Shot 1
After lying in bed= quiet/ serene
Music- non-diegetic nursery rhyme, reinforces innocence of protagonist
Editing- quick editing
Symbol- Katie frantically splashing water over her face, nightmare/ fear
CU/ MS
Shot 2
Violently being sick
Black and white editing to show that it has happened before
CU of facial expressions
Handheld camera
Non-diegetic music- darker, completely opposing music shown in shot 1
Lots of heavy breathing/ panic/ distress
Shot 3
GYM
Fast editing from last shot
Diegetic music, whatever Katie is listening to on her ipod (Unsigned band) when she takes it out of her ear, music volume decreases, heavy breathing kicks in
CU facial expressions
MS of Katie on the running machine
CU of Katie in the mirror
CU/ over the shoulder shot of Katie filling out her diary of how much weight she has lost
MS/ CU of Katie weighing herself on the scales
NARRATION/ VOICE OVER OF THE DIARY, SPEECH WRITTEN WITHIN DIARY TO CARRY ONTO SHOT 5
Shot 4
Katie coming home from gym
LS
CU of trainers on machine
Shot 5
Conversation around Denham
Steady shots talking
No music
Diegetic nature sounds
Medium paced editing- realistic
Shot 6
Katies facial expressions- fear of Becky's interrogation
CU
Shot reverse shot
Shot 7
Coming towards the shop
LS
Non-diegetic music- sad music
Diegetic music- door handle, door swinging open/ close, motorway traffic.
Shot 8
Walking into the shop
MS/LS
Medium paced editing
Shot 9
Katie looking at magazines
CU of what she is looking at
CU of facial expressions and the way she reacts to it
Shot 10
Becky encouraging Katie to stop looking at the magazines
CU of Becky's frustration
Shot 11
Katie getting annoyed
Shaking, gritting her teeth, almost crying
Shot 12
Walking out of shop in anger
LS/ CU of facial expressions
Non- diegetic sad music
Shot 13
Katie running off
LS- to isolate character, make her vunerable
sad music continued...
editing medium paced
Shot 14
CU of both Katie and Becky talking on the phone
Non- diegetic talking
Shot 15
Katie crying
Shot 16
Katie look of shock
SMOOTHER TRANSITION
Shot 17
Identical look of shock at the dinner table with a table full of food
CU of Katie and mothers facial expressions
Shot 18
Cutting through one item of food
Inside Katie's head= non-diegetic screaming pain, crying/ weeping
Black and white edited shot of her being sick
Shot 19
Argument with Mum, 'you don't understand'
CU walking up stairs, "I am going out"
Shot 20
Now focus on family, not Katie
Family do into her room LS
Looking in drawers for food CU/MS
Fast editing
Shot 21
sees her mum holding the food
Katie walks in "I came back to apologise and look at you"
mother 'I am so sorry darling, please don't be upset i just want the best for you'
Katie "You don't understand anything"
Shot 22
Katie laying on bed
CU of her with mum in background so that the audience get to see what the mum is doing
Shot 23
Mum taking diary out of bag, looking through whilst her mum is on the bed
Shot 24 = TWO OPTIONS
either filming the mum taking it out of Katie's room saying 'i will give you some alone time darling'
OR
katie turning around on the bed and seeing what her mum is looking at
CU anger
LS taking the diary from her, it rips
LS pushing her mum out of the room
Fast paced editing to reinforce momentum of argument
Shot 25
CU shot of her on the phone downstairs (change of scenery)
talking about Katie 'i thought it was about her breaking up with Daniel and exam stress, I just had no idea'
Transition fade to black
Shot 26
Mother dropping katie off at school
CU shots, awkard
Shot 27
Bell rings
in cafe, Katie and Emily in the cafe
Monday, 9 November 2009
Wednesday, 4 November 2009
Secondary footage to use in opening of short film
In order to fulfill the requirements of the type of genre in which I wish to present to my targeted audience members, it was crucial that I obtained some form of secondary material that would contribute to the opening of the short film. Through, searching on the internet I found this appropriate footage of London Fashion Week for Topshop. Nevertheless, after discovering this footage it became apparent that I was unable to use it within my short film due to the copyright laws attached to the material in which I had intentionally chosen to use in my media text.
