L04 The preliminary task
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This document outlines key filmmaking principles such as match on action, shot/reverse shot, and the 1800 rule. It discusses how these continuity rules are typically followed but can also be purposefully broken, as seen in Stanley Kubrick's work. It also provides guidelines for a preliminary filmmaking task, instructing students to film a character opening a door, crossing a room, and engaging in a short dialogue with another character.
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Preliminary exercise
i am not sure where i have acquired this so if you are the audience i apologise for not citing your creative and intellectual rights. I suspect I found it somewhere on here
To Do List and Preliminary Task
The document outlines a preliminary filming exercise for students to demonstrate their understanding of cinematography techniques. It instructs students to film a scene of a character entering a room, sitting down, and having a conversation with another character. This is meant to showcase matching actions, shot/reverse shot editing, and adherence to the 180-degree rule. It also provides homework assignments for students to define and give examples of these techniques on their blogs.
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From her preliminary continuity editing task to her full film opening, the author learned to apply shots like shot reverse shot and the 180 degree rule more selectively based on the scene. She also learned that using a tripod makes shots less shaky and that match-on-match action shots work best when the camera position remains similar between cuts. Overall, she felt she progressed in techniques like camerawork to produce a better final product.
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The document provides instructions for a preliminary editing exercise involving filming a character opening a door, crossing a room, sitting in a chair, and exchanging dialogue with another character. This is meant to demonstrate continuity, match on action, shot/reverse shot editing, and following the 180-degree rule. Students are asked to write a blog post reflecting on what they learned from this preliminary task and applying it to their full film project. The document also defines important editing terms and lists camera techniques students need to know, as well as a week-long plan for completing the exercise and full film project.
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This document provides an analysis of a preliminary film task completed by the author and their group. It describes how they filmed various shot types, including wide shots, over-the-shoulder shots, and close-ups to add variety. It also discusses the editing process, where they selected their best shots and used techniques like juxtaposition and shot reverse shot to develop continuity and suspense. The author concludes that editing adds emphasis and meaning to a sequence through contrast, perspective, and complexity.
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The shooting schedule outlines 10 days of filming for a music video. Day 1 involves rehearsing the intro and establishing characters. Day 2 shoots the intro with multiple takes. Days 3-4 shoot flashbacks from verses 1-2 with rehearsal. Day 5 rehearses a studio performance. Days 6-8 shoot the chorus, final verse, and outro with multiple takes each. Days 9-10 film bridging components and the outro with rehearsal and multiple takes.
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Unit 4 Pre Production
Learning Aim A
Three key pre-production roles and tasks are discussed for scenes from the Buffy the Vampire Slayer episode "The I In Team": ideas generation and writing, location selection and set design, and special effects or visual effects planning. Pre-production for a scene set in Xander's basement involved planning from the writing team and selecting recurring props and costumes. Another scene set in the woods required locating a filming location, procuring permits and equipment, and choreographing a fight sequence. Pre-production ensures scenes are properly planned, permitted, and can be shot to fit the creative vision.
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The document provides guidance on how to write a good essay for a media studies textual analysis exam section. Students should:
1) Spend 45 minutes analyzing each of two exam sections - one on the given media extract and one on the film industry.
2) Take detailed notes on characters' representations based on camerawork, sound, editing, and mise-en-scene during three viewings of the extract.
3) Structure their essay scene-by-scene, analyzing how technical elements represent characters and relate to the chosen area of representation, such as gender or class.
4) Support their analysis with clear examples and link technical details to how they shape representations.
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This document discusses different types of inversion in English grammar. Inversion involves changing the normal subject-verb word order in a sentence. It explains that inversion is used in questions but can also be used for emphasis in statements. It provides examples of different types of inversion including subject-auxiliary inversion after negative and restrictive phrases, clauses beginning with "neither/nor/so", clauses beginning with "may" expressing strong wishes, and inversion in conditional sentences.
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This document provides an overview of editing and effects in film studies. It discusses key concepts like what editing is and its impact, different editing techniques like cuts, pace, transitions, and effects. Specific techniques covered include dissolves, wipes, fades to black, split screens, on-screen text, and practical effects versus computer-generated imagery. The objectives are to understand the importance of editing, different transition methods, and distinguishing between practical and CGI effects.
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2) Take detailed notes on characters' representations through camerawork, sound, editing, and mise-en-scene during three viewings of the extract.
3) Structure their essay scene-by-scene, analyzing how technical elements represent areas like gender, class, and identity, using specific examples and linking representation to meaning.
