Final Video

What was changed

• Title sequence
• Interviews added
• Audio background noise re-edited
• Statistics graph to show evidence

 

Draft Video

Director: Aims and Objective Evaluation

LEADERSHIP

Aim: Maintaining a positive workspace in the group

• Constructive criticism is allowed
• Receiving and giving feedback in a positive manner
• Involve everyone
• Contribute to ideas
• Understand group members feelings
• Treat with respect
• Ask questions and thoughts before making a decision
• Motivate members
• Assign work that is possible 
• Know members strength and weaknesses 

Success Criteria: Working efficiently and quickly as we had a positive workspace and easily talked to one another, creating ideas.

Strengths: I believe I did well in performing this aim and objective as I already wanted to get to know my group members so we could easily maintain a positive workspace throughout the whole group. Each of us pitched in ideas to the outcome and creating the video which made the workspace have a positive and flowing vibe. We all treated each other equally and with respect, none of us badmouthed anyone else and just encouraged others to keep working when we're all tired and trying our best.
I was very proud of how we all contributed as we worked really quick thinking about outcomes and ideas for our topic. In the first few weeks our blog post was behind then we immediately had a motivation to do blogs ahead which helped with our group plan.

Weaknesses: Throughout the tasks and planning for the video we had times where some of us got lazy and stopped pitching in leaving the group behind but after a talk, all of us managed to get back on track and work efficiently again. Sometimes some of the members don't do the work that's assigned but with a few days of explaining and help they managed to understand the task they needed to do.

Actions for the future: To improve I think I should be giving more constructive criticism to everyone instead of being too nice and agreeing with everything. I also think I should be a bit more strict towards my group members, just to give them a push of motivation when they start to slack off and make them understand it's very important to get things done.

Aim: Being a good role model and demonstrate leadership suitably

• Manage resources and time
• Check up on everyone if they're on task
• Motivate group members
• Make them committed
• Listen to their ideas
• See what they have to say
• Thoughts on making a decision
• Using members strengths and weaknesses for assigning work
• Produce a high-quality outcome
• Make every group member have a good understanding
• Of what to do
• Theme of issue
• Purpose of issue
• Purpose of explorations and IEA
• Ensure group members are caught up
• Have a plan
• Time-frame
• Check their blogs

Success Criteria: Everyone managed to do things on time and contributed equally

Strengths: I tried to perform guidance for my group by managing the resources and times for the things that needed to be done. I've done time frames and homework check-ups and blog check-ups on everyone to ensure they're on time and done everything before it's due. For the first few weeks, in explorations, we would have a brief talk of what our topic is and what we want to do for it and the purpose for it to remember why we wanted to do this and keep it stuck in our head. Doing this also helps every group member have a good understanding of the topic and what we needed to do. I think I listened to everyone's ideas pretty well as we all had positive mindsets and friendship which made me pay extra attention to their ideas and they would listen to my constructive criticism and take it in really well.
Weaknesses: In the beginning, everyone contributed with ideas but as the course progressed the progress slowed down as motivation dropped and I didn’t respond strictly enough.I was more relaxing and tried to be calm as a leader as I wanted to build a strong and positive group and friendship between one and another. I think if I was a more bit strict it wouldn't have ruined the positivity between our group but just make the group process go quicker and smoother.
Actions for the future: Try to be a bit stricter to encourage everyone to continue doing their work and not get them to lazy off.

Aim: Efficient collaboration

• Social Media to communicate
• Clear communication
• Giving proper information
• Providing things on time
• Using social media to communicate
• Listen to group members
• What they have to say
• Active listening

Success Criteria: Everyone replied to the chats helping the communication efficiently flow and ideas get around very quickly.

Strengths: I believe that I have established good collaboration with our group. We often used social media platforms such as whatsapp, snapchat and gmail to communicate about the course. Within the media platforms, we were able to give project specifics and information regarding events and such. In and outside class we as a group were able to actively listen to one another and provide constructive criticism.
Weaknesses: Though we were able to communicate effectively, there were occasions when a group member didn’t have access to the media platforms and had been absent during class time, this resulted in a large delay in the production of the outcome as he wasn’t able to obtain the specifics that we talked about in the group chats.

Actions for the future: Even though we had a few meetings, I think we should have had more meetings so communication and planning would be easier. 

Aim: Good understanding of every group member

• Talk to group members
• Relate to them
• Befriend them
• Find out things in common
• Eg. Sports, Gaming, Art
• Ask them what they think they're strengths and weaknesses are

Success Criteria: We all had things in common, i.e Gaming and Sports which helped develop a strong friendship in our group. When we have some free time we would talk to each other about things in common instead of school. 
Strengths: Before working and coming up with a topic we talked about our strengths and weaknesses. Based on the results we assigned the roles to our strengths. Doing this helped with the process of the video and coming up with our ideas. Our frequent communication on media helped me establish a good understanding of every group member and befriended them very easily.
Weaknesses: I think that as we had a better understanding of each other and we started to talk to each other more as friends instead of a group and I was the leader. Sometimes, doing this could easily affect the way we communicate as I wasn't taken seriously at times.
Actions for the future: In the future, I think I should do the same method by befriending them and getting to know them but also being a bit strict so they would listen.