Therefore in order to continue to match the ideas of my storyboard to the actual text
Monday, 2 November 2009
First Filming session
Upon designing and making changes to my storyboard it was important for me to carry out the shots that had been distinguished in the pre-production stages of the project.
Therefore I took out a camera and tripod and began filming in a quiet area within a village. This enabled me to collect each shot to the standard that it should be. Whilst making it realistic with the familiar features and surroundings.
Firstly, I began filming shots in a quiet area of the village in which most of the location revolved around greenery and natural surroundings like the small river with the bridge in the first few shots. This natural location reinforced the girls innocence as her condition becomes much worse throughout the course of the narrative. The use of the river helped to show how the teenage girl can take different paths in order to overcome her disease. Nevertheless, the use of her friend in these shots helps to reinforce a barrier preventing the girl from dealing with the disease by herself.
It was crucial for me to continually reinforce the eating disorder through the use of symbolising objects, variation and significance of shots, editing, speed but most importantly the visual presentation of what the characters are wearing. I decided that my main character (Katie) should be wearing a long blazer to create a straight silhoutte with the help of tight leggings to reinforce the figure of her. My other character was wearing a black hoody with leggings and a shirt. The use of black helped to show her empowering domineerance over her friend in trying to help her overcome the disease. Nevertheless, it also helped to enforce the "darkness" of the narrative.
After filming the shots in the natural serene surroundings I moved onto filming with a small shop close to the village. This enabled me to show the protagonists fear of food and need to establish herself around lots of magazines in order to help sustain her idea of the "perfect body image".
Once taking a variety of shots within the shop I filmed an intense argument between the two friends. Thus, helping to show the eating disorder is affecting the girl not just physically but also externally in her life as well.
The last shots of the day involved filming shots of the main protagonist throwing up. I used many sound effects through the video camera to keep it realistic when put together in the editing stages of post- production.
Therefore I took out a camera and tripod and began filming in a quiet area within a village. This enabled me to collect each shot to the standard that it should be. Whilst making it realistic with the familiar features and surroundings.
Firstly, I began filming shots in a quiet area of the village in which most of the location revolved around greenery and natural surroundings like the small river with the bridge in the first few shots. This natural location reinforced the girls innocence as her condition becomes much worse throughout the course of the narrative. The use of the river helped to show how the teenage girl can take different paths in order to overcome her disease. Nevertheless, the use of her friend in these shots helps to reinforce a barrier preventing the girl from dealing with the disease by herself.
It was crucial for me to continually reinforce the eating disorder through the use of symbolising objects, variation and significance of shots, editing, speed but most importantly the visual presentation of what the characters are wearing. I decided that my main character (Katie) should be wearing a long blazer to create a straight silhoutte with the help of tight leggings to reinforce the figure of her. My other character was wearing a black hoody with leggings and a shirt. The use of black helped to show her empowering domineerance over her friend in trying to help her overcome the disease. Nevertheless, it also helped to enforce the "darkness" of the narrative.
After filming the shots in the natural serene surroundings I moved onto filming with a small shop close to the village. This enabled me to show the protagonists fear of food and need to establish herself around lots of magazines in order to help sustain her idea of the "perfect body image".
Once taking a variety of shots within the shop I filmed an intense argument between the two friends. Thus, helping to show the eating disorder is affecting the girl not just physically but also externally in her life as well.
The last shots of the day involved filming shots of the main protagonist throwing up. I used many sound effects through the video camera to keep it realistic when put together in the editing stages of post- production.
Monday, 19 October 2009
Class Animatic evaluation
Upon doing the animatic, each student had to present to the class. I found this a very rewarding exercise because it allowed me to gain valid feedback from other people. Through gaining this feedback it meant that I could make alterations to the current state of the animatic so that it conformed to the standards aquired to make the desired outcome.
Two aspects of evaluation that I had to consider when looking at others work was:
- Quality of production
- Are we informed of the real narrative of the text through each sketch/ shot.
Other aspects to consider were:
- Does the text feel generically correct?
