This document discusses improvements made to cinematography, editing, mise-en-scene, and other film techniques between a preliminary task and final diagnosis opening sequence. For the preliminary task, techniques like continuity, 180-degree rule, and match on action were executed poorly with shaky cameras and cuts. However, the diagnosis sequence applied these techniques professionally with strategically placed cameras and smooth edits. It also expanded the use of shots, added effects and music, and incorporated props to better develop character and setting. Overall, experience and research led to a more advanced understanding and application of film techniques in the final sequence.

1. Evaluation Question 7
Lucy Elliott

2. Continuity:
 This is where the film is in a chronological order and everything flows so
nothing is unbroken.
 This means it makes sense to the audience

3. 180 degree rule:
 When the camera has stay the same side as the imaginary line and follows it.
 This means it cannot cross the line and therefore you move with the camera
in order for you to view the whole shot as like is shown in the picture.
Usually contains two people filmed in the sequence.
 Picture 1 shows the movement of the camera and how it gets from
one side to the other. If the camera crosses the line it can cause
confusion for the audience as it looks like they have swapped places

4. 180 degree- preliminary task
 When we tried doing the 180 degree in our prelim it was really un
professional… this is because we were in a tight room and trying to keep the
camera still.
 This resulted in our camera shot being really shaky and you couldn’t actually
see what was going on.
 It also made it horrible to watch as it didn’t look professional.

5. 180 degree- diagnosis
 We didn’t use the 180 degree rule in our actual opening sequence because it
was very difficult in the room we were filming in.
 The room we filmed in has mirrors all around it meaning if we were un able to
do this shot because otherwise we would have been able to see us trying to
film the shot.
 Also it didn’t really fit with our film as there is only one person and also its
quite a long-winded shot and ours is all quick and snappy.
 Although we do understand the rule and how we could improve it just was not
needed.

6. Match on action:
 where the perspective of the camera changes during a scene and the scene
continues to flow
 where the editor cuts from one shot to another view that matches the first
shot’s action. By having a subject begin an action in one shot and carry it
through to completion in the next, the editor creates a visual bridge which
distracts the viewer from noticing the cut or noticing any slight continuity
error between the two shots.

7. Match on action- preliminary task
 When we filmed our match on action of Shakir going through the door in this
task, it wasn’t a smooth transmission.
 This meant the viewer could still see the editors cut which made it look like
we have just tried swapping the camera angle round to get a different view.
 this meant that it looked quite messy and unprofessional

8. Match on action- diagnosis
 This improved massively in our actual video.
 This is because we managed to get the cameras in the correct place.
 also we have more experience on final cut now and therefore when we were
editing the cut to make a smooth transmission is meant that we couldn’t see
the cut anymore therefore making it look like he is just walking straight
through the door.

9. Shot reverse shot:
 Shot reverse shot is a film technique where one character is shown looking at
another character (often off screen), and the other character is shown
looking the opposite direction to imply that both characters are looking at
each other. A simple and very effective illusion and also means that only one
actor/actress is used at a time.

10. Shot reverse shot- preliminary task:
 In our task we put in this shot when shakir was talking to the teacher.
 This was effective as we did manage to make it look like they were having a
conversation with eye contact. But with hardly any practice with the camera
this meant that we got the focus wrong.
 This then made shakir look blurry and the focus was on the teacher, when
really the focus show be on shakir as he is talking to her and he is the face in
the shot we see.

11. Shot reverse shot- diagnosis:
 We didn’t really use shot reverse shot due to us only having one character in
the film and therefore he cant actually talk to anyone.
 But instead we used the mirrors in our advantage and we used his reflection.
So it is more of an over the should shot. This has made it effective though as
now we have a very clear shot of his reflection face because we know how to
focus the lense meaning his face wasn’t blurry and had a clear expression to
the audience.

12. Improvements in cinematography:
 We have managed to use different cinematography in our advantage, by this I
mean we can show different types of things through the shot type.
 So in the prelim task, we didn’t really use any shots apart from normal eye
view and a close up of his hand opening the door.
 Where as in our film we have tried new shots to try and make it more
interesting. For example we used a high angle shot to try and show how he is
trapped and is looking helpless

13. Cinematography- preliminary task
 Our cinematography is very basic in task
 we mainly use shots like eye level of just a close up and didn’t really use any
other shots
 This meant it was quite boring and therefore was very experimental,
considering we didn’t really have much knowledge back then of all the
different shots we could have had and the impact it has on the scene as a
whole.

14. Cinematography- diagnosis
 In our opening sequence we have been more experimental with the types of
shots we have used.
 Like we have used extreme close ups of his eyes and parts of his body to show
how he is distressed and to focus on the parts of him which may not be
normal to react like that to the situation.
 Like him tapping his foot and re-organising pens so they are colour co-
ordinated, and using the different shots like ECU really helped focus in on all
of these aspects of him.

15. Improvements of editing:
 With our editing we have managed to improve this as we have been playing
around with final cut which means that we found all the different features
and filters which we can add to make it look better.
 If we didn’t edit some scenes like we didn’t in our prelim, it makes it really
dull to watch as sometimes it doesn’t add to the feel of the video.
 Where as for our actual film it makes it fit its genre really well.

16. Editing- preliminary task
Our prelim task we didn’t use any effect and the it made the task look a bit
boring as it didn’t have a mood to it.
We also didn’t add any special effects or motions In it which means it had no
dynamics to it as it didn’t even have any music in the background either.
We also didn’t know how to cut out background music meaning everyone could
hear the children in the classes having their conversations which we didn’t want
there.

17. Editing- diagnosis
 In this we used a black and white effect throughout this is because it fits with
our genre of thriller.
 This makes it more interesting to watch as it creates a mood and atmosphere,
which sets up the rest of the movie.
 It also adds distortion to the film as you cant see the colours of what they are
wearing etc. But also draws the attention to the colour of the title at the end
of the film.

18. Importance of mise-en-scene:
 The importance of mise on scene is that it sets the scene
 We improved to our mise en scene is we researched more about the
conventions which are needed with in our genre and what is linked to it as
well.
 We also researched about the different types of characteristics and what our
character needs in order to portray his differences, like how he organises his
pens into colour co-ordination

19. Mise-en-scene: preliminary task-
 In this our mise-en-scene wasn’t very exciting.
 It basically consisted of inside the school and a door, and then a history
cupboard which had loads of books all around the wall.
 Although this is relevant to where he is and sets the scene, there is nothing
that gives anything away about his character and no props or other people in
it which makes it a bit more boring to watch.

20. Mise-en-scene: diagnosis-
 In diagnosis we have a lot of ‘things’ we include within in it.
 What's in the scene is basically mirrors and tables around the outside of the
wall, but we include props such as the paper and pen and dripping tap in the
scenes.
 These are important as it gives hints away about the film and adds something
to the character as it tells everyone a bit about him and what's in the scene is
either relevant or irrelevant but everything involved Is relevant.

21. Conclusion:
 Overall I think that my skills in different types of media have improved and
has become more advance as I start to understand them more. This has
resulted in our diagnosis opening sequence to be much more professional than
our preliminary task. This has also allowed us to explore all new aspects of
software which will come in handy for other projects which will come in the
future.