VIDEO

Aim: Produce a high video that gives a message and meets the criteria

• Retouch with advanced editing techniques
• Use a microphone for good audio
• Use a tripod for stability of video
• Have lots of b-roll
• Follow the criteria

Success Criteria: Re-editing the b-roll to make it stable. Attracting younger age kids with music relatable.

Strengths: We edited the video using music that was common but instrumental and matched the mood to the video. We used infographics to show the primary research we got from our surveys. We double checked if the information was all necessary and helped prove our point. We added subtitles to most of the video so the audience can have a clear understanding of what we were trying to get the message across. I used a lot of b-roll of people doing sports to link to our topic.

Weaknesses: We had a lack of time management. I received the video a bit late having to re-edit and add subtitles for touch up for the video really late night, time restricted me from clearly checking what needed to be improved. The interviews were very hard to listen to at times.
Actions for the future: Add more interviews and get more cross-cultural research for the video. I will make sure I frequently get my work peer assessed in case there are any errors or improvements that can be made.

Aim: Effectively plan and follow it

• Set time frames
• Set a homework doc
• Remind group members on WhatsApp to do their blog

Success Criteria: The whole group managed to follow the homework document and get things done on time. We managed to present our ideas to students in Beacon Hill School.

Strengths: I believe we have effectively planned and followed it as most of the work was done and presented to me every due date. As we had good communication between one another the process of following the plan was efficient and easy. We followed on of the plans we made which was going to Beacon Hill School and presenting to them our ideas and what introduction of technology has done. I would remind my group members 3 days before the due date just to check up on them if they have done it, if not they had 3 more days to do it. 

Weaknesses: Sometimes when a reminder was forgotten or I didn't set homework but we already talked about it in a meeting or in class time, the job wouldn't have been done so it was hard to keep everyone on track at times. They would only keep on track if they were reminded.
Action for the future: Everytime I get home I should set a reminder on setting their homework so I don't miss out on one day which can easily make them off track.

Aim: Have a broad range of research

• Secondary research
• Internal
• External
• Newspapers, magazines
• Internet
• Primary research
• Questionnaire
• Interviews
• Focus Group
• Observation

Success Criteria: Everyone managed to use multiple methods to get information for the video using both secondary and primary research. We all had information ranging from questionnaires to online surveys.

Strengths: I believe that we have obtained a broad range of research for the video. I have gathered research through multiple methods, through sending out surveys, gaining them during interviews, or through online research. The presence of 3 varieties of research empowers the information that is presented in the video as it ensures reliability. The use of information from a government website also ensures the validity of the information.

Weaknesses: Sometimes when sending out surveys or asking for interviews, it was hard to get responses, and multiple would have to be sent. Half of the people we asked for interviews declined so it was very hard to get evidence and information on our topic.
Action for the future: Next time, I would interview coaches and sports trainers that I am close to so there's a less chance of rejection and more interviews which easily gains more information for our topic.

Director: Aims and Objectives Checklist

Aims and Objectives

Highlighted Objectives is the ones that have been done or tried to be done

Unhighlighted Objectives is the ones that haven't been done or haven't tried to be done

Aim: Maintaining a positive work space in the group

• Constructive criticism is allowed
• Receiving and giving feedback in a positive manner
• Involve everyone
• Contribute to ideas
• Understand group members feelings
• Treat with respect
• Ask questions and thoughts before making a decision
• Motivate members
• Assign work that is possible 
• Know members strength and weaknesses 

Aim: Being a good role model and demonstrate leadership suitably

• Manage resources and time
• Check up on everyone if they're on task
• Motivate group members
• Make them committed
• Listen to their ideas
• See what they have to say
• Thoughts before making a decision
• Using members strengths and weaknesses for assigning work
• Produce a high-quality outcome
• Make every group member have a good understanding
• Of what to do
• Theme of issue
• Purpose of issue
• Purpose of explorations and IEA
• Ensure group members are caught up
• Have a plan
• Time-frame
• Check their blogs

Aim: Efficient collaboration

• Social Media to communicate
• Clear communication
• Giving proper information
• Providing things on time
• Using social media to communicate
• Listen to group members
• What they have to say
• Active listening

Aim: Good understanding of every group member

• Talk to group members
• Relate to them
• Befriend them
• Find out things in common
• Eg. Sports, Gaming, Art
• Ask them what they think they're strengths and weaknesses are

Aim: Produce a high video that gives a message and meets the criteria

• Retouch with advanced editing techniques
• Use a microphone for good audio
• Use a tripod for stability of video
• Have lots of b-roll
• Follow the criteria

Aim: Effectively plan and follow it

• Set time frames
• Set a homework doc
• Remind group members on whatsapp to do their blog

Aim: Have a broad range of research

• Secondary research
• Internal
• External
• Newspapers, magazines
• Internet
• Primary research
• Questionnaire
• Interviews
• Focus Group
• Observation

