AS Prelim

Our sequence is called “ Ex's “ and has a comedy genre.  This continuity task “involves filming and editing a character opening a door, crossing a room and sitting down in a chair opposite another character, with whom she exchanges a couple of lines of dialogue”. It’s 27 seconds long and is a dialogue between two teachers about the new head of department.

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

In this task I was grouped with Flo Donald, and Ella Budget. As we had a short time frame to do this activity we needed to work well as a group. We started by pitching our ideas for the story of the sequence. After choosing the best idea, we split up the work and each did a certain task. Ella and Flo wrote the script, decided on the props and I drew out the shoot board and shoot times.  We then pitched our individual tasks to the group and each added and altered it. In terms of the shoot and edit, I filmed using the camera, took turns with Flo in using the clapper board and directing the shoot. Flo and Ella acted and when Flo was off stage, she helped with the directing. In the edit we split into two groups and produced an individual edit of the footage. The groups were Flo and Ella and then me by myself. 

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

We began planning our sequence by first drawing a plan of the room, so we could visualise where the master-shot could go in relation to the door, and then the shot/reverse shot. We planned the rearranging of the classroom on paper before we started to move desks around to see if it would actually work. We then created a storyboard of all the shots taking into consider the brief of including “opening of a door, dialogue between two characters, crossing of a room, match on action shot/reverse shot, and the 180 degree rule.”  We created a script for a dialogue between Ella and Flo and they rehearsed it between them.  After this we walked through the shoot, as a ‘practise shoot’ so we could get an idea of how long it will take, to check the set-up of the classroom, which shots to go first in the actual shoot to ensure we don’t waste time with the limited short period of time we have. We checked whether our ideas where successful and altered anything which didn't look right or didn't work. Taking into consideration the ‘practise shoot’ and the limited time available, a plan shoot was made by setting and character to prevent delays on the shoot day.  During our shooting we needed to take into account the theories of continuity and framing as well as not breaking any rules such as the 30 and 180 degree rules. We tried to present our genre based on the characters and their dialogue as well as their actions. 

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

Technology used on the shoot:

1. Canon HF G30 camera

2. Tripod

3. Headphones 

4. A shotgun microphone

How it was used:

We connected our cannon camera to the tripod to ensure the shots would look professional with no shaking. The shotgun microphone was connected to ensure good quality of sound during the shoot, so the dialogue would be picked up. To make sure the shots were straight and level, we regularly checked the spirit level located on the top of the tripod. Due to the lack of time, we kept the camera on auto settings for ease of use. To create different shot types, the zoom button was used as well as the handle on the tripod for smooth pans and tilts. To ensure the sound was being recorded and there wasn’t any background and unwanted noise, we attached headphones. We used a clapper board at the beginning of each shot so that when it came to editing, the shots could be easily distinguished and then selected for the edit.  We made sure the trips legs were in when we carried it around to prevent dropping it, and a safety precaution we took was ensuring the wires of the headphones were not wrapped around or hidden so that anyone could fall over them.

Technology used to edit:

1.Dual monitor editing station

2.Adobe Premier Pro CS5

How it was used:

In order to edit, I first watched every clip start to finish, noting on a piece of paper which to use. I would rename these shots in the shots list so that there were easily found later on. I then began to review them and chose the ones I wanted. I cropped a rough crop of the clips to make sharp editing easier later on. I then dragged the shots into the timeline where I could crop them to a close cut edit and ensure the continuity flow. Using the two screens of the monitor station I watched the edit on the right and edited the timeline on the left. This was useful as the screen was less compact and continuity errors were found more easily. 

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

Planning

As we had a very limited time to produce this preliminary exercise our ideas had to be limited. It wasn't possible to try and produce and elaborate sequence and so our group decided to keep things simple yet extremely affective. We had to set up our setting in a way which we could confine to the brief without breaking any camera/ shooting rules such as the 30 and 180 degree rule. Since our group was so tiny, spreading out the work load was difficult as everyone needed to do a lot, in a limited amount of time and so we decided to spread I tout based on ability to get it done quickly.  

Shooting

During the shoot, we needed to confine to the brief of “demonstrating match on action, shot/reverse shot and the 180-degree rule.  To do this, our camera movement, framing, and knowledge of the rules were all applied. This ensured our sequence was continuous. In the limited amount of time we needed to set up the furniture and adjust it so that the composition of it looked nice on camera. We were filming in a busy building and so kept having to do more takes when background noise was heard by the mic. We also had to share one of the locations with another group and so we took it in turn so that our time could be used more effectively. In order to achieve shot/reverse shot, we needed to shoot the whole dialogue three times so that we could cross cut when it came to editing.

Editing

When editing I had to constantly remind myself of the task looking and feeling continuous. Editing techniques such as shot/ reverse shot was difficult and required close cut editing to get the dialogue perfect. Continuity was also hard to edit as it needed to have a perfect match on action so the whole sequence would flow. 

