Our feedback from the class was both positive and negative. The majority of our feedback involved constructive feedback, this was aimed at improving the story line of our film opening to ensure there is a strong relation with our target audience as well as the genre of our film opening being clear. However there was a repetition of positive feedback outlining our originality and variety of shots
in todays lesson we were given the task to do some costume research and planning for our film opening. For this we have looked in to suitable costumes to suit our genre as well as finding and preparing our costumes so they are ready for filming.
In todays lesson we were given the task to produce a shooting diary for our chosen film opening genre, to do this we came up with a plan of what shot types we wanted to include and the scenes we were wishing to use.
Shot diary
·Outside still shot of the garage door opening,
members wait for the whole door to open (slow).
·Cut to close ups of each person to give actor
name and nickname.
·Shot from inside the van (open doors).
·Cuts to outside shot of the van, loading the
van, pass the camera in (object).
·Panoramic of van driving away.
·shot of inside the van, corner shot (awkward
silence).
With todays task we will be doing our first editing of premier, with this we will be using dancing animals, James bond or chosen film clips and backing music to create a film trailer as part of our research and practice of editing on adobe premier.
As a result of my practice editing the positives include me being able to chain a sequence of clips together as well as being able to edit the clip speed, duration and transition. However I will need to practice further on putting visual effects to the video clips.
In todays lesson we were assigned the task to produce a film pitch presentation on our chosen film opening genre. This task involved us having to outline a basic story line, actors, plots and props. As well as this we had to present our film pitch to the class, with which we received feedback on how our film opening appeared to our target audience.
Our prelim task was given a weeks time line to plan, film and edit. This timeline stretched from the 11/10/16 to the 21/10/16. During this time we were put into groups of 4, in which we were given a genre of film and were told to plan each camera shot, script and settings/props.
Original film ideas:
sports genre- basketball or football.
how sport can help individuals- bullying or sexism.
clear yet interesting setting- sports hall.
Film title- 'girls can't play'
From these ideas we decided to use basketball to show how girls are under rated when it comes to some sports, hence the title 'girls can't play'.
Planning methods:
Evaluation:
1) Who did you work with and how did you manage the task between you?
I was part of a group of 4 with Charlotte R, Anneka W and Holly C. To ensure we had a controlled role in the task we assigned clear roles for each person, We decided that Charlotte would film and me, Anneka and Holly would act, as well as helping to edit as a group. 2) How did you plan your sequence? What processes did you use?
We used a story board as part of our planning for each camera shot and shot timing, as well as this we used a table to clearly present the scene number, camera shot and script. This was done as a group with each person giving input. 3) What theorists do you think you could apply to your task? 4) What factors did you have to take into account when planning, shooting and editing?
When planning our prelim task we had to consider the availability of each setting, casting member and timings. As well as this we had to carefully consider our time for filming and editing to allow enough time to finish filming and edit our film suitably. 5) How successful was your sequence? Please identify what worked well and with hindsight what would you improve/do differently?
After completing our filming for our prelim it is clear that the success was the variety of shots we included through out and the clear representation of our sport genre, however the quality of filming and script in areas was not to the desired standard. Therefore what I would do differently is to allow more time to review each camera shot after filming to ensure the final film had a better quality. 6) What did others say about your production?
Our general feedback from others consisted of being slightly confused about the message of the film as well as the shot quality being varied in areas. Finally a positive from others was that the genre was clear as well as being a suitable length. 7) What have you learnt from completing this task?
From completing this task I have come to understand that planning your timings and availability of cast is a key factor in filming. Also I have learnt what camera shots work with certain genres and what shots don't work. 8) Looking ahead, how will this learning be significant when completing your final film opening?
When completing my final film opening I will now take my mistakes from our prelim and ensuring that they are the key factor that is improved, this will be done by advanced planning, group discussions and allowing further time for filming shots that are vital to the genre of the film opening.
in todays lesson we begun to look at the mark scheme for our film openings and what is expected to gain the highest marks as possible, as well as this we analysed multiple previous student film openings and discussed what made the opening good and what could be improved. Finally we was put into our film opening groups, my group consists of me, harry ford and Jess P.
Level 1 0–23 marks The work for the main task is possibly incomplete. There is minimal evidence in the work of the creative use of any relevant technical skills such as: • Producing material appropriate for the target audience and task; • using titles appropriately according to institutional conventions; • using sound with images and editing appropriately for the task set; • shooting material appropriate to the task set; including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene; • using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Level 2 24–35 marks There is evidence of a basic level of ability in the creative use of some of the following technical skills: • Producing material appropriate for the target audience and task; • using titles appropriately according to institutional conventions; • using sound with images and editing appropriately for the task set; • shooting material appropriate to the task set;, including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene; • using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Level 3 36–47 marks There is evidence of proficiency in the creative use of many of the following technical skills: • Producing material appropriate for the target audience and task; • using titles appropriately according to institutional conventions; • using sound with images and editing appropriately for the task set; • shooting material appropriate to the task set; including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene; • using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Level 4 48–60 marksThere is evidence of excellence in the creative use of most of the following technical skills: • material appropriate for the target audience and task; • using titles appropriately according to institutional conventions; • using sound with images and editing appropriately for the task set; • shooting material appropriate to the task set;including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene; • using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
In relation to the opening scheme mark scheme I believe this example would have received a high level 4 (56-58) marks. The reason I believe this film opening is a high level 4 because it consists of multiple camera shots, effects and it effectively reflects its genre of thriller. However I feel like it drops marks as it seems too long and in areas the quality of acting seems to lack effort/effect. I also feel this film opening received high end of level 4 as the quality of image and focus is high throughout each individual shot.
I believe this film opening is levelled at a high level 3/low level 4, the reason for this is due to the good variation of camera shots and clear genre representation. However the reason for the loss of marks to me is down to the lack of titles/credits, and the lack of originality. as well as this I feel like the colour resolution of some camera shots lack quality in some shots.
following the mark scheme for this film opening I would mark this opening as a high level 3, the reason for this is due to the varied quality of camera shots and the lack of quality and clarity in the scripted audio. However the this opening does use a wide range of camera shots.
