The Progression
Download as PPTX, PDF0 likes238 views
The document discusses what the author has learned about filmmaking from an initial preliminary project. They have improved their skills in camera work, lighting, keeping shots steady, and the importance of editing. They have learned different shot types like establishing shots, panning, and close-ups that can build suspense. Through editing software, they have learned effects like altering brightness and image quality to set mood. They can now properly operate filming equipment and incorporate transitional effects to keep videos smooth.
1 of 12
Download to read offline
Recommended
Question 6 (ewab)2
Question 6 (ewab)2CoombeMedia
Ìý
The document discusses what was learned from constructing a product using various technologies. It describes using a Canon Legria HV-40 camera and Velbon DF-05 tripod, and learning how to operate the camera by zooming, focusing, recording, stopping, and playing footage. It also discusses learning the importance of steady camera handling and that cameras can still use tapes for storage. Software like Final Cut Pro, LiveType, and GarageBand were used to edit footage, create logos, and add sound, learning new skills like voiceovers. Screenshots provide examples of editing credits and designing production company logos.FMP pre production
FMP pre productionBenManby
Ìý
The document outlines the pre-production planning for a BTS photography shoot tutorial video. It will be created to help those learning photography and demonstrate the filmmaker's process. The video will be displayed on YouTube and possibly other platforms. Pre-production details include using a Sony a6400 camera, Sigma lens, and tripod at the Harrogate studio. Potential issues and solutions are considered along with health and safety. A production schedule, preferred style focusing on color schemes and contrast, layout, fonts, shot list and storyboard are provided to plan the visuals and information presentation.FMP pre production
FMP pre productionBenManby
Ìý
The document outlines the pre-production planning for a BTS photography shoot tutorial video. It will be created to help those learning photography and demonstrate the filmmaker's process. The video will be displayed on YouTube and possibly other platforms. Pre-production details include using a Sony a6400 camera, Sigma lens, and tripod at the Harrogate studio. Potential issues and solutions are considered along with health and safety. A production schedule, preferred style focusing on color schemes and contrast, layout, fonts, shot list and storyboard are provided to plan the shoot.Digital Technology
Digital TechnologySBizzle
Ìý
Sarah Bamba developed her digital skills while working on a group documentary project about being a student in 2011. She learned how to properly use cameras, Mac computers, tripods, and editing software like Final Cut Express. While proud of her improved skills, she recognizes areas for further growth, such as practicing various camera shots like panning shots and learning to create steadier footage using a tripod.Question 7
Question 7GiovanniRF96
Ìý
1) The student incorporated techniques learned from their preliminary task, such as camera angles, editing, and continuity, into creating their opening sequence.
2) They filmed the opening sequence using a DSLR camera instead of a camcorder, which provided better depth of field and a more professional look.
3) Match on action shots were used more in the opening sequence to create a fast pace, as is a convention of thriller films which their opening sequence portrayed.Question 6
Question 6mcjbird
Ìý
The document discusses the technologies used at different stages of constructing a media product. In the planning and research stage, websites like YouTube, IMDb, and BBFC were used to find information. During construction, the author learned how to use camera equipment like lighting and microphones. Editing software like Movie Studio Platinum and Photoshop were also utilized. Throughout the process, the author gained skills in areas like camerawork, lighting techniques, and using editing software.Question 6 technology
Question 6 technologysalesian2012as
Ìý
During filming, the document discusses tools used to improve film quality, including:
- A camera, where the document discusses learning camera modes for different lighting.
- A tripod, which was crucial for keeping the camera steady while filming.
- A gun microphone, which helped achieve better sound quality but required pointing it at speakers.
- A voice recorder, used for broadcasting to get higher quality sound than a phone.
