In this power-point I discuss Low vs High budget films.
Monday 31 October 2016
Sunday 30 October 2016
Prelim
Prelim task "Girls can't play"
Ideas for our film
We were going to create either:
Production diary
11/10/16 We got given are genre and came up with are idea and started to think of the plot and characters.
12/10/16 We wrote the storyboard and started to add camera angles to the plot we also came up with the characters.
13/10/16 We finished the storyboard and started to write the script and wrote the shooting schedule.
17/10/16 Started to film.
18/10/16 Carried on filming.
19/10/16 Finished filming and started to edit.
20/10/16 Carried on editing.
21/10/16 Finished the editing and filmed a shot we could not find. We also updated the shooting schedule.
Shooting Schedule
Storyboard
The script
Shot 3
Holly: Can we play basketball with you.
Jordan: No you can’t play because your girls.
Anneka: I bet you £20 that we can bet you.
Jordan: Your on I could do with the extra money.
Anneka and Jordan shake hands.
Shot 4
Anneka: Do you want to come and beat the boys at basketball ?
Katie: Sure, When?
Holly: Now.
Charlotte: Ok , Lets go and get those boys.
Shot 9
Anneka: You own us £20.
Jordan: I can’t believe you won.
Holly: And you said that girls can’t play.
Girls laugh and high five. The boys act in defeat.
Cast
Girls: Holly Anneka Charlotte Katie
Boys: Jordan Harry Adam Sam
Costume: Sports wear
Music:Here come the girls
Finished Film
Evaluation:
Who did you work with and how did you manage the task between you?
My group consisted of Holly Connell, Charlotte Revell and Jordan Carter. I feel that we did work well together as a group and all played equal parts towards the finished project. We additionally did make a group chat on our phones to plan ahead for the upcoming lessons so that we would know exactly what to bring and when to bring it. This made the creation process smooth and a lot less stressful.
How did you plan your sequence? What processes did you use?
We planned our sequence using the storyboard provided. We chose the shots that we believed were the best and that would showcase our ideas in the best light.
What theorists do you think you could apply to your task?
Our film had a beginning (the boys playing and being confident that they would win), a middle (the girls gathering their team then the actual game against the boys), and an end (the girls winning and the boys admitting that "girls can play" - the girls' success) to it - which is the Aristole Theory.
What factors did you have to take into account when planning, shooting and editing?
In the planning stage, we obviously had to take into account that we would have to book the area of the school that we wanted when we wanted it so that we could film without ant disruptions. Also, we had to know when everyone was free to film so that we could choose the most suitable time to film. Additionally, one person in my group was on a school trip during filming week which meant we had to take that into account whilst planning. As we filmed outdoors, we had to try to film whilst the wind was as still as possible. Whilst editing, we realised the wind was still loud so we had to try and balance the noise.
How successful was your sequence? Please identify what worked well and with hindsight what would you improve/do differently?
All members of our group were pleased with final product, but it could have been improved. We could have filmed the video and the audio separately due to the wind being too loud over the characters dialogue. We could have also made the story line slightly more gripping and interesting. With hindsight we should have watched our clips once we filmed them when we still had filming time so we could have seen if we wanted to re film any whilst we still had time.
What did others say about your production?
Others said that are production was good however the audio could have been better as it was hard to make out what the characters were saying. Also that some of the shots could have been improved as they all looked quite similar. One of the shots that some said that could have been better was the tracking shot. However most people liked the 'here come the girls' scene due to it being funny however to improve it we could have made it slightly longer as it was short but the most liked scene in the film.
What have you learnt from completing this task?
I learnt group working skills and I improved my editing skills as well. I learnt to take into consideration everyone in the group's feelings about the work and what they were and were not comfortable with. With editing, I learnt how to edit as a group instead of by myself (like the Juno production).
Looking ahead, how will this learning be significant when completing your final film opening?
It will be significant to my final film opening because of the skills I have learnt from this will create a better overall finished product, due to mostly learning from my mistakes.
Ideas for our film
We were going to create either:
- A football film.
- Where a child is bullied and sport helped them.
- A cheerleader film.
- Use a more interesting setting.
- The idea we went with was a basketball film where it was girls vs boys.
Production diary
11/10/16 We got given are genre and came up with are idea and started to think of the plot and characters.
12/10/16 We wrote the storyboard and started to add camera angles to the plot we also came up with the characters.
13/10/16 We finished the storyboard and started to write the script and wrote the shooting schedule.
17/10/16 Started to film.
18/10/16 Carried on filming.
19/10/16 Finished filming and started to edit.
20/10/16 Carried on editing.
