Evaluation 7
Download as PPTX, PDF1 like95 views
Through completing the full product, the student learned about the techniques of continuity editing such as the 180 degree rule and match on action shots. They also improved practical skills like shot logging, organization, framing, and editing skills like accurately cutting shots and implementing effects. The student feels they made the most progression in editing and wants to gain more experience with Premiere Pro in the future.
1 of 5
Download to read offline
Recommended
Evaluation 7
Evaluation 7Fahimasharif
Ìý
The author feels they have learned a lot about film equipment and techniques from their preliminary task to the full product. They learned to use different tools and effects in Adobe Premiere to make their work look more professional. Their knowledge of software and skills like typography and adding effects improved over the course of the project. Working under time limits for the preliminary task helped them learn time management and improve their technical skills.Media evaluation
Media evaluationBrantleySteer
Ìý
The student learned several technical filmmaking skills during the production of their preliminary task, including how to operate a camera mounted to a tripod and how to set up different camera shots. They also learned time management skills and how to use editing software. Working in a group presented some challenges around scheduling, but the group was able to resolve issues and complete the project on time. Areas for future improvement include better managing continuity during filming and allocating time more flexibly to meet group members' needs.Looking back at your preliminary task, what
Looking back at your preliminary task, whatclairewall
Ìý
The document discusses what was learned from a preliminary task to a full media product. It describes learning the importance of planning, preparation, and research. Location research, lighting, and shot planning were particularly impactful. Organization of time and editing skills improved. Camera skills like screenshot selection and film rules were strengthened. Software skills with Premiere Pro and OnLocation were developed. The biggest lesson was that extensive planning and research led to a higher quality final product.Evaluation question 7 
Evaluation question 7 Caleb Carpenter
Ìý
Caleb Carpenter reflects on what he has learned from his preliminary media project task. He discusses learning new camera techniques including different shot types. He also learned about following rules like the 180 degree rule and using match on action and shot reverse shot to his advantage. For editing, he learned techniques like changing clip speed and adding text. He found teamwork helped with planning and idea sharing. Regarding deadlines, he learned their importance for staying on schedule and ensuring smooth workflow. Overall, he feels he has gained knowledge across many media areas that will help him improve future projects.Personal skills audit 
Personal skills audit RobsonBoyd
Ìý
Robson Boyd completed a personal skills audit to assess the digital skills and experience gained from his AS media coursework project. He used various software packages like Final Cut, Photoshop, and Garage Band to edit footage, images, and create music for his production. While filming, he learned to use a camera and tripod, though found the tripod less useful for shots requiring movement. In post-production, Final Cut allowed him to edit clips and remove unwanted audio. Photoshop helped edit logos and images. For his A2 project, he plans to further develop his editing, time management, and analytical skills to create an even stronger final product.Evaluation 7
Evaluation 7hannah1baker1
Ìý
Looking back at their preliminary task for designing a college magazine, the student feels they have learned many new skills that allowed them to create a more polished final product. Specifically, the student gained proficiency in Photoshop which helped them design a more professional front cover and edit photos. They also became more comfortable using their blog to upload and share their work. The progression of skills acquired between the preliminary and final tasks helped the student produce a product that met higher professional standards.A2 Media Evaluation - Question 4
A2 Media Evaluation - Question 4emmaasmedia20
Ìý
The student used various software programs at different stages of their media project. During research, they used Google ºÝºÝߣs, Docs, Forms, Prezi, and ºÝºÝߣshare to research their topic. For planning, they used Microsoft PowerPoint, Word, and Publisher. Adobe Photoshop and Premiere Pro were used for production of graphics and video elements. For evaluation, they edited responses together in Premiere Pro. The student felt their skills with Photoshop and Premiere Pro greatly improved, having learned new tools and features they previously did not know.TASK 2- OPPORTUNITIES
TASK 2- OPPORTUNITIESsanemesra1995
Ìý
This document discusses the opportunities presented in a project for skills development. It identifies opportunities to challenge oneself creatively using new techniques. Technically, it aims to improve skills in photography using a DSLR camera and in Photoshop. Experience with Photoshop and photography would be valuable for jobs in media, graphics, and photography fields. The project also allows for designing different media like banners, cans, and posters to gain experience applicable to design careers.Skills Audit
Skills Auditjenhutton
Ìý
Jennifer conducted a personal skills audit to assess the skills she developed during her AS coursework and how she will apply them to her A2 project. She learned to use video cameras, tripods, editing software like Final Cut, Photoshop, and Garageband. These skills allowed her to film, edit, and add music to her opening sequence. Her time management skills helped her complete tasks on deadline. She analyzed films to take inspiration from conventions and applied them to her work. For her A2 project, she will build on these skills like improved camerawork, editing techniques, and analyzing other media texts to inform her creativity.2. fmp research
2. fmp researchNathanMillett
Ìý
The document outlines the planning and development for a short documentary about a snooker player's rise to success. It includes:
- A mood board of inspirational images related to snooker to help visualize shots.
