Question 7

LOOKING BACK AT YOUR PRELIMINARY TASK, WHAT DO YOU FEEL YOU HAVE LEARNT IN THE PROGRESSION FROM IT TO THE FULL PRODUCT?

In our Preliminary task, we learned some basic filming techniques: the 180 rule (not to confuse the audience), close-up shots (to demonstrate significance within the film), and shot/reverse shot (to show communication between two characters). After this task had been carried out, we evaluated the effects of each technique used: close-up shots signified important screen information; we decided that this technique would be ideal within our horror piece – if edited correctly, an immediate close-up has the capacity to shock the audience, which is a common technique used in mainstream films for passive audiences.

In planning our piece, we immediately summarised the capabilities that we could achieve in regards to filming as efficiently and effectively as possible.

- We decided that filming within school grounds would be efficient, as it not only was safe, but allowed the conforming to a stereotypical student, and the allowance of using a somewhat ‘disturbing’ environment (narrow hallways, eerie rooms, etc.).

- The next step was creating a questionnaire with which we could work with in order to project our film at the right audience. We also decided that our target market would be students, therefore the questionnaire was sent to students. We established that the audience would be a mainstream one, as the age-group of audience fell into the mainstream category. From this, we could further deduce that mainstream audiences are mainly passive; therefore we would create a piece that uses lots of imagery.

- The next step was creating a scenario that conformed to the student stereotype. We decided that we needed an antagonist and protagonist. The protagonist would be somebody who the audience could relate to (i.e. a student) and the antagonist would be a character that, despite not having a definitive identity, would be a student also – previously bullied and now back to wreak havoc). We decided that the protagonist would be a character that investigates a school, and is attacked by this antagonist.

- Costume would be individual to the two characters: The antagonist (who we decided would be a ghost) would wear a dark cloak, and would also wear a mask to protect its identity. The protagonist would be dressed in traditional student wear: A shirt, tie, shoes, etc.

- We planned to shoot the film at dark, therefore lighting is likely to be cosmetic (for example, the outside environment would be dark, but the school lights would be on/off when filming.

- Due to the fact that we are planning to film the piece as a ‘video-log’, most of the camera angles will generally range. However, significant pieces will likely include high angle shots to demonstrate over-shoulder activity, and the lack of power that this protagonist may have.

- As an extra, we planned to have the protagonist as an Australian character. The idea behind this was that the character (appropriately named ‘Bruce’) was a stranger to British schooling, thus generating the sense of uncertainty (in placing a character in a foreign environment, the effect created can be that the audience feels uncertain for said character, creating tension/lack of comfort)

What choices did you make regarding casting the appropriate actor/actress?

Working within our means, and due to the fact that we decided to work within a school (ultimately having characters within the play that portray students), we decided that it would be ideal, efficient, and effective if we use a student to portray student. This means that the actor can use personal experience to influence his actions and generate the student persona. In regards to the entity, we used a student also (an actor within our group) to portray the entity. The actor for the entity did not have to fulfil any particular criteria due to the fact that the entity’s body was covered.

How did you ensure that your film did not fall down any pit-falls in regards to using an over-complicated plot?

An overcomplicated plot would mean that a lot of time would be required in terms of editing and filming. As members of our group have busy schedules outside of Media, we decided that the plot would be easy yet effective. We ensured this was possible with the use of hand-held ‘video-log-like’ filming. With this effect, we did not have to film multiple shots (which would make for high levels of time consumption). The plot was simple: A student films himself investigating a school (with the use of hand-held camera), sees the antagonist, runs, hides, but is taken (we assume killed) by the antagonist, all whilst filming the events (up to the point of capture). Within our experience as a group of four, we all have very basic knowledge of filming (only amateur filming experience at best), therefore a simplistic plot and basic use of camera was effective, and complicated pit-falls were avoided (such as filming/editing the antagonist moving through walls etc.).

