Storyboard
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The document describes 17 scenes from a film depicting a character who is being bullied in school. In scene 1, the character puts books in a bag at home. In scene 2, the character rides the train to school looking unhappy. In later scenes, the character gets good grades but remains unhappy, runs away from school and sits alone at a train station contemplating jumping off a bridge. The character is depicted as growing increasingly sad and desperate throughout the film.
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THE VISITOR - FINAL SCRIPT
1) The document describes the scene of a suburban street at nighttime, with lights going off in houses as children go to sleep.
2) It then shows a hooded woman on a bus holding a printed map with the address of a house where a child and au pair live.
3) Cutting between the interior and exterior, the woman is seen walking to the house as the au pair cares for the child and sketches pictures in her room.
4) When the woman arrives at the house and opens the front door, it is revealed that she is actually the child's mother, surprising the au pair who is seen having scribbled out faces in a family photo book.
Mv proposal ppt
Selena Gomez has released a new pop/EDM song called "Wolves" about overcoming obstacles for romantic love. The music video proposal outlines plans to create a conceptual video through strategic use of lighting, locations, editing techniques and shots that follows a woman struggling to find what she wants, representing complicated teenage feelings. The target audience is female teenagers and young adults who closely relate to the song's lyrics.
Final shooting script
The document is a shooting script that outlines two potential outcomes for a scene where James is driving and sees Ben crossing the road. In the first outcome, James is distracted by his phone and hits Ben with his car. In the second outcome, James decides to pull over and read his text, allowing Ben to cross safely. The script then shows the aftermath of each outcome, with police officers visiting Ben's mother Carol after the accident in the first outcome and Carol having dinner alone in the second outcome where no accident occurred.
Shotlist
The document provides a shot list for a music video to be filmed in York. It lists various shots needed of the male character at different locations around York including Station Road Bridge, Wellington Row, Station Road, Blossom Street, York Minster, Museum Gardens, and Parliament Street. The shots include both close-ups and wider shots of the character walking alone and with a female character, as well as them laughing, holding hands, and listening to music together.
Final shooting script[1]
The shooting script outlines two potential outcomes for a scene where James is driving and receives a text message while Ben is walking along the road. In the first outcome, James looks at his phone while driving and hits Ben with his car. In the second outcome, James pulls over to read the text, allowing Ben to cross safely. The script then shows police officers informing Ben's mother Carol of the accident and she grieves alone. It ends with Carol alone at the dinner table after Ben's death.
Vertigo notes copy
Vertigo conforms to thriller codes and conventions in several ways:
1) It uses camera shots and angles like close-ups, tracking shots, and point-of-view shots to convey Scotty's perspective and increasing obsession.
2) The score becomes more unsettling and eerie as Scotty becomes more obsessed with Madeline.
3) It employs lighting techniques like low-key lighting, chiaroscuro lighting, and changes in saturation to build mystery and heighten the psychological elements.
4) The narrative is nonlinear and characters like Scotty have psychological issues like agoraphobia that propel the plot.
In depth analysis of three music videos in the drum and bass genre
This document analyzes and summarizes three music videos in the drum & bass genre: "Sun is Shining" by Axwell /\ Ingrosso, "Stay the Night" by Zedd ft. Hayley Williams, and "Gravity" by DJ Fresh feat. Ella Eyre. It discusses how each video relates the visuals to the song lyrics, follows conventions like focusing on the music rather than artists, and tells a narrative. While the videos contradict expectations that drum & bass videos have low lighting and no connection between music and visuals, they still focus more on other people than the main artists. Analyzing these videos provided more ideas for acceptable conventions in drum & bass music videos than the researcher initially expected
Ellie Goulding Deconstruction
Ellie Goulding's music video for "The Writer" shows her singing and miming the lyrics in casual clothes in natural outdoor settings like a field, representing the singer-songwriter genre. The video tells a narrative story through her performances. Specific shots emphasize lyrics, like her smiling when singing "I tried out a smile," or shadows appearing when she sings about shadows interrupting. Close-ups focus on Ellie Goulding throughout, and high camera angles suggest she is being watched from a lighthouse she sees in the distance.