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

In my opinion, my sequence was very successful in meeting the requirements of the brief. “We filmed and edited a character opening a door, crossing a room and sitting down in a chair opposite another character, with whom she then exchanges a couple of lines of dialogue.” The task demonstrated match on action, shot/reverse shot and the 180- degree rule.  The only continuity error I have found is the movement of props in the background setting during the shot/reverse shot. Apart from that there are no continuity errors. In shots 1-2 the continuity was very efficient as Ella came through the door. There was also a good sense of narrative in this sequence. During the conversation between Flo and Ella, we used techniques such as eye line match to demonstrate the conversation from different perspectives.  We didn’t break any rules such as the 30 and 180 degree rules and so added to the overall professionality of the sequence. Even though I am pleased with our sequence, camera and editing wise the dialogue exchanged did not fully connote the comical genre and the ending was abrupt and not like a sequence would end stereotypically. It leaves the audience a little confused.  Saying this, in hindsight I would alter the script to make the ending less abrupt and the dialogue funnier to make sure the comical genre is connoted. I would also use more props to ensure the school environment was fully connoted. 

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

This task has taught me that organisation is key. This ensures that time is used wisely and isnt lost with unnecessary thinking. I have also learnt that sticking to the brief is fundamental otherwise the task is incorrect and all efforts are lost. Looking ahead I can say with confidence that this task has taught me to think about continuity in a sequence to a great degree. I have learnt many skills such as shot/reverse shot and have been informed about the 30 and 180 degree rules. It has revealed that in a sequence the audience needs to feel a sense of reality and feel involved with the story which is done by continuity. Overall I am pleased with the task and feel that my group has successfully met the brief as well as learnt skills for the future. 

Continuity Task 2 (BLK)

The sequence I chose is from the action film 'Wanted'. The sequence is of a character being sniped down unsuccessfully and then being shot from a planned space by an unknown person who is revealed.

The sequence starts with a headshot of the sectary followed by character A' running from a lift and jumping from one building to another. He takes out two guns and shoots the snipers on the top of the building. The camera changes from in front of character A to behind him to show the different perspectives as he runs down a corridor and then back up it. The camera follows him as he runs, and he is shown from the rooms of the corridor. A long shot establishes the setting as he jumps out of the closed window. As soon as he pulls out two guns it goes into a MS and goes to a CU (reverse shot reverse) of the victim then back to the killer.

The camera then pans up and tilts to a CU of a builder sniper, he is then shot in the head from behind and 

Character A is revealed.  Character A's hand reaches into the snipers back pocket and gets a mobile phone out. There is an ELS bird's eye view of character A and then cuts into a CU of him on the phone. The 'X' is revealed and a zoom out is used from a CU into an ELS. The next shot is a CU of character A with a bullet coming out of his head. As the bullet exits the camera pans around it and then follows the bullet, panning and turning the camera each time.  It goes in front of the bullet and then behind to show movement. There is a MLS of the bullet entering the barrel of a sniper.

Character B' is then revealed and because the camera followed the bullet back in time, it reveals the killer as Character B' and shows his final words to Character A before pulling the trigger. 

Art of the Title Activity Evaluation (DYM)

Our title sequence explored the past of an innocent looking school boy as he evaluated his actions as a serial killer. The opening is of him evaluating himself, looking into a mirror.

The film opening is set in a school; this is apparent from the toilet setting and the bench and field. The sepia filter was used to suggest a flashback/ memory of the character from when he committed the murders in the school. At the end he CU of his eyes suggests how he's evaluating himself and how he's trapped in the prison of his own identity.

The Title 'Etched' hints at the audience to understand the traumatic vividness of the memories of the character and how he doesn't completely understand who he is. This leaves a chunk of the storyline out for the audience to add drama because although we know what he's done we have no idea why.

There is a sense of mystery to the character as not everything is revealed and so the audience cannot understand his motive behind committing these murders which creates a tense, stressful atmosphere. It creates confusion as they can see dead victims but have no idea why he would do what he did.

We used a variety of shot types such as an over the shoulder mirror shot, a CU, MS, Tilt up, ELS. Each shot has been used for a reason. The CU shows the character is looking into his own identity. The MS mirror shot also reveals he doesn’t know who he is. The tilt up reveals the characters power which is then contrasted by the fact he doesn't know who he is which makes him even more dangerous.

Overall, our film opening was fairly effective however we should have used different shots, with different characters to add diversity and change. As it is all the shots are quite similar which could be slightly boring for the audience. 

Continuity Task 1

In the brief we were given, our group was told to show an accident in six progressive shots, shown in continuity. We quickly decided that a lift would be an appropriate setting and wanted to have some 'mystery' so decided to have two girls in a lift and when the lift opened, one of the girls was on the floor dead or unconscious. Thus not revealing too much but also thought we were showing an 'accident'.

