As we had finished the editing of our Prelim quicker than expected, it was decided that this was the perfect opportunity for us to add extra factors such as music and a title sequence. Yet we encountered problems as our choice was limited due to the music having to be copyright free. Being unable to access the website with the tracks that are permitted we had to then find an alternative. Luckily on the school system there was a smaller variety of tracks that were allowed and we managed to find a suitable track for our prelim. We chose New Stories (Highway Blues) as we believed it worked well with our footage. We then decided that the music should fade out and in when the dialogue began. Yet when the prelim was viewed with the adjusted backing track for the first time it didn’t work as we’d hoped because it stop more abruptly. To fix this, the point at which the music began to fade was altered creating a smoother transaction.
By Helen Daniel
Saturday, 20 February 2010
Tuesday, 9 February 2010
Monday, 8 February 2010
Prelim Blog
Pre-Production
From the prelim task we learnt that the use of story boards helped with planning, and filming. This is because it helped us to see what the video could have been like before filming and help us focus on our ideas rather than making it up on the spot. It helped with film because we had something to stick to and not drift off into things that could have distracted us such as impossible camera shots and inappropriate dialogue.
Before we filmed we spoke to the year 13’s who had done the same task but a year earlier. We asked them for some advice when shooting a video. They gave us this advice:• Keep it simple – don’t use complicated shots and title sequences • Always use a tripod – as shots look amateur and unprofessional • Stick to the objectives – don’t go off task and start filming stuff you haven’t been told to (we had been told to use match on action, shot reverse shot and not to break the 180 degree rule)
To help us with our prelim task we watched some from previous years. To help us further we marked them ourselves and compared them to the mark scheme. We watched five previous prelim videos and in our opinion three of them were A grade videos, one was a high B grade and the last was a low B grade. We later got the actual grades of these videos and found that we were almost spot on with our marking meaning we had a good understanding of the mark scheme and what was expected of us.
From watching the videos we saw that some errors were present. One mistake was that you could tell that the group didn’t shoot all their footage in one day as the protagonist’s hair or their clothes were different. Another was the transition between shots weren’t very smooth and some confused the view. From watching these videos were learnt that we had to take our time and try and make everything as simple but professional as possible.
By Joseph Mulhare
Production
There were some problems when filming, such as: filming in a busy corridor meant continuous interruptions of teachers walking through or using the stairs near by. Also because of the automatic doors the noise of them opening and shutting could have been heard in the background. As we also forgot to use a shot reverse shot we had to go back and film it later, this time we had bags with us and we forgot about continuity and in the conversation shots the bags can be seen on the table, when in other shots they are not there. Jack was of ill the day we filmed the prelim meaning we had to find another person to play his part.
Creating a detailed storyboard and sticking to it helps you when filming. Also film in the order you intend the shots to be in as this helps you later on when editing.
Having a planned and rehearsed script and keeping to it each time. Our script was improvised and varied each time we filmed causing some problems with editing.
By Kerry Sheehan
Due to Jack being ill the day of our filming we had problems trying to find a replacement actor to act in our prelim. Yet it didn’t take us too long to find a substitute as we ran in to Joe Benorthan who was in a free. When filming we forgot to incorporate the shot reverse shot which was one of the necessary tasks we needed to demonstrate. This resulted in us going back later on in the day to re shoot the shot reverse shot. However continuity was lost as bags were captured in the second shooting. This was not realised till we were editing.
By Helen Daniel
Post-Production
When editing the prelim there were problems as it was our first time in the editing room and using the software. We found that one some off the clips we put on to the computer from the camera the sound did not transfer over and the clip was normal except from having sound. To encounter this problem we asked the year 13 student and they said to just simply upload it again. Also when uploading sometimes the software would not take the clip and would freeze this meant having to do it again. To use the software me personally took to it very quick and did not find any difficult challenges whist editing the clips and done it rather quickly as it was fairly simple and we had the right footage.
Overall editing the prelim showed me and the others the foundations to editing we discovered that we can easily edit but it is vital to have the right footage with the right conditions matching what we have done. We learnt how to use special effects and add music and text. We also learnt more advanced things such as how to fade out sound and how to make clips run over one another. This will help us for our thriller as we can make it look more professional to gain a higher mark. It will also enable us to make things more smooth and give us the affect of a thriller.
The prelim task matched our visualisation as we made a story board and managed to gain the shots that were required in the prelim with the match on match shot and the reverse shot and we managed not to break the 180 degree rule. The prelim was edited smooth and everything fits in and there were no so called “bloopers”. The prelim task was also only 40 seconds long which is all that we were asked to do and it gave us incite into how we should shoot the thriller and how we need to manage our time.
By Jack Partridge
From the prelim task we learnt that the use of story boards helped with planning, and filming. This is because it helped us to see what the video could have been like before filming and help us focus on our ideas rather than making it up on the spot. It helped with film because we had something to stick to and not drift off into things that could have distracted us such as impossible camera shots and inappropriate dialogue.
