Study on the Post-Production and Editing Process of Film
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Media Arts Department Is Composed of Directing, Post-Production, Producing, Screenwriting, and Visual Effects Associate Degree's
C A R E E R / T R A N S F E R C E N T E R M E D I A A R T S : D I R E C T I N G , P O S T - P R O D U C T I O N , P R O D U C I N G , S C R E E N W R I T I N G , V I S U A L E F F E C T S M A J O R G U I D E S H E E T W H A T I S M E D I A A R T S ? The Los Angeles Valley College Media Arts Department is composed of Directing, Post-Production, Producing, Screenwriting, and Visual Effects Associate Degree's. The Cinema and Media Arts curriculum focuses on training students to hone their storytelling skills through, directing, screenwriting classes and visual media classes in production and postproduction. It is the college's mission to prepare students to develop a broad understanding of the many facets of California’s ever-changing entertainment industry, and to learn appropriate skills to obtain internships and to be employed in entry-level positions in a variety of production venues. LAVC DEGREES & CERTIFICATES OFFERED I N T E R E S T S Degrees in Media Arts will give students a thorough ( T H I N G S Y O U background in the aesthetics of film and media. The L I K E T O D O ) department offers courses where the student will gain Creative arts experience in directing a cast and crew in the production of Study of motion pictures a short motion picture. -
Dance Design & Production Drama Filmmaking Music
Dance Design & Production Drama Filmmaking Music Powering Creativity Filmmaking CONCENTRATIONS Bachelor of Master of Fine Arts Fine Arts The School of Filmmaking is top ranked in the nation. Animation Cinematography Creative Producing Directing Film Music Composition Picture Editing & Sound Design No.6 of Top 50 Film Schools by TheWrap Producing BECOME A SKILLED STORYTELLER Production Design & Visual Effects Undergraduates take courses in every aspect of the moving image arts, from movies, series and documentaries to augmented and virtual reality. Screenwriting You’ll immediately work on sets and experience firsthand the full arc of film production, including marketing and distribution. You’ll understand the many different creative leadership roles that contribute to the process and discover your strengths and interests. After learning the fundamentals, you’ll work with faculty and focus on a concentration — animation, cinematography, directing, picture editing No.10 of Top 25 American and sound design, producing, production design and visual effects, or Film Schools by The screenwriting. Then you’ll pursue an advanced curriculum focused on your Hollywood Reporter craft’s intricacies as you hone your leadership skills and collaborate with artists in the other concentrations to earn your degree. No.16 of Top 25 Schools for Composing for Film and TV by The Hollywood Reporter Filmmaking Ranked among the best film schools in the country, the School of Filmmaking produces GRADUATE PROGRAM experienced storytellers skilled in all aspects of the cinematic arts and new media. Students Top 50 Best Film Schools direct and shoot numerous projects alongside hands-on courses in every aspect of modern film Graduate students earn their M.F.A. -
The General Idea Behind Editing in Narrative Film Is the Coordination of One Shot with Another in Order to Create a Coherent, Artistically Pleasing, Meaningful Whole
Chapter 4: Editing Film 125: The Textbook © Lynne Lerych The general idea behind editing in narrative film is the coordination of one shot with another in order to create a coherent, artistically pleasing, meaningful whole. The system of editing employed in narrative film is called continuity editing – its purpose is to create and provide efficient, functional transitions. Sounds simple enough, right?1 Yeah, no. It’s not really that simple. These three desired qualities of narrative film editing – coherence, artistry, and meaning – are not easy to achieve, especially when you consider what the film editor begins with. The typical shooting phase of a typical two-hour narrative feature film lasts about eight weeks. During that time, the cinematography team may record anywhere from 20 or 30 hours of film on the relatively low end – up to the 240 hours of film that James Cameron and his cinematographer, Russell Carpenter, shot for Titanic – which eventually weighed in at 3 hours and 14 minutes by the time it reached theatres. Most filmmakers will shoot somewhere in between these extremes. No matter how you look at it, though, the editor knows from the outset that in all likelihood less than ten percent of the film shot will make its way into the final product. As if the sheer weight of the available footage weren’t enough, there is the reality that most scenes in feature films are shot out of sequence – in other words, they are typically shot in neither the chronological order of the story nor the temporal order of the film. -
3.2 Bullet Time and the Mediation of Post-Cinematic Temporality
