The Short Film Context Part III; Training and Development
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Lighthouse, Raindance, Creative Skillset, The Script Factory (now closed), and Shooting People all provide support to emerging filmmakers in various ways. Lighthouse offers mentoring programs and screens films at festivals. Raindance supports filmmakers through their production company and festival. Creative Skillset funds training programs to boost jobs in the creative industry. The Script Factory previously sought to develop screenwriters until closing in 2015. Shooting People provides opportunities to learn from experienced filmmakers through funded films, competitions, and courses.
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Short Films is a London-based production company located in Soho that aims to create films in a more efficient, flexible and personal manner compared to larger studios. It has over 12 years of experience producing films globally and ensures high standards while avoiding a mass-market brand look.
Pico Pictures is also London-based and has produced 14 award-winning short films since 2008. The company and its producer Michael Berliner have received numerous awards and accomplishments, indicating their work always achieves outstanding results.
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Script Draft Four
Hannah is left alone at school after the final bell. She explores empty classrooms, pretending to be an adult. She grows tired and hides when she sees the caretaker locking up. The caretaker finds her and shares his sandwich. He offers his phone so Hannah can call for help, realizing she has been left behind.
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The document summarizes a white balance test conducted with two cameras - a Canon AVCHD Legria HF G40 and a Panasonic AVCCAM AG-HMC41E. Footage was captured in both interior and exterior settings using the automatic and manual white balance settings on each camera. Overall, the automatic settings produced accurate color rendition, while the manual settings did not consistently produce noticeable changes. Exterior footage was more challenging due to varying lighting conditions. The document evaluates how different technical filming techniques like framing, camera movement, and coverage were applied. Areas for improvement were identified, such as considering camera angles and movement to better match actions between shots.
Script Draft Two
1. Hannah stays late at her school, playing make-believe games by herself after classes are over for the day.
2. As it gets darker, she explores empty classrooms and workshops, pretending to be an adult.
3. The caretaker begins locking up the school for the night, but notices Hannah hiding in a classroom and offers her part of his sandwich. They smile at each other, forming an unexpected connection in the empty school.
Script Draft Three
Hannah stays late at school after her classmates have left for the day. She explores empty classrooms, pretending to be an adult and playing with various tools and materials. At night, she hides from the caretaker who is locking up the school but is eventually found eating sandwiches in a classroom. The caretaker offers Hannah part of his sandwich and lends her his phone to call for help, as it seems her parents have not come to pick her up.
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Script Draft Four
Hannah is left alone at school after the final bell. She explores empty classrooms, pretending to be an adult. She grows tired and hides when she sees the caretaker locking up. The caretaker finds her and shares his sandwich. He offers his phone so Hannah can call for help, realizing she has been left behind.
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The document summarizes a white balance test conducted with two cameras - a Canon AVCHD Legria HF G40 and a Panasonic AVCCAM AG-HMC41E. Footage was captured in both interior and exterior settings using the automatic and manual white balance settings on each camera. Overall, the automatic settings produced accurate color rendition, while the manual settings did not consistently produce noticeable changes. Exterior footage was more challenging due to varying lighting conditions. The document evaluates how different technical filming techniques like framing, camera movement, and coverage were applied. Areas for improvement were identified, such as considering camera angles and movement to better match actions between shots.
Script Draft Two
1. Hannah stays late at her school, playing make-believe games by herself after classes are over for the day.
2. As it gets darker, she explores empty classrooms and workshops, pretending to be an adult.
3. The caretaker begins locking up the school for the night, but notices Hannah hiding in a classroom and offers her part of his sandwich. They smile at each other, forming an unexpected connection in the empty school.
Script Draft Three
Hannah stays late at school after her classmates have left for the day. She explores empty classrooms, pretending to be an adult and playing with various tools and materials. At night, she hides from the caretaker who is locking up the school but is eventually found eating sandwiches in a classroom. The caretaker offers Hannah part of his sandwich and lends her his phone to call for help, as it seems her parents have not come to pick her up.
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Evaluation Question III: What Have You Learned From Your Audience Feedback?
Aimee conducted extensive audience research at multiple stages of her filmmaking process, from developing the initial synopsis to designing the film poster and review. This included surveys to identify the key demographics of her target audience as young, white, educated females aged 16-24. She adapted elements of her film like the main character and distribution platform based on this research. Additional research was done during the writing process to refine details and get feedback on potential endings. Aimee also researched audience preferences for film reviews and posters to design those elements accordingly. Her iterative research approach helped strengthen the film story and make related materials more accessible and appealing to her target viewers.
