Evaluation 7
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The author learned the most about filming techniques like camera positioning and zooming during the preliminary task. Editing was the most difficult part, as the software was new. While the preliminary task provided little help with research and planning, it helped the author apply skills like shot types and the 180 degree rule when filming the full production. Overall, doing the preliminary task first helped the author's filmmaking abilities and allowed them to better evaluate their work.
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Eval 7
Eval 7raqeebulalam
油
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.Question 7
Question 7Leah Rolfe
油
Leah Rolfe reflects on what she learned from the preliminary task that helped with the full product. She found using the camera helped her feel more comfortable with filming. Planning was also crucial, and storyboarding helped visualize shots and keep everyone on track. For the preliminary task, not enough planning went into locations, props, and characters, making filming tricky. Organization was also important to stay on schedule and have the right equipment in the right places. These lessons helped Leah improve for the main task.Evaluation question 7
Evaluation question 7lynettecarty
油
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 q7
Evaluation q7nctcmedia12
油
The author learned significant Photoshop skills over the course of completing preliminary and full product tasks, allowing them to create a more professional final magazine. They also improved time management to effectively plan and use equipment. Getting feedback from both the target audience and peers was important for understanding what people wanted and creating an effective final product.Evaluation question 7
Evaluation question 7Taphouse17
油
The document discusses the improvements made from the author's preliminary editing task to their final product. It notes that the editing in the final piece was smoother as they gained more experience with the software. It also used a greater variety of shots, like close-ups and point-of-view shots, rather than just over-the-shoulder and mid shots. The author learned to make the editing smoother between frames, incorporate more shots for coherence, and avoid unnecessary effects.Evaluation question 7 
Evaluation question 7 Taphouse17
油
The document discusses the learning process from a preliminary editing task to a final product. It notes that the editing in the final piece was smoother because more practice with the software led to being more selective about effects. Examples show unnecessary effects were used in the preliminary but not the final piece. More shots like close-ups and point-of-view shots were used in the final compared to over-the-shoulder shots in the preliminary. The document reflects on learning to make editing smoother between frames, including more shots for coherence, and only using effects like sharpness when needed for the story.Preliminary task evaluation
Preliminary task evaluationreecepollock84
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The document summarizes the learning and areas for improvement from a preliminary filmmaking task. It discusses successes like editing clips together and using planned camera shots. Areas for development were not filming enough footage for scenes and continuity issues between days. The brief was not fully met as it lacked a 180 degree rule. The author's contribution as camera operator and editor was decent but could be improved with more footage and advanced editing skills.Presentation7
Presentation7luvtwilightxx
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The document discusses what was learned from a preliminary task to the final product of a media studies project. It notes that filming techniques like using different shots, tripods, and edited clips improved the quality and made the filming easier. Choosing the right setting was also important, as it allowed for more professional-looking clips that could be edited flexibly without affecting the setting. Overall, the progression from the preliminary task to the final piece showed a significant improvement in filming quality and ease through techniques learned.Evaluation 7
Evaluation 7Kieran Goodson
油
The student learned that their skills in photography, design, and precision improved greatly from their preliminary task to the final product. Their camera skills and lighting techniques led to higher quality images. The design of elements like the contents page and front cover became more professional-looking. Placement of elements in both images and the magazine layout became more accurate due to taking greater care and time with the final piece. Overall, the student felt their design and completion skills advanced significantly.Media evaluation question 7
Media evaluation question 7SolCollier
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The student's media skills have improved dramatically over the last few months as they have been working towards improving their skills. They learned various camera shots and angles, planning processes like storyboarding, and adding sound. While their final media film was not perfect, it was better than it would have been without these new skills. The student wants to further develop skills with Adobe software like Premier and After Effects to make future films look more impressive, and improve choosing the right camera shots for each scene.Evaluation
Evaluationempentertainment
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During a pre-production period, the author's group was tasked with creating an advertisement video for a plant shop. They researched other similar videos for inspiration and filmed close-ups of different plants to maintain continuity. While the project was rushed, the group successfully edited together a short, professional advert through quick work on filming and editing. However, their downfall was a lack of planning, as some initial ideas proved impossible to film. Going forward, the author would improve by creating a detailed weekly planning schedule to avoid issues.Juno production diary 
Juno production diary tayladavis98
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This document discusses Juno's experience remaking a film sequence for a class task. It covers how the task helped Juno learn new editing techniques in Adobe Premier, the importance of scheduling for filming, and both the positives and areas for improvement of the opening sequence outcome. The task taught Juno skills like unlinking audio, layering music, and color filtering that will help with independent editing. It also highlighted the need for filming schedules, as unplanned shooting led to missed shots and unclear processes. While some shots were accurately timed and storyboarded, others were shaky and transitions could flow better.Evaluation
Evaluationforestmad1
油
The document describes the process of designing and creating a bag using various software programs. It details the specific tools used in Adobe Photoshop like the crop tool, brush tool, and eraser to edit images and create elements of the bag design. It evaluates the strengths of the bag, including the use of new techniques like rotocope, and identifies a weakness as the plain design of the bag sides. The author is pleased with the professional-looking final bag but would add backgrounds and effects to the sides if doing the project again.Q7 looking back at your preliminary task