- Potential interview questions to ask the snooker player and others involved.
- Planning of roles for the snooker player, friends/family, coach and interviewer.
- Font and color scheme selections to resemble snooker and contrast visually.
- A production schedule with milestones to track progress toward the deadline.Skills audit joe burn
Skills audit joe burnJoe Burn
Ìý
Joe Burn completed a personal skills audit that identified several skills developed during his AS coursework and how they will be applied to future projects. He gained experience using video cameras, editing software like Final Cut and Garage Band, and managing tasks like research, planning and time. These skills helped improve the quality and progression of his coursework. For his A2 project, Joe will continue developing these skills through practicing time management, experimenting with editing techniques, and analyzing conventions in other media texts.Skills audit joe burn
Skills audit joe burnJoe Burn
Ìý
Joe Burn completed a personal skills audit that identified several skills acquired during his AS coursework and how he will further develop them during his A2 project. He used various digital technologies like Panasonic video cameras, Final Cut, iMovie, and Garage Band to film and edit his opening sequence. This helped speed up the completion of assignments. For the A2 project, he will apply skills like editing, directing, and acting. Research and planning skills like time management were essential and helped ensure smooth progression. Analyzing films helped develop observation and description abilities. Adhering to genre conventions guided acceptable content. Joe will continue improving skills like time management, applying techniques to new work, and analyzing different media texts.Evaluation
Evaluation_TiAGo_DiAs_
Ìý
This student evaluated their work on a unit where they created an animation using software they had never used before. They learned more than expected and improved their research and animation skills. While their drawings in the design stage lacked clarity and planning was short, their creation stage went well as they spent significant time creating and rendering the animation, learning new software skills. Overall the animation looked good despite room for improvement in earlier stages.Project scope MPH
Project scope MPHMike Hughes
Ìý
The document discusses a recruitment exercise for a design role at Lazy Eye media. It outlines the applicant's design process, project management skills, and relevant software skills. The applicant believes they are well-suited for the role based on their creative designs. They would be committed to each task, managing their time through a schedule over the 5 week period. They would organize the 7 tasks into folders and upload work to their blog, maintaining a production log to track progress. Relevant software skills include Adobe Photoshop, Illustrator, and experience with DSLR cameras. Contingency plans include saving work to a USB drive.Evaluation question 6
Evaluation question 6jamiedawsonvyners
Ìý
Jamie Dawson learned to use Photoshop software to create a music magazine, gaining skills in setting up layers, cropping, resizing and editing images. Through taking photographs with a professional camera and lighting setup, and then editing the images in Photoshop, Jamie was able to make the magazine look more professional. Jamie developed skills in using Canon cameras, conducting photo shoots with a white screen and lights, and minor image editing. Various technologies like ºÝºÝߣShare, YouTube, and Blogger were used to upload and publish work, providing simple interfaces and reliability.Question 6 
Question 6 bukky ajala
Ìý
Through creating their magazine, the student learned about Photoshop and Prezi. With Photoshop, they used the Color Range and Rectangle tools the most. While difficult at first, Photoshop became easier with practice and guidance. The student also learned about Prezi, which they found productive for presentations and intend to use in the future. When using Photoshop, the student encountered obstacles editing some photos to achieve a professional finish without using a green screen during shooting.Equipment
Equipmentcolettewhite72
Ìý
The photographer used new equipment like lighting umbrellas and a grey background to make the photoshoot look more professional. Due to their inexperience with the new equipment, a friend took most pictures while one model also took some, allowing the photographer to direct positioning. The new equipment and software like InDesign and Photoshop posed difficulties at first but tutorials and practice during the process helped the photographer learn.Question 6
Question 6VehbicanTabakci
Ìý
The student learned to use several new technologies in the process of constructing their magazine product. They expanded their skills with Photoshop and learned how to use InDesign to lay out pages and make them look more professional. The student also gained experience using an SLR camera in a photo studio, learning how to adjust settings to improve image quality and lighting. Overall, the student feels confident in their abilities with the software and technologies used in creating their magazine.Media evaluation 6
Media evaluation 6elliewallace
Ìý
Through constructing their product using Adobe Premier Pro, which was new software to them, the author learned skills in editing film including how to adjust shots, mirror flip images, fade credits, and use short shots to build tension. While it took time to learn the new software, the author was able to realize their envisioned edit and will now be able to create more professional-looking media in the future, better understanding the filmmaking process.Evaluation 7
Evaluation 7snapb003
Ìý
