Production Diary Day 3
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The film crew had to re-film some dialogue scenes from their thriller due to issues with sound quality. Strong wind noise at the outdoor location made the dialogue difficult to hear during editing. They re-shot the scenes using a boom microphone to block out the wind and clearly capture the actors' voices. This solved the sound issue and allowed them to get better quality footage without needing artificial voiceovers. They also took the opportunity to film some additional establishing shots for transitions between scenes. The session went smoothly with collaboration between crew members and improved efficiency in their filmmaking process.
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Post-Production Diary 4
During this post-production session, the team replaced all originally shot footage with newly filmed footage due to poor sound quality in the original. Grace edited the new footage into the opening sequence timeline in Adobe Premiere. This improved the overall quality of the piece by removing footage with bad sound. The diary entries also document helping Grace with the editing and organizing the project timeline. The first draft of the opening piece is now near completion as this editing stage wraps up.
Production Diary
1) The document describes the production team filming the first day of shooting for their thriller film. They filmed scenes in two locations - a conservatory/kitchen and Caddington Woods.
2) In the conservatory, the author took a directing role, guiding the actor through shots. They completed filming ahead of schedule but were unable to film all shots due to needing a prop.
3) In Caddington Woods, the author split time between acting and directing. Heavy equipment and a large number of shots meant they could not complete filming in one day as planned. They would need an additional filming day.
Post-Production Diary
The document is a diary entry describing the initial post-production editing stage of a film project. During the first editing session, the team set up the project in Adobe Premiere and began arranging footage on the timeline. The diarist and a teammate took on editing roles, importing clips and using selection tools to cut unwanted elements. The teammate provided guidance on which footage to use where. They were able to replace blurred footage and complete importing, starting the process of piecing together and sharpening the timeline.
Post Production Diary 3
The document describes a post-production diary entry from a film student. It discusses applying sound effects and music to footage during an editing session. Specifically, it mentions placing ambient sound in a breakfast scene to create realism and tension. Music and sounds effects were also added when the camera work was handheld to signal danger and raise tension. The student felt they played a leading role by making choices about sound placement to emphasize moments and smooth transitions, bringing the group closer to completing their final draft.
Production Diary 2
1) The document summarizes the filming of a thriller short film over two days at various locations.
2) On the first day, the author filmed remaining scenes alone at the kitchen/conservatory location and re-filmed unusable shots.
3) On the second day, the full group filmed at a woodland location but forgot a prop, though they found a replacement and completed filming most shots despite darker lighting at the end.
Post Production Diary 2
During this session, the team worked on editing their film piece and creating title sequences in Adobe After Effects. They separated each credit into individual files to apply effects to each piece of text. For the production logo, they used sharp, thin text to connote potential danger and the thriller genre. They applied fade-in and fade-out animations to the text and found that a "rattle" animation made the text tremble, conveying fear. By the end of the session, they had completed all necessary titles and began exporting them to apply to the opening sequence.
A2 Media Production Diary- Entry 3
The document summarizes a film production session shooting scenes at a school location. The team successfully filmed shots 15-27 within their allotted time, capturing footage of the protagonist's school day. They set up equipment quickly and filmed multiple versions of each shot. During filming, they crafted a prop email to further the narrative. While some complex shots proved difficult, requiring multiple attempts, the entire session was completed within the two hour timeframe.
Production Diary- House Location
The document summarizes the first day of filming for a student film production. It took place at a friend's house, where they filmed scenes inside and outside the house over a 2 hour period. The filmmaker took on roles as both actor and director, managing shots and directing the leading actress. They experimented with different camera techniques and angles. While the filming went well with good collaboration, the group underestimated travel time which delayed their schedule. Overall it was deemed a successful first production day despite some minor timing issues.
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Post-Production Diary 4
During this post-production session, the team replaced all originally shot footage with newly filmed footage due to poor sound quality in the original. Grace edited the new footage into the opening sequence timeline in Adobe Premiere. This improved the overall quality of the piece by removing footage with bad sound. The diary entries also document helping Grace with the editing and organizing the project timeline. The first draft of the opening piece is now near completion as this editing stage wraps up.
Production Diary
1) The document describes the production team filming the first day of shooting for their thriller film. They filmed scenes in two locations - a conservatory/kitchen and Caddington Woods.
2) In the conservatory, the author took a directing role, guiding the actor through shots. They completed filming ahead of schedule but were unable to film all shots due to needing a prop.
3) In Caddington Woods, the author split time between acting and directing. Heavy equipment and a large number of shots meant they could not complete filming in one day as planned. They would need an additional filming day.
Post-Production Diary
The document is a diary entry describing the initial post-production editing stage of a film project. During the first editing session, the team set up the project in Adobe Premiere and began arranging footage on the timeline. The diarist and a teammate took on editing roles, importing clips and using selection tools to cut unwanted elements. The teammate provided guidance on which footage to use where. They were able to replace blurred footage and complete importing, starting the process of piecing together and sharpening the timeline.
Post Production Diary 3
The document describes a post-production diary entry from a film student. It discusses applying sound effects and music to footage during an editing session. Specifically, it mentions placing ambient sound in a breakfast scene to create realism and tension. Music and sounds effects were also added when the camera work was handheld to signal danger and raise tension. The student felt they played a leading role by making choices about sound placement to emphasize moments and smooth transitions, bringing the group closer to completing their final draft.
Production Diary 2
1) The document summarizes the filming of a thriller short film over two days at various locations.
2) On the first day, the author filmed remaining scenes alone at the kitchen/conservatory location and re-filmed unusable shots.