- A boom shield, used with the voice recorder to reduce interference and emphasize words smoothly.Question 6
Question 6ferng027313
Ìý
I have learned a lot about video production technologies and editing software through constructing a short film. I learned how to use a Canon DSLR camera, adjust lenses and focus, and position lighting and microphones. For editing, I gained experience using Final Cut Pro and learned how to assemble clips, add effects, and import titles. I also utilized other programs like Blogger for sharing work, Prezi for interactive presentations, and PowerPoint for adding images and audio. Overall, I now feel confident in my abilities to produce and edit video content through hands-on experience with various equipment and software.Presentation1
Presentation1JackSmith1994
Ìý
We have learned many filmmaking skills since our initial continuity exercise that have improved our full film product. We have gained experience with camera angles, editing techniques in Final Cut Pro like filming shots multiple times, using GarageBand to add and remove audio, editing photos in Photoshop, and utilizing different camera shots and a tripod more proficiently.Q6
Q6AaronGannon
Ìý
The document discusses the technologies used and lessons learned in creating a magazine product. Photoshop was used to edit photos and design pages, and the creator learned about the program's capabilities. Websites like Dafont and ClassicRock provided inspiration for fonts and conventions. Photos were primarily taken with a Coolpix camera and iPhone for quality and spontaneity. Through using Photoshop, the creator learned basic and advanced skills like changing hair color and removing backgrounds with shortcuts.Evaluation Question 6
Evaluation Question 6Alex Grandage
Ìý
I have learned a lot about filmmaking technology through constructing this project. The hardware used included an iPhone 6 camera, tripod, and professional microphone. Final Cut Pro X was used for editing. Websites like YouTube, Blogger, and Sound Bible were utilized for clips, embedding media, surveys, and sound effects. Through the process, I've improved my editing skills using tools like the blade and color correction. Technical challenges included low lighting, which I overcame through color matching. In the future, I aim to have smoother camerawork and better achieve my creative visions while balancing group collaboration.Question 6: Technologies
Question 6: TechnologiesMolly Simmons
Ìý
By constructing this film project, the student learned about various technologies:
- Photoshop and Word were used in pre-production for floor plans and shot lists.
- Cameras like the Canon 7D and 600D, along with equipment like reflectors and fluorescent soft boxes, were used to film scenes.
- Editing software like Premiere Pro, After Effects, Twixtor, and Logic Pro X were used to edit scenes and add sound/effects.
- Breaking a camera taught the importance of checking equipment, and having to change locations required being flexible with filming plans.Preliminary Task Analysis
Preliminary Task Analysisdaqueenofsass14
Ìý
The document describes a preliminary filmmaking task that required students to create a short film demonstrating continuity editing techniques. It discusses the roles of each student in planning, filming, and editing the short film. Screenshots from the final film provide examples of how it showed match on action, shot/reverse shot editing, and adhered to the 180-degree rule. The document also reflects on what was learned about using digital cameras and editing software during the process.Question 6
Question 6fahrinsultana
Ìý
Fahrin Sultana discusses their experience using technology for filmmaking. They used Adobe Premier Pro for editing, which allowed them to cut unwanted parts and add effects, though it took some time to learn. A tripod helped provide steady shots when filming. The camera offered tools to adjust lighting and playback footage. Overall, Fahrin learned about the many responsibilities that go into film production and how technology like cameras and tripods can improve the quality of a film.Technologie3
Technologie3Oliver Mould
Ìý
During production of their opening film sequence, the document's author used various technologies for research, development, and presentation. Websites like Art of the Title, YouTube, and IMDB helped with genre research and analyzing other films' opening sequences. The author also used the Celtx program to structure their script conventionally and plan shooting. For filming, they used a camera with an external microphone, and in post-production edited footage in Adobe Premiere, adding sound effects and matching music to video. Overall these technologies had a major impact on developing and improving their two-minute opening sequence.AS Media Studies: Evaluation Question 6
AS Media Studies: Evaluation Question 6LaraBeth
Ìý
The document discusses various technologies the student learned about through creating a film project. They learned new skills using their Canon camera, such as the recording feature and manual focus. They also learned about different camera shots, filming techniques, and angles. The student used a tripod to keep the camera steady and level. For software, they learned to use LiveType to create idents, iMovie to edit video and audio, and were familiar with using Apple Macs. They also got used to using Blogger to plan, record production details, and log research.How did you use new media technologies in
How did you use new media technologies inPaper Shop
Ìý
The document discusses how new media technologies were used throughout various stages of planning and creating an advertising project. Specifically:
- The internet was used for research by viewing other advertisements on YouTube and creating an online survey to gather feedback. This helped influence ideas and improve the quality of the project.
- DV cameras and iMovie on Macs were used to create storyboards by taking still photos from paper storyboards and editing them into animated videos. This helped with planning shots and seeing how the advertisement would look.
- During filming, the portable DV cameras allowed for flexibility in shooting at different locations. However, they had limitations like poor quality in low light and capturing background noise.
