Friday 4 May 2012
Monday 2 April 2012
Evaluation - Question 7
Evaluation Question 7
In the progression from the Preliminary Task to the full product we have learned:
- Working outdoors, with natural light opposed to prosthetic light made the colouring of the clips harder as it meant we had to adjust each and every clip depending on different levels of lighting.
- The difficulty of shooting match-on-action shots on location. Here we have two match-on-action shots from the task, difference being the time taken between shots and distance travelled to film each shot Here in the preliminary task it took us a matter of seconds to relocate the camera and get the angle we wanted. Whereas in the final product below, the time taken to relocate the camera for a different angle and shot took much longer.
Overall the greatest thing we believe we have learnt is that time management is very important to creating a successful product. We also found that the process of filming and editing takes considerably longer than, we may first have, anticipated.
Sunday 1 April 2012
Evaluation - Question 5
In relation to the playability of our product, we believe that is attracts and addresses our target audience in a number of ways.
Firstly, our product is centred around teenage ways of life, and explores the taboo subject of teenage suicide. This would draw in our audience because this subject matter is often potrayed in the media as a teenage trait, and many young people would relate to how our female protagonist is feeling.
The gender or our target audience is female, and to rienforce this we made sure that the first character you see is a girl, that fits the criteria of being vulnerable, depressed and in love. By shooting a couple of college scenes, it also rienforces the idea that our target audience are students, that are well educated and perhaps in the middle class social status bracket. Furthermore, the male protagonist voice over is distinctively a British accent, which also emphasises the more educated side to teenage life, and how our film represents real characters with real emotion.
In many coming of age films, and teenage films in general there is a stereotypical 'cool guy' male that girls have a crush on. We have made Alex (the male protagonist) to fit that stereotype, and has two females that want him throughout the film. This would draw in female attraction as we try to make the viewers want him to be with the female protagonist, and leave behind his 'cool' group that bully her.
We believe that our media product also has an educational aspect to it, and that it could teach young people about morals and anti-bullying. This would attract a younger audience that are on a learning curve, and are perhaps stuck in the same situation through school/college.
The feedback from peers we recieved indicated that they felt that our opening sequence attracted their attention, and that they wanted to watch the full film! I think we have succesfully addressed our target audience, and that all of our research and understanding about how we are going to address them definitely paid off.
Firstly, our product is centred around teenage ways of life, and explores the taboo subject of teenage suicide. This would draw in our audience because this subject matter is often potrayed in the media as a teenage trait, and many young people would relate to how our female protagonist is feeling.
The gender or our target audience is female, and to rienforce this we made sure that the first character you see is a girl, that fits the criteria of being vulnerable, depressed and in love. By shooting a couple of college scenes, it also rienforces the idea that our target audience are students, that are well educated and perhaps in the middle class social status bracket. Furthermore, the male protagonist voice over is distinctively a British accent, which also emphasises the more educated side to teenage life, and how our film represents real characters with real emotion.
In many coming of age films, and teenage films in general there is a stereotypical 'cool guy' male that girls have a crush on. We have made Alex (the male protagonist) to fit that stereotype, and has two females that want him throughout the film. This would draw in female attraction as we try to make the viewers want him to be with the female protagonist, and leave behind his 'cool' group that bully her.
We believe that our media product also has an educational aspect to it, and that it could teach young people about morals and anti-bullying. This would attract a younger audience that are on a learning curve, and are perhaps stuck in the same situation through school/college.
The feedback from peers we recieved indicated that they felt that our opening sequence attracted their attention, and that they wanted to watch the full film! I think we have succesfully addressed our target audience, and that all of our research and understanding about how we are going to address them definitely paid off.
Saturday 31 March 2012
Evaluation - Question 4
After doing some research into audiences and demographic profiles, we decided that the target audience for our product would be of the younger variety, more specifically in their teenage years. Being in this age category ourselves, this proved to be a straight forward task, as we were creating material that would potentially be viewed by ourselves.
In the early stages of our project, we did a section on the blog that shows the ideal demographic profile of a member of our target audience. This is what we came up with:
Age: 16-25
General interests: Being with friends, concerts, being with the boyfriend, engaging in many media products such as face book and twitter, reading books centred around romance/thrillers. Likes to be different and not follow a crowd.
Musical taste: Non mainstream, quirky style of rock/acoustic based music.
