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05:45
Bloopers
We also made a blooper reel:
06:28
Final Cut
https://www.youtube.com/watch?v=bzYNwJWY6cs
16:18
Evaluation question 7
Looking back at your preliminary task, what do you think you
have learnt in the progression from it to your main product?
Before I took media studies, I had never had much experience
in media. I knew the basics about Mise-en-scene and breaking the fourth wall
through my experience in drama, but other than that I didn’t know much about
filming. Due to this, my preliminary wasn’t very good. The shots are shaky and the
editing was very bad. We went from cutting all audio to having very loud
ambient sounds. We also appear to have included a long period of no footage exported
in our final film.
However, at the stage I’m at now, I believe I have a
reasonably comprehensive knowledge about the filming process and the various
techniques involved. Having gained the experience I was lacking in filming its-self
I think I improved in it by the Submarine task. However, whilst I could piece together
scenes more effectively, I’m still not very proficient in editing. By the time
we reached the main task, I had developed my skills most in casting and filming
so they were the areas I worked on. Also, due to my background in drama and
music, I helped direct the actors and decide on music.
I think what I learnt in the progression from my preliminary
task to our film opening definitely had some impact on how the product turned
out. Especially because the other members of the group I was in all ‘specialised’
in different areas to me. This meant that we, collectively, were very adept at
all the required sectors in making the film opening.
15:06
Over the duration of the coursework for media, myself and the people in my group have progressively developed new skills and techniques regarding the use of technologies in our work. Throughout the coursework we heavily relied on computers and other forms of technology as a means of transferring data (such as video clips from memory cards) but also for editing tasks. When reflecting back on my preliminary task at the very beginning of the year, I can clearly see our progression in our final outcome. Initially, we had no real knowledge of editing, having only a basic understanding of how to use a camera and tripod. In our preliminary we were incapable of addressing technical issues and clearly did not plan our film beforehand. For example, we had not charged the batteries on the camera and did not know how to use the Tripod correctly which resulted in unsteady shots and a less professional video. From thence onward we have learnt new skills regarding how to use a camera to its full extent, allowing for greater quality footage but also by adjusting thing like exposure and shutter speed to create different effects.
Editing:
I think one of the main benefits to help catalyse our understanding of technology in our work was perhaps by creating several smaller short (2 minute) films. This allowed us to observe what would make a film successful and meant that we could analyse what went wrong. Our teachers set us deadlines for these short films and allowed us different amounts of time to give some diversity in our work and prepare us for working to deadlines later on. One of our fist short films was the recreation of the 2 minute opening of the film "Submarine" by Richard Ayoade. None of use in our group had watched the filmed before seeing the opening which meant we had no idea of what the film was about nor what techniques were used to film it. We were simply set the task of mirroring the opening scene by any means possible, replicating shots and lighting but also dialogue. This really challenged our skills when working with technology. I was working in a smaller group for this particular film which meant we couldn't rely on others knowledge of the camera or ideas to produce a higher quality outcome. Alternatively, I used sites such as "youtube" to help guide my work and learn more about how the camera worked and what techniques were suitable for the shots found within the opening. At this point our knowledge was still fairly basic and we couldn't completely mirror the film to the same level of quality. However, it was the editing side of this task that I really enjoyed. I realised that I could really manipulate the film despite its filming quality, somewhat upgrading its cinematography. At first I started with basic effects such as adjusting brightness, contrast, and applying various filters such as auto correct and stabiliser. Throughout editing I was assisted by peers on particular areas I struggled with and learnt how to scale the image correctly to the full resolution of the screen and how to export correctly. I also had some level of idea on how to construct titles and the ident at the very beginning ( I used a youtube tutorial for this) to help enhance the quality.
After this task we were set the "1 hour filming task" where we had to produce, film and edit an idea, having just an hour to complete the task. Before this we were separated into groups amongst the class which meant we could work with people we wouldn't normally work with. Some members of the team were to think of the concept for an idea, another set of people were to film it, and I was left to edit it. In this task I had no idea of the concept or the level of filming, meaning I had to use my initiative and understanding of technology to create a successful film. I also had a time limit of just 30 minutes to add different effects and audio. This was the ultimate test as to how I could rely on technology to produce a form of media but it also gave insight as to what the industry is actually like from Producing stage, Camera work and editing.
In my final opening sequence I have developed my editing skills significantly from the very beginning of my filming experience from the preliminary task and other filming studies throughout the coursework. In the film, I used additional software, besides premiere pro, to extend my editing capability. For example, I used both Photoshop and After effects to create the ident at the beginning of the clip but also for other effects. By using mostly adobe products throughout the work I could easily carry my skills across due to similar key commands and panels. By combining these different software packages (they worked coherently together by using adobe creative cloud) I could craft a much higher quality product than if I were to use just one form of software.