3) On the second day, the full group filmed at a woodland location but forgot a prop, though they found a replacement and completed filming most shots despite darker lighting at the end.
Post Production Diary 2
During this session, the team worked on editing their film piece and creating title sequences in Adobe After Effects. They separated each credit into individual files to apply effects to each piece of text. For the production logo, they used sharp, thin text to connote potential danger and the thriller genre. They applied fade-in and fade-out animations to the text and found that a "rattle" animation made the text tremble, conveying fear. By the end of the session, they had completed all necessary titles and began exporting them to apply to the opening sequence.
A2 Media Production Diary- Entry 3
The document summarizes a film production session shooting scenes at a school location. The team successfully filmed shots 15-27 within their allotted time, capturing footage of the protagonist's school day. They set up equipment quickly and filmed multiple versions of each shot. During filming, they crafted a prop email to further the narrative. While some complex shots proved difficult, requiring multiple attempts, the entire session was completed within the two hour timeframe.
Production Diary- House Location
The document summarizes the first day of filming for a student film production. It took place at a friend's house, where they filmed scenes inside and outside the house over a 2 hour period. The filmmaker took on roles as both actor and director, managing shots and directing the leading actress. They experimented with different camera techniques and angles. While the filming went well with good collaboration, the group underestimated travel time which delayed their schedule. Overall it was deemed a successful first production day despite some minor timing issues.
Production Diary- Entry 4
This document summarizes a film production team's fourth day of shooting. They filmed scenes at a pathway location in Caddington and then re-filmed scenes in a nearby park and alleyway to improve lighting. While weather posed challenges, the team overcame difficulties and efficiently completed all shots. They improved footage by filming earlier in the day and adding more artificial lighting. Though a lamppost outage caused issues, they adapted equipment and finished strong. Overall, the session was productive despite obstacles and the team completed their initial draft footage.
Production Diary- Caddington Park/ Alleyway
The document summarizes a film production crew's activities shooting scenes that required dark lighting conditions at Caddington Park on November 5th, 2016 between 3:45pm and 6:00pm. The crew of three students and a volunteer father arrived to set up equipment as the light faded. They filmed scenes but faced challenges with low lighting that were addressed by adding lighting from mobile phones. The father also assisted by acting and providing supervision. All planned shots were completed efficiently despite cold conditions, and the session was deemed a success though additional assistance may have helped.
Progression Since Preliminary Task
The document discusses the author's progression from the preliminary task to the final film project. In the preliminary task, the author's skills in editing, camera work, sound design, and use of mise-en-scene were more limited. However, for the final film, the author gained experience that allowed for improvements in interesting camera angles, subtle audio layering, continuity, set design, costume design, use of props, lighting techniques, and cinematography. The extensive reworking of drafts also improved the overall quality and coherence of the final film compared to the preliminary task.
Looking back at my preliminary task
The preliminary task showed much room for improvement in areas like video quality, camera work, shot variety, editing, and atmosphere. However, it served as a valuable learning experience, helping the filmmaker progress significantly for the final piece. Skills like lighting, sound, filming techniques, and creativity advanced. Mistakes from the preliminary task were turned into strengths for an improved final product with professional-quality footage, smooth camera work, varied shots creating tension and suspense, and polished editing. Overall, the preliminary task was an educational starting point that allowed the filmmaker's media skills to vastly improve.
Evaluation 3
The document discusses the learning experience of progressing from a preliminary task to a full product for an evaluation question. It describes feeling that the overall experience was enjoyable but sometimes stressful. It was beneficial to get comfortable with the equipment. The continuity between shots in a scene and following techniques like shot reverse shot and the 180 degree rule were observed. The original storyboard had to be adapted for length and complexity, replacing complicated shots with ellipses. Better time management, including a detailed shooting schedule, allowed wrapping early on the second shoot. Good organization and communication between the crew through online groups and meetings helped with sharing roles and development. Contracts, advance informing and dividing roles helped with managing actors, locations, costumes and props.
AS Media preliminary task evaluation.
The student learned how to use video equipment like cameras and tripods through completing a group preliminary task. They worked well together, giving each other advice to improve their video. However, they realized they could have improved it further by spending more time editing. They successfully storyboarded and filmed multiple takes when needed, but refilming wasted lesson time. The student also gained skills that will help with future group projects.
As film evaluation editing.
The document summarizes the editing process for a crime scene sequence. The editor used establishing shots of the college and crime scene to set the scene. A voiceover was added throughout to explain events. Short clips and jump cuts were used to build tension. Footage was color corrected and slowed to appear like CCTV. Match cuts maintained continuity to reinforce the CCTV footage illusion.
Post production Diary-One/Two
Grace began editing the footage from their horror film production into a teaser trailer. She imported shots 1-20 and 34-40 from the shot log into Adobe Premiere Pro. Grace cut unnecessary parts from the footage and ensured the scenes flowed continuously. While editing, she explored different editing techniques to enhance the teaser trailer, such as speeding up footage. However, Grace encountered some problems with offline audio and footage that caused delays.
Fallen apple productions crew pack
The document provides a production schedule and responsibilities for a short film crew. The director, Topaz, is responsible for deciding locations, ensuring the storyboard matches the script, narrowing ideas with the producer, and selecting suitable film conventions. Their schedule involves camera workshops and practice sessions in week 1, shooting bedroom and bus stop scenes in week 2, and the first forest scene in week 3. Weeks 4 and 5 involve reshoots and editing, with the second week of editing scheduled for week 6.
