When marking the other groups continuity task we had to use the brief we were first given with the directions for the task which informed us of the different things we needed to include as well as using the marking criteria
For
Heather, Laura, Brogan and Sam: We gave them a level three. We thought that they were to good to be a high level two and therefore should be in the threes. There use of different shots and angles was good and they varied them throughout. They also followed the brief and did everything asked of them. There audio was also very clear and easy to understand.
Luke, Jess, Serenna and Hannah: For this group we gave them a low level two. This was mainly because there footage wasn't finished and therefore they had not even completed what they were told to. The audio was okay on there piece and they tired to use a different variety of camera angles within there shots which takes them off a level one.
Callum, Tom and Ellie: For this we gave them a level two-three. This was because they did what they were told to do and followed the instructions. They also used different camera angles and the audio was good I thought on this piece.
Tuesday 16 November 2010
Continuity Editing Task
We were given the task of creating a continuity task which focused on producing a short clip of one minute which showed the ability to use the camera along with a range of different angles.
We were given a short of list of things which we would need to include like having a person walk in to a room through a door and exit from the same door, as well as having two people having a conversation.
My group found it hard at first to think of an idea which would be easy to shoot in the day we were given to use the equipment provided. After some discussions about who would be needed to act in the task the ideas came to us and we were able to think of a simple idea which was able to include all the things asked from us.
When filming our task we found it okay as we had the tri-pod to keep the camera still and we were able to develop techniques when using the camera which I believe will be very useful when filming our main coursework.
Editing the film wasn't as hard as I had first anticipated and actually once you are able to learn the basics, editing the short piece is simple.
I think that for my group the role that we took when making the continuity task worked for us and we were able to get the task completed a few days before it was due which left us with more time to make sure it was the best we could make it with the footage we had taken.
I believe after studying the marking criteria and focusing on the video section that I would give our group a high level 2 to a low level 3 as I think we managed to do what fell under the level.
As for the audio this is something my group struggled with when having it on the mac. This was because of the sound of the music which we had chosen to accompany the sense, as I nor anyone else in the group was sure how to make one sound louder than an other and save it there so it wouldn't change the next time it was viewed and this was something that I think my group should of worked on. Because of the loudness of the music in some senses it was hard to hear what was being said. For this I would give our group a level 1 as I personally didn't think it was as clear as it should have been.
Overall I think our video probably scored a level two from the teacher.
From doing this task my group were able to under how the camera and mac worked and the different ways of using them. We also learnt the different things that need to be done when editing a piece of film. There are still things that need to be learnt but I believe that from what we have already learnt it will help us in our main production of our film. We have also been able to learn the different strengths within the group and this therefore will help us in deciding who will do what when doing our final AS piece so we can be organised.
We were given a short of list of things which we would need to include like having a person walk in to a room through a door and exit from the same door, as well as having two people having a conversation.
My group found it hard at first to think of an idea which would be easy to shoot in the day we were given to use the equipment provided. After some discussions about who would be needed to act in the task the ideas came to us and we were able to think of a simple idea which was able to include all the things asked from us.
When filming our task we found it okay as we had the tri-pod to keep the camera still and we were able to develop techniques when using the camera which I believe will be very useful when filming our main coursework.
Editing the film wasn't as hard as I had first anticipated and actually once you are able to learn the basics, editing the short piece is simple.
I think that for my group the role that we took when making the continuity task worked for us and we were able to get the task completed a few days before it was due which left us with more time to make sure it was the best we could make it with the footage we had taken.
I believe after studying the marking criteria and focusing on the video section that I would give our group a high level 2 to a low level 3 as I think we managed to do what fell under the level.
As for the audio this is something my group struggled with when having it on the mac. This was because of the sound of the music which we had chosen to accompany the sense, as I nor anyone else in the group was sure how to make one sound louder than an other and save it there so it wouldn't change the next time it was viewed and this was something that I think my group should of worked on. Because of the loudness of the music in some senses it was hard to hear what was being said. For this I would give our group a level 1 as I personally didn't think it was as clear as it should have been.
Overall I think our video probably scored a level two from the teacher.
From doing this task my group were able to under how the camera and mac worked and the different ways of using them. We also learnt the different things that need to be done when editing a piece of film. There are still things that need to be learnt but I believe that from what we have already learnt it will help us in our main production of our film. We have also been able to learn the different strengths within the group and this therefore will help us in deciding who will do what when doing our final AS piece so we can be organised.
Sunday 14 November 2010
Saturday 13 November 2010
Planning - Brainstorm
As a group, we sat down and started to think about the style of thriller we would like to base our opening sequence on. After all deciding that we would prefer to pick a hybrid instead of an sub-genre, this is the brainstorm we created to make a decision on what hybrid we would like to focus on.
