This document discusses what was learned between a preliminary task and the final production. It analyzes how various technical aspects introduced in the preliminary - including action matching, panning, mise-en-scene, and shot/reverse shot - were incorporated into the main production. It provides specific examples for each aspect, noting how techniques like panning and action matching were used effectively but could sometimes be replaced by alternative shots. Mise-en-scene and costumes were also improved from the preliminary by choosing more appropriate characters, attire, and locations.

1. Question 7
Looking back at your preliminary task,
What have you learnt in the progression
from it to the final product?

2. What did we learn in our preliminary
task?
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•
•
•
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Action match
Pan across the room
180 degree rule
Mise-en-scene
Shot/reverse shot
How did we incorporate these technical aspects
in our main production?

3. Action match
• It was stated in the brief to our preliminary task
that we must include an action match shot. For
this set example we filmed an action match of
one of our characters walking through a door.
• In our main production we also did the same
thing at the stage when the children are running
out of the door to play outside the camera pans
to show the direction in which the children are
running and as a result cuts to show them
running out the door on the opposite side.

5. Pan
• We incorporated this camera movement fairy
frequently within our production.
• Looking back now we have seen how often
this pan is included we have thought of ways
in which we could swap the occasional pan for
an alternative movement.

7. • The pan of the ball rolling across the road
could have alternatively been; a track in to
follow behind the ball as it crosses the road or
; a track right to follow the ball sideways on its
journey across the road.

8. Mise-en-scene
• In our final preliminary we corrected previous
errors of; unsuitable characters; unsuitable
costumes; unsuitable location.
• In our production task we chose more fitting
characters; ie. Correctly aged and presented, as
well as there more suitable costumes, work/school
attire.
• In Question 2 of our evaluation, we have already
discussed how looking back now we believe we
presented our ‘average family’ too high class,
therefore our choice in location could be
considered as wrong as well as the choice in private
school uniform.

9. •Tommy’s costume could be
considered unsuitable according to
the challenging independent
production company we are acting
as, because of how stereotypical it
is of a youth.
•The less challenging
representation targets the lower
income bracket audience however
still works well with our
production as this clothing has
been associated stereotypically
with crime and misfortune
therefore works with the genre.

10. •Both parents
costumes
were suitable
for our
production
•We learnt
from our
preliminary
that costumes
must be fitting
in order to be
successful in a
production

12. • The costumes for our child actors were
suitable on the basis that we set our scene on
a school morning therefore the children must
be dressed and ready to go on their way to
school.
• However they could also be classed as
unsuitable as they don’t challenge stereotypes
of the ‘average family’ being high class and
wealthy enough to afford private school.

13. Tilt
• We did not include this in our preliminary task
however it was a movement we learnt in the
process of filming our production in one of
our technical lessons
• We decided it was suitable to include in our
production when Tommy appears to be
leaning over Ellie when she picks up the ball.

15. Shot/reverse shot
• This was a technique discovered in our
preliminary task which we didn’t include in
our production as we didn’t include enough
conversation in a suitable position within the
shot to be able to use the technique without
breaking the 180 degree rule
• Because we used most of the floor space
available in our kitchen scene were most
dialogue took place we couldn’t include a
shot/reverse shot without breaking the
compulsive 180 rule.