H@cked
The document discusses the production of a 5 minute short film by a group of students. It describes the roles of each group member and the challenges they faced finding a filming location and actor within their budget. They struggled to coordinate schedules but eventually filmed on location. The narrative relied on flashbacks edited to be recognizable through distorted sound and imagery. Sound design was a key aspect, using non-sync sound to allow for manipulation and avoid sync sound failures.
Evaluation 7
1) In the preliminary task, the storyboard could not be fully replicated due to unsuitable filming locations, which impacted the plot flow. For the final outcome, the storyboard was created with the available locations in mind so each shot could be planned precisely.
2) Lighting and composition were improved upon for the final outcome. Poor lighting situations were corrected and shots were pre-planned to avoid awkward angles.
3) A larger variety of shot types were used in the final outcome compared to the preliminary, including establishing shots and pans to imply character traits, adhering more closely to film conventions.
Evaluation of the prelim
The document discusses a group project involving filming and editing a scene that took 3 weeks to complete. It describes different types of shots used in the scene, including wide shots to establish context, close-ups to show detail of faces, over-the-shoulder shots for conversations, and discusses the purpose of each shot. It also mentions issues with focus on early takes but that the group worked through the problems. Overall it reflects that the preliminary work allowed the group to practice skills that will be useful for future, larger projects.
Behind the Scenes
Filming was a learning process that improved over time. They started by using tripods for stability but later filmed without tripods to get more interactive shots. It was important to film scenes at night in good lighting so facial expressions could be seen. Different locations were tested to ensure video quality. The artist reflected on a relationship through scenic walking shots. Balloon scenes were shot at home with disco lights that matched the balloons' colors for an aesthetic effect. An iPhone was used instead of a professional camera for a past scene shot under natural light.
Reflection on Preliminary Task
The document provides a reflection on a preliminary filmmaking task completed by the student. It discusses the brief provided by OCR, which was to create a short film demonstrating continuity editing techniques. The student summarizes their pre-production planning, production process, and post-production lessons learned. While the short film captured some of the requested elements, the student recognizes areas for improvement in planning, equipment preparation, and developing a more extensive plan for their next film opening project.
Prelim eval
The document summarizes what the author learned from completing a preliminary filmmaking task. The author learned how to effectively use camera shots, manage time during filming, and ensure continuity between shots during both filming and editing. Areas of success for the task included good continuity and the use of various shot types. The author identifies areas for improvement such as more effective planning and inclusion of credits.
Evaluation
The document summarizes lessons learned from filming a project. It discusses problems encountered like wind interfering with audio, equipment malfunctions, and scheduling issues. Location recces could have been improved by testing audio quality and equipment should have been checked beforehand. More detailed planning of shots, schedules, and roles could have helped filming go more smoothly. Overall, management of the production went well but certain areas like location testing, equipment checks, and scheduling detail could be improved for future projects.
Q 7
The document discusses the progression of skills from the preliminary task to the full production. Key skills that improved include camera techniques like tilting and angle usage. Lighting and sound design were also stronger in the final production. Props, actor performance, and editing skills like using blade tool in Final Cut progressed. Organization and ensuring professionalism on set was learned. Overall, many technical and planning aspects strengthened from lessons of the preliminary task.
Evaluation activity 7
1. The document discusses various filmmaking techniques that were learned and applied when creating a full film product, based on lessons from an earlier preliminary task.
2. It was discovered that filming outside presents challenges like uncontrolled lighting and ambient noise. Storyboarding was found to be very important for planning shots and saving time during filming.
3. Continuity must be maintained between shots through consistent character positioning and adherence to techniques like the 180-degree rule and match on action editing.
Proposal
This proposal summarizes an idea for a psychological thriller film about a teenage boy named Alex who expresses his fears through drawings. When his drawings start coming true, it affects both his and his best friend Sophie's lives. The film will follow Alex as he questions his own identity and morality in relation to his imprisoned brother. It will feature three main characters - Alex, Sophie, and Alex's brother - and incorporate themes of identity, morality, and gender roles. The opening sequence will set up the characters and story through scenes in an art room, Alex's house, and an alleyway to build tension for the kidnapping that occurs.
Annotated script
This document provides a key for colors used in script formatting with Scene Direction text highlighted in LightBlue, Character Cues in LightGreen, Dialogue in Pink, Actor Directions in Grey, and SlugLines in Yellow and notes Camera Shots may be annotated around the script.
Target Audience Profile
This document defines the target audience for a thriller film. The target age range is 16-30 to match the main character who is entering art school. The primary target gender is men as the main character is male, and it challenges stereotypes of men not discussing problems. The target lifestyle includes those in higher education like university or art school from socio-economic groups A, B, C1 who can relate to the setting. The target psychographic groups are reformers interested in personal growth and succeeders with a good work ethic. The target interests include art, psychological films, and psychological thrillers given the narrative focuses on the main character's feelings and morals. The target geographical locations are the UK, Ireland and America as
Mood board for thriller opening sequence
A mood board focused on murder was created with the theme of "Wanted". It likely included dark imagery and words related to crime scenes, suspects, investigations and wanted posters to set the tone for a project centered around murder mysteries or fugitives.
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Production Diary- Entry 4
This document summarizes a film production team's fourth day of shooting. They filmed scenes at a pathway location in Caddington and then re-filmed scenes in a nearby park and alleyway to improve lighting. While weather posed challenges, the team overcame difficulties and efficiently completed all shots. They improved footage by filming earlier in the day and adding more artificial lighting. Though a lamppost outage caused issues, they adapted equipment and finished strong. Overall, the session was productive despite obstacles and the team completed their initial draft footage.