3.2 Bullet Time and the Mediation of Post-Cinematic Temporality BY ANDREAS SUDMANN I’ve watched you, Neo. You do not use a computer like a tool. You use it like it was part of yourself. —Morpheus in The Matrix Digital computers, these universal machines, are everywhere; virtually ubiquitous, they surround us, and they do so all the time. They are even inside our bodies. They have become so familiar and so deeply connected to us that we no longer seem to be aware of their presence (apart from moments of interruption, dysfunction—or, in short, events). Without a doubt, computers have become crucial actants in determining our situation. But even when we pay conscious attention to them, we necessarily overlook the procedural (and temporal) operations most central to computation, as these take place at speeds we cannot cognitively capture. How, then, can we describe the affective and temporal experience of digital media, whose algorithmic processes elude conscious thought and yet form the (im)material conditions of much of our life today? In order to address this question, this chapter examines several examples of digital media works (films, games) that can serve as central mediators of the shift to a properly post-cinematic regime, focusing particularly on the aesthetic dimensions of the popular and transmedial “bullet time” effect. Looking primarily at the first Matrix film | 1 3.2 Bullet Time and the Mediation of Post-Cinematic Temporality (1999), as well as digital games like the Max Payne series (2001; 2003; 2012), I seek to explore how the use of bullet time serves to highlight the medial transformation of temporality and affect that takes place with the advent of the digital—how it establishes an alternative configuration of perception and agency, perhaps unprecedented in the cinematic age that was dominated by what Deleuze has called the “movement-image.”[1] 1. -
A French Impressionist Critical Approach to Terrence Malick's
Life in Movement: A French Impressionist Critical Approach to Terrence Malick’s Films By Matthew Sellers Johnson A thesis submitted to the Victoria University of Wellington in fulfilment of the requirements of the degree Master of Arts in Film Victoria University of Wellington 2021 i ii Abstract Terrence Malick’s films from Badlands (1973) to The Tree of Life (2011) have generally received critical praise, as well as being the focus of detailed scholarly work. By contrast, his more recent films, what Robert Sinnerbrink refers to as the “Weightless trilogy” with To the Wonder (2012), Knight of Cups (2015) and Song to Song (2017), have been widely criticised and have been largely neglected academically. This thesis endeavours to situate the aesthetic features of these three films within a conceptual framework based in French Impressionist film theory and criticism. I will argue the ways in which these three films use natural light, gestures, close- ups, kinetic images and complex editing in relation to Germaine Dulac’s notions of pure cinema and Jean Epstein’s concept of photogénie. Moreover, these ideas can also be applied to films such as Days of Heaven (1978), The Thin Red Line (1998) and The Tree of Life. Thus, it is my contention that despite the significant changes to his filmmaking style evident in the Weightless trilogy, he remains a highly poetic director interested in the interior lives of his characters and the rhythms of life. iii Acknowledgements The following thesis would not be possible without the academic and personal support of the following people. First and foremost, I would like to thank Dr. -
TFM 327 / 627 Syllabus V2.0
TFM 327 / 627 Syllabus v2.0 TFM 327 - FILM AND VIDEO EDITING / AUDIO PRODUCTION Instructor: Greg Penetrante OFFICE HOURS: By appointment – I’m almost always around in the evenings. E-MAIL: [email protected] (recommended) or www.facebook.com/gregpen PHONE : (619) 985-7715 TEXT: Modern Post Workflows and Techniques – Scott Arundale & Tashi Trieu – Focal Press Highly Recommended but Not Required: The Film Editing Room Handbook, Hollyn, Norman, Peachpit Press COURSE PREREQUISITES: TFM 314 or similar COURSE OBJECTIVES: You will study classical examples of editing techniques by means of video clips as well as selected readings and active lab assignments. You will also will be able to describe and demonstrate modern post-production practices which consist of the Digital Loader/Digital Imaging Technician (DIT), data management and digital dailies. You will comprehend, analyze and apply advanced practices in offline editing, online/conforming and color grading. You will be able to demonstrate proficiency in using non-linear editing software by editing individually assigned commercials, short narrative scenes and skill-based exercises. You will identify and analyze past, present and future trends in post-production. Students will also learn how to identify historically significant figures and their techniques as related to defining techniques and trends in post-production practices of television and film and distill your accumulated knowledge of post-production techniques by assembling a final master project. COURSE DESCRIPTION: Film editing evolved from the process of physically cutting and taping together pieces of film, using a viewer such as a Moviola or Steenbeck to look at the results. This course approaches the concept of editing holistically as a process of artistic synthesis rather than strictly as a specialized technical skill. -
