Rough cut feedback
Download as PPTX, PDF0 likes125 views
The document provides feedback from showing a rough cut of a music video to others. Based on the feedback, the opening title was made more upbeat by adding flashes in time with the music's beat. Some location shots were removed as they seemed random and could hurt the scoring. Badly framed shots were also cut or had their screen time reduced to focus more on well-framed shots, as too many could be noticeable. The feedback helped strengthen the mise-en-scene and improve the overall final product.
1 of 5
Download to read offline
Recommended
Mv production assignment evaluation form 2019
Mv production assignment evaluation form 2019MadeleineRoss7
油
The document provides an evaluation of Madeleine Ross' production process for a video project. It discusses strengths and weaknesses in her research, planning, time management, technical skills, aesthetic qualities, audience appeal, and feedback received. Key strengths included extensive initial research, clear planning documents, good time management during filming, and editing skills learned. Areas for improvement included additional research techniques, more detailed storyboards, better lighting to reduce graininess, and incorporating more variety in shots. The feedback received agreed better lighting and a wider shot selection could strengthen future videos.Preliminary task evalutaion
Preliminary task evalutaiontaylathorleykba
油
Tayla Thorley reflects on her group's process for completing a preliminary film task. She notes that working as a team and brainstorming together helped generate ideas, though one member's absence hindered the process. Filming with an iPad proved difficult due to its size, resulting in some shaky footage. Lessons learned include using a different, more stable camera and choosing a quieter filming location. Editing in iMovie went smoothly and allowed adding effects. Overall, the criteria were met but more shot/reverse shot coverage could have been included. Tayla learned about different camera techniques and the film editing process in iMovie.Q6.1
Q6.1tayla-powell
油
Through constructing a film opening, the student learned new skills using software like Final Cut Express, GarageBand, and Text Live. Some limitations encountered included Final Cut crashing, audio files not saving, and rendering/space issues wasting time. However, the student believes these challenges provided learning experiences. For future projects, the student would film earlier and get more shots to improve editing flexibility and resolve continuity errors. A variety of software and online tools were used to be versatile in planning, editing, uploading, and researching film openings. The process helped the student appreciate the work involved in professional filmmaking.Media prelim task
Media prelim taskelliespence
油
The student group used storyboards to help visualize their ideas for the preliminary task video. They filmed the task using an iPad, which provided good camera quality but was difficult to hold steady without a tripod. In editing, they used iMovie to add sound and cut clips to improve the flow of the video. The completed task met some criteria by including two characters with dialogue and shot/reverse shot filming. Overall, the student learned how to film different shots and movements and how to edit video using iMovie.Areas for development q3
Areas for development q3danebuckley98
油
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.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.Mind map
Mind mapgabebest100
油
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[1]![Preliminary task evaluation[1]](https://cdn.slidesharecdn.com/ss_thumbnails/preliminarytaskevaluation1-130913074812-phpapp01-thumbnail.jpg?width=560&fit=bounds)
Preliminary task evaluation[1]PaigeWoolf
油
The document provides a preliminary evaluation of a task to recreate Britney Spears' music video. It notes strengths like thorough planning and consistent costumes. Weaknesses included rotating actors which hurt continuity, and difficulties with lip syncing looking natural and matching the song tempo during editing. The evaluation suggests that rehearsal and a more suitable setting could have improved the naturalness of dancing and lip syncing.Evaluation question 7
Evaluation question 7JoeH97
油
The student learned several things from their preliminary task to the final product. They improved their use of continuity editing by ensuring consistent clothing and props. Sound quality was better by using a boom microphone rather than a small table microphone. Camera work and shots were more innovative by having more space to film. Image composition was higher quality by adjusting color, lighting, and image clarity. Continuity editing rules were followed and an eye line match was properly used in the final product.Task 4 questionnaire
Task 4 questionnaireCrashin
油
The questionnaire responses indicate that the promotional video's style fits the college's style and is consistent with previous college videos. The only suggested change is to speed up the tour of the college portion. Real world filming is preferred over animation to accurately portray the college. The sourced information appears true and factual, which is important. The key change needed is to speed up the tour section to prevent slowing down the overall video.Final edit music video
Final edit music videoMattRogero
油
1) The film crew managed to complete all editing and filming for the music video, despite facing some problems and delays.
