The document summarizes the filmmaker's primary and secondary research conducted for their film project. For primary research, they created an online survey to understand audience preferences regarding film genres, topics, and endings. They found that their target age group of 16-20 year olds preferred films with open endings or cliffhangers that convey meaningful messages and discuss sensitive topics. For secondary research, the filmmaker analyzed other films about mental health, such as A Beautiful Mind, to understand their audiences and commercial success. They determined that short YouTube videos would provide more relevant information than full-length films. The filmmaker concluded that their audience will mainly consist of young females but they want to raise awareness for all ages and genders. Based on the

1. STAGE 2
RESEARCH +
EXPERIMENTS
Sumiah Rose

2. For my primary research I did a survey using surveymonkey.com. I needed to collect my own research on films
and the genre of film I was going to do. I asked a variety of open and closed questions, so I could get a variety of
answers some simple others more complicated letting people write their own longer answers. This allowed me to
see what these people wanted to see on their screens which is going to be helpful when planning out my film and
the shots I’m going to use.
The questions I asked:
- What is your gender?
- What do you associate with a film that is a drama?
- What do you think of a film that conveys a message and would you want to watch it?
- Do you prefer open endings, closed endings or cliffhangers when watching a film?
- What do you think when a film touches upon a sensitive or taboo subject matter?
- Would you be offended watching a film that touches upon a sensitive topics? And why?
- What do you think about taboo subjects? Do they need to be spoken about more openly or are they taboo for a
reason?
- Rate these subjects on how taboo you believe them to be; Cyber Bullying, Suicide, Mental Health, Eating
Disorders.
- What appeals to you most in a film? Cinematography, Actors, Story, Costume, Music/Sound and Other(Please
Specify)
This survey was mainly directed at 16-20 year olds which is good because that is part of the age group who I am
going to direct my film at. This is useful because it helps to show what this age range of people want to see and
hear from these short films. Although my film is going to be directed at all ages as it is raising awareness for an
issue that everyone should be educated on. I am hoping that in particular it will speak to this age range as they
are the ones who are most likely to be affected by the issues brought up in my film due to the fact that they are
the generation who are brought up in a world run by social media and technology.

3.  You MUST conduct a questionnaire/survey/interview or a combination of all three.
Summarise this and add in any other primary research you feel is appropriate
This is going to help when
deciding the exact storyline for
my film, I know now what
people would prefer to have in
my film.
I needed to know this as it
helps to know what the
majority is as girls and boys
answer questions differently.
This was very necessary to ask as I
wasn’t sure how to end my film
whereas now knowing that people
would prefer open endings or cliff
hangers helps to close a few doors
and inspire a few more ideas.
This is very interesting to have as I want to
bring at least one of these in and the one that I
was most interested in portraying (mental
Illness) is the one that people view as the
most taboo. This will be good as I want to
bring attention to subjects that other people
are maybe uncomfortable in doing.

4. This was one of the most important questions on
the survey as the whole point to my film is that it
carried a message and was raising awareness
and if the audience didn’t want to see that, then I
would have to rethink my idea for the film. Luckily
for me the answers imply that the majority of them
would like to watch it. This is good for me as my
idea for my film now has a definite audience that
would at least be interested in watching what I
produce.
This is one of the interesting answers
as they’re very clear that the message
has to be one that is relevant to them.
The message about drugs to teenagers
is seen as already been done and
perhaps overdone? To the point that
this person in particular sees a
message about drugs not worth
watching.

5. For my secondary research I looked at some films about mental health. This was because these films directly related to my film idea,
also because they had been made into films and weren’t just films on YouTube I could look at the selling figures for those movies.
Which would give me a broad idea on whether people were actually interested in seeing a film based on mental health in the world
outside of my college.
A Beautiful Mind:
This movie, based on a true story, highlights the life of John Forbes Nash, Jr. (Russel Crow), a mathematical savant who lived
with schizophrenia.
I chose this film as it relates to my film through the aspect of mental health. It also did fairly well when it came out in the United States
in 2002, getting a 75% approval rating from Rotten Tomatoes. The film also went on to win numerous awards and bring in a vast
amount of money.
I went on to do some research about A Beautiful Mind on YouGov,
this gives you information about the kind of people who have
watched the film giving you an idea on who you are trying to attract to
your film. The information I found the most useful was about the age
and gender, as this is where I will find out who I’m going to be
primarily directing my film at. From this research I can gather that this
film attracted mainly females of a middle age who are left political
supporters. Although this is interesting it doesn’t entirely apply to my
own film, as mine is going to be more about raising awareness then