After completing their preliminary task, the student learned several important skills for their full opening sequence project. They learned about different camera shots and editing techniques in Final Cut Express by practicing on their preliminary work. They also improved their sound editing abilities and learned the value of writing scripts and assigning roles for directing and planning. Creating a detailed storyboard helped strengthen their opening sequence over the preliminary task by improving communication and organization. The weaknesses identified in the preliminary task, such as lack of skills and communication, were addressed to create a high quality final product.Evaluation 7
Evaluation 7Ben Snape
Ìý
After completing their preliminary task, the students learned several skills that helped them improve their full opening sequence product. They learned about different camera shots and editing techniques in Final Cut Express by practicing on their preliminary task. They also learned the importance of proper planning, communication, and assigning roles for directing and writing. Creating a storyboard helped make their opening sequence more successful. The weaknesses they identified in the preliminary task, such as lack of skills and communication, were not issues in the final product due to what they learned.Evaluation 6
Evaluation 6DannyAA
Ìý
Through constructing a magazine, the author learned how to use technologies like DSLRs and Photoshop. The DSLR allowed the author to take high quality pictures and manipulate lighting and focus. Watching Photoshop tutorials helped the author understand how to edit pictures and combine elements using layers. These technologies helped make the magazine look more professional. The author also researched fonts online and imported them into Photoshop. Throughout the project, the author used presentation technologies like VoiceThread, Prezi, YouTube and ºÝºÝߣShare because PowerPoint was too limited.Question 6
Question 6SameemQ
Ìý
Through constructing a media product, the author learned valuable Photoshop and camera skills, improved their analytical, vocabulary, and communication abilities, and gained experience using various technologies including Photoshop, cameras, email, blogging, and slide sharing platforms.Creative platforms
Creative platformstshawmedia
Ìý
The document discusses Tom Shaw's career aspirations and skills. He wants to work as a runner to gain experience in the film industry and eventually become a camera operator. It provides details on the roles and responsibilities of being a runner and camera operator, and Tom's plans to further develop his CV, showreel, and online portfolio to pursue a career in filming.Professional development plan
Professional development planStephen Bell
Ìý
This document outlines career development goals for the author in the film industry. Short term goals included practicing editing techniques like color correction and special effects on existing footage within a few months. Medium term goals over the next year include improving practical special effects skills by creating zombie makeup and learning CGI skills through online tutorials. Long term goals over the next 2-3 years aim to further develop directing skills by working on diverse film projects and eventually directing a feature length film after university.Question 6
Question 6Tiffany Sefuke
Ìý
The student learned valuable technology skills from creating a music magazine. They used Blogger to organize their work and embed multimedia. Prezi helped them present research and ideas. A DSLR camera allowed high quality photos with settings like portrait mode. Photoshop skills grew as they selected objects and copied layers. InDesign helped design professional pages using tools like frames. Overall, access to these technologies helped the student produce their magazine and learn skills for future use.Question 6.
Question 6.Emcconville
Ìý
The student learned several new technologies that helped improve their media skills and allowed them to construct their magazine to a high professional standard. These technologies included Photoshop for image editing, InDesign for layouts, and blogging platforms like Blogger to present their coursework online. Through tutorials and feedback, the student gained experience using these programs and integrating different platforms. By applying what they learned in preliminary tasks, the student was able to complete complex edits in Photoshop and produce their contents and spreads in InDesign to a high level. The various technologies linked together benefited the student in creating their final product.Q7 Zac
Q7 Zachaverstockmedia
Ìý
Zac learned several important lessons from completing his preliminary task and full film opening project. He improved his lighting techniques after issues with lighting in the preliminary task. He also expanded his knowledge of editing software beyond just Final Cut Pro. Creating a two-minute film within a strict time limit proved challenging compared to the preliminary task as well. While he implemented typical film conventions and proper editing, time management issues resulted in an underdeveloped plot and potential continuity errors.26 Americas
26 Americasextremecraft
Ìý
This document lists various indigenous artifacts from different cultures including the Moon Goddess Coyolxauhqui, Feather headdress of Moctezuma, Machu Picchu, Wampum belt, Pomo Feathered wedding basket, Sioux Baby carrier, Delaware Shoulder bag, Mandan Battle-scene, Tlingit Grizzly bear House-partition screen, Chilkat blanket, Hamatsa dancers from the Kwakwaka’wakw culture, Kwakwaka’wakw Bird mask, Brian Jungen, Yarok Cooking Basket, basket weaving materials, Pomo Basket with shell decoration, Taos Pueblo, Maria Montoya10 Steps To Transfer
10 Steps To TransferShoreline Community College, International Programs
Ìý
1) The document provides advice for students planning to transfer to a 4-year university, including deciding on a major and target schools, researching options, taking relevant coursework, and meeting application deadlines and requirements.
