Preliminary task Evaluation

1) Who did you work with and how did you manage the task between you?

In my group was Mathew Smith, Daniel Sheldon and myself, there is a picture of our team below:

We planned the sequence as a group, brainstorming ideas for a theme to the sequence in discussion. We then decided to go for the simple idea of bully verses nerd. From this we created a solid story board of the sequence for clarity on shot order and what shots were taken (meanwhile taking continuity into account).

The method in which we drew the story board involved me physically planning shot by shot in the location, pretending I had a camera whilst in discussion of how the shots should be taken with my team mates. Meanwhile they wrote down the camera directions and sketching rough images for each shot which were then improved after. Daniel and Matt produced the shooting schedule whilst I wrote up the script, all of us using the storyboard as our guideline.

When it came to shooting, most of the cinematography came down to Daniel being the only non actor in the sequence of our three man group however we all had a say in how the shots were taken. Between each shot we discussed problems and if needed rearranged small aspects of the individual shots for the best effect. In the sequence I am the bully and Matt is the nerd.

Post production was split into thirds. Despite technical difficulties the team worked quickly and efficiently. Whilst capturing all the footage (which we did in one go to save time) we pointed out the best individual shots and Matt wrote them down on the script below:

Script and Editing Notes (click to enlarge)

This was done to save time and make the editing process run a lot smoother. Our individual tasks when editing were:

• Adam: Cut the best shots and order them roughly according to the time line and storyboard.
• Daniel: Cut the shots further, removing clapper board and director commentary etc. and put them together for the best narrative effect (i.e. shot reverse shot and match on action)
• Matt: Fine cut the sequence (no irrelevant pauses or jumpy transitions or cuts), check continuity and add titles.

While doing this we were continuously making suggestions and commenting on the process, as well as aiding eachother in our individual jobs. Despite the technical difficulties we had prior to capturing, the team worked well and we produced a simple sequence that we hope was pretty much textbook.

2) How did you plan your sequence? What processes did you use? What theories did you try to take into account?

We used a storyboard, shooting schedule, and script in order to plan our sequence, some of which are shown below:

Storyboard (click to enlarge)

This is our storyboard. In comparison to the final sequence there are a few changes with shots 3 and 7 but with the same action and dialogue. We used the storyboard in order to plan a shot by shot structure of our continuity sequence. It was fallowed as a guideline when shooting and we pretty much stuck to it, following the right shot angle and framing in most cases. It was then used for editing, however here our shooting schedule also played a major role.

Shooting Schedule (click to enlarge)

We followed our shooting schedule intensely which we had designed in order to save time and ease the filming process. Shots 1 and 8 were shot consecutively as one maser-shot  of the entire scene which when edited were completely separated by the dialogue in the middle. This is the long shot of me entering the room and then at the end of the sequence when Matt leaves the room. For shot 2 we needed a change in set up for the extreme close up of me opening the door. Shots 3/5/7 were shot as the entire sequence also from the perspective on the nerd and then separated out in editing and  the same applied to shots 4 and 6 but from the bullies perspective. 

All the above processes we used helped us with keeping to our main theory off continuity in order to create succesful, flowing narrative. There is more information on how we applied this theory in question 4.

We tried to apply various theories to or filming in order to maintain successful narrative and apply various skills (even if the sequence was only 20 seconds). The first theory we applied was that of Todorov. Basically his theory is this: equilibrium in the narrative, disruption of that equilibrium, disequilibrium and a return to equilibrium. From watching our film you can see that this theory can be applied. The equilibrium is when Matt (the nerd) is just working in the room but this is disrupted by the entry of the myself (the bully) and me being in the room is the disequilibrium, shouting at the nerd and throwing his folders on the phone. The equilibrium is restored with the nerd standing up for himself and leaving the room.   

Levi- Strauss's theory of binary opposites can also be applied to some extent. The binary opposits that feature in our short sequence are bully verses nerd, made obvious by the attitude of the protagonist boy with the hoody and the tone ofhis voice. The nerd is obviously the nerd being called a nerd by the antagonist. Other opposites include hooded verses non hooded, aggression/ violence verses innocence and big verses small.

We also tried to apply Barthes theory (5 narrative codes) to our sequence the first of the codes being enigma.Questions such as 'what happened prior to the event?', 'why is he being bullied?', 'why is the boy so angry' and 'what happened next?' could be raised by the audience. Then there is the action code. Actions such as the aggression of the bully opening the door, him sitting down, his tone of voice indicate that he is not happy with something. The fact that the bully throws the nerds things on the floor signifies he wants him to leave and the slamming of the door indicates that he is satisfied that the nerd has left. The fact that the nerd storms out shows that he is displeased by the other boy. This is all done to create narrative.

The semiotic code is not all too well covered however from the equipment in the rooms and the stationary you can tell the setting is a school and from facial expressions there is tension between the boys. The cultural code can be applied through knowledge of school and bullies as well as school work and teachers, so the audience can most likely relate to the event in some way or another. There is not much in terms of symbolic code due to the shortness of the film and the simplicity of the plot.

Propp's theory is one that can be applied to a longer narrative than ourself, it was hard to follow this theory due to lack of time, rules on the sequence length, budget,  actors and story.

