My role in the Prelim task was to mainly to work behind the scene such as the directing role with other team members. I found this role particularly rewarding and seeing the outcome would benefit us in filming the actual sequal of the opening scene and it meant that we would have a great deal of knowlege in creating our sequence in having our first hand experience in already filming and directing and for the actors acting.
My put in for the prelim was mainly behind the camera and this helped me a lot becuase i was also the camera person for the final product and i learnt mostly form the prelim and it helped me me to figure out how to use the camera and the tripods and all the equipements.
All my other team mates were also doing the same roles as me such as doing the camera work and directing and this was a pleasure for the outcome of the product as we exceeded our expectation and came out with an excellent Prelim task which everyone like and the audience enjoyed
By Amira Duale
Thursday 5 May 2011
Is your media product glamourising drug dealing?
By: Amira and Simona
In this Discussion with Simon (host) she asked me the question if our opening sequence was : Glamourising drug dealing to inform our youth that it wasnt all about the rough life but to inforn the audience that there is a better life rather than being in the streets and doing things you shouldn't be. In this discussion we discussed the facts that would occur after going through this such as :jail , death etc. Our audience were the main concern for our opening sequece because we would rather be a role model through our filming than an bad influence .
Ozzy our opening sequence we see the main charcter Ozyy have a rough upringing although he goes to school we see him also doing drugs part time whilst doing Art on the side. We see him sneaking out the door whilst Simona the character is doing her work (painting) here we see him quickly run out and she follows him, her reaction to him doing the drugs was not a good one. A close up of Simona's face in our sequence toward the end and she seemed so distressed, let down and shocked at the fact that she saw the boy that she liked was doing this behind her back and we instantly see Ozzy's face where the camera was a low angle shot insinuating the superiority of the character Ozzy and his influence to the youth.
In conclusion to the Question the host had given me my conclusion to it was that our ratings for this movie is 15 + and that was our final decision and we made it this age for a purpose that younger kids wouldnt be allowed to watch it because it entailed some drug/ violence. If we had the pleasure in creating the entire movie we would have seen Ash (Ozzy) the main character in a really dark misfortunate place and we would have seen him in a really a place that we would never want to any of our family/loved ones go through and this was the case for Simona. So glamourising drug deaing wasn't on our agenda on making this opening sequence but to rather inform the young ones out there who would be interested in our sequal.
By Amira Duale
Filming ! - Amira Duale
Videoing
My role as the camera person was to film the entire sequence this meant that i had to be able to have a hands on role in getting the sequence to my liking and as well as my team members. This meant i had to also direct some parts of the filming as well as Ash and see what he'd prefer and what actually looked good on the camera that i was looking through.
Process
At the beginning of the process of filming I used the larger camera this however changed during the filming as we saw it be very heavy and carrying it everywhere this was impossible to do and it would waste our time. However this camera was very precise in capturing the characters and making it more realistic and professional the editors of the opening sequel was Ash and Simona and they found editing with this camera very interesting because it was very professional looking and looked good.
Switching camera's
After Switching the cameras i have realised it was very good as an hand-he;d because it was very light and we didn't have to worry about it as much as the other one this was very good for me since i would be the one that would be carrying it everywhere. We also used tripods throughout the filming because we found it to be more steady than the actual camera it self, using it without a tripod was very convenient for us too because we wanted to get that realistic look such as the movies Kiddulthood and Adulthood.
Filming the sequel i found that it was interesting and very rewarding to the sequel and doing the right things such as the different shots together would be very easy for our editors. The camera that was used throughout the movie was a Legria fs200 -
My role as the camera person was to film the entire sequence this meant that i had to be able to have a hands on role in getting the sequence to my liking and as well as my team members. This meant i had to also direct some parts of the filming as well as Ash and see what he'd prefer and what actually looked good on the camera that i was looking through.