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THE VISITOR - FINAL SCRIPT
1) The document describes the scene of a suburban street at nighttime, with lights going off in houses as children go to sleep.
2) It then shows a hooded woman on a bus holding a printed map with the address of a house where a child and au pair live.
3) Cutting between the interior and exterior, the woman is seen walking to the house as the au pair cares for the child and sketches pictures in her room.
4) When the woman arrives at the house and opens the front door, it is revealed that she is actually the child's mother, surprising the au pair who is seen having scribbled out faces in a family photo book.
Mv proposal ppt
Selena Gomez has released a new pop/EDM song called "Wolves" about overcoming obstacles for romantic love. The music video proposal outlines plans to create a conceptual video through strategic use of lighting, locations, editing techniques and shots that follows a woman struggling to find what she wants, representing complicated teenage feelings. The target audience is female teenagers and young adults who closely relate to the song's lyrics.
Final shooting script
The document is a shooting script that outlines two potential outcomes for a scene where James is driving and sees Ben crossing the road. In the first outcome, James is distracted by his phone and hits Ben with his car. In the second outcome, James decides to pull over and read his text, allowing Ben to cross safely. The script then shows the aftermath of each outcome, with police officers visiting Ben's mother Carol after the accident in the first outcome and Carol having dinner alone in the second outcome where no accident occurred.
Shotlist
The document provides a shot list for a music video to be filmed in York. It lists various shots needed of the male character at different locations around York including Station Road Bridge, Wellington Row, Station Road, Blossom Street, York Minster, Museum Gardens, and Parliament Street. The shots include both close-ups and wider shots of the character walking alone and with a female character, as well as them laughing, holding hands, and listening to music together.
Final shooting script[1]
The shooting script outlines two potential outcomes for a scene where James is driving and receives a text message while Ben is walking along the road. In the first outcome, James looks at his phone while driving and hits Ben with his car. In the second outcome, James pulls over to read the text, allowing Ben to cross safely. The script then shows police officers informing Ben's mother Carol of the accident and she grieves alone. It ends with Carol alone at the dinner table after Ben's death.
Vertigo notes copy
Vertigo conforms to thriller codes and conventions in several ways:
1) It uses camera shots and angles like close-ups, tracking shots, and point-of-view shots to convey Scotty's perspective and increasing obsession.
2) The score becomes more unsettling and eerie as Scotty becomes more obsessed with Madeline.
3) It employs lighting techniques like low-key lighting, chiaroscuro lighting, and changes in saturation to build mystery and heighten the psychological elements.
4) The narrative is nonlinear and characters like Scotty have psychological issues like agoraphobia that propel the plot.
In depth analysis of three music videos in the drum and bass genre
This document analyzes and summarizes three music videos in the drum & bass genre: "Sun is Shining" by Axwell /\ Ingrosso, "Stay the Night" by Zedd ft. Hayley Williams, and "Gravity" by DJ Fresh feat. Ella Eyre. It discusses how each video relates the visuals to the song lyrics, follows conventions like focusing on the music rather than artists, and tells a narrative. While the videos contradict expectations that drum & bass videos have low lighting and no connection between music and visuals, they still focus more on other people than the main artists. Analyzing these videos provided more ideas for acceptable conventions in drum & bass music videos than the researcher initially expected
Ellie Goulding Deconstruction
Ellie Goulding's music video for "The Writer" shows her singing and miming the lyrics in casual clothes in natural outdoor settings like a field, representing the singer-songwriter genre. The video tells a narrative story through her performances. Specific shots emphasize lyrics, like her smiling when singing "I tried out a smile," or shadows appearing when she sings about shadows interrupting. Close-ups focus on Ellie Goulding throughout, and high camera angles suggest she is being watched from a lighthouse she sees in the distance.
Shot list
This document contains a shot list for a music video titled "If I Were a Boy MV". It outlines 56 shots across 5 scenes: 1) The main character getting ready in their bedroom, 2) Another character getting ready in their bedroom, 3) The two characters walking together on the street, 4) The characters sitting and playing together in a park, and 5) The characters at one of their houses. The shots include a variety of angles, distances, and camera movements to capture the actions and interactions between the characters throughout the video.
