As media preliminary task evaluation
Download as PPTX, PDF0 likes165 views
During the preliminary task, the author took on the role of director. They came up with the idea for the short film along with their group. As director, they handled all camera work and directed their group during filming. The planning process went smoothly, though filming and editing proved challenging at times due to learning new techniques. Working in a group was fun but sometimes people were late or absent, leaving others with extra work. The video's strengths included location lighting, shots that fit each scene, and a clear theme. Areas for improvement are sound quality, fully incorporating all camera techniques like shot reverse shot, and consistent coloring between scenes.
1 of 7
Download to read offline
Recommended
Question 7 – evaluation
Question 7 – evaluationsukhpreetrayatt
Ìý
The document discusses the learning experiences of a student throughout their preliminary studies and filmmaking process. They enjoyed incorporating art and photography into their media studies and felt more comfortable with blogging software after learning how to rearrange items. The student also loved using movie making and editing software to clip together films with transitions, sounds, and voiceovers, though they still have more to learn about planning and converting ideas into movies. Working on a team helped improve their skills in openly discussing and negotiating ideas.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 Question 7
Evaluation Question 7jameyrowsell
Ìý
Jamey reflects on learning key skills from their preliminary task and full coursework film project. Planning was easier for the preliminary task as it had a given storyline, whereas the coursework required more independent planning. Storyboarding, camera skills, mise-en-scene, editing, sound, and titles were all areas that Jamey gained experience in through both projects. Teamwork and independent learning were also important skills developed. Overall, Jamey feels they have learned a great deal about film production across both tasks but could improve their time management.What have i learnt
What have i learntaa81888
Ìý
1) For their prelim project, the author's group did little planning and research before filming and everyone was new to using the camera equipment, which led to problems during filming.
2) Their filming skills improved for the final project, as they planned locations, costumes, and storyboarded their film in advance. Their camerawork was better with different shot types.
3) The author's editing skills were not very developed for the prelim but improved for the final project, where they learned to use Final Cut Pro more effectively and add motion graphics.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 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. By Jumana Ismail
Evaluation- Question 7. By Jumana IsmailJumana Ismail
Ìý
The document discusses the progression of skills from the author's preliminary task video to their main task opening sequence video. For the preliminary task, planning, camera techniques, sound, editing and mis-en-scene were limited due to lack of experience. However, for the main task the author conducted extensive research, created storyboards, improved camera shots, learned to use sound editing software, shot at multiple locations, and applied advanced editing techniques like filters and transitions. This resulted in a much more polished and professional final product compared to the preliminary task.Evaluation of preliminary
Evaluation of preliminarymagalyhelen
Ìý
The document evaluates a preliminary film project. It notes that the camera work and editing were well done, creating a smooth clip with tense atmosphere. However, it could be improved with more variety of shots, angles, and transitions. The experience taught filming and editing skills, but zooming and steady camera work need more practice. Strengths included contributing ideas and storyboarding, while weaknesses were in smooth zooming. The group worked well together but needs more detailed planning.Opening sequence knowledge Inproved version
Opening sequence knowledge Inproved versionDesdeath
Ìý
This document summarizes what the author's group learned about creating film opening sequences and using film production technology. They analyzed opening sequences from films like Se7en to understand techniques for suspense and visuals. They also learned skills like using iMovie and Photoshop as well as techniques like lighting, shots, and props. Creating a trial opening sequence helped them understand how to structure their own opening and apply what they learned. They had to develop skills in using cameras, tripods, and keeping shots steady. Working as a group helped them delegate tasks to complete large projects on time. Time management was an ongoing learning process to allow time for reshoots and editing. They also gained knowledge about key roles in film production.Evaluation question 7
Evaluation question 7lynettecarty
Ìý
The student learned several important lessons from completing the preliminary task and full product. They realized that proper planning through storyboarding is essential. While the preliminary task was rushed, the main task benefited greatly from careful planning of props, costumes, locations, and storyboard. The student also recognized issues with timing, group communication, and needs more experience with editing software. Overall, they gained valuable insights into filmmaking and confidence in their skills through completing these projects.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.Media evaluation – question 7
Media evaluation – question 7Alice Culham
Ìý