Before we filmed we spoke to the year 13’s who had done the same task but a year earlier. We asked them for some advice when shooting a video. They gave us this advice:• Keep it simple – don’t use complicated shots and title sequences • Always use a tripod – as shots look amateur and unprofessional • Stick to the objectives – don’t go off task and start filming stuff you haven’t been told to (we had been told to use match on action, shot reverse shot and not to break the 180 degree rule)
To help us with our prelim task we watched some from previous years. To help us further we marked them ourselves and compared them to the mark scheme. We watched five previous prelim videos and in our opinion three of them were A grade videos, one was a high B grade and the last was a low B grade. We later got the actual grades of these videos and found that we were almost spot on with our marking meaning we had a good understanding of the mark scheme and what was expected of us.
From watching the videos we saw that some errors were present. One mistake was that you could tell that the group didn’t shoot all their footage in one day as the protagonist’s hair or their clothes were different. Another was the transition between shots weren’t very smooth and some confused the view. From watching these videos were learnt that we had to take our time and try and make everything as simple but professional as possible.
By Joseph Mulhare
Production
There were some problems when filming, such as: filming in a busy corridor meant continuous interruptions of teachers walking through or using the stairs near by. Also because of the automatic doors the noise of them opening and shutting could have been heard in the background. As we also forgot to use a shot reverse shot we had to go back and film it later, this time we had bags with us and we forgot about continuity and in the conversation shots the bags can be seen on the table, when in other shots they are not there. Jack was of ill the day we filmed the prelim meaning we had to find another person to play his part.
Creating a detailed storyboard and sticking to it helps you when filming. Also film in the order you intend the shots to be in as this helps you later on when editing.
Having a planned and rehearsed script and keeping to it each time. Our script was improvised and varied each time we filmed causing some problems with editing.
By Kerry Sheehan
Due to Jack being ill the day of our filming we had problems trying to find a replacement actor to act in our prelim. Yet it didn’t take us too long to find a substitute as we ran in to Joe Benorthan who was in a free. When filming we forgot to incorporate the shot reverse shot which was one of the necessary tasks we needed to demonstrate. This resulted in us going back later on in the day to re shoot the shot reverse shot. However continuity was lost as bags were captured in the second shooting. This was not realised till we were editing.
By Helen Daniel
Post-Production
When editing the prelim there were problems as it was our first time in the editing room and using the software. We found that one some off the clips we put on to the computer from the camera the sound did not transfer over and the clip was normal except from having sound. To encounter this problem we asked the year 13 student and they said to just simply upload it again. Also when uploading sometimes the software would not take the clip and would freeze this meant having to do it again. To use the software me personally took to it very quick and did not find any difficult challenges whist editing the clips and done it rather quickly as it was fairly simple and we had the right footage.
Overall editing the prelim showed me and the others the foundations to editing we discovered that we can easily edit but it is vital to have the right footage with the right conditions matching what we have done. We learnt how to use special effects and add music and text. We also learnt more advanced things such as how to fade out sound and how to make clips run over one another. This will help us for our thriller as we can make it look more professional to gain a higher mark. It will also enable us to make things more smooth and give us the affect of a thriller.
The prelim task matched our visualisation as we made a story board and managed to gain the shots that were required in the prelim with the match on match shot and the reverse shot and we managed not to break the 180 degree rule. The prelim was edited smooth and everything fits in and there were no so called “bloopers”. The prelim task was also only 40 seconds long which is all that we were asked to do and it gave us incite into how we should shoot the thriller and how we need to manage our time.
By Jack Partridge
Sunday, 7 February 2010
Year 13 Advice
The year 13s came in to one of our media lessons to offer advice for when we were making our thriller and preliminary task.
Preliminary Task
Keep it simple.