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AS MEDIA - QUESTION 1
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i am not sure where i have acquired this so if you are the audience i apologise for not citing your creative and intellectual rights. I suspect I found it somewhere on here
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The document outlines a preliminary filming exercise for students to demonstrate their understanding of cinematography techniques. It instructs students to film a scene of a character entering a room, sitting down, and having a conversation with another character. This is meant to showcase matching actions, shot/reverse shot editing, and adherence to the 180-degree rule. It also provides homework assignments for students to define and give examples of these techniques on their blogs.
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This document provides instructions and definitions for a preliminary editing exercise involving filming a character opening a door, crossing a room, sitting down, and having a brief conversation. It describes filming techniques like continuity, match on action, shot/reverse shot, and the 180 degree rule. It also asks students to reflect on what they've learned between the preliminary exercise and their full product. Key terms like continuity, match on action, shot/reverse shot, and the 180 degree rule are defined.
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Film Practices and Cinematography.pptx
Here are a few suggestions based on your concept feedback:
- Consider using a glazed doughnut instead of strawberry to appeal to a wider audience. Glazed is a classic flavor.
- Test animating a doughnut without limbs first to see if the story still works before adding the complexity of limbs.
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Ranvir Jandoo reflects on what was learned from the preliminary task of filming a conversation between two characters to the full production. Some of the key technical skills learned include shot-reverse-shot filming, match cuts to ensure continuity, and following the 180 degree rule. Additional lessons included different camera shots, editing techniques using Final Cut Pro, and the importance of good communication and collaboration within the film production team.
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This document provides information about an AS Level Media Studies course. It outlines the two course assessments: a foundation portfolio worth 50% due by Christmas and a 2-hour exam worth the remaining 50%. The portfolio requires research, planning, production, and evaluation sections. The exam consists of two sections on textual analysis/representation and audiences/institutions. It also lists expectations for student work, including regularly blogging assignments and meeting deadlines. Instructions are provided for setting up required blogs on Blogger.com and posting work. Guidance is given for a preliminary continuity editing exercise involving filming characters opening a door, crossing a room, and conversing using match on action, shot-reverse-shot, and the 180-degree rule.
Evaluation 7
From her preliminary editing task to her full film opening, the author learned several techniques to improve her camerawork and cinematography. She realized using a tripod resulted in less shaky footage. She also gained experience using different shot types and applying techniques like the 180 degree rule and match on match action shots more appropriately. For the film opening, the author included a wider range of shots and cinematography styles to tell the narrative and keep viewers engaged.
Evaluation: Question 7
The document reflects on what was learned between a preliminary task and completed film opening. It discusses several filmmaking techniques used in the preliminary task like shot-reverse shot, the 180 degree rule, and match on action shots. For the film opening, these techniques were not used as conversations and character movements between scenes were not present. Overall, the document indicates the learning that occurred around proper use of camera shots, angles, lighting and other techniques to create a realistic film opening.
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Here is a suggested production schedule for your film:
Date Workflow Activity To be completed by this date
21/03/22 Pre-production Storyboards, shot lists, location scout, props/costumes 21/03/22
22/03/22 Filming Day 1 - Interior kitchen shots with doughnut 22/03/22
23/03/22 Filming Day 2 - Close up shots of doughnut, POV shots 23/03/22
24/03/22 Filming Day 3 - Stunt/action shots of doughnut 24/03/22
25/03/22 Post-production Rough cut assembled 25/03/22
28/03/22 Post-production Fine cut with
Key terminology 1
This document provides an overview of key film terminology for a GCSE Film Studies course. It discusses mise-en-scene, genres, camera shots, camera movement, editing techniques including pace and transitions, and special effects including CGI and practical effects. Students are instructed to analyze sample scenes focusing on elements of mise-en-scene, camera work, and how they convey meaning and elicit emotional responses from audiences.
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Pre-production is the most important element in filming a short film. It involves creating a script, storyboards, and planning shot types, actor positioning, camera movement, prop placement, speech, and action. This allows for a clear vision and plan of what will be filmed. Production then involves actually filming based on this pre-production, using techniques like matching shots, high and low angles, and shot reverse shot. Post-production is when all the footage is edited together, sound is added, and any additional effects or corrections are made to complete the final film.
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The document provides instructions for students to complete a preliminary video task as part of an AS coursework portfolio. Students must film and edit a short video demonstrating continuity, shot/reverse shot editing, and adherence to the 180-degree rule. The video should include a character opening a door, having a conversation with another character, and sitting down. Planning documents like a storyboard and script are required. Videos must be original work by the students with copyright-free music allowed. Groups of up to three students are allowed. Key filming techniques like match on action, shot variety, and screen direction are emphasized. A blog evaluation of what was learned is also required.