- iMovieCoursework Evaluation - Question 6
Coursework Evaluation - Question 6Molly Simmons
Ìý
Molly learned several technologies through making a film called "Terror Plane":
Photoshop and Word were used in pre-production for floor plans and shot lists. During filming, they used Canon DSLR cameras, reflectors, fluorescent lights, a zoom audio recorder, and green screen. Editing involved Adobe Premiere Pro, After Effects, Twixtor, and Logic Pro X. Key lessons were to check equipment carefully after their first camera broke, and to be flexible with locations when initial plans could not be used.Coursework Evaluation - Question 6
Coursework Evaluation - Question 6Molly Simmons
Ìý
Molly learned several technologies through making a film called "Terror Plane":
Photoshop and Word were used in pre-production for floor plans and shot lists. During filming, they used Canon DSLR cameras, reflectors, fluorescent lights, a zoom audio recorder, and green screen. Editing involved Adobe Premiere Pro, After Effects, Twixtor, and Logic Pro X. Key lessons were to check equipment carefully after their first camera broke, and to be flexible with locations when initial plans could not be used.Question 7 - Nathan Hodd
Question 7 - Nathan HoddEmmamcconologuee
Ìý
The document discusses what was learned from a preliminary media task to the final product. For the preliminary task, the camera work was shaky due to a lack of a tripod and unsteady hands. For the final product, a tripod was used to get steady shots. Editing skills also improved from learning how to use Adobe Premiere Pro for smoother cuts and pacing and how to upload documents to blogs using ºÝºÝߣShare. Overall, camera operation and editing skills grew from the preliminary to final tasks.Evaluation Question 7
Evaluation Question 7acsmith123
Ìý
The student learned many new skills and improved existing skills from their preliminary work to the final production. For the preliminary task, they learned techniques like shot reverse shot and learned time management and planning skills. For the final production, the student researched genres and audiences, storyboarded plans, improved editing skills, used different camera techniques and lighting/sound approaches, and felt they created a much more polished end product. Overall, the student felt they gained valuable skills that will help them in future work.Factual project power point
Factual project power pointHarryAdkinsPenningto
Ìý
Harry plans to create a new web show called "Redo or Redon't" that compares video game remakes and reboots. The show will use parodies to highlight similarities and differences between games. Harry created a mood board and storyboard showing interview shots, behind-the-scenes footage, and a parody fight scene recreating Mortal Kombat. Potential issues like equipment malfunctions are addressed in a contingency plan. Required resources include cameras, costumes, and post-production software.Question 6
Question 6Michael Brunton
Ìý
We used several pieces of equipment and software to film and edit our movie in order to achieve the highest quality possible. The camera allowed us to capture good quality footage in different lighting conditions. The microphone improved the audio quality of our voiceover and sounds. The tripod helped us record steady shots. The computer and Adobe Premier Pro software enabled us to edit the film, adding effects, cutting clips, and inserting music. Through this process, I learned about different filming techniques and gained skills in advanced editing.Coursework Evaluation: Question 6
Coursework Evaluation: Question 6Molly Simmons
Ìý
Molly learned several technologies through making a film called "Terror Plane":
Photoshop and Word were used in pre-production for floor plans and shot lists. During filming, they used Canon DSLR cameras, reflectors, fluorescent lights, a zoom audio recorder, and green screen. Adobe Premiere Pro and After Effects were used to edit and add visual effects. Issues with camera equipment breaking and denied filming locations required adapting the production, but they were still able to complete the film.Evaluation 6
Evaluation 6melissapreston100
Ìý
We used a Canon DSLR 650D camera to film our thriller. The camera produced very clear, high quality footage, but any slight movement of the lens could cause blurriness. We used different lenses and a tripod to get stable shots from various angles and distances. The camera's large size and weight made some high-angle shots difficult without shake.
For editing, we used the Final Cut Pro X software on an Apple Mac computer. The software had many features but was difficult to learn at first. By watching tutorial videos, I learned basic editing skills like trimming clips and adding music. The software was sometimes slow and the Mac froze occasionally, causing issues importing footage.Ben ev task 7
Ben ev task 7beangiraffe
Ìý
Research and planning is vital to the success of any film production. For the preliminary task, there was little research and planning - the group had a short discussion about what to film and where. However, for the thriller opening there was significantly more research and planning, including questionnaires, focus groups, and plot pitches.
Production techniques improved from the preliminary task to the thriller opening. For the preliminary task, the camera settings were not adjusted, but for the thriller various camera techniques were used, such as adjusting the white balance and focus and following the rule of thirds.
Post-production involved more advanced editing for the thriller opening compared to the preliminary task. More footage was collected and trimmed down for the thriller, andU22 single camera production wk1 introductions
U22 single camera production wk1 introductionsKBucket
Ìý
This document provides instructions for classroom activities to help students learn about single camera and multi-camera television productions. It begins with an icebreaker activity called "The Name Game" where students say their name and favorite TV show. They are then asked to place post-it notes with their favorite TV shows under the correct heading of "Single Camera Production" or "Multi-Camera Production". The document discusses the differences between these two types of productions. It concludes by assigning homework where students must read a handout on single camera productions and answer Kahoot questions about it.
Frases de negocios
Frases de negociosFidel Castillejos Varela
Ìý
The document lists influential figures from business, technology, and advertising such as Walt Disney, Steve Jobs, Henry Ford, Albert Einstein, Bill Bernbach, Leo Burnett, David Ogilvy, and Winston Churchill without providing any additional context about them or their accomplishments.
