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The document discusses challenges faced during the filming and editing process of a student film project. During filming, the location lacked good lighting and they had to film late due to school schedules. They overcame this by filming during free periods and right after school. Some actors were also unreliable. During editing, the editor had to work creatively within the limitations of the footage available and started providing more input during filming to get the shots needed. They also used techniques like loading a second copy of the film to edit in parallel and prevent delays from loading footage.
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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.Areas for development q3
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During the creation of a preliminary film task, the group faced some challenges with time management and continuity errors. Scenes took longer to film than anticipated, leaving less time for editing. This resulted in rushed title sequences and credits. Minor continuity errors around a character's hair and background items were also issues. For the main task, the group plans to spend less time on storyboards while still making them detailed. They will allocate more time for reviewing the finished film to catch and correct any continuity errors.Media presentation
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The document discusses the filming and editing of a preliminary filmmaking task. It notes that filming with iPads made it difficult to keep the camera steady, affecting video quality. It was learnt that editing is key, and multiple shots from different angles are needed to avoid continuity errors when piecing the video together. While the criteria of match cuts, shot-reverse shot, and 180 degree rule were met, future videos would benefit from ensuring all scenes are filmed on the same day with the same props to maintain consistency.Presentation1
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The document summarizes what the author learned from their preliminary media project to their full final product. They discuss difficulties planning longer shoots around everyone's schedules. They also realized the importance of firmly establishing genre early on. Advanced camera techniques, editing skills using titles and transitions, utilizing soundtracks, and considering genres were areas they learned more about.Question 7
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Through completing their preliminary task and final thriller opening, the filmmakers learned several important lessons about planning and production. For the final opening, they spent more time planning key elements like location and storyboarding, which saved filming and editing time. They also improved their equipment skills from the preliminary task. Overall, their planning, organization, and filmmaking skills improved greatly between the early and later projects.Q7) looking back at your prelim task
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1) The document analyzes the pre-production, production, and post-production stages of a preliminary film task.
2) During pre-production, planning the script was difficult but specifying needed aspects like character movements helped.
3) Production went smoothly with few retakes needed, though handheld camera work lacked stability and characters improvised lines.
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We encountered problems with continuity, camera stability, and insufficient footage in our preliminary task. To improve for our main task, we will mark actor and prop positions, shoot in a park to blend markers, practice steadier filming, and record each shot multiple times to get the best take.7
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1) The student learned that planning and organization are crucial when making a film, as their preliminary task suffered from a lack of storyboarding, scheduling, and consideration of lighting and continuity.
2) From completing both the preliminary task and final film, the student realized the importance of rehearsing scenes thoroughly with actors and having a solid script in order to film efficiently.
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The document compares a student's preliminary film task to their final film project.
[1] The preliminary task was an initial attempt and lacked planning, proper equipment use, and editing skills.
[2] In contrast, the final film had more planning through storyboards and scripts, better camerawork with more shots, and stronger editing with transitions and imported media.
[3] While the final film was an improvement and taught the student new skills, better organization was needed as editing and reshoots were rushed at the end.AS Media preliminary task evaluation.
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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.Mind map
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Pre-Production: The group changed ideas frequently and did not write down or decide on ideas as a group. They also did not do test shots to ensure what they filmed would work in the final film.
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The preliminary task was not as polished as the final film due to lack of experience and planning. While the preliminary task provided an overview, the final film showed more variety in shots, locations, and quality of camerawork and acting. Planning and editing improved greatly between the two projects, though more organization was still needed for the final film. Overall, the filmmaker learned valuable skills in camerawork, editing, and planning that will help with future projects.Evaluation question 7
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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.Directors journal
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Dimitrios Kyriazis evaluated the preliminary steps taken to plan and produce a video continuity sequence for class. This included researching an idea, writing a script, storyboarding scenes with shots and angles, and slightly modifying the storyboard and script based on a classmate's feedback. Some challenges included using a phone instead of a digital camera to film and lighting issues from filming indoors. In post-production, Vegas Pro was used to edit shots, add color corrections, sound, captions and music to achieve the desired narrative structure. Going forward, Dimitrios would film with a better camera, give actors more direction, and allocate more time for filming and improving the music and dialogue audio levels. Overall, itQuestion Six
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By constructing their opening film sequence, the author learned about various film production and post-production technologies. They used new equipment like a DSLR camera, tripod, slider, and microphone to film different shots. In post-production, they learned editing techniques in Final Cut Pro like adding slow motion, rain effects, echo to dialogue, text overlays, and color grading to match shots and convey the protagonist's depression. Overall, the process taught them about planning, filming with different equipment, and using various editing tools and effects.More Related Content
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1) The document analyzes the pre-production, production, and post-production stages of a preliminary film task.