Movies likely to have seen: This is England, Fish Tank, Submarine, Angus Thongs and Perfect Snogging, Harry Potter franchise.
Relationship status: In a steady relationship, likely to take her boyfriend/partner along with her to see the movie.
Reasons for consumption: To explore certain ideas that they haven't experienced before, and to form on screen relationships with characters. They consume media in a light hearted way, for entertainment purposes and to be sociable, and up to date with media.
The genre of our media product is coming of age, romance and drama. The storyline involves a teenage boy discovering himself and the world around him, and falling in love with a girl who doesnt 'fit in' with the crowd. His goal is to stop her from ending her life come the end of the film. The interest of this kind of media product would be with teenagers that perhaps haven't found themselves yet, but just go along with a crowd to feel that they fit in.
In the early stages of our project, we did a section on the blog that shows the ideal demographic profile of a member of our target audience. This is what we came up with:
Age: 16-25
Gender: Female
Social status: Comes from a working class back round, aims to achieve highly through education and better own situation.
Ethnic back round: Mainly white, british, but may appeal to other ethnic groups.
Education: A full time student at college/university.
Subjects likely to be taking: Psychology, media, sociology, art. A mixture of academic and creative subjects.
Occupation: Part time work in a retail store.
Musical taste: Non mainstream, quirky style of rock/acoustic based music.
Movies likely to have seen: This is England, Fish Tank, Submarine, Angus Thongs and Perfect Snogging, Harry Potter franchise.
Relationship status: In a steady relationship, likely to take her boyfriend/partner along with her to see the movie.
Reasons for consumption: To explore certain ideas that they haven't experienced before, and to form on screen relationships with characters. They consume media in a light hearted way, for entertainment purposes and to be sociable, and up to date with media.
The genre of our media product is coming of age, romance and drama. The storyline involves a teenage boy discovering himself and the world around him, and falling in love with a girl who doesnt 'fit in' with the crowd. His goal is to stop her from ending her life come the end of the film. The interest of this kind of media product would be with teenagers that perhaps haven't found themselves yet, but just go along with a crowd to feel that they fit in.
Friday 30 March 2012
Evaluation - Question 2
Our central protagonist, a typical teenage female, is victimised throughout the opening sequence by a group of individuals. This act alone proves her lowly respected status and position within their ‘popular’ society. Portraying a young female as the main character appears to be rather popular within this particular industry and enabled us to reinforce vulnerability upon her. We also emphasised isolation and independence within youth culture and explored various emotions.
Teenagers are the main focus of our media product. We hope that the main character will be an individual in which the target audience can relate to and construct emotion for. This particular female is defenceless, fragile and inferior which is in contrast to the general perception the public already have of teenagers. However, this prejudiced image is represented by the other characters that victimise and torment the vulnerable female lead. 
We decided that using costumes that reflect the average teenager; such as leggings, a jumper and ‘gilet’ would be more effective and realistic than designing specific outfits. All of the characters included in our footage are filmed wearing average, casual clothing in which they would on a daily basis. This concept also reinforces the realism of our media product and ensures that our target audience feels a close relation to the characters.
‘Fish Tank’ portrays the main character, Mia, in a completely different way to that of our film. This aggressive teenage girl has been thrown out of school and finds it difficult to engage in any sophisticated conversation. Her clothes are stereotypically ‘chavy’ and her language is extremely poor. The female in our film is vulnerable and reserved. She is repeatedly victimised and has the ability to win over the viewer’s hearts.
Despite the clear differences between the two characters, they are both alienated from society and engage in threatening conflict with peers. Each of the protagonists show clear connections between their relationships and how their home-lives have affected them and display both physical and emotional aspects of growth. They portray two opposite stereotypes and help to reinforce absolute realism into each film.
‘Fish Tank’ portrays the main character, Mia, in a completely different way to that of our film. This aggressive teenage girl has been thrown out of school and finds it difficult to engage in any sophisticated conversation. Her clothes are stereotypically ‘chavy’ and her language is extremely poor. The female in our film is vulnerable and reserved. She is repeatedly victimised and has the ability to win over the viewer’s hearts. 