2) They had difficulty finding volunteers initially but eventually located enthusiastic people who helped them meet their strict deadline.
3) Filming the verses at Olivia's house went well, with her uncle volunteering to star. They settled on a simple narrative of the characters falling in love with Olivia's uncle's gardener character.Evaluation question 6
Evaluation question 6Aaron Virdee
油
The student learned about the strengths and weaknesses of the video camera they used for the project. One strength was that the camera was simple to use, but it took some time to learn how to adjust the tripod and upload footage to the editing software. A weakness was that the camera battery would sometimes run low, preventing filming. The student enjoyed editing the footage in iMovie and found effects like black and white useful for distinguishing flashbacks. They also used simple fade transitions between scenes. GarageBand allowed the student to effectively create intro music and sound effects for the project using skills from a previous music course.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.Eq7
Eq7Travis Paviour
油
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?Preliminary task evaluation
Preliminary task evaluationamyholmes3258
油
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.Learning.
Learning.aimeebracebridge
油
The document reflects on the learning from a preliminary task to the final production of a film. It notes that the preliminary was not as well-organized or detailed as the final product, with the final having a more detailed storyboard and script. Key lessons learned were needing a steadier camera and better filming location. Overall, the document concludes that doing the preliminary task helped them learn a lot and led to producing a better final film.Evaluation
EvaluationAlexReddish2196
油
The document discusses what the author learned from producing a video as part of a media studies class. They learned how to communicate in a team, overcome problems, use camera equipment, and properly frame shots. The video was successful in using different shot types and good teamwork. Areas for improvement include improving shot quality by adjusting lighting and exposure, using more editing effects, and improving audio quality with an external microphone. Overall, the brief of having dialogue, different shots, and length over a minute was met.Preliminary task evaluation
Preliminary task evaluationmaisycorless19
油
The document summarizes mistakes made in a preliminary documentary task. It notes that the camera moved during the interview disrupting the rule of thirds. It also states that the background and font used were not relevant and created no meaning. Additionally, it mentions there were not enough cutaways filmed, which led to many jump cuts when editing out questions. This made the preliminary task look unprofessional. Finally, it observes that towards the end of the interview, the subject stopped reading the questions back, so their answers no longer made sense on their own during editing.Evaluation
EvaluationCallumWallace
油
Callum created the opening to a crime thriller film for his final major project. His footage was captured using a Canon DSLR camera in HD at 720p and 24 frames per second. He created title credits in black and white inspired by Saul Bass using After Effects. While his project differed from his original intentions of a dialogue-driven story due to limitations, he developed skills in editing, camerawork, and creating credits. He encountered constraints like a lack of actors but overcame challenges through planning and organization. Going forward, he would plan more based on his limitations and stay on top of scheduling.
Talento humanoHernando Tuta
油
El documento presenta un resumen de los programas de incentivos de una empresa. Estos incluyen incentivos que generan comportamientos deseados como recompensas y remuneraci坦n variable, as鱈 como sanciones. Tambi辿n describe planes de bonificaci坦n anual y remuneraci坦n basada en competencias para motivar el desempe単o del personal.
Examen objetivoHernando Tuta
油
Este documento presenta un examen objetivo sobre la unidad 8 de talento humano. El examen contiene 10 preguntas de selecci坦n m炭ltiple y verdadero/falso sobre el tema del coaching de liderazgo y sus beneficios para las organizaciones. El coaching de liderazgo se define como un proceso de desarrollo personal para mejorar el 辿xito de los l鱈deres, y ayuda a las organizaciones al desarrollar su liderazgo y mejorar el desempe単o y actitud de los empleados.Bogota restaurant
Bogota restaurantAlean Morales
油
This document contains menus and descriptions of food items from several restaurants, including Andres Carne de Res, KFC, and Taco Bell. It provides a brief history of Taco Bell, noting that it was founded in 1962 by Glen Bell in California, starting as a hot dog stand and later selling tacos under the name Taco-Tia. The menus describe dishes like plantain with chives from Andres Carne de Res, extra crispy chicken and chicken littles from KFC, and tacos, burritos, and nachos from Taco Bell.