2) During pre-production, planning the script was difficult but specifying needed aspects like character movements helped.
3) Production went smoothly with few retakes needed, though handheld camera work lacked stability and characters improvised lines.
4) Post-production editing was easy since the editor knew their vision, but precise timing of clips and uploading issues prolonged the process.Preliminary task evaluation
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We encountered problems with continuity, camera stability, and insufficient footage in our preliminary task. To improve for our main task, we will mark actor and prop positions, shoot in a park to blend markers, practice steadier filming, and record each shot multiple times to get the best take.7
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1) The student learned that planning and organization are crucial when making a film, as their preliminary task suffered from a lack of storyboarding, scheduling, and consideration of lighting and continuity.
2) From completing both the preliminary task and final film, the student realized the importance of rehearsing scenes thoroughly with actors and having a solid script in order to film efficiently.
3) The experience helped the student and their group understand their individual strengths and how to divide roles for filming and editing.Question 7
Question 7HNMmedia
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The document compares a student's preliminary film task to their final film project.
[1] The preliminary task was an initial attempt and lacked planning, proper equipment use, and editing skills.
[2] In contrast, the final film had more planning through storyboards and scripts, better camerawork with more shots, and stronger editing with transitions and imported media.
[3] While the final film was an improvement and taught the student new skills, better organization was needed as editing and reshoots were rushed at the end.AS Media preliminary task evaluation.
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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.Mind map
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Pre-Production: The group changed ideas frequently and did not write down or decide on ideas as a group. They also did not do test shots to ensure what they filmed would work in the final film.
Production: The main character wore different coats in scenes shot on different days because they lacked time for reshoots. Actors also sometimes did not show up, delaying filming and requiring changed scenes.
Post-production: Editing in one-hour lessons was difficult, making it hard to consistently work on and correct scenes. Audio quality from on-board cameras was poor with background noise. Having everyone take turns with roles like editing slowed progress and created a lack of consultation.Preliminary task evaluation
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油
Craig Curtis evaluated his work on a preliminary media task. He was proud that he completed pre-production early, allowing extra time for filming and editing. His camera work was solid, keeping subjects framed and focused. The lighting of the final location added to the scene with flickering lights. However, he was disappointed to have to change one of the stars for the final shots, requiring more time than planned.Preliminary task evaluation
Preliminary task evaluationSukhpreetBoora
油
Sukhpreet evaluates their group's pre-production work for a preliminary film task. They found the work was evenly distributed and they were able to discuss issues that arose. Finding willing cast members was difficult. They should have considered camera angles more. An iPad was used to film, which had limitations like an inability to use a tripod, but the quality was good. They learned the importance of landscape over portrait orientation and avoiding unwanted backgrounds. Editing in iMovie was challenging but the inexperienced group was able to cut clips together. The completed task met criteria like character movement and dialogue. Overall, Sukhpreet learned about camera techniques, iMovie editing, storyboards, and lessons like proper filming conditions and attDirectors journal
Directors journalIndira De Silva
油
1) The director felt they had a better relationship with the cinematographer who understood their vision, while they felt the editor wanted to take the production in a different direction and there was some confusion over the final vision.
2) Group communication was generally good due to regular lessons and meetings, but the director felt they had the worst time management of the group.
3) Organizing shoots was challenging due to scheduling with other groups and only being able to film on Saturdays due to daylight. Actors sometimes showed up late which delayed filming.
4) The director would change shooting earlier in the year to have more daylight, improve organization, maintain better communication, and be more involved in post-productionPreliminary task evaluation
Preliminary task evaluationFlee3
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- The document discusses the author's experience filming and editing a video project for the first time where they took on roles they had not done before like operating the camera and editing solo.