Through completing their full film opening sequence, the student learned how important planning and research are for a successful video. For the preliminary task, they created a basic storyboard but did not plan shots in detail. However, for the main task they took more time to thoroughly storyboard and plan ideas with the group. This ensured they used their limited filming time effectively and were prepared with equipment lists. While they tried to fit too much into one lesson for the preliminary task, mistakes from this taught them to better account for challenges and arrange additional filming days if needed. Overall, the student improved their camerawork, editing skills, and understands the value of production research.Prelim task evaluation 
Prelim task evaluation _ChloeWhite
Ìý
Chloe White worked with group members Deni and Rae to complete a preliminary media task. They managed tasks evenly between the three of them. Time management was a challenge as they underestimated the time needed. When editing in Adobe Premier, they had to ensure they captured enough footage to complete scenes. Their solution was to re-shoot any incomplete scenes. In the future, Chloe would set deadlines to better manage time from shooting to editing.Evaluation of prelim task
Evaluation of prelim taskRuksanaMonnan
Ìý
The student worked on a group project to create a film sequence for a preliminary task. They worked well as a team, with defined roles for filming, acting, and editing. They storyboarded their sequence and did practice runs to plan shots. They used a Canon HD camera, tripod, Adobe Premiere software, and external hard drive to complete the filming and editing. Factors like schedules, lighting, location, and sound quality were considered. The sequence was completed ahead of schedule. The student learned new camera, software, and film editing skills through this project.Final question evaluation
Final question evaluationabigailgunning
Ìý
The document discusses the learning and improvements the author experienced from an initial preliminary task to a completed film project in their video editing course. The author learned how to use effects, sound, and timing in Premiere Pro through experimentation. Issues with camera stability and finding the right sound effects occurred. Through the preliminary task, the author gained skills in using specific camera shots, planning with storyboards, and personal blogging. The finished product showed a vast improvement in professionalism compared to the preliminary task.Preliminary evaluation
Preliminary evaluationGeorgie Brough
Ìý
My evaluation for our preliminary task that we produced throughout the first six weeks of year twelve.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.Pre production planning
Pre production planninghaverstockmedia
Ìý
The document summarizes the pre-production, production, and post-production process for a short video project. It discusses how the group planned locations, costumes, props, and story in pre-production. On the day of shooting, the planning helped the process go smoothly. The only challenge was lighting. In post-production, the learner realized how planning shots and editing helps speed up the editing process. For their next project, they will plan shots better and repeat shots more to have options in editing.Evaluation of prelim task
Evaluation of prelim taskRuksanaMonnan
Ìý
The student worked with a team of four on a film project. They created storyboards and did practice runs to plan the sequence. They used a Canon HD camera, tripod, Adobe Premiere software, and LaCie drive to complete the filming and editing. Some challenges included balancing schedules and learning to use the new technology. Overall the sequence was successful and completed ahead of schedule. The student learned new camera, editing, and filmmaking skills through this project.Evaluation Question 7
Evaluation Question 7Oli Welham
Ìý
The student conducted research early in the process which helped in choosing costumes, camera shots, and other elements more effectively. Their prelim project allowed them to see which shots worked and which did not, helping them select the best shots for their final piece. They improved aspects like steady camera shots, lighting, locations, actors, credits, and sound quality compared to their prelim based on lessons learned. Overall, the student feels their final piece is a vast improvement over their prelim due to developing skills that allowed for more adventurous ideas and learning from past mistakes.Question 7
Question 7Rianna
Ìý
The student learned a great deal about filmmaking equipment, techniques, and software from completing their preliminary task and thriller opening task. They gained skills in shooting, lighting, editing, adding effects, directing actors, and collaborating with others. Specifically, the student learned how to use video recorders, tripods, editing software, techniques like the 180-degree rule and shot-reverse-shot. Their skills in areas like lighting, editing, using effects, and leadership improved from the preliminary to thriller opening task. Overall, they enjoyed the learning process and gaining experience with equipment, software, filming, and working with others.Opening sequence knowledge
Opening sequence knowledgeDesdeath
Ìý
The document discusses the knowledge and skills gained by the authors in creating an opening film sequence. They learned about effective techniques from analyzing other films, such as using strange visuals and low lighting. They also learned skills like using video editing software and cameras. Through the project, the authors improved their time management, group work, and understanding of film production roles. Overall, the process of creating the opening sequence helped the authors expand their filmmaking knowledge and develop practical skills.Question 7
Question 7mrpicklesmedia
Ìý
1) The team learned how to better work together through compromising and delegating tasks for their full product compared to their preliminary task.
2) They improved their time management for the full project by planning filming schedules and meetings, which allowed more time for polishing.