Despite the clear differences between the two characters, they are both alienated from society and engage in threatening conflict with peers. Each of the protagonists show clear connections between their relationships and how their home-lives have affected them and display both physical and emotional aspects of growth. They portray two opposite stereotypes and help to reinforce absolute realism into each film. Preliminary - Continuity Exercise By Laura Bebber And Alex Smith
This is the prelimiary sequence in which Alex and I created to show aspects of continuity and various shot types. I feel that the match-on-action flows extremely well and that we learnt a lot from the process. The shot-reverse-shots during the exchange of dialogue are effective and help to improve the overall professionalism.
In order to improve on the overall construction, I feel that we could have cropped the scene at 0:21 as you can hear laughing in the background. Despite this, the effort we put into the filming shows as we achieved good match on action fluency. We also incorporated plenty of dialogue and a brief story line into the task. We thought carefully about each small aspect such as which foot Alex was stepping onto to increase the validity. The editing went well as we filmed each stage in chronological order. This made the process easier and allowed us to finish the project within a short space of time.
Monday 26 March 2012
The Title Of Our Film - Laura Bebber
After much deliberation, we decided upon the title 'small voice'. We felt that this was effective as it is a true reflection of how the central protagonist is feeling during the film. Her feelings are merely 'unheard' to others and the use of the word 'small' emphasises her status and value in society.
Our choice of typography is purposeful as it is a close representation of graffiti art. This reinforces the influence youth culture has had on our film and ideas. We decided to keep the font white and pure as the lack of colour allows the reader to create their own connotations. This also ensures that the title stands out against the plain black background.
Our choice of typography is purposeful as it is a close representation of graffiti art. This reinforces the influence youth culture has had on our film and ideas. We decided to keep the font white and pure as the lack of colour allows the reader to create their own connotations. This also ensures that the title stands out against the plain black background.
Diary Entry For Editing - By Laura Bebber
DAY FIVE
Today we finished off our final product by incorporating titles into our opening. We chose the font specifically to reinforce our coming of age genre and to attract our target audience furthermore. We decided to ensure that the typography remained pure and simple by using the colour white. I feel that this was an effective idea as the titles stood out but did not distract from the footage behind. We also felt that the font slightly resembled graffiti art reinforcing the genre once again. After researching into other similar movies on the market, we discovered that they usually used the same technique. We then progressed to importing our company ident in which I previously constructed. This gave our film a polished finish.
Brief overview:
- Downloading specific typography from Dafont.com
- 'Adding text' ( film titles)
- Size
- Positioning
- Colour
- Importing video clip (company ident)
- Finalising opening sequence
Brief overview:
- Downloading specific typography from Dafont.com
- 'Adding text' ( film titles)
- Size
- Positioning
- Colour
- Importing video clip (company ident)
- Finalising opening sequence
Diary Entry For Editing - By Laura Bebber
DAY FOUR
During our lesson, we managed to successfully edit the majority of the film sequence. We added a slow motion effect to certain clips to create tension and a dramatic atmosphere. In order to maximise the overall quality of our footage, we sharpened the image and made various colour alterations. This proved rather tiresome as we had to alter every individual clip in the same way. However, I definitely feel that this gave our film a more glossy finish. We decided to edge towards the colour purple as it gave an effective atmosphere and felt that it was a good reinforcement of our desired genre. Today we also imported the original soundtrack and voice over into our project. This instantly improved the quality of our film and added an entirely more professional finish. We cleverly incorporated the audio to specifically match the footage on screen and altered the volume levels to ensure that both files were not overpowering one another. We played around with various audio effects and edited the pitch of the music for a more polished finish.
Brief overview:
- Changing speed (slow motion)
- Sharpening visuals
- Colour alterations
- Importing audio
- Incorporating music and voice over
- Volume levels
- Pitch
- Changing speed (slow motion)
- Sharpening visuals
- Colour alterations
- Importing audio
- Incorporating music and voice over
- Volume levels
- Pitch
Diary Entry For Editing - By Laura Bebber
DAY THREE
Brief overview:
- Cropping
- Cutting/deleting files
- Construction of entire opening
- Overlaying (fluency)
- Time management
- Altering motion (reverse)
Today we managed to roughly put together all of the clips needed for our finished product. We had a few issues with the timing as the length was beyond the maximum limit allowed for the course. During the lesson, we shortened some of the film clips and deleted any unnecessary footage. This proved difficult as our complicated story line was hard to portray in such a short space of time. Changing the clips into a reverse motion for the majority of the opening was challenging as we had to ensure each clip flowed correctly without looking amateur. However, after a lot of hard work, we were impressed with our outcome.