Exposici坦n gerencia de mercadeo y ventasHernando Tuta
油
El documento presenta informaci坦n sobre estrategias de mercadeo y segmentaci坦n. Explica diferentes tipos de segmentaci坦n como geogr叩fica, demogr叩fica, psicogr叩fica y por comportamiento considerando variables espec鱈ficas para cada mercado. Tambi辿n describe conceptos como posicionamiento, fidelizaci坦n, estrategias funcionales y la matriz BCG.Active sentences
Active sentencesMiz Endang
油
The document discusses active and passive sentences in English. It defines active sentences as having the subject perform the action of the verb, and passive sentences as having the subject receive the action of the verb. It provides examples of changing sentences from active to passive form by making the object the subject and using a form of "to be" plus the past participle of the verb. It also includes a table outlining how to change between active and passive forms for different English tenses.
Chrispres
Chrispresaa26361
油
Mods were a subculture that originated in London in the late 1950s and peaked in the early-to-mid 1960s. They were known for riding scooters, wearing tailored suits and parkas, and listening to ska music. Mods had a sophisticated style and often took pills, while their rivals the Rockers had a tough, biker gang image wearing leather jackets. Conflicts between the Mods and Rockers in 1964 sparked moral panic about British youth, though both subcultures faded from view by 1966 as new groups like hippies and skinheads emerged.Question 3
Question 3AlexandraNa
油
The student learned valuable feedback from presenting their music video and CD packaging pitches to an audience. For the music video pitch, they received feedback that clarified story elements and improved the pacing. They incorporated this into an unfinished version, which audiences said still needed editing. Their final version addressed these issues. For the CD packaging pitch, audience feedback helped them choose the studio for photos rather than inconsistent locations, select a simple font fitting their artist's image, and a layout that best represented the artist. They were also advised to design posters.Feedback and Rough cut
Feedback and Rough cutamal_94
油
The document discusses the editing process for a video project. It describes starting editing late but finishing on time, experimenting with adding text overlays, and encountering problems with lighting being too dark in one scene which they were advised to re-shoot with closer shots and better lighting. They decided to re-shoot the problematic water fountain scene and make minor changes to the dance routine, taking inspiration from other music videos.6. evaluation mv 2018
6. evaluation mv 2018JackScott54
油
The document provides an evaluation of the student's process for creating a music video project. It discusses the strengths and weaknesses of the student's research, planning, time management, technical skills, aesthetics, audience appeal, and peer feedback. For research, the student understood the song's message but had trouble capturing its dark tone within time constraints. Planning a small test video helped skills but took time. Time management and rushed editing impacted the final product. Peer feedback noted good pacing and scenery but too many visuals and a weak ending. The student agrees with the feedback and plans to improve visual variety and effects in future projects.More Related Content
What's hot (11)
Evaluation question 7
Evaluation question 7JoeH97
油
The student learned several things from their preliminary task to the final product. They improved their use of continuity editing by ensuring consistent clothing and props. Sound quality was better by using a boom microphone rather than a small table microphone. Camera work and shots were more innovative by having more space to film. Image composition was higher quality by adjusting color, lighting, and image clarity. Continuity editing rules were followed and an eye line match was properly used in the final product.Task 4 questionnaire
Task 4 questionnaireCrashin
油
The questionnaire responses indicate that the promotional video's style fits the college's style and is consistent with previous college videos. The only suggested change is to speed up the tour of the college portion. Real world filming is preferred over animation to accurately portray the college. The sourced information appears true and factual, which is important. The key change needed is to speed up the tour section to prevent slowing down the overall video.Final edit music video
Final edit music videoMattRogero
油
1) The film crew managed to complete all editing and filming for the music video, despite facing some problems and delays.