3) The camera work and editing for the full product was of higher quality compared to the preliminary task due to using better equipment, more advanced editing software, and steadier camera movements.Mv production assignment evaluation form 2019 2
Mv production assignment evaluation form 2019 2LaurenceArcher1
Ìý
The document provides an evaluation of a production process. It summarizes strengths and weaknesses in research, planning, time management, and technical and aesthetic qualities. Feedback from peers is also discussed. The main points that could have been improved include more research on camera equipment, having backup plans, better time management of filming, and incorporating more editing and extending the length.Unit 4 3.2
Unit 4 3.2ReddreamsMatthew
Ìý
This document outlines the author's progress and activities from January to December during their creative media apprenticeship. It describes completing mandatory units, beginning work placements, practicing editing skills, planning and filming a short film, and working on certificate units. Challenges included cancelling the short film and the author's boss falling ill. The author provides rationales for their activities each month, focusing on gaining skills and completing requirements for the apprenticeship.Ouestion 7 evaluation presentation
Ouestion 7 evaluation presentationfarzanakamal20
Ìý
In the preliminary task, the filmmaker learned important skills like camera angles and editing techniques. This helped tremendously when filming and editing the actual opening sequence. Specifically, experience with storyboarding, time management, and acting improved the quality and professionalism of the final product. While challenges remained, such as actor availability and limited time, the preliminary task prepared the group well and they were able to complete the opening sequence on deadline.Evaluation powerpoint
Evaluation powerpointEmBicknell1005
Ìý
This document summarizes a student's experience filming a short video clip using continuity techniques for class. The student learned how to properly use a video camera and editing software. Time management was challenging, but the finished product came together well. Areas for improvement include better time planning and experimenting more with editing features. While some continuity techniques were successfully used, others like the 180 degree rule were difficult to include. The student evaluated their positive contribution to group roles and workflow.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.Prelim eval
Prelim evaljameskey98
Ìý
The document summarizes what the author learned from completing a preliminary filmmaking task. The author learned how to effectively use camera shots, manage time during filming, and ensure continuity between shots during both filming and editing. Areas of success for the task included good continuity and the use of various shot types. The author identifies areas for improvement such as more effective planning and inclusion of credits.More Related Content
What's hot (19)
Opening sequence knowledge Inproved version
Opening sequence knowledge Inproved versionDesdeath
Ìý
This document summarizes what the author's group learned about creating film opening sequences and using film production technology. They analyzed opening sequences from films like Se7en to understand techniques for suspense and visuals. They also learned skills like using iMovie and Photoshop as well as techniques like lighting, shots, and props. Creating a trial opening sequence helped them understand how to structure their own opening and apply what they learned. They had to develop skills in using cameras, tripods, and keeping shots steady. Working as a group helped them delegate tasks to complete large projects on time. Time management was an ongoing learning process to allow time for reshoots and editing. They also gained knowledge about key roles in film production.Evaluation question 7
Evaluation question 7lynettecarty
Ìý
The student learned several important lessons from completing the preliminary task and full product. They realized that proper planning through storyboarding is essential. While the preliminary task was rushed, the main task benefited greatly from careful planning of props, costumes, locations, and storyboard. The student also recognized issues with timing, group communication, and needs more experience with editing software. Overall, they gained valuable insights into filmmaking and confidence in their skills through completing these projects.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.Media evaluation – question 7
Media evaluation – question 7Alice Culham
Ìý
Through completing their full film opening sequence, the student learned how important planning and research are for a successful video. For the preliminary task, they created a basic storyboard but did not plan shots in detail. However, for the main task they took more time to thoroughly storyboard and plan ideas with the group. This ensured they used their limited filming time effectively and were prepared with equipment lists. While they tried to fit too much into one lesson for the preliminary task, mistakes from this taught them to better account for challenges and arrange additional filming days if needed. Overall, the student improved their camerawork, editing skills, and understands the value of production research.Prelim task evaluation
