Evalution for final piece
Our unit 5 has been a short journey in which all we participated in, worked together, taking turns to edit and produce the final product. I believe showed confidence in working according to the clients demands. The overall structure of our production gave an good example on the typical life of an LBTS student, it was engaging, insightful and also all contained the correct information.
The main struggles we faced by the vast variety amount of footage we filmed but we did not know where to place them in on the timeline. Some of the footage we ended up not using but those were usually shots that only contained the landscape and not really an efficient content as we tried to keep the whole production looking as professional as possible.
The music side of things also took a toll on us, some of our team members were assigned to look for a piece of background music which would fit the theme of our production. We had to bare in mind the audience meaning that it could not be too sad nor too happy, i.e a pop song. We also had to ensure that the continuity of the song still remains fresh after we leave because since the production will be on the school website we do not want the song to be outdated which will leave an impression that the review is old. We all had in input in deciding what song we were to use but all our ideas we flawed so we finally went about this by asking the client himself. This can be seen in one of my other posts, the client gave us his own custom CD in which a student has played the music instrument themselves however although we liked the idea the song did fit when we placed it on our timeline therefore we went to a music teacher in hopes for him to aid us remix it to fit the theme for a school introduction.
The content of some of our interviews seemed a little bland in terms of either answering the question partly or not without enough bold detail, however because of the vast amount of interviews and footage we had this didn't serve as an issue. Some clips of the interview included the interviewee themselves for a few seconds and then we edited to sure a visual in relation to what they were saying. Overall i think i did this pretty well as it made the overall production flow and also made in interpretative. We did not do this for all the interviews such as the one with Mr Gladman, we decided to keep his one because he made 3 bold statements of the school and we wanted to use that without any footage over the interview.
The camera language we used were all, we made sure that the interviews were filmed using a medium shot, and we overall used any different shot types and angles which could be seen during the first few seconds of our project, tracking shots, panning shots. We used a few in camera effects because we did not want to overuse the transitions, this was done perfectly as we transition from lower school into 6 form by using a panning shot to the 6 form building.
In terms of the overall lighting of our production i think there weren't any major issues, we filmed in school therefore the lighting was sufficient and the scenes of PE which were filmed outside had a suitable amount of lighting as-well. We did film a few scenes outside on separate days but we made sure the weather was noticeably the same to keep in the continuity.
In terms of the actual shots, since we did it as a group a lot of the filmed footage wasn't controlled in a sense of having a similar film style, however this wasn't an issue as we adjusted it when it came to the editing stage. When we placed all the footage onto the timeline including the interviews and visuals, we then looked for gaps in which we could fill with content. We assigned a few of our members including myself to record a voice over, the voice overs provided vital information to guide the audience when watching our production, we only added voiceovers that required to be voice-overed to contribute to the overall understanding of the audience, we however did not want to use a full voice over which will hinder the overall smoothness of our production.
In terms of time mangement, i think we did okay, we were handicapped with more members than our usual group production as we did it with the whole class, this meant that we had split ideas but in the end this contributed the the vast amount of ideas we implemented into our film. The overall routine included the life of a regular LBTS student, at first we used a clock to show as time-lapse in between the periods, this was a unique idea and it would of portrayed an idea to the audience of when the lessons are and the content between it.
The content of our film flowed from, english maths, a break, to another lesson which we decided to use a science, i filmed a good sequence of year 7 students doing a science experiment. An then moving to lunch which contained a voiceover of student meals. What followed that was creative side of thing, extra curriculum activities and resistant materials. When the main content of a usual secondary school day, we moved onto 6th form. I think we implemented and portrayed the overall routine of the school pretty well, we included both audiences of lower school years to 6 form information, this will provide new students with an outlook on LBTS experience and insight to parents on how the system works.
The main struggles we faced by the vast variety amount of footage we filmed but we did not know where to place them in on the timeline. Some of the footage we ended up not using but those were usually shots that only contained the landscape and not really an efficient content as we tried to keep the whole production looking as professional as possible.
The music side of things also took a toll on us, some of our team members were assigned to look for a piece of background music which would fit the theme of our production. We had to bare in mind the audience meaning that it could not be too sad nor too happy, i.e a pop song. We also had to ensure that the continuity of the song still remains fresh after we leave because since the production will be on the school website we do not want the song to be outdated which will leave an impression that the review is old. We all had in input in deciding what song we were to use but all our ideas we flawed so we finally went about this by asking the client himself. This can be seen in one of my other posts, the client gave us his own custom CD in which a student has played the music instrument themselves however although we liked the idea the song did fit when we placed it on our timeline therefore we went to a music teacher in hopes for him to aid us remix it to fit the theme for a school introduction.
The content of some of our interviews seemed a little bland in terms of either answering the question partly or not without enough bold detail, however because of the vast amount of interviews and footage we had this didn't serve as an issue. Some clips of the interview included the interviewee themselves for a few seconds and then we edited to sure a visual in relation to what they were saying. Overall i think i did this pretty well as it made the overall production flow and also made in interpretative. We did not do this for all the interviews such as the one with Mr Gladman, we decided to keep his one because he made 3 bold statements of the school and we wanted to use that without any footage over the interview.
The camera language we used were all, we made sure that the interviews were filmed using a medium shot, and we overall used any different shot types and angles which could be seen during the first few seconds of our project, tracking shots, panning shots. We used a few in camera effects because we did not want to overuse the transitions, this was done perfectly as we transition from lower school into 6 form by using a panning shot to the 6 form building.
In terms of the overall lighting of our production i think there weren't any major issues, we filmed in school therefore the lighting was sufficient and the scenes of PE which were filmed outside had a suitable amount of lighting as-well. We did film a few scenes outside on separate days but we made sure the weather was noticeably the same to keep in the continuity.
In terms of the actual shots, since we did it as a group a lot of the filmed footage wasn't controlled in a sense of having a similar film style, however this wasn't an issue as we adjusted it when it came to the editing stage. When we placed all the footage onto the timeline including the interviews and visuals, we then looked for gaps in which we could fill with content. We assigned a few of our members including myself to record a voice over, the voice overs provided vital information to guide the audience when watching our production, we only added voiceovers that required to be voice-overed to contribute to the overall understanding of the audience, we however did not want to use a full voice over which will hinder the overall smoothness of our production.
In terms of time mangement, i think we did okay, we were handicapped with more members than our usual group production as we did it with the whole class, this meant that we had split ideas but in the end this contributed the the vast amount of ideas we implemented into our film. The overall routine included the life of a regular LBTS student, at first we used a clock to show as time-lapse in between the periods, this was a unique idea and it would of portrayed an idea to the audience of when the lessons are and the content between it.
The content of our film flowed from, english maths, a break, to another lesson which we decided to use a science, i filmed a good sequence of year 7 students doing a science experiment. An then moving to lunch which contained a voiceover of student meals. What followed that was creative side of thing, extra curriculum activities and resistant materials. When the main content of a usual secondary school day, we moved onto 6th form. I think we implemented and portrayed the overall routine of the school pretty well, we included both audiences of lower school years to 6 form information, this will provide new students with an outlook on LBTS experience and insight to parents on how the system works.
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