Q7 looking back at your preliminary taskDilzLDN
油
The student learned several important skills from their preliminary task to the final production. They improved their filming technique from only handheld shots to using a tripod and taking multiple takes. Their editing skills also progressed significantly from simply putting clips together to using advanced features like fades and effects. Additionally, they got better at selecting appropriate music. Overall, the student made huge improvements in their filming, editing, and use of production elements from their early work to the final project.Question 7 
Question 7 chloegreig1998
油
- The document discusses the learning and progression from a preliminary task to creating a full film opening. For the preliminary task, the author had to learn basic camera and editing skills. When creating the film opening, the author was able to apply these skills as well as advance their knowledge in areas like complex planning, creative camera shots, detailed editing and sound design. Overall, doing the preliminary task provided valuable practice and learning that helped the author successfully plan, film and evaluate their higher quality film opening.Evaluation Question 7 
Evaluation Question 7 Tobias_Orchard1998
油
The document discusses what was learned from completing a preliminary editing task and how those skills were applied to a later full project. Specifically:
The preliminary task taught fundamental editing skills like the 180-degree rule and how to add effects like sound design. For the full project, they were able to properly apply continuity editing principles and use different camera angles and shots to better engage the audience. Completing the preliminary task helped provide hands-on experience that could be transferred to future, more advanced editing work.Evaluation Question 7 
Evaluation Question 7 Tobias_Orchard1998
油
The document discusses what was learned from completing a preliminary editing task and how those skills transferred to a later full project. Specifically:
- The preliminary task taught fundamental editing skills like the 180-degree rule and how to add effects like sound effects.
- These skills were applied to the later project, allowing them to properly implement techniques like camera angles and transitions to better engage the audience.
- Editing techniques from the preliminary experience like matching shots and using different shots were utilized to improve the full project.evaluation
evaluationDanParkesy
油
The project task was to create a promotional video for the college. Dan, Patch, James, and Josh filmed everything in one day without a strict schedule, deciding on locations and content as they went. Patch did most of the editing with input from Josh on how to improve the MLG elements, while Dan and James also contributed ideas to the filming and editing. They learned new techniques for editing MLG and promotional videos.Question 7
Question 7ElizabethRedden
油
The student learned several things from completing the preliminary magazine task that helped with the full product. The preliminary research improved their understanding of magazine conventions and codes and analytical skills. This helped with designing both the preliminary and main tasks. Additionally, the preliminary task allowed them to gain basic skills in Photoshop and photography, which they could apply to produce higher quality layouts, cover, and photos for the main task. Completing the preliminary task was beneficial for developing their skills and producing a better final product.Evaluation - Question 7
Evaluation - Question 7JordanLiddell
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The student learned many improvements from their preliminary magazine task to their final production. For the final production, the student paid more attention to image composition, lighting, and editing. They also improved the text by using clearer fonts and formatting. The layout became more complex with layers and effects like shadows. Research taught the importance of an attention-grabbing masthead, which the student incorporated with larger, bolder text in the final production. Overall, the student was able to apply what they learned from creating the preliminary task to strengthen the images, text, layout, and design of the final magazine pieces.Reflective diary week 7
Reflective diary week 7Louisbiddles7
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In this reflective diary entry, the student discusses working on their film poster in Photoshop and Premier Pro. For the poster, they created a black background and experimented with different title and billing block texts before settling on designs. Shots for their film trailer were also imported and the edit was changed to incorporate new shots and improve older ones. Title cards in the trailer were changed to match the poster theme and build more suspense.Question 7
Question 7naomi_pierce
油
The document discusses what was learned from the preliminary task to the full product. It was noted that planning was poor for the preliminary task, which made it challenging and required changing ideas halfway. This highlighted the importance of thorough planning. Other lessons included utilizing foley sounds to add realism, and gaining more experience with cameras and editing software to implement more advanced titles, transitions, and shot types in the full product. Overall, mistakes from the preliminary task helped inform what was needed to progress to a higher quality final project.Evaluation question- 6
Evaluation question- 6Vmediastudies
油
The document discusses the technologies and skills the author learned through creating a film project. They gained experience using cameras, editing software like Final Cut Express, and platforms like YouTube, Facebook, and Blogger. Editing the preliminary task took 5 weeks while the final project only took 2 weeks, showing how their skills improved. Rendering was important for consistent editing. Overall, the author discusses the various software, websites, and equipment used at different stages of creating and distributing their media product.Evaluation Question 7
Evaluation Question 7Sam Benzie
油
The document discusses the progression from a preliminary task to a full film opening product. It notes that the preliminary task helped learn basic camera and editing skills but involved limited planning and creativity. More complex skills like varied camera shots, in-depth planning with storyboards and scripts, extensive research, and improved production elements like lighting, costumes, and sound design were incorporated into the film opening. Overall, the preliminary task provided foundational experience that supported creating a higher quality final product with the film opening.Evaluation question 7
Evaluation question 7chloem-w
油
The student learned several important lessons from completing their preliminary task and main magazine project. They realized the importance of thorough planning and preparation at the beginning. Their preliminary front cover and contents page had too many distracting elements while their main versions were simpler and clearer. Their photography, Photoshop, and InDesign skills improved from learning through practice on the preliminary task. Overall, they gained significant knowledge about magazine design and production between the preliminary and main tasks.Preliminary task evaluation