Director: Originality and Creativity

00:00 - Music - I chose instrumental because it helps set the mood for the audience as it gives a calming mood and since it's a calming and sad song it helps emphasize the sadness and importance for the social issue we are presenting.
00:00 - Island School Intro to show we're students making a documentary and we're from Island School.
00:03 - Title Sequence with images of people doing sports, doing this shows the audience what our topic is actually related to which is sports. The title sequence also introduces us telling what role everyone played.
00:16 - Our social issue question "How has the introduction of technology cause a decline in exercise and health?"
00:20 - Voice over talking about how the introduction of technology causing a decline in exercise is crucial - Explaining to the audience why we chose this topic and how it's important
00:38 - When bringing up the topic a clip of people swimming is shown as it's related to sports and exercise
00:45 - Clip of kids in Beacon Hill School (Year 1-6) playing around with the voice over talks about the younger generation getting affected
00:58 - Talking about the Atari Game consol which was one of the first very successful games in the 1980's. Links to technology and it's successful introduction. A clip of the Atari game space invaders to give an example why it was successful and what the game is.
01:10 - Technology addiction and how it's caused and what it is - A clip of someone using a laptop is put in as it's one of the points and causes.
01:37 - Overuse of laptops and phones causes health problems - Photos of what health problems it causes
01:50 - Interviews - giving brief explanations of what they think of technology and it's introduction. B-roll of people doing sports.
04:52 - Talking about one of our outcomes, presenting to Beacon Hill School kids about the introduction of technology and asking people's opinion on no technology day. B-roll of kids and Beacon Hill School for evidence.
05:28 - Statistics of Island School - Survey we conducted. B-roll of Island School student's doing sports
06:03 - Final solution towards our topic, what we can do to help and make awareness and a small impact on Island School.

Advanced Editor: Editing the Interviews for the video

Using the last two clips I tried to reduce the background noise and increase the volume of his voice. It didn't clear out the whole background noise so next time I think we should ask for another interview again in a more private area where there aren't a lot of background noise to distrup the interview and prepare with a microphone that can reach and a full battery phone to have a back up audio.

Director: Interviews

Interviews

Gary Li - Tennis Coach




During this interview the background noise was very bad and rough. Which made the sound quality very poor. This problem could have been prevented if we had an iphone with battery on hand to record the audio. We also could have prevented this if we had a microphone that could reach from the camera to the interviewee.

Director: Plan for filming interview

Director: Structure of Video

General basic structure of video

1. Island School Perspectives
2. Title Sequence
3. Voice-over with B-Roll
4. Games B-roll
5. Photos of causes
6. Interviews
7. Voice-over with B-roll
8. Infographic - Graphs
9. Voice-over B-roll
10. Ending Sequence

Script

1. Intro
2. Health before and after technology
3. 1980 Atari Space Invaders
4. Current situation of lack of health due to technology in society
5. Interviews
6. Statistics
7. Actions

Technology plays a crucial role in today’s society. It has proven beneficial in many ways, such as helping humans become a more advanced species. Despite this, our generation, from little kids to young adults, own a personal device, with many of us being addicted to it. In this documentary, we will look at how has the introduction of technology affected our exercise and health.

Prior the introduction of technology, children of the younger generation were forced to leave the comfort of their homes in search of entertainment, where they would often go outside with friends to indulge in physical activities such as sports and other games. As an easier alternative to fun was introduced in 1980, when the Atari was made by Nolan Bushnell, children were able to find entertainment from the comfort of their homes, encouraging laziness and causing a decline in exercise. 

Technology addiction is characterized by “excessive or poorly controlled preoccupations, urges or behaviors regarding computer use and internet access that lead to impairment or distress.” This can be due to the overuse of smartphones and laptops, which is the case with many students and young adults. Being addicted to these devices takes away time for sports and physical activity and could lead to health problems. Using too much technology can lead to bad eyesight, back and neck pain, sleeping problems, hear loss, etc. To get a real perspective of the reasons, we went to talk to a fitness coach.

*insert clips from interview*

We also went to Beacon Hill to educate and gather some opinion from Year 4 students. Everyone agreed with the idea of no technology day. One of the reasons why some year 4 wanted a day with no technology is because their older siblings ignore them and just want to go on their gadgets. The students remarkably do sports 3 times a week. They also don’t have their own personal smartphone, so they go on their parents' phone. The parents do tell students not to look on the phone as often due to eye injuries.

According to the survey we conducted, a shocking 78.6% of Island School students spend over 3 hours of their day using technology. With 35.7% of them spending over 4 hours using a technology device. Although a large proportion of students also plays at least 3 hours of sports a week, the interquartile is much wider, meaning there are more students also not doing as much as sports as others.

*insert infographic*

Finally, we have a solution to raise awareness of this issue. We propose a No Technology Day. Without our personal devices in school, it forces us to do something active or socialize and meet new friends. It also motivates us to go out and play sports, as even going on a walk counts as doing exercise.