More Related Content
What's hot (19)
Presentation1
Presentation1JackSmith1994
Ìý
We have learned many filmmaking skills since our initial continuity exercise that have improved our full film product. We have gained experience with camera angles, editing techniques in Final Cut Pro like filming shots multiple times, using GarageBand to add and remove audio, editing photos in Photoshop, and utilizing different camera shots and a tripod more proficiently.Q6
Q6AaronGannon
Ìý
The document discusses the technologies used and lessons learned in creating a magazine product. Photoshop was used to edit photos and design pages, and the creator learned about the program's capabilities. Websites like Dafont and ClassicRock provided inspiration for fonts and conventions. Photos were primarily taken with a Coolpix camera and iPhone for quality and spontaneity. Through using Photoshop, the creator learned basic and advanced skills like changing hair color and removing backgrounds with shortcuts.Evaluation Question 6
Evaluation Question 6Alex Grandage
Ìý
I have learned a lot about filmmaking technology through constructing this project. The hardware used included an iPhone 6 camera, tripod, and professional microphone. Final Cut Pro X was used for editing. Websites like YouTube, Blogger, and Sound Bible were utilized for clips, embedding media, surveys, and sound effects. Through the process, I've improved my editing skills using tools like the blade and color correction. Technical challenges included low lighting, which I overcame through color matching. In the future, I aim to have smoother camerawork and better achieve my creative visions while balancing group collaboration.Question 6: Technologies
Question 6: TechnologiesMolly Simmons
Ìý
By constructing this film project, the student learned about various technologies:
- Photoshop and Word were used in pre-production for floor plans and shot lists.
- Cameras like the Canon 7D and 600D, along with equipment like reflectors and fluorescent soft boxes, were used to film scenes.
- Editing software like Premiere Pro, After Effects, Twixtor, and Logic Pro X were used to edit scenes and add sound/effects.
- Breaking a camera taught the importance of checking equipment, and having to change locations required being flexible with filming plans.Preliminary Task Analysis
Preliminary Task Analysisdaqueenofsass14
Ìý
The document describes a preliminary filmmaking task that required students to create a short film demonstrating continuity editing techniques. It discusses the roles of each student in planning, filming, and editing the short film. Screenshots from the final film provide examples of how it showed match on action, shot/reverse shot editing, and adhered to the 180-degree rule. The document also reflects on what was learned about using digital cameras and editing software during the process.Question 6
Question 6fahrinsultana
Ìý
Fahrin Sultana discusses their experience using technology for filmmaking. They used Adobe Premier Pro for editing, which allowed them to cut unwanted parts and add effects, though it took some time to learn. A tripod helped provide steady shots when filming. The camera offered tools to adjust lighting and playback footage. Overall, Fahrin learned about the many responsibilities that go into film production and how technology like cameras and tripods can improve the quality of a film.Technologie3
Technologie3Oliver Mould
Ìý
During production of their opening film sequence, the document's author used various technologies for research, development, and presentation. Websites like Art of the Title, YouTube, and IMDB helped with genre research and analyzing other films' opening sequences. The author also used the Celtx program to structure their script conventionally and plan shooting. For filming, they used a camera with an external microphone, and in post-production edited footage in Adobe Premiere, adding sound effects and matching music to video. Overall these technologies had a major impact on developing and improving their two-minute opening sequence.AS Media Studies: Evaluation Question 6
AS Media Studies: Evaluation Question 6LaraBeth
Ìý
The document discusses various technologies the student learned about through creating a film project. They learned new skills using their Canon camera, such as the recording feature and manual focus. They also learned about different camera shots, filming techniques, and angles. The student used a tripod to keep the camera steady and level. For software, they learned to use LiveType to create idents, iMovie to edit video and audio, and were familiar with using Apple Macs. They also got used to using Blogger to plan, record production details, and log research.How did you use new media technologies in
How did you use new media technologies inPaper Shop
Ìý
The document discusses how new media technologies were used throughout various stages of planning and creating an advertising project. Specifically:
- The internet was used for research by viewing other advertisements on YouTube and creating an online survey to gather feedback. This helped influence ideas and improve the quality of the project.
- DV cameras and iMovie on Macs were used to create storyboards by taking still photos from paper storyboards and editing them into animated videos. This helped with planning shots and seeing how the advertisement would look.
- During filming, the portable DV cameras allowed for flexibility in shooting at different locations. However, they had limitations like poor quality in low light and capturing background noise.
