HW3a - Continuity Task Evaluation

1) What was the story of your video?

The video shown above was our continuity task. We had to record the video so it was line with the brief which was to have 6 shots in which we show an accident and we could could only cut and record on the camera - no editing was allowed. The story begins with myself and Michaela walking down the stairs discussing homework with the camera following us over 2 shots. Near the bottom of the stairs I unintentionally push Michaela down the remaining steps, in the next shot you see Michaela leaning up against the wall in pain before her friend comes along to see if she's okay. At this point my character runs away in an attempt to avoid any blame.


2) How did you attempt to create 'narrative flow' (continuity)?

We attempted to create continuity by varying the camera position a lot throughout the 6 shots as well as following the thirty degree rule. The effect of this is that the audience see the whole shot from different locations as if they were moving within the shot thus creating continuity. We also attempted to start the characters in the same positions as they ended in the last shot and match the action between shots - though ultimately this was not done very well.


3) Did you achieve full continuity?

In the end, we did not achieve full continuity. The major issue that detracted from the realism and continuity of the video was that each shot began with the characters standing still. This simply ruins the immersion of the video as it becomes clear where the camera cut making the video seem more forced than realistic. Furthermore, at the end of the second shot you can see in the bottom right of the screen that I push Michaela down, however in the third shot you see me pushing Michaela again thus ruining continuity. Having said that I believe we achieved full continuity across shots 5 and 6 as I begin to run in shot 5, then in shot 6 I run into and out of shot.


4) In hindsight what would you do differently?

In hindsight, I would match the action better by having myself and Michaela moving before the camera starts recording. This would counteract the issue I spoke of in question 3 where the immersion and continuity of the video was ruined by the characters standing still at the beginning of each shot. To counteract another major issue we had where my push on Michaela was repeated in 2 shots I would tighten shot 2 a bit and have myself and Michaela simply walk out of shot, therefore keeping the push exclusively in shot 3. Furthermore, having watched the video back I noticed the majority of our shots were long shots, whereas in a narrative flow you would usually see a progression of different shots. Therefore, if I were to do this again I would include a wider variety of shots as is conventional of a good narrative flow.

My Prelim Evaluation

This is my final preliminary exercise which involved creating a continuity sequence.

1) Who did you work with and how did you manage the task between you? 

For our preliminary exercise I worked in a group with Sián, Ray and Aisha. We all worked together in the planning stage where we produced a storyboard, script and schedule, we then edited in pairs - I edited with Ray. As the main actors, me and Ray were unable to participate much in the directing aspect so Sián and Aisha were the main directors. Asides from this we were a group of equals and all worked together in each aspect with no clear leader. Our group dynamic worked very well and definitely attributed to how smoothly this task went.

My  group (from left to right): Aisha, Ray, Myself, Sián

2) How did you plan your sequence? What processes did you use? What theories did you try and take into account?

All our planning was done in line with the brief given to us beforehand. This meant we had an hour to plan. In order to use this time effectively we immediately set out the rules and theories/principles of continuity that we had to follow. These are listed below:

• 180 degree rule (this was a demand of the brief)
• 30 degree rule
• match on action (this was a demand of the brief)
• shot/reverse/shot (this was a demand of the brief)
• some lines of dialogue
• the inclusion of a master shot

An example of match on action and the 30 degree rule.


An example of a master shot.


An example of the 180 degree rule and shot/reverse/shot.

These rules ensured that we achieved continuity as the brief specified and also avoided jump cuts which would disorientate the audience.

The next step was the processes of planning, this involved us storyboarding all our shots making sure that we followed the rules above and that we included camera movement and a variety and progression of shot types. The next step was creating a shoot schedule where similar shots were grouped together so that we could use our 1 hour of shooting time efficiently. Next we created a script for the scene and finally we talked to the other group and organised which classroom we would use and allocated a time when we could shoot in the corridor.

Our storyboard

Our shoot schedule

Our script

3) What technology did you use to complete the task, and how did you use it?

