Saturday 31 January 2015

Deadlines and Roles

2015 Deadlines:
  • Storyboard and Animatic January 17th
  • Start filming: February 1st
  • Final deadline: Friday March 28th
  • Finished individual evaluations: To be completed during the Easter Holidays
Aims:
  • Share the roles and responsibilities effectively - do not let project stop moving
  • BLOG after EVERY filming session
  • Plan ahead and be in control of the process of completing this project
Having deadlines listed on my blog helps myself and my group to plan effectively and to make sure that we stay up to date with this project. Having deadlines is incredibly important because we do not want to fall behind in this coursework as we will have to cram filming and jeopardise be able to complete this project by its deadline date. Splitting up roles would be an effective way of making sure that we all have tasks to complete so that the project is never stationary.  

Friday 30 January 2015

How is gender represented through camera, editing, sound and mise en scene in the clip Primeval?

When we are introduced to the first female in the extract, and it is clear that she challenges that the typical female stereotype as females are typically expected to be dressed in formal dresses, blouses and skirts whereas Abi is dressed wearing black combat trousers, black boots and a black leather jacket. Moreover, females are associated with wearing more pastel colours whereas Abi is wearing an all-black outfit which enhances the fact that she goes against the typical female stereotype. All of Abi’s items of clothing are signified to hard working males who tend to have jobs including manual labour. In addition to this, Abi has a short styled haircut which is shown against the stereotype of females because short hair is typically associated with the male gender and longer hair is considered to be a more feminine look. This presents that Abi does not want to be seen as more feminine, she would rather be seen in more masculine way and she portrays this through her image and her clothing. In the first scene we see Abi; she is on a bright yellow digger, mostly associated as a more masculine object. However, Abi seems to be skilfully manoeuvring the machinery like she has had a lot of experience with the machine. This also challenged the female stereotype because it is unlikely that most women would know how to work and manoeuvre such a heavy piece of machinery so confidently. In the latter part of the scene, Abi takes a lead to fighting the tiger and decides to take control of the situation whereas when Nick hears the sound of the tiger, it goes against the stereotype of males being supposedly strong and heroic, Nick jumps into a trench to avoid danger. However, whilst Abi is manoeuvring the machinery back and forth to distract the tiger, Nick steps up and tries to exhibit a more masculine approach and distracts the tiger his way to help Abi get away from danger. This presents that men always end up saving and helping the woman when in a dangerous situation. Abi is seen running with a shot gun and shooting extremely accurately at the tiger from a distance. This opposes how woman are stereotypically known to be fragile. This action is similarly shown earlier on in the scene where Abi seems to have a lot of experience with more masculine objects which reinforces how masculine Abi portrays herself. Role reversal of who is more dominant is constantly switching back and forth between the two characters in this scene which suggests that both characters are in competition with each other.

The males in this clip are presented as more feminine characters through their clothing. Particularly Connor as he is presented wearing more pastel colours and distinctly a pink top. This is not a stereotypical way for a male to be presented because pastel colours are more associated as a female colour. Connor’s femininity is enhanced at the end of the clip when he is the only one not holding a gun when the rest of the characters are. Connor is positioned left and is set back from the rest of the characters and he also picks up a shovel instead of holding a gun. This shows that Connor is not a masculine character and that he does not match up to the typical stereotype of how a male is presented. Lastly, we are presented with another female character in the final scene. Instantly, she contrasts with the other female characters shown through her clothing. She is wearing a black velvet dress and black tights which contrast with her surroundings of being on a farm. She presents herself as a very sophisticated character, heavily shown through her makeup and clothing. Her red lipstick connotes passion and is also seen as a very provocative character. Her dress is also low cut and the velvet texture also emphasizes her sexual manner. This implies that she fits how females are stereotypically presented; weak and vulnerable and her sexuality enhanced. However this is not shown at the beginning of the scene where she tries to exhibit a more dominant role trying to blackmail and accuse another male. This quickly changed when yet another male took control of the situation and pointed a gun at her face. This reflects how the clip has been flowing; a woman would try to take control of a situation but would always be pushed back down and taken over by a male figure. We see a close up of her face, showing her shocked and scared expression.
In the extract, a lot of low and high angle shots have been used to show reversing power and control between the two genders. A wide angle shot is used to when Abi is in the digger, manoeuvring the machinery. This establishes the location where Abi seems to look incredibly comfortable with. When Nick jumps down into the trench to protect himself from the tiger, low angle shots were used to make Nick look vulnerable and weak. This goes against the stereotype of males as they are not normally viewed in such vulnerable positions. High angle shots were used to make the tiger seem intimidating and controlling of the situation. When Abi is distracting the tiger with the machinery, fast pace panning is used to enhance the excitement and also tension in the scene. The pan shots are also very fast which can give the audience a sense of confusion as they can’t clearly see what is going on which makes the seen incredibly tense. There are a few canted angles of the tiger which reinforces its power it has over the two characters. A tilt shot is used when Nick is on the zip wire; this gives an audience a view of distortion as it makes Nick look in an abnormal position. It also presents to the audience that there is danger beneath Nick which makes the audience feel tense. There are quick cutting shots of Abi running with the gun flipping between when Nick is face on with the tiger which build up the tension and makes the audience think the worst. Abi comes to the rescue in this seen which contrasts with the stereotype for a woman because normally it is the man who always saves a woman in dangerous situations. Abi constantly challenges the male stereotype throughout the clip. In the last scene, when the woman is thrown onto the ground a high angle shot is used to presents her vulnerability and weakness to the audience. The high angle represents her emotion in this scene; a slow emotion close up show is used to emphasize her fear towards the situation. Her attempted dominance in this scene did not last long as a male always ends up taking control of the situation, they command taking charge. Although Connor is presented in a feminine way through mise en scene, he is always shot at eye level and never shot with high angles which would be more suited to his character. This connotes that he is of the same importance of the rest of the male and females in this clip. Majority of the males in this clip are given angles that reinforce their position of power such as canted angles. This establishes a hierarchy of power and dominance at the end of this clip.

