Preliminary task

Prelim Task: To create a continuity sequence involving filming and editing a character opening a door, crossing a room and sitting down in a chair opposite another character, with whole he/she exchanges a couple of likes of dialogue. This task should demonstrate match on action, shot/reverse shot and the 180 degree rule.

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

Group 2C
Sam, Philippa (me) and Jess

For this preliminary task, i worked in a group with Sam S. and Jess Wilson, i feel we worked very well and effectively together. For the planning process we broke up tasks between us:

- I was responsible for producing the story board.

-Sam did the script and rough storyline

-Jess did the shot order list.

Then again for the production process we all made sure each of us had a go at shooting,

-So the shots i wasn't in for instance, like the CU reaction shots of Sam, i shot.

-Sam shot the sequence with just me in, walking to the door etc.

-Jess did all of the shooting which consisted of me and sam, as she was not in the sequence.

For the editing then, we each had around 20 minutes each actually controlling the computer and software, but we all sat around together and made input as a threesome to eventually end up with our finished product.

2)How did you plan your sequence? what processes did you use? what theories did you try to take into account?
Here were the steps we made to plan our sequence
-First we brainstormed ideas together and decided on our final one,
-Then we wrote a script for it,

-Our next step was we drew out a storyboard, giving us a visual aid as to how the finished sequence should look.

-To make the shooting process easier still, we wrote out a shot list, to see what would be the best and most efficient way to shoot e.g. all the inside the classroom shots first, then the outside ones.

-From that, then we walked through our sequence and practised it a few times, to make sure we could get the right angles etc.

Overall we tried to follow the principles of continuity,
-For instance with our match on action (of sitting on the seat).
-And also we tried to use the 180 degree rule, to make our actress look like she was moving in the same direction.

-We also used the shot order theory, by using shots together that were asthetically pleasing, so not from a LS straight to a CU for instance.
-We also used the shot reverse shot rule, to allow the audience to see where the characters were in relation to one another.

 Another theory we used was Todorov's theory of equlibrium, as we can clearly recognise one of our characters being the victim, another the villain, and equilibrium of the victim at the beginning and then a disruption of equlibrium when the villain enters. Although it is not exactly like this, as our equilibrium is not restored at the end of the piece.

3) What technology did you use to complete the task and how did you use it?
For the shooting process we used a Sony Digital Video Camera & tripod with headphones and microphone, the headphones allowed us to hear what noise the camera was picking up in the shooting for instance a siren which we could notice and wait till it had passed before shooting. The microphone we used on the direct noise setting for the OTS shots and the general area sound for the master shot as this created good ambiance. The tripod made it easy to do our pan, as we just loosened it and turned it, it also made our OTS shots very steady and level. We filmed with the camera, and after we did every planned shot we rewound the tape and watched it back to see wether we had to do retakes, or to make sure our CU shots matched that of the master shot.

Our Editing Suite

Then for the editing process we used a Windows computer with Adobe Premier Pro software and used it how we had been previously taught:
-Plug in the camera and wait till the window pops up
-Close this window and just open up the project on Adobe Premier Pro
-Click at the top on FILE, then CAPTURE and watch through the footage, clicking the red button when you wanted to capture a shot and ESC to stop capturing
-Drag this clip from the clip library to the timeline
-Use the razor or drag tool to cut up the shots to the right duration
-Make sure you drag your shots onto the timeline in a zig zag, the first on video and audio one, the second on video and audio two, the third back on one again.

Our shooting Equipment

Group 2c Editing

Our Timeline on Adobe Premier Pro

4)What factors did you have to take into account when planning, shooting and editing?
There were 4 main factors to take into account:
-We had to take into account the time we were given in all to shoot and edit our preliminary piece which was one hour to shoot and one hour to edit. This meant we had to be organised and efficient with our filming to make sure we got everything shot we had planned to do within that hour yet still at a high quality of filming. 
-Before filming we had to take into account how many actors we could use, who would be best suited for each role and where to film etc. This was because we needed a place that could look like a classroom and actors who could provide us with the anger/innocence we wanted to convey in our piece and also we had to work out how we were going to each take a turn at shooting, as we had a small group so two thirds of our group had to be actors too. 
-We also had to take into account the other group using the media block for their preliminary filming as it could create unnecessary noise which would be picked up from our microphone, and it could take up the space in the corridor we needed. We solved this by arranging different groups to different parts of the building in which groups could film without being disturbed.  
-In the editing process we kept our storyboard close at hand so we could easily arrange shots in order on the timeline,  this also allowed us the flexibility to make adjustments if one shot we had drawn on the storyboard did not flow well with the flow of the piece.