Prelim task evaluation _ChloeWhite
Ìý
Chloe White worked with group members Deni and Rae to complete a preliminary media task. They managed tasks evenly between the three of them. Time management was a challenge as they underestimated the time needed. When editing in Adobe Premier, they had to ensure they captured enough footage to complete scenes. Their solution was to re-shoot any incomplete scenes. In the future, Chloe would set deadlines to better manage time from shooting to editing.Evaluation of prelim task
Evaluation of prelim taskRuksanaMonnan
Ìý
The student worked on a group project to create a film sequence for a preliminary task. They worked well as a team, with defined roles for filming, acting, and editing. They storyboarded their sequence and did practice runs to plan shots. They used a Canon HD camera, tripod, Adobe Premiere software, and external hard drive to complete the filming and editing. Factors like schedules, lighting, location, and sound quality were considered. The sequence was completed ahead of schedule. The student learned new camera, software, and film editing skills through this project.Final question evaluation
Final question evaluationabigailgunning
Ìý
The document discusses the learning and improvements the author experienced from an initial preliminary task to a completed film project in their video editing course. The author learned how to use effects, sound, and timing in Premiere Pro through experimentation. Issues with camera stability and finding the right sound effects occurred. Through the preliminary task, the author gained skills in using specific camera shots, planning with storyboards, and personal blogging. The finished product showed a vast improvement in professionalism compared to the preliminary task.Preliminary evaluation
Preliminary evaluationGeorgie Brough
Ìý
My evaluation for our preliminary task that we produced throughout the first six weeks of year twelve.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.Pre production planning
Pre production planninghaverstockmedia
Ìý
The document summarizes the pre-production, production, and post-production process for a short video project. It discusses how the group planned locations, costumes, props, and story in pre-production. On the day of shooting, the planning helped the process go smoothly. The only challenge was lighting. In post-production, the learner realized how planning shots and editing helps speed up the editing process. For their next project, they will plan shots better and repeat shots more to have options in editing.Evaluation of prelim task
Evaluation of prelim taskRuksanaMonnan
Ìý
The student worked with a team of four on a film project. They created storyboards and did practice runs to plan the sequence. They used a Canon HD camera, tripod, Adobe Premiere software, and LaCie drive to complete the filming and editing. Some challenges included balancing schedules and learning to use the new technology. Overall the sequence was successful and completed ahead of schedule. The student learned new camera, editing, and filmmaking skills through this project.Evaluation Question 7
Evaluation Question 7Oli Welham
Ìý
The student conducted research early in the process which helped in choosing costumes, camera shots, and other elements more effectively. Their prelim project allowed them to see which shots worked and which did not, helping them select the best shots for their final piece. They improved aspects like steady camera shots, lighting, locations, actors, credits, and sound quality compared to their prelim based on lessons learned. Overall, the student feels their final piece is a vast improvement over their prelim due to developing skills that allowed for more adventurous ideas and learning from past mistakes.Question 7
Question 7Rianna
Ìý
The student learned a great deal about filmmaking equipment, techniques, and software from completing their preliminary task and thriller opening task. They gained skills in shooting, lighting, editing, adding effects, directing actors, and collaborating with others. Specifically, the student learned how to use video recorders, tripods, editing software, techniques like the 180-degree rule and shot-reverse-shot. Their skills in areas like lighting, editing, using effects, and leadership improved from the preliminary to thriller opening task. Overall, they enjoyed the learning process and gaining experience with equipment, software, filming, and working with others.Opening sequence knowledge
Opening sequence knowledgeDesdeath
Ìý
The document discusses the knowledge and skills gained by the authors in creating an opening film sequence. They learned about effective techniques from analyzing other films, such as using strange visuals and low lighting. They also learned skills like using video editing software and cameras. Through the project, the authors improved their time management, group work, and understanding of film production roles. Overall, the process of creating the opening sequence helped the authors expand their filmmaking knowledge and develop practical skills.Question 7
Question 7mrpicklesmedia
Ìý
1) The team learned how to better work together through compromising and delegating tasks for their full product compared to their preliminary task.
2) They improved their time management for the full project by planning filming schedules and meetings, which allowed more time for polishing.
