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

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• 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.