Hi guys
I have marked your storyboard and given them to Ms Burns, you should get them back today. Most of you have a lot to do on them before Mr Palmer and Ms Burns will be happy giving you cameras. Dalton - you didn't hand yours in.
A quick reminder of what needs to be complete before cameras are given out:
1. First draft storyboards need to be scanned and uploaded to your blogs with a paragraph evaluating your ideas and some bullet points about your next steps, changes you are going to make etc.
2. You need to complete a digital storyboard. You must create the proforma yourself and use a digital camera for the images. This then also needs to be uploaded to your blog and a member of the Media Department will comment on it.
3. You need to have planned your shooting schedule. It should be on an A4 sheet in the form of a table. I would recommend days of the week down the left axis and shot number, setting, location, props, equipment, actors along the top.
4. If you need any strange permissions (shooting in a church/school etc) you must get this in writing and upload the letter as well.
5. ALL OTHER RESEARCH TASKS (questionnaires, critical analysis, props, setting, lighting etc) must be COMPLETE.
Good luck and happy film making!
Tuesday, 8 December 2009
Thursday, 19 November 2009
Before you storyboard...24th November
Now that you are armed with your research and location analysis, it is time to start thinking about your storyboard. You should have learnt three key points from your continuity exercise:
1. Breaking scenes down into a variety of shots makes the scene more interesting. This should include a variety of camera angles.
2. Using "match on action" is impressive when used correctly.
3. When filming a conversation, you need an establishing shot as well as over the shoulder shots from both participants.
Of course the main point is
DETAIL IS THE KEY!!!
Below is a list of the marking criteria for the actual production, it shows you what I will be awarding marks for. Please use this to influence your ideas for your opening.
Level 4
Out of 60
There is evidence of excellence in the creative use of most of the following technical skills:
• holding a shot steady, where appropriate;
• framing a shot, including and excluding elements as appropriate;
• using a variety of shot distances as appropriate;
• shooting material appropriate to the task set;
• selecting mise-en-scène including colour, figure, lighting, objects and setting;
• editing so that meaning is apparent to the viewer;
• using varied shot transitions and other effects selectively and appropriately for the task set;
• using sound with images and editing appropriately for the task set;
• using titles appropriately.
1. Breaking scenes down into a variety of shots makes the scene more interesting. This should include a variety of camera angles.
2. Using "match on action" is impressive when used correctly.
3. When filming a conversation, you need an establishing shot as well as over the shoulder shots from both participants.
Of course the main point is
DETAIL IS THE KEY!!!
Below is a list of the marking criteria for the actual production, it shows you what I will be awarding marks for. Please use this to influence your ideas for your opening.
Level 4
Out of 60
There is evidence of excellence in the creative use of most of the following technical skills:
• holding a shot steady, where appropriate;
• framing a shot, including and excluding elements as appropriate;
• using a variety of shot distances as appropriate;
• shooting material appropriate to the task set;
• selecting mise-en-scène including colour, figure, lighting, objects and setting;
• editing so that meaning is apparent to the viewer;
• using varied shot transitions and other effects selectively and appropriately for the task set;
• using sound with images and editing appropriately for the task set;
• using titles appropriately.
Excellent planning!!!
As Mr Palmer is away today, I would like you to use the triple to create "excellent planning".
Task 1
Research potential locations for shots
Task 2
Upload those photos and discuss the pros and cons of each location, think about lighting, mobility and availability.
Task 3
Consider the desired mis-en-scene. Take photos of items that you want to place in the mis-en-scene, upload them and explain why it is important that they are there.
Task 4
Consider the sound that you want to accompany the titles. If you are having dialogue, voiceover etc write out two versions (at least). If you are having music, research what is available to you, remember NO COPY RIGHT. If you are adding non-diegetic sound effects, find out what is available.
GOOD LUCK.
I want all this done by next TUESDAY!!!
Task 1
Research potential locations for shots
Task 2
Upload those photos and discuss the pros and cons of each location, think about lighting, mobility and availability.
Task 3
Consider the desired mis-en-scene. Take photos of items that you want to place in the mis-en-scene, upload them and explain why it is important that they are there.
Task 4
Consider the sound that you want to accompany the titles. If you are having dialogue, voiceover etc write out two versions (at least). If you are having music, research what is available to you, remember NO COPY RIGHT. If you are adding non-diegetic sound effects, find out what is available.
GOOD LUCK.
I want all this done by next TUESDAY!!!
Tuesday, 17 November 2009
Foundation Production Assessment Criteria
To achieve a Level 4 (B/A grade) in your research and planning (20 marks out of 100) you need to:
• There is excellent research into similar products and a potential target audience.
• There is excellent organisation of actors, locations, costumes or props.
• There is excellent work on shotlists, layouts, drafting, scripting or storyboarding.
• Time management is excellent.
• There is excellent use of digital technology in the presentation.