Process
At the beginning of the process of filming I used the larger camera this however changed during the filming as we saw it be very heavy and carrying it everywhere this was impossible to do and it would waste our time. However this camera was very precise in capturing the characters and making it more realistic and professional the editors of the opening sequel was Ash and Simona and they found editing with this camera very interesting because it was very professional looking and looked good.
Switching camera's
After Switching the cameras i have realised it was very good as an hand-he;d because it was very light and we didn't have to worry about it as much as the other one this was very good for me since i would be the one that would be carrying it everywhere. We also used tripods throughout the filming because we found it to be more steady than the actual camera it self, using it without a tripod was very convenient for us too because we wanted to get that realistic look such as the movies Kiddulthood and Adulthood.
Filming the sequel i found that it was interesting and very rewarding to the sequel and doing the right things such as the different shots together would be very easy for our editors. The camera that was used throughout the movie was a Legria fs200 -
By Amira Duale
Sound
We had to watch few films in order to be able to identify what non diegetic sound would fit in with our movie genre the best. The sound that we used was a free copyright sound, as we are just couple of student's which couldn't afford to buy a copyright for a well known song that we wanted. This soundtrack we found was very suitable, as it reflects Ozzy's lifestyle, as he is listening to the music in his earphones. We got influenced by the film which is called: "Get rich or die trying". The soundtracks for the film are very similar to the one that we used for our non diegetic sound. And the film involves crime as well, which we found relevant.
For our diegetic sound, we used a lot of atmosphere tracks, which we recorded in different places, but used for our shots. The original sound of our footage in some places didn't work or wasn't clear enough in order to be heard properly, this is why we used the atmosphere tracks in order for it to sound better and more clear, as well as more full in places, where as in some cases we needed the atmosphere track to be more quite than our original sound. Also if we used non-diegetic sound for our movie that isn't relevant, it might set the wrong atmosphere and confuse the viewers.
We used the original sound for our dialogue, as we found the voiceover just a little over the top. I don't know, it just did not work out, as our group agreed to leave the original sound for our dialogue. We only used a voice over at the moment when the character of Simona screams out "Ozzy!". Weirdly enough the rest of the sound was either non diegetic or the atmosphere track was used in order to set the atmosphere and make the narrative more clear and understandable.
By: Simona Larka 9575
Wednesday 4 May 2011
Tuesday 3 May 2011
Consent Form
Below is the text from the consent form we asked all the extras of our product to fill in.
I _________________________ give consent for A Freak Production to use any footage of me they film, for there purpose.
by Ash Khan
Signature____________________________
I _________________________ give consent for A Freak Production to use any footage of me they film, for there purpose.
by Ash Khan
Signature____________________________
Freak Production Logo
Our Freak Production Logo was created by me on Photoshop. The reason for a good logo is because if we were a real production company we would need a recognisable logo for our audience to be well known with.
Looking back at your preliminary task, what do you feel you have learnt in the process from it to the full product? EVALUATION QUESTION 7
Our group, which involved 5 people did the preliminary task If I am not mistaking around the end of September, which was just right at the beginning of the year. All of us have learnt so much since then. The amount of information we have learnt, it is outstanding in my opinion. I have learnt, that there is so much more to it than justediting couple of shots together.
At the beginning of the year we learnt how to use lights and basic things about shot types and how we can apply it to the narrative.
At the beginning of the year we learnt how to use lights and basic things about shot types and how we can apply it to the narrative.
Thursday, 30 September 2010
Todays lesson!
Today we have looked at and experienced with many types of camera shots, lightning and different positions of it. 180degrees rule is also very important thing to remember in order to make the shot work. I have learnt that it is not up to characters and script but it is up to camera position to make the shot seem as you want it to seem! It also changes the mood of the shot. this gave me some experience and made me realise that you have to work hard to get everything done well.
Thursday, 9 September 2010
09/09/10 Second lesson
Today we have watched a drama scene and analysed the way it has been filmed, the way that lighting has been set up in order to bring out the main character from everything that is going on around them. I also have learnt that body language and clothing the character is wearing does introduce us to characters position in this scene! Either if it is the main character or maybe just a reporter, which in this case was less important character.