3) What technology did you use to complete the task, and how did you use it?

We used a digital SLR Sony HD camcorder, a shotgun microphone, headphones, a tripod, a clapper-board, and a clip board in the process of filming the sequence, all of which are pictured below. 

Tripod, Clapperboard, Camcoder with Mic and Headphones

The most important of all the equipment we used was the camcorder, as without is there would be no film what so ever. With this we captured the footage on tape ready for post-production.This was accompanied but the shotgun mic which directly captured sound directly to the camera. I had 3 settings on it which each could be used for different types of shots in order to get the right effect. We filmed solely on the shotgun and 1st settings to only capture direct speech and to eradicate background noise.

This sound was checked by headphones which were plugged directly into the camera. We could clearly hear any unwanted noise/ sound through listening through the headphones and eradicate. If there was unwanted sound in the background of a shot we would then retake that shot and we needed to do that 2 times when shooting this sequence. Next we have the tripod on which the camera is attached to. We used the tripod for the entire sequence for successful and well positioned still shots. The tripod also has steady tilt and pan uses and we took advantage of these when shooting. Lastly when shooting we had the clapper-board  for conventional use and to display which shot was which when in post production and refer to our storyboard with this. The last piece of equipment we used was the editing software Adobe Premier Pro which gave us a little hassle when capturing however worked like a charm when editing, where we cut and moved shots into order and for desired effect.

Here are some shots of the equipment in action:

Daniel filming whilst I introduce the shot with the clapper board.

Me using the pan on the camera with Matt introducing the shot with the clapper-board.

4) What factors did you have to take into account when planning, shooting and editing?

Adobe Premier Editing Software

We had to take into account many factors when producing this sequence. One of which was time. When planning we had to make sure we would be able to film the planned sequence within the 1 hour time limit. The shooting schedule was a major part of reducing time taken to shoot, making sure certain set ups were shot together as one.


Also when shooting we had to work quickly while making sure we got all the shots we wanted which we managed well. Then when editing we also had to work quickly, however we had a few problems when capturing which set us back a bit but we planned efficiently whilst the entire footage was captured in one to make up that lost time, which we also successfully managed.

Location was also a factor when planning. We planned and moulded our script and narrative around the fact we could only shoot in school, so we took advantage of the facilities and planned a sequence to do with media work but with a nerd and a bully involved for a more interesting story. Sound on location also had to be take into account and we had a couple off problems with buzzing background noise but were able to eradicate them.

Continuity was a factor that we had to take into account during the entire production process. When planning we had to make sure we were going to keep within the 180 degree margin for the entire sequence and the 30 degree margin between certain shots. Then when filming we had to make sure we were keeping within these margins in order to prevent the confusion of the audience.

Match on action was taken into account during planning for effect and emphasis on action (for example the pan to the extreme close up of me opening the door) and then when shooting we needed to make sure positioning was correct from the previous shots so that when editing there would be a successful match on action. When editing this was then fine tuned to make the action and shot changes seamless. This involved a lot of fiddling with cuts so that the movement between shots made sense and wasn't jumpy. Editing techniques were used throughout the post production process to eradicate anything out of place or distracted the audience from the narrative etc.

5) How successful was your sequence? Please identify what worked well, and with hindsight, what would you improve/ do differently?

There are many upsides and downsides to our sequence. Most of the following points are personal opinion, opinions of group members and analysis by fellow class mates. The advantages were that it was a quick bog standard film which in terms of continuity was pretty much textbook with good matches on action, shot reverse shots and the entire thing keeping within the 180 degree margin which is all accompanied by believable acting. It was also incredibly simple whilst keeping to the rules of the task.

The downside to our film was it was possibly too simple and not exciting for the viewer. The narrative also lacked originality and bog standard may also be a downside with lack of flare. Also it was too short to be interesting and the narrative could have been developed further with more ambitious and imaginative shots.

In hindsight I would improve the over all sequence by making the narrative longer and more interesting, with a larger variety of shots including more ambitious ones. I however would not change how my team worked. Over the course of the task we were very productive and worked quickly with each member acknowledging  what the other members were doing. I was also impressed by the way we though on our feet to overcome problems quickly and successfully.    

6) What have you learnt from completing this task? Looking ahead, how will this learning be significant when completing the rest of your foundation coursework, do you think? 

From this task I have a learnt a number of useful film techniques for example different ways to frame shots in order to inflict the right narrative and this has inspired creativity when shooting any other sequence, including that of the film opening. I have also learnt all of the major principles of continuity and am now more aware of them when filming as they are key to if a film sequence makes sense and if the story is understood by the audience. My editing techniques have also been improved in terms of working quickly while maintaining high standard editing and the only way I could have learnt this through experience with the software.

I also have more incite into the pre shooting preparation process's for example the routine before shooting which makes sure shooting is done correctly and so post-production can be clued up on different shots. I have realised how important this process is, checking the sound in order to eradicate any unwanted background noise and checking the lighting to get the best effect in shot etc. I have also learnt how to create a good narrative via taking into account all the other process's I have learnt which i can then apply further on in the course. Also from this task I have acquired the skills in order to work efficiently and productively in a group when creating and producing a film sequence which I can also put into practice for the rest of my Latymer media career.