21/10/16 Finished the editing and filmed a shot we could not find. We also updated the shooting schedule.
Shooting Schedule
Storyboard
The script
Shot 3
Holly: Can we play basketball with you.
Jordan: No you can’t play because your girls.
Anneka: I bet you £20 that we can bet you.
Jordan: Your on I could do with the extra money.
Anneka and Jordan shake hands.
Shot 4
Anneka: Do you want to come and beat the boys at basketball ?
Katie: Sure, When?
Holly: Now.
Charlotte: Ok , Lets go and get those boys.
Shot 9
Anneka: You own us £20.
Jordan: I can’t believe you won.
Holly: And you said that girls can’t play.
Girls laugh and high five. The boys act in defeat.
Cast
Girls: Holly Anneka Charlotte Katie
Boys: Jordan Harry Adam Sam
Costume: Sports wear
Music:Here come the girls
Finished Film
Evaluation:
Who did you work with and how did you manage the task between you?
My group consisted of Holly Connell, Charlotte Revell and Jordan Carter. I feel that we did work well together as a group and all played equal parts towards the finished project. We additionally did make a group chat on our phones to plan ahead for the upcoming lessons so that we would know exactly what to bring and when to bring it. This made the creation process smooth and a lot less stressful.
How did you plan your sequence? What processes did you use?
We planned our sequence using the storyboard provided. We chose the shots that we believed were the best and that would showcase our ideas in the best light.
What theorists do you think you could apply to your task?
Our film had a beginning (the boys playing and being confident that they would win), a middle (the girls gathering their team then the actual game against the boys), and an end (the girls winning and the boys admitting that "girls can play" - the girls' success) to it - which is the Aristole Theory.
What factors did you have to take into account when planning, shooting and editing?
In the planning stage, we obviously had to take into account that we would have to book the area of the school that we wanted when we wanted it so that we could film without ant disruptions. Also, we had to know when everyone was free to film so that we could choose the most suitable time to film. Additionally, one person in my group was on a school trip during filming week which meant we had to take that into account whilst planning. As we filmed outdoors, we had to try to film whilst the wind was as still as possible. Whilst editing, we realised the wind was still loud so we had to try and balance the noise.
How successful was your sequence? Please identify what worked well and with hindsight what would you improve/do differently?
All members of our group were pleased with final product, but it could have been improved. We could have filmed the video and the audio separately due to the wind being too loud over the characters dialogue. We could have also made the story line slightly more gripping and interesting. With hindsight we should have watched our clips once we filmed them when we still had filming time so we could have seen if we wanted to re film any whilst we still had time.
What did others say about your production?
Others said that are production was good however the audio could have been better as it was hard to make out what the characters were saying. Also that some of the shots could have been improved as they all looked quite similar. One of the shots that some said that could have been better was the tracking shot. However most people liked the 'here come the girls' scene due to it being funny however to improve it we could have made it slightly longer as it was short but the most liked scene in the film.
What have you learnt from completing this task?
I learnt group working skills and I improved my editing skills as well. I learnt to take into consideration everyone in the group's feelings about the work and what they were and were not comfortable with. With editing, I learnt how to edit as a group instead of by myself (like the Juno production).
Looking ahead, how will this learning be significant when completing your final film opening?
It will be significant to my final film opening because of the skills I have learnt from this will create a better overall finished product, due to mostly learning from my mistakes.
Juno
How did the filming go?
The filming went smoothly, with only two shots which needed to be re-done, which was not time consuming, nor complicated at all. My group did not experience any technical difficulties with the technology involved (camera and microphone). Additionally, we managed to complete the filming within less than one lesson (our lessons are one hour) which made the process more convenient as my group could all move onto the editing stage faster than we had anticipated.
Was the storyboard accurate?
Our storyboard was accurate as we used it as a template whilst filming to followed the timings and descriptions for each shot. It was additionally helpful in the way which we used it to add notes on anything else appropriate to the project, such as the bottle being in the left/ right hand.
Strengths and weaknesses in the group
A major strength which appeared in the group was the ableness of working as a team. We all assigned ourselves one job each (Juno, camera-man, director) and were able to stick to our specific titles well, as well as co-operating and helping each other with their roles. Another strength which stemmed from this was working at a fast pace and being efficient with the time provided as a group.
One weakness which could be interpreted was perhaps how we rushed the filming process and did not take our time or be more careful with it. A second weakness was that we lacked attention to detail, we did not have the part of the 'runners' who were supposed to run past Juno at the beginning. This could have made our final video seem messy or unfinished.
Did you get all the footage you needed?
