Production Log for Media A2 Coursework

In the beginning...

15^th September 2010 = We discussed the opening ideas for our short films. We came up with a combination of using the seven deadly sins and a kidnapping story. We combined our personal script ideas.

17^th September 2010 = We analysed and discussed short films within the class, how they may relate to our own films. We talked about what we can take from them and how we can use certain elements from them in our own films too.

20^th September 2010 = We watched a presentation by a teacher at out college, Nick Saunders. We watched his short unfinished film and listened to advice he gave us.

22^nd September 2010 = We analysed short films with the class, did detailed textual analysis of them

24^th September 2010 = I was off sick this day.               

27^th September 2010 = This lesson we researched our coursework, class discussions about various short films; unfortunately we couldn’t do any computer work because the system was down. (Emma’s birthday)

29^th September 2010 = = Started our individual work on poster analysis, uploaded them to our blogs.

1^st October 2010 = Individual research for planning. I was ill, so we were unable to combine our work, put our work up individually on our blogs and emailed each other work.

4^th October 2010 = our college lesson was cancelled today so we individually did audience research at home.

6^th October 2010 = We discussed feedback we had received on our blogs, started splitting up more individual work, uploading things onto our blog.

 8^th October 2010 = We did our marketing research questionnaire for our blog.

11^th October 2010 = We did brainstorming for shot ideas and more target audience brainstorms.

13^th October = We advertised auditions for actors and actresses needed in our film on social networking sites.

15^th October 2010 = We contacted college teachers for help in search of actors and actresses for our films.

18^th October 2010 = We did and uploaded the story boards for our films, swapped other individual work to put up onto our blogs.

20^th October 2010 = We completed and put up our shot list for our film onto our blogs.


1st November 2010 =  Today neither myself or Emma were able to come into college to do any work, as We both had hospital appointments.


3rd November 2010 =  Today we discussed a plan on what we are going to do about filming, we also discussed props and costume list.

8th November 2010 = In this lesson we began filming the first scenes in our film and took some backstage photos.


10th November 2010 =  This lesson both of us were unable to come in and complete filming.


12th November 2010 =  Within the lesson we carried on filming some scenes with just the girl in it, and then we stayed after college to do night filming. However we filmed for such a long time that the camera battery died so we were unable to finish our planned filming for that day.


15th November 2010 = In today's lesson together we discussed possible camera shots we could do. We also began creating magazine review drafts and finishing poster drafts for our film. Together we began coming up with ideas for a dramatic line, which shall be the only line within our film. Later on after college we began filming our canteen scenes and finished off our night scenes. All we have left to complete is the boot of the car scene.


17th November 2010 =  Today we began to edit our film be capturing what we had. Then we began looking at the shots, choosing which ones are best and putting it in to the order we would like. Then began cutting them down and adding effects.


18th November 2010 = Today we finally finished filming. During college free time we filmed the car boot.


19th November 2010 =  Today we began to finish editing, as the editing deadline was 4pm. We spent most of the day trying to capture some things that we filmed and finish editing. However there was a problem with the computers, they would not capture or let us edit. However we finally got it done.


22nd November 2010 = In today's lesson we added the final touches to our film, such as finishing a few cuts and adding in the titles and credits. We completed it and made it into the final format to be shown.

24th November 2010 = In this lesson we completed the costume and prop list as well as the location recce, as well as a few other things.

26th November 2010 = Within the lesson we went through the photos for the poster, and chose which one would be best, and completed it outside of the lesson. We discussed our plan for the final week of media coursework.

29th November 2010 = In today's lesson we split up the work. I finished off the magazine review and Emma completed the shooting and acting schedule, adding a few pictures to show what scenes we did on certain days, she also began editing the synopsis.

1st December 2010 = Today's lesson we showed our film to the class and gained audience feedback, which we took on board. Emma then wrote up all of the feedback so it was easier to understand whilst I did the final edit decision list

3rd December 2010 = We were both off today. However we managed together to complete the evaluation together by dividing the questions up between us. The final deadline was today so we made sure that everything on our blogs was up to date and everything completed.

...The End

Shot Ideas for our film

• Shot 1.1 = Medium shot, fades in from black to Isabelle in boot of a car.


• Shot 1.2 = Extreme close up of Isabelle’s eyes, showing that she is crying.


• Shot 1.3 = Zoom out from Isabelle’s eyes, she is gagged and tied up.


• Shot 1.4 = Point of view shot from Isabelle’s eyes, the car boot is opening, she sees her kidnapper.


• Shot 1.5 = Point of view shot from the geek looking down at Isabelle, hand in shot showing him pulling out a weapon.


• Shot 1.6 = Close up shot reverse shots of Isabelle looking at the weapon and the geek’s perspective of the helpless Isabelle.