2) It recommends students choose schools based on factors like location, cost, size, and program offerings, and to visit campuses and attend transfer fairs to gather information.
3) Application materials may include transcripts, test scores, personal statements, and fees, which students should start preparing early to ensure a timely submission.More Related Content
What's hot (20)
Skills Audit
Skills Auditjenhutton
Ìý
Jennifer conducted a personal skills audit to assess the skills she developed during her AS coursework and how she will apply them to her A2 project. She learned to use video cameras, tripods, editing software like Final Cut, Photoshop, and Garageband. These skills allowed her to film, edit, and add music to her opening sequence. Her time management skills helped her complete tasks on deadline. She analyzed films to take inspiration from conventions and applied them to her work. For her A2 project, she will build on these skills like improved camerawork, editing techniques, and analyzing other media texts to inform her creativity.2. fmp research
2. fmp researchNathanMillett
Ìý
The document outlines the planning and development for a short documentary about a snooker player's rise to success. It includes:
- A mood board of inspirational images related to snooker to help visualize shots.
- Potential interview questions to ask the snooker player and others involved.
- Planning of roles for the snooker player, friends/family, coach and interviewer.
- Font and color scheme selections to resemble snooker and contrast visually.
- A production schedule with milestones to track progress toward the deadline.Skills audit joe burn
Skills audit joe burnJoe Burn
Ìý
Joe Burn completed a personal skills audit that identified several skills developed during his AS coursework and how they will be applied to future projects. He gained experience using video cameras, editing software like Final Cut and Garage Band, and managing tasks like research, planning and time. These skills helped improve the quality and progression of his coursework. For his A2 project, Joe will continue developing these skills through practicing time management, experimenting with editing techniques, and analyzing conventions in other media texts.Skills audit joe burn
Skills audit joe burnJoe Burn
Ìý
Joe Burn completed a personal skills audit that identified several skills acquired during his AS coursework and how he will further develop them during his A2 project. He used various digital technologies like Panasonic video cameras, Final Cut, iMovie, and Garage Band to film and edit his opening sequence. This helped speed up the completion of assignments. For the A2 project, he will apply skills like editing, directing, and acting. Research and planning skills like time management were essential and helped ensure smooth progression. Analyzing films helped develop observation and description abilities. Adhering to genre conventions guided acceptable content. Joe will continue improving skills like time management, applying techniques to new work, and analyzing different media texts.Evaluation
Evaluation_TiAGo_DiAs_
Ìý
This student evaluated their work on a unit where they created an animation using software they had never used before. They learned more than expected and improved their research and animation skills. While their drawings in the design stage lacked clarity and planning was short, their creation stage went well as they spent significant time creating and rendering the animation, learning new software skills. Overall the animation looked good despite room for improvement in earlier stages.Project scope MPH
Project scope MPHMike Hughes
Ìý
The document discusses a recruitment exercise for a design role at Lazy Eye media. It outlines the applicant's design process, project management skills, and relevant software skills. The applicant believes they are well-suited for the role based on their creative designs. They would be committed to each task, managing their time through a schedule over the 5 week period. They would organize the 7 tasks into folders and upload work to their blog, maintaining a production log to track progress. Relevant software skills include Adobe Photoshop, Illustrator, and experience with DSLR cameras. Contingency plans include saving work to a USB drive.Evaluation question 6
Evaluation question 6jamiedawsonvyners
Ìý
Jamie Dawson learned to use Photoshop software to create a music magazine, gaining skills in setting up layers, cropping, resizing and editing images. Through taking photographs with a professional camera and lighting setup, and then editing the images in Photoshop, Jamie was able to make the magazine look more professional. Jamie developed skills in using Canon cameras, conducting photo shoots with a white screen and lights, and minor image editing. Various technologies like ºÝºÝߣShare, YouTube, and Blogger were used to upload and publish work, providing simple interfaces and reliability.Question 6
Question 6 bukky ajala
Ìý
Through creating their magazine, the student learned about Photoshop and Prezi. With Photoshop, they used the Color Range and Rectangle tools the most. While difficult at first, Photoshop became easier with practice and guidance. The student also learned about Prezi, which they found productive for presentations and intend to use in the future. When using Photoshop, the student encountered obstacles editing some photos to achieve a professional finish without using a green screen during shooting.Equipment