2) They had difficulty finding volunteers initially but eventually located enthusiastic people who helped them meet their strict deadline.
3) Filming the verses at Olivia's house went well, with her uncle volunteering to star. They settled on a simple narrative of the characters falling in love with Olivia's uncle's gardener character.Evaluation question 6
Evaluation question 6Aaron Virdee
油
The student learned about the strengths and weaknesses of the video camera they used for the project. One strength was that the camera was simple to use, but it took some time to learn how to adjust the tripod and upload footage to the editing software. A weakness was that the camera battery would sometimes run low, preventing filming. The student enjoyed editing the footage in iMovie and found effects like black and white useful for distinguishing flashbacks. They also used simple fade transitions between scenes. GarageBand allowed the student to effectively create intro music and sound effects for the project using skills from a previous music course.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.Eq7
Eq7Travis Paviour
油
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?Preliminary task evaluation
Preliminary task evaluationamyholmes3258
油
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.Learning.
Learning.aimeebracebridge
油
The document reflects on the learning from a preliminary task to the final production of a film. It notes that the preliminary was not as well-organized or detailed as the final product, with the final having a more detailed storyboard and script. Key lessons learned were needing a steadier camera and better filming location. Overall, the document concludes that doing the preliminary task helped them learn a lot and led to producing a better final film.Evaluation
EvaluationAlexReddish2196
油
The document discusses what the author learned from producing a video as part of a media studies class. They learned how to communicate in a team, overcome problems, use camera equipment, and properly frame shots. The video was successful in using different shot types and good teamwork. Areas for improvement include improving shot quality by adjusting lighting and exposure, using more editing effects, and improving audio quality with an external microphone. Overall, the brief of having dialogue, different shots, and length over a minute was met.Preliminary task evaluation
Preliminary task evaluationmaisycorless19
油
The document summarizes mistakes made in a preliminary documentary task. It notes that the camera moved during the interview disrupting the rule of thirds. It also states that the background and font used were not relevant and created no meaning. Additionally, it mentions there were not enough cutaways filmed, which led to many jump cuts when editing out questions. This made the preliminary task look unprofessional. Finally, it observes that towards the end of the interview, the subject stopped reading the questions back, so their answers no longer made sense on their own during editing.Evaluation
EvaluationCallumWallace
油
Callum created the opening to a crime thriller film for his final major project. His footage was captured using a Canon DSLR camera in HD at 720p and 24 frames per second. He created title credits in black and white inspired by Saul Bass using After Effects. While his project differed from his original intentions of a dialogue-driven story due to limitations, he developed skills in editing, camerawork, and creating credits. He encountered constraints like a lack of actors but overcame challenges through planning and organization. Going forward, he would plan more based on his limitations and stay on top of scheduling.Viewers also liked (8)
Talento humanoHernando Tuta
油
El documento presenta un resumen de los programas de incentivos de una empresa. Estos incluyen incentivos que generan comportamientos deseados como recompensas y remuneraci坦n variable, as鱈 como sanciones. Tambi辿n describe planes de bonificaci坦n anual y remuneraci坦n basada en competencias para motivar el desempe単o del personal.Examen objetivoHernando Tuta
油
Este documento presenta un examen objetivo sobre la unidad 8 de talento humano. El examen contiene 10 preguntas de selecci坦n m炭ltiple y verdadero/falso sobre el tema del coaching de liderazgo y sus beneficios para las organizaciones. El coaching de liderazgo se define como un proceso de desarrollo personal para mejorar el 辿xito de los l鱈deres, y ayuda a las organizaciones al desarrollar su liderazgo y mejorar el desempe単o y actitud de los empleados.Bogota restaurant
Bogota restaurantAlean Morales
油