- They learned how to properly use camera equipment like performing focus pulls and handling the camera to create a professional look, though felt their focus skills needed improvement.
- Through practicing camerawork and editing techniques like matching shots, the author was able to create a better flowing narrative and more professional production, but received feedback that some repetitive footage could be tedious for the audience.Evaluation
EvaluationRossKenchington
油
Ross created a short film for his final project. He began by brainstorming ideas and creating a production schedule. Then he wrote a script and proposal describing his film. Ross felt the interrogation and flashback scenes went well because the team worked cooperatively. However, he started filming late and had to change some scenes, which didn't always improve the original plans. Ross was happy with his project overall but thinks he could have added more special effects and started earlier to allow more editing time. He learned new skills in Premiere Pro, camera angles, and camera usage.Preliminary evaluation
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油
The document reflects on a group's preliminary task in filmmaking, highlighting technical skills learned, effective time management, and collaborative dynamics. Areas for improvement include the need for a more detailed storyboard and planning for their main task, while they successfully implemented various camera techniques. The author also evaluated their contribution, expressing increased confidence and a desire for clearer roles in future projects.Evaluation 7 powerpoint
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In the preliminary task for a film project, the author's group made several mistakes including poor editing, camerawork, and lack of organization. They did not properly plan the location or how it related to the storyline. In the main task, the group improved by carefully choosing a location that realistically fit the storyline and discussing how different areas should be used. They also took more time to plan shots and film consistently to make editing easier. Overall, the author learned from the mistakes in the preliminary task and applied those lessons to better organize and execute the main task.Evaluation powerpoint
Evaluation powerpointEmBicknell1005
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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.Question 7
Question 7HNMmedia
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The preliminary task was not as polished as the final film due to lack of experience and planning. While the preliminary task provided an overview, the final film showed more variety in shots, locations, and quality of camerawork and acting. Planning and editing improved greatly between the two projects, though more organization was still needed for the final film. Overall, the filmmaker learned valuable skills in camerawork, editing, and planning that will help with future projects.Evaluation question 7
Evaluation question 7Mahnoor Zaidi
油
The student learned a great deal from their preliminary project to their final film. For the preliminary project, they did not use equipment like a tripod effectively which resulted in low quality footage. However, for the final film they used a tripod which improved the quality tremendously. They also struggled with issues like jump cuts in previous projects but learned through trial and error and reshooting scenes. Directing actors also proved challenging as the actors would sometimes improvise lines. Overall, the process of planning, shooting, reshooting, and editing taught the student valuable lessons about filmmaking despite the short two minute runtime.Prelim eval
Prelim evaljameskey98
油
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
Prelim evaljameskey98
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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.Directors journal
Directors journalIndira De Silva
油
1) The director felt they had a better relationship with the cinematographer, who understood the vision, while communication was more strained with the editor.
2) Group communication was reasonable due to regular lessons and meetings, but the director felt they had the worst time management.
3) Organizing shoots was challenging due to coordinating equipment, actors, and crew availability, and relying on actors to arrive on time caused delays.Preliminary task 2
Preliminary task 2DimitriosKyriazis3
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Dimitrios Kyriazis evaluated the preliminary steps taken to plan and produce a video continuity sequence for class. This included researching an idea, writing a script, storyboarding scenes with shots and angles, and slightly modifying the storyboard and script based on a classmate's feedback. Some challenges included using a phone instead of a digital camera to film and lighting issues from filming indoors. In post-production, Vegas Pro was used to edit shots, add color corrections, sound, captions and music to achieve the desired narrative structure. Going forward, Dimitrios would film with a better camera, give actors more direction, and allocate more time for filming and improving the music and dialogue audio levels. Overall, itSimilar to Kebbinnn (20)
Question Six
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By constructing their opening film sequence, the author learned about various film production technologies and techniques. They gained experience using equipment like a DSLR camera, tripod, slider, and microphone for filming. For editing, they learned skills in Final Cut Pro like adding slow motion, rain effects, echo to dialogue, text overlays, and color grading to match footage. Overall, the process taught them about all aspects of filmmaking from planning shoots to editing techniques.Question six
Question six katie_al
