My Prelim Evaluation

My Preliminary Exercise Evaluation

My Preliminary Video

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

Group Photo

I think that it is important to work as a team as one can be more efficient with the quantity of work produced and the speed at which the work is produced.

I worked with Noa Craig and Kristina Gadalin to plan the continuity sequence, film the video and we edited in sub groups, I edited by myself. I also made the script and shoot board but those were based off the ideas that we all had as a group. We all had an equal share in helping with the discussion and story boarding for the planning of the sequence. I did most of the filming as Noa and Kristina were acting in it the sequence. I don’t think that there was one leader throughout but people played to their strengths and were the leaders in the areas that they were confident about.

I think we all worked well as a team and our approach to the project was great. The only thing that I think we could do differently is editing as a group. Unfortunately, Kristina left our school which is why she isn't in the group photo.

2. How did you plan your sequence? What processes did you use? What theories did you try to take into account when planning, shooting and editing?

During a group discussion we made a story board which displayed the order and look of all of the shots, a shoot board so we knew what exactly we were filming and when and we also made a script so the actors knew what they were saying. The story board was useful as we were able to visualise what each shot would look like and make sure that the shots flowed continuously. We also blocked out each shot to make sure it worked and added to the narrative flow.

Story Board

Shoot List

Script

The continuity principles played a heavy part in our video such as:

·         Shot-Reverse-Shot

               

· 

·         The 180 Degree Rule
                     

·         Match on Action (The green pen)
                     

     We also took these film principles into account:
     
     The 30 Degree Rule
     The Classic Narrative Pattern

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

This is a table showing all of the equipment we used for our continuity sequence.

Technology	Utility	Positives	Negatives
Camera Canon Legria HFG 30	We used it to shoot the video and to help get the framing right.	Small and portable so it was easy to manoeuvre and get the shots right. Automatic focus meant that it was easier to get the right shot.	Due to the camera being in automatic focus it meant that we were not able to change the subject in focus.
Tripod Libec TH-650 HD	We used it to keep the shots steady and to help get the framing right.	Helped correct the framing of shots and helped keep the camera steady.	When it was completley extended it was very big meaning it was hard to get certain shots due to insufficient space for the tripod.
Microphone Canon DM-100 Directional Microphone	We used it to improve the quality of our audio.	It reduced background noise and improved the overall audio quality of the video.	Due to the microphone being fixed on the camera, it meant that we could only capture sound from the direction that the camera was facing which was a challenge in the shot-reverse-shot.
Adobe Premiere Pro	We used it to edit our sequence.	We were able to easily edit out videos on the dual monitor, multi track setup/	I don’t see any major cons.

Me filming with the Camera, Microphone and Tripod

Me at the edit suite using Adobe Premiere Pro

Adobe Premiere Pro

I think the equipment that we used was very much to our advantage and allowed us to go past a lot of the limitations that we had.

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

The major factors that we had to take into account were the limits of the location and of time.

When planning we had to maximise our time efficiently. This meant that we had to choose our ideas quickly and keep them relatively simple so we could still pull them off with the limitations of location that we had. As we could only use the media department as a setting it meant that we had to keep our ideas simple, consider the lighting, spacing and the challenges of using a classroom setting for our video.

When shooting our video we had to we had to get a lot of shots that needed various set ups out of the way, we knew that this would take a lot of time so we scheduled our time so that we had enough time to do the various shots. Also we were able to get a large number of shots done over a short amount of time with the shot-reverse-shot.

When editing I had to take into account the limitations of time as I only had 1 hour to edit. This meant that I approached the task with a need to work through it quickly and carefully.

5. How successful was your sequence, please identify what went well, and in hindsight, what would you improve/do differently?

Our video matches the guidelines of the brief which were to make a continuity task involving filming and editing a character opening door, crossing a room and sitting down opposite another character. My video follows a girl walking into a room, then speaking to a teacher about not doing homework and then walking out.

The shot-reverse-shot of the teacher and student speaking went well as the sequence flowed very well and worked well to support the narrative flow of the continuity sequence.

The use of the 180 degree rule at the start allowed Kristina's character and the setting to be introduced in a logical way that flowed well, as it showed Kristina moving in the same direction over the 2 shots.

In hindsight, I would have re-shot the two shots needed for the shot-reverse-shot sequence. If we had started filming before Kristina had sat down from both angles then it would have appeared much smoother when it was cut and wouldn’t appear as a jump cut. 

                  

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 this task I have learnt how to effectively and efficiently work in a group and maximise the use of time.

Like I said I think that time management skills are key skills that I have learned from the task, not just when planning but also when shooting and editing. In terms of editing I have also learned how narrative flow can be created easily. Lastly I feel this term has taught me how to film effectively in order to achieve a continuous narrative flow, something that would have helped to avoid the jump cut.