6. After doing some of my first secondary research I don’t feel as though big production films were the best suited to the research I
need for my own film. As these films tell a full detailed story with a twisting plotline, I simply don’t have the time in my 60 second film
to expand on my storyline to that extent. Therefore the information I find, regarding the audience of these films is going to be
completely irrelevant to my own film. For this reason I have decided instead to look at YouTube videos, as they are shorter and I will
be able to look at the comments and viewing rates for these videos.
For the video I will be looking at, I chose one of my videos from my Product Research as it is an excellent example of films with a
similar layout to mine.
Anxiety by Mikey Murphy -
Mikey Murphy is a YouTuber with a following of 1.4 million on YouTube.
This video brought in 723, 741 views and 3, 383 comments. I chose a few
of the comments to get a general feel for what people were saying about
the film, In general the audience of Mikey Murphy really liked the artistic
way he talked about anxiety, the way he didn’t mask it up or try to make it
something its not.

7. Through my research I have gathered that my audience will mainly consist of females of
a younger age. However my film is going to be raising awareness so I want to attract
people of all ages and genders, so although my film will be more geared towards young
females, I will also make sure it is family friendly.

8. U Universal – Suitable for all
A U film should be suitable for audiences aged four years and over, although it is impossible to predict what might upset any particular child. U
films should be set within a positive framework and should offer reassuring counterbalances to any violence, threat or horror.
Discrimination: Discriminatory language or behavior is unlikely to be acceptable unless clearly disapproved of.
Drugs: References to illegal drugs or drug misuse must be infrequent and innocuous, or have a clear educational purpose or anti-drug message
suitable for young children.
Imitable behavior: Potentially dangerous or anti-social behavior which young children may copy must be clearly disapproved of. No emphasis
on realistic or easily accessible weapons.
Language: Infrequent use only of very mild bad language.
Nudity: Occasional nudity, with no sexual context.
Sex: Only very mild sexual behavior (for example, kissing) and references to such behavior.
Threat: Scary or potentially unsettling sequences should be mild, brief and unlikely to cause undue anxiety to young children. The outcome
should be reassuring.
Violence: Violence will generally be very mild. Mild violence may be acceptable if it is justified by context (for example, comedic, animated,
wholly unrealistic)
PG Parental Guidance – General Viewing
Some scenes maybe unsuitable for young children. A PG film should not unsettle a child aged around eight or older. Unaccompanied children of
any age may watch, but parents are advised to consider whether the content may upset younger, or more sensitive, children.
Discrimination: Discriminatory language or behaviour is unlikely to be acceptable unless clearly disapproved of, or in an educational or
historical context, or in a particularly dated work with no likely appeal to children. Discrimination by a character with whom children can readily
identify is unlikely to be acceptable.
Drugs: References to illegal drugs or drug misuse must be innocuous or carry a suitable anti-drug message.
Imitable behaviour: No detail of potentially dangerous behaviour which young children are likely to copy, if that behaviour is presented as safe
or fun. No glamorisation of realistic or easily accessible weapons such as knives. No focus on anti-social behaviour which young children are
likely to copy.
Language: Mild bad language only. Aggressive or very frequent use of mild bad language may result in a work being passed at a higher
category.
Nudity: There may be nudity with no sexual context.
Sex: Sexual activity may be implied, but should be discreet and infrequent. Mild sex references and innuendo only.
Threat: Frightening sequences or situations where characters are in danger should not be prolonged or intense. Fantasy settings may be a
mitigating factor.
Violence: Violence will usually be mild. However there may be moderate violence, without detail, if justified by its context (for example, history,
comedy or fantasy).