• Shot 2.1 = Over the shoulder shot of Isabelle doing her hair and makeup in the mirror.


• Shot 2.1 = Medium shot of Isabelle sorting out her hair and makeup when she sees her reflection, as if she were looking in another mirror. She smiles and pouts.


• Shot 2.3 = Medium shot, slow pan from behind; her flicking through her notebook and walking off past the camera.


• Shot 2.4 = Pan of Isabelle pushing the door and walking out into the corridor.


• Shot 3.1 = Point of view shot of Isabelle walking down the corridor of people looking at her, waving and smiling. Then Geek bumps into her (walk into camera) and drops the books.


• Shot 3.2 = Tilted down shot of her looking down on geeky guy. He frantically tries to pick up the notebook.


• Shot 3.3 = Shot reverse shot of Geek; he frantically tries to pick up the books.


• Shot 3.4 = Extreme close up of Isabelle’s notebook, her name is written on it.


• Shot 3.5 = Close up of Geek putting his phone number in her notebook.


• Shot 3.6 = Point of view shot of Geek shakily handing over her notebook and Isabelle snatching it back off of him.


• Shot 3.7 = Long shot of Isabelle slowly walking away down the corridor.


• Shot 3.8 = Slow zoom in to Isabelle pulling out of her notebook of Geek’s number.


• Shot 3.9 =Tracking shot of the paper and Isabelle screwing the paper with the Geek’s number on it up and throwing it in on the floor.


• Shot 3.10 = close up of the Geek’s eyes, full of emotional turmoil at the sight of Isabelle rejecting him, his eyes fill with tears.


• Shot 4.1 = Tracking shot of Isabelle walking down the corridor.


• Shot 4.2 = Over the shoulder shot of Isabelle stopping and spotting Hot Guy sitting with some of his friends.


• Shot 4.3 = Close up of Isabelle’s face. She smiles and sorts out her hair. She starts to walk towards Hot Guy and his friends.
• Shot 4.4 = Medium shot of Isabelle strutting over to Hot Guy and pulling up a chair as close to him as possible. She begins to whisper in his ear.


• Shot 4.5 = Extreme close up of her whispering into Hot Guy’s ear. His eyes light up as to what she is saying to him.


• Shot 4.6 = Medium shot of Hot Guy getting up and then coming back, handing Isabelle a drink. She smiles sweetly, they carry on talking and flirting, she kisses him on the cheek. Isabelle walks away.


• Shot 4.7 = Close up of Hot Guy’s face after Isabelle kisses his cheek and leaves.


• Shot 4.8 = Medium shot of Hot Guy carrying on talking to his friends. A slow zoom to the background where Geek is staring enviously at Hot Guy, after seeing everything that just happened. Geek is angry, he storms off.


• Shot 5.1 = Slow pan of Isabelle walking down the hill texting on her phone and having a cigarette. She is not watching where she is going, She bumps into the Geek’s shoulder.


• Shot 5.2 = Medium shot of Geek’s face, he is clearly very angry, he carries on walking.


• Shot 6.1 = tracking shot of Isabelle all dressed up with a bottle in her hand. She stops and slumps onto the curb.


• Shot 6.2 = medium shot of Isabelle sitting on the curb; she begins to cry. Diegetic noises of cars can be heard. A hooded person walks into the shot, they attempt to grab Isabelle but she gets up and runs away.


• Shot 6.3 = series of running sequences, take place, showing Isabelle running and constantly looking back at her attacker; she wants to see how far away he is. She stumbles to the ground. Diegetic noises of Isabelle heavily breathing throughout the scene.


• Shot 6.4 = tilt shot of Isabelle on the floor, crying and turning her head and looking up at her attacker. She looks at the camera, crying, point of view shot from the Geek’s eyes. The Geek walks into the scene and grabs her.


• Shot 7.1 = Medium shot, fades in from black to Isabelle in boot of a car.


• Shot 7.2 = Extreme close up of Isabelle’s eyes, showing that she is crying.


• Shot 7.3 = Zoom out from Isabelle’s eyes, she is gagged and tied up.


• Shot 7.4 = Point of view shot from Isabelle’s eyes, the car boot is opening, she sees her kidnapper.


• Shot 7.5 = Point of view shot from the geek looking down at Isabelle, hand in shot showing him pulling out a weapon.


• Shot 7.6 = Close up shot reverse shots of Isabelle looking at the weapon and the geek’s perspective of the helpless Isabelle.


• Shot 7.7 = Medium shot so the audience can see the Geek.


• Shot 7.8 = he draws his weapon up and as he brings it down the camera slowly pans up, after he strikes the shot fades to white.


