AS Prelim

Our sequence is called "Chloe" and it's genre is comedy. It is a 0:40 second long sequence of a teacher who walks into a room to complain to another teacher about a student, without knowing the student is also in the room.

1) Who did you work with and who did you manage the task between you?
 I worked with Olamide, Phoebe and Alex for this task. We managed the task by working together equally during the planning process. We pitched our ideas and built upon the best idea, and did the paper work and planned the shoot as a group.We did it together as it was more efficient in our limited time frame. Personally, I was mainly involved in the shooting. As I was the only person in my group to not act, I was the cameraman and director for the majority of the shooting. All of us took part in editing the clip in pairs to create two final sequences. I worked with Olamide to edit.

My group and I

Me directing using the clapperboard while Alex is the cameraman

2) How did you plan your sequence? What processes did you use? What theories did you try and take into account?
We planned our sequence by discussing it as a group. During our discussion we created several pieces of paperwork:

Top down plan

Prop list

Shoot schedule

We also created a storyboard, script and character list during our planning.

In order to stick to our brief, we tried to take into account match on action, shot/reverse shot, eyeline matches and the 180 degree rule. These we incorporated into our storyboard. For our characters we tried to create stereotypical characters, for example Alex was the shy geeky teacher. We represented this by having him wear glasses and a shirt, which we included in the prop list. We deliberately included obvious jokes in the script to connote the comedy genre.

3) What technology did you use to complete the task, and how did you use it?
The technology we used to film were:

•Camera: 

We used a Canon HFG30

We kept the camera on the automatic manual settings due to time restrictions. Instead we focused on the framing and sound of the shots.

•Tripod: we used the tripod to keep the camera steady and adjust the height of it, and the tripod arm to create smooth pans in our shot.

•Mic: we used this to pick up diagetic sound and dialogue in our shots, especially when the characters were far away.

•Headphones: the cameraman during the shots would wear these to ensure that the sound was being picked up clearly and there was no unwanted background noise.

•Clapperboard: we used this to indicate the shot and take number, and who was the cameraman and editor. This was useful when choosing what shots to use during the editing process.

The technology we used to edit were: 

•a PC with dual-monitors

Olamide and I editing using Premier Pro

•Adobe Premiere Pro: we used various tools and techniques within Premiere Pro to edit our sequence. We used the drag and drop tool to move the clips we chose onto the timeline, cut them down to ensure they were a match on action and re-ordered them to follow the storyboard. We also used the razor tool to divide longer shots in order to create the shot/reverse shot.

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

The space in which we filmed. You can
see the small amount of space behind
the desk

There were many factors we had to take into account. Mainly, we had to stick to the brief and demonstrate continuity techniques. Therefore the creativity of the storyline that we could create was limited as we had to ensure that it included a sequence of dialogue between two characters. We had to take into account time restraints, as we were limited to only one hour each for planning, shooting and editing. This meant we could not create any long and complicated sequences in far fetched locations. The number of people in our group limited us - it meant that we could only have a maximum of three actors as someone had to be operating the camera. The filming location we used limited us because it it was a small classroom so sometimes it would be hard to set up the camera in the tight spaces between characters due to the lack of space. This was especially difficult when shooting OTS shots behind the desk.

5) How successful was your sequence? Please identify what worked well, and with hindsight, what would you improve/do differently?
Our sequence was successful because it followed the brief. We included the continuity techniques and demonstrated things such as varied shot types, a master shot and an eyeline match. The narrative of our sequence worked well, because it was simple, easy to understand and represented the comedy genre, but also allowed us to demonstrate continuity easily. Most of the shots worked well as we took around three or four takes of each shot so we were able to choose the best one during editing.

However some did not completely follow continuity:
•The reaction shot of Alex at 0:07 doesn't have any background sound. This is a break in continuity as we can hear sound in the previous shot and following shot of Olamide walking towards him. We should have added a non-diagetic sound clip of Olamide's footsteps to fix this.
•The MS of Phoebe at 0:34 shows her looking up and in front of her. However the next ELS at 0:36 of the three characters shows Phoebe looking at them. We found that we could not edit the whole clip out otherwise the storyline would not make sense.

