Evaluation question 7
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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.
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Evaluation question 7 final 
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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
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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.Final question evaluation
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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.Untitled presendkkdmmtation
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1) The document discusses the technologies and skills the author learned in creating a film project, including learning to use Premiere Pro for editing.
2) The author details how they gained skills using Premiere Pro over the course of the project, from basic skills like arranging clips to more advanced skills like adjusting audio levels and transitions.
3) The author also discusses using a Canon DSLR camera, tripod, and lights for filming, and notes both benefits like image quality but also challenges like the camera's microphone picking up too much background noise.Question 6
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The document discusses the various technologies Owen used and learned during the process of constructing a media product. He discusses learning about ºÝºÝߣshare, Canva, and Adobe After Effects, though he had prior experience with YouTube, Microsoft Word, cameras, and Adobe Premiere Pro. Through completing the project, Owen became more proficient with Canva, After Effects, and Premiere Pro as he spent more time using the software. He also learned creative ways to summarize information using Pie charts, Mind Maps, and slide presentation tools like ºÝºÝߣshare.Eval 7
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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
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The document discusses the learning and improvements from the author's preliminary task to their main film opening task. For the preliminary interview task, basic camera techniques were used to create a formal atmosphere but some shots were uneven. For the main opening task, a wider range of techniques like montage, zooms and angles were used to create a sense of unease. Editing skills improved with faster pacing and effects. Areas for future improvement include adding more action/dialogue and improving sound quality.Question 6 – what have you learnt about technologies from constructing this p...
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2) Audio levels were more carefully monitored and adjusted between scenes to ensure consistency in the main task, after volume inconsistencies in the preliminary.
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The interviewee learned many new skills when progressing from their preliminary task to creating a full horror film opening. Under software, they learned to use Premiere Pro which offered more editing options and helped make the film look more professional. They also learned how to dub sounds, adjust volumes, and dissolve shots. For techniques, they improved camera shot composition, spacing, and learned to use a tripod to avoid shaking. Finally, under miscellaneous they learned to take multiple shots of the same action to avoid needing reshoots, and that planning is important for constructing a film with good flow.Question 7
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3) More pre-production techniques like camera setup tests, filming practice scenes, and detailed shooting schedules helped improve shot quality and continuity in the main film.Evauation 7
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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.Question 7
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We have learned and progressed significantly from our preliminary task to our final product. Initially, editing was very difficult as we were unfamiliar with the software. However, through practice we learned skills like sound editing, cropping, adding effects and transitions. Our camerawork also improved as we gained experience operating the camera and understanding different shot types. While our preliminary task shots were basic, our final product incorporated a variety of shots like over-the-shoulder and close ups to tell the story effectively. Overall, we learned to create a higher quality final product through skills like camera movement, adding soundtracks, and producing a more polished edit.Prelim eval
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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.Prelim eval
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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- Question 7. By Jumana Ismail
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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 zoe
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The document discusses what the author learned from an initial preliminary task of filming plain continuous shots to creating a final opening sequence. Some key things learned were how to use more advanced editing techniques like jump cuts and overlay effects to emphasize genre and mood. Proper use of shots like shot reverse shot and following continuity rules helped make the final sequence feel more realistic and comfortable to watch. Planning mise-en-scene, costumes, setting and improving actor performance helped make the opening sequence look more professional. Learning sound recording techniques and adding appropriate music and effects also helped set the mood. Overall, the author gained experience with equipment, software, advanced shots, editing and how to effectively plan elements to create a high quality professional sequence.Construction of our opening sequence
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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
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The document discusses what the author has learned about filmmaking from an initial preliminary project. They have improved their skills in camera work, lighting, keeping shots steady, and the importance of editing. They have learned different shot types like establishing shots, panning, and close-ups that can build suspense. Through editing software, they have learned effects like altering brightness and image quality to set mood. They can now properly operate filming equipment and incorporate transitional effects to keep videos smooth.Evaluation Media 2
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The document discusses how the author and their team addressed their audience and attracted viewers to their thriller film project. They conducted market research and aimed to include popular elements like action and a female protagonist. The author also learned new skills in filming, editing, and creating a blog to document the process. They gained experience using software like iMovie and learned the importance of planning shots and adding music/sound effects when editing. The preliminary task helped them improve techniques for their final product by practicing with the camera and learning from mistakes.Evaluation question 6
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Evaluation question 6elonawoodford
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The document discusses what the student learned about technologies through constructing a media product. It describes using a non-school camera that provided high quality images but was difficult to keep steady. Permission was obtained to film at a train station, though the public occasionally looked at the camera. Editing software from previous tasks helped with editing. Tripods, microphones, and phone recordings enhanced audio and video quality. Blogger centralized planning, research, and work, and YouTube provided film examples and a platform to upload drafts. Prezi and Scribd supported presentation and planning.Presentation1
Presentation1Kemisha Graham
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This document discusses the use of various media technologies during the research, planning, construction, and evaluation stages of creating a music video project.
