AS Prelim

This short film (Ex's) is about two teachers who meet in a classroom after both having had long days teaching disruptive school children. One of the teachers reveals that the new head of department is in fact her ex-boyfriend, and leaves the sequence on a cliff-hanger.

1. Who did you work with and how did you manage the task between you?

I worked in a group of three, consisting of Flo Donald, Alexander Nicolaides and myself. In our first session allocated for planning our task we discussed the storyline that we wanted to use and came up with the idea that two teachers would have a conversation (in a classroom of some kind) and make small talk about how their days have been and the new teacher that joined the school who turns out to be one of their ex-boyfriends. We then needed to focus on individual roles within the group and decided that Alex would be the camera man and Flo and I would be the actors. As well as this, Alex drew the storyboard and Flo and I worked on the script and shot list. In terms of group dynamics, I feel we were all able to work well together to get things done and set little tasks which each took the same amount of time as each other to make it equal. Personally, I took the lead in writing the script because I'm better at the writing aspect of things rather than organisation (the shot list) which is something I will get better at as the course goes on.

Evidence for No. 1 - Group Photo

2. How did you plan your sequence? What processes did you use? What theories did you try and take into account?

We first planned our sequence through a group discussion where we all put forth our ideas and then we tried to blend them together to get our final idea based on the brief we were given. We then developed a storyboard so that we could see clearly how our sequence would work and what we may need to change in order to gain continuity and fluidity in our story. We worked out some of the shot types we needed (eg. LS and MS) and in what order we would shoot them so that we could be organised and know exactly what we were doing when it came to actually shooting the sequence. Next, we made the script and tried to make it slightly humorous so that there would be an element of comedy and it wouldn't be boring to watch. A main thing that we had to think about was blocking the sequence and focusing on the arrangements of furniture as well as character masking and how we would avoid characters from being in the way of each other. After all this, we did a walk through of the sequence and figured where the camera would be positioned for all the shots, and how we would adhere to the 180-degree rule, match on action and shot/reverse/shot (as outlined in our brief). The most important theory we took into account was the aspect of continuity as this was what the whole sequence was trying to achieve and was the main component of the brief. We also considered other theories we've learnt about such as characters (how they interact), narrative (how the piece flows and what happens), genre (we wanted to achieve a comedy) and setting (ours was just a classroom).

  

Evidence for No. 2 - Storyboard, Shot List (Shoot Schedule) and Script

3. What technology did you use to complete the task, and how did you use it?

The main components of the task were shooting the sequence and then editing it. For shooting, we used a camera (Cannon HFG30), tripod and microphone. We use the camera in order to shoot the short film and we used this specific one because it is light and portable yet did all the things we needed it to do. It was positioned on a portable tripod as to prevent any shaking which might have occurred had the camera been hand-held. The microphone (shotgun mic) was necessary in order for the actors (Flo and I) to be heard, and Alex (cameraman) wore a set of headphones to detect what could could be heard, including any background noises like doors slamming, so we could retake the shot if needed. For editing, we used a PC based edit station with running Adobe Premier Pro. This was needed in order to cut our shots and link them together in the right order to actually put our sequence together and create continuity. The main tools we used were the 'in and out points' and the 'trim tool' as these were vital in aiding us to make perfect cuts.

Evidence for No. 3 - Cannon HFG30, Shotgun Mic and Adobe Premier Pro

4. What factors did you have to take into account when planning, shooting and editing?

The underlying factor we had to take into account whilst planning, shooting and editing was whether or not we were sticking to the brief and if not, how could we change it so that we were. For example, the brief states that two people need to be sat opposite each other and at one point we had them sitting next to each other so it's minor things like this that we had to change. The other factors we had to consider were time arrangements and how we were going to fit everything into the time allocated, so we had to be reasonably precise with our shots and make sure we got everything done. We also had to account for the things like the bell going off and whether this would affect out shots, other groups that were shooting and how to work around them (hence the shot list - we filmed things in a different order than to how they would appear in the final sequence) and availability of space (we had move furniture around).