Production Diary- Caddington Park/ Alleyway
The document summarizes a film production crew's activities shooting scenes that required dark lighting conditions at Caddington Park on November 5th, 2016 between 3:45pm and 6:00pm. The crew of three students and a volunteer father arrived to set up equipment as the light faded. They filmed scenes but faced challenges with low lighting that were addressed by adding lighting from mobile phones. The father also assisted by acting and providing supervision. All planned shots were completed efficiently despite cold conditions, and the session was deemed a success though additional assistance may have helped.
Progression Since Preliminary Task
The document discusses the author's progression from the preliminary task to the final film project. In the preliminary task, the author's skills in editing, camera work, sound design, and use of mise-en-scene were more limited. However, for the final film, the author gained experience that allowed for improvements in interesting camera angles, subtle audio layering, continuity, set design, costume design, use of props, lighting techniques, and cinematography. The extensive reworking of drafts also improved the overall quality and coherence of the final film compared to the preliminary task.
Looking back at my preliminary task
The preliminary task showed much room for improvement in areas like video quality, camera work, shot variety, editing, and atmosphere. However, it served as a valuable learning experience, helping the filmmaker progress significantly for the final piece. Skills like lighting, sound, filming techniques, and creativity advanced. Mistakes from the preliminary task were turned into strengths for an improved final product with professional-quality footage, smooth camera work, varied shots creating tension and suspense, and polished editing. Overall, the preliminary task was an educational starting point that allowed the filmmaker's media skills to vastly improve.
Evaluation 3
The document discusses the learning experience of progressing from a preliminary task to a full product for an evaluation question. It describes feeling that the overall experience was enjoyable but sometimes stressful. It was beneficial to get comfortable with the equipment. The continuity between shots in a scene and following techniques like shot reverse shot and the 180 degree rule were observed. The original storyboard had to be adapted for length and complexity, replacing complicated shots with ellipses. Better time management, including a detailed shooting schedule, allowed wrapping early on the second shoot. Good organization and communication between the crew through online groups and meetings helped with sharing roles and development. Contracts, advance informing and dividing roles helped with managing actors, locations, costumes and props.
AS Media preliminary task evaluation.
The student learned how to use video equipment like cameras and tripods through completing a group preliminary task. They worked well together, giving each other advice to improve their video. However, they realized they could have improved it further by spending more time editing. They successfully storyboarded and filmed multiple takes when needed, but refilming wasted lesson time. The student also gained skills that will help with future group projects.
As film evaluation editing.
The document summarizes the editing process for a crime scene sequence. The editor used establishing shots of the college and crime scene to set the scene. A voiceover was added throughout to explain events. Short clips and jump cuts were used to build tension. Footage was color corrected and slowed to appear like CCTV. Match cuts maintained continuity to reinforce the CCTV footage illusion.
Post production Diary-One/Two
Grace began editing the footage from their horror film production into a teaser trailer. She imported shots 1-20 and 34-40 from the shot log into Adobe Premiere Pro. Grace cut unnecessary parts from the footage and ensured the scenes flowed continuously. While editing, she explored different editing techniques to enhance the teaser trailer, such as speeding up footage. However, Grace encountered some problems with offline audio and footage that caused delays.
Fallen apple productions crew pack
The document provides a production schedule and responsibilities for a short film crew. The director, Topaz, is responsible for deciding locations, ensuring the storyboard matches the script, narrowing ideas with the producer, and selecting suitable film conventions. Their schedule involves camera workshops and practice sessions in week 1, shooting bedroom and bus stop scenes in week 2, and the first forest scene in week 3. Weeks 4 and 5 involve reshoots and editing, with the second week of editing scheduled for week 6.
H@cked
The document discusses the production of a 5 minute short film by a group of students. It describes the roles of each group member and the challenges they faced finding a filming location and actor within their budget. They struggled to coordinate schedules but eventually filmed on location. The narrative relied on flashbacks edited to be recognizable through distorted sound and imagery. Sound design was a key aspect, using non-sync sound to allow for manipulation and avoid sync sound failures.
Evaluation 7
1) In the preliminary task, the storyboard could not be fully replicated due to unsuitable filming locations, which impacted the plot flow. For the final outcome, the storyboard was created with the available locations in mind so each shot could be planned precisely.
2) Lighting and composition were improved upon for the final outcome. Poor lighting situations were corrected and shots were pre-planned to avoid awkward angles.
3) A larger variety of shot types were used in the final outcome compared to the preliminary, including establishing shots and pans to imply character traits, adhering more closely to film conventions.
Evaluation of the prelim
The document discusses a group project involving filming and editing a scene that took 3 weeks to complete. It describes different types of shots used in the scene, including wide shots to establish context, close-ups to show detail of faces, over-the-shoulder shots for conversations, and discusses the purpose of each shot. It also mentions issues with focus on early takes but that the group worked through the problems. Overall it reflects that the preliminary work allowed the group to practice skills that will be useful for future, larger projects.
Behind the Scenes
Filming was a learning process that improved over time. They started by using tripods for stability but later filmed without tripods to get more interactive shots. It was important to film scenes at night in good lighting so facial expressions could be seen. Different locations were tested to ensure video quality. The artist reflected on a relationship through scenic walking shots. Balloon scenes were shot at home with disco lights that matched the balloons' colors for an aesthetic effect. An iPhone was used instead of a professional camera for a past scene shot under natural light.
