leaving his friends and family "Down South" to travel, emphasizing the song's lyrics and creating an atmosphere of love and warmth. Close-ups establish Jeremy Loops as the star.
Media language question b
This document discusses key concepts in media language including codes, signs, and semiotics. It defines media language as referring to what audiences expect to see in a media text and how they make meaning. It then outlines some of the main technical elements that make up a media text, including mise-en-scene, camera, sounds, and editing. It explains semiotics as the study of signs, and discusses the theories of Saussure on the signifier and signified, and Peirce's categorization of signs into symbols, icons, and indexes. Finally, it mentions Barthes' work in applying semiotic concepts to culture and ideology.
Audience theory
Audience theory has evolved over time from three main perspectives:
The first theory from the 1920s-1930s viewed audiences as passive receivers of media messages. The two-step flow theory from the 1940s-1950s saw audiences as more active, with opinion leaders influencing others. Uses and gratifications theory from the 1960s saw audiences as active consumers who use media selectively to fulfill various needs like diversion, social interaction, identity, and information gathering.
Narrative theory
This document provides an overview of several narrative theories:
1. It defines narrative as a chain of causally linked events with a beginning, middle, and end, and discusses theorists like Branigan who see narrative as embodying ideological judgments.
2. Theorists discussed include Propp, Todorov, Barthes, Levi-Strauss, and postmodern thinkers. Propp identified character archetypes like heroes and villains. Todorov analyzed narrative structure as equilibrium disrupted and repaired. Barthes saw narratives as composed of codes like action, characters, and symbols.
3. Levi-Strauss viewed narratives as exploring binary oppositions. Postmodern narratives are characterized by techniques like pastiche
Andrew goodwin
1) Andrew Goodwin identified 6 key features and 5 ways to analyze music videos in his book "Dancing in the Distraction Factory".
2) The 6 key features of music videos are that they demonstrate genre characteristics, show relationships between lyrics/visuals and music/visuals, feature demands of record labels, reference looking/voyeurism, and make intertextual references.
3) The 5 ways to analyze music videos are through "thought beats", narrative and performance, the star image, ways to promote a video, and technical aspects.
Andrew goodwin
1) Andrew Goodwin analyzed key features of music videos in his book "Dancing in the Distraction Factory". He identified 6 features of music videos and 5 ways to analyze them.
2) The 6 key features of music videos are: demonstrating genre characteristics; relationships between lyrics and visuals and between music and visuals; record label demands like close-ups of artists; references to looking like screens and mirrors; and intertextual references to other media.
3) The 5 aspects for analyzing music videos are: seeing the music itself through its structure and artist's voice; narratives and performances; the importance of the star image; and narratives and performances working together for repeatability and authenticity.
Section a media theory
Genre theory aims to categorize texts into types based on common elements. A genre is a category or type of text. Genres are recognized through the repeated use of codes and conventions that audiences associate with that type of text. While genres were once seen as fixed forms, contemporary theory emphasizes that both the forms and functions of genres are dynamic and change over time based on societal and cultural changes. One weakness of genre theory is that it may reduce creativity by forcing works to strictly follow conventions of a genre.
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Wardle jordan 1 feedback
- 1. AS Pre-production Tasks Feedback Student Name: WARDLE Jordan Blog: http://jordanwardleasmedia.blogspot.co.uk/ Task 1 – Pre-production: Research & Planning Evidence on blog 1. Similar Products – film beginning analysis Analysis is too descriptive with little use of terminology and basic reference to the technical elements (mise-en-scene, editing, sound, cinematography). You need to show how meaning is created and how genre/narrative/characters are introduced. In American Sniper why do they use a point of view with the sniper target? What affect does this have on audience? Fast and Furious has better analysis of the Statham character but again is too descriptive. Mad Max analysis tries to examine the contrast in scenes but again is too descriptive. Age of Ultron does link continuous camera movement with efficiency of the team. Check your spelling – gusaline/gasoline Post has been extensively amended showing very good understanding of technical elements and mise-en-scene in construction of film. Good use of terminology and analytical comments. Yes 2. Genre Analysis Some attempt to analyse action genre but lacks good detail or research. Very little written on history, films, actors or directors. Some examples of box office or some history or links to other genres would add weight to analysis. A post added of key conventions used in action shows research buy again lacks good evidence. Comedy genre is barely researched. No mention of Naked Gun, Pink Panther, 48 Hours, Beverly Hills Cop or even Police Academy which is unthinkable when discussing action/comedy. A post included on key props/costumes found in genre. Post has been extensively amended to show better research into chosen genre with good examples of key actors, films and established themes. Yes 3. Target Audience Some notes into audience for own production with some comments on expectations. Some detail on stereotypical audience for this genre with evidence of box office research. Post amended showing good understanding of TA. Yes
- 2. 4. Script Completed and formatted correctly. Good genre piece. Sets up narrative well. Avoid adding camera setups. Yes 6. Storyboard Added with good technical detail and good variety of shots. Yes 7. Shotlist Good clear detail - includes shot type, location and description. Yes 8. Layouts – floor plan Clear plan for different settings. Detail for each layout. Plan should show actors’ positions and camera set up more clearly. Yes 9. Locations Good detail on how locations will be used with images. Yes 10.Costumes Good detail on how costumes reflect character and hint at narrative and genre. Images could be better to show full costume. Yes 11.Props Good detail on props and how they will be used in key scenes and how they link to narrative/genre. Only 1 image included. Yes 12.Actors Good detail on choice of actors, images included. Will the use of a pillow to show weight be successful? Yes 13.Equipment Images and reasons for choice of equipment. Microphone input addressed for reason to use the camera but no detail on microphone? Detail now added on microphone. Yes 14.Production schedule Lots of fantastic detail on shooting and editing to assist with production with good detail on pre-production. Yes Teachers comments
- 3. Jordan has almost completed his pre production for his course working at a proficient level. More detail needed on film beginnings and genre. Add missing work! Posts have been amended to show great understanding of tasks. Amendments show good commitment to work. Film beginning analysis is very strong. Mark out of 20: 13 Teacher name: M Drummond Date: January 2016 Student action plan for improvement Final mark out of 20: 17 Date: March 2016