Important things to look at are:
Important things to look at are:
- Camera position
- Focus
- Location/ set
- Lighting ->key light
- ->back light
- ->fill light
- Body language, eye-line, performance
- Shot size and angle
All of these things are used to analyse a scene easier.
Theese are just posts that I posted on my Media AS blog in order to find out how much I have actually learnt from the process of making a 2 minute opening sequence with two group mates.
I went through the process of acting, filming, editing. I experianced with trying out many different shots and how they work with the story that we were trying to tell, in another words the narrative. And also not to forget, creating an opening sequence involved a lot more research than I ever thought. I have learnt how to use an IMac and video editor. I involved in editing the shots, so they flow together and tell the story. Also I was involved in sound editing, which my groupmate Ash did very well. We tried out recording a voice over for our lines, but sadly it worked well only at the moment, when the character simona screams out Ozzy's name. We started off by having 5 minutes of the footage, so we had to cut down two minutes of the visual edit. At first we thought that it is going to be very hard, but at the end it all worked out very well and we ended up having roughly 2 minute opening sequence.
As I was acting the role of Simona, I realised that having the wrong facial expression could change the all story and make a wrong impression to the audience, so I had to make sure that the acting suits with the genre, which in our case was social realism.
Filming the scenes and holding the camera still sometimes was very hard, asspecialy, when we filmed the high angle shot. We had to hold the camera very still, as if it wasn't still, it wouldn't look appropriate.
Also I have learnt how to work in a group, as we all were sharing the grade for the opening sequence, we tried to spend a lot of time filming it in order to get it right. We all tried our best in order not to bring the rest of the team and crue down.
By: Simona Larka 9575
As I was acting the role of Simona, I realised that having the wrong facial expression could change the all story and make a wrong impression to the audience, so I had to make sure that the acting suits with the genre, which in our case was social realism.
Filming the scenes and holding the camera still sometimes was very hard, asspecialy, when we filmed the high angle shot. We had to hold the camera very still, as if it wasn't still, it wouldn't look appropriate.
Also I have learnt how to work in a group, as we all were sharing the grade for the opening sequence, we tried to spend a lot of time filming it in order to get it right. We all tried our best in order not to bring the rest of the team and crue down.
By: Simona Larka 9575
What have you learnt about technologies from the process of constructing this product? EVALUATION QUESTION 6
Technology used
Cameras: One of technoligies that I used within the process of filming the footage were two types of cameras. First camera that we did get to use, was a camera, which had very high quality,But the minus was that it was very heavy, and as we spent a lot of time holding the camera, we exchanged it to a smaller camera, which didn't have killer quality, but atleast it was more comfortable to carry around. So I have learnt that the big cameras are more heavy than they look! Also we had to keep camera in it's case, just incase if anybody would drop it. We also had to keep the camera out of the reach of rain. So we did look after the camera a lot in order to keep it safe, as it is school property.
IMac: At first the IMacs were frastrating me, as I had to get used to it in order to use it with all the advantages, that it offered. The programms that we used for the editing were I Movie and GarageBand. We also used Photoshop for few aspects.
What have I learnt about the technologies from this process? HA! I have learnt how to edit the sound and the visual aspects of the footage thatI have given or I have filmed. I have learnt How to use theese both programmes quite well and I think that this is a very big advantage, as beforehand I know only the basic stuff.
Photoshop was quite hard to use, as it confused me alot, so I haven't really learnt a lot about Photoshop from this process, but I think that it takes a bit more time to get used to programmes like that. Also the reason from me knowing how to use I Movie and GarageBand better is that I used it much more.
By: Simona Larka 9575
Cameras: One of technoligies that I used within the process of filming the footage were two types of cameras. First camera that we did get to use, was a camera, which had very high quality,But the minus was that it was very heavy, and as we spent a lot of time holding the camera, we exchanged it to a smaller camera, which didn't have killer quality, but atleast it was more comfortable to carry around. So I have learnt that the big cameras are more heavy than they look! Also we had to keep camera in it's case, just incase if anybody would drop it. We also had to keep the camera out of the reach of rain. So we did look after the camera a lot in order to keep it safe, as it is school property.