6) What have you learned from completing this task? Looking ahead, how will this learning be significant when completing the rest of your foundation coursework, do you think?
From completing this task I have learned the importance of being thorough in the shooting process. I found that taking several takes of each shot and sometimes slightly altering the angle and framing allowed us more flexibility during editing as we could pick the perfect shot and usually didn't have to settle for a shot that was not right.

The learning from this preliminary exercise will be significant as I have learnt how to correctly use continuity techniques in a clip. This means that the title and opening of the film that I will create for my main task will have proper continuity. Furthermore I have improved my planning and editing skills which will be useful in the main task.

Continuity Task 2 (BLK)

The sequence begins with a pan right of the main character walking into the room and the teacher sitting at the desk. It cuts to a match on action mid-shot of the main character again, facing the teacher. This is effective as it locates the two characters to the audience and what relation they have to each other. The next sequence of shots shows the teacher from a high-angle, as if the audience are looking at him through the camera from the main character's perspective. Finally the conversation between the two characters ends with a master shot, which is effective for continuity as it again confirms their positions to the audience.

To begin the sequence between the main character and the boy, it begins with an establishing shot of them behind the desk where they introduce themselves. The shot then switches to a voiceover of the main character, and the shot shows the two characters staring. Here uses eyeline matching which is effective because it makes it clear to the audience they are lookingg at eachother. The consequent shots of the two characters talking follow the 180 degree rule using shot-reverse-shot, which places the audience in the action of their conversation. However, the scene also includes an insert shot of the main character placing the box on the desk, which is effective as it shows what the characters are talking about and therefore follows continuity.

Evaluation of AOTT activity (DYM)

1) Our film idea was a family stays in an old large house which is haunted by dolls, and they are killed off one by one. In our film opening we introduced the main setting which is the house and included shots of various objects from the house, including some of the dolls.

2) In our film opening we included information such as the title, producer, music composer, director and writer of the film. In two of the shots we also included small glimpses of parts of the two characters, so it's sets up the audience's expectations for who will be in the film.

3) The titles link to the main film idea because the font and colour of the titles connotes the horror genre. We used font from a well known horror film "The Ring", and for the main title "Phobia" we made the colour blood red.

4) I expect the audience to be frightened by the gory mysterious shots but also intrigued as the opening is very ambiguous. By the end of the opening the audience should be questioning what has gone on and where, and what has caused it to happen.

5) Three things that are included in my grid that are important in the construction of a film opening are:

• The film title - this is important because the audience needs to have the basic information of the film and how it relates to the narrative.
• Scary images/objects - these are conventions of the horror genre and conform to the audience's expectations of what the film would be like, while still leaving them wanting to find out more
• Production members - this is another convention of film openings and would conform to the audience's expectations

6) I think that our opening is effective because although it was ambiguous, we still included many conventions of film openings and used many signifiers of the horror genre. Because we deliberately made the opening mysterious the audience would be excited to find out what happens later on in the film.

AOTT Research (DYM)

 The two opening sequences I chose to compare are Batman Returns and Up.

• The two openings are contrasting in many ways. They both have very opposing colour schemes: Batman Returns has a dark blue almost monochrome colour scheme and there are lots of shadows, whereas Up is colourful and saturated with a wide array of colours featuring on the scrapbook design. In Batman Returns, the audience is introduced to no characters and only an unfamiliar setting. They are given no clues to the events that may occur later on in the film. In Up we are given a hint of the urban city setting, and are introduced to the main characters.
• The openings are similar as they both feature credits in every shot for the cast and crew. They also both have a consistent theme throughout the opening, such as the dark tunnels in Batman Returns and the scrapbook in Up.
• In Batman Returns the techniques used to communicate film information is the inclusion of symbolic images such as bats in the first shot, and titles to give the name and cast of the film. In Up the techniques used are snapshots of the characters and setting stylised as a scrapbook.
• As said previously, the aesthetic style of Batman Returns is dark, cold and has an element of horror and the unknown in it due to the many shadows. In Up the aesthetic style is happy and uplifting, as it contains bright warm colours and an authentic looking scrapbook.