Evaluation 1
The document discusses influences from two music videos on the student's own music video. It mentions using a similar mid shot of the singer like in Sam Smith's "Stay with Me" to also show the location. It also discusses being inspired by the walking scene in Wretch 32's "Don't Go" as it links to lyrics in their song about feeling like strangers everywhere they go.
Nikki J - The Way You Do Storyboard Script (First Draft)
This document outlines the storyboard for a music video of the song "The Way You Do" by Nikki J. The storyboard alternates between color and black and white shots of a couple. It shows the couple going on a date, relaxing at one of their homes, dancing together, and expressing their love for each other through the lyrics of the song. The storyboard provides detailed directions for camera shots and transitions that will be used to depict the relationship between the couple through the course of the music video.
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The music video opens with shots of a door opening to reveal a man tied up and being murdered at a dining table. It then shows the artist taking off his mask and dancing around a house to the song. Shots of art in the house reference Daft Punk, who feature on the song. The artist is shown stroking awards on the walls, making him seem entitled. He then grabs a glowing pink cross and uses it to trash the house, smashing awards and dancing with the prop. The video ends with shots cross-cutting between the artist driving an identically colored car away from the destroyed house and the cross left amidst the rubble.
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Vertigo notes
Vertigo conforms to thriller codes and conventions through its use of camera techniques, sound, themes, and characters. It employs disorienting camera shots like the "vertigo effect" to convey the protagonist's acrophobia. Unsettling music and ambient sounds create mood and suspense. Symbolic elements like the color green and motifs of voyeurism and madness contribute to the psychological themes. The characters of Scottie and Madeline/Judy follow expectations of the thriller genre through their representations of instability, deception, and questionable reality.
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This document lists the influences on the mise-en-scene choices for various scenes in a music video. For the lip-synching scene, the black outfit and bright lipstick were inspired by Taylor Swift's "Shake It Off" video. The intro scene depicts social media on a phone, inspired by Little Mix's "Hair" video. Photos and a memory box showing memories in the memory box scene were inspired by One Direction's "Story of My Life" video. School uniforms in the school scene took inspiration from Britney Spears' "One More Time" video, while flashbacks were inspired by Taylor Swift's "Everything Has Changed" featuring Ed Sheeran.
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2. The present continuous tense which is used for temporary or ongoing activities and processes of change happening now.
3. The present perfect tense which is used for actions that began in the past and have relevance in the present, without specifying time. It can be used with words like ever, never, already, just, yet, for, and since.
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The document discusses influences from two music videos on the student's own music video. It mentions using a similar mid shot of the singer like in Sam Smith's "Stay with Me" to also show the location. It also discusses being inspired by the walking scene in Wretch 32's "Don't Go" as it links to lyrics in their song about feeling like strangers everywhere they go.
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The music video opens with shots of a door opening to reveal a man tied up and being murdered at a dining table. It then shows the artist taking off his mask and dancing around a house to the song. Shots of art in the house reference Daft Punk, who feature on the song. The artist is shown stroking awards on the walls, making him seem entitled. He then grabs a glowing pink cross and uses it to trash the house, smashing awards and dancing with the prop. The video ends with shots cross-cutting between the artist driving an identically colored car away from the destroyed house and the cross left amidst the rubble.
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This document provides examples of technical and symbolic codes used in two anti-bullying videos from 2015. For the first video, it notes the use of sad, non-diegetic music; zoom shots; famous actors to relate to audiences; close-ups of faces to show emotion; motivational quotes and words; and a well-known song. For the second video on cyber-bullying, it highlights the use of a well-known song; recognizable typing and notification sounds; an easy relatable subject; editing techniques; iconic phone icons; time-lapse shots; close-ups; realistic injuries; low camera angles; and the rule of three.
Vertigo notes
Vertigo conforms to thriller codes and conventions through its use of camera techniques, sound, themes, and characters. It employs disorienting camera shots like the "vertigo effect" to convey the protagonist's acrophobia. Unsettling music and ambient sounds create mood and suspense. Symbolic elements like the color green and motifs of voyeurism and madness contribute to the psychological themes. The characters of Scottie and Madeline/Judy follow expectations of the thriller genre through their representations of instability, deception, and questionable reality.