Director: Outcome #1 - BHS

On the 3rd of November, my group and I presented in Beacon Hill School to kids ranging from year 3 to year 4. We presented to them what it's like in high school having the freedom to use our personal technology devices and we asked that what do they think about it. Some students liked the idea of no technology day as they said if they did it at home too it would influence their siblings to actually talk and play with them.

Doing the presentation helped us get an understanding of what younger kids think about technology and their siblings using it too often.

Presentation:



Script:
Slide 3:
The very first successful video game console was made by a arcade game company, Atari in 1980. It was the Atari 2600 home console which had a golden hit game called space invaders. Many consumers bought an Atari console so they could play Space Invaders at home.

Slide 4:
Our eyes will thank you the most. Most eyes will start to become nearsighted due to blue light that comes off computer screens. This same blue light will also make you not eager to sleep or will make you not sleep well. Also, our muscles will hurt.

Slide 5:

• Organize some sports over the weekends with friends
• Get involved in extracurricular activities
• Take the stairs instead of the lift so you can have more exercise
• Set an alarm if you are on technology or tell somebody to remind you to go out and take a short break to rest your eyes, while in that break you can take a short walk or take a jog or do something active and not just sit there and close your eyes because that counts as being not active
• Play with your pets (if you have a pet) because that might keep you distracted from using your mobile/ electronic device
• Do chores, that can help distract you for a while of not using your electronic devices

Slide 6:

• Without our personal devices in school it forces us to do something active or socialise and meet new friends
• Motivates us to go out and play sports (Even going on a walk counts as doing exercise)
• We should go outside and feel the nature. Research shows that by looking at trees, we can reduce our stress level. We will sleep well and therefore will grow taller
• Exercising and feeling the nature also helps with your creativity and focus, so all of you will give your teachers the best creative work and focus

Director: Style and Genre

http://diydoco.nfsadl.com/style.htm

Types of Genres/ Themes

Genre

Genre is groups of films that use similar conventions

Documentary Convention = Styles of interviews, different narration and voice-over, different shooting techniques, achievable materials

Styles and Genre

1. Observations
2. Propaganda and Advocacy
3. Personal Journey
4. Using Archive
5. Using Drama
6. Social Issue
7. Using Comedy
8. Doco Essay

Observations

Fly on the wall

• Location Shooting which uses hand-held camera
• Direct sound recording
• No voiceover - Using its original clip
• No interviews
• Director - Documentary maker = presence is hidden
• Actors and subjects present they’re not being filmed

Example Documentary:

Saturday

Rats in the rank

0:09 - Set up the story with series of shots (places around the town inside the building)

0:40 - Text is used to show details of the story and background of the story

1:00 - Introducing the main characters by a phone call - Showing what happens inside

2:42 - Tension is built with two characters interrupting each other - arguing

Propaganda + Advocacy

• Explicit purpose of influencing an audience to a particular point of view
• Only shows one side of the story
• Often commissioned by organizations to get their message across

Menace 
0:01 - Talks about good things about the country or place - Using shots of the place and people
0:36 - Narrator using positive stereotypes - Lots of smiling people shots

2:00 - Stereotypical negative insults - helps make narrators point


Personal Journey

• About individual or group of people
• Biographical or autobiographical story
• Often features a specific event or an aspect of their life
• May use archival footage and interviews with those who knew the subject

Using Archive

• Story is developed through use of still photos, documents and footage from television, newsreel, and fictional films
• Most of the material already exists
• Music and sound used to set the atmosphere
• Use of interviews and voiceover narration

Using Drama

• Actors, sets, and props to recreate historical events 
• Based on eyewitness accounts, historical evidence, transcripts, or even hearsay
• Used when actual footage of the event is hard to find, expensive to use or simply doesn't exist
• Critics debate the extent to which this blurs the boundaries of fact and fiction

Social Issue

• Focuses on issues that are important within a local or global community
• Filmmakers who are passionate about an issue believe their documentary could be a powerful tool to influence change

Using Comedy

• Filmmaker makes their point using humor
• They do this by using surprising characters, unusual locations, parodying other styles of documentary, or by using satire - often use humor to convey a serious message

Documentary Essay

• Stylised film representing a filmmaker's strong point of view on an issue, problem, or argument
• Presents a thesis, informs audience by putting forward developed arguments
• Forms these arguments by research into a wide range of source material
• Filmmaker may use narration or even be an active participant

Codes and Conventions

Voiceover

Voiceover usually must be clear, confident, and authoritative. Doing this will encourage the audience to listen and think about the video.

The style my group and I used was Documentary Essay and Social Issue. We thought that this was the best style for us to use and follow as we were trying to inform the viewers the social issue which was How has the introduction of technology affected our exercise and health?. We wanted to also pitch in some outcomes so others, the viewers can join in too which was a no technology day.

Director: Video Project Monitoring

Group Project Monitoring

We used a google doc to track our progress every week.

Director: Group Project Plan

Plan

Advanced Editor: Visual Effects

Advanced Editor: Improving Video

Colour Correction

Colour correction is changing and altering shades, hues, channels, the contrast and the amount of colours to improve the quality of the video and image.