9. 12A/12 – Suitable for 12 years and over
Films classified 12A and video works classified 12 contain material that is not generally suitable for children aged under 12. No one younger than
12 may see a 12A film in a cinema unless accompanied by an adult. Adults planning to take a child under 12 to view a 12A film should consider
whether the film is suitable for that child. To help them decide, we recommend that they check the BBFC insight for that film in advance. No one
younger than 12 may rent or buy a 12 rated video work.
Discrimination: Discriminatory language or behavior must not be endorsed by the work as a whole. Aggressive discriminatory language or
behavior is unlikely to be acceptable unless clearly condemned.
Drugs: Misuse of drugs must be infrequent and should not be glamorized or give instructional detail.
Imitable behavior: No promotion of potentially dangerous behavior which children are likely to copy. No glamorization of realistic or easily
accessible weapons such as knives. No endorsement of anti-social behavior.
Language: There may be moderate language. Strong language maybe permitted, depending on the manner in which it is used, who is using the
language, its frequency within the work as a whole and any special contextual justification.
Nudity: There may be nudity, but in a sexual context it must be brief and discreet.
Sex: Sexual activity may be briefly and discreetly portrayed. Moderate sex references are permitted, but frequent crude references are unlikely to
be acceptable.
Threat: There may be moderate physical and psychological threat and horror sequences. Although some scenes may be disturbing, the overall
tone should not be. Horror sequences should not be frequent or sustained.
Violence: There may be moderate violence but it should not dwell on detail. There should be no emphasis on injuries or blood, but occasional gory
moments may be permitted if justified by the context. Sexual violence may only be implied or briefly and discreetly indicated, and its depiction must
be justified by context.
15 – Suitable only for 15 years and over.
No one younger than 15 may see a 15 film in a cinema. No one younger than 15 may rent or buy a 15 rated
video work.
Discrimination: The work as a whole must not endorse discriminatory language or behaviour, although there may be racist, homophobic or
other
discriminatory themes and language.
Drugs: Drug taking may be shown but the work as a whole must not promote or encourage drug misuse (for example, through instructional
detail). The misuse of easily accessible and highly dangerous substances (for example, aerosols or solvents) is unlikely to be acceptable.
Imitable behaviour: Dangerous behaviour (for example, hanging, suicide and self-harming) should not dwell on detail which could be copied.
Whether the depiction of easily accessible weapons is acceptable will depend on factors such as realism, context and setting.
Language: There may be strong language. Very strong language may be permitted, depending on the manner in which it is used, who is using
the language, its frequency within the work as a whole and any special contextual justification.
Nudity: There are no constraints on nudity in a non-sexual or educational context. There may be nudity in a sexual context but usually without
strong detail.

10. Sex: Sexual activity may be portrayed, but usually without strong detail. There may be strong verbal references to sexual behaviour, but the
strongest references are unlikely to be acceptable unless justified by context. Works whose primary purpose is sexual arousal or stimulation are
unlikely to be acceptable.
Threat: There may be strong threat and horror. A sustained focus on sadistic or sexual threat is unlikely to be acceptable.
Violence: Violence may be strong but should not dwell on the infliction of pain or injury. The strongest gory images are unlikely to be
acceptable. Strong sadistic violence is also unlikely to be acceptable. There may be detailed verbal references to sexual violence but the
depiction of sexual violence must be discreet and justified by context.
18 – Suitable only for adults
No one younger than 18 may see an18 film in a cinema. No one younger than 18 may rent or buy an 18 rated video work. Adults should be free
to choose their own entertainment. Exceptions are most likely in the following areas:
• Where the material is in breach of the criminal law, or has been created through the commission of a criminal offence
• Where material or treatment appears to us to risk harm to individuals or, through their behaviour, to society. For example, the detailed
portrayal of violent or dangerous acts, or of illegal drug use, which may cause harm to public health or morals. This may include portrayals of
sadistic or sexual violence which make this violence look appealing; reinforce the suggestion that victims enjoy sexual violence; or which
invite viewer complicity in sexual violence or other harmful violent activities
• Where there are more explicit images of sexual activity in the context of a sex work (see below) or where the primary purpose of the images in
question is sexual arousal.
In the case of video works, which may be more accessible to younger viewers, intervention may be
more frequent than for cinema films.
Sex education at 18
Where sex material genuinely seeks to inform and educate in matters such as human sexuality or safer sex and health, explicit images of sexual
activity may be permitted.
Sex works at 18
Sex works are works whose primary purpose is sexual arousal or stimulation. Sex works containing only material which may be simulated are
generally passed 18. Sex works containing clear images of real sex, strong fetish material, sexually explicit animated
images, or other very strong sexual images will be confined to the R18 category. Material which is unacceptable in a sex work at R18 is also
unacceptable in a sex work at 18.

11. Due to the sensitive issues my film addresses I am going to rate my film a PG. This is because
in my film there is the suggestion of suicide although it is very subtle some children might
understand the reference and be upset or disturbed.
There will also be no bad language, any bad language used in the texts in the film will be
redacted so younger viewers are able to view my film.
The main reason I have decided to make my film a PG is because I believe it is important that
everyone, even from a young age should be aware of mental health, what it actually is, what
help there is available, what you can do to help etc. However it is also down to the parents of
the children to decide if they want to expose their kids to a subject like mental health at a young
age.