- Have you storyboarded enough or too much?
- How effective was the use of sound?
- Was there a variation in editing styles, i.e. fades/ dissolves/ speed/ cuts.
- Was each shot length/ cut appropriate for the text?
Overall, the people doing the short film task presented a good animatic. There was a good use of non-diegetic and diegetic sound to reinforce parts of the narrative. Clear sketches were used and it was visible to see that the editing ran parallel with the action and sound within the text. Furthermore, there was a good selection of ambient sound used to reinforce vital parts of the narrative.
Students doing the music video gave a very engaging piece. This was due to the good use of editing and sketches that meant it was easier for audience members to interact with the predominant characters/ singers in the text. Furthermore, the variation in shots meant that the meaning of the lyrics within the song were reinforced to their full effect. Moreover, the use of movement of certain characters was most effective because it brought the audience members closer to what was actually happening within the text.
Both the teaser trailer and the opening of a children's television programme were well-presented and engaging. Witholding, conventions like variation of shots, good use of sound and appropriate content for targeting audiences. The advertising task that was carried out was appropriate for the targeted audience -that being, predominately men interested in sports- as it kept with the codes of a typical ad. There was a good use of shot reverse shot and alot of focus on the product being advertised. Therefore, meaning that the concept of the product remained and the student kept within that particular context.
For my evaluation of my animatic, most people said that it was overall a good presentation of the narrative of the text. I used a good variation of shots, however I needed to include sound to complete the full piece and develop audience members with a better understanding of the narrative. Furthermore, I need to cut some of the original transitions and use less. Therefore, meaning that when they are used they are used with a big effect. Thus, helping audience members to engage with the narrative of the text is changing. Also, I should try to avoid "cube" or "shape" transitions as it will completely change the dark tone of the narrative (which is something I do not want to change).
Other aspects to consider upon improving my animatic were:
- Use darker lighting to reinforce tone.
- Develop a clarified understanding as to why the main protagonist is behaving in a certain way.
- Good use of shot types, however use CU's more so that the audience members are drawn in closer to the main protagonist.
Two aspects of evaluation that I had to consider when looking at others work was:
- Quality of production
- Are we informed of the real narrative of the text through each sketch/ shot.
Other aspects to consider were:
- Does the text feel generically correct?
- Have you storyboarded enough or too much?
- How effective was the use of sound?
- Was there a variation in editing styles, i.e. fades/ dissolves/ speed/ cuts.
- Was each shot length/ cut appropriate for the text?
Overall, the people doing the short film task presented a good animatic. There was a good use of non-diegetic and diegetic sound to reinforce parts of the narrative. Clear sketches were used and it was visible to see that the editing ran parallel with the action and sound within the text. Furthermore, there was a good selection of ambient sound used to reinforce vital parts of the narrative.
Students doing the music video gave a very engaging piece. This was due to the good use of editing and sketches that meant it was easier for audience members to interact with the predominant characters/ singers in the text. Furthermore, the variation in shots meant that the meaning of the lyrics within the song were reinforced to their full effect. Moreover, the use of movement of certain characters was most effective because it brought the audience members closer to what was actually happening within the text.
Both the teaser trailer and the opening of a children's television programme were well-presented and engaging. Witholding, conventions like variation of shots, good use of sound and appropriate content for targeting audiences. The advertising task that was carried out was appropriate for the targeted audience -that being, predominately men interested in sports- as it kept with the codes of a typical ad. There was a good use of shot reverse shot and alot of focus on the product being advertised. Therefore, meaning that the concept of the product remained and the student kept within that particular context.
For my evaluation of my animatic, most people said that it was overall a good presentation of the narrative of the text. I used a good variation of shots, however I needed to include sound to complete the full piece and develop audience members with a better understanding of the narrative. Furthermore, I need to cut some of the original transitions and use less. Therefore, meaning that when they are used they are used with a big effect. Thus, helping audience members to engage with the narrative of the text is changing. Also, I should try to avoid "cube" or "shape" transitions as it will completely change the dark tone of the narrative (which is something I do not want to change).
Other aspects to consider upon improving my animatic were:
- Use darker lighting to reinforce tone.