Many editors use it to add contrast to the highlights and shadows and mid-tones. Doing this helps make the video and image more vibrant and richer in colour - saturated. It can also be used to correct white balance and match the videos while editing that are taken in different angles by different cameras.

Advanced Editor: Refining Audio

• Improving Audio

• Background Noise

• Removing Crackles, Clicks, Hums

• Audio Compression and Balancing Audio

• Cutting video to Music

Director: Dos and Don'ts in a interview

Dos and Don'ts

Director: Being the interviewer



Filmer:

Director: Group Project Research

Who

• Gamers
• Sporty
• Teachers
• Sports Trainers/ Coaches
• Sport therapists
• Parents

What, Why Where, When, How

• Can you relate to this topic?
• How does this issue impact you?
• Is it severe?
• Does it impact your life?
• What are the consequences of the lack of exercise?
• Will this issue impact us severely in the future? 
• How can you help resolve this issue?
• Why do you think these strategies can make an impact?
• When did this issue start getting severe?
• Where in the world do you think this problem is very severe?
• Have you encourage them to be more active?
• If yes, how? What were their response?
• Do you think it is a good idea to use laptops in school?
• Do you think schools should band phones and laptops? 
• How much have your trainees are improving in terms of their health and fitness? How can it change our lifestyle? 
• What do your clients usually want to get out of your courses? 
• Do people ever miss classes because they’re not bothered (lazy)?
• Do they ever get distracted while working out and go on their phones? What do they do?
• What do you think of Island Schools fitness levels compared to other schools?
• Is there ways to increase our fitness levels? In what ways can we do to help increase Island Schools fitness levels?
• Why do you think that?

• Is there something they’re doing that we’re not? Can we do that?

• Do you think Island School students are more likely to stay indoors than outdoors?

• Since you’ve worked in both primary and high school, what do you think of kids that start using technology when they’re younger?
• Do you think if kids start using technology earlier are likely to be more lazy compared to when they start using it when they’re older? 


Advanced Editor: Structuring Time

Cuts and Transitions

Terms

• Montage
• Editing, selecting and piecing individual clips and shots together to create a fast paced continuous clip or to show the progression of time
• Compresses time of clips
• Shows large amount of information

• Jump cut
• An unexpected transition from one clip to another 
• Two visually similar shots editing together
• Shows a jump from one to the next shot

• Time lapse
• Taking a sequence of clips at set intervals to record changes that take place slowly over time
• At normal speed the action is way faster
• Can be used to manipulate time - passing of time

• Split screen
• Division on the screen
• 2 Separate clips are displayed
• Usually shows simultaneous action

• Parallel editing
• 2 or more scenes happening at the same time
• Shows different locations

• Smash cut
• Clips changing into a different scene with no warning 
• Sudden  transitions

• Speed ramping
• Changing the speed of the scene regularly whether it's fast or slow

• Superimposition
• Image or video placed on top of an existing image or video
• Could be used to convey the passing of time

• Whip Pan
• The camera moving or rotating very fast it creates a blurred picture
• Quick transition from one place to another

• Wipe by cut
• One shot is replaced by another by travelling from one side of the frame to another (with a special shape)
• Page being turned in a graphic novel

'

• Visual Match
• One shot changes to another shot by having the two shots relate by using an action, subject or it's subject matter
• Good way to create a connection between two shots

Day in 60 seconds video

Timelapse
0:00 - Scene of the sky from night to day time

Jump Cut
0:01 - Alarm Clock - shows what time it is (6am)
0:03 - Waking up
0:04 - Getting out of bed

Montage
0:05 - 0:06 - Him getting ready for a run
0:07 - 0:12 - Running shot in different angels and places

Stop Motion
0:14 - 0:15 - Showing each ingredient

Time-lapse
0:15 - 0:17 - Time-lapse of coffee making + adding toppings

Jump Cut
0:18 - 0:19 - Empty bowl to a full bowl of cat food

Time-lapse
0:20 - Getting ready for college - speeds up time

Jump Cut
0:21 - 0:26 - Driving, getting to a destination

Jump Cut
0:28 - Jump cuts of him walking to college - Keeps audience attention
0:30 - 0:32 - Working on desk

Montage
0:33 - 0:34 - Getting the supplies he needs - short clips of everything

Wipe by cut
0:35 - 0:36 - Heading to different destinations

Jump Cut
0:38 - 0:41 - Break

Wipe by cut
0:42 - Different destination again

Jump Cuts + Zooms
0:45 - 0:46 - Shows the time how its passing by fast

Montage
0:47 - 0:49 - Driving - Speeds up time

Jump Cut
0:50 - 0:52

Match Cut
0:54 - Reading different books

Jump Cut
0:56

Split Screen + Time-lapse 
0:57 - Doing work, typing - Speeding up

Jump Cut
0:59

Montage
1:01 - 1:02 - Getting ready for bed shows clips of what he does

Time-lapse + Fade away
1:03 - Night time - shows how time passed by

Overall

All the cuts follow the beats of the music, where the accent of the beats are loud and fast the cuts and techniques used were mostly time-lapses or montages. He used jump cuts to speed up the time and show clips of what he does in a day. 