The final shots we use in our film can be seen in our 'Final Shot and Edit Decision List'

Uses and Gratification Theory

Uses and gratifications theory is a popular media approach to understanding the needs of consumers; it asks what people do with media. The audience take an active role in interpreting and integrating media into their own lives. The theory suggests that the audience chose media to meet their needs. The most common reason for media usage is:

1. To gain information= finding out about relevant events, their surroundings, their society, the world, seeking advice, satisfy curiosity, to learn.

2. To gain a personal identity= reinforce personal values, finding models of behavior, identifying with someone in the media, gaining insight into themselves.

3. For integration and social interaction= gain social empathy, identify with others, gain sense of belonging, substitute for real-life companionship, being able to connect with family, friends and society.

4. For entertainment= Escaping their problems, relaxing, aesthetic enjoyment, filling time, emotional release.

We will be using the uses and gratification theory to help us to target our audience by trying to make sure our film includes the four points above. So the audience will gain total satisfaction from our media product.

Storyboards for our Film

This is a Powerpoint Analysis of "Highrise"

Highrise film analysis

View more presentations from Emma Вennett.

This is a Powerpoint Analysis of "Sorry I'm Late"

Sorry I'm Late film analysis

View more presentations from Emma Вennett.

This is a Powerpoint Analysis of "Butterface"

Butterface Film Analysis

View more presentations from Emma Вennett.

Emma's Magazine Review Analysis

View more presentations from Emma Вennett.

Textual analysis: Dragonfly

Textual Analysis

Short film title: Dragonfly

Genre: Drama/ Fantasy

Year: 2007

Director: Kim Albright

Source: http://www.bbc.co.uk/filmnetwork/films/p004tb4l

Micro Element:

Camera angle, movement and position

1) Where is the camera positioned within the scene? Why do you think it has been positioned there?

2) What shot types are used? What meaning is created? How are camera angles used to suggest character representations?

3) Consider camera movement? How does this create meaning?

4) What is the depth of field and how does this impact on the meaning?

Framing

1) How have characters/locations been framed? What meaning is given trough this choice of framing?

2) Has the rule of thirds been followed / challenged?

3) What is inside the shot and for what purpose?

4) What is not in the shot? Why has this been done/for what purpose/meaning?

5) Has the rule of thirds been adhered to/ negotiated / challenged?

Editing and special effects

1) How has editing been used to create meaning?

2) How are techniques such as shot-reverse-shot, match-on action, 180 degree rule been used to create meaning?

3) How does editing and sound work together to create meaning?

4) What transitions are used and for what purpose?

5) How does the composition of shots (structure) create meaning for the audience?

Mise-en-scene (including location)

1) Where is it set?

2) What impact does the location have on the film? How does the location create atmosphere?

3) Consider props, costume, make up, hair, colour have been used to create meaning.

4) Consider lighting in detail. What impact does the lighting have? What atmosphere is intended?

Sound

1) Diegetic/ non-diegetic/ intra-diegetic?

There is both diegetic, non-diegetic and intra-diegetic sound used through out of the short film. For example: the handle turning, the music and the parents shouting.

2) Use of music? How does this create meaning?

The music is fairly fast paced at the beginning so helps to reflect the rush of the boy escaping the flat and running down the street. Then when we see the boy in his room the music changes to a set pattern which is repeated over and over again showing the boy is stuck in this same pattern of life and cant escape. There are some changes in music to show different things like going to a lower pitch to let audience know something bad is going to happen and the change when the parents come in. The bell sounds within the music help to create and show the genre of fantasy as it is such a mystical sound, and helps the audience to think they will see the fantasy soon. When the young boy is on the swing the music becomes more fast pace t show something is going to happen and when he jumps off the swing the music changes. The change in the music shows the change in the boy and how he feels freer and not stuck in a set rhythm like the beginning of the song was.

3) Dialogue?

The dialogue helps to create the meaning of fear in the boy as the only dialogue is swearing and shouting. It can help make the audience to think about what this young boy is going through and help to show his everyday life.

4) Consider the use of silence? How will the audience respond to silence?

The only complete silence is when the boy/dragonfly flies off towards the moon. This helps us pay attention to how he is escaped from his life, and as its at the end it helps the audience to quietly reflect on the film.

Script

1) How is the script used to develop the narrative? How important is the dialogue?

The only dialogue in the film is the shouting of abuse from the parents. This part of the script helps to develop the narrative as it is the main cue for the young boy to run away. The dialogue is fairly important as it shows that the shouting of abuse is the main reason why the young boy runs away from his home, to escape it all.

2) How does regional dialogue impact on the way in which the script is interpreted? (Reference to characters nationality etc)

The dialogue is not fairly clear, but from the words that are used the audience can tell or interpret that the family is not from a well off area which makes them feel sorrow for the young boy who is brought up that way.