Diegetic and non-diegetic sound used in this extract makes an audience build up emotion towards certain characters. At the beginning of the clip, the non-diegetic sound of the violins is ominous and creates a tense atmosphere. It also gives the audience an impression that something danger is coming. The violin music gets quieter as we approach the seen with Abi in the digger. The diegetic sound of the digger almost makes an audience feel more calm compared to the non-diegetic sound of the violins at the beginning. The diegetic sound makes an audience feel more involved in this scene and with what Abi is doing. A non-diegetic sound of beating drums is used in the background when Nick discovers an arm soiled into the mud, this portrays to an audience that this is of importance and that Nick has come to a realisation. There is a brief moment of non-diegetic of the tiger as we cannot see the animal as the moment in time, this suddenly makes the scene very tense and makes the audience think that danger is ahead. The snapping and crunching of twigs emphasizes the danger lurking around and it shows that the animal is near and approaching. At one point, the diegetic sound of the machine arises when the tiger appears. The roaring and growling of the tiger along with the machine and non-diegetic music create an increasingly amount of tension. The tension increases when Nick starts to run away to distract the tiger as the music becomes louder and louder throughout this scene. The music is almost building to a crescendo as it is such an exciting and fast paced piece of music. The sound bridge between the previous scenes of all the characters together to when we meet Jenny in the barn with a male character the music becomes softer and less tense. This suggests that Jenny does not realise the danger that she is in due to her feeling confident and dominant, she feels that she has control of the situation. The softer music also highlights that Jenny is unaware of oncoming danger which represents the idea that women are a little too reckless and do not think before they approach situations. The diegetic sound of the farmer shooting his gun in the air multiple times presents that he wants to enforce power and masculinity in throughout this scene.

When Nick climbs the ladder to the zip wire, a jump cut to him taking his belt off and tying the belt to the zip wire. This makes the scene feel tenser and it also gives the audience a sense of urgency. When Abi shoots the tiger, a slow motion edit is used. This is an effective edit as it is just after the fast pace cutting of Nick on the zip wire as it shows that all the excitement and action has come to a stop.



Monday 26 January 2015

Costume Ideas and Research

As we have decided to focus our opening sequence around a Crime Thriller, there are key aspects that need to be thought through thoroughly before the production process. Costumes and clothing for our Protagonist is highly important as we still need to stick to the Thriller genre, but not make it too cliche. We want to make our opening sequence a little more unique and I think that it would be a good idea to present this through clothing and costumes. Our Protagonist is Stephanie Jones. Furthermore, Steph meets the criteria that we are looking for because we need someone petite and almost innocent looking. As a group we debated about what Steph should be wearing in the opening sequence, she is playing a young, vulnerable teenage student and there are lots of costume ideas that spring to mind. I didn't want Steph to be obviously portrayed as a vulnerable student through her clothing too much as that is edging towards being too cliche. I suggested that Steph should wear more darker colours almost to juxtapose with her vulnerable role in our sequence. Moreover, because Steph has dark brown hair, we can test out using low key lighting to put emphasis on the darkness around Steph's face.  