- iMovieCoursework Evaluation - Question 6
Coursework Evaluation - Question 6Molly Simmons
Ìý
Molly learned several technologies through making a film called "Terror Plane":
Photoshop and Word were used in pre-production for floor plans and shot lists. During filming, they used Canon DSLR cameras, reflectors, fluorescent lights, a zoom audio recorder, and green screen. Editing involved Adobe Premiere Pro, After Effects, Twixtor, and Logic Pro X. Key lessons were to check equipment carefully after their first camera broke, and to be flexible with locations when initial plans could not be used.Coursework Evaluation - Question 6
Coursework Evaluation - Question 6Molly Simmons
Ìý
Molly learned several technologies through making a film called "Terror Plane":
Photoshop and Word were used in pre-production for floor plans and shot lists. During filming, they used Canon DSLR cameras, reflectors, fluorescent lights, a zoom audio recorder, and green screen. Editing involved Adobe Premiere Pro, After Effects, Twixtor, and Logic Pro X. Key lessons were to check equipment carefully after their first camera broke, and to be flexible with locations when initial plans could not be used.Question 7 - Nathan Hodd
Question 7 - Nathan HoddEmmamcconologuee
Ìý
The document discusses what was learned from a preliminary media task to the final product. For the preliminary task, the camera work was shaky due to a lack of a tripod and unsteady hands. For the final product, a tripod was used to get steady shots. Editing skills also improved from learning how to use Adobe Premiere Pro for smoother cuts and pacing and how to upload documents to blogs using ºÝºÝߣShare. Overall, camera operation and editing skills grew from the preliminary to final tasks.Evaluation Question 7
Evaluation Question 7acsmith123
Ìý
The student learned many new skills and improved existing skills from their preliminary work to the final production. For the preliminary task, they learned techniques like shot reverse shot and learned time management and planning skills. For the final production, the student researched genres and audiences, storyboarded plans, improved editing skills, used different camera techniques and lighting/sound approaches, and felt they created a much more polished end product. Overall, the student felt they gained valuable skills that will help them in future work.Factual project power point
Factual project power pointHarryAdkinsPenningto
Ìý
Harry plans to create a new web show called "Redo or Redon't" that compares video game remakes and reboots. The show will use parodies to highlight similarities and differences between games. Harry created a mood board and storyboard showing interview shots, behind-the-scenes footage, and a parody fight scene recreating Mortal Kombat. Potential issues like equipment malfunctions are addressed in a contingency plan. Required resources include cameras, costumes, and post-production software.Question 6
Question 6Michael Brunton
Ìý
We used several pieces of equipment and software to film and edit our movie in order to achieve the highest quality possible. The camera allowed us to capture good quality footage in different lighting conditions. The microphone improved the audio quality of our voiceover and sounds. The tripod helped us record steady shots. The computer and Adobe Premier Pro software enabled us to edit the film, adding effects, cutting clips, and inserting music. Through this process, I learned about different filming techniques and gained skills in advanced editing.Coursework Evaluation: Question 6
Coursework Evaluation: Question 6Molly Simmons
Ìý
Molly learned several technologies through making a film called "Terror Plane":
Photoshop and Word were used in pre-production for floor plans and shot lists. During filming, they used Canon DSLR cameras, reflectors, fluorescent lights, a zoom audio recorder, and green screen. Adobe Premiere Pro and After Effects were used to edit and add visual effects. Issues with camera equipment breaking and denied filming locations required adapting the production, but they were still able to complete the film.Evaluation 6
Evaluation 6melissapreston100
Ìý
We used a Canon DSLR 650D camera to film our thriller. The camera produced very clear, high quality footage, but any slight movement of the lens could cause blurriness. We used different lenses and a tripod to get stable shots from various angles and distances. The camera's large size and weight made some high-angle shots difficult without shake.
For editing, we used the Final Cut Pro X software on an Apple Mac computer. The software had many features but was difficult to learn at first. By watching tutorial videos, I learned basic editing skills like trimming clips and adding music. The software was sometimes slow and the Mac froze occasionally, causing issues importing footage.Ben ev task 7
Ben ev task 7beangiraffe
Ìý
Research and planning is vital to the success of any film production. For the preliminary task, there was little research and planning - the group had a short discussion about what to film and where. However, for the thriller opening there was significantly more research and planning, including questionnaires, focus groups, and plot pitches.
Production techniques improved from the preliminary task to the thriller opening. For the preliminary task, the camera settings were not adjusted, but for the thriller various camera techniques were used, such as adjusting the white balance and focus and following the rule of thirds.