IMac: At first the IMacs were frastrating me, as I had to get used to it in order to use it with all the advantages, that it offered. The programms that we used for the editing were I Movie and GarageBand. We also used Photoshop for few aspects.
What have I learnt about the technologies from this process? HA! I have learnt how to edit the sound and the visual aspects of the footage thatI have given or I have filmed. I have learnt How to use theese both programmes quite well and I think that this is a very big advantage, as beforehand I know only the basic stuff.
Photoshop was quite hard to use, as it confused me alot, so I haven't really learnt a lot about Photoshop from this process, but I think that it takes a bit more time to get used to programmes like that. Also the reason from me knowing how to use I Movie and GarageBand better is that I used it much more.
By: Simona Larka 9575
How did you attract/ adress your audience? EVALUATION QUESTION 5
First attraction that could attract many teenagers into watching our movie is the age restriction. As the film is restricted to be for 15+, this means that the audience that it is adressed to will be familiar with the theme in most cases. This is why we stated the age restriction on the DVD cover/Poster in order to let the audience that this is 15+ movie and that it is social realism.
You can learn a lot from social realism, as it usually expresses the bad side of crime and let's the teenagers to find out what exactly crime is all about and how it is dealt with, as well as how it affects others around you. My personal thoughts are, that I would watch a movie, that is restricted atleast 15+ or 18+, as the information gained from it must be useful in (social realism). Also the age restriction tells the audience that the movie must be fun, so that could attract them.
By: Simona Larka 9575
You can learn a lot from social realism, as it usually expresses the bad side of crime and let's the teenagers to find out what exactly crime is all about and how it is dealt with, as well as how it affects others around you. My personal thoughts are, that I would watch a movie, that is restricted atleast 15+ or 18+, as the information gained from it must be useful in (social realism). Also the age restriction tells the audience that the movie must be fun, so that could attract them.
By: Simona Larka 9575
Who would be the audience? EVALUATION QUESTION 4
The audiance is a subject that involves a lot of researching as well as thinking. If you rate a film with the wrong age limit, it might influence the person either in a good way or a bad way. Not to forget, there are also different types of people. Some might be more informed or practicaly living the narrative of our opening sequence. Some on the other hand might be living a life that don't involve drugs. this in many cases could be very informative but only for certain age group. Obviously the theme is not suitable for small children, but I am thinking maybe the age group of 15+ or maybe even 12+ in some cases. But as the film might be viewed by a 12 year old that could get bad influence from it, we have decided for the sake of childrens safety to rate our film 15+.
In 1948, the government appointed a Departmental Committee on Children and the Cinema (the Wheare Committee), whose report in 1950 (Cmnd 7945) failed to find any clear evidence of the 'harmful influences' that the cinema exerted over impressionable young people. Nonetheless, in January 1951 the BBFC responded to Wheare's recommendation by replacing the H certificate with an X certificate for films to which children under 16 would not be admitted. The change was relatively subtle but showed up over time: the emphasis was no longer on dramatic 'horror' but on sex and violence.
The next revision in the classification scheme came into effect on 1 July 1970. Four certificates were now to be employed:
U Universal admission;
A Children aged five and over admitted unaccompanied but parents are advised that the film may contain material they would prefer the children under 14 not to see;
AA No admission for children under 14;
X No admission for children under 18.
The age of majority in the UK was reduced from 21 to 18 in 1970. But although it could be argued that X now genuinely meant 'adult', youths aged 16 and 17 were overnight excluded from the most restrictive classification of films. For a film to be granted an X certificate could henceforth remove it from part of the key age group for cinemagoing. Saturday Night Fever was originally classified X but reclassified as A following cuts.
http://www.terramedia.co.uk/reference/law/UK_media_law/cinema_and_film_laws.htm
The Video Recordings Act 1984:
It is an offence to supply or offer to supply a video recording to any person who has not attained the age specified on the recording. This legislation applies to video films, video games and computer games.