3) The camera work and editing for the full product was of higher quality compared to the preliminary task due to using better equipment, more advanced editing software, and steadier camera movements.Mv production assignment evaluation form 2019 2
Mv production assignment evaluation form 2019 2LaurenceArcher1
Ìý
The document provides an evaluation of a production process. It summarizes strengths and weaknesses in research, planning, time management, and technical and aesthetic qualities. Feedback from peers is also discussed. The main points that could have been improved include more research on camera equipment, having backup plans, better time management of filming, and incorporating more editing and extending the length.Unit 4 3.2
Unit 4 3.2ReddreamsMatthew
Ìý
This document outlines the author's progress and activities from January to December during their creative media apprenticeship. It describes completing mandatory units, beginning work placements, practicing editing skills, planning and filming a short film, and working on certificate units. Challenges included cancelling the short film and the author's boss falling ill. The author provides rationales for their activities each month, focusing on gaining skills and completing requirements for the apprenticeship.Ouestion 7 evaluation presentation
Ouestion 7 evaluation presentationfarzanakamal20
Ìý
In the preliminary task, the filmmaker learned important skills like camera angles and editing techniques. This helped tremendously when filming and editing the actual opening sequence. Specifically, experience with storyboarding, time management, and acting improved the quality and professionalism of the final product. While challenges remained, such as actor availability and limited time, the preliminary task prepared the group well and they were able to complete the opening sequence on deadline.Similar to As media preliminary task evaluation (20)
Evaluation powerpoint
Evaluation powerpointEmBicknell1005
Ìý
This document summarizes a student's experience filming a short video clip using continuity techniques for class. The student learned how to properly use a video camera and editing software. Time management was challenging, but the finished product came together well. Areas for improvement include better time planning and experimenting more with editing features. While some continuity techniques were successfully used, others like the 180 degree rule were difficult to include. The student evaluated their positive contribution to group roles and workflow.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.Prelim eval
Prelim evaljameskey98
Ìý
The document summarizes what the author learned from completing a preliminary filmmaking task. The author learned how to effectively use camera shots, manage time during filming, and ensure continuity between shots during both filming and editing. Areas of success for the task included good continuity and the use of various shot types. The author identifies areas for improvement such as more effective planning and inclusion of credits.Evaluation Q3
Evaluation Q3Ryansmedia1
Ìý
The student learned several important lessons from completing their preliminary task that helped them improve for their full film project. They learned about planning, storyboarding, editing conventions, time management, and organizing their group. Some specific things they improved on were being more precise with planning and storyboarding, better continuity editing, learning sound editing skills, and fixing mistakes like inconsistent shots. The preliminary task helped introduce them to the filmmaking process and allowed them to develop skills before filming the final project.Self Evaluation 
Self Evaluation karrass1
Ìý
Benjamin reflects on his group's pre-production, production, and post-production work on a music video project. In pre-production, they effectively delegated roles and finished tasks ahead of schedule due to Benjamin's past experience. Areas for improvement included being stricter about deadlines. During production, Benjamin's filming experience helped, though they could have captured additional shots. In post-production, Benjamin led the editing despite software changes, though allowing others more editing time could have improved skills and reduced mistakes made by rushing.AS Media Preliminary Task Evaluation
AS Media Preliminary Task EvaluationRavSharma
Ìý
The document summarizes the author's role and experience working on a group media project. Some key points:
- The author's main role was co-director, assisting the director by checking equipment, ensuring actor positions and lines, and framing shots.
- The planning process started with brainstorming ideas and storyboards, but could have been more thorough in preparing scripts and scheduling.
- Working with a small group of four was beneficial for sharing ideas, but the author worries about potential disagreements in the future.
- Technical issues like a faulty microphone hindered capturing dialogue clearly. Lessons were learned about better preparing equipment and scripts.Media evaluation 1
Media evaluation 1BecDore3663
Ìý
The document summarizes what was learned from creating a preliminary video task. It discusses using a storyboard to plan shots and characters, learning to operate a camera and manage time. Continuity errors due to outfits between shots was also experienced. The finished video used a variety of shots but could have been longer and had better editing. Group work was generally good but there were disagreements. Areas for future improvement include including more shots, better planning, and spending more time practicing editing.Prelim eval
Prelim evaljameskey98
Ìý
The student learned several skills from completing their preliminary film task. They learned how to effectively use camera shots like low angles, continuity techniques like matching clothes and locations, and basic editing. Some areas of success included good continuity and using a variety of shots. However, they need to improve planning time better and including more challenging shots and credits in the future.As media preliminary task evaluation
As media preliminary task evaluationloisemilyyy
Ìý
This is an evaluation on my film piece for As Media Studies.
Watch it here.
https://www.youtube.com/watch?v=i-nUzzNwyWg&index=9&list=PL39RK5NuuAt3a16zRUidR-cUwfUqWe3_5Evauation 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.AS Media preliminary task evaluation.