5) How successful was your sequence? please identify what worked well and with hindsight what you would improve/do differently?
I would say our sequence was quite successful especially our opening and match on action which flowed seamlessly, however, as always there are a lot of things we could have changed and take away and learn from this experience. For example, previously we planned to have a CU shot of the girl looking through the door from the view of within the classroom, however in the editing process we felt this disrupted the flow and made it unclear to the audience where she was, in this shot we could also see the reflection of the camera in the glass of the door, so we decided not to put this in. Again there is a little error in sound levels in the pan around the classroom as the sound levels change for a few seconds, this was because we accidentaly picked up the sound of a siren in the distance as it was hard for us to use the headphones and film at the same time practically, as we had such a small group. This disrupted the flow of our sequence and if there was a re-shoot we would be sure to fix this. Further more there was one other shot we decided to delete from our final editas it didnt work as we wanted, and didnt follow the 'shot order' principle of continuity as went from a master-mid/long shot to a CU of sams reaction shot which made it jumpy and noticable, because of this we did not include it in the final edit. Again, as we were limited to few actors, our acting wasnt very good, especially in the final scene where the girl stands up, as it is not a fluid movement and is clearly staged. If done again we would take more shots to make sure we got atleast one that was desired so it fitted our sequence.



What worked well: Our match on action



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 preliminary task i have learnt that making sure continutity techniques are correct is essential for a fluid structure of film. I have also learnt that they are harder to achieve than previously imagined, but after putting them into practise, i feel i know them alot better. I also refreshed my memory on my editing skills, how to capture and cut etc. I also feel i have learned that lighting plays a very important part in creating a good sequence, as you do not want any unwanted shadows or reflections to show up, so that you can no longer use that shot anymore. From this preliminary task i can now take my knowledge of continutity and precision forward to the rest of my foundation coursework.

Barthe's 5 Narrative Codes

This is the film opening sequence of 'Red Eye' the 2005 thriller with Rachel McAdams.


1.  Identify the key actions within the opening - what kinds of actions are included and how is the narrative moved forward? 
The main action code of the whole sequence is that the manager of the hotel has left for a holiday and is on her way to board a flight, this moves the narrative forward as we follow the story of where she is going. Another action code is the packing and shipping of the boxes in the opening sequence as this leads the audience into the plan which will later be carried out. The final significant action code we see in this clip is the fight in the queue, as this allows our two main characters to meet and for the storyline to continue and develop.


2.  Identify the enigma codes within the opening - what kinds of questions are posed and how is the audience meant to read these codes?
Many questions are posed at the very start of the opening sequence, within the opening credits. The first, posed by the close ups of the pictures, is 'who is this girl? why is she so significant? and this is exactly what we are meant to draw from this, as we find out later the bad guys have used her and her power in her job to blackmail her and commit a crime. The next question posed is why have they stolen a mans wallet? what does he have to do with the story? and when we later find out its the girls dad, we automatically think its not only going to be an attack on the girl, but at some point the dad is going to come into it (blackmail with his wallet?). Another question asked by the audience is what is being packed into the boxes?, we get a shot of what looks like fish within them, but from the menacing music and build up of suspense, it leaves the audience thinking otherwise until later revealed. The very last question posed is who is looking at the plans? and what are the plans about? the music again makes us believe they are evil plans, and we see they are about a hotel which we later find out the girl is the manager of leaving the question in our heads 'what has it got to do with the girl?'. The action of the manager leaving leaves the audience wondering what is going to happen to the hotel not under her control (as we then get to see it deteriorating already (when the girl phones)). It also leaves us thinking what will be the consequence of her boarding the plane, as we know the film is named redeye and she says 'i'm getting the red-eye dad'. We also start to ask the question 'why is the man befriending her?' when he starts to talk to her in the boarding queue, we also wonder why he got so agressive towards the arguementative man, sticking up for the girl, like when he grabs the mans arm and we get a close up of this action, and also when we get a very long shot of his menacing glare- what will happen? will the man retaliate? will the man go further with his agression?. 