It is a defence to show that you neither knew nor had reasonable grounds to believe that:
The maximum fine for selling or renting an age restricted cassette/DVD to a child under the specified age is £5,000 and/or up to 6 months imprisonment.
Restricted 18 video cassettes and DVDs can be supplied only in licensed sex shops to persons 18 years of age and older.
http://www.surreycc.gov.uk/sccwebsite/sccwspages.nsf/lookupwebpagesbytitle_rtf/what+age+restrictions+are+there+on+productsq?opendocument#Films
Basically as the law states, it depends on what the movie contains that could influence the children. Sometimes children still can get a hold of media that they wish to watch online or just by staying up very late at night, so by having age restriction, we are hoping that it will stop influencing children and it will stop them from seeing the film, well atleast the majority of children.
Our film would contain strong language, crime. This is why it has 15+ as the restriction age. We just didn't want to risk it by influencing children into having to find out too much of information at young age.
By: Simona Larka 9575
In 1948, the government appointed a Departmental Committee on Children and the Cinema (the Wheare Committee), whose report in 1950 (Cmnd 7945) failed to find any clear evidence of the 'harmful influences' that the cinema exerted over impressionable young people. Nonetheless, in January 1951 the BBFC responded to Wheare's recommendation by replacing the H certificate with an X certificate for films to which children under 16 would not be admitted. The change was relatively subtle but showed up over time: the emphasis was no longer on dramatic 'horror' but on sex and violence.
The next revision in the classification scheme came into effect on 1 July 1970. Four certificates were now to be employed:
U Universal admission;
A Children aged five and over admitted unaccompanied but parents are advised that the film may contain material they would prefer the children under 14 not to see;
AA No admission for children under 14;
X No admission for children under 18.
The age of majority in the UK was reduced from 21 to 18 in 1970. But although it could be argued that X now genuinely meant 'adult', youths aged 16 and 17 were overnight excluded from the most restrictive classification of films. For a film to be granted an X certificate could henceforth remove it from part of the key age group for cinemagoing. Saturday Night Fever was originally classified X but reclassified as A following cuts.
http://www.terramedia.co.uk/reference/law/UK_media_law/cinema_and_film_laws.htm
Films, DVDs, video games and computer games
The legislation mentioned below, which controls the sale and supply of videos, is currently unenforceable due to a legal technicality but we have kept the information available until the matter is resolved. Further information is available from the British Board of Film Classification and the British Video Association.The Video Recordings Act 1984:
It is an offence to supply or offer to supply a video recording to any person who has not attained the age specified on the recording. This legislation applies to video films, video games and computer games.
It is a defence to show that you neither knew nor had reasonable grounds to believe that:
- the classification certificate contained the statement in relation to the specified age or
- the person concerned had not attained the specified age or
- that you had reasonable grounds to believe that the supply was or would have been an exempted supply, as defined by legislation. If you sell video films by retail you will not be dealing with exempted supplies.
The maximum fine for selling or renting an age restricted cassette/DVD to a child under the specified age is £5,000 and/or up to 6 months imprisonment.
Restricted 18 video cassettes and DVDs can be supplied only in licensed sex shops to persons 18 years of age and older.
http://www.surreycc.gov.uk/sccwebsite/sccwspages.nsf/lookupwebpagesbytitle_rtf/what+age+restrictions+are+there+on+productsq?opendocument#Films
Basically as the law states, it depends on what the movie contains that could influence the children. Sometimes children still can get a hold of media that they wish to watch online or just by staying up very late at night, so by having age restriction, we are hoping that it will stop influencing children and it will stop them from seeing the film, well atleast the majority of children.
Our film would contain strong language, crime. This is why it has 15+ as the restriction age. We just didn't want to risk it by influencing children into having to find out too much of information at young age.