Post-production involved more advanced editing for the thriller opening compared to the preliminary task. More footage was collected and trimmed down for the thriller, andU22 single camera production wk1 introductions
U22 single camera production wk1 introductionsKBucket
Ìý
This document provides instructions for classroom activities to help students learn about single camera and multi-camera television productions. It begins with an icebreaker activity called "The Name Game" where students say their name and favorite TV show. They are then asked to place post-it notes with their favorite TV shows under the correct heading of "Single Camera Production" or "Multi-Camera Production". The document discusses the differences between these two types of productions. It concludes by assigning homework where students must read a handout on single camera productions and answer Kahoot questions about it.Viewers also liked (7)
Frases de negocios
Frases de negociosFidel Castillejos Varela
Ìý
The document lists influential figures from business, technology, and advertising such as Walt Disney, Steve Jobs, Henry Ford, Albert Einstein, Bill Bernbach, Leo Burnett, David Ogilvy, and Winston Churchill without providing any additional context about them or their accomplishments.Pierre Curie
Pierre Curiegabbersrocks
Ìý
Pierre Curie was a French physicist and chemist who made groundbreaking discoveries in magnetism and radioactivity. Some of his most notable accomplishments include discovering piezoelectricity with his brother Jacques, identifying the Curie point where magnetic properties disappear, and isolating the radioactive elements radium and polonium through his research on uranium ores. Curie's pioneering work in radioactivity helped establish the new fields of nuclear physics and chemistry.2nd international Schools China 2016 Nov 16-18
2nd international Schools China 2016 Nov 16-18zamibianzon
Ìý
This document provides an agenda for the China's ONLY International Schools Conference happening from November 16-18, 2016 in Shanghai, China. The conference will feature presentations and panels on topics related to developing and running international schools in China such as meeting demand for bilingual education, developing strategic plans, achieving academic and commercial excellence, understanding student mobility, and addressing innovation and future learning. Presenters include leaders from international schools across China and the pre-conference workshop will focus on building leadership capacity in aspiring school leaders.Agroborneo Iklan
Agroborneo IklanMajalah Agroborneo
Ìý
Dokumen tersebut membahas upaya Pemerintah Provinsi Kalimantan Barat dalam mengembangkan sektor pertanian, khususnya agribisnis perunggasan. Pemerintah telah membangun pabrik pakan ternak dan pupuk organik besar-besaran untuk mendukung peternakan ayam dan jagung di provinsi tersebut. Majalah Agroborneo diluncurkan untuk mempromosikan kemajuan pertanian di Kalimantan.Social Basics: Identify Your Target Audience
Social Basics: Identify Your Target AudienceGary Winchester
Ìý
In my Social Basics seminar I teach about identifying your target audience and how significant that is. Having a SOLID social foundation is important and knowing your primary target audience will help you accomplish your objectives.Similar to The Progression (20)
Evaluation question 7 final 
Evaluation question 7 final amberbush
Ìý
The document discusses the author's learning and progress in technical skills, software skills, and general filmmaking skills from an initial preliminary task to subsequent work. Some key lessons learned were: using a tripod and taking multiple takes improves shot quality; proper framing and following the rule of thirds enhances composition; maintaining continuity is important; and planning and reshoots are critical for a high quality final product. The author also learned to use editing software like Premiere Pro and design software like LiveType.Evaluation question 7 final 
Evaluation question 7 final amberbush
Ìý
The document discusses the author's progression in technical skills and use of software from their preliminary task to their full media product. They learned important technical skills like using a tripod, framing shots properly using the rule of thirds, ensuring continuity between shots, and how to edit shots with effects. They also progressed in their software skills, learning to use LiveType and switching from iMovie to Premiere Pro, which provided more advanced tools. Overall, the author learned the importance of planning and doing multiple takes of shots to have more options during editing for a higher quality final product.Evaluation question 7
Evaluation question 7amberbush
Ìý
The document discusses the author's progression in technical skills, software skills, and general filmmaking skills from their preliminary task to their full media product. For technical skills, the author learned the importance of using a tripod, taking multiple takes, proper framing within the rule of thirds, and ensuring continuity between shots. For software, the author learned how to use LiveType and Premiere Pro for advanced editing capabilities. Overall, the author learned to carefully plan, reshoot shots from different angles to pick the best one, and that planning leads to a better final product.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 
Evaluation ameliabarrett16
Ìý
The interviewee learned many new skills when progressing from their preliminary task to creating a full horror film opening. Under software, they learned to use Premiere Pro which offered more editing options and helped make the film look more professional. They also learned how to dub sounds, adjust volumes, and dissolve shots. For techniques, they improved camera shot composition, spacing, and learned to use a tripod to avoid shaking. Finally, under miscellaneous they learned to take multiple shots of the same action to avoid needing reshoots, and that planning is important for constructing a film with good flow.Evaluation question 6
Evaluation question 6rohini1995
Ìý
The document discusses various technologies and filming techniques the author learned about while constructing an opening film sequence. The author learned how to properly use camera equipment like setting the auto levels and ensuring buttons are unlocked. Editing software skills were also developed, such as fading shots, adjusting sound levels, and changing playback speed. Filming techniques including maintaining the 180 degree rule and using different angles and shots like high angles were practiced. Proper framing, camera positioning, and battery/equipment handling were also important lessons learned from the process.Evaluation question 6
Evaluation question 6rohini1995
Ìý