This document contains menus and descriptions of food items from several restaurants, including Andres Carne de Res, KFC, and Taco Bell. It provides a brief history of Taco Bell, noting that it was founded in 1962 by Glen Bell in California, starting as a hot dog stand and later selling tacos under the name Taco-Tia. The menus describe dishes like plantain with chives from Andres Carne de Res, extra crispy chicken and chicken littles from KFC, and tacos, burritos, and nachos from Taco Bell.Exposici坦n gerencia de mercadeo y ventasHernando Tuta
油
El documento presenta informaci坦n sobre estrategias de mercadeo y segmentaci坦n. Explica diferentes tipos de segmentaci坦n como geogr叩fica, demogr叩fica, psicogr叩fica y por comportamiento considerando variables espec鱈ficas para cada mercado. Tambi辿n describe conceptos como posicionamiento, fidelizaci坦n, estrategias funcionales y la matriz BCG.Active sentences
Active sentencesMiz Endang
油
The document discusses active and passive sentences in English. It defines active sentences as having the subject perform the action of the verb, and passive sentences as having the subject receive the action of the verb. It provides examples of changing sentences from active to passive form by making the object the subject and using a form of "to be" plus the past participle of the verb. It also includes a table outlining how to change between active and passive forms for different English tenses.Chrispres
Chrispresaa26361
油
Mods were a subculture that originated in London in the late 1950s and peaked in the early-to-mid 1960s. They were known for riding scooters, wearing tailored suits and parkas, and listening to ska music. Mods had a sophisticated style and often took pills, while their rivals the Rockers had a tough, biker gang image wearing leather jackets. Conflicts between the Mods and Rockers in 1964 sparked moral panic about British youth, though both subcultures faded from view by 1966 as new groups like hippies and skinheads emerged.Similar to Rough cut feedback (20)
Question 3
Question 3AlexandraNa
油
The student learned valuable feedback from presenting their music video and CD packaging pitches to an audience. For the music video pitch, they received feedback that clarified story elements and improved the pacing. They incorporated this into an unfinished version, which audiences said still needed editing. Their final version addressed these issues. For the CD packaging pitch, audience feedback helped them choose the studio for photos rather than inconsistent locations, select a simple font fitting their artist's image, and a layout that best represented the artist. They were also advised to design posters.Feedback and Rough cut
Feedback and Rough cutamal_94
油
The document discusses the editing process for a video project. It describes starting editing late but finishing on time, experimenting with adding text overlays, and encountering problems with lighting being too dark in one scene which they were advised to re-shoot with closer shots and better lighting. They decided to re-shoot the problematic water fountain scene and make minor changes to the dance routine, taking inspiration from other music videos.6. evaluation mv 2018
6. evaluation mv 2018JackScott54
油
The document provides an evaluation of the student's process for creating a music video project. It discusses the strengths and weaknesses of the student's research, planning, time management, technical skills, aesthetics, audience appeal, and peer feedback. For research, the student understood the song's message but had trouble capturing its dark tone within time constraints. Planning a small test video helped skills but took time. Time management and rushed editing impacted the final product. Peer feedback noted good pacing and scenery but too many visuals and a weak ending. The student agrees with the feedback and plans to improve visual variety and effects in future projects.Feedback
FeedbackBethM28
油
The document summarizes feedback on a music video. The good points included relatable advertising, varied camera shots, effective transitions, scenery that set the location, and a creative time lapse ending. Critiques were that the actors' mouths weren't always visible, footage was grainy and too dark in places, and lip syncing was off at times. Suggestions for improvement included better lip syncing, adding a storyline, brightening dark areas, more accurate word learning by actors, improved lighting placement, and making it less boring.6. evaluation mv 2018
6. evaluation mv 2018JackRoberts76
油
Jack Roberts produced a music video for an evaluation project. In his research, he analyzed other music videos to understand conventions and researched the artist. He storyboarded and planned shots to ensure smooth production. His video received peer feedback noting it could be improved by adding shots to reduce repetitiveness and better lighting in some dark areas. Going forward, Jack plans to focus on lighting techniques and apply skills from this project to future video work.Mv production assignment evaluation form 2019
Mv production assignment evaluation form 2019jamesalvarez30