Reflection on Preliminary Task
The document provides a reflection on a preliminary filmmaking task completed by the student. It discusses the brief provided by OCR, which was to create a short film demonstrating continuity editing techniques. The student summarizes their pre-production planning, production process, and post-production lessons learned. While the short film captured some of the requested elements, the student recognizes areas for improvement in planning, equipment preparation, and developing a more extensive plan for their next film opening project.
Prelim eval
The document summarizes what the author learned from completing a preliminary filmmaking task. The author learned how to effectively use camera shots, manage time during filming, and ensure continuity between shots during both filming and editing. Areas of success for the task included good continuity and the use of various shot types. The author identifies areas for improvement such as more effective planning and inclusion of credits.
Evaluation
The document summarizes lessons learned from filming a project. It discusses problems encountered like wind interfering with audio, equipment malfunctions, and scheduling issues. Location recces could have been improved by testing audio quality and equipment should have been checked beforehand. More detailed planning of shots, schedules, and roles could have helped filming go more smoothly. Overall, management of the production went well but certain areas like location testing, equipment checks, and scheduling detail could be improved for future projects.
Q 7
The document discusses the progression of skills from the preliminary task to the full production. Key skills that improved include camera techniques like tilting and angle usage. Lighting and sound design were also stronger in the final production. Props, actor performance, and editing skills like using blade tool in Final Cut progressed. Organization and ensuring professionalism on set was learned. Overall, many technical and planning aspects strengthened from lessons of the preliminary task.
Evaluation activity 7
1. The document discusses various filmmaking techniques that were learned and applied when creating a full film product, based on lessons from an earlier preliminary task.
2. It was discovered that filming outside presents challenges like uncontrolled lighting and ambient noise. Storyboarding was found to be very important for planning shots and saving time during filming.
3. Continuity must be maintained between shots through consistent character positioning and adherence to techniques like the 180-degree rule and match on action editing.
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Proposal
This proposal summarizes an idea for a psychological thriller film about a teenage boy named Alex who expresses his fears through drawings. When his drawings start coming true, it affects both his and his best friend Sophie's lives. The film will follow Alex as he questions his own identity and morality in relation to his imprisoned brother. It will feature three main characters - Alex, Sophie, and Alex's brother - and incorporate themes of identity, morality, and gender roles. The opening sequence will set up the characters and story through scenes in an art room, Alex's house, and an alleyway to build tension for the kidnapping that occurs.
Annotated script
This document provides a key for colors used in script formatting with Scene Direction text highlighted in LightBlue, Character Cues in LightGreen, Dialogue in Pink, Actor Directions in Grey, and SlugLines in Yellow and notes Camera Shots may be annotated around the script.
Target Audience Profile
This document defines the target audience for a thriller film. The target age range is 16-30 to match the main character who is entering art school. The primary target gender is men as the main character is male, and it challenges stereotypes of men not discussing problems. The target lifestyle includes those in higher education like university or art school from socio-economic groups A, B, C1 who can relate to the setting. The target psychographic groups are reformers interested in personal growth and succeeders with a good work ethic. The target interests include art, psychological films, and psychological thrillers given the narrative focuses on the main character's feelings and morals. The target geographical locations are the UK, Ireland and America as
Mood board for thriller opening sequence
A mood board focused on murder was created with the theme of "Wanted". It likely included dark imagery and words related to crime scenes, suspects, investigations and wanted posters to set the tone for a project centered around murder mysteries or fugitives.
Final Idea Evaluation
This document evaluates the pros and cons of a final film idea. It discusses how using a wooded setting would appeal to audiences by creating an eerie atmosphere for the thriller genre. However, filming in the woods at night could present safety issues. Additionally, having a female-led cast may limit appeal to male audiences, though it could provide "visual pleasure." Overall, the document concludes the idea has potential for success if the discussed challenges are addressed during planning and production.
Call sheet template
The call sheet summarizes the details for the short film "Knowing Nightmares" being filmed on November 12th. It lists the contact information for the director, producer, camera operator and editor. It outlines two scenes being shot - one inside Chris's bedroom and one outside in an alleyway. It provides cast and crew call times and transportation details. The preliminary schedule shows filming from 2-4:30pm with setup, two scenes shoots, lunch, and wrap by 4:30pm.
Location ideas
The document proposes three potential locations for scenes in a film:
1) The protagonist Alex's bedroom, which would establish his character through artistic drawings on the walls. This suits the narrative and allows audience identification.
2) A dark alleyway near Alex's house, suitable for a kidnapping scene due to its suspenseful and isolated nature. This location directly connects to drawings shown earlier.
3) An art room at the school, where drawings shown in the title sequence will be displayed. Though mundane, it establishes themes of art and narrative through the drawings' dark contents.
Props
This will be the PowerPoint focused on props and costume of what we will be using for our thriller sequence.
Mood board- Thriller Opening Sequence
The setting of the thriller will be in isolated woods, helping to establish an eerie atmosphere and conform to genre conventions. A group of teens venture deeper into the woods for an art project but realize they are not alone, as the woods are rumored to be the site of multiple disappearances, as revealed in a newspaper article. The characters will have varying personalities, including a strong female protagonist. In the opening scene, a concerned parent reads about the recent disappearances in the woods his daughter has just entered.
Casting profiles
The document summarizes casting profiles for three roles in an upcoming production:
Alex, to be played by Cameron Mullane, who is available on shooting dates and has experience in theatre and film. Sophie, to be played by Bailee Brooks, a media studies student familiar with production work who will also help produce. Alex's brother is to be played by Miles Capp, an editor who will help with post-production and is already working on the film with Bailee.