Today I would like you to either work on your audience research, turning the raw data into graphs in excel, making conclusions from them which are applicable to your production and then transferring all this into your blog. OR - start the first draft of your storyboard. Both will need to be complete by the end of Thursday's lesson so please take into account what you can best do at home and at school.
Good luck!
• There is excellent research into similar products and a potential target audience.
• There is excellent organisation of actors, locations, costumes or props.
• There is excellent work on shotlists, layouts, drafting, scripting or storyboarding.
• Time management is excellent.
• There is excellent use of digital technology in the presentation.
Today I would like you to either work on your audience research, turning the raw data into graphs in excel, making conclusions from them which are applicable to your production and then transferring all this into your blog. OR - start the first draft of your storyboard. Both will need to be complete by the end of Thursday's lesson so please take into account what you can best do at home and at school.
Good luck!
Monday, 9 November 2009
Research and planning 10th November
Last lesson we discussed the importance of audience research and you started designing your questionnaires. Please ensure that you have them ready to hand in today.
This lesson is an "ideas" lesson. You are going to work independently and come up with 3 ideas for your movie opening. Here is a list of things you must consider:
1. What is the certificate for your film? Therefore what are the audience going to expect?
2. How are you going to establish the genre in opening two minutes?
3. What sounds are you going to include, diegetic and non-diegetic?
4. How are the film titles going to reflect your genre?
5. How are you going to show off your camera and continuity skills?
6. How many characters are you going to use?
7. Do you need to have an understanding of any other digital software in order to produce this?
8. What permissions might you need?
9. How clear is the narrative (employ a critical friend here)?
10. How are you going to represent the age of the characters, their backgrounds, the overall setting etc.?
I want three options presented to me at the end of the two hour period. They need to be uploaded to your blogs. You MUST take the questions above into condsideration and respond to them within your "ideas" page.
GOOD LUCK!
This lesson is an "ideas" lesson. You are going to work independently and come up with 3 ideas for your movie opening. Here is a list of things you must consider:
1. What is the certificate for your film? Therefore what are the audience going to expect?
2. How are you going to establish the genre in opening two minutes?
3. What sounds are you going to include, diegetic and non-diegetic?
4. How are the film titles going to reflect your genre?
5. How are you going to show off your camera and continuity skills?
6. How many characters are you going to use?
7. Do you need to have an understanding of any other digital software in order to produce this?
8. What permissions might you need?
9. How clear is the narrative (employ a critical friend here)?
10. How are you going to represent the age of the characters, their backgrounds, the overall setting etc.?
I want three options presented to me at the end of the two hour period. They need to be uploaded to your blogs. You MUST take the questions above into condsideration and respond to them within your "ideas" page.
GOOD LUCK!
Tuesday, 13 October 2009
13th October - Continuity exercise
Today you will learn the three continuity techniques necessary to pass the practical test at the end of this term:
- shot/reverse/shot
- match on action
- 180 degree rule
Task 1.
Make notes during the lesson on these techniques, these need to be clear as you will need to refer to them at home.
Task 2
Create a storyboard for a short sequence involving filming and editing a character opening a door, crossing a room and sitting down in a chair opposite another character. They must exchange a couple of lines of dialogue. The storyboard must include opportunities for shot/reverse/shot, match on action and the 180 degree rule.
Remember, you will be shooting this in school so take this into consideration when planning. I will be awarding marks for the actual editing, not the content BUT this is a good opportunity to show off your knowledge of camera angles/shots, framing and genre.
Each student will create their own storyboard and piece of film. However I am putting you in filming groups of three as follows:
Group 1. Dalton, Chris, Ellie
Group 2. Katie, Lewis, Jess
Group 3. Shaban, Lee, Laura
Group 4. Sian, Ben, Sophie
Each student will direct, film and edit their own text. The other members of the group must act in it.
Maximum length - 2 minutes.
Monday, 5 October 2009
6th October - An introduction to audience theory
Below is a link that will take you to the powerpoint from today's lesson. You will need to know and be able to apply these theories for the exam in two weeks time.
http://docs.google.com/present/edit?id=0ASNHmU2kVu3zZGc0bnBkZ2tfMjhoZGdodDZmbQ&hl=en
Homework
Your task is find three images from the Wallis advertising campaign, "Dressed to Kill". Using these images, answer the following question:
How do these adverts appeal to an audience?
You will need to media langauge when deconstructing the texts and then apply the various audience theories. I expect an essay response, minimum 600 words by 13th October on paper, handed to me. Good luck.
http://docs.google.com/present/edit?id=0ASNHmU2kVu3zZGc0bnBkZ2tfMjhoZGdodDZmbQ&hl=en
Homework
Your task is find three images from the Wallis advertising campaign, "Dressed to Kill". Using these images, answer the following question:
How do these adverts appeal to an audience?
You will need to media langauge when deconstructing the texts and then apply the various audience theories. I expect an essay response, minimum 600 words by 13th October on paper, handed to me. Good luck.
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