AS Media preliminary task evaluation.Charlotte2498
Ìý
The student learned how to use video equipment like cameras and tripods through completing a group preliminary task. They worked well together, giving each other advice to improve their video. However, they realized they could have improved it further by spending more time editing. They successfully storyboarded and filmed multiple takes when needed, but refilming wasted lesson time. The student also gained skills that will help with future group projects.Question 7
Question 7ruhan92eren
Ìý
The preliminary task provided valuable experience for the group as some had never filmed or acted before. It allowed each person to try different roles like acting and filming which helped understand the process. Some benefits included gaining confidence, learning new skills in filming and editing software, and improving collaboration. However, attendance issues within the group and struggles learning new software posed some challenges. Overall, the group was pleased with the preliminary video and proud of their accomplishments for a first film.As media studies evaluation 
As media studies evaluation deahelc
Ìý
For their preliminary media studies task, the author was assigned to complete a photo story and video assignment. They chose to do an individual photo story and group continuity task/short film. In pre-production, they researched techniques, developed a story, found locations and actors, and created scripts and storyboards. During production, they filmed using techniques like establishing shots, pans, and close ups, but had issues with focus and camera shaking. In editing, they used Pinnacle Studio 15 and had trouble inserting custom captions.Media editing work
Media editing workClarissaShu
Ìý
The group worked together to film a short sequence, with some working on the camera and others as actors. They created a storyboard to plan shot angles and met after school to film. They then had 2.5 hours to edit but some time was spent practicing editing with demo clips. Figuring out camera angles and identifying important story elements was challenging. Their teamwork during filming went well but time management and focus during editing needed improvement.Adam's media evaluation: Q7
Adam's media evaluation: Q7adamoloanmedia
Ìý
The document discusses what the author learned from their preliminary film task to their full film product. They learned that with their preliminary task, they had no film experience which led to some problems. However, through practice and experimentation on their full product, they overcame issues with teamwork, time management, camera work, sound, locations, and editing techniques. Specifically, they improved at compromising with teammates, setting deadlines, using diverse shots and angles, customizing soundtracks, using multiple locations, and implementing advanced editing features.Preliminary Evaluation
Preliminary EvaluationFrank Adlington Stringer
Ìý
This is my Media Studies Preliminary Evaluation for a short piece of film that I created. The film is on my blogger account also, but the broad idea was to have two people walking into a room and exchanging dialogue before leaving the room.Q7
Q7James McGirl
Ìý
1) The preliminary task helped improve the final product by allowing mistakes to be identified and addressed, such as poor lighting and camera placement.
2) Planning improved significantly from preliminary to final, with Vanity having detailed storyboards and shot lists that aided the organized filming.
3) Editing skills grew from preliminary to final, learning how to use effects like speeding up/slowing down clips to create a better overall product in Vanity.Question 7 evaluation media
Question 7 evaluation mediaMohammed Aboobakar
Ìý
The student learned several important lessons about filmmaking from their preliminary task that helped improve their full product. They gained experience with different types of shots and how framing can enhance a scene. Their shot quality improved with a stronger tripod. Editing techniques like pacing and shot transitions became stronger. They incorporated appropriate sounds and music to set the tone. Working as a cohesive group with clear roles and organization was key to their success. Planning through storyboards and deadlines kept them on track to complete a high quality two-minute opening sequence.Preliminary evaluation
Preliminary evaluationrachbrimson
Ìý
The document provides a preliminary evaluation of a group project. It summarizes that the group worked well together on roles, ideas, and locations. The editing process went smoothly though the music was sometimes too loud. Filming went well but was interrupted in the lift and it was difficult to film close-ups of a gun. The group planned well but didn't fully write the script beforehand. Premiere Pro was initially difficult to use for splicing clips and importing tracks but improved with use.PowerPoint Presentation - Evaluation Question 6
PowerPoint Presentation - Evaluation Question 6CVSmediastudies
Ìý
I chose to answer Question 6 using a Microsoft PowerPoint, and talked about what I have learnt about different technologies from the process of constructing my product.Recently uploaded (12)
GRAB Market Expansion of Online Transportation Businesses in Indonesia
GRAB Market Expansion of Online Transportation Businesses in IndonesiaAJHSSR Journal
Ìý
ABSTRACT: This research aims to determine the impact of market expansion carried out by Grab, an online
transportation service provider company from Singapore, on the online transportation business in Indonesia. The
research method used in preparing this thesis is a descriptive method, with data collection techniques in the form
of literature reviews sourced from various literature such as books, journals, articles, official internet sites, news
portals, and reports related to this research. The results of this research show that the market expansion activities
carried out by Grab in Indonesia have had an impact, namely the enactment of the latest regulations and laws
regarding online transportation business operations in Indonesia. Apart from that, the presence of Grab in
Indonesia also revives competition in the online transportation business in Indonesia in the initial process of its
development, several experts believed the science of International Relations covered all relations between
countries, was very dynamic and developed in accordance with the conditions of the natural environment and the
conditions of the human social environment. In Schwarzenbeger's opinion, International Relations is the subject
of sociology which studies international society. In this way, the science of International Relations in a general
sense does not only cover politics, but also includes other elements such as social, economic, cultural, defense
and security, tourism, and cultural exchange. (Perwita & Yani, 2005). The dynamic scope of International
Relations science and the increasing development of the times have finally given rise to other elements of
International Relation’s science. One of them is the element of international trade which is part of the economic
element of the science of International Relations. Barro (2003) explains that economic growth is closely related
to the openness of a country's economy, where international trade will have a positive and significant impact on
economic growth. Therefore, almost every country has carried out international trade activities. The driving
factors why countries carry out activities are differences in natural resources, differences in production factors,
different economic conditions, not all countries can produce certain goods, the existence of a profit motive in
trade, and competition between nations.