Equipmentcolettewhite72
Ìý
The photographer used new equipment like lighting umbrellas and a grey background to make the photoshoot look more professional. Due to their inexperience with the new equipment, a friend took most pictures while one model also took some, allowing the photographer to direct positioning. The new equipment and software like InDesign and Photoshop posed difficulties at first but tutorials and practice during the process helped the photographer learn.Question 6
Question 6VehbicanTabakci
Ìý
The student learned to use several new technologies in the process of constructing their magazine product. They expanded their skills with Photoshop and learned how to use InDesign to lay out pages and make them look more professional. The student also gained experience using an SLR camera in a photo studio, learning how to adjust settings to improve image quality and lighting. Overall, the student feels confident in their abilities with the software and technologies used in creating their magazine.Media evaluation 6
Media evaluation 6elliewallace
Ìý
Through constructing their product using Adobe Premier Pro, which was new software to them, the author learned skills in editing film including how to adjust shots, mirror flip images, fade credits, and use short shots to build tension. While it took time to learn the new software, the author was able to realize their envisioned edit and will now be able to create more professional-looking media in the future, better understanding the filmmaking process.Evaluation 7
Evaluation 7snapb003
Ìý
After completing their preliminary task, the student learned several important skills for their full opening sequence project. They learned about different camera shots and editing techniques in Final Cut Express by practicing on their preliminary work. They also improved their sound editing abilities and learned the value of writing scripts and assigning roles for directing and planning. Creating a detailed storyboard helped strengthen their opening sequence over the preliminary task by improving communication and organization. The weaknesses identified in the preliminary task, such as lack of skills and communication, were addressed to create a high quality final product.Evaluation 7
Evaluation 7Ben Snape
Ìý
After completing their preliminary task, the students learned several skills that helped them improve their full opening sequence product. They learned about different camera shots and editing techniques in Final Cut Express by practicing on their preliminary task. They also learned the importance of proper planning, communication, and assigning roles for directing and writing. Creating a storyboard helped make their opening sequence more successful. The weaknesses they identified in the preliminary task, such as lack of skills and communication, were not issues in the final product due to what they learned.Evaluation 6
Evaluation 6DannyAA
Ìý
Through constructing a magazine, the author learned how to use technologies like DSLRs and Photoshop. The DSLR allowed the author to take high quality pictures and manipulate lighting and focus. Watching Photoshop tutorials helped the author understand how to edit pictures and combine elements using layers. These technologies helped make the magazine look more professional. The author also researched fonts online and imported them into Photoshop. Throughout the project, the author used presentation technologies like VoiceThread, Prezi, YouTube and ºÝºÝߣShare because PowerPoint was too limited.Question 6
Question 6SameemQ
Ìý
Through constructing a media product, the author learned valuable Photoshop and camera skills, improved their analytical, vocabulary, and communication abilities, and gained experience using various technologies including Photoshop, cameras, email, blogging, and slide sharing platforms.Creative platforms
Creative platformstshawmedia
Ìý
The document discusses Tom Shaw's career aspirations and skills. He wants to work as a runner to gain experience in the film industry and eventually become a camera operator. It provides details on the roles and responsibilities of being a runner and camera operator, and Tom's plans to further develop his CV, showreel, and online portfolio to pursue a career in filming.Professional development plan
Professional development planStephen Bell
Ìý
This document outlines career development goals for the author in the film industry. Short term goals included practicing editing techniques like color correction and special effects on existing footage within a few months. Medium term goals over the next year include improving practical special effects skills by creating zombie makeup and learning CGI skills through online tutorials. Long term goals over the next 2-3 years aim to further develop directing skills by working on diverse film projects and eventually directing a feature length film after university.Question 6
Question 6Tiffany Sefuke
Ìý
The student learned valuable technology skills from creating a music magazine. They used Blogger to organize their work and embed multimedia. Prezi helped them present research and ideas. A DSLR camera allowed high quality photos with settings like portrait mode. Photoshop skills grew as they selected objects and copied layers. InDesign helped design professional pages using tools like frames. Overall, access to these technologies helped the student produce their magazine and learn skills for future use.Question 6.