Brief overview:
- Cropping
- Cutting/deleting files
- Construction of entire opening
- Overlaying (fluency)
- Time management
- Altering motion (reverse)
Diary Entry For Editing - By Laura Bebber
DAY TWO
Today we continued structuring our footage and forming the opening of our sequence. By cropping, muting and changing the speed of the clips, our storyline began to take shape. We ensured that the match on action shots flowed well in order to create a more professional finish. During our Media Studies lesson today, we also managed to construct the middle of our sequence. We used our previously written treatment as a close guide on the construction and were very successful with this.
Brief overview:
- Cropping
- Speed alterations
- Muting background noise
- Match on action fluency
- General construction
- Guidance (treatment)
Brief overview:
- Cropping
- Speed alterations
- Muting background noise
- Match on action fluency
- General construction
- Guidance (treatment)
Diary Entry For Editing - By Laura Bebber
DAY ONE
We began by transferring all of our clips from the camera onto the computer. We then progressed to organising our footage into separate folders and deleting the clips in which had errors or were un-needed for the final product. Once the files had been imported into Final Cut Pro, we roughly constructed the beginning of our film. We had no problems with this and enjoyed playing around with different scenarios. We also used a trial and error technique to test various visual effects and explored the software for ideas.
Brief overview:
- Transferrence of clips from camera
- Organising into separate files
- Beginning of construction
- Exploration of visual effects
- Famliliarising with editing software
We began by transferring all of our clips from the camera onto the computer. We then progressed to organising our footage into separate folders and deleting the clips in which had errors or were un-needed for the final product. Once the files had been imported into Final Cut Pro, we roughly constructed the beginning of our film. We had no problems with this and enjoyed playing around with different scenarios. We also used a trial and error technique to test various visual effects and explored the software for ideas.
Brief overview:
- Transferrence of clips from camera
- Organising into separate files
- Beginning of construction
- Exploration of visual effects
- Famliliarising with editing software
Health and safety whilst filming
When given the responsibility to go out and film for a media product, there are always health and safety issues that need to be planned, and seen through. In our opening, the main female character is suicidal and jumps of a cliff wall. Of course, I wasn't going to actually jump off a cliff face, so we needed to find a wall with a small drop, that we could edit to look as if i were jumping a high distance. Whilst jumping off the small wall, i landed in the wrong way, and was in agony with my foot. I needed to stop standing on it instantly and sit down, which prevented us from filming it again like we needed in order to get better shots, from different angles e.c.t. I went to the hospital to get it looked at not long afterwards and was told i had fractured a bone in my foot. I then had to wear a special boot for two weeks in order to let it heal. This taught me to make sure i know in advance exactly how i am meant to land, before just going ahead and doing it.
In regards to the technological side of it, we had a college camera to keep safe whilst going out and filming. We made sure that the straps were kept securely around our hands at all times, as we needed to get shots from over the cliff face. Over all, i believe we managed to keep ourselves safe, but should definitely weigh up certain situations if we ever shot for a media project again.
In regards to the technological side of it, we had a college camera to keep safe whilst going out and filming. We made sure that the straps were kept securely around our hands at all times, as we needed to get shots from over the cliff face. Over all, i believe we managed to keep ourselves safe, but should definitely weigh up certain situations if we ever shot for a media project again.
BBFC research - Sabrina Bell
Before deciding which age certificate to give our film, i needed to do some research into the BBFC, to see which age rating would be best suitable for our genre of film. i researched what age certificates films of a similar genre had been given, and the reasons behind this.
Fish Tank: 15
Angus thongs and Perfect Snogging: PG
This is England: 18
Submarine: 15
The Lovely bones: 12a
As I could see, all the British, coming of age films that i had researched were all 12a or above, and because our film is exploring similar themes and story lines, i know that we need to give ourselves a similar rating. These films explore frequent sexual references, and drugs are especially present in fish Tank. The reason why our film will not be 'suitable for all' is due to the fact we explore suicide/depression, which is quite a taboo subject amongst the younger generation, and we wouldn't want to be seen 'glamourising' suicide to a younger, vulnerable audience.