Genre - Hybrid
Horror Thriller
- murder, torture, tense music, blood, gore, violence, house, death, revenge, love story?, teenagers, news reports, police, flashing images
- french film (Faces In the Crowd) - hong kong film (The eyes) - american film (The Eye)
Crime Thriller
Se7en (1995)
- buildings, guns, criminals, antagonist/protagonist, housing, urban area - london/city
Action/Adventure Thriller
eg. The James Bond films
Sci-Fi Thrillers
eg. Alien (1979)
Western Thrillers
eg. High Noon (1952)
Film-noir Thrillers
eg. Double Indemnity (1944)
Romance/Comedy Thrillers
eg. Safety Last (1923)
Genre - Hybrid
Horror Thriller
- murder, torture, tense music, blood, gore, violence, house, death, revenge, love story?, teenagers, news reports, police, flashing images
- french film (Faces In the Crowd) - hong kong film (The eyes) - american film (The Eye)
Crime Thriller
Se7en (1995)
- buildings, guns, criminals, antagonist/protagonist, housing, urban area - london/city
Action/Adventure Thriller
eg. The James Bond films
Sci-Fi Thrillers
eg. Alien (1979)
Western Thrillers
eg. High Noon (1952)
Film-noir Thrillers
eg. Double Indemnity (1944)
Romance/Comedy Thrillers
eg. Safety Last (1923)
Monday 1 November 2010
Summary of Research
What have I learnt from my research?
From researching the genre of thriller, I have gained an understanding of the codes and conventions of thrillers and what makes a film specific to the thriller genre. I have researched the codes and conventions, camera and editing techniques as well as sound and mise-en-scene which is typical in thriller films. Furthermore, this has allowed me to understand what I need to do to create a good opening title sequence and what factors I need to include to make sure it meets the criteria to become a thriller film. I will apply these factors to the production of my opening sequence through the planning, filming and editing so I can make the film the best it can be.
In addition to learning what I need to do to make the opening good, I have also learnt what I need to avoid through the production. The steadiness of the camera, continuity of the editing, use of good pace and suitable mise-en-scene will help me to gain the higher grades and help my group to continue to avoid these negative techniques.
Overall, the research I have completed has helped me understand the different aspects of film and the thriller genre. The research I have completed has allowed me to gain the knowledge to know what positive and negative techniques and methods I should use or avoid.
Now, in my group, we will need to brainstorm our ideas and discuss techniques we could use for the opening of the thriller. We will also need to decide whether our opening sequence will be a hybrid or sub-genre film as well as a thriller.
From researching the genre of thriller, I have gained an understanding of the codes and conventions of thrillers and what makes a film specific to the thriller genre. I have researched the codes and conventions, camera and editing techniques as well as sound and mise-en-scene which is typical in thriller films. Furthermore, this has allowed me to understand what I need to do to create a good opening title sequence and what factors I need to include to make sure it meets the criteria to become a thriller film. I will apply these factors to the production of my opening sequence through the planning, filming and editing so I can make the film the best it can be.
In addition to learning what I need to do to make the opening good, I have also learnt what I need to avoid through the production. The steadiness of the camera, continuity of the editing, use of good pace and suitable mise-en-scene will help me to gain the higher grades and help my group to continue to avoid these negative techniques.
Overall, the research I have completed has helped me understand the different aspects of film and the thriller genre. The research I have completed has allowed me to gain the knowledge to know what positive and negative techniques and methods I should use or avoid.
Now, in my group, we will need to brainstorm our ideas and discuss techniques we could use for the opening of the thriller. We will also need to decide whether our opening sequence will be a hybrid or sub-genre film as well as a thriller.
Evaluating Past Students Work
As a class, we evaluated past students work which allowed us to understand what is expected of us and what skills were involved in obtaining the high grades. It also has given me more of an understanding into how to create my own original opening title sequence using different and specific skills and not what to do when planning the opening.
The first impression we got from the openings of the thrillers were that they looked professional and well made. As we starting analysing them in more detail, the opening had some issues that could of easily been avoided such as uneven editing and off timing. These were benefitting factors towards the grade that the past students received so this evaluation session made me realise how every part of the research, planning, filming and editing was crucial and should be done to our best ability so that we can obtain the high grades.
Thriller One - Room to Breathe
Genre - Psychological Thriller
Audience - 15 Certificate
Technical Ability - Low level 3
Camera - There was a variety of different shots used but the quality of the filming wasn't overly well done. This is because the shots were shaking and bumpy meaning the technical ability level was lowering the grade.
Editing - The editing was off timing and inconsistent which also put their technical ability level down.
Sound - The music worked well with the opening even though it was contrapuntal music. This technique is used often in thriller films which shows the group thought about the codes and conventions of a thriller.
Mise-en-scene - The props used were realistic and worked well within the plot.
This opening of a thriller was good but had many technical errors that could of easily been resolved throughout the filming and editing process. I have learnt that i need to think carefully about everything my group does in the future to make sure these problems can't effect my opening sequence.
Thriller Two - Root Case
Genre - Horror Thriller
Audience - 15 Certificate
Technical Ability - High Level 3
Camera - The shooting was smooth and consistant throughout the opening. There was also a variety of shots in the opening that the group used.
Editing - The editing was good and timing was well put together
Sound - The music was suitable and parallel to the shots being shown. The group payed well attention to the codes and conventions of a thriller.
Mise-en-scene - The group used 'film noir' which made it interesting and the group thought well about the genre and style. The props, costumes and characters were well suited to the genre of a thriller.
The technical ability was very good and stood out compared to the previous group. The group had continuously thought about the codes and conventions and expressed them well in the opening titles.
What have I learnt?
Through evaluating these two thriller openings, I have gained an understanding of the difference between a high level 3 and a low level 3. I have found out that main errors that were made can easily be avoided or changed if necessary so my group can achieve the highest grade possible. We must make sure our camera skills are precise and steady including a variety of different camera angles and movements as well as editing being consistant and timing is correct.
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