Evidence for No. 4 - Brief

5. How successful was your sequence? Please identify what worked well, and with hindsight, what would you improve/do differently?

I think our shoot was quite successful as we stuck to the brief and therefore completed the task at hand. We aimed to show good continuity throughout the sequence and managed to do this to a good extent, except for a few minor errors such as the folders being a different position in the pan shot and the master shot and our body positions changing. These however aren't that noticeable and don't necessarily subtract from the continuity of it to the audience. What worked particularly well was the fact that we were able to stick to the 30 degree rule when there was a close up of the door handle, and also our acting was quite believable. In hindsight, I would probably like to incorporate a few more shots to add length to the sequence and allow the audience to gain a better understanding of the storyline. As well as this I would have liked to try and do close-ups of the characters faces to add variety to the shots. Overall, though, I feel like we made a good continuity sequence that we can be proud of.

6. What have you learnt from completing this task? Looking ahead, how will this learning be significant when completing the rest of your foundation coursework, do you think?

From doing this task I have learnt that it is very important to always plan so that you can be efficient with your time when it comes to actually shooting and so that you're not unsure of what you are supposed to be doing. Also I have learnt to make sure you are keeping with the brief, otherwise the task hasn't been carried out properly and to consider every aspect involved in making a sequence, such as theories you want to focus on, the planning process and shooting schedules. Looking ahead, this will help me because it taught me how to use different technology and this is important in our main task where we will need to use the same technology but probably in more depth. It also helped me understand how to make a sequence continuous and the importance of it in the sense that the audience needs to feel a sense of reality and be involved in the story.

Continuity Task 2 (BLK)

A scene from the film 'Titanic'
 

• At the very beginning of the clip, the camera arcs around the actor (Leonardo DiCaprio) as to position him as the centre of attention, and is at a high angle, possibly to show that he is powerless in the middle of the ocean, as well as showing some of the surroundings and allows the audience to see that he is on a boat at sea.
• This then cuts to a mid-close up which tracks forward to close up of his face, allowing the audience to have an insight into his emotions and witness that he looks melancholy, giving some context as to why he is standing at the front of the boat (perhaps to clear his head about something). In the background, another actor (Kate Winslet) speaks and at the end of this shot, Leonardo can be seen to start turning his head, which shows that he is reacting to her voice as one would and therefore creates good continuity because his actions makes sense.
• This shot beings with a match on action as Leonardo continues to turn his head from the same position it was in at the end of the previous shot, which is vital in continuity editing, so that the audience feels like the film is reality and it doesn't 'go back in time'.
• Then there is a shot/reverse/shot between the two actors (meaning the shots go back and forth between each actor), with their eyelines matching to give the audience a sense of the space and their equal relationship (if one was looking down onto the other then they would possess the power in the relationship). This shot finishes with with a pan of Kate walking towards where Leonardo is standing. The pan is useful in following the natural movement of the actor and establishing a setting, in this case, they are at the front of a boat
• The shot cuts to Kate now standing where Leonardo is and then more shot/reverse/shots are seen, before a long shot is used. This helps to establish the setting further and show the beautiful sunset which sets the romantic mood and makes the scene feel believable, that they really are out at sea, which is very important in continuity - the audience should feel like what they are watching is real.
• Later, an over-the-shoulder shot is used to frame the image of what they are seeing, which is an amazing view of the sunset over the sea, allowing the audience to feel involved in the story and a part of what is going on. This is commonly used in continuity editing as it shows the characters point of view which always interests the audience.
• A crane shot is used as well to show the vastness of where they are and show the epic nature of the large set. It makes the actors seem like the only people on the boat, which serves to make the moment even more special and amazing. This shot also makes the film a bit more intriguing as it is majorly different to most other shots.