Preliminary task evaluationcraig_curtis
油
Craig Curtis reflects on his preliminary task evaluation. He is proud that he completed pre-production tasks early to maximize filming and editing time. His camera work was solid, keeping stars framed and in focus. However, he had to change one star for the final shots due to availability, taking extra time. Acting in the video was also poor as the stars lacked experience. For future tasks, he will find stars with some acting experience and improve camera focusing to enhance his work.Project schedule
Project schedulelewisgray111246
油
The document provides a detailed project schedule for creating an advertisement video over 8 weeks. It outlines the key tasks such as preparing plans, shooting footage, conducting interviews, editing videos, and getting client feedback at various stages. The schedule was initially unrealistic but was later revised to include more preparation time upfront, shooting opening scenes over multiple weeks, editing concurrently, and adding buffer time at the end to account for any delays.
Student risk assessment
Student risk assessmentjonese3
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The document summarizes a risk assessment for students filming and taking photos in a town center college location. It identifies hazards such as people walking around and knocking into the students, and crossing roads to access different areas. For each hazard, it rates the degree of risk, lists existing control measures, and proposes additional actions to further control the risks, including having a friend accompany the students to ensure no one walks into them while filming, and all looking for cars before crossing roads.
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The student learned that their skills in photography, design, and precision improved greatly from their preliminary task to the final product. Their camera skills and lighting techniques led to higher quality images. The design of elements like the contents page and front cover became more professional-looking. Placement of elements in both images and the magazine layout became more accurate due to taking greater care and time with the final piece. Overall, the student felt their design and completion skills advanced significantly.Media evaluation question 7
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The student's media skills have improved dramatically over the last few months as they have been working towards improving their skills. They learned various camera shots and angles, planning processes like storyboarding, and adding sound. While their final media film was not perfect, it was better than it would have been without these new skills. The student wants to further develop skills with Adobe software like Premier and After Effects to make future films look more impressive, and improve choosing the right camera shots for each scene.Evaluation
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During a pre-production period, the author's group was tasked with creating an advertisement video for a plant shop. They researched other similar videos for inspiration and filmed close-ups of different plants to maintain continuity. While the project was rushed, the group successfully edited together a short, professional advert through quick work on filming and editing. However, their downfall was a lack of planning, as some initial ideas proved impossible to film. Going forward, the author would improve by creating a detailed weekly planning schedule to avoid issues.Juno production diary
Juno production diary tayladavis98
油
This document discusses Juno's experience remaking a film sequence for a class task. It covers how the task helped Juno learn new editing techniques in Adobe Premier, the importance of scheduling for filming, and both the positives and areas for improvement of the opening sequence outcome. The task taught Juno skills like unlinking audio, layering music, and color filtering that will help with independent editing. It also highlighted the need for filming schedules, as unplanned shooting led to missed shots and unclear processes. While some shots were accurately timed and storyboarded, others were shaky and transitions could flow better.Evaluation
Evaluationforestmad1
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The document describes the process of designing and creating a bag using various software programs. It details the specific tools used in Adobe Photoshop like the crop tool, brush tool, and eraser to edit images and create elements of the bag design. It evaluates the strengths of the bag, including the use of new techniques like rotocope, and identifies a weakness as the plain design of the bag sides. The author is pleased with the professional-looking final bag but would add backgrounds and effects to the sides if doing the project again.Q7 looking back at your preliminary task
Q7 looking back at your preliminary taskDilzLDN
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The student learned several important skills from their preliminary task to the final production. They improved their filming technique from only handheld shots to using a tripod and taking multiple takes. Their editing skills also progressed significantly from simply putting clips together to using advanced features like fades and effects. Additionally, they got better at selecting appropriate music. Overall, the student made huge improvements in their filming, editing, and use of production elements from their early work to the final project.Question 7
Question 7 chloegreig1998
油
- The document discusses the learning and progression from a preliminary task to creating a full film opening. For the preliminary task, the author had to learn basic camera and editing skills. When creating the film opening, the author was able to apply these skills as well as advance their knowledge in areas like complex planning, creative camera shots, detailed editing and sound design. Overall, doing the preliminary task provided valuable practice and learning that helped the author successfully plan, film and evaluate their higher quality film opening.Evaluation Question 7
Evaluation Question 7 Tobias_Orchard1998
油
The document discusses what was learned from completing a preliminary editing task and how those skills were applied to a later full project. Specifically:
The preliminary task taught fundamental editing skills like the 180-degree rule and how to add effects like sound design. For the full project, they were able to properly apply continuity editing principles and use different camera angles and shots to better engage the audience. Completing the preliminary task helped provide hands-on experience that could be transferred to future, more advanced editing work.Evaluation Question 7
Evaluation Question 7 Tobias_Orchard1998
油
The document discusses what was learned from completing a preliminary editing task and how those skills transferred to a later full project. Specifically:
- The preliminary task taught fundamental editing skills like the 180-degree rule and how to add effects like sound effects.