We did manage to get all of the footage which we needed and was required. We managed to do this because we made sure to constantly compare our footage to the actual model Juno video. This allowed us to easily reach and attain that goal.
Technical skills learnt
As I did not film, the technical skills that I learnt were all on Adobe Premiere. I learnt how to edit footage by using cut to make the timings as accurate as possible, adding an external video onto our original footage, adding the music over the top, and to change the speed and colour of the footage.
How does it compare to the original?
Our footage matches the timings of the original well. Although, I found it difficult to match the cartoon effect of the original Juno clip, therefore it is not a complete match.
What went well - What I learnt - What I will take with me to the next production
Our group worked overwhelmingly well together, we were all accepting and open to eachother's ideas which was what went most well. I learnt how to do new and different effects, technical skills and editing skills - this I will additionally take with me to my next production. I will also take the amount of detail used in our story board to the next production as it was a helpful thing to have in the process of our filming and evaluation.
Film Pitch
Horror age 16-21 unisex
Media film pitch
Feedback:
Relevant/ intriguing/catchy film title?
'short, sweet and catchy'
'original and catchy'
'its the theme of the film and gives a hint about the plot.'
'short but intriguing'
Interesting characters and appropriate cast?'
'relatable characters'
was interest created for the audience? Enigma codes?
'yes definitely, I like the combination of religion and gangs.'
'makes the audience want to know more'
Narrative suitable. for target audience? will it attract customers?
'it is suitable for the age group and would pass for a 15 ,should attract teenage audience.'
Does the narrative fit the genre? are the conventions in place?
'yes includes violence'
Is the film different?
'The film is different from other horror films.'
'I've not seen a film like this before'
'original ideas'
Good ideas for marketing the film?
' wide variety used'
'good advertising techniques'
would you buy the film?
14/20 people said they would invest in our film.
Wednesday 12 October 2016
film language
Camera- FAM
Frame- size of shots
Angle-high, level, low, worms eye. ,birds eye
Movement- pan(right and left on tripod), tracking (camera and tripod move), static, Zoom, whip pan, drone/helicopter, hand held
Mise En Scene- CLAMPS
Costume-
Lighting- high key, low key, natural light
Actors- age, gender, class
Makeup- costume makeup (blood), natural makeup
Props-
Setting- time, temperature, place, date, weather
Camera Shots
Sound- MCDOVE
Music-
Contrapuntal- when the music does not match the images.
Diegetic/ non-diegetic- what you hear in the film
Off screen/ On screen-
Voice over- (non- diegetic)
Emotion Felt- when hearing something.
Dialogue- the way something is said, accent, emotion behind it.
Editing (most invisible) STOPS
Screen time-
Transitions-
Order of Narrative-
Pace-
Special effects-
Boys in da Hood opening scene analysis
The first 1:07 minutes uses non-diagetic, off screen sound effects, not showing any pictures just the opening titles. These sound effects include gun shots, car tires screeching, helicopters, alarms and a young boy crying "he shot my brother!". These sounds and explicit language give the effect of suspense and an uneasy feeling to the audience.
The story begins with young characters walking along run-down street talking about a shooting which occurred the night before. None of the characters seemed particularly phased by the events which emphasizes how they have been exposed to this life style for a long period of time.
When the children arrived at the murder scene, the lighting dimmed which reflects the mood of the happenings in the scene (pathetic fallacy). The camera additionally uses a close up shot from eye level, focusing on the children's facial expressions. Again, they do not seem shocked.
When they arrive at their classroom, there are photographs of police and crime on the walls. This highlights just how much the police are part of these children's everyday life.
The children talk using slang and are wearing worn down, old looking clothing. These two aspects show how the children originate a poverty-stricken background.
The first 1:07 minutes uses non-diagetic, off screen sound effects, not showing any pictures just the opening titles. These sound effects include gun shots, car tires screeching, helicopters, alarms and a young boy crying "he shot my brother!". These sounds and explicit language give the effect of suspense and an uneasy feeling to the audience.
The story begins with young characters walking along run-down street talking about a shooting which occurred the night before. None of the characters seemed particularly phased by the events which emphasizes how they have been exposed to this life style for a long period of time.
When the children arrived at the murder scene, the lighting dimmed which reflects the mood of the happenings in the scene (pathetic fallacy). The camera additionally uses a close up shot from eye level, focusing on the children's facial expressions. Again, they do not seem shocked.
When they arrive at their classroom, there are photographs of police and crime on the walls. This highlights just how much the police are part of these children's everyday life.
The children talk using slang and are wearing worn down, old looking clothing. These two aspects show how the children originate a poverty-stricken background.
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