Question 6.Emcconville
Ìý
The student learned several new technologies that helped improve their media skills and allowed them to construct their magazine to a high professional standard. These technologies included Photoshop for image editing, InDesign for layouts, and blogging platforms like Blogger to present their coursework online. Through tutorials and feedback, the student gained experience using these programs and integrating different platforms. By applying what they learned in preliminary tasks, the student was able to complete complex edits in Photoshop and produce their contents and spreads in InDesign to a high level. The various technologies linked together benefited the student in creating their final product.Q7 Zac
Q7 Zachaverstockmedia
Ìý
Zac learned several important lessons from completing his preliminary task and full film opening project. He improved his lighting techniques after issues with lighting in the preliminary task. He also expanded his knowledge of editing software beyond just Final Cut Pro. Creating a two-minute film within a strict time limit proved challenging compared to the preliminary task as well. While he implemented typical film conventions and proper editing, time management issues resulted in an underdeveloped plot and potential continuity errors.Viewers also liked (7)
26 Americas
26 Americasextremecraft
Ìý
This document lists various indigenous artifacts from different cultures including the Moon Goddess Coyolxauhqui, Feather headdress of Moctezuma, Machu Picchu, Wampum belt, Pomo Feathered wedding basket, Sioux Baby carrier, Delaware Shoulder bag, Mandan Battle-scene, Tlingit Grizzly bear House-partition screen, Chilkat blanket, Hamatsa dancers from the Kwakwaka’wakw culture, Kwakwaka’wakw Bird mask, Brian Jungen, Yarok Cooking Basket, basket weaving materials, Pomo Basket with shell decoration, Taos Pueblo, Maria Montoya10 Steps To Transfer
10 Steps To TransferShoreline Community College, International Programs
Ìý
1) The document provides advice for students planning to transfer to a 4-year university, including deciding on a major and target schools, researching options, taking relevant coursework, and meeting application deadlines and requirements.
2) It recommends students choose schools based on factors like location, cost, size, and program offerings, and to visit campuses and attend transfer fairs to gather information.
3) Application materials may include transcripts, test scores, personal statements, and fees, which students should start preparing early to ensure a timely submission.American indian art
American indian artcoroneldax
Ìý
The art students made American Indian masks by working in groups to draw and paint them, learning about the tribes and their traditions of using heavy wooden masks for ritual dances lasting hours until exhaustion. The document shows two proud teachers after their students had a nice experience making masks.The University Transfer Process
The University Transfer ProcessShoreline Community College, International Programs
Ìý
This document provides steps and guidance for university transfer students. It recommends deciding on a career path and major, then researching 3-4 schools including a "dream" and "safety" option. It outlines applying as a junior with 90+ transferable credits, and lists application deadlines ranging from November to April. Requirements include transcripts, English proficiency tests, statements, and fees. Maintaining grades and starting the process early is advised. Campus resources and advising are available to assist through the transfer process.American Indian Art
American Indian Artcoroneldax
Ìý
The art students made American Indian masks as a project, working in groups to draw and paint masks while learning about tribes and their traditions. The original masks were heavy wood and worn all night in ritual dances until exhaustion, and two proud teachers are pictured after a nice experience with the students.Evaluation 1
Evaluation 1ProfessorWords
Ìý
The document discusses conventions of title sequences in horror and thriller films. It analyzes how the student's title sequence follows and challenges some of these conventions. Some conventions it follows include using tension-building combinations of familiar and unfamiliar images, ordering titles to the beat of the music, and including a recognizable piece of original music. Some conventions it challenges include using a plain font instead of a stylized one and having titles arranged unpredictably on screen.
Similar to Evaluation 7 (20)
Presentation 7
Presentation 7Cerys Gratton
Ìý
The document discusses the author's progress in developing filmmaking skills since an initial preliminary task. Specifically:
1) When they started, the author did not understand how to write a script, edit footage, or film properly. However, they have since learned key editing and sound software like After Effects as well as the important editing software Premiere Pro.
2) Another important skill developed was learning how to storyboard shots precisely and understand why techniques like the 180 degree rule are important for camera work.
3) Overall, the author feels they have come a long way, progressing from having no filmmaking knowledge to being able to produce the opening of a film, showing huge growth from their preliminary work.Ben 3
Ben 3hurtwoodhousemedia
Ìý
1) The preliminary task was a learning experience that showed more needed to be learned about directing, creating videos, and technical skills like video editing software.
2) Between tasks, the document author learned the basics of Final Cut Pro editing software but still had more to learn, which continued as they edited a thriller video.