The document discusses various technologies and filming techniques the author learned about while constructing an opening film sequence. The author learned how to properly use camera equipment like setting the auto levels and ensuring buttons are unlocked. Editing software skills were also developed, such as fading shots, adjusting sound levels, and changing playback speed. Filming techniques including maintaining the 180 degree rule and using different angles and shots like high angles were practiced. Proper framing, camera positioning, and battery/equipment handling were also important lessons learned from the process.My preliminary task
My preliminary taskabdul_8282
Ìý
The document summarizes Abdullahi Mohammed's preliminary editing task using Final Cut Pro. It explains that the task enabled him to learn new skills with the software and gain familiarity that could allow him to take over editing duties if needed. Through the task, he was able to use different camera angles and add soundtracks and effects like the blade tool, earthquake effect, and non-diegetic sounds to scenes. He also learned how to add credits at the end of the short film.Question 7
Question 7TashaWx
Ìý
We have learned and progressed significantly from our preliminary task to our final product. Initially, editing was very difficult as we were unfamiliar with the software. However, through practice we learned skills like sound editing, cropping, adding effects and transitions. Our camerawork also improved as we gained experience operating the camera and understanding different shot types. While our preliminary task shots were basic, our final product incorporated a variety of shots like over-the-shoulder and close ups to tell the story effectively. Overall, we learned to create a higher quality final product through skills like camera movement, adding soundtracks, and producing a more polished edit.Question 7
Question 7Emily Hall
Ìý
The document summarizes the student's progression and learning from preliminary filmmaking tasks to creating a full film opening scene. It discusses the various tasks completed along the way, including copying scenes from Life on Mars to learn camera techniques, storyboarding, and editing. Through these exercises, the student gained skills in shooting, lighting, editing, adding titles and effects, and incorporating film techniques. For the opening scene task, the student applied these new skills but also learned the importance of intriguing audiences, establishing characters and genre, and ending on a cliffhanger to motivate further viewing. Though challenging, the process helped the student better understand filmmaking.Evaluation zoe
Evaluation zoekathrynx
Ìý
The document discusses what the author learned from an initial preliminary task of filming plain continuous shots to creating a final opening sequence. Some key things learned were how to use more advanced editing techniques like jump cuts and overlay effects to emphasize genre and mood. Proper use of shots like shot reverse shot and following continuity rules helped make the final sequence feel more realistic and comfortable to watch. Planning mise-en-scene, costumes, setting and improving actor performance helped make the opening sequence look more professional. Learning sound recording techniques and adding appropriate music and effects also helped set the mood. Overall, the author gained experience with equipment, software, advanced shots, editing and how to effectively plan elements to create a high quality professional sequence.Reflection of preliminary task
Reflection of preliminary taskhaverstockmedia
Ìý
1) The film met the criteria of being under two minutes long and capturing a character opening a door. Shots were filmed using techniques like the 180 degree rule to engage the audience.
2) Filming without a clear schedule led to continuity issues like characters wearing different clothes between takes. Learning to properly position the camera for different shot types and impressions was valuable.
3) The editing process taught skills like uploading footage, clipping scenes, adjusting volume, organizing clips into bins, and applying filters to prepare the video for export. These editing fundamentals will support future projects.Reflection of preliminary task
Reflection of preliminary taskhaverstockmedia
Ìý
1) The film fulfilled the criteria of the task by being under two minutes long and capturing a character opening a door. Shots were filmed using techniques like the 180 degree rule and rule of thirds to engage the audience.
2) During filming, the filmmakers learned about maintaining continuity between shots and that scheduling filming helps with continuity issues like wardrobe changes. The cameraman also learned how to frame different shot types.
3) The editing process taught skills like clipping footage, adjusting audio levels, organizing clips into bins, using filters to modify lighting, and exporting the final video file. These editing skills will be useful for future projects.Evaluation zoe
Evaluation zoekathrynx
Ìý
The document discusses what the author has learned from their preliminary task to their final opening sequence project. They learned that plain shots in continuous order are less interesting than using more atmospheric editing techniques. From their preliminary task, they gained knowledge about editing software and how to create a more visually appealing sequence. Their final opening sequence used advanced editing techniques like jump cuts and overlays to portray the main character as mentally unstable. Overall, the author learned the importance of elements like camera shots, editing, setting, and sound design in crafting an effective sequence.Eq 7
Eq 7sole_kata
Ìý
The document compares the learner's preliminary media project to their full final product. For the preliminary task, the learner and their team planned shots but faced difficulties with continuity in editing and inconsistencies in mise-en-scene. For the final product, the learner gained experience using Final Cut Pro software, felt more confident trying different camera techniques, and learned to incorporate voiceovers, sound, filters, and credits more effectively. Overall, the learner felt they improved their camera skills, editing abilities, and time management for complex media projects through this learning experience.Question 3
Question 3Oliver Stevens
Ìý
Throughout the project, the student learned many new production skills. They learned about different camera shots like master shots and establishing shots, which helped them plan innovative sequences for their thriller film. The student also learned how important tripods and steady shots are for professional-looking footage. Additionally, they learned how to edit sound using Premiere Pro to isolate dialogue and build tension. The editing process taught the student how to use effects in After Effects and Premiere Pro to trim, crop, and color grade clips. Overall, the production process provided a wide-ranging education in camerawork, editing, sound, and planning through storyboards and mood boards.Untitled presendkkdmmtation
Untitled presendkkdmmtation10daviese
Ìý
1) The document discusses the technologies and skills the author learned in creating a film project, including learning to use Premiere Pro for editing.