3.  Identify key characters and think about what they represent in the opening
There are four main characters introduced in the opening of Redeye. The first is our main character, the girl, Lisa, she is always smiling in the pictures we see of her, we are shown she is very good at her job (is the manager and helps her friend with fussy customers), also that she is very calm (at the airport trying to calm the situation) and generally just a very nice person. By this i feel she is representing the 'good' in the film, the heroine, being very pure and strong minded. The next character introduced is the Dad, we don't see him very much, only that Lisa is going to visit him, hence getting on the flight, this could show he represents something of great importance or something that 'gets in the way'- with her job, the rescue etc. The next character is Lisa's work collegue, she seems very ditsy and not very good at her job, the complete opposite of our main character, and she could be there to represent how the hotel is not in safe hands now Lisa has gone, and things are already going wrong- she is not capable. The last character is the man, he is very stern and has a creepy ora about him, with very cold, sharp eyes, this connotes that he could represent the danger of her journey, and he is not what he seems- his eyes are evil. 

4. Interpret the cultural codes in the opening.  What kind of knowledge is being drawn on? social/historical/political/art and culture etc.  Highlight the 3 most important references in the opening that help with audience understanding.
A very strong cultural code we get is the voiceover of the airport attendant announcing a delay, as anyone that has travelled in an airport recognises the formality and the tone of the announcement usually found in airports and can relate to how all the passengers and travellers are feeling. Another social code being drawn on is the feeling of nearly missing your flight, and being in a cab, not being able to control when you'll arrive. We see this when Lisa is in the back of the cab, its raining, the cab nearly crashes and the driver says 'dont worry you wont miss your flight'- so we draw on the social emotions of when everything is going wrong. 


5.  Identify key themes and analyse how they are presented visually/technically.
Key themes of this opening sequence are mystery, plotting and danger. We draw on the theme of mystery in the opening sequence where a lot is shown to us of the 'evil plan' but not quite enough for us to know what it is, so we start to question what it actually involves etc. The plotting is shown through the hand flicking through the plans at the beginning, and also the way we keep seeing pictures of the girl being viewed in different places by different people, signifying its a plot to do with her. The danger theme is drawn on when things start going wrong for Lisa, for example in the cab she nearly crashes, almost making it inevitable that something is going to go wrong in her journey, then at the airport she nearly gets in danger with the man who starts the argument, and then there is the creepy man who seems to have be-friended her, who has something about him that leaves the audience questioning him and his motives- he could be a danger to her. 

Continuity with a film clip

'BILLY ELLIOT' Continuity is seen throughout this clip taken from Billy Elliot in order to create a flow of the scene and allow he audience to follow his dance, where he is moving etc.


Firstly, there is eyeline match at the very beginning, where Billy has been made to stand on a table, therefor all the CU's of the other characters around him have been correctly matched so they are looking up, and Billy's CU is correctly looking down. This allows the narrative to flow smoothly and allows the audience to understand where the characters are standing (height wise) around each other. 


Secondly, with the dancing there is clearly match on action. This is seen especially from 0:33 to 0:37, where Billy runs into the bathroom. First we see him start running out of shot (to the door which is also out of shot), then we cut behind him to him reaching and opening the door, then we cut to his feet actually stepping inside the toilet. This allows us to see clearly where Billy is heading, and creates a seamless flow, so it doesn't look like Billy has gone back on himself at any point. This is also seen again at 0:55- 0:57, where we see Billy in the toilet dancing from the front and we see him lift his foot in a kicking motion, and at the point just before he hits the door, we cut to a birds-eye shot of the door falling down and Billy dancing out. In this case, as the door was out of shot in the first clip, this allows us to see what he has done, in almost real-time, and the editing matches up seamlessly to make us feel like we are exactly there in the moment seeing it happen. 


The third observation of continuity i saw was shot order. Again at 0:33 to 0:37, at first we see a Long shot of billy running from the side, then we cut to a  mid shot from behind him, opening the door, then we cut to a Closeup of his feet entering the toilet and then again back to a mid-shot of him sitting on the toilet. This allows the action to look smooth and the edits to look seamless and flow, rather than from going from a Long shot to a Closeup, which would be very unasthetically pleasing and confuse the audience.  Again we see this at 0:54 to 0:58, at first we see Billy's feet tapping (a CU) then himself in the toilet (MS) and finally a master shot LS. This allows us to closely see what hes doing, then zoom out to see his emotions and facial expressions, then see an overview of where he is and what he is going to go/do next. 


Cut transitions are used to cut between two different scenes or places. at the beginning we are continuously cutting between Billy dancing in the courtyard and his brother and dance teacher arguing in his kitchen. Cuts are also used as a easy way to stay in pace with the music for instance at 0:56/57, the song comes to a climax as Billy kicks the door down, and as its on this beat, it shows how powerful and forceful the kick was (as it links with the powerful point in the music perfectly). 