Throughout the editing stage I also relied on audio in areas of music and dialogue within the clip. From the initial films I used basic technologies such as mobile phone and camcorder sound recorders for audio playback in my films. However, the level of quality from these devices were fairly sub-standard and the sound appeared rather amateur. When analysing 2 minute openings in research throughout the coursework I realised that many relied heavily on the audio to assist the footage and create a more dramatic effect. This is something I feel I have achieved in my final product, using audio in the background but also with the footage which is something I avoided in earlier films due to lack of experience. In our final clip I used audio mics and professional recording studios to deliver higher grade sound which I think makes it a little more believable. By using studios and computer software I could remove any background sound and increase the clarity and volume of the audio in the clip. We also used small mics for our characters to record into whilst filming which meant we could deliver raw sound in greater detail than sound recorded on a phone. We used both diagetic sound (door slams, dialogue and footsteps) but also non diagetic sound (music). Without technology we wouldn't have been able to include these sounds as well as merging sound together for a more intense and believable end product.
To conclude I think that we have significantly developed our skills regarding technology which has been used effectively for our final outcome. All skills I have learnt from completing earlier filming tasks have meant I have had first hand experience of what makes a successful film product which can only be helped by the use of modern technologies. Without the aid of professional filming equipment such as the DSLR camera, Audio mic, tripod, rigs, and computer software our final product wouldn't have been as successful.
Evaluation question 6
Editing:
I think one of the main benefits to help catalyse our understanding of technology in our work was perhaps by creating several smaller short (2 minute) films. This allowed us to observe what would make a film successful and meant that we could analyse what went wrong. Our teachers set us deadlines for these short films and allowed us different amounts of time to give some diversity in our work and prepare us for working to deadlines later on. One of our fist short films was the recreation of the 2 minute opening of the film "Submarine" by Richard Ayoade. None of use in our group had watched the filmed before seeing the opening which meant we had no idea of what the film was about nor what techniques were used to film it. We were simply set the task of mirroring the opening scene by any means possible, replicating shots and lighting but also dialogue. This really challenged our skills when working with technology. I was working in a smaller group for this particular film which meant we couldn't rely on others knowledge of the camera or ideas to produce a higher quality outcome. Alternatively, I used sites such as "youtube" to help guide my work and learn more about how the camera worked and what techniques were suitable for the shots found within the opening. At this point our knowledge was still fairly basic and we couldn't completely mirror the film to the same level of quality. However, it was the editing side of this task that I really enjoyed. I realised that I could really manipulate the film despite its filming quality, somewhat upgrading its cinematography. At first I started with basic effects such as adjusting brightness, contrast, and applying various filters such as auto correct and stabiliser. Throughout editing I was assisted by peers on particular areas I struggled with and learnt how to scale the image correctly to the full resolution of the screen and how to export correctly. I also had some level of idea on how to construct titles and the ident at the very beginning ( I used a youtube tutorial for this) to help enhance the quality.
After this task we were set the "1 hour filming task" where we had to produce, film and edit an idea, having just an hour to complete the task. Before this we were separated into groups amongst the class which meant we could work with people we wouldn't normally work with. Some members of the team were to think of the concept for an idea, another set of people were to film it, and I was left to edit it. In this task I had no idea of the concept or the level of filming, meaning I had to use my initiative and understanding of technology to create a successful film. I also had a time limit of just 30 minutes to add different effects and audio. This was the ultimate test as to how I could rely on technology to produce a form of media but it also gave insight as to what the industry is actually like from Producing stage, Camera work and editing.
In my final opening sequence I have developed my editing skills significantly from the very beginning of my filming experience from the preliminary task and other filming studies throughout the coursework. In the film, I used additional software, besides premiere pro, to extend my editing capability. For example, I used both Photoshop and After effects to create the ident at the beginning of the clip but also for other effects. By using mostly adobe products throughout the work I could easily carry my skills across due to similar key commands and panels. By combining these different software packages (they worked coherently together by using adobe creative cloud) I could craft a much higher quality product than if I were to use just one form of software.
Throughout the editing stage I also relied on audio in areas of music and dialogue within the clip. From the initial films I used basic technologies such as mobile phone and camcorder sound recorders for audio playback in my films. However, the level of quality from these devices were fairly sub-standard and the sound appeared rather amateur. When analysing 2 minute openings in research throughout the coursework I realised that many relied heavily on the audio to assist the footage and create a more dramatic effect. This is something I feel I have achieved in my final product, using audio in the background but also with the footage which is something I avoided in earlier films due to lack of experience. In our final clip I used audio mics and professional recording studios to deliver higher grade sound which I think makes it a little more believable. By using studios and computer software I could remove any background sound and increase the clarity and volume of the audio in the clip. We also used small mics for our characters to record into whilst filming which meant we could deliver raw sound in greater detail than sound recorded on a phone. We used both diagetic sound (door slams, dialogue and footsteps) but also non diagetic sound (music). Without technology we wouldn't have been able to include these sounds as well as merging sound together for a more intense and believable end product.