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This document lists the influences on the mise-en-scene choices for various scenes in a music video. For the lip-synching scene, the black outfit and bright lipstick were inspired by Taylor Swift's "Shake It Off" video. The intro scene depicts social media on a phone, inspired by Little Mix's "Hair" video. Photos and a memory box showing memories in the memory box scene were inspired by One Direction's "Story of My Life" video. School uniforms in the school scene took inspiration from Britney Spears' "One More Time" video, while flashbacks were inspired by Taylor Swift's "Everything Has Changed" featuring Ed Sheeran.
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The document discusses various camerawork, editing, lighting, and digital effects techniques used in music videos. It provides examples from videos by artists like Brick & Lace, Cassie, and Rihanna. Some techniques discussed are using silhouettes against dramatic backgrounds, varying camera angles of the same shot, splitting the screen with different color tones, adding transitions like fades or water splash effects between shots, and creating fast-paced montages. The document also mentions using effects to make shots look like CCTV footage.
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1. The present simple tense which is used for regular or permanent activities, states, and preferences.
2. The present continuous tense which is used for temporary or ongoing activities and processes of change happening now.
3. The present perfect tense which is used for actions that began in the past and have relevance in the present, without specifying time. It can be used with words like ever, never, already, just, yet, for, and since.
4. The past simple tense which is used to talk about actions that started and finished in the past.
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This document contains initial plans and ideas for music videos for various songs by different artists. It discusses 5 potential ideas before settling on "Angels" by Tom Walker as the final idea. For this song, it provides biographical information on the artist, describes the genre as indie pop/rock, and summarizes the meaning and tone of the song based on an interview with Walker. It then outlines plans for shooting the music video, including using different transitions between clips timed to the beat and incorporating various scenarios to tell a story reflecting the genre. Techniques like varying camera angles and shot lengths are discussed, as well as conventions like consistent lighting across locations.
Textual analysis
This document discusses textual analysis techniques for analyzing videos, including both technical and symbolic codes. It provides two examples of anti-bullying videos from 2015. For the first video, it notes the use of sad music, zoom shots, famous people to relate to audiences, close-ups showing emotion, motivational quotes, and a well-known song. For the second cyberbullying video, it analyzes the use of a well-known song, typing and notification sounds, focus on phones, time-lapse shots, close-ups of injuries getting worse, low angles showing loneliness, and close-ups of feet on an edge to indicate unease.
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This document provides an initial planning sheet for the music video of the song "Concrete Jungle". It breaks down the song section by section, listing potential shots, visuals, and location ideas to depict the lyrics and tone of each part of the song. For example, for the opening it suggests a 360 degree view of the city from the actor's point of view or close-ups of the singer. It also notes costume changes, lighting ideas, and using techniques like fast cuts or steady camera shots to set the right mood and pace. The overarching theme is depicting the singer moving between the concrete city and natural areas to symbolize the lyrics.
Wiley never be your woman analysis
The video begins with the artist singing at the top of an estate to seem more relatable to those living in similar conditions. Shots then show quick glimpses of someone presumed to be the artist at different ages through passports and birth certificates. When the tempo increases at 22 seconds, the estate is shown in an establishing shot, and various birthday cakes demonstrate the passage of time. A woman dancing throughout looks out on the estate, possibly suggesting various talents exist in such areas. In the second verse, 'Wiley' is no longer a child, and many shots show his rapping teenage self, though he remains unseen. It concludes with him entering a car, seen as significant to mainstream music, and driving away.
Old Video Timeline
Three individuals, Abdallah, Emma, and Brandon attended the same party. The next day, clues are revealed about what each person experienced after leaving the party. Emma is shown with new bruises, indicating she was hurt. Abdallah is sleeping on a bench with a photograph, appearing to have a troubled night. Brandon takes a bus but his destination is unclear. In the end, the three meet up as friends, revealing they knew each other despite going through unknown hardships after separating from the party.
