2. Develop – developing production skills and
techniques (exploration of film language,
scriptwriting, storyboarding, treatment,
experimenting with sound and lighting, mini
assignments eg. stop-motion, sweding a film
basic editing techniques.)
BASICALLY, experiment!
Component 2 - this component is broken down
into three different briefs as set out below.
Apply – Re-imagining a trailer – all pre-
production/production/post-production
paperwork and ongoing log of progress. This will
include your FINAL product.
BASICALLY, make it!
Review – What skills you have developed, what
went well and what posed a challenge/didn’t work
as expected. This can be a presentation or report.
BASICALLY, review and reflect!
3. CHECKLIST
PRE-PRODUCTION TASKS
1. Mindmap of ideas
2. Treatment
3. Script
4. Shot list
5. Storyboard
6. Recce/Risk assessment
7. Organisation of props/costume, equipment, etc
8. Production schedule
4. MINI ASSIGNMENT: LATE FOR SCHOOL
You will be working in groups of 2/3 to film indoor and outdoor footage
for a three-scene drama. The theme of the drama is running late for school.
Locations for the three acts will be:
– Act 1 At home
– Act 2 On the way to school
– Act 3 Arriving at school.
Thought shower How could this make an interesting film? What is the conflict and what is the
resolution? What makes the character late? What happens on the way?
What happens when the character arrives (maybe it is Sunday and school is closed)?
YOU WILL BE COMPLETING PRE-PRODUCTION PAPERWORK BEFORE EASTER, FILMING
FOOTAGE OVER THE HOLIDAYS AND EDITING AFTER EASTER ON OPENSHOT.
Decide on an idea, and film all footage for the three acts.
Task One: Mindmap your ideas (After completing my mind
map, I have decided that I will chose …….idea because…….)
5. Task Two: Produce a ‘treatment’
Act 1-
Starts with an alarm going off
Shows person waking up and getting ready for
school e.g. brushing teeth, washing face.
Shows walking downstairs, picking up their bag
Hears someone at the door.
Goes to open the door and no one’s there,
down and sees a strange package on the
doorstep.
Brings package inside
Opens the package and sees one single letter in
the box
Opens the letter with a note saying ‘watch out’
Ignores the letter and leaves it, continues to get
ready for school.
Picks up bag and leaves for school.
Setting
Bedroom
Kitchen
Hallway
Downstairs
Street
School
Bathroom
Act 2-
Walking to school
Walks past trees and sees shadows running through
the trees
They look back at the trees and sees nothing there so
they ignore it and move on like nothing happened
Carries on walking and sees more shadows in the
corner of their eye but thinks nothing of it
Sees another shadow run in front of them
Act 3-
Arriving to school and walks through gates and they
can hear people running past them but there is
nothing around or close to them
Carries on walking to class
Opens their bag and finds another letter.
Characters
Jacob
6. Task Three and Four: Produce a shot list and script
10 Inter
ior
CU Close
up
None Black
scree
n
Fades
to
black
ends
Shot
Number
#
Interior
Exterior
Shot Camera Angle Camera
Move
Audio Subject Description of
1 Interior BCU Close up Music Jacob To show that
they’ve just
woken up
2 Interior WS Eye level shot Music Jacob Shows their
walking to the
bathroom
3 Interior MLS Wide shot Music Jacob Walking
downstairs
4 Exterior CU Pan down Music Jacob and
package
Shows them
looking at the
package
5 Interior CU Low shot Music Jacob and
package
Starts to inspect
package
6 Exterior CU Pan up Music Jacob and
package
Picking up
package and
continues to
inspects it
7 Interior CU Eye level Music Jacob and
package
Places it on the
kitchen counter
and opens it finds
a letter, opens it
but ignores it
8 Interior MLS Eye level Music Jacob and
dog
Ignores package,
pets dog on the
way out
9 Interior MS Eye level Music Jacob Walks to school,
opens their bag
and finds another
7. Task Five: Storyboard
Storyboard shows each
shot within a scene,
including:
omovement of the
camera or characters
osound, dialogue,
text or special effects
to be added
oshot types, angles
and movements used
to create variety and
meaning
olength of shots
(short shots for faster
pace).
8. Task Six: Recce/Risk Assessment
Risk assessment
Sketch, photo or map of location Address details
Guilsborough
Permission to film granted by:
Jacob
Potential audio problems (e.g. ambient noise) How audio problems could be minimised
Make sure its quiet location
Potential lighting problems How lighting problems could be minimised
Make sure its day time and not night time
Potential filming problems (e.g. too many people, location not
accessible)
How filming problems could be minimised
Make sure what you are filming with is charged.
Film with a good camera that works e.g phone
MAIN RISKS How risks could be minimised
Be careful
9. Task Seven: Props/Costume/Equipment
Assess locations for suitability – provide photos of potential locations and consider their suitability in
terms of how safe they are, potential audio/lighting problems, etc.
What props/costumes/
equipment will you
need?
How will you source
these?
10. Task Eight: Production Schedule
Assess locations for suitability – provide photos of potential locations and consider their suitability in
terms of how safe they are, potential audio/lighting problems, etc.
Scene No. Location Scene Date Time Cast Equipment/pr
ps
1 Jacob’s House
(guilsborough
)
Jacob gets ready for
school
Has Breakfast
2nd April 12:00
Jacob Bowl, cereal,
clothes, bag,
house,
2 Outside
Jacobs house
Opens door
Mystery package on
doorstep
Opens it to see letter
that says ‘watch out!’
2nd april 12:30
Jacob Package, letter,
3 Street Walking to school
Black shadows in trees 2nd april
13:00 Jacob Streets, school
bag, black
shadows
4 Going into
school
Walks through gates
into school
Black shadows in corner
of eye
2nd April
13:30 Jacob School gates
5 In class Sits down ready for
class
Opens bag to see
2nd april
14:00 Jacob Classroom,
school bag,
letter