During research, blogger and YouTube were used to log research findings and analyze other music videos. Planning utilized blogger, iMovie, digital cameras, slideshare, and PowerPoint to develop storyboards, schedules, and pitches. Construction applied video cameras, stop motion, Photoshop, and Final Cut Express for filming, editing, graphics, and special effects. Evaluation employed Facebook and a flip camera to gather and record audience feedback.Presentation1
Presentation1Kemisha Graham
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The document discusses the use of various media technologies during the construction, planning, and evaluation stages of creating a music video project.
During research, Blogger and YouTube were used to log research findings and view professionally made music videos for inspiration. Blogger allowed work to be accessed online, while YouTube provided examples of conventions and editing techniques.
Planning utilized Blogger to log schedules, ideas, and feedback. IMovie created an animatic of the storyboard. A digital camera took recce photos. ºÝºÝߣShare and PowerPoint organized presentations.
Construction applied video and still cameras to record footage, Photoshop for visual editing, and Final Cut Express for audio/video editing.
Evaluation employed FacebookPresentation1
Presentation1Kemisha Graham
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The document discusses the use of various media technologies during the construction, planning, and evaluation stages of creating a music video project.
In the planning stage, the group used Blogger to log ideas, share work, and receive feedback. IMovie was used to create an animatic from the storyboard. A digital camera allowed them to take recce photos of potential filming locations.
During construction, different video cameras were used for filming. Photoshop enabled editing of images for promotional materials. Final Cut Express was the primary editing software.
For evaluation, Facebook provided a way to gather audience feedback on the finished video. A Flip camera recorded in-person feedback sessions.Question 6 media. 
Question 6 media. jesshedley1
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The student learned new video editing skills like trimming shots and adding music by creating an opening title sequence in iMovie with their group. They received a tutorial on using iMovie's features after initially not knowing how to use the software. Trimming shots helped speed up the editing process. The student also learned how to use a tripod by watching YouTube videos and it enabled some focused shots while others were left unfocused to imply someone was watching the protagonist. The experience improved the student's confidence with video editing and iMovie.More from amberbush (20)
Beth top 40
Beth top 40amberbush
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This document lists Bethany Bouchareb's top 20 songs without providing any additional context or information about the songs. It contains a heading stating "Top 40" but only lists 20 items.Call sheets
Call sheetsamberbush
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The call sheet details four modeling jobs for the company Renown, including shoot dates and times, transportation, meeting points, locations, costumes, makeup instructions, parts being shot, and contact numbers for models Nicola Ribero on January 28th and February 2nd, Beth Connolly on January 27th, Rosie Mercer on February 2nd, and Amelia Barrett on February 2nd. All shoots will take place at the photography studio and require the models to bring their own makeup.Evaluation question 4 
Evaluation question 4 amberbush
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- The document describes the hardware, software, and web 2.0 tools used throughout the planning, construction, and evaluation of various media texts. The hardware included a Mac computer, camcorder, camera, sound recorder, and iPhone used to film, edit, organize models, and control social media. Software like Word, PowerPoint, Photoshop, and Premiere Pro helped create documents, edit photos, and assemble videos. Web 2.0 tools like YouTube, Facebook, and Blogger were used for research, sharing work, and gathering audience feedback.Evaluation question 4 
Evaluation question 4 amberbush
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- The document describes the hardware, software, and web 2.0 tools used throughout the planning, construction, and evaluation of various media texts. The hardware included a Mac computer, camcorder, camera, sound recorder, and iPhone used to film, edit, organize models, and control social media. Software like Word, PowerPoint, Photoshop, and Premiere Pro helped create documents, edit photos, and assemble videos. Web 2.0 tools like YouTube, Facebook, and Blogger were used for research, sharing work, and gathering audience feedback.Evaluation question 4 
Evaluation question 4 amberbush
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- The document describes the hardware, software, and web 2.0 tools used throughout the planning, construction, and evaluation of various media texts. The hardware included a Mac computer, camcorders, cameras, sound recorder, and iPhone used to capture footage, photos, audio, and organize plans.
- Software like Word, PowerPoint, Photoshop, and Premiere Pro were used for documentation, editing photos/videos, and presentations.