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The document contains details for 30 shots in a film or video, including descriptions of the action, audio components, camera shots, angles, movement, and transitions between shots. It establishes a character looking in a mirror, their emotions, sitting alone at a table with food, sitting on a bed looking at magazines, screaming in frustration, running in a park, snorting drugs, and finally locking a door while saying they will do anything to be a model.
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More from Gabriela Miteva
Evaluation task 7
After creating a preliminary task, the author learned many lessons that helped with creating a full opening sequence product. They learned about action matching, symbolism in details, and the importance of planning, equipment, resources, lighting, editing, and getting enough footage. Creating the media product took several days of shooting over London and two weeks of iterative editing to craft the storyline and get feedback before finalizing. The process taught the importance of organization, problem-solving, and creating something quality for the audience.
7
- The author learned many things in progressing from their preliminary task to the full product, including how to do action matching, plan details, and use equipment like cameras and tripods.
- Planning was vital but the author had issues with organization and carried out most of the opening sequence alone. This taught self-reliance but was difficult.
- Editing required patience and enough footage. The author changed their idea and shot order over 10 times to get the best storyline and spent a full day editing.
Prop list
This document lists props and costumes needed for a scene depicting the bullying of a boy named Uche. It includes items like glasses, a white t-shirt, black trousers, black trainers, a black jacket, hoodies, tracksuits, a bag pack, and books. For each item, it provides details on what character will wear it, what scene it will be used in, and what symbolic meanings or connotations the items have, such as representing innocence, loneliness, anger, or stereotypes associated with bullies. The document aims to convey symbolic subtext and meanings through the costuming choices that will be seen on screen.
Call sheet
The call sheet summarizes the production details for the short film "Suicide" including the production group members, filming dates from February 13th to March 21st 2014, locations of Train, College and London Bridge, roles and contact details of actors and production crew Uche, Eyybhan, Plamena and Gabriela.
Cast details
Uche is suitable to play the role of a bullied student in a school media studies opening sequence because he wears glasses and clothes that do not attract attention, representing the stereotype of an unconfident wallflower boy who is not too tall or strong. Another actor is suitable to play the bully because he is taller and stronger with a low voice, allowing him to portray a "gangsta" boy through his body language and movements who likes to show power over weaker students.
Production schedule
This production schedule outlines the shooting plan for a film over several dates in February and March. It includes 26 shots to be filmed at locations like London Bridge, a train station, and a college. For each shot, it lists the date, shot number, description, required equipment, crew, talent, and any necessary props. The main talent is Uche, who will play a character experiencing flashbacks and attempting suicide at London Bridge. Repeated shots will be filmed of scenes at the train station, London Bridge, and the college, where the character is bullied.
Reece photos
The document discusses three potential filming locations for a movie scene: London Bridge in the afternoon for a character considering suicide, Clapton train station which is close to college and rarely busy, and the school library to portray a character being bullied. London Bridge would provide effective lighting and atmosphere for the drama genre. Clapton station also has sufficient lighting and space to shoot when quiet. Permission is likely needed for the train station and definitely for the library, but all locations could work with the right timing and permissions.
Amended shot l ist
The shot list summarizes 30 shots across 20 scenes depicting a character on London Bridge who is experiencing flashbacks of being bullied at school. The shots include aerial, close-up, medium, and long shots showing the character sitting on the bridge wall and putting his head in his hands before getting up and walking to the train station. At the station, he sits with his head down until hearing an approaching train, then stands and walks to the platform where he watches the train pass before the screen cuts to black with the title "Suicidal".
Shot list (2)
The shot list documents 27 shots for a film scene taking place on London Bridge. It involves a character who is shown to be lonely and sad throughout various shots, from extreme long shots of him alone on the bridge to close ups of his tear-filled eyes. The shots build towards the character preparing to jump from the bridge, with a close up of a letter in his hand, suggesting he may be contemplating suicide.
Shot list (2)
The shot list documents 27 shots for a film scene taking place on London Bridge. It involves a character who is shown to be lonely and sad throughout various shots, from extreme long shots of him alone on the bridge to close ups of his tear-filled eyes and sad facial expressions. The shots build up to the character preparing to jump from the bridge while holding a letter, showing his plans to end his life due to his loneliness and depression.