Opening sequence analysis- What Lies Beneath
The opening sequence of What Lies Beneath establishes the setting, characters, genre, and themes through various film techniques. It introduces the protagonist through a reaction shot in the bath and establishes the importance of water through title cards and camerawork. Low key lighting and isolation of the house location communicate the psychological thriller genre and dark themes. Characterization of the leading couple's happiness sets up the story's equilibrium before it is disrupted.
Market Research
This document analyzes the success of recent thriller films. It finds that while thrillers may have a more niche audience than other genres like comedy or drama, some thrillers like The Martian and Maze Runner were very successful financially. The Martian succeeded due to the popularity of its science fiction themes and famous actors. Maze Runner's sequel did not meet expectations set by the original, but its marketing still drove audiences to see it. Jurassic World found widespread acclaim due to nostalgia for the original Jurassic Park films and appealing to a broad audience with its action and dinosaur themes. Blending elements from popular genres helps thrillers attract a larger target audience. This analysis of successful thriller films will help inform the creation of
Techniques I like
The document discusses techniques that the author intends to use in their thriller film opening sequence. These include establishing shots to set the scene and atmosphere, as well as a small plot twist at the end to entice audiences to watch more. Focus pulls and dolly zooms are also discussed to hide/reveal details and emphasize emotions. In conclusion, the author believes incorporating these researched techniques will help them create an intriguing opening that sets up the thriller conventions and narrative.
BBFC Guidelines
This document discusses film rating guidelines in the UK, specifically the 15 and 18 age ratings. A 15 rating means those under 15 cannot view the content, and it can contain strong violence, language, sexual content and more. An 18 rating means only adults 18 and over can view, and it can contain very strong violence, graphic sexual content, horror and gore. The author considers these ratings in planning an opening for their own thriller film, to choose a rating that appropriately matches the dark and violent content while protecting younger audiences.
Film Distribution
Film distribution refers to making a film available to an audience and involves advertising to raise awareness. Common distribution methods include theatrical release in cinemas, DVD releases sold in stores or online, digital releases online through sites like Netflix, print advertising through posters and magazines, and marketing on social media. While cinemas attract large audiences, the costs and competition make it difficult for new filmmakers; DVD and digital releases give more control but less discovery. Social media can directly target audiences but ads have short lifespans. Overall, the best method depends on a film's budget and target audience.
Opening Sequence- Key Conventions
The document discusses several key conventions that are commonly used in opening sequences of films. These include introducing the title and credits to inform viewers of the actors, directors, and producers involved. Establishing shots are often used to set the scene and location. Character introductions allow the audience to learn about who the protagonists are and get curious about their roles in the unfolding narrative. Production logos advertise the studio behind the film. And non-diegetic soundtracks, like theme music, are employed to set the mood and give clues to the genre and themes explored in the movie. Examples are given of how these conventions have been applied in the openings of films like "What Lies Beneath," "The Shining," and
Opening sequence analysis- The Sixth Sense
The opening sequence of The Sixth Sense establishes the characters, setting, themes and genre through its use of camerawork and lighting. Shots of the protagonists' home present them as normal people living in a quaint house, creating a false sense of security. Dark lighting and shots that make the characters seem vulnerable later subvert this equilibrium and establish the psychological thriller genre. The sequence uses lighting contrasts and camera angles to represent characters and events in a way that intrigues audiences and makes them want to see more.
Opening Sequence Analysis- The Shining
The document provides an analysis of the opening sequence of the film The Shining. It discusses how the narrative is set up through the title sequence and establishing shots that introduce the isolated setting. Characters are kept mysterious through a focus on their vehicle. The thriller genre and dark themes are communicated through the ominous soundtrack. Mise-en-scene elements like the rural setting and camera angles represent the people and events as sinister and mysterious.
Title Sequence Comparison
The document compares the opening title sequences of three films: Signs, Music and Lyrics, and The Chronicles of Narnia. It finds that all three follow a similar conventional order of credits but vary in other ways. Signs uses an intense, suspense-building title sequence alone. Narnia combines titles with train footage to introduce characters and settings. Music and Lyrics parodies a music video to set the comedic tone. The conclusion is that an effective title sequence can either focus on building tension or accompany footage to establish the narrative.
Narrative Task- The Sixth Sense
The document discusses several narrative theories and how they are applied in the film The Sixth Sense. It analyzes how Todorov's stages of equilibrium, disruption, disequilibrium, resolution, and new equilibrium are evident in the film's opening sequence. It also examines how Propp's character archetypes like the hero and helper can be seen in characters like Malcolm and Cole. Additionally, it identifies the binary opposition between the living and dead created by the film's supernatural elements. Throughout, enigma codes that intrigue the audience and leave them with questions are analyzed. The conclusion reflects on how understanding these theories can improve creating narratives.
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Reflection on preliminary task
The student believes they fulfilled most or all of the criteria for the preliminary task of filming a character entering or opening a door in under 2 minutes. They followed cinematography techniques like the 180 degree rule and used different shot types like long shots, mid shots, and close ups. Filming was difficult due to issues like actors' expressions, background noise, and lighting conditions at different times of day. The best times to film were during lessons and after school to avoid interruptions. Editing in Final Cut Pro taught the student how to upload footage, trim clips, change lighting, organize bins, and export a finished video.
EL342- Evaluation
The student evaluated their process of creating a short film for a class project. They were challenged by having to learn new software and equipment within a 10 week deadline. Their process involved extensive research, writing a 12 page treatment, storyboarding, scheduling filming in scenes, casting actors from their group, and editing. Some difficulties included sound issues, limited equipment access, and scheduling conflicts. The student believes the experience improved their filmmaking skills and knowledge of managing group projects.