Stephanie Jones (Main Protagonist) 



What will our protagonist be wearing?
(to be continued) 

Evaluation on Continuity Task

What have I learnt from the Continuity Task?

Overall, the continuity task had developed my understanding of the production of film making. It broadened my knowledge of how much preparation needs to be done before actually starting the filming process. The importance of storyboarding was highlighted to me most during the process because without having a storyboard that obtains in depth detail about what it is we were going to be filming, we would have no idea about where to even start. It definitely pointed out to me how important vital it is to have a good and well planned out storyboard. As a group we thought thoroughly about our shot last and we worked hard on our timing for each clip. This was one of the most successful parts of the continuity task because it means that we can take we have learnt about creating a shot list and apply our knowledge and understanding to when we create a shot list for our final product. 

 I personally should have familiarised myself more with the 180 Degree Rule because when it came to filming it, I wasn't actually too sure what it is we were filming until we were almost near the end of our filming process. As a group we then realised that we forgot to include a shot reverse shot which is a vital part of our understanding of the 180 Degree Rule. I think as a group we should have familiarised ourselves with the continuity task a little bit more as having to film a shot reverse shot after we thought we had already finished filming meant that our coursework process came to a pause which was a disadvantage for us all.  

The filming process went well in our group on the first day we started filming as we discussed in depth about our location(s). A downfall to our filming was that we did not manage to get all the filming done in one day which meant that we had to film the rest of our shots another day which delayed the entire process. However, each time we did film it ran smoothly and we filmed extra shots using different angles so we could watch them together and decide what looked best. A challenge that we faced was that our locations were not always clear of other people which made the filming process a little longer than need be. In the future, I need to evaluate the locations in more depth and also think about the sounds around the location as we did not want unnecessary sounds in the background. Matt Bainbridge edited the clips whilst Lily and I were moving our coursework project forward. As  group we spoke to Matt about the editing and he said that it all ran smoothly. In the future, I would like to spend more time practising how to edit clips as this would benefit me during the rest of this course. I will be frequently using software to edit the final product and I would like to familiarise myself before having to edit the final product before hand. 

Planning: Storyboard

As a group, we have come up with a storyboard for the opening sequence of our Crime Thriller film. Based on our brainstorm and initial ideas, we have decided to stick to some of the typical Thriller conventions however we decided not to stick to the cliche ones, for example, ghosts, a murder, masks etc. We decided to stick with some of the typical Thriller conventions because we had to think of our audience and what they would be expecting to see. If we did not follow some of the typical conventions, it would not be appealing to an audience.

Protagonist: female, young, vulnerable, teenage student
Antagonist: unknown to the audience in the opening sequence, as a group we have decided the antagonist to be another female student
We have decided that the gender should be kept a secret from the audience because we want to leave a sense of ambiguity.
As we had to draw up a storyboard for our continuity task, it was a lot easier drawing up one for our final coursework piece as it enabled us to have a lot more knowledge about storyboarding and it allowed is to draw it with ease. Drawing up a storyboard helped myself and my group to give us insight of what our opening sequence may look like. An advantage of drawing up a storyboard before we start filming is that we are able to change and rearrange some shots if necessary. Having the ability to be able to change shots around means that as a group we are less likely to make mistakes when we have to start preparing filming our final product. Creating a storyboard also highlighted what we needed to include or what we had too much of. In conclusion I think that storyboarding has had a positive outcome in my group as we can now start to move forward and think about other contributing factors that will help us to plan what we are going to film for our final product.



(Storyboard to be uploaded)

Planning: Shot List

1. Close up
2. Extreme close up/pan shot
3. BLANK
4. Credits (to be confirmed)
5. Tracking shot from behind of Protagonist
6. Over the shoulder
7. Extreme close up
8. High angle
9. Canted angle

1. 7 seconds
2. 15 seconds
3. 1 second
4. 20-25 seconds
5. 7 seconds
6. 6 seconds
7. 3/4 seconds
8. 3/4 seconds
9. 10 seconds

This is an estimation of how long each shot is going to be however this is not final as it could be changed at any time, its a mini template for us to work around.