Research task 2
The document summarizes the opening sequences of two drama movies, "My Sister's Keeper" and "Shawshank Redemption". For "My Sister's Keeper", the opening uses bright colors, family photos and videos, and smiles to represent the family's story and establish the dramatic theme. Shots include close-ups of emotions, medium shots of behaviors, and long shots of the environment. The soundtrack uses slow music and laughing to set the mood. For "Shawshank Redemption", the black-and-white opening with engraved titles emphasizes the dramatic storyline. Shots are short with some tilting but little camerawork. The opera-like soundtrack is dramatic, sad and slow. Both
Research task 2
The document summarizes the mise-en-scene, camerawork, sound, and editing techniques used in the opening sequences of two drama movies:
- For "My Sister's Keeper", the opening uses bright colors, family photos and videos, and montages of small clips to set the scene and establish the family drama. Close-up, medium, and long shots are used to show emotions, actions, and environment. Slow music and voices establish the tone.
- "Shawshank Redemption" uses engraved titles and images to emphasize the setting, and black and white with strategic colors to dramatize the storyline. Close-ups and tilts are used with an emphasis on editing over camera
More from Gabriela Miteva (14)
Storyboard
- 1. 1 ACTION: the character Is putting his books in the bag LOCATION: At home, it is not clear what is the the environment. 0:08 AUDIO 1 – SPOKEN There is no speech AUDIO 2 - AMBIENT CAMERA SHOTS Medium Close Up CAMERA ANGLES P-O-V CAMERA MOVEMENT Handheld DIRECTION ↑ AUDIO 3 – MUSIC Slow music, dramatic, like a piano music TRANSITION TO NEXT SHOT FADE to a title
- 2. 2 ACTION: the boy is in the train, on his way to school, looking through the window, looks unhappy LOCATION: interior/exterior train AUDIO 1 – SPOKEN No speech AUDIO 2 - AMBIENT AUDIO 3 – MUSIC CAMERA SHOTS ECU CAMERA ANGLES EYE CAMERA MOVEMENT STATIC PAN TRACK CRANE TILT HANDHELD MOBILE ZOOM DIRECTION → The same song TRANSITION TO NEXT SHOT Fade to another title 0:08
- 3. 3 ACTION: someone pushes the character LOCATION: interior/exterior In front of the college AUDIO 1 – SPOKEN AUDIO 2 - AMBIENT AUDIO 3 – MUSIC CAMERA SHOTS Long Shot CAMERA ANGLES Wide CAMERA MOVEMENT Zoom DIRECTION → The same song all the time TRANSITION TO NEXT SHOT Fade 0:15
- 4. 4 ACTION: the character is going inside the college LOCATION: interior/exterior In the college AUDIO 1 – SPOKEN AUDIO 2 - AMBIENT Sounds of the students AUDIO 3 – MUSIC Lower music CAMERA SHOTS Medium Shot CAMERA ANGLES WIDE CAMERA MOVEMENT Handhels, subjective DIRECTION ↑ TRANSITION TO NEXT SHOT superimposition 0:10
- 5. 5 ACTION: the students around how they act, arrogant, bulling LOCATION: interior/exterior college AUDIO 1 – SPOKEN AUDIO 2 - AMBIENT AUDIO 3 – MUSIC Again the same slow song CAMERA SHOTS Long shot CAMERA ANGLES POV CAMERA MOVEMENT crane DIRECTION → TRANSITION TO NEXT SHOT match 0:00