Advanced Editor: Adobe Premiere

Adobe Premiere

1. New Project
2. Import Media Assets
• Photos
• Video Clips
• Audio files
3. Sequence
• Adjust volume
• Levels
• Customisable effects
• Add narration
• Adjust videos
4. Cuts
• In and out cuts for each clips included
• Extend shots - dragging
• Stretching
• Markers to add the shots
• Change end points - Rolling Edit tool
• Beginning and end frames - slip tool
5. Title
• Using Premiere Pro or Adobe Photoshop CC
• Animate Graphics
• Fonts
6. Effects and Transitions
• Exposure
• Colour - Lumetri Colour Panel
• Tone
• Variety of transitions
• Pan
• Zoom
7. Export

Advanced Editor: Evaluate to Redefine Objectives

Year 10 Evaluation 

Aim 1:
To make sure my audio fits in with the story/ documentary well

Objective:
Find a slow music that can bring the mood to a more calm and subtle story.
Find a best fitting tone that can flow with the documentary and not bore the viewer watching.

Evaluation:
Strengths:
The music I used was purpose by Justin Bieber, instrumental version(piano) . I feel like since it was popular and many people may have knew this song so it could have catch the the viewer's attention. With this music, it brings a emotionless mood with a nice calm vibe as its a instrumental piano piece. It's a pretty sad and slow song but with the piano it adds a bit of depth to the music and raises up the mood. I lowered the volume of the audio when there was quiet audios and interviews as it was a bit hard to hear what they were saying.

Weakness:
I feel like it was really repetitive and I should have used different variety of songs similar to that to keep the watchers interested.

Improve:
If I did this again, I would use different musics that are similar to this music so it wouldn't sound as repetitive and lose the viewers watching interest. By using different music could also change some of the mood to what the voice over is saying and what the interviewee is saying.

Aim 2:
Having a nice quality video and try adjusting the sound quality.

Objective:
If the audio is bad ask the production technician to re-record it.
Try to steady the video by using a video alignment tool.

Evaluation:
Strengths:
I tried really hard to reduce the background noise, I think that the audio was better than it was originally but still not as good.

Weaknesses:
I feel like the audio wasn't as good as it should be because the product technician used an iPhone and there was a lot of background noise.

Improve:
I would ask the product technician to ask the interviewee to either re-record the audio or add subtitles for the viewers watch.

Year 11 Evaluation

Re-evaluating

I will also evaluate from last year to improve so I can take the video to the next level. Last year as an editor my weaknesses were having the song really repetitive and it bore some of the audience and the audio quality was not good at some time as the product technician used an iPhone so it created lots of background noise.

Weaknesses

• Repetitive audio
• Used only 1 song which could bore audience

To improve: Use a variety of music, use the music to change the mood to the voice over or interviewee answers.

• Background noise - Audio Quality
• Interviewee's voice was hard to understand

To improve: Remind the product technician to use a microphone and maybe if it's possible re-record the audio, and add some subtitles for the voice-overs and interviews so it would be easy to understand what they were saying.

• Communication with director
• Wasn't much communication with director so didn't know what she wanted
• Everyone was unorganised as we didn't know what to do next and when to do it so borrowing the camera and microphone supplies was unavailable

To improve: This year as a director, I will be checking everyone's blog to see what they're doing and how they're doing. I will help them if they're stuck on something or don't understand something. I will remind everyone what they need to do ahead of time.

• Rushed work
• Last year as an editor I got all the b-roll, interviews and information last minute so I had to work overnight finishing the video which made the cuts and transitions very rushed.

To improve: Remind everyone to send the videos and audio to the editor once they retrieve it. After the editor finishes editing the video he will send it to me so I can retouch it or see what he can do to improve and add to get the viewers attention or to get the message across.

Strengths

My strengths last year as an editor was relating to the audience by using cuts and audio that everyone was familiar to. Using the Justin Bieber piano purpose audio helped set the mood for the video but also relate to some viewers as it was popular at that time which caught some viewers mostly teenagers attention. (Teenagers = focus audience) I also tried and set the volume for the music when there was voice-overs and interviews so it was easy to hear what they said. I also tried to reduce the background noise by using different applications which helped understand the interviewee more but it still wasn't as clear as I hoped.

Evaluation Matrix

Editing techniques and terms I learned from last year + brief explanations

1. Assembly Editing 
• Putting all of your clips together
• Overlap of action from different angles which makes the sequence:
• Tighter
• Shorter
• Repetitive actions removed
2. Jump Cut Edits
• Unnatural Cuts
• Usually used to create tension
3. Graphic Match Edits
• 2 scenes linked by images - similar look
4. Cross-Cutting
• Cut between one subject
• Intercut with shots of another
5. Pacing
• Rhythm of cuts
• How long a shot is on the screen
• Cutting to the beat of music helps establish the pace
6. Transitions
• Usually for slow-paced documentary
• Dissolve
• Cross Fade
• Slow Swipe
7. Point of Editing
• Editing shouldn't draw attention
• Audience shouldn't notice it's overly edited
• Ok to have some cuts
• Less is more

Advance Editor: Roles and Responsibility

Advanced editing is to help and improve my editing skills and taking my ICT skill level up a notch.

