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

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.

Objectives

Collaborative Dispositions

Social Dispositions (Green Section) - Good at

1. Active Listener
2. Translator
3. Relations Manager

Task Dispositions (Blue Section) - Important for role

1. Shaper
2. Out of the boxer
3. Evaluator

Dysfunctional Disposition (Red Section) - Happens in group situations and need to work on

1. Dead Weightier
2. Bad Mouther
3. Perfectionist

Collaborative Skills

Collaborating with empathy
How do you demonstrate the social dispositions?
Every time our group makes up an idea, I would be the one that asks most of the questions and how to develop it even further. I would usually be quiet and write down all the ideas because I always have a pen and paper handy with me. When we have some complications I would try my best and solve them because personally, I know most of them really well as close friends so when there is some misunderstanding I would try to put it in the way they understand it. Like I said I personally know most of them really well so sometimes I can tell how they feel about the idea, by their facial expressions and mood.

How do you speak up for your own rights and needs within a group?
If I ever need to speak up, I wouldn't yell at them or scream. I would try to do it peacefully by just asking them nicely if they could maybe listen to this idea I have. If they wouldn't listen, I would tell one person and ask them to pass it on around the group. (It usually works)

How do you show sensitivity to others’ feelings, needs, and cultures?
I think that our group has a good connection with each other because most of us have a lot of things in common and usually we try to be really open with each other so if one of us are offended by anything they would just speak up. When someone is in need of something I would listen to them because it could be really important and might help with our work. If we don't like an idea we would just try and compromise by adding another idea with it or combining it with something else.

How do you give sensitive feedback to others?
My group is pretty honest with each other so if there's something needed to be said we would just tell each other.

How do you react to feedback from others?
First we talk about the feedback and how we can improve. After we want to be positive so we talk about what we did well and what people enjoyed. We learn from the feedback from others instead of rejecting it and criticising their opinions.


How well do you avoid demonstrating the dysfunctional dispositions?
Sometimes we do have some dead weight but when we do we would communicate on our whatsapp group chat or mail each other talking about what we need to do and finish before our next lesson and we usually give each other a lists of things to do. We do get off track at times and talk about random things instead of doing our work but I think that doing that can help us with our bond in a way if we don't overdo it. We would always have one group member that is concentrated in the work so when we get off track that one member would talk to us and keep us back on track.

Collaborating effectively

How do you give meaningful feedback to others?
When giving feedback every group member has to contribute to the discussion so everyone would know the improvement needed to be fixed, what each of us liked about the creation and how we all can solve it.

How do you act upon feedback that you receive from others?
I would be silent and listen to what they have to say. I would rethink the feedback multiple times and try to apply it and use it to develop my work to create a better outcome.

How well do you help your group to make decisions?
I think in making decisions we are pretty indecisive so we always go on a vote or pick the one that suits us the best.

How do you demonstrate task dispositions?
Since I'm always writing down things, I would usually write down any idea that pops up in my head even though it may be unrealistic because we can develop it and change it a bit to make it a stronger and creative idea that's suitable for us.
Listen to feedback and not ignore it even though it may be harsh or even if I don't agree.
Being an editor you have to put everything together and make it flow easily and nicely even if the clips may contract each other, so sometimes you need to compromise and try to crop the clips or try to find a connection between the ideas and clips.

How do you decide when to lead, when to co-lead and when to follow?
When things are going downhill...

How do you decide when to talk and when to listen?
When someone has an idea I would support them and listen to whatever they have to say or what idea they have. I wouldn't shut them down instantly as it may be a good idea. If I treat them the way they wanted to be treated they would do the same.

How can you act as a chair?
I can act as a chair by communicating with my group on Whats-app every day or at least once every 2 days to check up on how much they have finished, what they need help on and if everyone is on the same page.

How can you ensure that your group makes clear and fair decisions?
When we make decisions we would always double check with everyone to see if they agree and if it's a good idea. To make it fair we would try our best to let everyone contribute to the idea and if someone doesn't like it we can either add something or "shape" it to try to make it suitable for everyone.

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

Same as the chair answer, seeing if everyone is on task and on the same page. When we all work together efficiently our group can achieve the aim much quicker and easier. 

Objectives

1. At least a 5 minute documentary
2. Don't overuse transitions
3. Have the music quiet but you can still hear it
4. HD Format
5. Present to Audience
6. Don't let the music overpower the voice over
7. Balance of B an A roll
8. Story Flow

Importance of Audio

Why is Audio important?

Usually, when the sound quality is good it goes unnoticed because it matches what we expect to hear

When the sound quality is bad, it is obvious, as it may be distracting and it cheapens the quality of the video even if the visual could have been perfect and amazing.

Having voice-overs or any kind of dialogue is the easiest way to show the message as they tell the story using words. It can help develop the scenes and actors emotions.

The sound also helps you get the message across.

Eg.