After this experience I feel more confident and ready for the next task which is to to make an opening sequence for a new fiction film. This task will be much bigger as it will feature different locations and more actors but I am really looking forward to starting it.

HW 4b - Revise for written assessment (DYM)

HW 4a - Plan your prelim video (BLK)

HW 3b - Existing film continuity sequence analysis (BLK)

Casablanca (1942) "Are my eyes brown" Scene

This infamous scene from the timeless classic, Casablanca, shows nightclub owner Rick Blaine speaking with Lazlo in a bar, discussing his mysterious past.

In total there are 19 shots:

1: Establishing shot of the club/bar.

2: LS to show main character Rick and other important characters

3: MCU on character

4: MLS on the characters talking
5: Over the shoulder shot of the four characters speaking
6: Over the shoulder shot of Rick being spoken to.

7: Over the shoulder shot of the four characters speaking

8: Over the shoulder shot of Rick being spoken to.

9:Over the shoulder shot of Rick speaking to a character

10: MCU of Rick's reaction

11: MCU up of character speaking

12: MCU of Rick's reaction

13: Over the shoulder shot of the four characters speaking

14: Over the shoulder shot of Rick being spoken to
15: Over the shoulder shot of the characters

16: MCU of Rick's reaction

17: MCU of character speaking

18: Over the shoulder shot of Rick's reaction and dialogue

19: MCU of characters reaction.

This sequence is a great example of how continuity techniques help create a smooth narrative flow. For example:

• Shot-reverse-shot is used when Rick is speaking with the other characters, we get the other the shoulder shot as we see a character speaking and then a reversed version of this when we see the other characters response, this helps to create narrative flow as it makes the dialogue appear much smoother, also it emphasizes the character response.

• Shot 2 & 3 use eyeline match between the characters sitting down and Rick standing up, this improves the narrative flow as it makes it seem like even though a character is not in the shot, and may not have even been there when the scene was shot, the character seems to be there.

• The shot-reverse-shot technique plays a vital role in improving the narrative flow of the sequence as it creates a sense of fluidity as the shots bounce back and forward, shots 5-19 all take advantage of the technique.

• The 30 degree rule is used as although shot 2 & shot 4 are similar, it still flows smoothly due to the change in angle, this also highlights Rick's importance to the film as he remains the center of both shots.

HW 3a - Continuity task evaluation (BLK)

12 C Group 2 - Accident

Explain the story of your video

In my continuity sequence Kristina walks out of a lift and walks down a corridor whilst texting and because she is too preoccupied with her phone, she has an accident when she walks into a door.

How did you attempt to create narrative flow?

We tried to create narrative flow by showing Kristina walking from the lift, through the corridor and eventually crashing a door through different angles but as if it was taken on multiple cameras at once.

We also used a range of different shot types but in a logical order to mimic the characters journey through the corridor and then to the accident, this contributed greatly to the smooth narrative flow.

Our use of the 30 degree rule in shot 3 & 4 also enhanced the creative flow as the transition between the shot seemed to flow, if we had not taken the 30 degree rule into consideration, the transition would have appeared very jumpy.

We also stuck to the 180 degree rule when filming Kristina walking, as the camera only appeared on the left of her or in front or behind her it meant that the audience were not confused by the location of Kristina in relation to the camera. If we had gone on her right side, we would have broken the rule and viewer may not have been able to make sense of the scene.

Did you achieve full continuity?

No, we did do quite well but some of our shots were too long for them to appear naturally continuous, for example the first shot of Kristina walking out of the lift and saying "sorry" to Tom, was too long as the shot should have finished immediately as Kristina walked out of shot or even just before.

In the shots of the corridor, one of the doors that Kristina eventually bumps into is open but in the shot where she actually bumps into it, they are closed. That is a small change that we can make next time to enhance narrative flow.

In hindsight, what would you do differently to improve the narrative flow of your video and tell your story more effectively?

I would make sure that all of the shot lengths were very accurate; this would mean that all of the shots would correctly flow into each other, which in turn would improve continuity and narrative flow.

I would also use different shot types as I felt some of the shots I used, for example the first two shots that showed Kristina's feet and legs were too confusing, this in turn inhibited the narrative flow.

I would also have swapped the order of shot 4 & 5 as it would make the transition from shot 3 appear much smoother although because we did stick to the 30 degree rule, it was smooth anyway. 