Visual Effects Society Releases First-Of-Its-Kind Standardized Camera Report
FOR IMMEDIATE RELEASE QuickTime™ and a decompressor are needed to see this picture. Contact: Naomi Goldman, NLG Communications T: 310-770-2765 [email protected] Visual Effects Society Releases First-of-its-Kind Standardized Camera Report Open Source Initiative to Improve Capture and Exchange of Camera Sheets and Metadata from Production to VFX Los Angeles (December 16, 2013) – The Visual Effects Society (VES), the industry’s professional honorary society, has released a standardized interchange for camera reports, allowing essential visual effects information to be better captured and transferred through production into the post-production visual effects arena. The VES worked in collaboration with leading VFX companies for more than a year to standardize data fields and specify data transfer formats and create a new universal system for providing reliable camera sheets and metadata. The format is open sourced and is available with no fees or restrictions. “A key ingredient to creating high quality visual effects is the ability to recreate a digital replica of the environment in which the scene was captured; yet, despite the fact that most studios agree on the fundamental data that needs to be captured on set, there has not been a consensus on a standard camera report format to ensure accurate notes,” said Jeffrey A. Okun, VES Board Chair. “We’re proud that the VES Technology Committee, under the leadership of Rob Bredow and Sam Richards, have successfully attempted to address this critical challenge and develop a much-needed solution.” The initiative has received tremendous input from data and asset management companies and some of the industry’s biggest VFX companies through a dedicated working group. -
Special Effects
Episode 2 Teacher Resource 11th February 2020 Special Effects 1. Discuss the BTN Special Effects story with another student. Students will explore visual 2. Rising Sun Pictures has worked on the visual effects for serval effects techniques used in film. Hollywood films. Name one. 3. What is the difference between a practical and a computer-generated visual effect? Give examples. 4. What historical event was recreated in the film Ford v Ferrari? 5. What research did the Rising Sun Pictures team do to make the Media Arts – Years 3 & 4 Use media technologies to scene accurate? create time and space through 6. What is a green screen? the manipulation of images, 7. How were the cockpit interior shots filmed? sounds and text to tell stories. 8. What visual effects were added to the cockpit interior shots? Plan, create and present media 9. How long does it take for 80 people to create 8 minutes of visual artworks for specific purposes effects? with awareness of responsible 10. What was surprising about this story? media practice. Media Arts – Years 5 & 6 Develop skills with media technologies to shape space, time, movement and lighting Vocabulary within images, sounds and text. Students will develop a glossary of words and terms that relate to film making Plan, produce and present media and visual effects. Below are some words to get them started. Students will artworks for specific audiences add words and meanings to their glossary as they come across unfamiliar and purposes using responsible words throughout their research. media practice. Computer-generated Green screen Scene imagery Visual effects Shot Animation Further investigation Students will consider using pictures and diagrams to illustrate meanings of the words in the glossary. -
Film Production Technology AS
Film Production Technology AS - 2510 Career Pathway: Arts, Humanities, Communication & Design (AHCD) Location(s): General education courses are available at all BC locations. Program specific courses for this program are offered at the A. Hugh Adams Central Campus Program Entrance Requirements: HS Diploma or GED Program Description: The Associate of Science degree in Film Production Technology is for students who seek entry-level employment in the field of film and video production and desire advancement. Some careers, to which this sequence may lead, are camera operator, video editor, film production crew, sound editor, film and video producer, director and cinematographer. Visit program’s website for additional information. Build Your Education Motion Picture Film Production Motion Picture Motion Picture Film Production Production Bachelor of Fundamentals Production Post Production Technology Management Applied Science (TC2) 6343 (TC3) 6344 (TC4) 6345 AS 2510 (TC1) 6346 Recommended Course Sequence Full Time Part Time Course ID Description Credits TC1 TC2 TC3 TC4 FIL1420C Introduction to Filmmaking 3 X X X X Term 1 FIL1552C Film Editing Fundamentals 3 X X X X Term 1 ENC1101 English Composition 3 Term 2 FIL1030 Film History 3 MGF1106 Foundations of Mathematical Reasoning 3 Term 3 FIL1100C Screenwriting Fundamentals 3 X X Term 2 FIL2438C Nonfiction Filmmaking 3 X X Term 4 FIL2537C Sound Design Fundamentals 3 X X Elective* Elective Course 3 FIL2680 Film Producing & Production 3 Term 3 Term 5 Management X X ARH2051 Art History: Renaissance -
Understanding Meaning, Mood & Message