3) Lessons on the film industry showed that while big budgets enable realistic action, character development and plot are more important to attract audiences than special effects. The author's camera skills also improved through practicing different shot types.Evaluation q7 - hibba
Evaluation q7 - hibbahaverstockmedia
Ìý
The student learned several important skills from their preliminary task to their final media product. They improved their editing skills in Final Cut Pro, learning how to cut unnecessary clips and add titles and effects. They also gained experience with shot types, using close-ups, pans, and points of view in the final product. Additionally, the student improved their organization, preparing scripts and schedules ahead of time rather than working last minute. They learned the importance of planning and gathering actors to avoid changing ideas and being unprepared during filming.Evauation 7
Evauation 7caitlan Bispham
Ìý
For their preliminary task, the student's group overcomplicated the concept and tried more difficult shots that ended up looking poor quality. They struggled with shots like the over the shoulder shot and had too much empty space. However, they learned better cinematography techniques from practicing. For the opening sequence, the student spent more time editing and using effects. They found better ambient music instead of using Final Cut's default options. Overall, the opening sequence demonstrated progression in cinematography, editing, sound design and time management from lessons learned in the preliminary task.Eval 7
Eval 7raqeebulalam
Ìý
From producing a preliminary task to a full product, the author learned significant skills in camera work, directing, editing, and teamwork. For the preliminary task, the author's camera skills were limited and the directing was disorganized. However, experience with different shots and editing software improved the author's abilities. Additional research helped add special effects. Coordination with the team also improved, allowing for better planning and task distribution. These gained skills led to a main task that incorporated more advanced shots and tighter editing than the preliminary version.Evaluation 7
Evaluation 7ChrisTam96
Ìý
The author learned the most about filming techniques like camera positioning and zooming during the preliminary task. Editing was the most difficult part, as the software was new. While the preliminary task provided little help with research and planning, it helped the author apply skills like shot types and the 180 degree rule when filming the full production. Overall, doing the preliminary task first helped the author's filmmaking abilities and allowed them to better evaluate their work.Preliminary task evaluation
Preliminary task evaluationowenrees15
Ìý
The document discusses the filmmaking group's experience with their pre-production, filming, and editing of a preliminary film task. It notes that their idea development went well, but their pace of work was slow. They used an iPad to film, which provided good quality but required steady hands. Editing in iVideo went smoothly. Lessons learned include needing to check for unwanted objects in shots and improving time management. The preliminary task met the criteria of demonstrating techniques like match cuts and shot/reverse shot. The process helped the group learn basic camera techniques and terms.Preliminary task evaluation
Preliminary task evaluationreecepollock84
Ìý
The document summarizes the learning and areas for improvement from a preliminary filmmaking task. It discusses successes like editing clips together and using planned camera shots. Areas for development were not filming enough footage for scenes and continuity issues between days. The brief was not fully met as it lacked a 180 degree rule. The author's contribution as camera operator and editor was decent but could be improved with more footage and advanced editing skills.Evaluation questions 5 7
Evaluation questions 5 7JReynoldsFilms
Ìý
The document discusses the filmmaker's process in creating a film opening, including attracting their audience, the technologies they learned, and reflections on their preliminary work and progression. To attract the audience, they used tension, conventions of the war genre, and interesting characters. They learned how to use a Panasonic camcorder, Final Cut Pro, LiveType, and Photoshop. Working alone allowed them more control over the project compared to working in a group. Time management and adjusting to changes were important lessons learned.Preliminary task evaluation
Preliminary task evaluationreecepollock84
Ìý
The document summarizes the learning and areas for improvement from a preliminary filmmaking task. It discusses successes like editing clips together and using planned camera shots. Areas for development included not filming enough footage for scenes and continuity issues between days. While the group produced a decent clip, they failed to meet the brief and time requirements by not following rules like the 180 degree shot continuity. The individual contributed as camera operator and editor but could improve with more advanced editing skills and additional footage.How has the group progressed since the initial prelim
How has the group progressed since the initial prelimThomasLewisBailey
Ìý
The document discusses the author's progression in skills since an initial pre-lim assignment. The author indicates they have improved significantly across many areas, including: proficiency with Mac computers, camerawork skills using DSLR cameras, skills using Photoshop and other editing software, planning abilities, and implementing advanced editing techniques like color correction and masks. Specific examples are provided to demonstrate improved abilities in areas like simultaneous tasks on Macs, setting up camera shots, and structuring final products.Final2
Final2mohamedjoradwan
Ìý
The document discusses what the author has learned about technologies and skills in producing a media project. During planning, the author learned to be more organized and realistic in planning shots and locations. When using equipment like cameras, microphones, and editing software, the author became more proficient. Editing taught the importance of continuity and how to manipulate video. Overall, both preliminary and main tasks improved the author's planning, equipment operation, and editing abilities for media production.Question 7 
Question 7 AsfaarKhan111
Ìý
The document discusses the progression of skills learned from the beginning of a media production project. It notes that initially everything was new and challenging, like learning to use equipment safely. Over time, skills with camera work, terminology, angles, and editing in Final Cut Pro improved. However, time management was a weakness, causing tasks to be rushed. Going forward, the author resolved to better manage time, avoid rushing, and practice camera skills.Evaluation 7
Evaluation 7ebmedia96
Ìý
The document discusses the progression of learning from a preliminary media task to the full final product. Specifically:
1) The author initially underestimated the complexity of camera work, angles, and editing but learned through completing the preliminary task that these elements are extremely important.