Distinguishing between the age classifications
This age certificate stands for ' universal', and is commonly found on children's movies, such as Disney movies. The meaning behind this age certificate is to symbolise the content within the movie is suitable for all ages, and won't harm or upset a child that might be watching. In order for a film to be classified with this age rating needs to follow a strict criteria. U films should be set up with a positive moral frame work and should offer counterbalances to any horror/ conflict. Themes such as sex, drugs, horror, violence, language and nudity need to be very mild, and should be reasonably educational and morally correct for the younger audience.
To be rated an 18, a film may have many different taboo themes as it is seen to be an adult film. Sexual relations may be shown to the full, as long as there is a sense of morality, and safe sex/ health issues aren't ignored. Violence may be graphic, and the use of drungs may be frequent, but not in a way that glamourises it, but may act as a warning.
This age certificate stands for ' restricted 18', and is the highest rating a film can be given. These films may only be shown to adults in restricted viewing times, and video works may only be given to people in licensed sex shops. Strong physical and verbal abuse is allowed, and themes with stronger danger such as paedophilia may be explored.
In conclusion, our film shall be given a 12a rating, as it is aimed at a young teenage audience, and if we gave it a 15 certificate, then it would narrow our potential custom. Also, the themes and story lines we explore are relatable to the lives of students from the age of 12 and up, and we do not dwell on taboo subjects that would be given a 15 age rating.
Fish Tank: 15
Angus thongs and Perfect Snogging: PG
This is England: 18
Submarine: 15
The Lovely bones: 12a
As I could see, all the British, coming of age films that i had researched were all 12a or above, and because our film is exploring similar themes and story lines, i know that we need to give ourselves a similar rating. These films explore frequent sexual references, and drugs are especially present in fish Tank. The reason why our film will not be 'suitable for all' is due to the fact we explore suicide/depression, which is quite a taboo subject amongst the younger generation, and we wouldn't want to be seen 'glamourising' suicide to a younger, vulnerable audience.
Distinguishing between the age classifications
This age certificate stands for ' parental guidance' which means that it is down to the individual parent to decide whether they believe it to be suitable for their child to view the film. The BBFC industry is aware that some viewers are more vulnerable and sensitive when it comes to viewing some themes, but PG films should not disturb a child over the age of 8 generally. In the same way as Universal films, PG films also need to be restricting on the amount of taboo themes and ideas they explore.
This age classification only exists in films that are being played in the cinema. No child under the age of 12 may view this film unless accompanied by an adult. The difference between a 12a film, and a 12 rated film are that the 12 category only exists for video works, whilst the 12a rating is purely cinema based. The factors that make a 12a film a 12a, are that taboo subjects such as violence, sex, suicide e.c.t may be allowed, but need to be discreet and infrequent. In relation to our movie opening, we show a teenage girl displaying the suicidal act of jumping off a cliff. The BBFC board states that 'suicide and self harming should not dwell on detail which could be copied, or appear pain or harm free'. In our opening, you see the girl jumping off the cliff, but you do not see the landing or witness any pain/suffering. Further more, attention is taken away from the suicide, as instantly the male character jumps up and begins his story. The fact that as the film progresses, the male character stops the female character from jumping off the cliff also diverts attention away from the taboo theme.
This age certificate means that no one under the age of 15 may view the content, or buy 15 rated video work. The differences between a 12a film, and a 15 film are considerably high, and is a big jump in regards to what is acceptable. For example, violence and horror may be strong, and language of the most severe kind can be used, but must be justifiable in the context. Nudity is allowed, and strong references to sexual behaviour are likely to occur. We wouldn't intend to include frequent bad language, or any violence to a high degree throughout our movie, but remain the same level that our opening displays.
This age classification only exists in films that are being played in the cinema. No child under the age of 12 may view this film unless accompanied by an adult. The difference between a 12a film, and a 12 rated film are that the 12 category only exists for video works, whilst the 12a rating is purely cinema based. The factors that make a 12a film a 12a, are that taboo subjects such as violence, sex, suicide e.c.t may be allowed, but need to be discreet and infrequent. In relation to our movie opening, we show a teenage girl displaying the suicidal act of jumping off a cliff. The BBFC board states that 'suicide and self harming should not dwell on detail which could be copied, or appear pain or harm free'. In our opening, you see the girl jumping off the cliff, but you do not see the landing or witness any pain/suffering. Further more, attention is taken away from the suicide, as instantly the male character jumps up and begins his story. The fact that as the film progresses, the male character stops the female character from jumping off the cliff also diverts attention away from the taboo theme.