What choices did you make regarding the use/downloading of legal diegetic/non-diegetic sound

The sounds that we used were all from a website called Freesound, with which all of the sound effects were uncopyrighted and free. In using this website, we had access to a huge range of free sounds and musical pieces with which we were within rights to take and use for our film. However, if we were to improve the soundtrack to our film, it would have been more effective to record our own sounds to achieve a more diverse and appropriate soundtrack.

What processes did you carry out to ensure your film was well edited?

For the preliminary task, the editing that we used was merely pausing the camera at the correct time (or trimming the video) and placing the desired clips in order. However, when it came to our final piece, editing for was carried out using Final Cut Pro X for APPLE hardware. Our group was new to editing using this software, and therefore had to spend a little time getting used to the software. However, once comfortable, we were capable of editing extremely effectively. If we were to improve on the editing, more time would likely be spent on getting to know how to fully use the software, and thus improve the quality and overall smoothness of the film.

How did planning/time schedules affect the filming process?

To complete the preliminary task, we filmed over a time-span of two hours. Within these two hours, we were to film the desired criteria, and then we were given a further two hours to edit. The piece had to last approximately 2 minutes, and had to contain evidence of a range of editing techniques and camera shots.

In order to complete the filming for our final piece however, we had a month (12 hours collectively):

Date Filming location What we are filming8/2/12 School premises Scene 1:

-          ‘Bruce’ explains who he is and what he is doingScene 2:-         ‘Bruce’ walking with hand-held camera (with ‘entity’ in view)-         ‘Bruce’ reaching the corner and viewing ‘entity’

15/2/12 School premises Scene 3:-         ‘Bruce' films self in cupboard with ‘entity’ in background

22/2/12 School premises Extras (1):-          Group member’s hand with blood on-         Group member’s feet being dragged-         Newspaper article

29/2/12 School premises Extras (2):-         Still images of ‘entity’ moving towards camera

In comparison to the preliminary task, we had time to create time schedules. As shown previously, we had a month in order to gather footage for the final piece. Working with a time schedule that was longer than 2 hours meant that we were more organised. Additionally it means that if time was lost one week, it could be made up within another, and our flexibility was also increased. The time schedule ultimately meant that we could complete the work required, and could go back out to film if necessary.

How did the use of titles effect your final piece?

Inserting titles meant that we could add wording onto the film, and literally spell out what we wanted the audience to read/concentrate on. In comparison to our preliminary task, inserting titles to the final piece meant that we had the opportunity to explain what is being shown, as within the preliminary task, we did not have the time to add these.

How did the editing of sound affect your final piece?

In terms of sound, we were able to edit in and download sound from various sources in order to increase the tension or to add a desired effect within the piece. We were also able to enhance the audio and use special effects within the final film piece (to make diegetic sound within the film more dynamic); this ultimately made the film more enjoyable to watch. In regards to the preliminary task, we could not add extra sound as we did not have access to the range of technology due to the short timespan we had to complete them. This meant that the preliminary tasks did not match the quality or entertainment capacity that the final piece did.

What affect did the preliminary task have on your final piece in regards to lighting and sound?

Lighting was a slight issue with filming in the dark. This was due to the fact that we were filming on mediocre quality cameras and this meant that the overall quality was not as good as could be. Additionally, lighting was poor within school grounds, which meant that actors could sometimes not be seen. If we were to improve, we could make greater use of spotlights, or even just use a better quality camera.

In regards to sound, we were lucky to have the possibility of using editing software to enhance the sound/make the sound louder/quieter. We made sure that we filmed in the school when it was quiet so that audio could be heard as clear as possible, but if we were to make the audio better quality, we would use microphones – however, this would be time consuming

- In regards to the preliminary task, the location was different (despite being in school also), and lighting was a lot better. We assumed that the cameras would be able to work effectively with the available natural light and artificial lighting available, but it did not work as we planned, therefore using manual artificial lighting would have been a more effective strategy.

- Further regarding the preliminary task, we used entirely natural sound within the film. We decided that non-diegetic sound would dramatically increase the film’s capacity, and therefore made use of the available sites (such as freesound).