Film Opening Analysis (DYM)

• The film I chose is Confessions of a Shopaholic and the genre of the film is romantic comedy.
• The story takes place in New York City which can be identified when in the trailer the voiceover says "Moving to New York...". The time scale of the actual film is over around a couple of months, although the trailer contains a flashback to the main character, Rebecca's childhood.
• The opening sequence initially shows Rebecca as a child with other girls her age at a clothes shop trying on clothes and lusting over adults buying clothes.Then it cuts to present day Rebecca walking down the street introducing her name, job and what bank cards she bought her designer clothes with. She then goes on to describe her love for shopping. The story telling is significant to the order of events because it gives quite an in depth background on the main character so the audience get to know her before the film has properly started. This makes the first scene of the film (her reading a bank statement) easy to understand to the audience as we already know the main character and her spending habits.
• The events do link together. The first half of the trailer shows Rebecca as a child in a clothing store, and then the second half also shows Rebecca but at her current age looking around a clothing store.
• The only character that is properly introduced is the main character, Rebecca Bloomwood. She is introduced as a journalist who is also a shopaholic, and we find out this information in the voiceover by Rebecca.
• Hardly any of the story information is revealed in the film opening. Although we get introduced to the character's personality and the setting, the audience isn't given any clues as to what happens later on in the film or the other characters that will be introduced.
• I think at the start of the film the audience needs to know the main character because it makes it easier for the audience to get into the film and understand it, rather than being introduced to all the characters at once later and being confused.

Continuity Task 1 (BLK)

1) The story of our video is there are two characters, A (Ella) and B (Olamide) in a classroom doing work. Character C (Alex) walks into the room and trips, dropping his books. Character A is visibly shocked and then Character C picks up his books and continues on his way.

2) We attempted to create continuity in a number of ways. Firstly, we made Shot 1 an establishing shot of Character A and B in the classroom. This introduced the audience to the setting, and also included the door in which Character C would enter. Furthermore, in Shot 3 we used a master post to bring Characters A and C in the same geographical space. Shot 3 featured both Character C walking into the room through the door and Character A at her same original position at the desk. We also tried to create continuity by using a variety of angles and camera movement to build the audience into the narrative. Shot 4 featured a pan left of Character C walking just before he tripped, and Shot 5 was a high-angle of Character C standing up after he fell.

3) Unfortunately we did not achieve full continuity. In Shot 2 you cannot see Character C enter the door that he comes out of at the beginning of Shot 3 which is confusing. Additionally, the cut between Shots 2 and 3 is not seamless and we didn't create a "match on action". At the end of Shot 2, Character C is right up against the door however at the beginning of Shot 3 he is not there. In Shot 3 Character A doesn't react to Character C walking into the room which looks fake. Shot 4 is lacking a prop for Character C to trip over, so it is not logical. Finally, between Shots 4 and 5 we break the 30° rule as the shots are too different.

4) In hindsight to improve the narrative flow I would make many changes. In Shot 2 I would make Character C start walking from outside the building around the corner out of frame which would be more natural. I would cut down Shot 3 and 4 as there is a delay at the beginning of Shot 4 which breaks narrative flow. In Shot 3 I would make Character A turn around and react to the entrance of Character C so that it looks more natural. Most importantly, I would swap Shots 5 and 6 so that Character A's reaction to C's fall is immediate. Previously, the reaction was in Shot 6 which meant it looked delayed and unrealistic.

My Film Still Analysis (BLK)

1.  The genre of horror is connoted through the single spotlight on Josh. This creates a bright light and dark shadow, so the audience cannot see what is going on in the background. Also, the shadow of the fence on Josh connotes he is trapped or in a cage.
2. We did this by going into a pitch black room and using a single spotlight shining on Josh. He stood in a cage in order to get the grid shadows to further connote the horror genre.
3. We intended for the audience to interpret the shot as Josh being trapped in a cage or behind a fence in a prison. The single spotlight is intended to be from a guard's torch shining on him, but the rest of the room is dark.
4. The lighting is successful as it is dramatic and connotes the horror genre well. Also, we chose a good setting to shoot in as we were able to make the room pitch black in order to achieve the affect we wanted.
5. I would choose a different shot type such as a CU so that we can see Josh's facial expression better - this would make the facial expression a signifier for the genre and therefore the shot would be better.