12. The first product I have decided to talk about is a short film made by a Youtuber called Mikey Murphy. I have chosen this film due to
the fact that I like how it addresses a sensitive subject correctly. He portrays the issue very artistically so people who don’t have
anxiety and don’t know how it feels get an understanding of what other people who do have it go through on a daily basis. He’s
raising awareness for a subject a lot are scared to talk about this is something that I want to do in my own film as I believe these
‘taboo’ subjects need to be spoken about and people need to understand what is going on in their minds and in others. One
production technique he uses is using a lot of coloured light in his film. He used these to show what's going on inside the guys head
with his anxiety. Using the lights helps to easily convey how he’s feeling to the audience without making it really obvious. This is
something that I would like to use in my film to convey emotions and undercover messages such as this one;
In this clip he uses an overall blue light with little gold fairy lights. This creates a
calm almost mystical atmosphere. The viewers can clearly see that the guy is
relaxed and at ease. You can see through the body language and he’s managed
to reach his relaxed place and he’s okay.
In this clip he uses harsh stripy lights which look overpowering and threatening.
They are also covering the whole guys body making it seem like he’s strapped
down and being suffocated by them. His body language is also panicked, he’s
breathing heavily and seems to want to fold in on himself. This lets the viewer
know he’s finding it either difficult to control his anxiety or he might be having a
panic attack.
The use of colours and lights are going to be very important in my film because I want my film to be very artistic without having to
spell out what is happening for the viewers. Using lights and colours will help to convey the messages I need to get across without
directly saying what is going on.

13. Another production technique that Mikey Murphy uses in his film is a voiceover. This is where you play a video clip where there might
be background noises but there's no distinguished noise and then you play a voice track over the top of the other noises. In this film
he uses it when the guy is talking to himself in his head trying to calm himself down whilst he’s in a café. This is very effective
because without it the viewers wouldn’t have a clue what is going on in his head and the video wouldn’t make sense. Although in my
video I am not allowed to use dialogue I can still use the voiceover for noises such as grunting, crying etc. I think that that will be very
effective in my video as it will confuse and almost frighten the viewers. This is what I want to happen as a mental illness is also
confusing and scary for the people who are having to live with it and I want the viewers to get into their heads and see what its really
like.
Finally I like how when editing he has short snappy clips that flick between what's happening at the time to what's happening in his
head. This helps to convey the panic that the guy is feeling to the viewer once again without coming outright and saying it. This is
something I would be interested in using in my video because I want the viewers to be able to sense what my character is going
through and this may be another way to convey that to them.
Video Link: https://www.youtube.com/watch?v=BhPvNu33avk

14. For my second product I looked at the film If London were Syria in the Most Shocking
Second A Day Video made by the charity SaveTheChildren
This depicted what is going on in Syria as if it was happening in London. This was done
so more people could connect to, relate to and understand what is going on in Syria. A lot
of people consider Syria's refugee situation to not be their problem, so don't bother
themselves with it. But showing the same situation but in an environment that they can
connect to, helps bring the problem home and then they realise that just because its not
happening to them yet doesn't mean it wont ever. I really like how the charity have done
this because it opens a lot of peoples eyes to the problems in the world that they don't
concern themselves with.
I chose this film because it illustrates how I want to show the gradual demise of a
character. At the start of the film the little girl is very smiley and happy at the end it is like
she has aged about ten years and is no longer the little girl she used to be. I like how
they did the transition from the beginning to end with the second a day theme. This is a
quick way to capture peoples attention as the audience isn't waiting a long time for
anything to happen as it happens straightaway. This is something I definitely want to
bring into my film because as I said earlier it captures peoples attention straightaway.
Another technique the
charity uses is to use a
memorable occasion for
the beginning and the end
of the film. They use the
little girls birthday, this
makes the audience quite
emotional as they really
realise how much has
changed in such a short
space of time
Video Link:
https://www.youtube.com/watch?
v=RBQ-IoHfimQ