Media evaluation
The group felt they learned and improved editing and camerawork skills from their preliminary task to the full product. For editing in iMovie, they progressed in cutting footage to the required length, adding transitions and sound effects. Their rough cut was over length so they further edited it down. They developed skills in precision timing for sound and placement of transitions. For camerawork, they used techniques like close-ups, over-the-shoulder shots, and tracking shots which they improved upon from the preliminary task to the final product.
Construction Process
The document describes changes made during filming and editing of a student film project. During filming, additional scenes were added, the shooting schedule had to be adjusted due to time constraints, and locations were extended. During editing, different effects like fast forward and slow motion were tested, the soundtrack was edited to better match the visuals, and shots were reordered to improve the narrative. The filmmakers had to adapt to challenges but utilized available resources to complete their final product.
Question 6 Answer
We used different cameras for filming which resulted in inconsistencies in quality and format between shots. Scheduling filming sessions was also challenging due to cancellations and no-shows from group members. Weather and technical issues like strong winds also caused problems during filming.
As the editor, I learned skills in Final Cut Express HD like adjusting audio levels and trimming clips. I used additional programs for titles and copyright-free soundtracks. My role as editor was enjoyable but the tight deadline meant some parts of the editing were rushed.
Evaluation of preliminary task
The document summarizes the evaluation of a preliminary film task. It notes that while there were setbacks in filming, the actors performed well and the location and lighting were suitable. However, mistakes were made such as not strictly following the storyboard, poor planning of filming dates, and technical errors like a boom pole falling into the shot. Lessons learned include the importance of adhering to the storyboard, advanced planning, and avoiding technical mistakes. The brief was partially met but shot reverse shots were not achieved due to time constraints. Technical skills like titles and transitions were applied in editing.
Preliminary Task Evaluation
The set brief for the preliminary task was to produce a short film involving a character opening a door, crossing a room, and having a conversation with another character. This was to incorporate match on action, shot/reverse shot, and the 180 degree rule. In preparation, the student researched terms, explored camera techniques, storyboarded scenes, planned locations and casting. Filming went well though there were issues with natural lighting. In post-production, the student edited in Adobe Premier Pro, adding elements to create an eerie atmosphere through manipulating shots and sound. Overall the preliminary task met the brief, with strong camerawork but some room for improvement in match on action continuity.
Evaluation 7
The preliminary task highlighted areas for improvement in camerawork, editing, continuity, and production value. It had shaky camerawork, noticeable editing errors, thumb in the lens, and lacked retakes. The final opening sequence showed improved techniques with smoother transitions, ability to reshoot, and altered focus. It was also shot at different times of day and used external lighting and microphones for better atmosphere, sound, and engagement. The preliminary task lacked these elements and production quality.
Progression from it to the full product
1) The document discusses the progression from the preliminary task to the final film product. It summarizes the key areas of improvement, including using a tripod for steady shots, filming scenes multiple times to select the best shots, and incorporating appropriate mise-en-scene elements like costumes.
2) Planning and organization was significantly improved, allowing for more filming and editing time to create a higher quality final product compared to the rushed preliminary task.
3) Acting and camera movements were enhanced, making the final film more realistic and interesting than the static preliminary version. Group roles and regular meetings supported efficient collaboration.
Q6
The document discusses what was learned from creating a short film using Premier Pro editing software and camera equipment. Specifically, it discusses how time consuming the editing process is, requiring months to edit just a 2 minute clip. It also discusses how elements like color grading, music, and camera shots can significantly impact the tone and audience experience. Both handheld and tripod shots were used, with handheld shots adding to the panic in some scenes. Overall, the filmmakers felt they made good use of footage and matched music well, but had to re-shoot some clips due to issues with an actor's reaction not reading well on camera.
Evaluation
The document provides an evaluation of a film production project. It summarizes the research process, pre-production planning, production, strengths and weaknesses. For production, it notes effective transitions, music, and editing though some minor mistakes. Strengths included various camera angles during recording but weaknesses was finishing past the deadline. Audience feedback praised the editing, sounds, and effective transitions. Improvements could have included adding special effects with more time as well as filming additional scenes in other locations.
Evaluation Task 7
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to full product?
Question 7
1) The document discusses improvements made to audio recording techniques between a preliminary task and final production. External microphones were used to capture clearer dialogue and sounds effects to enhance scenes.
2) Lighting techniques like high and low key lighting were more fully implemented in the final production compared to the preliminary task. Lighting was used to portray character emotions and received positive feedback.
3) A variety of editing techniques like jump cuts, fades, and dissolves were used in both tasks but applied more purposefully in the final production to manipulate pacing and enhance scenes, drawing from successful thriller films. Overall the document reflects on skills developed in audio recording, lighting, and editing between the preliminary and final tasks.
Appleby street final draft changes
The document summarizes changes made to a film project. It describes adding a time lapse shot to the middle section to indicate passage of time and address lighting continuity issues. It also details altering the ending by extending the background piano music. Problems encountered like rain ruining cloud footage or sizing issues were addressed through multiple takes and editing techniques.
Question 7
The document discusses what the author learned from their preliminary task to their final film project. They realized the importance of effective communication within their group, allowing them to meet deadlines. They also learned to properly plan casting, research conventions, engage audiences on social media, improve mise-en-scene with locations and props, and enhance editing skills like using color, sound, and higher quality software. Going through challenges on the preliminary task helped them identify areas for improvement to create a more polished final product.
Question 7: Looking back at your preliminary task, what do you feel you have ...