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By constructing their opening film sequence, the author learned about various film production and post-production technologies. They used new equipment like a DSLR camera, tripod, slider, and microphone to film different shots. In post-production, they learned editing techniques in Final Cut Pro like adding slow motion, rain effects, echo to dialogue, text overlays, and color grading to match shots and convey the protagonist's depression. Overall, the process taught them about planning, filming with different equipment, and using various editing tools and effects.Question Six
Question Six katie_al
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By constructing their opening film sequence, the author learned about various film production and post-production technologies. They used new equipment like a DSLR camera, tripod, slider, and microphone to film different shots. In post-production, they discovered editing techniques like slow motion, rain effects, sound design, text overlays, and color grading to tell the story. Overall, the process taught them about planning, filming with different equipment, and using editing software to craft their final sequence.Question Six
Question Six katie_al
油
By constructing their opening film sequence, the author learned about various film production and post-production technologies. They used new equipment like a DSLR camera, tripod, slider, and microphone to film different shots. In post-production, they discovered editing techniques like slow motion, rain effects, sound design, text overlays, and color grading to tell the story. Overall, the process taught them about planning, filming with different equipment, and using editing software to craft their final sequence.Question Six
Question Six katie_al
油
By constructing their opening film sequence, the author learned about various film production and post-production technologies. They used new equipment like a DSLR camera, tripod, slider, and microphone to film different shots. In post-production, they learned editing techniques in Final Cut Pro like slow motion, rain effects, sound editing, text overlays, and color grading to tell the story and make their sequence feel professional. The process taught them about planning, filming with different equipment, and using editing software to polish their work.Evaluating your preliminary task
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The document discusses a group's evaluation of their pre-production process and filming of a movie for a task. It describes how the group worked well together despite some disagreements. It suggests areas for improvement like better planning of camera shots and costumes. The group was hindered by an unexpected change in location but found a suitable alternative. Filming went smoothly using iPads but the group will secure a location earlier in the future. Overall, the document reflects on lessons learned about filmmaking techniques and skills gained through completing the project.7
7emilyroberts297
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1) The student learned many new skills between their preliminary task and final production, including improved camera techniques, editing, sound design, and planning.
2) For the preliminary task, equipment was basic and filming was limited, resulting in a simple final product. The final production utilized professional HD equipment and software.
3) Extensive planning, including storyboards and scheduling, allowed the complex final production to be shot over multiple days and locations. Titles, credits, and other elements were significantly more polished.Media evaluation q6 2
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The document discusses the various technologies used at different stages of constructing a media product. In the research stage, the creator used search engines like Google and websites like IMDb to research films. For planning, a camcorder and tripod were used to film footage. Final Cut Pro was used for editing, and tutorials helped learn how to use its effects. Feedback was gathered using Apple software. Overall, the creator gained skills using Final Cut Pro that improved the professional quality of their opening sequence over previous software.Ccr3
Ccr3leila17xx
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Leila developed her production skills throughout a school project to create a film opening. She conducted research on similar films for inspiration and used Pinterest boards to plan character outfits and props. Prior to filming, Leila practiced different shot types and editing techniques to prepare. During production, Leila planned shots using storyboards and call sheets, and filmed scenes using various cameras and lighting setups. In post-production, Leila learned to use editing software like Final Cut Pro to assemble the film opening, adding sound effects and transitions. Looking back, Leila recognized improvements in her editing, filming, and planning skills from the start of the project.Q6
Q606newsoj
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The document discusses what was learned about technologies from creating a film opening. It describes how a blog was used for research, filming logs, and feedback. Digital cameras and tripods were used to film shots, with tripods providing steadier footage. Fade ins/outs and adjusting contrast were used to ensure consistent lighting. Countdowns and delays were used to coordinate actors during filming. Adobe Photoshop was used to create text titles. Sound effects were added in post-production to emphasize impacts. An overall production process similar to films was followed from inspiration to treatment to pitch.Media evaluation q6 1
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The document discusses the technologies used during the research, planning, and construction phases of creating a media product. During research, the creator used Google to search for information and IMDb to find details about specific films. Planning involved using a Panasonic camcorder and iPhone for footage to ensure high quality. Construction used Final Cut Pro, downloaded via a free trial, to edit footage and add titles, transitions, and sound effects. Audience feedback was gathered using Apple Pages to improve the opening sequence.Technologies