15. The technical aspect of this film that I liked is the use of voice-over. They used the voice-over to show what was going on in the
girls heads, without this the audience wouldn't have a clue as to what was actually going on and the message of the film would be
missed. Although I wont be able to use voices in my own film I will definitely think about incorporating voice-overs somehow. The
use of voice overs is also used in the song ‘I have questions by Camilla Cabello, when I first listened to that song I picked up on
the use of voice overs and wanted to bring it into a creative project of mine, this film is giving me the opportunity to do that.
For my third and final product I looked at the film Could You Tell? Made by Daisy Perschky as her final major college project. It
is a film that is described as a mental health advert, so it is spreading and raising awareness for mental health.
This is a film that shows people getting on a train it then focuses on two girls
in the train who are suffering with mental health problems that limit their
social interactions and who are clearly both having a hard time being on the
train among other people.
Video Link: https://www.youtube.com/watch?v=56-PlQANmkI

16. Guide - Editing
Video Link: https://www.youtube.com/watch?v=1dVAm3JNVVY
This is a link to a video created by Justin Odisho on how to blend, combine and overlay video clips.
Having this knowledge is going to be very useful when editing my own video, as a big aspect of my video
is going to be the editing part.
Video Link: https://www.youtube.com/watch?v=wEy11KgeiPs
This is a link to a video created by Orange83 on how to create Fargo split screens side by side. This is a
technique I might be interested in using in my own video when I come to editing as it will add to the
confusion in my video having different videos play at the same time side by side in a split screen fashion.
Video Link: https://www.youtube.com/watch?v=vxMzUiI-HLI
This is a link to a video created by Tutvid on how to create a whip pan blurring transition effect. This is
also a technique that I think would work with my video idea as it would add to the general confusion and
disillusion that I’m hoping my video will create.
I have inserted this
screenshot on how to use
the blending modes on
Premiere Pro, as it very
simply tells you what you
need to know and how to do
it.
I have collected together
a few videos on some
editing processes that I
find interesting and
would like to use in my
own video. Having them
here in one spot makes
it easy to find and use
for future use.

17. EXPERIMENTS

18. Before filming began we were given a layout for a set idea. This was so we could focus on trying out
using different shots without having to think of how we could then involve them in the story. We were
however given the last three shots so we could do what we want with them. This was good because
we were able to put our own influence on the video we were making and it also reminded us of what
we need to do when thinking about filming e.g./ shots, angles, who's going to be in the frame and
why?
As a group it took us a while to decide what we were going to do as a storyline, this was because
there was a lot of criteria that we had to make sure our storyline fitted in with. Eventually however we
did find a storyline that fitted and we began the filming process.
When filming the majority of the shots, there were three people in most of them, Abbie Jake and Tom.
This meant I could focus on helping the camera man, Jack make the shots look good and that
everything was in frame when needed. It helped to have two people thinking about the camera work
as there was someone to confer with on how the set looked before hitting the record button.
In terms of filming tools that we used, we used a tripod and a camera, for some of the end shots we
did however have the camera hand held as we wanted the clip to have movement.
The hardest shot to film was the collision shot as we had to have it where they walked into the
collision, then have them collide and then have the camera follow them to the ground when they fell.
This was tricky as the camera had to move at the right speed so it followed the fall instead of acting
before or after. It took quite a few shots to make sure we had the shot we wanted for our film. To
make sure we got the right shot we ended up timing the scene so the actors knew when to fall and
the camera man would then also know when the fall was going to happen so he was ready with the
camera.

19.  From this process I will take away the knowledge that using different shots will make a video a lot better
if used correctly. This is because you keep the viewer interested and focused on the video. Using
different shots will also help develop your storyline more because if you wanted to convey that
something was confusing or that a character was going through a weird moment (about to faint),
sometimes the best way to let the audience know without telling them outright is to let them know
through different angles and shots. This lets the viewer decide for themselves what they want to think,
meaning they’ll have made an emotional decision which is better than just telling them outright.
 It was also very interesting finding out how shots and angles can manipulate a viewer to think about a
character in a certain way without them really knowing why.
 I think it was also interesting to have a film that had very few scenes but that used a range of different
shots and angles. It opened my eyes to how shots and angles can completely alter a boring video to be
more entertaining for the viewers.
 One thing about this filming process that I found to be equally challenging and rewarding was the fact I
was in a group of people (bar one) that I didn’t know. I usually find it hard to work with people I’m not
familiar with, however I found this experience of working with this group of people easier than expected
and ended up creating a good film with them. I will now try and be more open to working with new and
different people.