To conclude I think that we have significantly developed our skills regarding technology which has been used effectively for our final outcome. All skills I have learnt from completing earlier filming tasks have meant I have had first hand experience of what makes a successful film product which can only be helped by the use of modern technologies. Without the aid of professional filming equipment such as the DSLR camera, Audio mic, tripod, rigs, and computer software our final product wouldn't have been as successful.
14:19
Evaluation question 4
12:34
Evaluation question 2
12:00
Evaluation question 1
06:29
We then read them our character profiles.
Dragons den pitch
04:59
By completing a rough cut of our final opening sequence we were able to identify any areas in the film that didn't work as well. The film does not include all of the audio or music we intend to use and is by no means finished as both the audio and footage do not correspond and some scenes have since been altered. However my initial reaction was the 'dripping tap" sound effect that I don't think works at all with the footage we filmed. The concept of this in our planning stage seemed like a good idea but in practise, clearly does not work. Other audio failures involved the lack of diagetic sound from the footsteps of our characters walking past the camera and the door slamming. There is also a lack of dialogue sound when characters are speaking. This is something I will have to focus on in the editing, meaning I will have to re-import the video with the attached audio file and "unclip" them using premiere pro's panel. I will also need to adjust the lighting under the "effects" preset to enhance the colour correction and brightness of the image. I also realised how some of the footage was a little shaky such as the skylight scene which will be easily corrected using the "stabiliser" tool. This feature detects anomalies of areas of fractal noise or unsteadiness and removes/adjust's it accordingly. I wanted to leave this effect until I export it as it takes considerable time and takes more memory on the school computers.
Ultimately, I feel I have made good progress with the footage so far and am keen to develop it. By creating a rough cut I was able to witness areas that could be improved upon from the perspective of the audience. I will now upload this to youtube to exhibit the footage and receive feedback regarding how I could improve it.
Our rough cut
https://youtu.be/g6Da_PkdbmIBy completing a rough cut of our final opening sequence we were able to identify any areas in the film that didn't work as well. The film does not include all of the audio or music we intend to use and is by no means finished as both the audio and footage do not correspond and some scenes have since been altered. However my initial reaction was the 'dripping tap" sound effect that I don't think works at all with the footage we filmed. The concept of this in our planning stage seemed like a good idea but in practise, clearly does not work. Other audio failures involved the lack of diagetic sound from the footsteps of our characters walking past the camera and the door slamming. There is also a lack of dialogue sound when characters are speaking. This is something I will have to focus on in the editing, meaning I will have to re-import the video with the attached audio file and "unclip" them using premiere pro's panel. I will also need to adjust the lighting under the "effects" preset to enhance the colour correction and brightness of the image. I also realised how some of the footage was a little shaky such as the skylight scene which will be easily corrected using the "stabiliser" tool. This feature detects anomalies of areas of fractal noise or unsteadiness and removes/adjust's it accordingly. I wanted to leave this effect until I export it as it takes considerable time and takes more memory on the school computers.
Ultimately, I feel I have made good progress with the footage so far and am keen to develop it. By creating a rough cut I was able to witness areas that could be improved upon from the perspective of the audience. I will now upload this to youtube to exhibit the footage and receive feedback regarding how I could improve it.
05:05
Music
Originally, we decided on the song ‘Nothing Left to Say Now’
by Imagine Dragons. Tom recorded, edited and produced it. We edited it into our
film, however we decided it removed from the intensity of the scene. Due to
this, we felt it would be most beneficial to change the music. We changed it to
two different, royalty free, pieces we found online. The resulting effect was
much more tense and suspenseful and elicited the reaction we wanted in the
audience.
10:43
Recording pictures
10:50
Here is a list of props we used for the film:
Props and equipment
For our filming we didn't need many props for the film but we did need to use various equipment to aid the opening scene.Here is a list of props we used for the film:
- Wine bottles and glasses for boiler scene - these were used for the Pan shot at the very beginning to reveal the idea that someone was living down there which I thinks gives a degree of realism to this scene.
- Old books - Similarly, these were used for the Pan shot. We opened the book to suggest illustrate the idea above a little more.
- Rags - Pan shot
- Trench coat - We used Charlie's trench coat for the interrogator as we thought this best suited his role. i think this style of coat added a sense of formality to his role hinting on his background history as we do not know whether he is a member of the police or a vigilante. Emphasises the idea that we as an audience do not actually know who is good or bad whether it be Tom or Charlie and Meghan.
- Fake blood paint - this was used for the walls in the boiler room to give the impression of blood on the walls.
Equipment:
- DSLR filming camera - we chose this camera because it could film in a high quality (1080p) as opposed to some of the hand held cameras that we had used previously in our work.
- Tripod- We used the tripod for almost every shot to ensure the stability of the camera. This was essential as it helped us create smoother pans. The tripod also included a spirit level so we could keep the angle of the camera completely flat as we filmed.
- Secondary DSLR camera- This camera was used for taking the photographs of each scene to help us film and for the blog. We also bought it in case our primary filming camera stopped working or the like.