Titles/ Institution Reference

1) What is the font type and how does this reflect the film?

The font type is white, small, rounded, simple and very plain. The small size of it can reflect how young he is. The Rounded very plain text shows how it is not that simple to escape from that situation.

2) Position on the screen and purpose of this decision?

The titles are positioned in the centre of the screen, the purpose of this decision could be to show how important and central the theme of the film is in real life and also for the obvious reason; to be seen.

3) What colours are used and why?

The white of the titles can reflect the young boys’ innocence and how he is the victim in the situation.

4) What reference is there to the film institution? What meaning is created through this relationship?

At the beginning the BBC Film Network logo is shown to show that it has been published and shown through this institution.

5) How long do the titles stay on screen for?

The beginning titles stay on screen for 4 seconds showing that its not that important.

6) Are they meant to be obvious/ conspicuous? Why?

They are meant to be both obvious and conspicuous. They are obvious so that the audience can see who it was made by and the title of the film clearly but then again the small size of the title reflects how problems like the small boy is in can be missed and over looked.

Macro

Genre specific elements; codes and conversations

1) Are audience expectations of this genre satisfied/ challenged?

The genre has been satisfied in the film. As a typical drama we see the emotion of the boy and how he feels to the realistic goings on of a broken household. Also towards the end of the film the fantasy genre has been satisfied as the boy swings so high and jumps off and turns in to a dragonfly. Which shows fantasy as it is something that would not happen in real life.

Narrative

1) How is the narrative being told? From whose perspective are the audience viewing the film? (Consider characters, first/third person)

The audience are viewing the short film in the third person as we are seeing it as if we are there watching it. The narrative of the film is being told in a non linear way as the film does not flow in a correct time order and jumps from scene to scene.

2) How is the concept of time represented?

Time is represented through the camera sequences as we can clearly see that the character is being shown at different times, as the shots are not in a linear flow. Also the narrative helps represent time as the film is not set in one place and changes scene.

3) What part do the characters play in moving the narrative along?

The young boy helps to move the narrative along by moving from scene to scene and not staying in one place. Also the constant movement of the characters helps to move this narrative along.

4) What is the narrative structure?

The narrative structure is non-linear as it does not flow in a correct time pattern and jumps from shot to shot. It does not follow Todorov’s or McKee’s narrative theory.

5) How will the audience understand the narrative?

The audience will understand the narrative as it does have a fairly simple flow even though sometimes it jumps from shot to shot.

Representation(s)

1) Context? What time is it set (past/present/future)? How does this impact on the character representations (consider societies views)?

At the beginning we see a young boy running in the film and as the film moves along the audience see that it is set in the future and then it jumps back into the present tense and shows how the boy ends up running. It impacts on the character representation as we can relate to them as we know that it is happening here and now, and we can do something to help and feel in their shoes.

2) How are characters represented through the use of the camera, editing etc; the micro elements; how do the micro elements build a representation for each character (what ingredients makes up the character)?

3) Following/ challenging stereotypes?

This is following stereotypes of an average broken house hold showing how the child is the victim in the situation. However it can be challenging it as boys do not change into dragonflies.

4) Can you apply Todorov’s theory? / Does the short film follow what he suggests?

You can not apply Todorov’s theory to this short film, as it does not follow the theory of the Equilibrium, Disequilibrium and then a New Equilibrium.

5) How are gender/ social class/ status/ sexuality/ age … being represented?

Social class in this film is being represented through the location of the film. For example we can tell they are not well off because they live in a block of flats which is not exactly run down but not pretty either. Also through the characters as the mum and dad of the young boy have been out drinking and are screaming at each other, which is not seen from a high social class and status family. Sexuality is being represented through the violence as we see that the man has the power as he shouts at his wife what to do his wife.

6) How are the audience being asked to identify with the characters? (How are they made to understand the characters?)

The audience are being asked to identify with the characters by understanding the young boys situation. They are made to understand the character by showing many close ups of how he reacts to situations and showing what ever he does, this is how we identify with him.

Audience

1) Who are the target audience?

Target audience could be anyone from a teenager up.

2) How do you know? /How is the film constructed to appeal to them (character representations/ themes/ script)?

I believe it is from a teenager and older because most people enjoy dramas as they believe it’s an insight on reality. Where as younger children are more entertained by unrealistic outlooks on life. It has been made to appeal to them by the construction of the film, it’s a more grown up way to view it through the use of non-linear narrative and use of shots.

3) How are the audience going to respond to the film?

The audience will respond to the film by thinking about the situation the young boy is in. Also to relate to the characters and think are they like them and what they can do to change it.

4) Who are the audience being asked to identify with?