油
The document provides an evaluation of the student's music video production process. It summarizes the strengths and weaknesses of each stage of production, including research, planning, time management, technical qualities of camerawork, editing, and aesthetics. It also discusses audience appeal and includes summaries of peer feedback. The student agrees with feedback that some clips were too dark but notes time constraints. They would reshoot dark clips given more time.6. evaluation mv 2018
6. evaluation mv 2018kiandevine
油
The document provides an evaluation of the student's music video production project. It summarizes the strengths and weaknesses of the student's research, planning, time management, technical qualities of the camera work and editing, aesthetic qualities, and audience appeal. The student received peer feedback that highlighted a lack of variety in scenes and repetitive editing as areas for improvement. In a summary, the student agrees with the peer feedback and recognizes that a lack of shots hindered the music video. The student plans to gather more clips and spend less time on planning for future projects.Analysis of Previous Students Work
Analysis of Previous Students Workdavidsjefferyhughes
油
The document contains analysis and feedback from multiple students on other students' music video projects. The analyses note effective elements like openings, camera movements, and locations that fit the theme, but also point out issues like shaky camerawork, dark or out of sync footage. Feedback suggests tightening openings, cutting long shots, adding variation, and improving attention to detail and continuity. The document concludes that reviewing other students' work helps identify strengths and weaknesses to apply to one's own projects.Mv production assignment evaluation form 2019
Mv production assignment evaluation form 2019jamesalvarez30
油
This document contains an evaluation of a production process for a music video. It discusses strengths and weaknesses in the research, planning, time management, technical qualities of camerawork, editing, and aesthetics. Feedback from peers praised the combination of animation and camerawork but suggested some clips were too dark. The creator agrees some footage could have been reshoot under better lighting and would make the animation more complex given more time.Music video evaluation
Music video evaluationRyanDickinson19
油
The student conducted research on typical music video elements but found their song did not fit that mold. Their planning had strengths but was unrealistic and people were unavailable as planned. Time management was poor as they rushed footage without reviewing. They enjoyed editing in Premier Pro after learning it. Peer feedback praised edits, lighting, and lip syncing but noted some shots were out of focus and camera was wobbly, needing a retake with a tripod. The student agrees with all feedback and would make changes like being more organized, filming extra footage, and learning more of Premier Pro.Preliminary task evaluation
Preliminary task evaluationPaigeWoolf
油
The document summarizes the strengths, weaknesses, and areas for improvement of a class project to recreate the music video for a Brittany Spears song. The strengths included thorough planning, constant referencing of the original video, and class participation. Weaknesses were rotating actors which hurt continuity, and difficulties with lip syncing looking natural. The video could have been improved by rehearsing to make lip syncing and dancing more natural, and recreating a more similar setting to the original music video.Evaluation - Question Three - David Leighton
Evaluation - Question Three - David LeightonWhiteBoiThsallyLover
油
David received feedback at multiple stages of creating a music video. Initially, audience research found people liked Maroon 5's quirky and humorous style. For the rough cut, peers praised editing effects but noted lip syncing issues and unnecessary text. Minor edits addressed this. For the final video, feedback was positive though some felt too much editing slowed it down. Ancillary pack feedback led to using an unblurred photo. Overall, David learned to ensure perfect lip syncing, incorporate audience opinions, and avoid unnecessary editing.Q4
Q4nishvilla
油
The document describes the various media technologies used by the author at different stages of creating a music video project.
In the planning and research stages, the author used Blogger to document research and gather feedback. PowerPoint presentations were uploaded to 際際滷Share and embedded in blogs. Google was used for research on filming locations, transitions, and travel times. YouTube hosted draft videos and allowed embedding in blogs.
During filming, the author used a Nikon DSLR camera, macro and zoom lenses, and a tripod. Fairy lights were added for backdrop lighting.