Keywords: GRAB, Online Transportation, Business Service, E-commerce, IndonesiaBuy Linkedin Accounts - High-Quality Accounts
Buy Linkedin Accounts - High-Quality AccountsBusiness
Ìý
In today’s competitive job market, having a strong LinkedIn presence is essential for both individuals and businesses. Whether you’re looking to enhance your professional network, promote your brand, or connect with potential clients, buying LinkedIn accounts can be a strategic move. Purchasing pre-established accounts allows you to leverage existing connections and credibility, providing an instant boost to your online visibility.
When you buy LinkedIn accounts, you gain access to a platform with millions of professionals across various industries. This enables you to tap into new opportunities, engage with industry leaders, and showcase your expertise. It’s an effective way to save time and effort in building a network from scratch.iNum_ The Global Phone Number Initiative.pdf
iNum_ The Global Phone Number Initiative.pdfInum viip Business
Ìý
Upgrade your communication with the best mobile VoIP phones and enhance the efficiency of your support and sales team. Get a quick set-up on any device you already have and start smarter communication.
The Tupperware Project of 2025: Here to save the day!
The Tupperware Project of 2025: Here to save the day!jambrose615
Ìý
The Tupperware Project of 2025: Here to save the day!The Relationship Between Stressful Environment and Academic Performance Among...
The Relationship Between Stressful Environment and Academic Performance Among...AJHSSR Journal
Ìý
ABSTRACT : This study aimed to deduce the academic performance of the University of Mindanao Criminology
students and its relationship with stressful environments and mediated by their psychological well-being. The
stratified simple random sampling technique selected 300 Criminology students as respondents. The study utilized
an adapted questionnaire to gather the needed data. The study used Mean, Pearson Product Moment Correlation,
Medgraph using Sobel z-test, and path analysis to analyze the collected data. The study disclosed that the
Criminology students' psychological well-being and academic performance are high. On the other hand, the
stressful environment they experienced was rated moderately. A significant correlation was observed between the
stressful environment and the academic performance of Criminology. Furthermore, there is a significant
correlation between the stressful environment and the psychological well-being of Criminology students and the
psychological well-being and academic performance of the Criminology students. The mediation test revealed
that psychological well-being fully mediated the relationship between the stressful environment the Criminology
students experience and their academic performance.
KEYWORDS - stressful environment, academic performance, psychological wellbeing, mediation.Choosing the Right Social Media Agency in Dubai_ A Complete Guide.pdf
Choosing the Right Social Media Agency in Dubai_ A Complete Guide.pdfSafcodes LLC
Ìý
In today's digital era, businesses in Dubai need a strong online presence to stay ahead of the competition. Social media marketing plays a crucial role in brand awareness, customer engagement, and lead generation. However, choosing the right social media agency in Dubai can be challenging with so many options available. This guide will help you understand what to look for when selecting the best agency for your business.
Amplifying Black Voices: The Power of Social Media Listening & Inclusive Mark...
Amplifying Black Voices: The Power of Social Media Listening & Inclusive Mark...Jasper Colin
Ìý
As Black History Month 2025 wraps up, social media has only scratched the surface of how different generations engage with Black culture, history, and representation.Carnival Across The Globe: Social Media Insights
Carnival Across The Globe: Social Media InsightsUNICEPTA
Ìý
UNICEPTA analyzed the public discourse on social media throughout the year regarding various Carnival festivities across the globe. Which carnival generates the most engagement on social media? Which countries are in the focus of the public?