Evaluation of AOTT Activity (DYM)

• The idea we had for our film was that a girl would be killed (by an unknown person) and later found trapped in a hole alive. She ends up being possessed and the demon inside of her wants revenge on the person who killed her and hid her body in the hole/dungeon. In the opening, the girl is seen dead (hanging) and a series of spooky events occur as she begins her mission to find whoever killed her.
• In the film opening, the audience are introduced to the main character as well as being made aware of her death and strong determination to find revenge. The genre (horror) is made very clear through the showing of blood and disturbing images such as the baby doll's head and the girl's feet both with blood dripping down from them.
• The titles include images that all connote fear, panic and darkness which obviously links to the film as these are all common features of the horror genre. They also focus mainly on the girl and her possession which helps to show that the film idea is mostly about her.
• By the end of the opening, the audience should be intrigued as to what will happen in the rest of the film because we chose to keep it quite ambiguous as to leave room for mystery which another key feature of horror films. If the film opening was how we hoped it would be, then the audience should be left feeling unsettled and scared, due to the disconcerting images.
• We included the introduction of the main character in order to add some sort of understanding that the film would be about her and to allow the audience an insight into her life and personality before the rest of the film goes on to explore other things. Also, we included opening credits as these are required by the law for all film openings, they show who the producer/director/etc is. Furthermore, a variation of camera angles was used to make it a bit more interesting as it would be boring for the audience if they were all the same. The different camera angles also help the understanding of the film, such as the low angle shot on the baby helps to show that baby is perhaps powerful and important and could be significant later on in the film as the story progresses.
• I think our film opening was successful to an extent as it portrayed all the characteristics of a horror film that we wanted and appears ambiguous and intriguing. It also makes use of a variety of shot types and camera angles, which broadened our knowledge of  them and enabled us to put them into practice. Ultimately, looking back on it, I would have liked to experiment further with lighting as this could have helped emphasise certain aspects more, such as the element of mystery.

Film Opening Analysis and AOTT Research (DYM)

• The opening sequence above is from a James Bond film called 'Casino Royale' and is a part of the action/thriller genre.
• The short opening sequence doesn't reveal a particular setting or time-scale as it is a montage of different events and unique animations, however, if the film is watched, it can be discovered that it is set in many locations such as Miami and Montenegro and takes place over the course of a few days/weeks.
• The events that take place aren't put in a specific order as they are mostly just intricate designs and animations of guns being fired and the reoccurring theme of violence, as a blacked-out figure who we presume to be James Bond is seen fighting and killing people. Towards the end of the sequence, an image of '007 is confirmed' is shown and this gives the audience a brief insight into James Bond's life and what his occupation might be. At the end,  a close up of Daniel Craig's face (who plays James Bond) comes into view and breaks away from the non-naturalistic style of the opening sequence. It was put at the end to finally bring the film to reality and allow the audience to feel more involved in the action.
• The events are mostly distinct and unconnected, except they all involve some element of violence (which is a main part of James Bond films) as well as the underlying theme of casinos and cards, as often the audience can see clubs (a card suit). 
• The character James Bond is introduced as he is the main character and story revolves around him. He can be depicted as quite violent and powerful as he is seen to fight people (possibly the 'baddies'). Also, the idea that he is wearing a suit could suggest his profession and formality. 
• Not much story information is revealed, creating ambiguity and leaving the audience wanting to find out more. The fact that the opening sequence is made up of animations creates intrigue because no one knows what is yet to come and is aesthetically pleasing to watch. The main thing that is deliberately withheld is who James Bond is and what he does that would involve such violence. 
• At the start of my film, the audience would need to know who the main character is so that they have some kind of insight into who the story is about and they would need knowledge of the genre so that they know what to expect. 

The first opening sequence is from 'Casino Royale' and the second one is from 'Cloudy With a Chance of Meatballs'. The one from Casino Royale shows images that have a lot of the colour  red in them, connoting blood and violence, which contrasts greatly to the one from 'Cloudy With a Chance of Meatballs' which consists of a variety of colours and rainbows which suggests that the film is less intense. The colour scheme of each sequence hugely implies the dissimilar genres; action/thriller vs adventure/comedy. However, both sequences are animated and introduce the main character(s), allowing the audience some insight into the stories. Both films have a disjointed order of events that aren't significant to the understanding of the stories and have underlying themes (eg. in Casino Royale it's violence and casinos, and in Cloudy With a Chance of Meatballs it's food and joy). The aesthetic styles are both visually attractive as they each involve interesting images and are non-naturalistic and obscure. 