Thriller
1. Remember the tripod at all times, it will constantly be needed for steady shots. Travelling to a location and realising you have forgotten the tripod can mean a whole day of filming time lost
2. Choose a good location first and then base your story around that
3. Don’t use too much dialogue as it can lead to losing the quality of sound, as the camera is not great at picking up all sound
4. Setting is an important part of all thrillers. Filming at the same location must be done in the same season to keep continuity (when time has not passed)
5. Keep away from obvious or local locations, especially school, as it can at times ruin the thriller
6. Always be pre-pared for your day of filming, that means taking all equipment and props you may/will need to the location and a fully charged camera
7. Re-do all shots at least two times (in different angles) to make sure you have everything you need when it comes to editing and to make sure the camera is kept steady
8. Always remember to record more then you actually need so you have more choice of footage when shortening it down during editing
9. Read the sign on the door of the editing room to make sure you use the correct lead when uploading footage
10. Don’t use drinking, smoking or swearing within your thriller unless it is necessary. It doesn’t make you look ‘hard’ but childish
11. Always choose your lighting wisely as when it appears on the TV Screen the lighting can appear darker
12. Keeping the 180° rule is vital as to not to confuse the viewer
13. Plan everything properly and fully before even thinking about starting to film
14. Only use close and reliable friends in the thriller or people in your group otherwise you may be let down at the last minute
15. Keep clothes the same or continuity will be lost
16. Don’t leave shooting till the last minute or this creates a big rush to get it finished in time
Blogs
1. Write lots of influence posts
2. Use lots of pictures and videos
3. Share out posts equally between members in the group
By Kerry Sheehan
Cape Fear
The scene is opened using the non-diegetic sounds of flowing water which almost instantly converts to diegetic sounds as the water is faded from black in to shot. As the shot remains steady at a constant angle as the introduction of contrapuntal sounds become apparent. This sound is associated with the images allowing the audience to feel that the water use to be an uplifting and positive place. Yet with the sudden image of an eagle appearing underneath the water, combined with the threatening tone in the music creates a tense atmosphere which in turn permits the audience in to assuming that this imagery does not stand any longer. As the eagle flies out of shot ‘Robert De Niro’ appears on screen simultaneously which leaves the audience to question his characters association with both the water and the eagle. This in turn could connect him as the predator within the film. The soundtrack is repeated continuously as the opening sequence is shown. Even the typography that appears suggests to the audience that something about the film is not quite right as it is slanted and arguably disfigured. The movement of the typography travels across the screen resembling footsteps. Meanwhile this only adds to the build up in tension and suspense of the unknown, which is then emphasized by the fade in of the words ‘Cape Fear’. This added with the loud powerful sound sting expresses the danger and importance of the words, leading to the probable connection it has with the water. This is closely followed by the extreme close up of an unknown person’s eye, nose and mouth. As the eye is glancing side to side in almost a panicked state it is assumed by the audience that they are the victim of a crime that was undertaken in some form of water. Once the eye has been faded out of shot, the music again becomes softer and quieter, yet this only lasts for a few seconds as it picks up when the specs of red appear within the water. This supports the previous speculations of the eyes belonging to the victim of a crime; however now the colour red allows the audience to directly connect the water with danger, passion and death. As the eerie music continues the camera angle changes creating a vertical water flow. This is a significant change as the adjustment in direction suggests to the audience that there has been a disturbance in the water; the shot is instantaneously followed by the reflection of a males face. As he appears to be above the water looking in, it is suggested that he is the predator of the film and the audience have undertaken the position of the victim through a point of view shot. The flow again changes to fit a narrower screen; this in turn creates the audience to feel as if they are in a struggle with him as the water become more violent compared to its calm flow earlier. The specs of red that appear previously slowly defuse in to the water, suggesting that there was bloodshed in the water. The angle of the water yet again changes to resemble a heart beat monitor, enhancing the audience’s beliefs that a life was lost within the water.
The tone of the music then rapidly increases in to a higher pitch, as the blacked out image of a male’s body appears. This sting signifies him as the predator that the audience as the victims have feared. As the colour of the water changes to green the initial instinct is that he is the predator. This is almost illuminated as the colour green connotes as to the man being evil and envious. These could be two of many reasons as to why the suspected murder has happened. The angle then goes back to the original steady shot of the water where another sting presents itself again maintaining the original ideology of bloodshed as the colour red again defuses throughout the screen with an image of a tear shape liquid being dropped. It is assumed that the tear shape drop is either a blood drop or the tear of the victim.
The next shot is an extreme close up of eyes as a photo negative. As the camera zooms out in to a mid shot of a young girl it is assumed using both her dialogue and the negative effect that the girl is referring to something that happened in the past. This allows the audience to realise that the film is starting in dis-equilibrium. The iconography of her surroundings, the dampness in both her face and hair and the diegetic sounds of running water suggest that she has had a personal experience with the river. Wearing white with her top button done up again influences the audience in to believing that she is an innocent victim.
As the camera tilts downwards showing the images of evil dictators, comic book characters, and both historical and educational books, the dramatic change in tone suggests they are all significant features in to the personality of the inmate. The camera then zooms away from the wall to reveal the inmate who posses all these items. The increase in pitch of the music signifies who the prisoner is. As he is almost praying to the powerful dictators, it becomes apparent that he is likely to be the predator in the film. Yet the amount of books that he has suggests that he is well educated and his tattoo of ‘Truth and Justice’ allow the audience to question his guilt. Once the camera has stopped zooming out, there is a long take pan following him walking out of his cell. Since he is walking ahead of the guard this highlights that he is both respected and feared within the prison. This is supported as all the inmates seem to be sharing the cells yet he had one to himself. By not cuffing him it enhances the amount of respect and fear that everyone within the prison has for him. This is again proven by the lack of noise that the inmates are making, as they silently watch him leave as a sign of respect. The music however has quietened down allowing the diegetic sounds of footsteps and the opening and closing of cell door to be herd. As he walks down the hall there is a match on action cut of the opening and closing cell doors. This accompanied by his change of clothing and change in location allows the audience to realise that there has been a passing of time. This cut can be interpreted as his prison days being behind him, allowing him to start a new life. When asked what about your books, he replies ‘all ready read em’ it then becomes obvious that he has been in prison for a long time from the sheer number that was on his shelf. The cut to a long shot allows the audience to see the storm above the free man. As he is calm and collective with everything that he does, it suggests to the audience that he is metaphorically the calm before the storm.
By Helen Daniel