We were provided with lots of different pieces of equipment and technology to aid us in completing the task, they can be classified into hardware and software as seen below:

Hardware:

• Camera - The camera model we used was a Canon Legria HFG30. This was a high quality, lightweight camera that we could easily take off of the tripod. This was ideal as the high quality meant we wouldn't have to deal with issues such as struggling to focus the camera and allowed us to save a lot of time under tight time conditions. It being lightweight improved our time efficiency too as we could move and change camera positions and angles very quickly and easily.
• Headphones, Microphone and Clapperboard - These were all objects which we used to improve the quality of our sequence. The headphones allowed us to monitor the audio quality as it was shot which proved very helpful when shooting the conversation. The microphone; which was a Canon DM-100 Directional Microphone; picked up the conversation very well in good quality which meant we were easily understandable. The clapperboard made our lives easier when it came to editing as it meant we could easily identify which shot number and which take each shot was.
• Tripod - Our tripod was a Libec TH-650 HD Tripod. This tripod allowed us to mount the camera for each shot which kept the shots steady and improved the quality. Our tripod was height adjustable which meant we could change the shot types and angle easily. The spirit levels meant we could check our shots were balanced.

The equipment we used - in this you can see the camera, tripod, headphones and microphone.

Software

• Adobe Premiere Pro - This was our PC based editing software. Our media technician uploaded all our video files and then we named all the files and cut down our clips in line with the principles of continuity. The editing was made easier by the dual monitor setup and the fact that Premiere has multi track editing. In terms of audio, we had no need for sound bridges so we simply kept the audio clipped to the video to avoid anything going out of sync. 

This is what the editing software looked like.

I had used all of this hardware and software before in a previous media project and so I was familiar with the equipment which meant I was more efficient with the time.

4) What factors did you take into account when planning, shooting and editing?

There were many factors we had to take into account throughout this preliminary exercise:

• Time - Having only an hour for each stage proved to be a very tight time constraint. However, through good planning and good teamwork we worked very efficiently and finished with time to spare in each stage.
• Lighting - We had to ensure we had good lighting for each shot so as we had a good quality sequence. This didn't prove to be an issue as we shot indoors with good high-key lighting.
• Furniture - We had to find a balance between having a classroom environment and having enough open space for the camera  to move within and capture the full view of the actors. We did this by rearranging the furniture in the classroom to how we wanted it.
• Noise - There was a lot of background noise as the classroom was next to a field and so to solve this we had to close the windows and speak louder in the conversation scenes. In the future, we would perhaps look for a quieter classroom.
• Achieving Continuity - The brief stressed that continuity and match on action were very important and that we needed to do both well in order to successfully complete the task. Therefore, we always filmed the complete action, for example even though the viewer only saw a close up of my hand on the door at the beginning, when we shot that scene I walked towards the door, opened it and went completely through. This made the action more realistic and easier to cut down for continuity.

5) How successful was your sequence? Please identify what worked well, and with hindsight, what would you improve/do differently?

Overall our sequence was very successful as we didn't break any of the rules set by the brief and achieved continuity very well. The brief demanded that we shot and edited a continuity sequence which has the narrative of a character opening a door, crossing the room and then exchanging some lines of dialogue with another character. From watching the video it is clear we successfully followed the narrative. Also the brief stressed the importance of continuity with specific reference to the continuity principles of match on action, shot/reverse/shots and the 180 degree rule. We successfully followed all these principles and examples of where we followed the principles of continuity well can be seen in the gifs posted in response to question 2.

Additionally, we recorded the conversation three times from different angles to ensure we had a variety of backup shots and that when we changed angles the conversation still flowed. We followed all the principles of continuity very well and our final piece was of a good standard. This is credit to how well we worked as a team and how efficient we were with our time.

In hindsight, I would cut the following shot earlier as it doesn't seem logical that it would take that long for Ray to react.

Furthermore, my teacher comments made me question how we should also shoot the following shot from a different angle as when I jump up I block Ray. This wasn't ideal as Ray was the subject as he was talking in this shot, therefore it would only make logical sense that the camera is focused on him.




6) What have you learnt from completing this task? Looking ahead, how will this learning be significant when completing the rest of your foundation coursework, do you think?

From my perspective, the most significant thing that I learnt from completing this task was how important the planning stage is. A good planning stage provides the foundation for a good project and that is the one thing that will be mirrored onto every task I do in media studies in the future. We worked well as a team and planned very well in our allocated 1 hour and in doing this we were very efficient in the shooting and editing stages and produced a good sequence asides from some minor errors.

This learning will be significant throughout the rest of my foundation coursework as the same basic principles will be mirrored in the next media project which is to create a 2 minute opening sequence for a new fiction film. The teamwork skills, organisation skills, shooting skills and editing skills will all be required in coursework in the future and this task has given us valuable experiential learning with each of these skills. However, this opening sequence will be on a much larger scale than the preliminary exercise we just did - we will have more editing e.g. we will have to incorporate titles, we will have to put in much more time, use different locations and possibly organise a whole cast. Therefore, this learning will prove significant as it will allow us to tackle a much larger project much easier than if we did not have the experience from this preliminary exercise.