2) The author details how they gained skills using Premiere Pro over the course of the project, from basic skills like arranging clips to more advanced skills like adjusting audio levels and transitions.
3) The author also discusses using a Canon DSLR camera, tripod, and lights for filming, and notes both benefits like image quality but also challenges like the camera's microphone picking up too much background noise.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 Activity 7
Evaluation Activity 7shaniamedia
Ìý
By completing a preliminary editing task, the author learned important skills that improved their work on the final product. They gained confidence using camera equipment and incorporating different shot types and angles. Observing the editing process helped the author better understand that element of filmmaking. Key continuity rules like the 180-degree rule and match on action were applied successfully in both works. While shot reverse shot wasn't needed for the final product structure, experience with it in the preliminary task added to the author's media knowledge overall.Question 7
Question 7Emily Hall
Ìý
The student learned valuable skills through completing preliminary filmmaking tasks. The "Life on Mars" activity taught them about camera usage and shot timing. Storyboarding their opening scene helped them plan shots and experiment with editing. Each successive task built on their skills, and by the film opening they had learned effects, titles, and how to intrigue audiences. While challenging, creating the opening scene taught them the importance of character, location, and genre establishment to draw viewers in.The Progression
- 2. Ideas Small Stuff...Since the preliminary task,ÌýI have learned a lot about camera work and editing. I have learned many different shots and transitions. If you read the mistakes we initially made in our preliminary film, and then watch our film opening, you canÌýtell that we have greatly improved. Also, I have learned the importance of things such aslighting. There needs to be a sufficient amount of light to be able to get a good shot. I have learned that keeping the camera steady is important so that the audience is not put off your film. I have also learned that editing plays a major part in the end product, so that it looks crisp and professional.
- 3. The Preliminary Shots...Match on action: Helps maintain continuation...
- 4. Shot/Reverse Shot: Helps the viewer follow the conversation, and also lets the audience see from a persons point of view
- 5. 180 Degree Rule: Important, as it prevents confusion in the audience
- 6. The Evolution...These shots were taken after we found out we initially done them all wrong. We had a lot of trouble getting to grips with the three shots we had to do, and it took us much longer than expected to complete the preliminary. So, I believe I have come very far since then.Let me show you how…..
- 7. The Thriller Shots...Long Shot/Over Head Shot: I have learned that these type of shots are great for establishing locations and characters. Establishing shots allow the viewer to follow what is going on in the plot.
- 8. Panning: This allows the audience to take in more information on the area, subject, person etc. Relating to the thriller genre, it can create tension and suspense, keeping the audience on the edge of their seat depending on what is being panned.
- 9. Close Up: These shots let the director control where the audience looks. So they make the viewer pay attention to one subject, and lets them know that it is important. Can also build up suspense, especially in thrillers.
- 10. The Thriller Editing...Special effects: I learned to make my way around the Adobe After Effects software, and found out how to use visual effects to enhance filming. Something like this CCTV effect changes the perception of the whole film and the character. I have learnt that special effects can establish a character, setting or even a whole genre. This special effect alone establishes my film as a crime thriller.
- 11. Altering brightness and Image quality: By playing around with the image control options, I learned that I could change certain aspects of the image to create the ideal shot. For example, the left shot above was initially bright and quite sunny. However, with a grainy effect and some tinting, I was able to create a darker mood. The same weather conditions was also present when we filmed the center shot above, but I darkened it, and tinted it slightly brown. The shot on the right was given a grainy, distorted look to emphasize the night.
- 12. More stuff: I now know how to use Adobe Photoshop to edit images, as seen in the left shot above. Also, I have learned how to incorporate many different transitional effects into a video. Transitional effects such as fading and dissolve help to keep the video looking smooth and attractive to the audience. Also, adding effects to the titles can create many impressions, and can establish the genre of what the viewer is about to watch.Another thing I have learned is how to use equipment properly. At first, operating a camcorder was not easy, but now I can operate and set it up with no troubles.