The document discusses what the author learned from their preliminary task to their final film project. They realized the importance of effective communication within their group, allowing them to meet deadlines. They also learned to properly plan casting, research conventions, engage audiences on social media, improve mise-en-scene with locations and props, and strengthen editing skills like using color, sound, and higher quality software. Going through challenges on the preliminary task helped them identify areas for improvement to create a more polished final product.
Prelim task
From filming their preliminary short film, the author learned several lessons that improved their skills for the full film. They gained experience with filming techniques like different shots and maintaining the 180 degree rule. For editing, they learned tools like razor cuts and ripple deletes in Premiere Pro. Communication and using feedback helped strengthen their group work. Applying these lessons, the author created stronger sound editing, more cohesive music, and improved video quality for their final film compared to the preliminary version.
SKILLS BASE FILM EVALUATION
Sophie Waters evaluated her skills-based filmmaking task, summarizing what went well and could be improved. Transitions between shots flowed well, though the drone shot was a different scale. Sound effects were louder than dialogue, and abrupt stops in music were unnatural. For future projects, she would ensure consistent camera sizes, use lighting and microphones, add transitions between shots, and spend more time editing than filming to improve cohesion. She learned to plan thoroughly, follow a storyboard, take varied shot types, and add sound and video simultaneously during editing.
Doc consturction
The document provides details on the editing process for constructing a 5-minute documentary. Key steps included:
1. Creating a timeline to track the length of footage and ensure the documentary was 5 minutes. Various clips such as credits, introductions, and interviews were trimmed and added.
2. Background music was added in several places to set the pace and atmosphere.
3. Voiceovers were synced with related video clips and subtitles were created for a foreign language interview.
4. Color correction was applied to improve consistency in an expert interview shot with different cameras.
5. The introduction animation and music were copied and pasted at the end to act as a motif around an imaginary advertisement break.
Evaluation activity 7
- The filmmakers improved their skills in camerawork, editing, and shot composition between their preliminary task and final production.
- In the final production, they used more varied shots, camera movements, and editing techniques like jump cuts to better engage audiences.
- They also improved at applying filmmaking principles like the 180-degree rule and matching shots for continuity between scenes.
- Some challenges remained, like maintaining consistent lighting across different filming days, but overall their skills and the production quality increased significantly from the preliminary task to the final film.
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Question 7: Looking back at your preliminary task, what do you feel you have ...
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Production Diary Day 3
- 2. Location: Caddington Woods Date: 12/12/15 Time: 12:30pm During this production stage, we were required, for a final time, in correspondence to the creation of our first draft, to re-film some of our footage within location 2. This session arose after some issues in regards to technicality, during the editing stage, came to our attention. This being the issue of sound, which due to the strong ambience of wind noise within our second location (Caddington Woods) this resulted in the dialogue within our footage to be somewhat muffled as well as overthrown by the dominant ambiance that the wind sound creates. Therefore, in response to this we decided upon re-filming all dialogue scenes, however, this time with the use of a boom-mic.
- 3. Location: Caddington Woods Date: 12/12/15 Time: 1:30pm This piece of equipment was essential to re-filming our dialogue footage and allowed for the dialogue of characters to be grasped coherently within the footage, whilst the wind noise is, at the same time, blocked out and muffled, resulting in a far less harsh and overwhelming piece of ambience. Although we had previously attempted the application of voice- overs in order to address this issue, we found that this did not fit the exterior location of our footage, and created a somewhat artificial and unrealistic separation between the characters and their speech. Therefore, I believe that our use of this equipment was the correct decision to make in regards to ensuring the overall quality of our piece.
- 4. Location: Caddington Woods Date: 12/12/15 Time: 2:30pm During this session as well as re-filming our dialogue scenes, we also filmed some additional pieces of footage. For example we filmed some additional filler shots, such as close-ups of feet and eyes. This was a highly useful process in assisting the overall flow of our piece, as this acts as a form of transition of the character’s movement from one scene to another, as well as helping to add more variety to the shots within our piece. In regards to my own contribution during this piece, I took part within the acting element, as well as taking up my previous role of helping to direct the characters within our piece, making sure that the footage we re-film was close to our original footage, in terms of framing and camerawork. Also, due to the addition of the boom-mic, all members of our team took the role of assisting our camera manager, Danielle, ensuring that the boom-mic was close enough to our actors to detect the dialogue, however, far away enough that the equipment did not get captured within the shot. Therefore, during this session in regards to the collaboration of our team, this went smoothly, with all members working hard towards the completion of our final piece.
- 5. Overall… During this session we were able to complete all dialogue, as well as any additional pieces of footage by 3:30pm. This was a considerably faster session in comparison to it’s predecessors, revealing that the collaboration of our team and its actors has improved, becoming more efficient in completing each task as well as handling the equipment. Upon checking the newly taken footage, we found that the use of a boom-mic was highly successful, and assisted well in holding back the full force of the wind ambience, allowing for the amplification of the dialogue of our characters, yet at the same time retaining some of the ambience in order to create for an atmospheric and realistic representation of the our chosen setting. In regards to my own contribution, I took part in a variety of roles, both in front of and behind the camera. This helped me to develop my skills and also, by switching roles with other team members throughout this session, we were able to allow all members to have a go with the new equipment (this being the boom-mic), making for a highly useful and shared experience for all members of our group, as well as the improved finalisation in the quality of our footage, in particular, in regards to the overall sound. Therefore, upon the completion of this third production day, we were able to re-film our footage as well as gain additional filler pieces, which would assist in the overall flow and framing variety of our piece. Therefore, resulting in a highly successful session contributing highly to the completion of our Thriller Opening Sequence.