- These skills were applied to the later project, allowing them to properly implement techniques like camera angles and transitions to better engage the audience.
- Editing techniques from the preliminary experience like matching shots and using different shots were utilized to improve the full project.evaluation
evaluationDanParkesy
油
The project task was to create a promotional video for the college. Dan, Patch, James, and Josh filmed everything in one day without a strict schedule, deciding on locations and content as they went. Patch did most of the editing with input from Josh on how to improve the MLG elements, while Dan and James also contributed ideas to the filming and editing. They learned new techniques for editing MLG and promotional videos.Question 7
Question 7ElizabethRedden
油
The student learned several things from completing the preliminary magazine task that helped with the full product. The preliminary research improved their understanding of magazine conventions and codes and analytical skills. This helped with designing both the preliminary and main tasks. Additionally, the preliminary task allowed them to gain basic skills in Photoshop and photography, which they could apply to produce higher quality layouts, cover, and photos for the main task. Completing the preliminary task was beneficial for developing their skills and producing a better final product.Evaluation - Question 7
Evaluation - Question 7JordanLiddell
油
The student learned many improvements from their preliminary magazine task to their final production. For the final production, the student paid more attention to image composition, lighting, and editing. They also improved the text by using clearer fonts and formatting. The layout became more complex with layers and effects like shadows. Research taught the importance of an attention-grabbing masthead, which the student incorporated with larger, bolder text in the final production. Overall, the student was able to apply what they learned from creating the preliminary task to strengthen the images, text, layout, and design of the final magazine pieces.Reflective diary week 7
Reflective diary week 7Louisbiddles7
油
In this reflective diary entry, the student discusses working on their film poster in Photoshop and Premier Pro. For the poster, they created a black background and experimented with different title and billing block texts before settling on designs. Shots for their film trailer were also imported and the edit was changed to incorporate new shots and improve older ones. Title cards in the trailer were changed to match the poster theme and build more suspense.Question 7
Question 7naomi_pierce
油
The document discusses what was learned from the preliminary task to the full product. It was noted that planning was poor for the preliminary task, which made it challenging and required changing ideas halfway. This highlighted the importance of thorough planning. Other lessons included utilizing foley sounds to add realism, and gaining more experience with cameras and editing software to implement more advanced titles, transitions, and shot types in the full product. Overall, mistakes from the preliminary task helped inform what was needed to progress to a higher quality final project.Evaluation question- 6
Evaluation question- 6Vmediastudies
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The document discusses the technologies and skills the author learned through creating a film project. They gained experience using cameras, editing software like Final Cut Express, and platforms like YouTube, Facebook, and Blogger. Editing the preliminary task took 5 weeks while the final project only took 2 weeks, showing how their skills improved. Rendering was important for consistent editing. Overall, the author discusses the various software, websites, and equipment used at different stages of creating and distributing their media product.Evaluation Question 7
Evaluation Question 7Sam Benzie
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The document discusses the progression from a preliminary task to a full film opening product. It notes that the preliminary task helped learn basic camera and editing skills but involved limited planning and creativity. More complex skills like varied camera shots, in-depth planning with storyboards and scripts, extensive research, and improved production elements like lighting, costumes, and sound design were incorporated into the film opening. Overall, the preliminary task provided foundational experience that supported creating a higher quality final product with the film opening.Evaluation question 7
Evaluation question 7chloem-w