- Mic- This was used for recording the audio of the footage, getting our actors to speak into the mic as Diegetic sound.
10:26
Story boards
10:45
Saturday 16th January 2016 ( 9:30-11) - Filming taking place at Wymondham High School basement. Including all characters: Meghan, Charlie, and Tom.
Sunday 17th January 2016 (8:00-3) - Filming taking place in Norwich city centre, The Mall.
END OF FILMING
Filming over the weekend was a really good idea especially as we could really dedicate our time to our film without any interruption. We actually planned this date before christmas due to everyones availability for acting and so we could really concentrate on further stages such as the editing side afterwards. We started filing on the Saturday, going into the school boiler room early to begin filming. This was only because of restrictions to entry of school property and teacher's supervision. We decided that the morning was also best for filming so everyone would be more ready to act/film but also to allow for the rest of the day to begin editing tasks. The following day we woke early to catch the 7:45 bus to Norwich. We had to carry all our filming equipment with us including the camera, tripod, secondary camera, spare batteries, mic, and jig. As a group we could allocate who would carry what and it meant we were able to distribute the gear between all four of us. We arrived early in Norwich merely for the reason that there would be barely anyone in the city. This meant we could take advantage of the morning sun too without any distractions from other people. Whilst filming we also had to consider what we would film at different times of the day, thinking about the level of light and the amount of people in the city. For some shots we wanted complete silence except from our actors. However some people worked effectively within the shot to make it a little more professional and realistic.
I think by filming in one weekend we could create a more believable film that keeps continuity throughout. If we had filmed on separate days we may have forgotten about subtleties such as keeping the same clothes on, and different make up effects. I would imagine that filming on separate days would also appear slightly different in colour due to differing light intensities between days. This was not an issue for us because our first clip is filmed indoors thus avoiding any lighting issues and engaging the audience with the opening.
Filming schedule
Before any filming we had to arrange certain dates that we could actually film our opening scene. This would rely upon different things such as weather, availability of actors, shop opening times etc. This was particularly difficult especially considering different actors pulling out of the role or not being able to make the date of filming. Ultimately our filming took place over a weekend, filming on both Saturday and Sunday morning.Saturday 16th January 2016 ( 9:30-11) - Filming taking place at Wymondham High School basement. Including all characters: Meghan, Charlie, and Tom.
Sunday 17th January 2016 (8:00-3) - Filming taking place in Norwich city centre, The Mall.
END OF FILMING
Filming over the weekend was a really good idea especially as we could really dedicate our time to our film without any interruption. We actually planned this date before christmas due to everyones availability for acting and so we could really concentrate on further stages such as the editing side afterwards. We started filing on the Saturday, going into the school boiler room early to begin filming. This was only because of restrictions to entry of school property and teacher's supervision. We decided that the morning was also best for filming so everyone would be more ready to act/film but also to allow for the rest of the day to begin editing tasks. The following day we woke early to catch the 7:45 bus to Norwich. We had to carry all our filming equipment with us including the camera, tripod, secondary camera, spare batteries, mic, and jig. As a group we could allocate who would carry what and it meant we were able to distribute the gear between all four of us. We arrived early in Norwich merely for the reason that there would be barely anyone in the city. This meant we could take advantage of the morning sun too without any distractions from other people. Whilst filming we also had to consider what we would film at different times of the day, thinking about the level of light and the amount of people in the city. For some shots we wanted complete silence except from our actors. However some people worked effectively within the shot to make it a little more professional and realistic.
I think by filming in one weekend we could create a more believable film that keeps continuity throughout. If we had filmed on separate days we may have forgotten about subtleties such as keeping the same clothes on, and different make up effects. I would imagine that filming on separate days would also appear slightly different in colour due to differing light intensities between days. This was not an issue for us because our first clip is filmed indoors thus avoiding any lighting issues and engaging the audience with the opening.
10:43
Filming pictures
10:20
Final script
Script:
(Stage
directions)
Speech
Setting
Scene One-
A dark, dilapidated
basement.
(Panorama of the
room)
(Two people, a man [first interrogator] and a women [second interrogator], walk towards a door in the corner)
(Match on action to
them walking in the door, the second interrogator slams the door and the room descends
into darkness. We see a shot of their feet walking across the wooden plank
leading to the prisoner)
(The first
interrogator stands over a man tied up on a chair [the prisoner],
his shadow prominent on the back wall)
First interrogator: Where is it? (Quiet, intimidatingly so)
(Silence)
(The first
interrogator slaps the prisoner)
Scene Two-
Flashback to an
empty city street.
(A montage of
running scenes)
(The prisoner
is pursued by the first interrogator)
Scene Three-
Back in the
basement, continuation of scene one.
First interrogator: He said ‘where is it?’! (Louder, aggressive)
(The second interrogator
slaps the prisoner, more violent this time)
Scene Four-
Reverts to
flashback.