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The document discusses the learning and challenges experienced by the author in creating a film opening project over the course of a class. They learned to use new technologies like the filming camera, external microphone, iMac and GarageBand. They encountered issues with sound quality during outdoor filming, limitations of equipment like a non-tilting tripod, and difficulties syncing sound and video during editing. Overall the author felt they gained significant knowledge of technologies like the iMac through completing the project.Technologies
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The document discusses the learning experience of a student who created a film opening project. They learned how to use various technologies like cameras, microphones, and editing software. Throughout the process, they overcame challenges with filming, sound, lighting and editing. Feedback from others helped them improve their skills and make full use of available technologies.Technologies
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The document discusses the learning and challenges experienced by the author in creating a film opening project over the course of a class. They learned to use new technologies like a filming camera, external microphone, and music software. Challenges included issues with sound quality during outdoor filming, equipment limitations, syncing video with music, and lighting challenges. Overall, the author felt they gained significant knowledge of technologies like the IMac through overcoming obstacles to complete the project.FMP production reflection
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Kieran Beal reflects on the production process of his film. He drew inspiration from shows like Black Mirror and Sherlock Holmes and the video game We Happy Few. Initially he created mood boards but found they were not very helpful. He chose to use a Guy Fawkes mask for the antagonist to represent fear of the unknown. Some shots in the film were shaky due to lack of a steady cam. Editing in Premiere Pro presented challenges like a lack of continuity between shots due to unusable footage. A cloning effect in After Effects did not turn out perfectly. Sound editing was also an issue, with some generic suspense music detracting rather than adding to the film. Overall it was a learning experienceProduction log
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The filming for the film opening went well, with all parties meeting on time at the agreed upon locations - a forest during the day and a church at night. Some minor changes were made from the original plan, such as altering a stabbing scene for safety and omitting an alleyway location. Editing is going well and on schedule using iMovie. Effects, titles, and royalty-free music are being added to fit the thriller genre. Overall the production is progressing smoothly with no major difficulties encountered.Production problems and successes
Production problems and successesjamieboon
油
The document discusses the problems, issues, and successes encountered while making an opening sequence for a film project. Key issues included equipment problems that delayed filming, having to film alone without assistance, and scheduling conflicts due to home renovations. The biggest problem was editing down over 5 minutes of footage to meet the 2 minute time limit, which compromised the storyline. However, successes included shots turning out better than expected and only a small number needing to be reshot, allowing more time for editing.Anna Molesworth Media AS Blog
Anna Molesworth Media AS Blogamolesworth
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The document summarizes the planning and production process for a student media project. It outlines the preliminary tasks of brainstorming, storyboarding, and camera experiments. It then details the main tasks of research, planning, filming, editing, and evaluation. A Gantt chart was used to schedule tasks and ensure targets were met. Audience research including a questionnaire helped determine the target age group and genre. Health and safety was considered during camera experiments and filming.Media evaluation question 7
Media evaluation question 7evans92378
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Our group improved significantly in planning, filming, and producing our thriller from our preliminary task to the final product. For the final product, we created detailed storyboards, used various camera shots and lighting techniques, and spent more time planning all aspects of pre-production. This resulted in higher quality filming and editing compared to our preliminary task, where we had limited planning and knowledge of using the equipment.Evaluation question 7
Evaluation question 7049358
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The document summarizes what the student learned from their preliminary work on a film opening to their final product. They discuss improving skills in shot composition, editing, use of lighting effects, choosing appropriate locations and actors. For the final opening, the student applied these lessons to create a more polished product compared to their preliminary work, such as adding titles, customizing music and using steady cam effects. Overall, the student felt their skills developed significantly from planning and research to realizing their vision in the final opening.Ad
More from Kevin Prado (6)
The interpreter
The interpreterKevin Prado