Continuity Task 1 (BLK)

1. The group that made this video had to follow the brief of showing an accident using only six camera shots. The storyline follows a girl (Character A) who enters a lift, where another girl is already patiently waiting (Character B). The lift doors shut behind Character A, a digital display of the lift going down is shown, and then reopen again with the audience seeing Character A walking out after pressing the alarm button, whilst Character B lies still on the floor of the lift. We presume that Character A has inflicted some kind of pain on Character B, possibly even killed her, although it remains uncertain.

2. The group attempted to create narrative flow through starting off the short opening sequence with an establishing shot, which conveyed the setting, as well as introducing Character A.They also used transitions between the shots and incorporated a digital display to suggest the lift was going down.

3. The group did not achieve full continuity as the transition between the shots wasn't always perfect, however, if they were able to edit their video then they would be able to brush up on this. Shot 1, as mentioned earlier, was a good establishing shot, but leading on to shot 2, there was a break in continuity and they didn't achieve a match on action, as at the end of shot 1, Character A walked into the lift yet at the beginning of shot 2 she appeared outside of it - almost as if going back in time! They did, however, manage to introduce Character B in this shot which helped to progress the story forwards. In shot 3, their aim to show the lift going down wasn't clear as the shot jumped straight into a close up of a digital display, without giving the audience any awareness of context. It raised questions such as; is the digital display at eye level, who is looking at it, and where is the lift going to? Again, the audience were unable to follow along with shot 4, as it showed the alarm button in the lift being pressed, yet the alarm didn't go off and there was no lead up as to why the alarm button was being pressed. Although, the shot of the finger pressing the button was at a good, interesting camera angle. Shot 5 was successful in matching the action of shot 4, therefore using good continuity, and the body on the floor helped to create a storyline and regain the audience's attention. Shot 6 shows another break in continuity as the action didn't match the end of shot 5, much like the transition  between shot 1 and shot 2. But there was good use of the camera panning from left to right and followed Character A walking out the lift.

4. In hindsight, in order to improve the narrative flow of the video and tell the story more effectively, the group could have focused more on trying to match up the actions between each shot. Also, instead of jumping to the digital display, they could have had a medium close up shot of Character A looking up at the digital display, then shown the lift going down (digital display), then another shot of Character A (now pressing the alarm button) and finally kept shot 6 as it is. This would help to eliminate some of the questions the audience may have had, and helped them to follow along with the storyline more easily.

My Film Still Analysis (BLK)

In this close-up shot of a girls face, it is clear that the genre we wanted to depict was horror. You can see her hair falling over her face masking key features such as her eyes, which was intended to create ambiguity and mystery, often common features of horror films. Also, the red lighting helps to symbolise fear and panic, as the colour red reflects these emotions as well as having connotations of anger which is another underlying theme found in the horror genre. However, the girl in the picture looks calm and almost demonic which juxtaposes the idea of panic and follows more with the subject of anger. To achieve this we used portable lighting and placed a red plastic sheet in front of the lights to create a red glow. Furthermore, we found a small stairway leading down into a hole to communicate to the audience a background story – perhaps that the girl is trying to escape from somewhere or someone (the bars surrounding her show that she is trapped) in order to reach safety, or the more likely story that the girl herself is the 'someone' that others need escape from. Referring to the earlier point of ambiguity, the shot was taken in such a way that the storyline is open for interpretation. Ultimately, the shot was successful in portraying the emotions found in horrors and the idea that a girl is in the image helps to follow along with stereotypes and also emphasises a heightened sense of vulnerability, yet for others in the story or for the girl herself, is uncertain. In hindsight, we might as a group, have experimented with different shots, in particular, a birds-eye view to show the depth and darkness of the hole and therefore playing more on the notion of vulnerability and maybe even loneliness.