HW2c - Sound in Film Openings

Fast and Furious 7 Opening Sound Analysis

Dialogue

The dialogue conveys the action genre of the film very well as we hear talk of payback and violence which are common themes of action. Furthermore, at 2:38 we see Jason Statham give someone a grenade saying "here, hold this." This bit of speech draws emphasis to what's going on thus reinforcing the action genre. Jason's rugged, low-pitched voice at the beginning sets the mood for the entire opening sequence as a dangerous, scary situation - this idea is then reinforced as the camera pans around and we see the hospital in flames collapsing. Furthermore, what he says and his tone of voice make it very clear that is a revenge themed film.The dialogue alone tells us a lot about the story. We learn quickly that Jason is brothers with the person in the hospital bed and that he is seeking to avenge his brother, therefore from the beginning dialogue the story line has already been established.

Sound Effects

Sound effects are used sparingly in this opening sequence, but when they are used they are always diagetic and used to reinforce the realism of the scene. For example, an explosion sound effect is added when the grenade explodes to make the situation and story seem more real. This works on many levels as it reinforces the action genre as explosions are conventional of said genre. It sets the mood as a dangerous one, as danger is a strong connotation explosions. Another example is the sound effects when the building is collapsing. This draws attention to the way in which the building is collapsing which is key to the story, this in turn reinforces the genre as collapsing buildings have strong associations with action and finally it also reinforces the dangerous mood as collapsing buildings are typically very dangerous in real life.

Music Track

The music track used is non-diagetic and is a song called "Payback." The title alone is said many times in the song and this serves the purpose of reinforcing the story and how the story is basing around payback/revenge. The song is very fast paced and upbeat which is typical of the songs used in similar action genre films thus reinforcing the action genre. The lyrics also reinforce the dangerous mood as it talks about things like fights as seen in "mano y mano, you're damn right." Ultimately, the music track serves the purpose of ambience and creating the atmosphere, rather than establishing anything itself.

HW2a - Existing Opening Sequence Analysis

Guardians of the Galaxy Opening Sequence Analysis

1) What is the film and film genre?

I have chosen Guardians of the Galaxy. This is a sci-fi action crossover which follows the 'Starlord' on his journey around the galaxy until he ultimately saves the galaxy.

2) Where does the story take place?

The story takes place on a seemingly desolate, barren planet somewhere in the galaxy. This is made apparent by the establishing shot at the beginning of the sequence. However, as we follow 'Starlord' we see that there is much more to the planet than meets the eye. His high tech laser shows what seems to be the past, and it shows a vibrant community that is busy and full of life. Later on in the sequence we see what seems to be ruins and withing the ruins a mysterious orb that looks very valuable. Finally, we also briefly see a spaceship suggesting that this story takes place across the entire galaxy rather than just this mysterious planet.

3) What happens in the sequence? How significant to the story telling is the order of events?

The sequence starts with an establishing shot of the planet and then the camera tracks 'Starlord' as he journeys across the planet. We then see a hologram of what the ruins once looked like - full of people and life. 'Starlord' then enters the ruins and proceeds to take off his mask at which point we see he is acted by Chris Pratt. Chris then puts on headphones and starts dancing his way through the ruins, in which we see many monsters and skeletons. The sequence ends with Chris Pratt opening the doors and entering a room with a very mystical, precious looking orb. All the sound in the sequence is diagetic. The order of events is significant to the storytelling as the order allows the audience to understand whats going on and therefore understand the story. For example, if you were to watch the sequence backwards it would be very unclear what is going on.

4) Do events link to each other or are they distinct, unconnected events?

All the events link to each other very well. This is because the camera follows Chris Pratt's journey across the planet and through the ruins making the audience a bystander in the sequence, The sequence used some master shots as well to show how individual scenes within the same setting linked to each thus improving the flow. Finally, to further prevent the situation of unconnected events no rules such as the 30 degree rule were broken in this sequence.

5) Which characters are introduced and what are their roles in the film?

Only the main character of Chris Pratt acting as 'Starlord' is introduced in the opening sequence. From the fact that we only see him and we follow him it is clear that he acts as the role of the protagonist. 

6) How much story information is revealed and how is it revealed to the audience? What is deliberately withheld?