Tuesday 20 January 2015

Continuity Task In Relation To The Evaluation Questions


These are the questions which should be addressed and referred to throughout the process
 of creating our practice and final two minute introduction to a film. Our practice intro has to use the '180 
degree' rule and use professional filming and editing techniques so that the members of our group has 
some experience before creating our final product and the final film has to be from a film of the 'Thriller'
 genre and also has to use the same quality techniques. These editing and filming techniques are graded
 on the mark scheme and can also be looked at while planning and filming, however the listed questions 
below are insightful and analytical which would be good to look at even before are products are created so 
that we can include as many good media techniques first time round and improve theses on our final
 product. For now I will be looking at the questions and talking about how we can use these in our '180
 degree rule' intro.


- In what ways does your media product use, develop or challenge forms and conventions 
of real media products?
The 180 degree rule product we will be producing should use some typical conventions of pre existing 
openings from television and film as a base and starting point to our piece of work, however should include
 our own styles and twists to make the work fully ours. By this I mean we should use some similar camera
 angles which are pre-existing in the media in similar genre film/television programs as we know these 
angles can be effective in making the audience see an event in a certain way, however we should include
 other creative editing and filming techniques which would benefit our storyline and narrative as other 
techniques could work better than others in portraying our story in the way we want it be. This would then
 challenge other existing opening as ours would be very different and in our own style.

-How does your media product represent particular social groups?
Our practice opening includes a family entering a school for parents evening who then walk through the 
school to the teachers room who they then speak too. The family is made up of a mother (played by Megan)
 and teenage daughter (played by Lily). The social groups that will be portrayed in our opening would be a
 mother of a
 middle class background and a child with influences of teenage trends and some stereotypical teenage 
attitudes. We have chosen these social groups due to our introduction being mainly based on our technical 
abilities rather than a combination of technical aspects and storyline. This is because our practice has to 
be including the 180 degree rule and we need to practice getting our filming and editing on point before a 
storyline is introduced. That is why our social groups will be basic and slightly stereotypical, however this
 will not be very noticeable as our product will be focused on technical aspects which will be clearly evident
 when watching.

- What kind of media institution might distribute your media product and why?
A film or television institution would most likely distribute our work once completed. This would be due to 
it being made for a film introduction so it would be created using specific editing, camera and sound
 techniques most suited to this style of institution. If it was for another institution such as a music 
institution or the internet then other ways of producing it would have been taken, e.g. music- sound
 recorded in a studio and perfected or internet- funky intro to draw in viewers and made personal for
 people to connect with the maker of the video.


- Who would be the audience for your media product?
- How did you attract/address your audience?

The media product we will be producing will be aimed at adults as the content doesn't have conventions of 
many genres. This is because it is being made to show and practise our skills so storyline isn't the main
 concern. It is then aimed at adults as the two minutes we will be making could further progress into a 
reality style program because of it being about normal life or in our case about parents evening which
 happens in normal family life. The audience will be addressed due to the activity happening in the intro 
being relatable and using over the shoulder and close up camera angles to make the footage personal.

- What have you learnt about technologies from the process of constructing this product?
Due to this piece of work being about are skills with technology there are certain things we have to aim to 
get right to make our '180 degree rule' product successful. There should be a range of well filmed camera
 angles which should be used appropriately throughout the clip and also the 180 degree rule should be 
evident throughout. Aswell as this the editing should be sharp and precise to make the filmed clips flow 
well and make the overall piece look professional. To add to the professional look the camera shouldn't 
shake so that the clips are easy to watch. If these are followed then we will know how to correctly construct
 a media product and we can use our learnt skills in our final piece or learn from mistake we may make in
 this practise.

- Looking back at your preliminary task, what do you feel you have learnt in the progression 
from it to the full product? 
As we are creating our preliminary task now, we hope to learn about the difficulties and easy parts in
 producing a piece of media in a professional way. If there are parts we don't get right first time round,
 we can evaluate what has gone wrong and can learnt from the mistakes so that we do not make them
 again in the final piece to make it as professional looking as possible. We also hope parts obviously go 
correct first time round as we want some reassurance in the production of the final piece that we have
 certain skills and familiarity in which we could use to our advantage.

(Matt Hersey)

Overall, during the production of our preliminary task, our group could highlight what we did well and what we didn't
 as a group. Working together on filming for the first time was tough at first because getting used to working with
 people you wouldn't normally work with was hard however we soon found out that we all had strengths that would
 contribute well to complete this task. Matt showed Lily and I how to use the camera for future tasks, this will benefit
 me in my coursework because I can then attempt to use the camera and get used to how it works. This would broaden 
my skills and help me to progress further in this course. Throughout this task, we have identified as a group what 
camera techniques work well and the ones that we particularly like as this will help us all when starting to film for
 our coursework - we will have a general idea of what looks good and works well to make sure our coursework gets
 maximum marks.