Preliminary Task - Evaluation

What planning did you do? How was this useful, and how did you change from your plans?

   After looking at the different camera angles in lesson and viewing how they were effective in different locations and scenarios, we were each individually given the task of practicing these various shot types in order get us thinking visually and to experiment with what would/wouldn't work well, in doing this each group member had ideas of what shots and locations to use in the preliminary task. As well as this experience, once we had been formed as a group we discussed suitable plot lines, locations and shots that may cater well for the task. After we had some rough ideas and considerations to which roles we would like to take on within the group we went off and each drafted a storyboard. Once all of us had reviewed each others storyboards we began to brainstorm our thoughts again and shape our final preliminary plan around notions portrayed within our own individual planning (storyboard). We then went out and practiced some of the shots and rules with the camera whilst also making a note of which discussed locations worked well and how relevant the scenario was.
   
   The planning that we carried out was very useful as it allowed each individual member of the group to feed their thoughts and visions into the task and therefore collaborate together to produce a short film that contained aspects we were all happy with. This therefore helped us become more organized as we had a reasonably clear idea to work around, the idea of this organisation also applies to the practice we had with the cameras when we were playing around with our rough final plan. This is as it helps us reach a final conclusion to which locations, scenarios and shot we should use.

   When we were in the practice stages and even in some of the final shooting we made a few changes to our plans due to a few ideas not panning out to how we'd imagined. For example, we'd originally discussed perhaps filming our conversation in the school's canteen. However, once we began to practice shooting here we discovered that the atmosphere was quite busy meaning that there were students accidentally getting in the way of shots or distracting us from carrying on. Another negative of this location was that due to the activeness of the surrounding the main dialogue became very hard to hear when played back. Therefore, we decided to re evaluate this idea and practice with another considered location, the location being an unused classroom. This change of environment greatly benefited the task as it was quiet and therefore clear to make out dialogue, also there were no distractions present.        
   Secondly, we had originally decided on making the conversation about a dramatic event which had effected the character outside of school i.e. Being bitten by a fox. However, after further discussions we came to the conclusion that this was a rather unrealistic scenario and therefore changed it to a topic more believable i.e. The seated character forgetting to meet her friend.

What camera skills have you developed? How confident are you with using the cameras, and has this confidence changed during this project?

   Once we were given the cameras I had a chance to familiarize my self with the settings and functions assigned to that specific model of camera by messing about with the features available and figuring out what does what. This helped me gain some confidence as I have not had much experience with the types of camcorders that were available to us and therefore experimenting helped me learn a great deal about how to access different functions. However, using a camera in this set task has allowed my visual side to develop further. This is because practicing with the camera whilst taking into account different shots and rules has given me more of an idea about what would/wouldn't work and can therefore grant me the ability to think in a deeper depth about what it is that I actually want to capture. Although I have developed more confidence with the cameras used in the lesson in the next task I may decide to use my DSLR camera. This is because I have had past experiences with these ranges of cameras and have had a chance to play about and get to know all the features, also, I prefer the overall abilities it is capable of performing.

   One area that I believe I need to develop my skills in is taking into consideration ideas about continuity of action whilst filming. This is as when we begun editing it was recognizable that some of the clips didn't quite fit together and consequently composed movements became rather jumpy; imposing the use of video transitions. Nevertheless, I believe this mistake will be beneficial to my overall development as it will prevent me making similar errors on future tasks and as a result favour my progress.

   I consider the most effective shots and movements in our preliminary task to convey match-on action. For example, an over-the-shoulder shot where Chione is walking towards the door, the camera then changes to a low angle shot of her reaching out for the door handle and then to a mid shot behind her when she is walking in the door. I believe this to be fitting as it portrays the notion of match-on-action well, where by movements are fluid and place together well with the different camera changes.

What editing skills have you developed? How confident are you with using the editing program?

   I have only ever had previous experience on video editing software such as Windows Movie Maker which provides very basic functions and is quite easy to use, therefore when first introduced to Adobe Premiere found it rather confusing and complicated. However, knowing the basics aided me in small ways as it was a bit easier to grasp the concept of the program due to some elements being similar. After a few helpful demonstrations by the teachers and a little play around some of the features became a lot easier to embrace.

   After becoming more comfortable with the program I feel that I have developed the ability to add effects such as video transitions between clips and to adjust the length of them accordingly. These effects were important within our task as they allowed us to cut from one clip to the next without having to match the direct movements with the character and therefore cleared up any jumpy scenes that were present. Another skill that I have developed through editing is the ability to cut unnecessary parts out of clips and therefore trim the scene to what is desired. This is helpful as it allows continuity to flow freely where as if the original clips were just bunged together there would be unwanted audio or waiting to role camera/ finish filming. 

   The areas I need to develop on within editing are mainly to discover what other functions the software offers and learn how I can use them in order to benefit the films I produce. Also, I feel I need to further develop my ability to manipulate audio so that there are no irrelevant sounds in the productions as I still find this quite confusing to achieve. 

Other comments:

   Our group worked well together and everyone was really engaged in the task, it was great to be able to throw all of our ideas together and collaborate to produce a film that suited all of our visual thoughts. We worked considerately and carefully to ensure that we did not break the 180 degree rule, purely because of the importance of it being enforced. For example, if the rule is broken it can disorientate and confuse the audience.      



   

   


        


  

Marketing Strategies - Anna Karenina vs. The Dark Knight Rises

Preliminary Plan

Group 4: 

Elizabeth, Adam and Chione.

Roles: 

Walking actress - Chione
Actress sitting in room - Elizabeth
Camera man - Adam

Shot List:

Long to Mid shot - Chione walks down the flight of stairs whilst the camera is held steady at the bottom.
Match on action - Chione walks round the corner from the bottom of the steps, the position of the camera then changes from behind her to in front of her allowing us to view her come around the corner from the front as so to keep up with her movements.
Long to Mid shot - Chione walks down the corridor from a distance gradually getting closer to the camera.
Big close up (from the side) - Chione walks along the corridor whilst the camera is tracking along with her.
Over the shoulder shot - Chione walks towards the door whilst the camera is following/tracking her.
Low angle shot - Camera is facing Chione from a low angle as she reaches out to open the door.
Match on action - The camera position changes to behind Chione as she opens the door to
present a fluid flow of action matching the previous shot.
Rule of thirds - Chione is standing in the foreground of the shot on the right side, whereas Elizabeth is seated in the background on the left side.
Mid shot - Chione enters the shot and sits down whilst Elizabeth is waking herself up.
Shot reverse shot/ Over the shoulder - Chione and Elizabeth exchange dialogue.
Mid shot/ Over the shoulder - Chione gets up to leave.
High angle shot/ Match on action - The action of leaving is continued from a different angle as Chione walks out of the room. 


Locations: 

Staircase (City of Norwich School)

Corridor (City of Norwich School)

Canteen (City of Norwich School)

Catering Classroom (City of Norwich School)