When you're watching a video without audio

• You aren't as captured in the video
• It's easy to turn away
• It's easy to lose focus

Having sound effects/ audio makes the environment realistic and you feel more involved. It adds depth to the visual video, and it can make the audience to feel a certain way towards a certain character during a specific moment in the film. Sometimes it may build a connection between the audience and the character. Simple audio like people walking (footsteps) can add realism to the visual. Adding audio can also change the mood or the way you interoperate the video.

Eg.
Imagine without audio a guy standing in the forest alone looking around, now by imagining or adding a audio in the background for example like footsteps and the sound of the breeze blowing through, it can add tension, suspense and a dark scary mood to the whole scene.

Heres another one, imagine a guy or girl sitting in the train staring through the window, watching the view. If you add a light sad music in the background it conveys the girl/guy may be sad or going through a rough time so they look out the window, wanting to be alone.
If you add scary suspense music it changes the mood of the scene completely, because now it shows that something bad is going to happen or scary.
Finally, if you add happy music to the scene, it may just look like the girl/guy is just admiring the view and is happy.

Importance of Audio Test

The purpose of Transitions in Editing

Transitions

Quiz

What I learned

In editing the transition, the editing shouldn't draw attention to themselves. Their job is to subtly support the video story or message.

• Edits shouldn't pop out
• Edits should relate to topic
• It's ok to have simple cuts
• The simpler the better 

Editing is a subtle art. Telling a great story together takes more than a strong interview and dynamic b-roll. How you weave those elements together is crucial to keeping your audience engaged.

AVOID STAR WIPES AT ALL COST!!!

Types of Transitions

• Dissolve
• Light Flash
• Cut
• Cut Away
• Fade to or From Black
• Particle Wipe

THE DISSOLVE

It is an editing technique where one clip dissolves, or fade into the next clip. As the first clip is fading away/out, it gets lighter and lighter, the second clip starts fading in, becoming more and more prominent. The process usually happens so subtly and so quickly.

• Good way to maintain flow

Commonly used throughout television today

Basic definition: Visually smooth transition between one or more shorts or scenes that dissolve from one shot to the next

When to use it:

• Slow paced documentary
• If your A-roll interviewee is describing something, you could dissolve from B-roll shot to B-roll shot as he or she is describing it
• Slowly dissolving from photograph to photograph can be very effective, especially if you want to invoke nostalgia in the viewer

When working with dissolve

• Allow for handles

Handles: short sequences that will lead up to and follow the transition of a dissolve

• You need enough video to perform the dissolve correctly

CUT

The most common transition is the “cut.” This is simply one video clip changing instantly to the next shot.

Cuts are the best way to keep the action or momentum moving along at a good pace.

Used 98-99% of video transitions you see on television or film.

Frequently be placed within a single scene to determine the scene’s pace or what different shots the director wants to be seen on screen

• Its subtle and quick
• Important to know and learn cutting with a specific purpose in mind.

When to use it:

• You should use cuts when you’re in the midst of a video segment.
• Other transitions usually mark a change in the story, setting or theme
• Cuts are also great when editing to the beat of music.

Cutting on the action 

• Editor cuts from one shot to another different shot that matches the intensity of the action of the pervious shot
• 2 Shots can be completely different, but cutting on the action the two shots can show a continuity from one to another
• Simply by the correct placement

Rapid Cutting

• Sequence of rapid cuts using either a suspenseful action packed or high impact montage type of film sequence

FADE

Two key transitions are fade-up from black and fade to black. Fading in from a single color, such as black, conveys a sense of “beginning.”  And nothing says “the end” like a fade to black

Two main types of fade:

Fade In

• Marks the start or the beginning of a sequence or film

Fade Out/ Fade to Black

• Marks the end of a film or the end of a sequence of film

Fading into or out of black, the audience becomes more aware that the focus is being moved from one scene to another

Analysing Documentary Shots

Pink Boy: A Portrait of a Gender-Creative Child

1. Shot Angle and any Camera Movement, Head room?  Lead Room? Rule of thirds used?
2. How the helps tell the story
3. Add why you think it was chosen in terms of helping the viewer understand the story

Head Room - Amount of room between the actor / actress head and the top frame
Lead Room - Leaving room for the actor / actress to use or someone to walk into

1. 
   
• Equal amount of head and lead room.
• Angle - Neutral / Eye level 
• No rule of thirds
2.  It helps show the message of loving yourself to have fun
3.  Trying her best to do something and trying to have fun

1.  
• Equal amount of head and lead room.
• Angle - Neutral / Eye level 
• No rule of thirds
2.  It helps show the message of loving yourself to have fun - shows by the boy looking up 
3.  Shows no matter what happens if you love yourself and accept yourself you can always have fun and be free

1.  
• Equal amount of head and lead room.
• No  rules of thirds
• Side Angle 
2. Shows the mum drilling
• Shows the mum is hardworking
• Shows the whole shot of the room
• Tools, Mum, Shelves on wall

1. 
   
• Side Angle
• Eye level
• Equal amount of head and lead room
2. Gives it a sad vibe
• Looks like old music video shots
• Angle makes the boy look sad
3. 
   
• It was chosen to show how a angle can effect the mood