In conclusion, our film shall be given a 12a rating, as it is aimed at a young teenage audience, and if we gave it a 15 certificate, then it would narrow our potential custom. Also, the themes and story lines we explore are relatable to the lives of students from the age of 12 and up, and we do not dwell on taboo subjects that would be given a 15 age rating.
Diary Entry For Filming - Alex Smith
DAY THREE
Bright and early! Me and Sabrina met in town to film the bench shots, this proved somewhat difficult. We couldn't use a tripod, as it would draw too much attention to the general public being some of the shot. We also needed to film long enough so that when the film was sped up there was enough material, this meant waiting around for a long time when filming hoping we were filming some good quality shots!
We tried balancing the camera in a handbag, but ended up shooting the floor and in the end resulted in Sabrina holding the camera by her side and filming without the use of the digital viewfinder. In the end we just had to go with what we had filmed and edit accordingly and as professionally as possible.
Today we also requested the help of our fellow peers, who we used to act some extra characters. After college we headed to an alleyway close by and filmed:
Bright and early! Me and Sabrina met in town to film the bench shots, this proved somewhat difficult. We couldn't use a tripod, as it would draw too much attention to the general public being some of the shot. We also needed to film long enough so that when the film was sped up there was enough material, this meant waiting around for a long time when filming hoping we were filming some good quality shots!
We tried balancing the camera in a handbag, but ended up shooting the floor and in the end resulted in Sabrina holding the camera by her side and filming without the use of the digital viewfinder. In the end we just had to go with what we had filmed and edit accordingly and as professionally as possible.
Today we also requested the help of our fellow peers, who we used to act some extra characters. After college we headed to an alleyway close by and filmed:
1) Mid Shot – Bullies ‘high fiving’.
2) Mid Shot – Bullies tormenting Female character.
3) Close Up – Female character’s emotions.
5) Wide Shot – Male character walking past alleyway.
6) Mid Shot – Bullies tormenting Female character.
8) Mid Shot – Female character leaving alleyway.
Hardly any problems when filming just difficult providing a clear flow of what is going on, although Laura and Emily's laughing did slow the process of filming.
Diary Entry For Filming - Alex Smith
DAY TWO
Today we got on the bus to the town centre and walked to a remote seaside location. Due to the fact it was getting increasingly dark, again speed was of the essence. Shots required were:
Today we got on the bus to the town centre and walked to a remote seaside location. Due to the fact it was getting increasingly dark, again speed was of the essence. Shots required were:
1) Wide Shot – Female Character Walking to suicide location. Provides a sense of texture and context.
2) Mid Shot – Female character approaching sea wall stairs.
3) Very Wide Shot – Female character walking up to the sea wall.
5) POV Shot – Female looking over sea wall edge.
6) Over-the-shoulder-shot – Looking over the female characters shoulder at the landscape.
8) Low Angle Mid Close Up – Female character’s emotion.
9) Wide Shot – Female character climbs up onto the sea wall. And jumps off.
11) Mid Shot – Male character climbs down from sea wall.
12) POV Shot – Male looking over sea wall edge. (To be reversed)
14) Mid Shot – Male character approaching sea wall stairs. (To be reversed)Wide Shot – Male Character Walking to suicide location. Provides a sense of texture and context. (To be reversed)
In the best interest of the technology and its value we made a make shift, neck strap for the camera so when filming the over the edge shots we didn't drop it! We managed to film all of the shots required and it took us about an hour and a half, Sabrina when filming for a shot, fell awkwardly on her ankle and she may have to go to A&E to get it checked out, but all in all a successful trip.
Diary Entry For Filming - Alex Smith
DAY ONE
Today we ventured out from college, got on the bus and travelled to a local housing estate. Here we had pre arranged the use of a relative's house to film some of the shots for our opening. Due to not wanting to outstay our welcome we had to be efficient in filming the necessary shots needed for our film these were:
Today we ventured out from college, got on the bus and travelled to a local housing estate. Here we had pre arranged the use of a relative's house to film some of the shots for our opening. Due to not wanting to outstay our welcome we had to be efficient in filming the necessary shots needed for our film these were:
1) Establishing Shot – Housing Estate.
2) Close Up – Match on action for Male character carrying bin and reaction shot to thinking about girl.