Call Sheets
The call sheet is for a 3 day shoot at The Beacon School. Day 1 involves Hannah running around empty classrooms and playground areas. Day 2 focuses on the Caretaker sweeping outside and putting away cleaning supplies. Day 3 features scenes of Hannah and the Caretaker interacting in various classrooms and spots on the playground, culminating with Hannah frightening the Caretaker in the classroom. The shoot will take place from February 1-3 with crew called at 3pm and shooting from 4:30pm each day.
Shot List
The document outlines 18 scenes depicting Hannah exploring her empty school. It begins with Hannah running out of her classroom in frustration before returning to collect her things. She then walks through various areas of the school, including the caretaker's cupboard, art room, technology room, and drama room. In the final scene, the caretaker finds Hannah in a classroom and offers her food and the use of his phone. Hannah accepts and makes a call to an unknown person.
Location Recce Checklist
The Beacon School is located by turning left after passing Banstead Methodist Church on the A217 road, with plenty of parking. The interior of the location is mostly open for access without vehicles. Safety measures will be imposed for potential electrical and weather hazards. The classrooms have computer screens and windows facing various directions that will need to be considered for lighting angles. Background sound depends on the time of day but ambient noise should not disrupt filming outside of school hours. Nearby cafes and a supermarket are within a 10 minute walk of the location.
Location Recce Sheet
The Beacon School is located near public transportation options and has ample parking. Basic classrooms have electrical outlets suitable for camera equipment. Areas like the food technology classrooms contain appliances and utensils that require supervision during filming. Each classroom provides enough space and lighting for different camera angles, though fluorescent lights may need to be supplemented. Sound quality varies in different areas of the school and filming will need to avoid interruptions from extracurricular activities, cleaners, or other noises. The location manager was granted permission to film on February 1st, 7th, and 8th from 3-6pm.
Shooting Schedule
Hannah explores her empty school after hours over the course of three nights. On the first night, she plays in the playground, drama classroom, and textiles classroom. The caretaker discovers her footsteps and broom marks around the school. On the second night, Hannah dresses up in the classroom and explores the workshops, pretending to use tools. That night, the caretaker sees her in the playground and they share a fright. On the third and final night, Hannah is seen in the food tech room pretending with knives before encountering the caretaker in the corridor and playground. They reconcile in the classroom, where the caretaker shares his sandwiches and phone with the curious Hannah.
Breakdown
This document contains a breakdown sheet for a short film called "Home Time" consisting of 18 scenes filmed at a school location. It provides details of the scenes such as location, time of day, number of pages, cast, atmosphere, props, wardrobe, equipment and transportation. The story follows a girl named Hannah who is left alone at her school after classes and explores the empty classrooms and playground, while a caretaker also remains on site.
Script Draft Five
Hannah is left behind at school after home time when her parents fail to pick her up. She explores the empty classrooms, pretending to be an adult. She encounters the caretaker and is afraid at first, but he offers her food and allows her to use his phone to call for help, realizing she has been left alone. They share a smile, finding comfort in one another's company in the empty school.
Evaluation Question 3
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Evaluation Question 3
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Evaluation Question 3
Your film would be well suited for distribution by Artificial Eye or Verve Pictures based on their focus on independent and social realist films. Both distributors target audiences interested in films that portray working class life, relationships, and issues like violence or substance abuse, themes that are prominent in your film. The production style of using unknown actors and real locations also aligns with films previously distributed by Artificial Eye and Verve Pictures.
Social Realism in the British Context
Social realism in British context developed in the 19th century from discussions around realistic literature. It was influenced by social and structural changes as workers moved to cities. There are differing views on what constitutes realism, with some arguing it accurately portrays life, while others believe it uses techniques to manipulate audiences. Realism in film aimed to capture realistic images and various techniques were used to achieve verisimilitude. Defining social realism is difficult as it depends on historical era, but key aspects include using characters and settings to explore contemporary realities and referencing social crises.
Social Realism in the British Context Part II
British social realism films aimed to depict everyday working class life as realistically as possible. This was achieved through using amateur actors, filming on location instead of in studios, and addressing social and political issues of the time. The politics and intentions of the filmmaker influenced both the content and filmmaking style or "practice". Movements like Free Cinema and the British New Wave further advanced the social realist style by rejecting traditional studio systems and focusing on unrepresented regions and communities. Understanding the historical context is important for evaluating whether these films accurately captured life at that time or presented a particular viewpoint.
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