(The prisoner
runs past us, again, pursued by the first interrogator. The first interrogator
stops and pulls out his phone)
First interrogator: He’s coming your way.
Scene Five-
Back in the
basement, continuation of scene three.
First interrogator: Answer me! (Angry)
(The first
interrogator grabs the prisoner, forcing him against the wall)
Scene Six-
Reverts to
flashback.
(The prisoner
runs down the underpass, he looks around confusedly before choosing a direction and running down it, looking behind him as he nears the end. As he turns
round he is faced with the second interrogator. He turns the other way in a
panic and the first interrogator is in front of him)
End.
04:57
When showing the clip to class mates and family at home I learnt some ideas from other people, addressing issues or areas they liked most that I wouldn't necessarily think of myself:
classmate - " I think the opening sequence so far is really successful. I really enjoyed the visual effects made using after effects and premiere pro like the security camera scene. It really makes the narrative of the story more believable, leaving me more inclined to carry on watching. Although, I would say that you could experiment with the audio fade tool in premier pro. You could also use the volume adjustment panel in "effect controls" to time record the volume of the audio in particular clips like where Charlie holds the phone to his ear"
Classmate - " The idents at the very beginning are really professional, I like the animation and the audio works well. I really the range of shots, you have covered almost every camera angle which gives your opening sequence better diversity which actually makes it more believable, for me. However, I would say the dripping tap audio doesn't quite work with the footage and is a little too distracting from the atmosphere you have created with the camera work. I would stick with darker, more slow music that could be played quietly in the background. You could also use two audio files together, merging sounds to create a more abstract, intense soundtrack."
Through my feedback I have taken some more ideas to consideration. I really like the idea of fading in and out the audio which would work really well for particular scenes. I will also experiment with the "audio gain" tool which allows me to time a volume preset which would work well for the scene where Charlie holds the phone to his ear, temporarily dismissing the soundtrack for the viewer to hear what he says before fading back to the main audio.
Audience research
https://youtu.be/VmQhKKKyKPUWhen showing the clip to class mates and family at home I learnt some ideas from other people, addressing issues or areas they liked most that I wouldn't necessarily think of myself:
classmate - " I think the opening sequence so far is really successful. I really enjoyed the visual effects made using after effects and premiere pro like the security camera scene. It really makes the narrative of the story more believable, leaving me more inclined to carry on watching. Although, I would say that you could experiment with the audio fade tool in premier pro. You could also use the volume adjustment panel in "effect controls" to time record the volume of the audio in particular clips like where Charlie holds the phone to his ear"
Classmate - " The idents at the very beginning are really professional, I like the animation and the audio works well. I really the range of shots, you have covered almost every camera angle which gives your opening sequence better diversity which actually makes it more believable, for me. However, I would say the dripping tap audio doesn't quite work with the footage and is a little too distracting from the atmosphere you have created with the camera work. I would stick with darker, more slow music that could be played quietly in the background. You could also use two audio files together, merging sounds to create a more abstract, intense soundtrack."
Through my feedback I have taken some more ideas to consideration. I really like the idea of fading in and out the audio which would work really well for particular scenes. I will also experiment with the "audio gain" tool which allows me to time a volume preset which would work well for the scene where Charlie holds the phone to his ear, temporarily dismissing the soundtrack for the viewer to hear what he says before fading back to the main audio.
02:14
Script draft
Script:
(Stage directions)
Speech
Setting
Scene One-
A dark, dilapidated
basement.
(Panorama of the room)
(Two people, a man [first
interrogator] and a women [second
interrogator], walk towards a door in the
corner)
(Match on action to
them walking in the door, the second interrogator leans casually on the wall by
the door)
(The first
interrogator stalks towards a man tied up on a chair [the prisoner], his shadow prominent on the back wall)
First interrogator: Where is it? (Quiet, intimidatingly so)
(Silence)
(The first
interrogator slaps the prisoner)
Scene Two-
Flashback to an empty
city street.
(We see feet running
towards us)
(The prisoner runs
past us, pursued by the first interrogator)
Scene Three-
Back in the basement,
continuation of scene one.
First interrogator: I said. Where. Is. It. (Louder, aggressive)
(The first
interrogator slaps the prisoner, more violent this time)
Scene Four-
Reverts to flashback.
(The prisoner runs
past us, again, pursued by the first interrogator. The first interrogator stops
and pulls out his phone)
First interrogator: He’s coming your way.
Scene Five-
Back in the basement,
continuation of scene three.
First interrogator: Answer me! (Angry)
(The first
interrogator grabs the prisoner, forcing him against the wall)
Scene Six-
Reverts to flashback.
(The prisoner runs
down the underpass, looking behind him as he nears the end. As he turns round
he is faced with the second interrogator. He turns the other way in a panic and
the first interrogator is in front of him)
End.
