Final:Part6

Throughout my experience in this class I learned to be more patient and I became more accustomed to the idea of collaborating with a group as opposed to independently filming my own creation. I learned how to plan accordingly to a deadline. I learned how to use Premiere Pro, which is a program I was not familiar with in the beginning. I learned how to compromise with my group considering each member had a different point of view. I learned how to film more quickly and efficiently.I learned that my videos will not always turn out exactly how I envisioned them, but I learned that there is always room for improvement.

Final: Part 5

I learned that generally, simple scripts have greater potential to become extraordinary movies. I learn how to position subjects in front of the camera to create a more interesting vision for the audience. While I watch movies I seek out the subject(s) of the scene and I observe whether or not they are positioned to the right or left of the screen. I gained a more extensive understanding of the time management and prior planning that is necessary to produce a quality film. I learned the importance of formatting the Premiere Pro project correctly.

Final: Part 4

Early in the year, I learned the importance of formatting a project on Premiere Pro correctly. In my first video of the semester, "Cha Ching," I did not format the project correctly and the result was an immensely small disproportional video that was obviously flawed. This simple mistake became a huge distraction to the overall product. In my first film of the semester, I was also getting used to the concept of over the shoulder shots.You can see that in my first film near the end of the scene which is evident because the dialogue is not consistent. This was the result of the initial stages of learning over the shoulder shots.

On my second project, I learned how to recover a somewhat confusing rough draft. An issue of the film was that the audience was unclear of the overall message due to the blurred view the test grades. To recover this dilemma, we created mock tests and shot them from the point of view of the test takers. This mended the gap in the film.

Later in the year, I showed that I really had learned the concept well, since I showed this in other projects.
One good example is from my final project, "Code Red." In this project I anticipated the problems that could conceivably occur while filming, and we created a simpler script comparatively to those we filmed in the past. We shot the film during class and experimented with various camera angles and ideas. We formatted the video correctly and we made sure the script was simple and we added effects and props that made it appear more detailed. Considering we had a short amount of time to film and edit, I kept the dialogue to a minimum to ensure the dilemma that occurred during my earlier projects did not repeat itself.

Code Red Parody

The Water is Wide

1.The story we were trying to evoke was that of thelife span of a tree. Although the life of a tree may seem irrelevant to the average person, we thought it was representative of the daily strife we all go through throughout our lives. We wanted to convey a sense on innocence and introduction to the world through the picture of the seed. We chose to have the seed change colors to show what it was capable of, or what a person is capable of. We chose various picture of trees to show the process of the tree maturing. We added pitcures of tall trees and eventually smaller trees to show the contrast between our subject or protagonist tree to the forest. We showed a fire, which is devastating, in order to show the concept of tragedy. However, pine cones can only release their seeds when they come in contact with fire. Therefore, this message is the silver lining of the devastation of the forest.
2. The sequence I am most proud of is 2:34-3:05. The part of the story we were bring to evoke was the underlying positive aspect of the tragic fire, or the release of the pine cone seeds or the next generation of the forest. We used a picture of an actual pine cone but added a twist to the presentation of it, and and abstract view of seedlings from said pine cone. We added the red to the pine cone to represent the fire and we added a fade to the seeds and then a highlight of the seeds to portray the concept that although it may have seemed that things were fading away, they would eventually come back even brighter.
3. My film is made up of approximately 35-40% abstract images. The motif of our film was the contrast of life and death. Therefore, the consistent colors in our film were green, red, and black.
4. I learned that abstract images in film can be interpreted in various ways, and can have various meanings.
5. The interaction of images and music is reliant on the tone of the music and the emotion of the picture. While there are various feelings and emotions associated with a segment of music and it corresponds with influence of the image.
6. Chris helped immensely in the creation of our film, especially on the days I was absent for my AP tests. We went over the story board the class before I was absent and then when I returned, he had gathered so many options of pictures and effects. I am very thankful.
7. The most important contribution I made to the film was creating the story board and the overall game plan for the video.

Abstract Video Project

Reflections

Relections can be found in the comments section of my blog

Reflection for Jabberwocky video:
In the comments section of my Jabberwocky video

Reflection for Special Effects Workshop:
In the comments section of each of my Special Effect videos

Reflection for "Why Group 28 did not create a Star Promotion":
In the comments section of my Final Draft