The audience are being asked to identify with the young boy as he is the protagonist in the film, and the only character we see their face and their expressions. They are also being asked to identify with him as he is the one being hurt within the film, not physically but emotionally.

Themes/ Messages

1) What are the themes of the short film?

Escape, alcoholism, violence.

2) What is it trying to say? / What is it trying to teach us? Is it making a point/ argument?

I believe it is trying to teach us to be careful of what you do as you may end up hurting someone. Also as a parent your main priority is your child (ren) so be aware of what you are doing or saying around them. It’s trying to show us how children in broken families are affected and what happens to them and not focus on the adult’s pain.

3) Is it commenting on society?

It is commenting on society and how most people drink too much and should be aware of their actions when drinking as someone may get hurt like the young boy within the film.

4) What is the intended meaning/ implied meaning?

I believe the meaning of the film is that we should be aware of what we drink and be careful as we may end up hurting someone we love. Also to try and find an escape from your troubles, which does not involve something harmful; like the young boy believes he is a dragonfly.

Textual analysis: For the Birds

Textual Analysis


Short film title: For The Birds


Genre: Animation


Year: 2000


Director: Ralph Eggleston


Source: http://www.youtube.com/watch?v=yJzQiemCIuY


Micro Element:


Camera angle, movement and position


1) Where is the camera positioned within the scene? Why do you think it has been positioned there?


Through the film mainly central shots are used so that the audience can view what is going on in the scene, I think the camera was positioned in the centre to focus on the small birds and when the tall bird is shown the camera seems to be looking towards another direction to show that he is nothing like the small birds as he is so far away.


2) What shot types are used? What meaning is created?


Long shots at the beginning of the film allow the audience to see the all of the birds in the shot and to help the audience see the location of the scene. Also the long shot is used to show how far away the tall bird is; long shots are used through out the rest of the film to help show what’s happening in the whole scene. A medium shot is then used to identify to the audience who the tall bird is and what he looks like. A wide shot is used how many birds are then sitting on the telephone line, which gives the audience the idea of how many characters are in the scene/film. A medium shot of the birds is then used to focus clearly on only 4 of little birds, and shows them laughing and making fun of the tall bird; this shot helps us to concentrate only them. An extreme long shot show all of the small birds and the tall bird on the telephone wire, and shows all the small birds moving away from him, this helps the audience see everything within the scene. Another extreme long shot is used to show the tall bird flying towards the small birds, the extreme long shot shows how different and ‘goofy’ he is as he cannot fly correctly. When the tall bird lands on the telephone line there is close up to see the small bird’s expression when he sits in between them and makes the line dip; the close up is used to show how the feel about the tall bird and shows their disgust for him. The close ups are used through out the rest of the film to show how the small birds feel about the tall bird and show their reactions to what is going on in the scene.


3) Consider camera movement? How does this create meaning?


At the beginning of the film a tracking shot of the telephone line is used, this helps to set the scene and location of the film for the audience. Towards the end when the tall bird is sitting on the floor and small bird falls from the sky the camera slightly tilts down from shots to show how the tall bird is watching the small bird fall.




4) What is the depth of field and how does this impact on the meaning?


Depth of field is the amount of image that is in clear focus in any given shot. It impacts on meaning as it allows the audience to pay attention more to what is in focus than what is out of focus. For example in one shot the background is out of focus and the foreground of the birds is in focus, this is done so the audience concentrate on what the birds are doing.


Framing


1) How have characters/locations been framed? What meaning is given trough this choice of framing?


In nearly all of the scenes in the short film the characters have been framed by the blue background and the telephone wire which helps show that the birds are up in the sky sitting on the telephone wire. It helps to show that it is a realistic location for birds.


2) Has the rule of thirds been followed / challenged?


The rule of thirds has only been used on the tall bird, and has been challenged on the small birds because the rule of thirds has not been used as the birds are too small for any forms of close ups.


3) What is inside the shot and for what purpose?


The only things inside all the shots are both the telephone wire and the birds. The telephone wire is there to set the location as it is a realistic place for birds to be and meet. Both the birds and telephone wire are the only real things in the scene so that the audience will only concentrate on them and won’t get distracted by something else in the scene.


Editing and special effects


1) How has editing been used to create meaning?


As it is an animation film all of the work is done on computers and all can be changed there and then if they do not like what was created.


2) How does the composition of shots (structure) create meaning for the audience?


The shots are put in a simple narrative order to make the film flow smoothly and to make sense when watching it. The shots are put together to help create the meaning of dislike towards someone that’s different. The long shots are used to show how far away the small birds move from the tall bird and medium shots are used to show how different and weird they are compared to the small birds.




Mise-en-scene (including location)


1) Where is it set?