14:43
Location
(Before filming)
Interrogation Scene: Wymondham
High Academy-
(Basement)
The basement is dilapidated, dark
and very atmospheric. The little natural light coming from the window in the ceiling
creates effective shadows on the walls, and, using our torch, we emphasized
this. This created a very claustrophobic, suspenseful atmosphere.
Action Scene: Norwich-
(Alleyways and streets, the
underpass)
We will use narrow, quite dark
alleyways. We will go at a time where the city is sparsely populated. We specifically
wanted to use the underpass, as we thought the graffiti added to the impression
of the criminal being trapped, and the four different directions to go fitted
with our plot as we planned for his to look around, confused, giving the
detectives enough time to catch up with him.
(After filming)
We followed through with our plan
to film in Norwich. Our first day was spent in Wymondham High's basement. We
started by gathering as much footage as possible of the first room for establishing
shots, filming various shots and pans of the rooms. After we were happy with
this footage Laura and Ollie began to film myself and Charlie walking into the second
room where Tom would be held. This was fairly simple and only took a few repeats
to get right. Next we filmed me slamming the door, walking across the
plank and shining a torch onto Tom's face. Here we really tried
to capture the atmosphere, keeping the sound of the door slamming, and showing how
the room went pitch black before the torch was turned on. We had several takes
of Tom reacting to the torch, which ended up looking incredibly realistic.
Then we moved onto filming the more violent scenes. We took several of Tom
getting slapped, both a wide shot and close ups of each, from both myself and
Charlie. Our final shot was Charlie pushing Tom against the wall.
Our next day was spent at
Norwich at 8:30 in the morning. We began by filming Tom and Charlie running
through the streets. We filmed through the arcade, in the castle mall and out
on the streets, to demonstrate the desperation of Tom’s character to get away,
and how hard he’s trying to escape. We also filmed them from a high angle (two
floors above) to replicate a security camera, when in the castle mall. We then
moved into the underpass. This took more takes than any other shots we did, as
we had more technical issues with using over-shoulder shots and a 360 degree
shot. Finally, we filmed Charlie calling my character.
10:10
Characters and casting
We originally planned to have four characters but have reduced to three. This was to ensure we remained within the restrictions of an opening and didn’t complicate things or exceed the time limit. Our characters are as follows:
Interrogator-
Name- Dan
Age- 29
Profession- Dealing with criminals involved in cases such as theft, murder and government matters, he uses smart techniques and strategies to get as much information out of people as possible.
Likes- sports and puzzles
Dislikes- disloyalty and dishonesty
History- He spent 6 years working in crime, and freelancing for various secret societies. He's only child, and left home at the age of 16
Personality traits- He's quick thinking, and has a good sense of humour however is not afraid to use violence and less approved of methods to get what he wants, he can be quite sneaky and chooses his loyalties carefully
Influences- His various jobs in detective work
3 words- Funny, sly, smart
We chose Charlie Frazer to play the role of "interrogator" as he suited the part physically and he has had acting experience. He also has a GCSE in drama and is currently doing a drama A-Level therefore he will be used to following a script and acting as any given role. In the interview, he came across as confident, calm and quite willing which is very important, we needed him to fit the character description and play the role convincingly.
Criminal-
Name- John
Age- 26
Profession- He's the security guard overseeing all matters related to the information the others are attempting to get from him.
Likes- Adrenalin fuelled activities and fitness.
Dislikes- Being second best at what he does.
History- After his mother died a year after his 14th birthday he was left with nothing. After displaying a high aptitude for both intellectual and physical challenges he was soon recruited into the high level security team he still works for
Personality traits- Loyal to a fault, risk taking and curious
Influences- The people around him when he was younger and the life he lives in order to survive
3 words- Intelligent, determined, self-righteous
We decided to choose Tom Coath for the role of the "criminal" due to the fact he also has a background in acting and has a GCSE in drama. He is currently doing drama as an A- Level and was chosen because we found his acting mysterious, original and expressive. The way he worked fitted effectively with the chosen character brief and the fact that he was confident and active meant that he was not afraid to take risks when filming.
Detective-
Name- Jess
Age- 21
Profession- Undercover detective
Likes- Fitness, succeeding in what she does, solving problems
Dislikes- Loosing, rudeness, lying
History- She originally worked as a spy for MI5 however was spotted by Dan and became his assistant. She has been working alongside him for 2 years and, being quick to pick up on people's habits, is now able to predict his every move
Personality traits- Determined, adventurous, curious, forward thinking
Influences- Her boss, her childhood and her previous job as a spy
3 words- Determined, observant, honest
For the role of "Detective", we cast an A-Level drama student called Meghan. She had a background in drama having done LAMDA grades as well as a GCSE in it. Due to this, she has played a variety of roles so we cast her in the hopes she'd adapt well to the character.
14:23
Plot synopsis
Our original idea-
We first discussed having two vigilante characters
attempting to find the briefcase stolen by two criminals. The film would be
about their capture of one of the criminals and their fight to gain knowledge
of, first, the whereabouts of the case, then, to retrieve it. What is in the
briefcase would remain unknown, however it would be made clear that it is of
vital importance they get it out of the hands of the criminals. After much
effort and danger they are finally able to secure it and prevail over the
threat.