20. This is an experiment we did involving audio. We were given a short clip from a movie that had no sound we then had to record and
put in the audio ourselves, editing the audio clips to fit with the video. Within the video clip we were given, there were no speaking
parts only background noises e.g. / A car alarm. Having only background noises to record really made us focus on watching the video
to pick up every sound that should be there. We also had to try to get them to fit in with the video without sounding like they are
obviously edited in. This is a skill that is going to be very helpful when it comes to creating our own videos as we are not allowed to
put in dialogue, only background noises.
To start off this experiment in my group (me and Abbie) we played the clip we were given stopping every few seconds to write down
what noises we should have been hearing, e.g./ Footsteps, cans rattling. We went through the clip several times double checking we
had the sound effects we needed. Once we had a list with every sound effect on it, we started recording.
To record we used a professional recorder. This was easy to use and get used to which was very good as we might have to use it to
rerecord noises in our own videos if the sound isn’t as good as we need it to be.
We first went to the duets shop in our college to get the sounds of a fridge opening, cans rattling around and the general ambiance
of a shop. This was easy to record as it was lesson time so there was nobody in the store which let us focus on the sounds we
needed instead of people talking and it was inside meaning we didn’t have to deal with the noises the wind would create which would
over mask the noises we actually wanted. We then went outside to record footsteps and the general ambiance of being outside. This
proved to be quite difficult as the wind was louder than any of the sounds we actually wanted to pick up. After some deliberating we
decided to record in the underground parking on the college campus. This was because it was sheltered from the wind but we could
still pick up the noises from being outside. We also tried to set a car alarm off (By using one of our friends cars) but it wouldn’t go off
without causing some major damage to it, which obviously we weren't about to do, so instead we tried to record one of our phones
alarms but it didn’t sound the same as a cars. We eventually decided to just find a royalty free car alarm sound effect online.
Once we had all of our sound effects we started editing them on, this turned out to be a bit harder than expected as the noises had to
fit in seamlessly with video clip. So during editing, I had to slow down sounds, for example, the footsteps so they would fit with the
man walking and it wouldn’t sound like someone else walking. I had to to make noises quieter so they wouldn’t sound fake, for
example the cans in the fridge sounded ridiculously loud so I made them quieter so it would seem realistic.

21. The strengths of my audio experiment is the editing that went into fitting the audio clips to the video
clips. I tried really hard using different editing processes to fit the audio clips so they sounded exactly
when they were supposed to making sure the video sounded realistic and not fake and over edited.
When filming my final product I would try and record sound at the same time as filming is going on. This
is because then the sound is already there and it already fits in with what is happening without needing
the extra recording and editing.
If the sound however, from the video clips was faulty e.g./ the wind was too loud or you couldn’t actually
hear what was going on. I wouldn’t be hesitant to wipe all the sounds from the clips, rerecord and edit
them in. This is because I am now confident in this skill as I have practised and put it into action before
doing it for my final project. I also wouldn’t hesitate to rerecord if I knew I would get a better quality of
sound.
The elements of this experiment that I will include in my final project is the knowledge that rerecording
sounds isn’t a scary thing it is actually quite fun and easier than what was expected.

22. Time: In our production we were definitely restricted by time we had a day to film the shots and even
though there wasn’t much to film we were working with shots we hadn’t used before so needed to time
to practice and feel comfortable with them before using the footage as the final take. This of course
took up a lot of the time we had available to film. Having more time would have helped us to feel less
under pressure and stressed about trying to get the perfect shot in a short amount of time.
Location: Our location was inside of our college, this restricted our production as we were getting
constantly interrupted by other students moving to and from lessons. This was a nuisance as it took up
a lot of valuable time that we had for filming. We were also unable to film elsewhere as we had to film
on site and our scenes were written to be filmed inside.
Technical: On the technical aspect we were restricted as we didn’t have especially high-tech filming
equipment to work with. It would have been interesting to work with more high tech and complicated
pieces of filming equipment. This could have also helped to upgrade the quality of our film.
Cast: We were restricted in terms of casting as we had to use members of our time who don’t like being
on camera and who aren't interested in acting. This restricted the quality of our film as their acting
wasn’t the best. The groups time would have been better spent working with the camera and
production than acting in the film, doing something they don’t want to do.
Props: Due to the fact that we were given the task on the same day we were expected to film we had
no time to plan props or costumes, we had to work with what was around us, This resulted in some
ideas for a story being unable to be put into production as we dint have to props/costomues to bring the
idea to life.