Next to information is revealed. All the audience learn is who the main character is, the setting of the film and the sci-fi genre of the film. The main character is revealed by how the camera follows 'Starlord' and how he is the only person shown in the opening sequence. The setting is revealed through establishing shots of the planet and ruins. The genre is revealed through the spaceship and the high tech laser 'Starlord' uses to view the past. Nothing is revealed with regards to why 'Starlord' is there, who he is and the film plot. This is to create anticipation and keep the audience in suspense thus keeping them engaged.

7) What do you think the audience needs to know at the start of the film?

I think the audience need to know three things at the start of the film - the main character, where the film is set and the film genre. I believe they should know this as in this way they will become involved and invested into the film and want to watch it, but at the same time not too much is revealed and the audience will still be kept engaged through anticipation and suspense.

HW1b - Reflections on my Film Still

1) In what way can your film be described as signifying your chosen genre?

The chosen genre for my film still is a teen school drama/action crossover. The teen school drama aspect is signified in the following ways:
- The age of the character in shot; she is clearly of the age of a student.
- The lanyard that we see is often part of school uniform.
- The idea of conflict and fighting between students is conventional of the genre.
The action aspect is signified through the clear violence in the shot; which we see from the hand around the throat; as violence is typical of the action genre.

2) How did you direct the shot to achieve the desired effect?

I took the shot outside as the high key lighting coupled with the brick wall is a typical representation of school playgrounds in other existing teen dramas. Furthermore, I had open space on the left of the shot to try and give the sense that there is no one else - no one to help - though the desired effect did not come through how I wish it had. I employed an over the shoulder shot for this still purposely, doing this means we can only see the victim's face, this means all we see is the fear in her face thus emphasising the danger of the situation. Also this style of shot makes the audience a bystander thus engaging them and making them feel helpless/powerless to help.To further enhance this I used a mid shot in order to direct focus on the victim's facial expressions. Finally, I set the shot against a brick wall to show that the victim has nowhere to run, thus emphasising how helpless she is.

3) How did you intend the audience to 'read' or interpret your still?

My intentions were that from this still alone the audience would already learn a great deal about the film. I wanted them to immediately understand that this was a teen school drama and that there was a clear victim already established in this shot.

4) What is successful about your shot?

I believe the most successful aspect of my shot was the character portrayal as there is a clear victim and clear bully. I believe other successful aspects are the shot choice and and lighting as they worked well together to highlight the danger and helplessness of the situation.

5) What would you do differently in hindsight?

In hindsight, I would have both characters in an easily distinguishable school uniform in order to connote the teen school drama genre even more clearly. I would also have my characters in the centre of the shot as having them on the side did not deliver the desired effect and as a result the empty space simply looks like wasted space and the result of poor framing.

HW1a - Existing Film Still Analysis

My Film Still - Skyfall - 2012

Narrative
The main focus in this film still is on James Bond (played by Daniel Craig) and the fact that he appears to be looking off screen at a potential enemy. This focus is made clear by the way in which the gun is blurred leaving James Bond as the only distinguishable subject on screen. This still is framed so that Bond appears on the right side of the screen looking into the empty space to the left of the camera. Tension and suspense is created in this scene by the pointing of the gun off screen, the fact that the audience can't see the threat being acknowledged by Bond creates tension as it makes them wonder what the danger is and whether he will survive. People typically see from left to right on the screen and therefore will see the gun and potential danger first, thus creating tension right away.

Genre
In this still James Bond is clearly dressed in very smart/formal attire and looks professional at what it is he does. This is the conventional look of a spy in Hollywood films such as Skyfall, therefore there are connotations of the spy genre in this shot. The inclusion of the gun suggests that this film is a spy/action crossover in terms of genre as guns are often considered a cornerstone of the action genre. Finally, the setting is not a familiar one to the audience and suggests that Bond is in a foreign location. This idea of a spy in foreign settings not only reinforces the spy genre around this film, but also suggests that the film may cross into the adventure genre too. This is because adventure films are typically coupled with the action genre in multiple foreign settings. Followers of the James Bond franchise will know that this is the case throughout all the films.

Audience
In this still the audience is a bystander, this leaves said audience with a sense of helplessness as not only can they not see what the danger is, they also have no way of helping James Bond in this situation. This sense of powerlessness engages the audience and allows them to view this scene as a race for survival between Bond and the danger, thus conforming to the conventional action codes of this genre. Furthermore, the audience is positioned in such a way that the danger appears to be directly behind them, the effect of this is that it places the audience in the action providing a more immersive viewing experience and keeps them engaged. This also serves to heighten the powerlessness felt by the audience as even when they are a part of the scene they are unable to do anything.

HW4b - Revising for my Written Assessment

HW4a - Planning my Prelim Video