2) Editing the preliminary task revealed flaws from improper camera work, forcing the author to rely on transitions. This experience emphasized the importance of precise camera angles and shots.
3) Additional research on the editing software Sony Vegas helped improve the final product over the preliminary task by learning shortcuts, techniques, and how to review footage in more depth.
4) Completing the preliminary task helped the author better understand lessons in camera shots and techniques,Question 7 evaluation 
Question 7 evaluation willjacko99
Ìý
The document discusses the learning process from a preliminary filmmaking task to a full film opening project. For the preliminary task, the author filmed a scene with classmates involving different shots. They struggled with editing software but learned about camera shots, continuity, and location importance. For the full project, more time was needed for planning, improved editing, and creating a cohesive plot and film opening conventions were followed. Overall, the preliminary task helped prepare skills but the full project required a higher standard of quality.Looking back at your preliminary task, what
Looking back at your preliminary task, whatlisadors
Ìý
The document discusses the learning from a preliminary task to a full product. For the preliminary task, good planning and time management led to success. While the technology was initially challenging, more experience with equipment and software helped improve the main task. Overall, lessons from mistakes in the preliminary task and greater familiarity with tools supported significant improvement over the months of work.As preliminary evaluation
As preliminary evaluationMattw0130
Ìý
The student learned how to use various objects and camera positions to get different shots while filming a media studies task. They also learned how to edit the various shots together using Premier Pro software. While the finished project met the requirements of the task brief, the student notes that time management was an issue as most of the time went to filming with not enough left for thorough editing. Overall they gained valuable experience with filming techniques, editing, and collaboration on a group project.Evaluation of prelim task
Evaluation of prelim taskRuksanaMonnan
Ìý
The team of four students managed tasks well through assigning main roles for filming and editing. They storyboarded and practiced their scene before filming with a Canon HD camera and tripod. Footage was edited together in Adobe Premiere on a Lacie drive. Factors like schedules, lighting, location, and sound quality were considered during planning and shooting. The sequence was completed ahead of schedule, and the group learned new filming, editing, and project management skills through hands-on experience with the technology and creative process.Evaluation question 7
Evaluation question 7amberbush
Ìý
The document summarizes what the author learned from their preliminary task to their full media product. They discuss improvements in technical skills like using a tripod, taking multiple takes, better framing shots, and avoiding continuity errors. They also learned to use new software like LiveType and Premiere Pro which allowed for more advanced editing. Overall, they learned to carefully plan, reshot scenes from different angles, and that planning and preparation leads to a better final product.Evaluation of prelim task
Evaluation of prelim taskRuksanaMonnan
Ìý
The student worked with a team of four on a filmmaking prelim task. They managed roles and schedules, with the student taking on editing. They storyboarded and practiced their scene before filming with a Canon camera and tripod. The team then used Adobe Premiere to edit, adding effects. The student learned new camera, software and editing skills through completing the task.Evaluation 7
- 1. Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
- 2. One of the main areas I feel I have learnt about was the style of Continuity Editing. I learned the basics of the style of editing and about its development from the Golden Years of Hollywood. We learned as a class about the various important elements of the Continuity Editing system, such as: The 180 Degree Rule Match on Action Shot reverse shotI feel that I have increased my knowledge about the Continuity Editing system after I have had some practical experience in implementing the key elements.
- 3. I feel that my group, and I, have also honed a number of skills through the progression of the project:As a group we became much faster and more efficient when it came to the documentation side of the project.Initially when it came to the shot logging and capturing we were sloppy and didn’t see the importance of carefully working our way through slowly, though after some difficulty in the editing of our Preliminary, we learned from our mistakes.We also improved on our organisation a great deal and by the time of our last shoot for our Main Task we were able to set up a shot very quickly.
- 4. I personally think I improved my ability when it came to framing and cinematography, as a new area to experiment I enjoyed it a great deal, and I would like to get more experience in the future.
- 5. Editing was the area of the project in which I was most involved, and it is here that I feel I made my most progression. I found that over time I became more competent with cutting and splicing shots accurately without breaking continuity, and I got a basic understanding of how to manage some of the effects. I would like to have more experience with Premiere Pro in the future and get to grips with some more of the effects, as this is the area of the editing process I was unsure of at times.