As I'm familiar with the basics of editing since year 8, and over the time I've been developing and improving my skills, I chose to take both roles, advanced editor, and director. During this course, I will need to demonstrate creativity with editing so I can create a final product which demonstrates a more advanced level of editing.

Knowledge

• Refining sound balance
• Colour correction and other visual effects
• Structuring time
• More about transitions and cuts
• Adobe Premiere

Director: Aims and Objectives

Being a director is a test of collaboration skills
https://docs.google.com/document/d/1p6NjovdAUIbxBGgrBgTBkeG_8cwqXwzemfuz6wNyMwM/edit

Aims: General, broad and strategic e.g. to make a website interactive
Objectives:  Allow aims to be achieved.  They are specific, clearly defined and can be used to evaluate relative success e.g. an objective to support the aim of making a website interactive would be to provide opportunities for users to upload content.

Quiz for Aims and Objectives

Aims and Objectives

 Leadership

Aim: Maintaining a positive work space in the group

• Constructive criticism is allowed
• Receiving and giving feedback in a positive manner
• Involve everyone
• Contribute to ideas
• Understand group members feelings
• Treat with respect
• Ask questions and thoughts before making a decision
• Motivate members
• Assign work that is possible 
• Know members strength and weaknesses 

Aim: Being a good role model and demonstrate leadership suitably

• Manage resources and time
• Check up on everyone if they're on task
• Motivate group members
• Make them committed
• Listen to their ideas
• See what they have to say
• Thoughts before making a decision
• Using members strengths and weaknesses for assigning work
• Produce a high-quality outcome
• Make every group member have a good understanding
• Of what to do
• Theme of issue
• Purpose of issue
• Purpose of explorations and IEA
• Ensure group members are caught up
• Have a plan
• Time-frame
• Check their blogs

Communication

Aim: Efficient collaboration

• Social Media to communicate
• Clear communication
• Giving proper information
• Providing things on time
• Using social media to communicate
• Listen to group members
• What they have to say
• Active listening

Aim: Good understanding of every group member

• Talk to group members
• Relate to them
• Befriend them
• Find out things in common
• Eg. Sports, Gaming, Art
• Ask them what they think they're strengths and weaknesses are

Management

Aim: Produce a high video that gives a message and meets the criteria

• Retouch with advanced editing techniques
• Use a microphone for good audio
• Use a tripod for stability of video
• Have lots of b-roll
• Follow the criteria

Aim: Effectively plan and follow it

• Set time frames
• Set a homework doc
• Remind group members on whatsapp to do their blog

Aim: Have a broad range of research

• Secondary research
• Internal
• External
• Newspapers, magazines
• Internet
• Primary research
• Questionnaire
• Interviews
• Focus Group
• Observation

Collaborative Dispositions

Green Section - What I think I'm good at

1. Active Listener
2. Excellence Controller
3. Energiser
4. Relations Manager

Active Listener
Receptive to others ideas and draws out details and depth through open questions.
(Who, what, why, where, how, when)
“How could the group develop your idea further?”

Excellence Controller
Maintains effective collaboration and high quality outcomes. Motivates group to be better than they thought they could be.
“We can do better than this”

Energiser
Leads from the front with enthusiasm and motivates others. Their personal motivation is infectious.
“Come on let’s stop sitting around talking. Lets try it out”

Relations Manager
Effective reader of peers’ emotions. Resolves conflicts by helping everyone understand each other’s point of view.
“You need to see the problem from the other side”

Blue Section - Important for my role

1. Out-of-the-boxer
2. Reality Maker
3. Polisher

Out of the boxer
Innovative, inventive, creative, original, imaginative, unorthodox, problem solving, spontaneous.

“The first thing that comes into my head is . . .”

Reality Maker
Takes the developing ideas and starts to shape them towards the end product. May also stretch ‘reality’ to fit developing ideas.

“That’s great, but we’ll need some changes to make it work”

Polisher
Refines and finishes the group’s ideas with great attention to detail. Works well under pressure of time.

“That is still not as strong as it could be, let’s practice it again”

Red Section - Need to work on not doing

1. Perfectionist
2. Weightier
3. Blocker

Perfectionist

Never satisfied with their work or the work of others. Have unrealistic standards and every detail must be perfect or the perfectionist becomes negative.

“It’s not right”

Weightier

Are passive and add no value to the work. They may be silent or incapable of contribution. They will also procrastinate, to avoid judgment of their finished tasks.

“ . . .  (silence) . . .”

Blocker
Is critical of everything, but offers no suggests improving the situation. Will use their ‘criticism’ as a reason not to move forward.

“No, it wont work”

Collaborating with Empathy

I can help my group to work positively together

How do you demonstrate the social dispositions?

How do you speak up for your own rights and needs within a group?

How do you show sensitivity to others’ feelings, needs and cultures?

How do you give sensitive feedback to others?

How do you react to feedback from others?