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This document discusses the representation of youth in contemporary British cinema. It analyzes films like "Harry Brown" and "Eden Lake" that portray teenage hoodies as monsters threatening normality. These films reflect a middle-class fear of the working class. In contrast, "Attack the Block" initially depicts hoodies as monsters but later portrays them sympathetically as heroes. The document discusses how entertainment can offer utopian feelings through elements like energy, abundance, and community. It also references theorists like Gramsci, Giroux, and Hebdige to analyze representations of youth and their relationship to social norms.
Representation class
The document provides instructions for analyzing representations of class in film and television. It discusses analyzing shots, sound, editing, and mise-en-scene to identify how class is stereotyped. It encourages noting how characters are defined by their class in TV shows. Students are asked to analyze how camera work, editing, sound, and mise-en-scene construct representations of class in a clip from Downton Abbey and compare it to a scene from Shameless.
Audience theory
This document discusses various theories about how audiences engage with and are impacted by media texts. It presents early theories that viewed audiences as passive receivers, versus more active models where audiences seek to engage with and make meaning from media. It also covers effects theories like hypodermic needle theory, cultivation theory, and copycat theory. Additionally, it introduces uses and gratification theory, which examines what needs and gratifications audiences seek from different media, such as cognitive needs, affective needs, tension release, personal identity, and social issues. Reception analysis and ethnography view audiences as active meaning-makers based on their social identities and positions.
Representation of sexuality
This document provides instructions for students to analyze how sexuality is represented in a scene from the film Fingersmith. Students are asked to watch the scene twice, taking notes on the different types of shots, sounds, editing, and music/effects used and how they contribute to the representation of sexuality. They are to discuss their findings and evidence in pairs. The goal is to identify how various techniques are used to potentially stereotype different sexualities and age groups in the media.
Representation age
This document provides guidance on analyzing representations of age in media through examining shots, sounds, editing, and music/effects in scenes. It instructs the reader to watch a scene from Skins featuring a teenage boy and his father, taking notes on technical elements like shot types and sounds used, and how this representation encourages viewers to side with the teenager over the father character through these techniques.
Representation disability
This document provides instructions for analyzing how people with disabilities are represented in media. It prompts the reader to take a disability awareness quiz, identifies common stereotypes of people with disabilities, and asks the reader to analyze a clip from "Secret Diary of a Call Girl" that features a character with a disability. The reader is asked to note the shots, sounds, editing, and music/effects used in the clip and consider whether the representation is a stereotype or countertype and its potential effect on audiences.
Representation of disability
This document provides instructions for analyzing how people with disabilities are represented in media. It prompts the reader to take a disability awareness quiz, identifies common stereotypes of people with disabilities, and asks the reader to analyze a clip from "Secret Diary of a Call Girl" that features a character with a disability. The reader is asked to note the shots, sounds, editing, and mise-en-scene used in the clip and consider whether the representation is a stereotype or countertype and its potential effect on audiences.
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This document discusses analyzing title sequences in films. It provides questions to consider when analyzing titles such as whether they are static or moving, the font style, color, and background images. Students will work in groups to create title sequences for their film projects using these elements to convey the thriller genre. They will present their titles and discuss their creative choices. Finally, students will analyze representation of mental illness in a film scene for a directed study task.
Film Audience Consumption
This document discusses film audiences and how they consume media. It provides questions to help analyze key terms related to the film industry like audience, institutions, and distribution. It also asks the reader to look at data on UK cinema audiences and reflect on how cinemas attract audiences. Finally, it directs the reader to an article about changes that will dramatically affect audiences' film experience and their implications for film industry institutions.
Film Institutions
This document discusses the advantages and disadvantages of large and small film institutions. It asks students to:
1) Identify the 'Big Six' major film studios and discuss issues of media ownership.
2) Watch a video clip about the potential pitfalls of having a film financed by a large production company.
3) Make a list of the pros and cons of being a large or small film institution.
Film distribution
This document discusses the distribution and marketing of films. It begins by asking how a Hollywood production company would have distributed films to a Bristol cinema before digital distribution. It then provides information about answering exam questions on how media products are produced and distributed. Key concepts of convergence and synergy are defined. Convergence refers to the combining of previously separate industries using similar technologies. Synergy describes corporations marketing media products across platforms to maximize profits. Examples of convergence and synergy in film distribution and marketing are requested.
Representation of teenagers
This document provides an overview of key concepts for analyzing media representations of teenagers, including refraction, stereotyping, cultivation theory, and desensitization. It also outlines an activity where students will analyze shots and sounds in the opening scene of the film Harry Brown to understand how the director presents British teenagers.