By: Simona Larka 9575
What kind of media institution might distribute your media product and why? EVALUATION QUESTION 3
A perfect media institution that could distribute our movie would be instictution that wish to make good changes and inform children about social realism. So basically an institution that wish to do good by distibuting social realism films in order to let teenagers see and find out about other peoples lives as well as to give them an idea of how bad crime is and how it affects others around you.
I liked the quote on this site I came across with, it says 'Media making change'. This website is Northwest institute for social change. I think, that we could actually contact this institute and tell them our narrative. As it might make change for teenagers, as our movie is made in order to inform, the institute might be able to distribute our film. This would mean synergy, as our production would coorporate with their institute in order for both parties to gain something.
http://www.nwisc.com/
By: Simona Larka 9575
I liked the quote on this site I came across with, it says 'Media making change'. This website is Northwest institute for social change. I think, that we could actually contact this institute and tell them our narrative. As it might make change for teenagers, as our movie is made in order to inform, the institute might be able to distribute our film. This would mean synergy, as our production would coorporate with their institute in order for both parties to gain something.
http://www.nwisc.com/
By: Simona Larka 9575
How does your media product represent particular social group? EVALUATION QUESTION 2
Representation of characters: The location we chose for our project is school/college. One of reasons were, that it would straight away make the representation part more interesting, as within school environment there are a lot of different people with different lifestyles. Our movie opening represents real environment and real life situations that happen within school environment.
Ozzy Simona
*Teenager (confused, independent) *Teenager (against drugs)
*Art classroom (artistic background) *Art classroom (artistic background)
*Hoody *Casual style
*Danger (male) * Worried, sensitive (female)
Music: Beat that is used for the non diegetic sound in our movie opening is slow and jammy beat, which straight away lets me know that the movie opening will involve drugs, as a lot of drug sellers listen to beats like that, well atleast within other films that I have seen. the sound plays a very large role within films as sometimes you can just listen to the bmovie and by the sound you can guess the genre of film that you are hearing. In our case, music allready would let the audience know that the opening sequence involves drugs, even though the visual part of it would leave the exposion till the end. So the slow beat represents drug selling that is happening in the opening sequence.
The first few scenes were filmed within artistic environment, which in our case was the art classroom of our school. This represents the artists being very free. This represents a theme of art, as it is quite popular for teenagers nowadays, as people are either very clever or very artistic. And in our opening sequence we set out clear representation of the art classroom and artists.
Overall mostly Ozzys lifestyle is the main story of our 2 minute opening sequence, so mostly Ozzy's social group is explored much more than the other characters social group. Ozzy's social status is represented through the drug selling. The storyline mentions that Ozzy comes from poor background and trying to get money for his family through this dangerous job, which is called drug selling. Also in our trailer, there are police car seen, which also might give the idea of crime, rule braking, which straight away gives the idea of lower class.
By: Simona Larka 9575
Ozzy Simona
*Teenager (confused, independent) *Teenager (against drugs)
*Art classroom (artistic background) *Art classroom (artistic background)
*Hoody *Casual style
*Danger (male) * Worried, sensitive (female)
Music: Beat that is used for the non diegetic sound in our movie opening is slow and jammy beat, which straight away lets me know that the movie opening will involve drugs, as a lot of drug sellers listen to beats like that, well atleast within other films that I have seen. the sound plays a very large role within films as sometimes you can just listen to the bmovie and by the sound you can guess the genre of film that you are hearing. In our case, music allready would let the audience know that the opening sequence involves drugs, even though the visual part of it would leave the exposion till the end. So the slow beat represents drug selling that is happening in the opening sequence.
The first few scenes were filmed within artistic environment, which in our case was the art classroom of our school. This represents the artists being very free. This represents a theme of art, as it is quite popular for teenagers nowadays, as people are either very clever or very artistic. And in our opening sequence we set out clear representation of the art classroom and artists.
Overall mostly Ozzys lifestyle is the main story of our 2 minute opening sequence, so mostly Ozzy's social group is explored much more than the other characters social group. Ozzy's social status is represented through the drug selling. The storyline mentions that Ozzy comes from poor background and trying to get money for his family through this dangerous job, which is called drug selling. Also in our trailer, there are police car seen, which also might give the idea of crime, rule braking, which straight away gives the idea of lower class.