Carnival captivates millions worldwide, but which festivities spark the most engagement on social media? UNICEPTA analyzed global public discourse throughout the year to uncover which Carnival celebrations generate the highest buzz online. From Rio to Cologne, from Mardi Gras to Barranquilla - our data-driven insights reveal which countries dominate the conversation and how regional traditions shape engagement. Discover the key trends, cultural significance, and social media impact of the world’s most celebrated Carnivals.Buy Facebook Reactions Boost Your Posts Instantly Sociocosmos.pdf
Buy Facebook Reactions Boost Your Posts Instantly Sociocosmos.pdfSocioCosmos
Ìý
Looking to increase engagement on your Facebook posts? Sociocosmos offers a reliable and efficient way to buy Facebook reactions. Get the reactions you need to make your content stand out and reach a wider audience. Enhance your social proof and create a buzz around your posts with our easy-to-use service. We provide genuine reactions, ensuring a natural and organic look for your profile. Discover how Sociocosmos can help you amplify your Facebook presence today.BRAINROT VALIDATION AND THE ELITIST CULTURE ONLINE
BRAINROT VALIDATION AND THE ELITIST CULTURE ONLINEpeachykid08
Ìý
This ppt analyses how Brain-rot has become part and parcel of everyone's day to day life and how it is affecting us as a society, along with discussing its who where when how why Boost Your Local Rankings with a Comprehensive Local SEO Audit
Boost Your Local Rankings with a Comprehensive Local SEO AuditOutreach Digital Marketing
Ìý
A comprehensive Local SEO Audit evaluates your online presence to identify strengths and weaknesses, ensuring your business is easily discoverable by local customers. Key elements include auditing your Google Business Profile, checking NAP consistency, optimizing on-page SEO for local pages, conducting local keyword research, performing a technical SEO audit, assessing content relevance, reviewing social media engagement, analyzing local traffic metrics, auditing local citations, and evaluating backlinks for local authority.As media preliminary task evaluation
- 1. AS Media Preliminary Task Evaluation By Ore
- 2. What was your role in the preliminary task? During the course of the task I took the role of the director hence the reason why I did not star in the short film. I came up with the idea and theme of the short film with the help of my group. My job as the director was to film amongst other things, I handled all the camera work and worked with my group to edit our shots. Whilst filming I was sure to direct my group in the right direction in terms of what to say and where to be at certain times.
- 3. How did you find the process of planning through to production? Before we began the filming process, the group and I had to plan. The planning process consisted of us coming up with the theme/plot of the task. We also had to write a proposal as well as distribute the roles to one another. After coming up with the theme, we had to draw a storyboard and had to take pictures of the areas we would be based at during the filming process. The planning process did not take as long as I thought it would which I was pleased about however the filming and editing process proved quite difficult at times. The filming process was a little challenging because I had only just learnt about the shots (match on match action) and having to carry out the different shots slowed us down however in the end we managed to get good shots to edit. After the filming process came the editing process, editing all our shots was not difficult once we knew how to do it. At first we struggled because the programme we were asked to use ( Adobe Premier Pro) was a little tricky but we figured it out and we finished editing on time meeting the deadline given. Overall, the group and I worked well together to get the task done on time.
- 4. How did you find working in a group? Working in a group was really fun even though I consider myself an independent person. My group and I had a good working environment and a very good level of communication considering we only just built up our friendship. Working with them allowed there to be some excitement and calmness to the whole process. However, working with my group did have some negative aspects. At times there would be lack of attendance or bad punctuality. This meant that some of us were left to do all the editing which was very unfair. overall, working in a group like mine was a blast as we built a solid friendship as well as a good working environment.
- 5. How well did you include the camera techniques? Including all the camera techniques in the task proved very difficult for me as I was the one handling the camera. In the task I was sure to include some of the shots like match on match action and 180 degree rule however including shot reverse shot was very hard as I didn’t understand what had to be done. My group and I were told by our teacher to include all shots which we tried to do but unfortunately due to my group and I not understanding the camera technique enabled us to incorporate it into the task. Overall, we did our best to include the given camera technique and achieved that to certain extent. After editing and watching the short film In full it is clear that we’ve included substantial amount of camera technique (over the shoulder shot)
- 6. What were the strengths of the video? The video has many strengths due to my group and I incorporating everything taught to us by our teacher. The areas where the filming took place allowed the video to stand out because of the lighting being good. The shots incorporated also plays a part in making the video good as well as the different songs chosen as it suits the theme of each scene. The theme chosen is a strength as it is made clear throughout the video.
- 7. What requires further development? In order to make the video stronger, my group and I need to work on the sound of the video. The audio isn’t as good as we hoped it would be so for further development we would focus on the audio of the video. Including all camera techniques would also be a further development, unfortunately my group and I didn’t understand shot reverse shot so we were unable to incorporate it into the video. Whilst editing we noticed there was a bit of discolouration between scenes due to us filming on different days, in order to avoid that from happening again we would either try to film it all in one day or whilst editing we would use tools to change the colouring of the scenes.