HW 2b - Analysis of Titles in Film Openings (DYM)

The Naked Gun (1988)

0:01- Paramount Pictures Presents

0:06- a Zucker Abrahams Zucker productions

0:13- Leslie Nielsen

0:20-The Naked Gun – From the Files of Police Squad

0:26-Priscilla Presley

0:32-George Kennedy

0:38-Ricardo Montalban

0:43-O.J.Simpson    Raye Birk

0:52-Casting by Fern Champion, C.S.A and Pamela Basker, C.S.A

0:58-Asscoaite Producers John D. Schofield   Kevin M. Marcy#

1:05-Music by Ira Newborn

1:11-Costume designer Mary E. Vogt

1:17-Editor Michael Jablow

1:25-Production designer John J. Lloyd

1:32-Director of Photography Robert Stevens

1:37-Written by Jerry Zucker   Jim Abrahams   David Zucker   Pat Proft

1:43-Produed by Robert K. Weiss

1:47-Directed by David Zucker

The titles were always in the centre of the shot and all the titles stuck to the same monochrome colour scheme, font and overall style. This opening used the colour white for its titles and there was not much use of colour throughout the entire opening. Despite how boring the monochrome colour scheme may make it seem, I feel it was needed as a lot more was going on in the shots so the white colour meant that the audience's focus on the shot would not be lost due to the stylistic choices. Both films followed the same type of structure with the order of titles, with the main actors shown at the start then the important people behind the camera and both ended with the Directors.

Rear Window (1954)

0:02-a Paramount Release

0:06-James Stewart in

0:12-Alfred Hitchcock’s Rear Window  Copyright MCMLIV BY PATRON, INC   ALL RIGHTS RESERVED

0:17-Co-starring Grace Kelly Wendell Corey Thelma Ritter

0:23-Raymond Burr  Judith Evelyn  Ross Bagdasarian  Georgine Darcy  Sara Berner  Frank Cady     Jesslyn Fox  Rand Harper  Irene Winston  Havis Davenport

0:34-Screenplay by John Michael Hayes    Based on the short by Correll Woolrich

0:41-Color by Technicolor  Director of Photography Robert Burks, A.S.C                                  Technicolor Color Consultant Richard Mueller

0:45-More credits

0:55-More credits

1:04-More credits

1:09-Directed by Alfred Hitchcock

The titles were also always in the centre of the shot and all the titles stuck to the same colour scheme of yellow and red, font and overall style. The rigid placement of the titles is a reflection of the time in which the film was made. The timings of the placement of titles in both films were evenly spread in both films.

HW 2c - Sound in Film Openings (DYM)

Enemy Of The State (1998)

Dialogue

There is no dialogue in the opening sequence.

The omission of dialogue conveys and further emphasises the spy thriller genre of the film.

Sound Effects

The begging starts with a bubbly/ watery sound as we see a car submerging into the water. This creates intrigue in the audience as they immediately want to know what is happening and if anyone is in danger.

As we see a car being tracked, we hear computer like sounds such as beeps, this is how we can tell that some of the sound effects are diagetic.

The sound from the car submerging into the water and the dog whimpering, contrast greatly to the futuristic and very mechanical sounds we hear in the rest of the opening, as these “sort of” domestic sounds are at the start, they immerse the audience into the filmic world as they are recognisable. This allows for the audience to know the very machine like mood and genre of the film.

Music Track

There is a very strange music track, it sounds like music that the audience may find familiar but it has been cut and sped up at certain points to mimic the very spy like genre of the film.

The music and sound effects also mimic the action in the shots, when there is a high speed car chase, the music and sound effects are fast paced and abrupt. When the subjects in the shot are on foot, the music and sound effects are quite prolonged.

The music in non-diagetic as we do not see a source from the film that the music is coming from.

The music ends abruptly and is then followed by code like beeping, this again emphasises the spy thriller genre of the film.

HW 2b - Analysis of Titles in Film Openings

HW 2a - Existing Opening Sequence analysis (DYM)

#

1) What genre is the film?

      Guardians of The Galaxy is a science fiction fantasy film. The story is centred around 5 individuals and how they come together to form a great superhero team. The opening scene shows the former life of the team leader as a scavenger and how his journey to becoming the the leader of the aforementioned team began.

2) Where does the story take place and what is the time scale?

      It is set in the current day but due to the film taking place in space there are much greater technological advancements, we know this due to the title at the start indicating the jump in time.

3) Is it possible to summarise what happens in this sequence? How significant is the storytelling in the order of event?

      The opening starts off with a spaceship landing on an unstable looking planet and then “Marvel Studios presents” comes up, this is followed by a character getting out and using an advanced map-like gadget to find an object. The character then removes his mask, puts his (old) headphones on and plays “Come and get your love” on his walkman. The character then traverses through a cave, fighting rat looking animals and crossing ravines until he comes to a door, uses a special key and finds the ball that he was looking for.

      The order of events is very significant to the story telling because they allow for the audience to see how disconnected this character is from his former world, earth. This is shown through the contrast between the high-tech gadgets and the very old school walkman.

4) Do events link to each other, or are they distinct, unconnected events?