Children's Comprehension of Video Effects: Understanding Meaning, Mood & Message by Nell Breyer Msc. Cognitive Neuroscience Oxford University Oxford, UK 1997 Submitted to the Program of Media Arts and Sciences, School of Architecture and Planning, In partial fulfillment of the requirements for the degree of Master of Science in Media Arts and Sciences at the Massachusetts Institute for Technology June, 2002 © Massachusetts Institute for Technology, June 2002. All Rights Reserved. Author/Nll krey r (/ Program in Media Arts and Sci ces May 10, 2002 Certified by --Brian K. Smith, Assistant Professor, MIT Media Laboratory ((/ Accepted by - Anarew B. Lippman Chairman Departmental Committee on Graduate Studies MASSACHUSETTS INSTITUTE OF TECHNOLOGY JUN 2.7 230?2 ROTCH 1 LIBRARIES Children's Comprehension of Video Effects: Understanding Meaning, Mood & Message by Nell Breyer Submitted to the Program of Media Arts and Sciences, School of Architecture and Planning, In partial fulfillment of the requirements for the degree of Master of Science in Media Arts and Sciences at the Massachusetts Institute for Technology Abstract Children's comprehension of special effects was examined in a series of digital video workshops designed for 9-14 year olds. Children assessed illusions in film, TV and video. They made observations about a mood or message conveyed through these magical "tricks" and effects, and generated hypotheses about techniques underlying their production. Children then tested their preconceptions, building action-based stories with effects in the workshop. Children's explanations and videos were compared. Film elements conveying narrative meaning and mood are described. Mechanisms driving change in understanding are discussed. Initially, children described features or instances of effects, but not their context or purpose. -
An Experiment in Comedy, Stunts, and Visual Effects
University of New Orleans ScholarWorks@UNO University of New Orleans Theses and Dissertations Dissertations and Theses Fall 12-16-2016 “Down to the Last:” An experiment in comedy, stunts, and visual effects Margaret Ann Broach University of New Orleans, [email protected] Follow this and additional works at: https://scholarworks.uno.edu/td Part of the Film Production Commons Recommended Citation Broach, Margaret Ann, "“Down to the Last:” An experiment in comedy, stunts, and visual effects" (2016). University of New Orleans Theses and Dissertations. 2246. https://scholarworks.uno.edu/td/2246 This Thesis is protected by copyright and/or related rights. It has been brought to you by ScholarWorks@UNO with permission from the rights-holder(s). You are free to use this Thesis in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights- holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. This Thesis has been accepted for inclusion in University of New Orleans Theses and Dissertations by an authorized administrator of ScholarWorks@UNO. For more information, please contact [email protected]. “Down to the Last:” An experiment in comedy, stunts, and visual effects A Thesis Submitted to the Graduate Faculty of the University of New Orleans In partial fulfillment of the Requirements of the degree of Master of Fine Arts In Film and Theatre With a concentration in Film Production By Margaret Broach B.F.A. -
The Film-Making Process
Glasgow School of Art Course Specification Course Title: The Film-Making Process Course Specifications for 2020/21 have not been altered in response to the COVID-19 pandemic. Please refer to the 2020/21 Programme Specification, the relevant Canvas pages and handbook for the most up-to-date information regarding any changes to a course. Course Code: HECOS Code: Academic Session: PELC213 2020-21 1. Course Title: The Film-Making Process 2. Date of Approval: 3. Lead School: 4. Other Schools: PACAAG April 2020 School of Visualisation and This course is available to Simulation students on PGT programmes which include a Stage 2 elective. 5. Credits: 6. SCQF Level: 7. Course Leader: 20 11 Gillian Moffat 8. Associated Programmes: This course is available to students on PGT programmes which include a Stage 2 elective. 9. When Taught: Stage 2 10. Course Aims: The overarching aims of the stage 2 electives are as follows: Encourage interdisciplinary, critical reflexivity from within an open set of choices; Foster deep investigative approaches to new or unfamiliar areas of practice and theory; Cultivate self-directed leadership and initiative-taking in both applied and abstract modes of practice/ study not necessarily associated with a student’s particular creative specialism; Enable flexible, ethical exploration and connection of diverse knowledge and understanding within a specialist programme of study. This course aims to: To provide students with the opportunity to acquire a critical understanding and knowledge of professional production methodologies involved within the creation of small-scale practical project(s), specifically the film-making process. Provide students with the theoretical and practical overview of the artistic context and the technical processes involved in low budget film making with an emphasis on digital editing; Enable students to acquire and demonstrate a critical knowledge of essential film-making disciplines: Screenwriting, Cinematography, Directing, Producing, Post-production, Sound and Editing.