What would have been in the opening-
The opening would have been a chase scene. It would begin with
an image of a person’s feet, running towards the camera. Then it would switch
to a crowd of people in a city, amongst which, is the leader of the two vigilantes,
clearly looking for someone. It then cuts to the criminal running with a briefcase.
The vigilante then spots him and gestures to his co-worker. The chase ensues
and just as the criminal is caught he passes the case to his co-worker.
Our final idea-
We decided to edit our original idea so we could maintain the
criteria of an opening rather than giving too much of the story away. So we
decided to cut the ‘criminal’s’ co-worker and rather than labelling them as
criminal and vigilante, leave it for the audience to decide. The rest of the
story remained the same apart from changes to the opening and rather than a briefcase
it is information they want.
What will be in the opening-
We will start with a pan of the first room in the basement
before doing a match on action shot of the two interrogators entering the
second room. Then, after each question, the leader will hit the interrogated
person and it will cut to the chase scene. It will end with the interrogated
running into the underground passages, looking behind him and thinking he’s got
away, only to turn around and be face to face with the second interrogator, the
first standing behind him.
09:59
Initial stages
Group:
Myself- Casting, music, directing the acting, filming.
Holly Gunton- Director, creating a poster, filming.
Laura Walker- Producer, location, script, filming.
Ollie Turner- Editor, ideas, filming.
Genre:
We have chosen the crime genre. This is because we believe
it will allow us to demonstrate the skills we have learnt the most and be more
creative with the plot, as we will be able to show more of the story as crimes
often don’t follow a linear structure. However, we will have to be careful not
to give too much away due to it only being the opening.
Narrative style:
Whist we knew we didn’t want to follow a linear structure,
and include flashbacks, we couldn’t find a specific theory to follow. We only
vaguely follow Propp’s theory, as we have villains and heroes, however it is
quite ambiguous who fits in what category. This obscurity means we don’t have
binary opposites and therefor don’t follow Strauss’ theory. And, whilst it is
unclear, due to not having a linear structure, we don’t see a state of
equilibrium so can’t precisely follow Todorov’s theory, however it is the most
befitting of them all.
Characters:
We originally planned to have four characters but have
reduced to three. This was to ensure we remained within the restrictions of an
opening and didn’t complicate things or exceed the time limit. Our characters
are as follows:
The 1st interrogator- the leader of the two
The 2nd interrogator
The interrogated
Casting:
For the first interrogator, we cast Charlie Frazer. Whilst we
hadn’t worked with him on a media project before, I have worked with him as we
are both drama students, so I knew he was a good actor and would suit the part.
I had also worked with Tom Coath, another drama student, before and had seen
him play role similar to that of the interrogated character, who we cast him
for. Due to their experience in acting and doing so in front of a camera, we
knew they would have no problems performing confidently and would be able to
assume the roles and take direction when needed relatively easily. We then cast
Laura English as the second interrogator. This was because, whilst they have no
dialogue, are a very active, strong character and we knew Laura would be able
to portray her as such.
Locations:
We decided to use the school basement for the interrogation
scenes due to it’s dim, damp and generally dilapidated conditions. We then
chose to film the chase scenes in Norwich because it’s quite a crowded, urban
setting. In particular, we wanted to make use of the underground tunnels as the
lack of natural light and walls covered with graffiti further enforce the urban
setting and give the impression of being trapped.
Dialogue:
We chose to use dialogue sparingly. We decided to have no
dialogue during the chase scenes and short questions during the interrogation
scenes. This was to punctuate the fact that the interrogators are getting
nowhere.
Soundtrack:
Rather than have dialogue during the chase scenes, we
decided to have music. We wanted to use the song ‘Nothing Left to Say Now’ by
Imagine Dragons, because it’s so drum-heavy and powerful, whilst also sounding
very dramatic, that we thought it would be ideal to reflect a chase scene.
Unfortunately, it’s copyrighted so we can’t use the exact version. However, we
decided, as the music fit so well, to do a cover of it, so we could still use
it. The following musicians were involved:
Base- Tom Coath
Guitar- Tom Coath
Drums- Clare Wright
Piano- Clare Wright
Lead vocals- Emily Durstan
Backing vocals- Myself
Breaking the fourth wall:
We decided that breaking the fourth wall would not be
appropriate in an opening as involved as an interrogation or active as a chase
scene.
Narration:
We thought that dialogue and a soundtrack would be more
effective and impactful than narration as we believed it would prevent the
opening from being as engaging as we wanted it to be.
Camera shots/ angles:
As part of the initial stages, we only decided on one
specific shot we wanted to use. We thought that having a close up shot of feet
running towards the camera (the camera tracking backwards so they stay the same
distance apart) would be an effective way of introducing the chase scene.