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The student learned several important lessons from completing their preliminary task and main magazine project. They realized the importance of thorough planning and preparation at the beginning. Their preliminary front cover and contents page had too many distracting elements while their main versions were simpler and clearer. Their photography, Photoshop, and InDesign skills improved from learning through practice on the preliminary task. Overall, they gained significant knowledge about magazine design and production between the preliminary and main tasks.Preliminary task evaluation
Preliminary task evaluationcraig_curtis
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Craig Curtis reflects on his preliminary task evaluation. He is proud that he completed pre-production tasks early to maximize filming and editing time. His camera work was solid, keeping stars framed and in focus. However, he had to change one star for the final shots due to availability, taking extra time. Acting in the video was also poor as the stars lacked experience. For future tasks, he will find stars with some acting experience and improve camera focusing to enhance his work.Project schedule
Project schedulelewisgray111246
油
The document provides a detailed project schedule for creating an advertisement video over 8 weeks. It outlines the key tasks such as preparing plans, shooting footage, conducting interviews, editing videos, and getting client feedback at various stages. The schedule was initially unrealistic but was later revised to include more preparation time upfront, shooting opening scenes over multiple weeks, editing concurrently, and adding buffer time at the end to account for any delays.Viewers also liked (6)
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The document summarizes a risk assessment for students filming and taking photos in a town center college location. It identifies hazards such as people walking around and knocking into the students, and crossing roads to access different areas. For each hazard, it rates the degree of risk, lists existing control measures, and proposes additional actions to further control the risks, including having a friend accompany the students to ensure no one walks into them while filming, and all looking for cars before crossing roads.
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Braham prakash vs. stateDhruv Dwivedi
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The petitioners sought to quash an FIR registered against them for offenses under Section 308/34 of the Indian Penal Code. During the investigation, the parties, who were related, resolved their disputes through a compromise with the help of village elders. Though the offense of attempted culpable homicide is serious and non-compoundable, the court has previously quashed cases involving Section 307 IPC where parties compromised. Considering that the parties were neighbors seeking peace, and that the court has previously quashed FIRs in serious cases upon compromise, the court allowed the petition and quashed the FIR in this case as well.Similar to Evaluation 7 (20)
Question 7
Question 7daningall98
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The author learned valuable skills from their preliminary film task that helped with their full film production. In the preliminary task, they learned basics of camera operation, shots, and basic editing. While editing was initially confusing, it became easier with practice. However, the full production required more advanced planning, research, editing skills, and took much more time and effort than the preliminary task. Overall, the preliminary task helped provide foundational skills and experience but the full production was significantly more complex.Question 7
Question 7daqueenofsass14
油
From completing the preliminary task, the author learned:
1) How much planning is required for even a short film, including planning shot types, scenes, and dialogue.
2) Basic camera skills like using shot reverse shot and following the 180 degree rule to keep shots consistent.
3) Digital tools like using a camcorder to record professionally and Adobe Premier to edit short shots together. These skills aided planning and filming the full opening sequence.Evaluation 7
Evaluation 7ebmedia96
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The document discusses the progression of learning from a preliminary media task to the full final product. Specifically:
1) The author initially underestimated the complexity of camera work, angles, and editing but learned through completing the preliminary task that these elements are extremely important.
2) Editing the preliminary task revealed flaws from improper camera work, forcing the author to rely on transitions. This experience emphasized the importance of precise camera angles and shots.
3) Additional research on the editing software Sony Vegas helped improve the final product over the preliminary task by learning shortcuts, techniques, and how to review footage in more depth.