By: Simona Larka 9575
Monday 2 May 2011
Editing the Film
After all the filming was done we had the hard job of editing.
We ended up with nearly an hour of film which we had to reduce to below 2 minute 30.
In the first sessions of editing we focused on cutting the film down to about 2 minute. We had to make sure it made sense for the audience too though. The most important thing was to tell the story, and then once this was done we could add the creative shots and titles.
We learnt that we could cut shots to make it have meaning.
For example we cut between the shot of Simona's and Ozzy's eyes to make it look like they looked at each other and this also this shows some romantic chemistry between the two characters.
Editing the painting of Simona;
Editing with the music;
We needed a song that linked to our genre, and music that the main character Ozzy would listen to. At first the music is non digetic as it can be heard at the very beginning, as you see the titles come up (linking to the normal conventions of real films). Once we are introduced to Ozzy, we don't see he has headphones until half way through the titles. The music (after the bell can be heard) then stops, showing he is actually listening to the music on his phone. the music then becomes digetic as both the audience and the character can hear the song. The song fades to a low volume until you see him put the headphones back in as he's walking down the corridor The song then heightens, until he walks away from Simona and Amira, where their conversation starts and he is out of the shot. The music once again heightens in volume when he approaches Dara.
We ended up with nearly an hour of film which we had to reduce to below 2 minute 30.
In the first sessions of editing we focused on cutting the film down to about 2 minute. We had to make sure it made sense for the audience too though. The most important thing was to tell the story, and then once this was done we could add the creative shots and titles.
We learnt that we could cut shots to make it have meaning.
For example we cut between the shot of Simona's and Ozzy's eyes to make it look like they looked at each other and this also this shows some romantic chemistry between the two characters.
Editing the painting of Simona;
The painting of simona had to be from Ozzys point of view since he is painting her in class. This was hard to do in the time of filming so the painting had to be done prior filming.
To make the painting as accurate we had to film the whole of that scene excluding the shot of the painting.
I then had to freeze frame the shot of Simona, from Ozzy's point of view, and then went on to then paint it from that freeze frame. If i had painted Simona before actually shooting her reaction, it may have differed from the scene behind her and what she may have been wearing. We had to film the shot of the canvas with the painting on it and edit it in.
To make the painting as accurate we had to film the whole of that scene excluding the shot of the painting.
I then had to freeze frame the shot of Simona, from Ozzy's point of view, and then went on to then paint it from that freeze frame. If i had painted Simona before actually shooting her reaction, it may have differed from the scene behind her and what she may have been wearing. We had to film the shot of the canvas with the painting on it and edit it in.
Editing with the music;
We needed a song that linked to our genre, and music that the main character Ozzy would listen to. At first the music is non digetic as it can be heard at the very beginning, as you see the titles come up (linking to the normal conventions of real films). Once we are introduced to Ozzy, we don't see he has headphones until half way through the titles. The music (after the bell can be heard) then stops, showing he is actually listening to the music on his phone. the music then becomes digetic as both the audience and the character can hear the song. The song fades to a low volume until you see him put the headphones back in as he's walking down the corridor The song then heightens, until he walks away from Simona and Amira, where their conversation starts and he is out of the shot. The music once again heightens in volume when he approaches Dara. We had to do this editing on 'Garage Band'. This allowed us to increase and decrease sounds at appropriate times, as well as keeping the original atmospheric track and verbal language. I had to search for this song on a website called 'Free Play'. This was avoid any copy right issues. We used garage band to search for the appropriate bell sound, which sounded realistic. This was copy right free as it already existed on garage band as a means for sound effects.
During the conversation with Amira and Simona i had to make sure the sound of song was decreased so you can hear both characters. We attempted to film the audio of the conversation and then filmed them, and used it as a voice over. This was unsuccessful as the sound didn't seem natural ideal. You could tell it was a voice over. I had to use the actual audio from the conversation which was fine and we realised it was ok to use.