The set is in the middle of the countryside on a telephone wire.


2) What impact does the location have on the film? How does the location create atmosphere?


The location helps to create the atmosphere that it’s the bird’s world away from humans and helps to show what they can get up to. The location impacts the film because it helps to show the audience that birds have there own place in the human world.


3) Consider lighting in detail. What impact does the lighting have? What atmosphere is intended?


As it is an animated film there is no proper lighting used. But the scenes are lit brightly to show the time and location which is outside and daytime.


Sound


1) Diegetic/ non-diegetic/ intra-diegetic?


Diegetic and non-diegetic.


2) Use of music? How does this create meaning?


Music is played at the beginning of the scene when the establishing tracking shot is used and slowly begins becomes quieter when the birds come in to the shot; however it plays throughout the whole film. The music is jazz and is very soft and light which also helps to establish the setting of in the open country and being up high.


4) Dialogue?


There is no proper dialogue as the only characters are birds, so sound effects like squeaking and chirping is used in the film instead to make it seem like they are realistic birds.


5) Consider the use of silence? How will the audience respond to silence?


One example of where silence is used is when the birds realise what they have done by pecking the tall bird’s feet. The silence gives the audience a sense of comedy as the birds realise what’s going to happen next and the anticipation.


Script


3) If there isn’t a script for character dialogue why do you think they have chosen not to? How would dialogue impact on the film?


They have chosen not to have a script to make it seem in some way more realistic as the characters are all birds and birds cannot talk. If they had dialogue the film would be very different as it would be less realistic and properly have less of an impact on people.


Titles/ Institution Referenc


1) What is the font type and how does this reflect the film?


The font type is very rounded and all in lower case, this helps to show that the film is a very playful film as they don’t follow rules like using capital letters and the words aren’t sharp and sophisticated.


2) Position on the screen and purpose of this decision?


The words are positioned at the top left hand corner of the screen. I believe it’s positioned there to represent the flying like the birds in the air and to the left so that the audience can see the location of the film correctly and to create again a more fun and playful film.


3) What colours are used and why?


The titles are a light blue to represent the colour of the sky and it’s the same colour of the birds.


5) How long do the titles stay on screen for?


8 seconds.


6) Are they meant to be obvious/ conspicuous? Why?


They are obvious because the have a bright colour and a bold font so that can be clearly seen but at the same time they kept it to one side to keep it out of the way of seeing the scene.


Macro


Genre specific elements; codes and conversations


1) Are audience expectations of this genre satisfied/ challenged?


The audiences expectations of this genre has been satisfied as it shows the animation aspect throughout the film.


Narrative


1) How is the narrative being told? From whose perspective are the audience viewing the film? (Consider characters, first/third person)


The narrative is being told by the third person as if the person is in the scene just watching what is going on.


2) What part do the characters play in moving the narrative along?


The characters help move the narrative along by not keeping on the same thing for to long, for example talking. The birds do not spend too long talking and carry on to the next thing, like moving away from the bird.


4) What is the narrative structure?


The film has linear flow to it. The film is kept in order and no parts were mixed around meaning the audience found it easy to follow. The director cannot really do a non linear short film as there is not another time for the audience to follow it.


5) How will the audience understand the narrative?


The narrative flows in a correct and easy structure, so the audience can follow it with ease.


Representation(s)


1) Context? What time is it set (past/present/future)? How does this impact on the character representations (consider societies views)?


I believe it is set in the present tense and the audience is watching it as it happens. This impacts on how the audience see the characters because it shows how the characters are reacting to what is happening at that present time. If it was in the past it could show the audience that the characters may react different now than they did back then.


2) How are characters represented through the use of the camera, editing etc; the micro elements; how do the micro elements build a representation for each character (what ingredients makes up the character)?


The characters are represented through how they look. The small birds are made to all look the same and the tall bird is made to look completely different. The tall bird is a lot taller than all the other birds and has long legs, dark blue feathers and a tuff of hair on the top; the small birds are all the same with light blue feathers, small and big eyes. Camera shots help to so how different the tall bird is by showing how far away he is from all the other characters.


3) Following/ challenging stereotypes?


The film I believe is challenging stereotyping in some way about how people (birds) should look, and how they should all look the same.


4) Can you apply Todorov’s theory? / Does the short film follow what he suggests?


The short film does not exactly follow the theory of Todorov as at the beginning there is no equilibrium there is slight disequilibrium and at the end a new equilibrium is not formed again. So the short film does not follow what he suggests.


5) How is gender/ social class/ status/ sexuality/ age … being represented?


Social class is being represented through the birds, as one bird looks and acts completely different from the group of other birds who all look and act the same.


6) How are the audience being asked to identify with the characters? (How are they made to understand the characters?)