4) Completing the preliminary task helped the author better understand lessons in camera shots and techniques,Question 7 evaluation 
Question 7 evaluation willjacko99
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The document discusses the learning and improvements from a student's preliminary film task to their full film opening project. For the preliminary task, the student filmed a scene with classmates involving different shots. The student learned about camera shots, rules, and editing but found the software difficult. Improvements would include more time, a better location, and smoother transitions. For the full project, more filming, continuity, and conventions were needed but the preliminary task prepared the student on techniques and helped the group work more professionally.Evauation 7
Evauation 7caitlan Bispham
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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.Looking back at your preliminary task, what
Looking back at your preliminary task, whatlisadors
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The document discusses the learning from a preliminary task to a full product. For the preliminary task, good planning and time management led to success. While the technology was initially challenging, more experience with equipment and software helped improve the main task. Overall, lessons from mistakes in the preliminary task and greater familiarity with tools supported significant improvement over the months of work.Preliminary task evaluation
Preliminary task evaluationowenrees15
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The document discusses the filmmaking group's experience with their pre-production, filming, and editing of a preliminary film task. It notes that their idea development went well, but their pace of work was slow. They used an iPad to film, which provided good quality but required steady hands. Editing in iVideo went smoothly. Lessons learned include needing to check for unwanted objects in shots and improving time management. The preliminary task met the criteria of demonstrating techniques like match cuts and shot/reverse shot. The process helped the group learn basic camera techniques and terms.Question 7
Question 7TinaHartnell
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The author learned a great deal from their preliminary task to their full film project. They improved their research, especially into film genres and production aspects. Planning was also much more extensive for the full project compared to the preliminary task. This included location scouting, casting, and music selection. Technical skills like camera techniques, shots, and editing software also improved greatly with the practice of the preliminary task, despite using different equipment and software for the full project. Overall, the preliminary task was invaluable for learning lessons that improved the quality of the completed film project.Question 7 evaluation 
Question 7 evaluation willjacko99
油
The document discusses the learning process from a preliminary filmmaking task to a full film opening project. For the preliminary task, the author filmed a scene with classmates involving different shots. They struggled with editing software but learned about camera shots, continuity, and location importance. For the full project, more time was needed for planning, improved editing, and creating a cohesive plot and film opening conventions were followed. Overall, the preliminary task helped prepare skills but the full project required a higher standard of quality.Looking back at your preliminary task, what
Looking back at your preliminary task, whatclairewall
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The document discusses what was learned from a preliminary task to a full media product. It describes learning the importance of planning, preparation, and research. Location research, lighting, and shot planning were particularly impactful. Organization of time and editing skills improved. Camera skills like screenshot selection and film rules were strengthened. Software skills with Premiere Pro and OnLocation were developed. The biggest lesson was that extensive planning and research led to a higher quality final product.Evaluation question 7
Evaluation question 7amberbush
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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 Activity 7
Evaluation Activity 7shaniamedia
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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.Q7
Q7tamz486
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The document summarizes the student's learning from their preliminary task to their full product thriller film. They discuss improvements in their camera work, editing skills, and use of software like Final Cut Pro. They analyzed successes and challenges of both their preliminary task and full thriller film. Overall, they felt they improved their skills and learned from mistakes, and enjoyed gaining experience with cameras, editing, and other technologies.Evaluation question 6
Evaluation question 6meganx
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The brief for the preliminary task was to film a conversation scene including key filming techniques. This was to practice skills needed for the final thriller opening. From completing the task, the student learned how to use continuity rules, shoot different shot types, and gained experience working as a group and editing with Final Cut. Completing the preliminary task helped with the final project by providing experience using the camera, continuity, planning, group work, and editing skills, which ensured a smooth production process for the thriller opening.Evaluation 7
Evaluation 7ProfessorWords
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Through completing the full product, the student learned about the techniques of continuity editing such as the 180 degree rule and match on action shots. They also improved practical skills like shot logging, organization, framing, and editing skills like accurately cutting shots and implementing effects. The student feels they made the most progression in editing and wants to gain more experience with Premiere Pro in the future.Question 7
Question 7mattholley
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The document discusses the skills and techniques the author has learned throughout a film course. From their preliminary task to the final product, the author's skills in pre-production, production, and editing improved significantly. In pre-production, the author spent more time developing storyboards, scripts, schedules, and other materials for the final product compared to the preliminary task. During production, the author used better equipment like a higher quality camera, tripod, and microphone. They also applied specific lighting and filming techniques suited to their genre. In editing, the author learned skills like color correction, titles, and using After Effects, resulting in a more polished final product. Overall, the author felt they gained valuable experience and improved their filmmaking abilitiesEvaluation question 7
Evaluation question 7Jack Davenport