By Ash Khan
Problems We Encountered..
The Classroom Scene:
When filming the classroom scene we realised there was not enough extras to make it look like a real , full, busy classroom. We tackled this by carefully framing the shots.
The Hallway Scene:
We needed extras for the hallway scene. Luckily some girls walked by and we filmed them in the background as we acted in the foreground. After we asked them for them for their consent and they agreed.
The Drug Deal Scene:
Our first choice extra was Ahmed but we could not get into contact with him so we had to call our back up extra Dara. He came and filming was successful.
By Ash Khan
When filming the classroom scene we realised there was not enough extras to make it look like a real , full, busy classroom. We tackled this by carefully framing the shots.
The Hallway Scene:
We needed extras for the hallway scene. Luckily some girls walked by and we filmed them in the background as we acted in the foreground. After we asked them for them for their consent and they agreed.
The Drug Deal Scene:
Our first choice extra was Ahmed but we could not get into contact with him so we had to call our back up extra Dara. He came and filming was successful.
By Ash Khan
Props Organisation
In our product there are a number of props we will be needing.
Headphones for Ozzy to wear
A small bag which will be used as the bag of drugs Ozzy trades.
Canvases
Paint Brushes
Most Importantly the painting of Simona...
-The painting of simona would have to be from Ozzys point of view since he is painting her in class. Obviously this would be hard to do in the time of filming so the painting would have to be done prior filming.
To make the painting as accurate we would have to film the whole of that scene excluding the shot of the painting.
Then i would have to freeze frame the shot of Simona ,from Ozzy's point of view, we plan to film and use that image to paint from.
Then we would have to film the shot of the canvas with the painting on it and edit it in.
By Ash Khan
Headphones for Ozzy to wear
A small bag which will be used as the bag of drugs Ozzy trades.
Canvases
Paint Brushes
Most Importantly the painting of Simona...
-The painting of simona would have to be from Ozzys point of view since he is painting her in class. Obviously this would be hard to do in the time of filming so the painting would have to be done prior filming.
To make the painting as accurate we would have to film the whole of that scene excluding the shot of the painting.
Then i would have to freeze frame the shot of Simona ,from Ozzy's point of view, we plan to film and use that image to paint from.
Then we would have to film the shot of the canvas with the painting on it and edit it in.
By Ash Khan
Organising Extras
We need one main extra. The characteristics needed are:
They were told to dress like a delinquent. So hoodies, fashionable trainers and black clothing.
Male
Big build
Looks at least 17
I asked a few of my friends and ended up with a few options.
Ahmed is the number one option
Dara is second
and Micheal is third option.
We have all their contact details and asked them to try and be free on the days of filming.
Also, we need other extras. We need other students in the classroom. We have organised to film during when students use the room for extra work and we asked for there consent for filming.
We also need extras to walk through the corridor. Even though it is risky we plan to improvise with students that are going to be using this corridor on the day. We plan to ask for there consent and then film them walking past.
Also, we need other extras. We need other students in the classroom. We have organised to film during when students use the room for extra work and we asked for there consent for filming.
We also need extras to walk through the corridor. Even though it is risky we plan to improvise with students that are going to be using this corridor on the day. We plan to ask for there consent and then film them walking past.
By Ash Khan
Booking the Locations...
Since we were going to film in a real school, we had to respect school policies. We did not want to interrupt lessons or learning so we pre booked locations which may do this.
We searched the school for appropriate art classrooms. We found one, but the teacher was not happy with us filming. We then continued to search and found another art classroom which was even more ideal for our filming. We had to book with consideration of our free time and the teachers lesson times. After coming to an agreement we had our classroom set.
Also we asked permission of the teacher who has a classroom on the hallway we were going to film in. We knew we were going to be noisy and we did not want to disrupt her lesson. After discussion we agreed to film during times when she did not have a lesson.
By Ash Khan
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