The audience are being asked to identify with the birds by asking them do they act like the small birds by picking on someone because they are different or are they the ones being treated like the tall bird, being humiliated just because they are different from other people.


Audience


1) Who are the target audience?


I believe the audience is children and their parents as when the film is showed it is normally own at PG or U rated movies where children attend with their parents, so the adults are intended to watch it as well.


2) How is the film constructed to appeal to them (character representations/ themes/ script)?


It was constructed to appeal to children as it is an animated film which most children find more appealing than realistic looking films. Also through the way the characters are communicating as it is a funny squeak instead of speech also the simple comedy side of it appeals to children as it is easy to understand.


3) How are the audience going to respond to the film?


The audience will respond to the film by laughing at the simple comedy as it was intended to make people laugh. However some people may take away the thought that they can change the way they act as the can resemble themselves with a character.


4) Who are the audience being asked to identify with?


The audience are being asked to identify with the tall bird as in the end instead of having small birds laughing at him for the way he looks and acts he can laugh at all of them because what they have brought onto themselves (karma). Also they should feel sorry for the tall bird as he is being laughed at and picked on.


Themes/ Messages










1) What are the themes of the short film?


Individualism and isolation


2) What is it trying to say? / What is it trying to teach us? Is it making a point/ argument?


The short film is trying to say don’t judge and leave people out just because they are different from everyone else. Also what goes around comes around.


3) Is it commenting on society?


Yes, as it is commenting on how we judge people because they are different for example: if they are a different race, nationality, ability, style and much more


4) What is the intended meaning/ implied meaning?


The intended meaning is not to judge people on he way they ma and be careful what you do or say cause what comes around goes around.

Treatment for Emma's Story Idea

Treatment

Research

The theme of the film shall be a journey, but not a physical journey but a mental one for a young girl. The other theme of the film will be ignorance of the girl. I believe the audience shall be young people as the film will be based on people around the same age as them also they maybe able to relate to the characters as they may have been in similar situations like them before. However I would have to do an in depth survey about who would be more suited to watching the film. When watching the short film I would like the audience to react by thinking about the situations the characters were in and what they would do to prevent the situation and also to realise this could happen to them. They should walk away with awareness of the theme. The film therefore is intended as information about the situation and also for entertainment, as young people like to watch something that is more entertaining than educational, so by putting information within the film it will help get an understanding. The film Kidulthood was a big success amongst young people, the film portrays the brutal goings on of young people in London from bullying, violence to death threats. This film entertained young people as well as informing them about what is going on in people same age as them lives. This style I believe I can try to adopt the style to my film and maybe also develop it so it is slightly different from the hit movie.

Concept

Society and the world have changed each day, each week and each year. It changes so fast that we can lose track of what goes on with people in our society, and are not aware most things within our society. Young people are not aware and don’t see what is going on in there society at times. What if they realised that their friend was getting bullied, their next door neighbour does drugs and there college/school friend was involved in street crime. In Ignorance the short film tells the story of how a young girl who is blind to what her boyfriend is like, and will not pay any attention to the people she knows and trusts warning her about him. In this five minuet drama the film will help entertain young people and try to make them more aware about what happens in society and how it can affect them or people they know.

Synopsis of Story

The film begins in the darkness of the night. A young girl named Isabelle is walking home from a party with her friend Ellie. They come to a crossroad and Ellie gives Isabelle a hug and leaves Isabelle to walk the rest of the way home. Both the girls go their separate ways. We see Isabelle walking down the road; she looks down the empty street and turns to walk down a small alley. Behind her we see a hooded man following her down the alley. She then hears footsteps getting closer behind her. She walks faster. The footsteps get even closer. She turns around and see’s the hooded person right behind her. We hear her scream. The screen then cuts to black.

The full story then begins as the sun rises, and shines through the crack of the curtains on to Isabelle’s bed where lies asleep. She awakes to her text tone and looks at her phone. The text reads “Meet me at 11am at the park, ly Isabelle x”, we see them name Blake at the top of the text with a love heart next to his name. Isabelle smiles and kisses her phone, turns over to look at her clock where the time read 10am. She jumps out of bed, and we see her getting ready; picking out her clothes, putting on her shows, doing her hair and make up in the mirror. All around her mirror are pictures of her and her friends. Isabelle walks out of her house and begins to head towards the park. As she walks down the street someone comes running up to her. The girl stops Isabelle from walking off. The girl begins to speak frantically; “You’re the new girl going out with Blake. Are you crazy?! You don’t know what he is like. Don’t trust him. He will hurt you like he did me.” Isabelle pushes the girl off of her and tries to walk away until she notices the bruises up her pale arms and the black eye. Isabelle pushes the girl out of the way and says “Leave me alone. I have to go. Stop making up lies he is not like that” and she begins to walk off down the street. The girls screams after her “you ignorant person, if you don’t believe me maybe you should ask your friend Ellie”. Isabelle ignores her and carries on walking. She reaches the park where she spots Blake waiting for her on bench. She walks over to him with a spring in her step and a smile on her face. Blake stands up and hugs Isabelle and kisses her cheek. Blake confronts her with slight sense of anger in his voice; “where have you been, I’ve been waiting for ages”. Isabelle goes to stutter out the words I am sorry I bumped into someone. However Blake realises what he said and changes the subject quickly, “so you are coming to the party tonight baby”.