How well do you avoid demonstrating the dysfunctional dispositions?

I can monitor the group and resolve conflict when necessary

How do you demonstrate conflict-resolution dispositions?

Collaborating Effectively

I can demonstrate leadership when appropriate

How do you decide when to lead, when to co-lead and when to follow?

How do you decide when to talk and when to listen?

How can you act as a chair?

How do you manage resources?

How can you ensure that your group makes clear and fair decisions?

How well can you ensure that your group achieves its aim?

I can help my group complete a project by taking on roles and tasks

How do you accept responsibility for your own contribution to group work?

How do you give meaningful feedback to others?

How do you act upon feedback that you receive from others?

How well do you help your group to make decisions?

How do you demonstrate task dispositions?

Creating

I can create a piece of communication for a specific audience

How do you create a relationship with the audience?

How do you elicit a response from the audience?

To what extent do you consider the level of understanding of the audience?

What aspects are included because you have considered the needs of the audience?

How do you control the level of formality?

I can create a piece of communication that achieves its purpose

What is the main purpose and how do you attempt to achieve this?

How accurate is the vocabulary and sentence structure?

How is the style or approach aligned with the purpose?

Director: Outline and Responsibilities

First thing as a director is to lead the group and set aims and objectives for each member including myself.

General duties as a director are, having the general sight of the outcome product being made. It is required to lead the whole group's process, improve communication, listen to everyone's ideas and create the best vision possible for the whole team. A director needs to know what everyone is doing and how far they're at and if they need to catch up or not.

As a director finding the best possible outcome for the group would require both secondary and primary research, like having interviews, opinions, surveys etc..

To keep the group together, a director needs to host meetings to see where everyone's at, ensure each member is making progress so they deliver what's needed for the final outcome and make sure everyone knows and understands their aims and roles.

Directors must act honestly, in what they believe to be the best interests of the group, and with such care as may reasonably be expected of them in all the circumstances.

Originality and Creativity

0:01 - Logo
When the documentary starts, the logo comes on without any music in the background. I feel like the logo should have included the 'purpose' music but the title sequence already included the music together and it was hard to separate it as the title sequence has a fixed music that follows the beat. I made this logo because our group all decided to show who we are (what group we are) in the beginning. The logo is an infinity sign with our name "K.A.L.A.B" on it because the 'kalab' represents our first initials combined together and it also sounds like the word collaboration.

0:05 - Title Sequence
The title sequence includes the start of the music 'purpose' and it shows what role we play in the video.

0:19 - Start of documentary -
When the documentary starts it plays a small clip of the "busy" Hong Kong at night, with a voice over of Lala, speaking with an iPhone microphone to record the sound. We didn't us any high tech, microphone as it was recorded in a quiet place so there wouldn't be much background noise to disturb the voiceover.

0:26 - Subtitles
I added some subtitles over the voiceover to highlight the main points so it could get the attention both, visually and audibly.

1:01 - Old Man
I added the clip of the old man rocking forward and backward while fidgeting when Lala (voiceover) started talking about how the group that particularly suffer from Poverty in Hong Kong are the cities elders.

1:10 - Animation
I had to make some animation for the video as my product technician only sent me 3 videos and I didn't want to make the documentary boring by repeating the videos over and over again.
While doing the animation, I used the application 'biteable.com' and 'powtoon.com' to make the animation. I had to make multiple adjustments from the draft as the first animation draft video didn't really match the voiceovers and most people told me to add subtitles so they could understand what the voiceover is saying. I wanted to be more of a colorful animation and more cartoony animation to get more of the younger generations attention and make them understand what poverty really is and how it affects our world. I wanted to aim for the younger generation as they aren't really aware of what's really happening and how this issue is affecting and destroying our world. Getting the younger generation aware of what's really happening maybe do something to help this issue as they get older.

1:28 - Homeless animation
The homeless paper animation of the old man was a clip found on a website that was a free template and at first, I wasn't going to use it but it really matched our topic and what we talked about and since it was free, we only took a part of the clip and not the whole.
I added it because of not only the paper animation fits really well with our topic and what we say but also how it fits with our theme and can really get the viewer (audience) attention.

1:57 - Burning money
The reason why I added the burning money clip was to emphasize the fact that we are all just spending our money constantly for things we don't really need and it's just going down the drain/ burning. I tried to make the animation slow down a bit when the money was sinking and burning to give it a more dramatic effect / look.

2:20 - Rise of population
At first, the animation was growing larger instead of shrinking and I didn't think it really worked well as the voiceover was talking about the opposite thing so I decided to reverse the animation and time it with the voiceover to make it match and not oppose to what the voiceover was talking about.

3:15 - Interview - Name
When the first interviewee started talking, I think our product technician used an iPhone camera and microphone to record to what he was saying. Whilst editing I had to use background reduce the effect and enhance the voice of the interviewee. I added a subtitle introducing who it was and what job they were.

Improve:
Next time what I would do to try and improve this video was maybe pushed my team to record more videos and interviews and use clear audio. Add subtitles to the interview as the audio wasn't clear enough and maybe recreate the old man animation.