We attempted to establish a narrative flow by introducing the 'accident' with a wide shot of the lift and the building in relation to each other. We did this to establish the setting and the characters. This also established the space and how there was 'no one around' as we thought this would be effective in creating a tense atmosphere.  We tried to show direction of the lift by changing settings to the bottom floor and filming a CU of the lift display. A girl would walk into a lift, and another character already in the lift would be introduced. The lift then closes and there is a shot of the lift's display. There is a CU of the emergency button being pressed and the doors open, with one character on the floor. We tried to let the audience 'piece' the events together.

Despite our efforts, we did no manage to fully achieve continuity within these six shots. It was because the shots didn't match and there were many jumps. Leaving the audience confused and not feeling part of the scene.  The transition from shot 1-2 showed a lapse in time as the lift closed more in shot 1 but then in shot 2 character A is still walking in. Thus having a gap in continuity.  The audience had no awareness where the LED display was in relation to the lift and also the display was wrong, showing the characters went up from floor one to floor zero. The CU of the emergency button, despite being a good shot was again failing in continuity. The audience have no idea where this button is and it is unclear in the 2 second shot what button it is. We didn’t let the audience process it was an emergency button and it was immediately followed by the opening of the lift doors. There was no sound was created when the button was pressed and so could simply be a 'door open' button.  At the end, character A in shots 5,6 didn't move positions even though time passed and she was walking. Despite this criticism I feel there were some good aspects to our work, such as our camera framing, camera movements and general ideas throughout. Such as in shot   where there is a slight pan on character A' walking out of the lift.

To achieve a narrative flow, we should have followed the characters into the lift and seen the events happen, not jump from inside to outside the lift and confuse the audience. We should have included some noises such as an alarm when the panic button was pressed. We should see the girls 'accident' and see both characters spacing in relation to each other.  This would be done so the audience could understand the time passing, space, and feel like they're following the shots and not be left confused. 

Film Opening Analysis & AOTT Research

The title sequence above is for 'Skyfall', a thriller/ action film.

There is no clear setting where the film takes place as everything is quite abstract however it does start off underwater which may hint at it being on an island. The film seems to be analysing a person's identity and thus the timescale is the length of his life or length of his life as a Spy.

James bond falls into water and sinks to the bottom, there is a blackout and he is then pulled under the sand by a large hand.  There are wounded cut out 'targets' of bond and he is bleeding then a girl's body is shown.  Weapons then begin to fall from the sky despite it still being underwater. The weapons turn into graves and then there is a close up of James' eye. From here it is even more abstract and there is blood in water, fire in a cave with burning cut outs of James.  Followed by more graves, weapons and girls. The opening ends on a close-up of James eye.  The order is significant as it reveals hints about who James is and how he is chronologically looking back into his life and what he's done but also dropping subtle hints of what's to come.

They are all unconnected events as it is trying to be abstract.

James bond is introduced and it is clear that he is a spy from the weapons and movements he makes.

Not much is revealed to the audience and when it is it is done subtly. Nothing is certain and can all be interpreted differently; this Is done to add suspense and not give out information.

The audience needs to be introduced to a character and a genre. Without it they are lost in knowing what's to come in the film. Saying this however they need to have unanswered questions to leave them wanting to know more.

The two above pictures are of two different title sequences; Skyfall and Reservoir Dogs. They are extremely different title sequences as Skyfall is extremely abstract whereas Reservoir dogs are not. In Reservoir dogs the characters are a main feature and they are all introduced fully where as in Skyfall James's identity is shown in an abstract way, a girl is also revealed but she is unknown. 

My Film still Analysis

Reflections on shots

1.       My groups chosen shot was a medium close up of a characters with a rope around his neck, (hanged) the character has an 'emotionless' look.   In the background there is a ladder, and an unfocused shadow. It is clear that this still is from a horror film; the shot is dimly lit and there is a lot of mystery and suspense. This signifies a horror film as these are the feelings that horror films want to create in the audience.

2.       To achieve the 'horror' effect, a shadow was casted to reveal only half of the characters face. This hides half of the characters identity and personality which in turn creates suspense and mystery.  The shot is a medium close up, which reveals the characters expression. This makes the audience sympathise with the character and question his death.  The shot is dimly lit; we did this by using a battery powered light and not a main light. This creates tension and mystery. 

3.       In my shot, the lighting is successfully giving off a 'horror' vibe, the show is somewhat well framed and the shot type of being slightly 'tilt down' adds a 'helplessness' effect.

4.       In hindsight there wouldn't be much I'd change however, the lighting is brighter than expecting which could make the audience feel it is less dramatic and unexpected. The camera is slightly out of focus and the shadow in the background is slightly faded. In hindsight all these would be reinforced to be more obvious.