Isabelle then goes to the party with Blake. They both walk through the door in to the house party and make their way into the kitchen and grab some drinks. They make their way back into the living room and start dancing with each other and socialising with other people. Blake’s phone begins to ring; Isabelle tries to catch a glimpse of who is calling his phone but the phone screen says unknown caller. He see’s Isabelle looking and quickly answers the phone; he mumbles a few words and walks off without saying a word to Isabelle. She is left standing in the middle of the dance floor, all alone with no one to talk to. From the corner of the room her friend Ellie comes running over to her and jumps on her and hugs her. “Izzie what you doing here all alone?”; Isabelle begins to explain how Blake got a phone call and left with no warning but its okay and tells her about her day. Ellie keeps quiet while Isabelle is talking, and then it goes silent between them and Ellie says “Isabelle my friend Chloe spoke to me today, she said she saw you and warned you about Blake. Please listen to her. He is bad news. I don’t want you to get hurt, you hardly know him”. Isabelle ignores her and carries on talking about what she had been doing in the day. The time goes on and nearly everyone has left and Blake never came back so the girls decide to walk home together.

They got there separate ways and Isabelle walks down an alley where the beginning of the film is replayed, and the hooded man grabs her and covers her mouth. The next thing we see is Isabelle coming around in a small dark space with only a little light shinning through, what seemed to be a keyhole. Isabelle hears sounds of a car moving and frantically tries to untie herself. The car stops and Isabelle freezes and does not move. Footsteps are heard walking around the side of the car, the key goes into the boot and the door lifts up. The light rushes in to the car and as she adjusts her eyes there standing in the hooded jacket is Blake. He begins to raise a blunt object and says “you should of listened to your friends”. As he says this he brings the object down quickly to hit her and the screen fades to white.

Creative Approach

Opening Sequence/titles

Footage starts off in complete darkness with a slow eerie music playing which fades out when the girls go their separate ways. The titles begin appearing on screen as we see the two girls walking down the road but they are very conspicuous. The camera is in front of Isabelle zoomed on to her face, it beings a slow zoom out to see the man in the back ground, the camera movement then stops and Isabelle walks clearly into a medium shot and then the hooded man grabs her. The screen then cuts to black where the title of the film comes on the screen very bold and obvious and the music starts up again.

Inciting Incident (the girl Chloe)

The camera is in front of Isabelle and pans as she comes closer to the camera and then into the frame runs Chloe, so they are both are sharing a medium shot. The conversation begins as an over the shoulder shot, then as a conversation forms a shot reverse shot is used. As Isabelle walks off the camera is left in an over the shoulder shot of Chloe shouting down the road to Isabelle in the distance who becomes further out of the shot. We then see Isabelle in a medium shot outside the park looking towards the corner of the park; eye line match is then used to show a long shot of Blake. When Blake shouts at her a close up is used to see Isabelle’s reaction to it and then a close up of Blake to see his reaction to what he did.

Progressive Complications (the party)

When Blake’s phone rings the background diegetic sounds fades to mumbles and an eye line match is used as Isabelle tries to look at his phone, and the phone gets snatch out of the shot. As she is standing alone in the room the camera zooms out to show how she is left alone whilst everyone is laughing and having fun. Her friend then walks into the shot towards her and then cut to them talking. Again the diegetic sound fades out slightly so we can hear Ellie confronting her, then silence as Isabelle doesn’t reply and all of the sound goes back up as soon as she begins to talk.

Crisis (The alley)

The camera is in front of Isabelle zoomed on to her face, it beings a slow zoom out to see the man in the back ground, the camera movement then stops and Isabelle walks clearly into a medium shot and then the hooded man grabs her. She turns around and an eye line match is used to see Blake as the hooded man. After there is a sudden cut to black.

Climax (The car boot)

Close up on Isabella coming around in the car, after a frantic panic the camera zooms out to a medium shot to show her trying to untangle herself, and extreme close ups of her hands trying to undo the knots. The intra-diegetic sounds of footsteps and as soon as Blake finishes speaking (eyeline match) it cuts to white.