Representation of mental illness
This document provides guidance for analyzing how a thriller film represents mental illness. Students are instructed to watch a scene from the film "Don't Say a Word" and analyze how it uses techniques like shot, sound, editing, and mise-en-scene to portray mental illness. They are also prompted to consider why mental illness makes audiences uncomfortable to watch and what other social groups have this effect, as well as to start developing their own ideas for creating tension in a film opening they will create.
Thriller Film openings
This document provides guidance for students to analyze thriller film openings and conventions. It instructs students to watch opening scenes from thriller films to identify how suspense is created through shots, sound, editing, and mise-en-scene. Students are then asked to film and edit a scene together to create tension, and reflect on how thriller films make viewers feel uncomfortable and the techniques used to achieve this.
Sound & music
This document provides an introduction to terminology related to the use of sound and music in films. It defines and gives examples of diegetic and nondiegetic sounds. Diegetic sounds are those that come from visible or implied sources within the story world, while nondiegetic sounds come from outside the story world, such as narration, added effects, or mood music. The document also discusses other sound-related concepts like sound bridges, parallel and contrapuntal sound, themes, stings, incidental music, ambient sound, and mode of address.
Lesson on Editing
The document discusses editing techniques used in film to achieve different effects. It defines various editing terms like continuity editing, shot-reverse-shot, jump cuts, and cross-cutting. It explains how editing can be used to construct reality, show the passage of time, depict simultaneous events, disrupt expectations, and control pace and rhythm. The goal is to familiarize the reader with media terminology related to editing and how it impacts the mood, tone, and overall effects of a film.
L05 thriller conventions
Thrillers aim to create suspense and excitement for audiences through tension and anticipation. Common conventions include a hero/villain dynamic, puzzles or investigations that drive the narrative, plot twists, and tension-building climaxes. Thrillers also employ stylistic techniques like low-key lighting, tracking camera shots, close-ups, flashbacks, and quick editing to heighten tension and draw viewers into the story. Famous examples like Jaws, The Sixth Sense, Vertigo, and Memento demonstrate how these conventions are used.
L04 Analysing a media text
This document provides definitions and examples of different shot types that can be used in film including establishing shots, close-ups, over the shoulder shots, cutaways, mid shots, and extreme close-ups. It instructs students to analyze sample film frames, identify the shot types used and how they manipulate the audience's perspective. Students are also tasked with filming their own chase sequence using different shots and locations to build tension through camera angles and movement.
L03 camera work
This document discusses different camera shots and techniques used in filmmaking. It defines various camera shots including extreme wide shot, long shot, mid shot, close up, and extreme close up. It also describes different camera movements such as tracking, panning, tilting, zooming, hunting, and arcing. The document instructs students to practice taking photos using these different shots and techniques and to label the shots for what purpose or effect they would be used.
L02 Film making rules
This document discusses the rules of filmmaking that students should understand for their media course. It lists four fundamental rules: 1) match on action, 2) shot/reverse shot for dialogue, 3) the 180 degree rule, and 4) the rule of thirds. Students are instructed to define each rule and study examples that demonstrate when each rule is followed or broken. For their assessment, students must shoot and edit a video that applies these rules, including examples that break them and then follow them correctly. Understanding and applying these basic rules of cinematography is important for students' media coursework and projects.
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L04 The preliminary task
- 1. THE RULES OF SHOOTING To identify and understand the key principles of shooting film. To begin using blogs to record the classroom learning. STARTER • These are the guidelines from OCR about your preliminary task and main task for video coursework. What stands out?
- 2. The preliminary task • Although the quality of your preliminary task does not affect your coursework grade, you must include a preliminary task in order to be awarded a grade for AS Media. • You may work in groups of up to 4 people on both the preliminary and main task.
- 3. Match on action • Match on action means that when something happens in the scene then there is a cut, the same piece of action must continue into the next shot.
- 4. Match on action in Friends
- 5. An early example of match on action
- 6. Shot/reverse shot • Shot reverse shot is a film technique where one character is shown looking at another character and then the other character is shown looking back at the first character. • Since the characters are shown facing opposite directions, the viewer assumes that they are looking at each other.
- 7. Shot/reverse shot in Star Wars
- 9. The 180⁰ rule explained
- 10. Stanley Kubrick often broke the continuity rules in order to create a sense of unease or discomfort amongst his audience. Watch this scene from ‘The Shinning’ and try to identify the 180⁰ rule being broken.
- 11. Preliminary task • Film and edit a character opening a door, crossing a room and sitting down in a chair opposite another character, with whom she/he then exchanges a couple of lines of dialogue.
- 12. An example – WWW? EBI?