- Develop a clarified understanding as to why the main protagonist is behaving in a certain way.
- Good use of shot types, however use CU's more so that the audience members are drawn in closer to the main protagonist.
Thursday, 15 October 2009
Tuesday, 13 October 2009
Wednesday, 7 October 2009
Changes from my animatic
After looking at the shots in my animatic, it became apparent that the narrative was to generic (a traditional linear narrative as described by Todorov - http://sismedia.wetpaint.com/page/Narrative+theory) and too expected for my targted audience. Therefore, I feel that I will need to alter certain shots to create an "air of mystery", so that enough ambiguity is created for my audience members to suggest things about the main character instead of the narrative directly saying it (here I will be using Barthes’ Enigma Code – Barthes suggests that a narrative should offer a series of mysteries to the audience to be unraveled as the text develops - http://sismedia.wetpaint.com/page/Narrative+theory).
-Audience to be unraveled as the text develops- sismedia.wetpaint.com/page/narrative+theory
As the main protagonist is suffering from an eating disorder, I will alter certain aspects within the narrative to reinforce the need to have the perfect body image without out right getting the character to say it.
One prop that I will use is photo frames:
- this is good because that way the audience members can see how the girl used to look before she had the disease.
- it also shows the girl's reflection in the frame, thus reinforcing her importance of body image.
Narrative structure and theory is something that I could have given greater consideration to during my AS production therefore here I am attempting to make it an integral part of my pre-production in the hope that it will lead to less problems and changes at the post production stage. Moreover, I have given far more time to pre-production realizing that I had done so at the AS production process would have been far smoother resulting in an even more accomplished product.
Instead of just spoken dialouge between the few characters, I will also use a shooting method whereby the audience members get to listen to the protagonists thoughts and feelings. Thus, meaning that they are drawn closer to the main protagonist. Not only this, but I will use all of the characters voices in the girls head as if they are pressuring her inside. To reinforce this pressure, I will use an echoed or blurred voice so that it is apprent that the characters are not directly speaking to her. This will also suggest that the eating disorder is at a low point as the signs and symptoms begin to occur in the text.
I will also alter the shot list so that the ending is more coherent to what the actual disease is really like. In other words, someone suffering from anorexia would deny that they still have it to fool the other characters. Therefore, I will change the ending to show that her issues are still not resolved. After her friends ask about her welfare at the restaurant and she replies with "Im fine", the non-diegetic sound of her being sick will enter so that the audience members know that her issues are still apparent even at the end of the text.
-Audience to be unraveled as the text develops- sismedia.wetpaint.com/page/narrative+theory
As the main protagonist is suffering from an eating disorder, I will alter certain aspects within the narrative to reinforce the need to have the perfect body image without out right getting the character to say it.
One prop that I will use is photo frames:
- this is good because that way the audience members can see how the girl used to look before she had the disease.
- it also shows the girl's reflection in the frame, thus reinforcing her importance of body image.
Narrative structure and theory is something that I could have given greater consideration to during my AS production therefore here I am attempting to make it an integral part of my pre-production in the hope that it will lead to less problems and changes at the post production stage. Moreover, I have given far more time to pre-production realizing that I had done so at the AS production process would have been far smoother resulting in an even more accomplished product.
Instead of just spoken dialouge between the few characters, I will also use a shooting method whereby the audience members get to listen to the protagonists thoughts and feelings. Thus, meaning that they are drawn closer to the main protagonist. Not only this, but I will use all of the characters voices in the girls head as if they are pressuring her inside. To reinforce this pressure, I will use an echoed or blurred voice so that it is apprent that the characters are not directly speaking to her. This will also suggest that the eating disorder is at a low point as the signs and symptoms begin to occur in the text.
I will also alter the shot list so that the ending is more coherent to what the actual disease is really like. In other words, someone suffering from anorexia would deny that they still have it to fool the other characters. Therefore, I will change the ending to show that her issues are still not resolved. After her friends ask about her welfare at the restaurant and she replies with "Im fine", the non-diegetic sound of her being sick will enter so that the audience members know that her issues are still apparent even at the end of the text.
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