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The document discusses what the author has learned from their preliminary task to their full media product. They learned improved camera skills like varied shots and angles. Editing skills improved through using Final Cut Pro software. The importance of sound design was realized, like using non-diegetic music. Planning footage and using a tripod results in steadier, more professional video. Overall, progress was made from an unplanned preliminary task to a detailed opening scene through practice and learning skills.Question 7
Question 7AnthonyKeys
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The group created a storyboard for their preliminary task, which helped structure the shoot and explain shots to actors. However, they did not do much other planning. During filming, they struggled to find a location and had to reschedule. For their main shoot, they planned the location booking in advance to avoid issues. Most group members were unfamiliar with filming techniques, so the preliminary task allowed them to practice shots like 180-degree rules. It also let them edit and improve shots. Editing the preliminary task familiarized them with the software. This preparation helped improve the quality of their main opening sequence shoot and edit.Question 7
Question 709forwardemi
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From his preliminary task to his final product, the author learned several skills in filmmaking. His preliminary task had issues like poor camera quality, ineffective editing, and weak acting. However, it helped him understand techniques like match on action shots, shot reverse shots, and tracking shots. For his final product, he improved by planning more, using closer shots, better lighting with natural light, and learning skills in editing like desaturation and merging clips. He was also able to use his own DSLR camera and apply what he learned to create a better final product.Evaluation 7
Evaluation 7ciaranolan10
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The document compares the student's preliminary film project to their final thriller product. It notes that the preliminary had limited planning time, while the final product benefited from weeks of pre-production planning. This allowed for improved organization, filming, and editing. While some shots and elements were carried over, the student aimed to improve focus, sound, and flow based on lessons from the preliminary experience. The preliminary also helped develop editing skills that enhanced the quality of the final thriller opening.More from ChrisTam96 (14)
Evaluation 5
Evaluation 5ChrisTam96
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The document discusses how the filmmakers addressed their target audience when creating their crime/action film. They conducted interviews and questionnaires to understand what elements audiences like in the genre. Specifically, they asked about favorite crime films, what draws people in, and what gets boring. This helped the filmmakers understand what to include, like creating suspense, keeping it realistic, and limiting combat scenes. They then incorporated some of these elements, like crime over action, in the film's opening. Due to their niche genre and small budget, they planned to advertise on social media and online rather than television or theaters.Evaluation 4
Evaluation 4ChrisTam96
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The primary audience for the media product is males aged 15-25 from working class backgrounds. This is because the creators are in that demographic and understand the interests of that group. Research shows working class individuals prefer action films more than other classes. Many males under 35 also enjoy action films. The film is classified as a 15 due to adult themes and drug use, which matches the target audience age. The film will likely be released independently or straight to DVD/Blu-Ray due to its niche audience that is not mainstream.Evaluation 3
Evaluation 3ChrisTam96
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For our small, independent film that targets working class males ages 15-25, we would need a smaller, independent film distributor like Warp Films. Warp specializes in similar small budget, British crime/drama films that have found success through reviews and profits. They would be more likely to distribute our niche film by promoting and releasing it on DVDs in shops to reach our targeted audience. Our film would likely be shown in an independent art house cinema rather than a large multiplex cinema due to its specific target demographic. With a small budget, we would focus marketing on social media and YouTube rather than widespread advertisements used by bigger films.Evaluation 3
Evaluation 3ChrisTam96
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An independent film distributor would be best for our film. Smaller distributors can only release films on DVDs and Blu-Rays, fitting our film's working class target audience. Specifically, Warp Films would be a good choice as they specialize in similar small British crime/drama films that have found critical and financial success on DVD. Our film is also best suited to an independent art house cinema given its niche working class male audience, unlike large blockbusters shown in multiplexes. With a small budget, online and YouTube marketing would be most cost effective.Evaluation 2
Evaluation 2ChrisTam96
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The document discusses how a film represents particular social groups. It summarizes that the main characters in the film opening are teenage males from a working class background, which is a social group often stereotyped negatively. However, the film challenges this by making the characters white British, avoiding stereotypes of other ethnicities. It establishes the working class background through shots of council houses and clothes worn by the characters. Music and lighting choices help set an aggressive tone that fits the genre of a crime/action film.Evaluation 2
Evaluation 2ChrisTam96
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The document discusses how a film represents particular social groups. It summarizes that the main characters in the film are teenage males from a working class background, which is a social group often stereotyped negatively. However, the film challenges this by making the characters white British, avoiding stereotypes of other ethnicities. Through establishing shots of council houses and clothes like hoodies, the film signifies the characters' working class status to audiences. Music and lighting choices were also made to set an aggressive tone and match the characters' behavior.Shot list
Shot listChrisTam96
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This shot list contains 13 shots for a film project. Shot 1 is a point of view shot focusing on props being picked up by Leon. Shot 2 is an establishing shot establishing the location and introducing Jay. Shot 3 is a tracking shot showing Leon. Shots 4-6 follow character movements and show facial expressions. Shots 7-9 show Leon walking and give views of him. Shots 10-11 focus on an exchange between Jay and Leon. Shot 12 shows Jay's facial expressions during the exchange. Shot 13 shows Jay walking away from the exchange, creating intrigue about what will happen next.Shooting schedule template