3) Low Angle Shot - Male character carrying bin.
4) Mid Shot – Female character walking out of the house and slamming door. (To be reversed)
Laura did most of the filming for the shots I was in and we all took the role of directing each other. Due to unfamiliarity with the location it took a while to get some of the angles for filming just right.
Later on in the afternoon we set about filming the college corridor scenes, requesting the help of our peers for extra characters. The shots included:
Later on in the afternoon we set about filming the college corridor scenes, requesting the help of our peers for extra characters. The shots included:
1) Mid Shot – College corridor, Female character gets up from the floor crying.
2) Close Up – Male character reaction shot.
3) Mid Shot – Bully character trips up Female character.
4) Close Up – Bully character’s emotion/reaction.
5) Mid Shot – Approach of Female character.
6) Mid Shot – College conversation between Bully and Male character.
Hardly any technical hitches or problems , all in all a good day.
Thursday 22 March 2012
Rough Cut - Small Voice
Here is our rough cut opening, which we aim to improve by recieving and acting upon consumer feedback.
“I think the silence at the beginning lasts too long and the start of the music seems random. Otherwise I thoroughly enjoyed watching your film opening”
“The sound needs to be muted in the scene where you are in the alley way as you can hear the wind and someone shouting”
“Sometimes the voice over and music overpowers one another so it’s difficult to hear what is being said, but the editing was very effective and had a great storyline too”
“I really like your opening, it looks very professional. Now all you need is to add titles and an ident”
" I can tell you have put in a lot of effort. The only improvement I can think of is that you could start the music at the beginning of the sequence"
“I think the silence at the beginning lasts too long and the start of the music seems random. Otherwise I thoroughly enjoyed watching your film opening”
" I can tell you have put in a lot of effort. The only improvement I can think of is that you could start the music at the beginning of the sequence"
Tuesday 6 March 2012
Monday 5 March 2012
Thursday 9 February 2012
Shot List - Alex Smith
1) Wide Shot – Female Character Walking to suicide location. Provides a sense of texture and context.
2) Mid Shot – Female character approaching sea wall stairs.
3) Very Wide Shot – Female character walking up to the sea wall.
4) Mid Shot – Female Character looking over sea wall.
5) POV Shot – Female looking over sea wall edge.
6) Over-the-shoulder-shot – Looking over the female characters shoulder at the landscape.
7) POV Shot – Female character acknowledging the landscape.
8) Low Angle Mid Close Up – Female character’s emotion.
9) Wide Shot – Female character climbs up onto the sea wall. And jumps off.
10) Wide Shot – Male character climbs up onto the wall (To be reversed)
11) Mid Shot – Male character climbs down from sea wall.
12) POV Shot – Male looking over sea wall edge. (To be reversed)
13) Very Wide Shot – Male character walking up to the sea wall. (To be reversed)
14) Mid Shot – Male character approaching sea wall stairs. (To be reversed)
15) Wide Shot – Male Character Walking to suicide location. Provides a sense of texture and context. (To be reversed)
16) Wide Shot – Male character sat on a bench in the town center, watching the world pass by.
17) Mid Shot – Bullies ‘high fiving’.
18) Mid Shot – Bullies tormenting Female character.
19) Close Up – Female character’s emotions.
20) POV/Establishing Shot – Alleyway, where bullying is taking place.
21) Wide Shot – Male character walking past alleyway.
22) Mid Shot – Bullies tormenting Female character.
23) Over-the-shoulder-shot – Shows relapse of time in alleyway.
24) Mid Shot – Female character leaving alleyway.
25) Mid Shot – College corridor, Female character gets up from the floor crying.
26) Close Up – Male character reaction shot.
27) Mid Shot – Bully character trips up Female character.
28) Close Up – Bully character’s emotion/reaction.
29) Mid Shot – Approach of Female character.
30) Mid Shot – College conversation between Bully and Male character.
31) Establishing Shot – Housing Estate.
32) Close Up – Match on action for Male character carrying bin and reaction shot to thinking about girl.
33) Low Angle Shot - Male character carrying bin.
34) Mid Shot – Female character walking out of the house and slamming door. (To be reversed)
35) Close Up – Alarm clock ringing/flashing.
36) Mid Shot – Male character wakes up and looks at alarm clock, realizes what may unfold through the day.
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