- Web 2.0 tools like Blogger, YouTube, ºÝºÝߣShare, Google, and Facebook were utilized for research, sharing work, gathering feedback, and promoting the media texts. Planning involved practicing shots and drafting storyboards, while construction was focused on editingEvaluation question 3 
Evaluation question 3 amberbush
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The document provides an analysis and self-reflection of the student's multi-media marketing campaign for a makeup line. The campaign included a web pop-up, sponsorship video, and two television advertisements. Though largely satisfied, the student notes some areas for improvement, such as consistently showing the actual products and incorporating a wider variety of colors throughout to better represent the "Impact Colour" theme. Overall, the campaign utilized similar visual styles, models, and a red/black color scheme, but could have been strengthened by addressing some missed opportunities in integrating multiple products.Treatment
Treatmentamberbush
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The document summarizes two makeup adverts created by the author to promote their company's eye shadow and lipstick products. Advert 1 focuses on close-up shots of models' eyes to showcase the eye shadow, with the models having straight expressions. It uses flashing black and white screens to give a photo shoot effect and make the makeup seem high status. Advert 2 focuses on close-up shots of models' lips for the lipstick. It aims to be more fun by having the models wear colors and smile as they flick their hair to associate positive feelings with the products. Both adverts use fast-paced music and editing techniques to engage the target 16-24 year old audience.Edit decision list 
Edit decision list amberbush
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The document is an edit decision list reviewing 62 video clips from two potential advertisements. Each clip is described by its shot type, duration, and quality. The reviewer notes whether the clip quality is suitable, with issues including unsteady camera work, unflattering model positioning or actions, shots being too long or wide, or zooms that are too fast or unfocused. Of the 62 clips, 17 were selected in full or part for having steady shots that captured the model well while avoiding the issues noted in the other clips.Edit decision list 
Edit decision list amberbush
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The document provides a review of 62 video clips for use in an advertising shoot. Each clip is summarized with the shot type, duration, and quality assessment. Of the 62 clips, 13 were selected for full use and portions of 12 others were deemed usable. The remaining 37 clips were rejected due to unsteady camerawork, unflattering model positioning or actions, or being too long.Edit decision list 
Edit decision list amberbush
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This document contains an edit decision list reviewing 78 video clips from a photo shoot. Each clip is described by its shot type, duration, and quality. The reviewer notes whether issues like unsteady camera work, unwanted model actions, poor positioning, or shots being too long or wide prevent the clip from being used. Of the 78 clips, 21 are marked as being usable in full or in part for the final edit.Edit decision list 
Edit decision list amberbush
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The document contains an edit decision list reviewing 62 video clips for use in two advertisements. Each clip is described by its shot type, duration, and quality, and it is noted whether the clip will be used. Most clips are rejected due to unsteady camerawork, unflattering model positioning or actions, or shots being too long. Several clips are marked as partially usable. In total, 13 clips are fully approved for use in the advertisements.Advert 1 edit decision list
Advert 1 edit decision listamberbush
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This document contains an edit decision list for an advertisement shoot. It provides 20 video clips ranging from 3 to 15 seconds in length and notes the reasoning for including or excluding each clip from the final advertisement. Common reasons for exclusion include shots being out of focus, shaky, or including unwanted movements or facial expressions. Shots used tended to be well-framed, steady, and showed the model's movements flowing well. The list helps the editor choose the best shots to construct the final advertisement.Photo shoot plan 
Photo shoot plan amberbush
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The document outlines plans for a makeup look featuring heavy eye makeup and dark lipstick with an airbrushed face. Equipment listed includes various makeup products as well as brushes. The model will wear a black top and leather jacket with hair down and wavy. Lighting will use soft, even colored lights and shadows to showcase the makeup. Shots will be close-up medium shots of the model's face, using a telephoto lens.Photo shoot plan 
Photo shoot plan amberbush
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The document provides details for a makeup model photoshoot, including heavy eye makeup, airbrushed skin, brown eyeshadow and dark lipstick. The model will wear a black top and leather jacket with hair down and pushed back to highlight facial features. Soft, even lighting will showcase the makeup and definition will be added using shadows. Close-up shots of the model's face will focus on the makeup products being sold. Equipment includes makeup, hair, lighting and camera items.Photo shoot plan 
Photo shoot plan amberbush
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The document provides details for a makeup model photoshoot, including heavy eye makeup, airbrushed skin, brown eyeshadow and dark lipstick. The model will wear a black top and leather jacket with hair down and pushed back to highlight facial features. Soft, even lighting will showcase the makeup and definition will be added using shadows. Close-up shots of the model's face will focus on the makeup products being sold. Equipment listed includes makeup, hair, lighting and camera items.Photo shoot plan 
Photo shoot plan amberbush
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The document provides details for a makeup model photoshoot, including heavy eye makeup, airbrushed skin, brown eyeshadow and dark lipstick. The model will wear a black top and leather jacket with hair down and pushed back to highlight facial features. Soft, even lighting will showcase the makeup and definition will be added using shadows. Close-up shots of the model's face will focus on the makeup products being sold. Equipment listed includes makeup, hair, lighting and camera items.Photo shoot plan 