Final Cut Pro was used for editing, organizing footage, adding effects and transitions. Photoshop refined photos for digipaks and magazines.Becky Wilson's Media Evalutaion
Becky Wilson's Media Evalutaionbecca587
油
The document is an evaluation by Rebecca Wilson of her A2 media music video coursework. It discusses how her music video challenged her skills and pushed her learning. It evaluates how the video used conventions of real music videos like Katy Perry's, such as simple camerawork, miming the song, and having the actress as the focus. Locations and lack of props helped keep it simple. Feedback was that mixing scenes more would have worked better. The Digipak and advert complemented each other with consistent branding and colors related to Katy Perry's style.Evaluation
Evaluationricardo norville
油
The document evaluates a student music video project. The purpose of the video was to entertain a young audience and challenge the students while producing a high quality video. In production, tasks were divided evenly and filming went quickly with multiple takes. Positively, the team worked well together and finished fast with a good cutting rate and multiple locations. Negatively, pre-production could have been faster and more locations could have been used. Feedback noted the good cutting rate but suggested fixing lip syncing and adding more shots. The main improvement was fixing lip syncing to make the video run smoothly.Transition Project Evaluation
Transition Project EvaluationJessie Williams
油
Our task was to create an exact copy of the first minute of a music video. We chose the song "In The Sun" by "She & Him" due to the cheerful style and school setting making locations easy. We experienced problems like losing footage, uncooperative actors, and continuity issues with changing dancers. However, we learned new filming, editing, and pacing skills for music videos. Fast cuts and constant movement are needed to keep the audience engaged throughout. Planning and having cooperative actors is also important for high quality results.Evaluation question 4 Media
Evaluation question 4 MediaLukas Kliucininkas
油
The feedback received on the initial rough cut of the music video alerted the filmmakers that significant changes were needed, including syncing the edits to the beat of the song, adding more shots types like close-ups, and including more locations. Additional feedback suggested improving the lighting and including some minor special effects. After implementing these changes, test screenings of the revised music video were well-received, with audience members cheering, though one friend noted the video could have benefitted from one more location. Overall, the feedback helped strengthen the music video and ensure it met the conventions of the hip-hop/rap genre.Mv process log form 2021
Mv process log form 2021LukeAskew6
油
The student created a music video and documented the production process. During filming, some shots did not match the lip syncing and technical issues arose from low lighting as filming went late. The locations worked well but permission was not obtained. During editing, the student learned skills in Premiere Pro like adding filters and effects. Problems included software crashes and difficulties aligning audio and video. Main lessons learned were Premiere Pro and filming skills, the importance of planning, and crew communication.6. Evaluation 
6. Evaluation Leticia Pozze
油
The document provides an evaluation of a music video production project. It includes sections summarizing research conducted, planning processes, time management, technical qualities of camera work and editing, aesthetic qualities, audience appeal, and peer feedback. The peer feedback highlighted opportunities to improve framing, pacing, narrative flow, and use of color/lighting. Based on the feedback, the creator plans to record additional performance angles and experiment more with color/lighting to better integrate scenes. The evaluation identifies strengths in planning and execution but also areas for future improvement, such as additional filming.Media p task reflection mashud ahmed
Media p task reflection mashud ahmedhaverstockmedia
油
The document discusses the process of creating a school video for a P-task assignment. It addresses filming challenges such as dealing with background noise and scheduling actors. It also covers editing in Final Cut Pro, including adjusting sound levels, organizing footage, and adding basic effects like fades. The key lessons learned were how to apply cinematography techniques, manage issues that arise during filming on location, and use video editing software to craft the raw footage into a polished end product.Rough cut feedback
- 2. From showing our rough cut to our class and teachers we gained insightful feedback that was very helpful towards getting to our final product. Here are a few things that have been changed in light of the comments
- 3. The opening title was important as it introduced our video and had an element of intertextuality. However as our song is upbeat Louisa recommended that we did something to make the opening replicate this. So instead we added flashes in time with beat to replicate the tempo.
- 4. Rebecca told us that we had very strong mise en scene in our music video and did not have to over do it with location shots. This would be problematic for us as it started to make some shots seem quite random, which could ultimately make us drop marks. So we got rid of quite a lot of shots.
- 5. Another key thing in a music video is the framing. We were told that because we had a lot of good framed shots just a few would become really noticeable. So with any shots that were badly framed we either cut them out or reduced the amount of screen time they had.