Target audience:
Our target audience is approximately 12+. This is because
crimes, generally, appeal to and interest a large age group. However, due to
the mild violence displayed even within the opening, it would not be suitable
for a younger audience. In order to attract this audience Holly is creating a
poster specifically designed for that age group.
05:16
We decided to do a practise version in order to ensure we were as prepared for our final film as possible. doing the practise allowed us to take time to consider how to solve problems such as lighting in the basement and how we would add variety to our chase scenes.
Practice version
https://youtu.be/9_fVnTalraIWe decided to do a practise version in order to ensure we were as prepared for our final film as possible. doing the practise allowed us to take time to consider how to solve problems such as lighting in the basement and how we would add variety to our chase scenes.
09:20
Dialogue
What is dialogue?
A conversation between two or more people.
Is it necessary in the first two minutes of a feature film?
I don’t think it is necessary because the filming itself can
establish a lot of information on its own, so dialogue isn’t needed. For
instance, breaking the fourth wall, narration and the Mise-en-scene can tell an
audience the genre, era, topic and even introduce characters (and so on),
without dialogue.
Examples of film openings with dialogue and the positives
and negatives of their choice:
Comedy-
The Hangover:
Positives-
It clearly introduces the scenario and begins to introduce
two of the characters. This creates a good starting point for the audience.
Negatives-
On the other hand, it is unclear that it is a comedy as it doesn’t
introduce the genre very well.
Horror-
The Village:
Positives-
The use of dialogue is quite restrained and
there are long periods where there isn’t any. This implies that what is being
said is of great importance. It establishes some character relationships and
Ivy and Lucius’ characters begin to be shown.
Negatives-
Despite this, it isn’t necessarily essential to the plot.
Action-
Skyfall:
Positives-
The use of short sentences instils panic in the audience and
sets up the tone and genre of the film well.
Negatives-
However, use of dialogue between Bond and the man he was
fighting with may have introduced the plot better.
Drama-
The Truman Show-
Positives-
The use of dialogue in contrast with Truman earlier breaking
the fourth wall demonstrates to the audience the two side of personality Truman
seems to have: when he’s alone, and when he’s talking to others.
Negatives-
However, the way they convey the scenario is quite unclear.
Romance-
The Silver Linings Playbook:
Positives-
The dialogue clearly establishes the situation the protagonist
is in and some of the characters as well.
Negatives-
It doesn’t go into much depth in explaining why what has happened
has happened.
Examples of film openings without dialogue and the positives
and negatives of their choice:
Comedy-
Ghostbusters:
Positives-
It creates tension and allows what’s happening to introduce
the supernatural element of the film.
Negatives-
It doesn’t portray the genre very well, as it appears to be
a horror (or possibly fantasy) from the opening.
Horror-
Misery:
Positives-
The lack of dialogue allows the protagonist’s character to
be developed.
Negatives-
Not much is explained to the audience.
Action-
Blade Runner:
Positives-
The genre, era, and situation are all well explained through
the use of text and an establishing shot, making dialogue unnecessary.
Negatives-
Dialogue may have helped introduce some characters.
Drama-
Donnie Darko:
Positives-
The ambiguity draws in the audience and whilst not much is
overtly conveyed, a lot is foreshadowed through both what is happening, and the
music.
Negatives-
Not much is clear at this point.
Romance-
Romeo and Juliet:
Positives-
Everything is explained, but is developed further later on.
Negatives-
As they were following a Shakespeare I don’t consider there
to be any negatives.
What issues would I face using dialogue in my coursework?
Using dialogue in my coursework would be very challenging as
writing an effective script that fits the genre and gives the right amount of
information for the opening two minutes would be very difficult.
What issues would I face not using dialogue in my
coursework?
However, not using dialogue would mean we would have to
convey everything through our filming (as we decided against narration and
breaking the fourth wall), meaning our Mise-en-scene and choice of shots and
camera angles would have a massive impact on the audience’s reaction and what
we give away about the plot.
08:46
Narration
What is narration?
Narration is the non-diegetic voice-over of either an unseen
character or a visible character expressing unspoken thoughts.
What is required for a good piece of film narration?
A good piece of narration
Examples in the following genres:
Fantasy-
Lord of the Rings: the Fellowship of the Ring:
https://www.youtube.com/watch?v=qj139dE7tFI
Horror-
Dracula:
https://www.youtube.com/watch?v=Xb3O46ZEJmI
Action-
Terminator 2:
https://www.youtube.com/watch?v=_Mg7qKstnPk
Drama-
The Shawshank Redemption:
https://www.youtube.com/watch?v=MCmWfb7bfxQ
Romance-
https://www.youtube.com/watch?v=THFO3jjIvG4
Applications in my own work:
We won’t be considering using narration in our film opening.
This is because we don’t think it will contribute to the storyline, and we
believe it will detract from the tension and suspense we aim to create. This
may stop the audience from being intrigued enough to watch the rest of the
film: the purpose of a film opening.
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