Photo shoot plan amberbush
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The document provides details for a makeup model photoshoot, including heavy eye makeup, airbrushed skin, brown eyeshadow and dark lipstick. The model will wear a black top and leather jacket with hair down and pushed back to highlight facial features. Soft, even lighting will showcase the makeup and definition will be added using shadows. Close-up shots of the model's face will focus on the makeup products being sold. Equipment includes makeup, clothing, hair tools, studio lighting and a camera.Location release form
Location release formamberbush
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This location release form grants Renown Production Company permission to use Harlow College's studio from January 5th to February 5th for their Impact Colour Campaign photo and video shoot. It allows Renown to bring personnel and equipment onto the property to complete the work, and gives Renown full copyright and distribution rights to any content featuring the location. The property owner agrees to hold Renown harmless for any liability or loss except for negligence or misconduct by Renown.Talent release form 
Talent release form amberbush
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This talent release form documents an individual's agreement to have their contribution and image recorded/broadcast by Renown on November 20, 2014. It gives Renown full permission and waiver of moral rights to use the content for their Impact Colour Advertising campaign, sponsorships, and web pop-ups without limits. The individual accepts that Renown may edit the content as needed for these uses according to UK broadcasting regulations. A similar form is included for a parent/guardian to consent to their child's participation and content use.Main influences for ancillary task 
Main influences for ancillary task amberbush
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This document discusses different examples of web pop-ups and sponsorships for makeup brands. It analyzes the effective elements in each, such as using pictures and text split into sections for pop-ups, and showing the application and results of makeup for sponsorships. The author indicates they will incorporate strategies seen across the examples, like placing the picture on the left and text on the right, emphasizing color and brightness of products, and displaying models in a fashionable, classy way, for their own web pop-up and sponsorship designs.Evaluation question 7
- 1. To approach this, I looked at my preliminary task and all the posts I had made on my blog from then till now. I made a list of everything I had learnt and progressed in. I have put these into different subheadings and I will expand on each one individually. Technical Skills It’s important to keep the camera still while filming and minimise movement. To prevent this, the use of a tripod is critical, this allows you to rest the camera and take steady shots, and creates smooth pans and tilts. Also taking the shot more than once allows us to pick the best possible one, as we found out when filming our media product, when we looked back at our takes for each shot and did an edit decision list we had much more choice, compared to when I need my preliminary task I only had one or two takes of each shot therefore made it difficult. A mistake I was making when filming, was that I left too much room at the top or sides of a shot, this took the focus away from what I was shooting as there was so much visible background. So I improved on the framing of shots. I also learnt about the rule of thirds, when the frame is divided into nine sections, this is to try and avoid filming the subject of the shot in the middle of the camera framing. This adds to the quality and makes the product more realistic and believable. This also helps with the composition of the media product so the audience get the best possible viewing. When it came to the editing process we noticed a few continuity errors, which we tried to avoid during filming by keeping sure the make- up, hair, costumes and background made sense with the story. When filming my preliminary task, lots of my shots did not match and did not flow well with each other, when filming our media product, we made sure the shots of the characters opening the gate was continuous. Continuity errors take away from the realism of the media product and can make it look unprofessional and also can create confusion for the audience if it doesn’t flow properly. I learnt how to edit shots with lighting and various effects such as transitions, also how to cut clips to fit in the film, which helps give a professional look. I learnt how to do this when practicing a lockdown shot, which is when parts of the shot is cut out. Software Since my preliminary task I have learnt how to use LiveType, as we needed this to make our group production logo. It was interesting to use this program as we was able to give a professional look, that we couldn’t achieve on other programs we had access to. When we did our preliminary task, we used IMovie to put our clips together. From them we changed this to Premiere Pro as there is more tools to give us more advanced access and create an overall better media product. We could do things such as changing the volume of sound, and have more than one sound running at a time, so for our film we had the re-recorded sound of our characters dialogue and then the sound track. After YouTube tutorials, we felt confident using the program. Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product? May 1, 2014
- 2. General Overall I have learnt that in order to make a good film, you have to plan carefully. This helps each stage of making a film so much easier to carry out, as you know what you are doing and what to do in order to get the best possible product. In comparison to doing the preliminary task, where I didn’t do any planning at all, you can see the improvement from our final film, Scarlett, where we all put a lot of time into planning a preparing what we were going to do. Another strong learning point is to re shoot, as many things can go wrong with a shot such as the angling, framing and lighting. When doing the preliminary task I hardly did any takes of shots, compared to the final film when we did the same shot many times in different angles to give us the best possible shot and quality to our film. From doing this we had a more professional and easier time when editing in terms of having a lot of choice of different shots.