      All the events link to each other as they flow in a sequence that shows the exploration of the cave. This is useful as it is an indication to the audience that this character is very important so it would not be wise to show unconnected events this early on and risk distorting the narrative.

5) What characters are introduced, and what are their roles? How do we find this information out?

      Peter Quill/Starlord is introduced in this scene. He is the central figure of the Guardians as he is the first character that the audience are introduced to. The audience finds this out as they are able to see a strong character making his way through the caves, with high-tech gadgets and unwavering confidence

6) How much story information is revealed and how is it revealed to the audience?

      Through the “26 years later” title at the start, we learn that the character is now a grown man. The audience also learn that he is after an orb as that is the object that his map points to. Why he is looking for the orb is not known to the audience. It is important that not too much information is revealed as the audience may be too quick to judge characters, such as; if they knew that Starlord was a wanted criminal, the audience may think of him as a bad character rather than one of the heroes of the film.

7) What does the audience need to know at the start of the film?

      At the start of the film, the audience would need to know the main characters of the film, the main settings, the films genre and the basic outline of the plot but not any twists or turns that the characters may take along the way. The audience also need to know whose perspective of the events that they are looking at are from, as this will greatly impact how the audience responds to events and characters.

HW 1B- Reflections on my film still (BLK)

1) In what way can your film be described as signifying your chosen genre?

My film stills genre is teen thriller. This is signified by the young character in the shot and the worried look on his half lit, half shaded face, which utilises the chiaroscuros technique to connote the morally dubious and mysterious nature of the character. The film still also signifies the thriller genre by the use of the juxtaposition of the light, vibrant and open atmosphere that is the park and the dark and cramped feel of the area where the character is hiding. The narrative of the film is suggested due to the isolation and tension of the shot, as the audience is wondering why is this character hiding and who/what is he hiding from.

2) How did you direct the shot to achieve the desired effect?

I took the shot outside in a relatively dark area; this was very beneficial as I was able to control the lighting that got into the shot. This is how I was able to achieve the half light, half shaded look on Tom’s face, this was vital as it allowed me to convey the dubious nature of the character and it helped to anchor the genre of the film. I also chose to frame my character quite close to the border of the shot as I felt that it would look more mysterious when the character was looking out of the shot, also the next shot would show what it is that he is looking at. I chose a long shot as I thought that it would best capture the contrast between settings and therefore further highlight and emphasise the genre.

3) How did you intend the audience to 'read' or interpret your still?

My intentions from this still alone were that the audience would be able to tell the films genre and that it would stir up fear and anticipation of the unknown monster. I wanted to leave the audience full of questions, something that thrillers make an effort to do.

4) What is successful about your shot?

I think that the most successful part of this shot is the contrasts between light and dark, such as on the characters face and the contrast between the dark corner and bright park. I think that this was the most successful part as it allowed the genre of the film to be anchored through the deeper meaning and symbolism of the shot.

5) What would you do differently in hindsight?

In hindsight, I would change some of the use of the camera, such as by only putting the character and that dark corner in focus. If I played with the focus of the camera, it could further convey the feeling of isolation I tried to show in the shot.

HW 1a - Existing film still analysis (DYM)

The Passion of The Christ (2004)

The Narrative

• In the foreground, we see Jim Caviezel (Jesus Christ), covered in blood. This contrasts to the very grey and almost boring background and makes the character stand out and appear to be of great importance. This shows that the character is important and also suggests that there is great conflict and differences between the character and the “norm” as even the colours don’t mix.

• The emptiness of the shot shows how isolated the character may have felt at the time.

• The use of the colour red in the form of blood on the character illustrates the harsh treatment of the character and also suggests how powerful this character is as red is associated with power and war.

• The use of chiaroscuros techniques shows how pure the character is as the rest of the shot is greyed out and only the character is in colour/ the light. This shows how morally correct the character is despite the harsh environment that he is in.

The Genre

• The audience’s expectations of a historical drama is gratified through the use of costumes and props synonymous with the story of the crucifixion of Jesus Christ in the Bible.

• The use of juxtaposition between the grey, bland cloudy background and the vibrant red character makes the audience focus more on the character and try and imagine what they felt like, a level of focus with the characters that dramas love to achieve.

• There is much empty space in the shot, this creates a sense of loneliness and allows the audience to feel immersed in the scene as it gives a insightful look into the time with the slightly low angle shot.

The Audience

• The key themes of the film are the battle, both mental and physical, between the character and the rest of the world as this weak looking character is being brutally punished. This suggests that this character must be very strong or influential due to the fact that he has been treated in this barbaric manner.

• The audience may empathise for the character as he is being brutally punished; the contrast in colour makes the red blood stand out. This makes the audience wonder why the character is being treated like this and whether or not he truly deserves it.

• The audience may also be questioning as they are not able to tell is the character is dead or alive, this may make the audience worried or intrigued.