Shooting schedule templateChrisTam96
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The shooting schedule outlines 7 scenes to be filmed by Christian Tam and Anthony Hanson's group. Scene 1 will take place at Christian's house on August 12th at 7pm. Scenes 2 and 4 will feature Anthony at Gainsborough and require a bag prop, while scenes 3, 5, 6, and 7 will be shot at Gainsborough on August 12th and 13th between 7pm and 8:30pm, using props like cigarettes, bags, and a bag of flour. Tom Petty and Ed Clixby will co-star in scene 3.Risk assessment template media
Risk assessment template mediaChrisTam96
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This risk assessment identifies hazards, potential injuries, preventative measures, number of people at risk, additional actions needed, and those responsible for actions at a filming location in Gainsborough. Hazards identified include broken glass, attacks from locals, an aggressive dog, and falling while acting. Preventative measures have been taken such as filming away from glass and in a different location from the dog. No additional measures are required and responsibilities are assigned to crew members.Mise en scene in our production
Mise en scene in our productionChrisTam96
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The mise en scene for the production includes costumes, lighting, actors, makeup, props, and setting. Leon will wear a hoodie, jeans, and sneakers as a lower class gangster, while Jay will wear chinos, a hoodie, and sneakers as a middle class character. High key lighting will be used in the first scene and low key lighting from streetlights for night scenes. Leon's actor was chosen because his face is not clearly seen, while Tony was selected to play Jay due to his suitable style. No makeup will be used since it is a night shoot. Props include cigarettes, a lighter, an iPhone, and a bag of sugar representing drugs. Filming will take place on roughMise en scene in our production
Mise en scene in our productionChrisTam96
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This document outlines the mise en scene details for a film production, including costumes, lighting, actors, makeup, props, and setting. Leon will wear a hoodie, jeans, and sneakers to portray a lower class gangster. Jay will wear chinos, a hoodie, and sneakers as a middle class character. The lighting will be high key in the first scene and low key street lighting for night scenes. Leon's actor was chosen because his face is not clearly seen, while Tony is cast as Jay for his suitable style. No makeup will be used due to the natural nighttime look. Props include cigarettes, a lighter, an iPhone, and a bag representing drugs. Filming will take place onGeneric conventions c tam
Generic conventions c tamChrisTam96
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This document discusses conventions for crime and action film openings. It outlines that these genres typically feature protagonists and antagonists, use props like guns and clothing like hoodies to establish settings and characters. Narratives follow a five stage structure of stability, disruption, recognition, attempt to fix, and restored stability. Soundtracks use tense or fast-paced music. Themes often involve individuals or gangs in conflict. Mise-en-scene considers costume, lighting, actors and makeup to portray characters naturalistically.Film opening conventions
Film opening conventionsChrisTam96
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The document discusses several conventions used in film openings, including logos to identify production companies, titles to credit important crew and cast, establishing shots to set the genre, location, and main characters. It notes that openings aim to quickly give viewers context clues about the type of film they are watching through visuals, sounds, and themes presented in the first few minutes. Common techniques mentioned are using diegetic or non-diegetic sound, action or humor depending on genre, and creating enigma to engage audiences early on.Football factory opening scene
Football factory opening sceneChrisTam96
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The opening scene of The Football Factory establishes the film's genre, characters, and tone through its use of visual and audio techniques. Tommy Johnson, a football hooligan, narrates as he is brutally beaten. Fast editing, upbeat music, and low key lighting during the beating create an intense atmosphere. His clothes and tough demeanor establish him as a rough character, while the violence and his pain-filled facial expressions immerse the audience. Throughout, the techniques communicate that this will be an aggressive film focused on Tommy's life in football hooligan circles.Evaluation 7
- 1. Question 7 Looking back at your preliminary task, what do you feel you have learnt in the progression of it to the full product? The area that I was strong in during the preliminary task was the filming of it. Getting the camera in the correct position for the required shots, the movement of the camera and the correct zoom on the actors. An area that I found slightly more difficult was the match on action and the 180 degree rule. It was hard to remember to get it correct so that in the end we could edit it to look good so that it would all fit together and flow properly. Luckily the mistakes I made could be edited out to look slightly better. However, the editing part is what I found most difficult about the whole task. This was because it was a totally new software that I had ever used or even seen before, I had also never done any editing before so I found it rather complicated to use at first.
- 2. The preliminary task helped us very little with the research and planning of our main production. This is because we were given a script to work with, provided a target audience and didnt need any particular costumes. Although, we did have to produce storyboards. So this meant when it came to doing the research and planning of our actual film we had no experience on what to do. The preliminary task was all to do with the construction of a piece of work. When constructing our film opening I took what I had learnt from the preliminary task and used it in the film. This made it a lot easier when it came to making the film as it wasnt my first time using the hardware and software and I had learnt about different shots, match on action and 180 degree rule and I now knew how to apply them to my work. It didnt help in the evaluation of my work either. It did help increase my knowledge on how to use everything which meant I could write about what I had learnt all the way through since I had done the preliminary task in my evaluation. Doing the preliminary task first before producing my film opening did help a lot because if I hadnt had done the task I wouldnt have had an idea on how to use the correct shots or know how to do the 180 degree rule etc. and also using the editing software so I wouldnt be able to produce the film as well.