- 6. 6 ACTION: good grades LOCATION: interior/exterior AUDIO 1 – SPOKEN AUDIO 2 - AMBIENT AUDIO 3 – MUSIC The same song CAMERA SHOTS ECU CAMERA ANGLES EYE CAMERA MOVEMENT Zoom DIRECTION ↑ TRANSITION TO NEXT SHOT Match 0:06
- 7. 7 ACTION: the character is Not happy even though his success LOCATION: interior/exterior College, hall, classroom 0:08 AUDIO 1 – SPOKEN Looser or something from someone AUDIO 2 - AMBIENT AUDIO 3 – MUSIC sad CAMERA SHOTS Medium shot CAMERA ANGLES aerial CAMERA MOVEMENT Static DIRECTION ← TRANSITION TO NEXT SHOT superimposition
- 8. 8 ACTION: The character is going to the bathroom, LOCATION: interior/exterior college AUDIO 1 – SPOKEN AUDIO 2 - AMBIENT AUDIO 3 – MUSIC CAMERA SHOTS Medium close up CAMERA ANGLES eye CAMERA MOVEMENT STATIC DIRECTION ← Sad music TRANSITION TO NEXT SHOT straight 0:05
- 9. 9 ACTION: The character is looking at Himself at the mirror LOCATION: interior/exterior AUDIO 1 – SPOKEN AUDIO 2 - AMBIENT AUDIO 3 – MUSIC sad CAMERA SHOTS Medium close up CAMERA ANGLES low CAMERA MOVEMENT zoom DIRECTION ↑ TRANSITION TO NEXT SHOT straight 0:10
- 10. 10 ACTION: The character running LOCATION: interior/exterior streets AUDIO 1 – SPOKEN AUDIO 2 - AMBIENT His breath AUDIO 3 – MUSIC CAMERA SHOTS Medium shot CAMERA ANGLES EYE CAMERA MOVEMENT mobile DIRECTION ↓ TRANSITION TO NEXT SHOT STRAIGHT 0:15
- 11. 11 ACTION: looking over a bridge LOCATION: interior/exterior bridge AUDIO 1 – SPOKEN AUDIO 2 - AMBIENT AUDIO 3 – MUSIC Sad music CAMERA SHOTS Long shot CAMERA ANGLES eye CAMERA MOVEMENT Crane DIRECTION → TRANSITION TO NEXT SHOT Superimposition 0:15
- 12. 12 ACTION: the protagonist is hit by someone LOCATION:school AUDIO 1 – SPOKEN AUDIO 2 - AMBIENT The voices of students AUDIO 3 – MUSIC CAMERA SHOTS MS CAMERA ANGLES AERIAL CAMERA MOVEMENT handhels DIRECTION → TRANSITION TO NEXT SHOT STRAIGHT 0:08
- 13. 13 ACTION: going alone on the LOCATION: going to London Streets, sad and desperate Bridge from the college AUDIO 1 – SPOKEN AUDIO 2 - AMBIENT AUDIO 3 – MUSIC sad CAMERA SHOTS MLS CAMERA ANGLES EYE CAMERA MOVEMENT Head-on DIRECTION ↓ TRANSITION TO NEXT SHOT SUPERIMPOSITION 0:15
- 14. 14 ACTION: Sitting on Liverpool station alone LOCATION: interior/exterior Liverpool station AUDIO 1 – SPOKEN AUDIO 2 - AMBIENT The train AUDIO 3 – MUSIC CAMERA SHOTS MS CAMERA ANGLES P-O-V CAMERA MOVEMENT STATIC DIRECTION ↑ TRANSITION TO NEXT SHOT FADE 0:15
- 15. 15 ACTION: Looking at the train, which is coming LOCATION: interior/exterior Liverpool station AUDIO 1 – SPOKEN AUDIO 2 - AMBIENT train AUDIO 3 – MUSIC sad CAMERA SHOTS MS CAMERA ANGLES LOW CAMERA MOVEMENT STATIC DIRECTION ↓ TRANSITION TO NEXT SHOT DISSOLVE 0:10
- 16. 16 ACTION: The character walking on the bridge LOCATION: interior/exterior London bridge AUDIO 1 – SPOKEN AUDIO 2 - AMBIENT AUDIO 3 – MUSIC sad CAMERA SHOTS LS CAMERA ANGLES HIGH CAMERA MOVEMENT STATIC DIRECTION ← TRANSITION TO NEXT SHOT STRAIGHT 0:00
- 17. 17 ACTION: Ready to jump into the water LOCATION:London bridge AUDIO 1 – SPOKEN AUDIO 2 - AMBIENT AUDIO 3 – MUSIC sad CAMERA SHOTS MLS CAMERA ANGLES P-O-V CAMERA MOVEMENT STATIC DIRECTION ← TRANSITION TO NEXT SHOT STRAIGHT 0:10