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The document analyzes the trailer for the film "The Interpreter" focusing on how it targets its intended demographic audience through preferred readings. It discusses how the trailer uses slow, extended opening shots to create a mood of obscurity before cutting to faster-paced edits representing the mystery/thriller genre. It also examines how dramatic dialogue from the protagonist expressing fear and lack of protection enhances the audience's ability to empathize with her vulnerable character.Fast & furious 6
Fast & furious 6Kevin Prado
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The document analyzes the trailer for the film "The Interpreter" using the uses and gratifications model of audience theory. It discusses several techniques used in the trailer to appeal to and satisfy the target demographic audience's expectations. These include using a slow pace at the beginning to set a mood of obscurity before cutting more quickly to represent the mystery/thriller genre. Dramatic dialogue is also used to help audiences empathize with the vulnerable protagonist and promote themes of secrecy.What kind of media institution might distribute your
What kind of media institution might distribute yourKevin Prado
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The document discusses potential distributors for a new UK psychological thriller film. It notes that most films are distributed internationally by large media conglomerates. Studio-Canal is presented as a well-known UK distributor that handled the similar film "Attack the Block" and could potentially distribute the new film. Other potential UK distributors mentioned are Film 4, The UK Film Council, and Channel 4, as well as Focus Features which distributed the comparable film "Eternal Sunshine of a Spotless Mind" in the US and UK.Successful techniques within an opening
Successful techniques within an openingKevin Prado
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The document discusses different shot types and techniques that could be used in a film opening, including POV shots, low and high angle shots, enigma codes, bird's eye and worm's eye views, and contrapuntal sound. It analyzes examples of how each technique has been effectively used in other films and could help engage audiences, establish characters, add mystery, and influence emotions in a new film opening.Hitchcock director study
Hitchcock director studyKevin Prado
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Sir Alfred Hitchcock was an influential English film director known for pioneering suspense and psychological thriller genres. He developed techniques like using lighting, camerawork, and editing to control audience feelings of uncertainty and anxiety. These techniques included framing shots to increase fear or empathy in viewers. After moving to Hollywood in 1939, Hitchcock continued creating suspenseful films with plot twists and depictions of violence. The document discusses how studying Hitchcock influenced the filmmaker's opening ideas, hoping to use similar camera techniques to maximize audience tension and emotion.Ad
Kebbinnn
- 1. Kevin Prado
- 2. Filming Due to the location where we were filming lacking a good source of light, we were not able to produce top quality visuals as everything seemed to dark, also contributing to this, we also filmed at really late times due to school life. Therefore in order to fix this problem, we simply took advantage of any free periods at school as well as leaving school straight away to start filming. This meant that we were able to use the light of the day as well as getting the filming process done a little earlier. When arrived at school and were ready to edit the footage, we found that the scenes now seemed to bright. As we continued to try and fix this problem, we wanted to try and replicate the experience as if we were watching the protagonist who is in the house over a long period time. We did this by using Final Cut Pro in order change the filters of the footage as it went along the duration of the film opening. This created the illusion that the protagonist has been there over a long period of time, when in reality it was the same time of day in each piece of footage.
- 3. Filming Another obstacle we encountered whilst filming was the lack of dedication the whole filming process some of the actors had. We went through times when a certain actor couldnt come to film that day so we had to replace him. However, the trouble in this, was that the characters didnt look alike, aesthetically yet more importantly, in size. This meant that several times we had to change certain shots we may have wanted to do with the actor standing up and instead had to do it with the actor sitting. However, these minor, yet significant obstacles didnt largely hinder the outlook of our film opening.
- 4. Editing The editing process was mostly handled by myself as the other big role of Director was left to my group partner. I was able to effectively put my creative twist on the film opening. This was done by using various different techniques such as shot-reverse-shot, match on action etc,. Etc. Yet sometimes I was limited to the amount of footage I received to work with. Therefore I started to have more of an input into what we actually shot. I was able to know what I wanted to shoot as I had envisioned what I wanted to see in the film opening. Therefore I feel that this was a very important aspect of our editing/filming process as we were able to produce a wider range of shot I could use in our video.
- 5. Editing Another factor which could have potentially hindered our editing process was the amount of time it would take to load all of the footage on the Macbooks. The main problem was whilst waiting for the footage to load, we were not able to edit, therefore we cleverly kept a second copy of the film opening which was constantly updated with anything we did on the main Mac. This could have potentially slowed us down yet we were able to take a shortcut around this and successfully able to edit whilst loading footage. This also ensured that we were able to keep a second copy of the opening and allowed us to have a backup in case of any thing which could of went wrong.