The 180 degree rule is also used to allow the audience to see what direction Billy is moving and running in. At 1:01 we are slightly on the right hand side of Billy in the LS, so then when we move to a MCU of him hitting the wall (which we see him running towards) we are still on the right hand side of him (haven't moved over 180 degrees) to show that billy is moving in that direction, and hasn't changed course at any point - it creates a smooth flowing action depicted in one direction although a variety of shots are used. 

Todorov's Theory of Equilibrium

 'Wild Child'


1. Who are the agents: the protagonist (the main hero who propels the narrative forward) and antagonist (opposing agent)
The protagonist in Wild Child is the young girl Poppy Moor, although in this case she is not a hero, just a misunderstood girl, who later becomes a well regarded asset to her school. The antagonist could be her father who is the agent of change, making her come to england, or it could be argued that Poppy herself is also the antagonist, for taking things too far and forcing her father to make the change.


2.Describe the Equilibrium. How is it represented? What kind of camera shots can you identify? (e.g establishing shots to create a sense of space or use of CUs/cutaways to emphasise particular objects/characters faces). Pick out 2 or 3 examples. Describe the mise-en-scene: what meanings do the props/costumes/lighting/framing carry? 
The equilibrium is the girl living in a very nice, wealthy home, being quite spoilt in Malibu, where its sunny and she is clearly popular. She has a very nice home and clothes to show that she is a very lucky girl, but the way she handles her step mom moving in also shows us that these props could also be a signifier of her being spoilt, and allowed her own way too much. The fact she has bleached blonde hair and is wearing heels even at a young age suggests she has been caught up in the Malibu lifestyle and this is not the 'true' natural Poppy we see, (the one that will later emerge in the film). Also the first time we meet or see the father (antagonist) he is looking down on Poppy, in a low angled shot, connoting that he has the power, and this time Poppy has taken it too far and he is going to use it. The first shot is a LS of the view from their house of the sea, instantly showing they live in a 'perfect' environment, but from the way Poppy wakes up, rather loud mouthed, it shows that maybe the perfect environment doesnt always make for the perfect life or child. 


3. Is the Disruption or Disequilibrium introduced or hinted at? (e.g the serial killer in "Seven" is introduced in the title sequence). 
The disruption is introduced when Poppy's father announces that he is sending her to boarding school in England, as this will be nothing like her fancy, warm , popular lifestyle she has now, and so she may struggle. We can already see from this clip that she is detested by the idea, as she is in disgust and shock by looking at the schools website, which tells us that her style of equilibrium will officially be changed by going there.


4. Are there any visual/verbal/aural clues that hint at what the hero's journey might be? (e.g having to solve the murders within a time-limit of seven days in "Seven") 
We know that the girl is still hurt from her Mum dying and now her Dad re-marrying as she shouts 'do you even remember mum?', and then when her dad tells her she is going to England, we find out that that was where her mother went. This could show us that Poppy acts and dresses the way she does because she is not comfortable being her self, and is very insecure from when her mum died, but from going to london we could see a change in the character as she re-connects with what her mum used to do and act- so she will find her true self. 


5. From your knowledge of the film, how will the equilibrium be restored and what will be the new equilibrium?
The equilibrium will be restored at the end of the film, and this will be from Poppy finding and being able to be her true and natural self. So she has realised that none of the materialistic stuff matters anymore, and her Diva act was just a way of disguising her insecurity. The new equilibrium is also finding out that her old equilibrium was not in fact an equilibrium, but a way of Poppy hiding her true self, and she ends up back in Malibu, with her new, true, English friends having a really good holiday before returning back to England for school. 

Levi Strauss's Theory of Binary Opposites

Its a Boy/Girl Thing


1. What is the genre of the film? How are the genre signifiers introduced?
The genre of the film is a romantic comedy/ chick flick. We can clearly see this is a classic romantic story whereby the two main characters begin by hating each other and grow to love each other by the way they are so strongly separated at the beginning (by the tree) yet live so close together. This connotes that they are in fact very similar (live near) but just haven't realised yet or their vision has been blocked (again by the tree)- a classic start to a many romantic comedies. It also starts with a very teenage, upbeat, song playing 'mystical- shake yo ass' which automatically makes us think this is a lighthearted film, and this also brings the comedy affect as we know this is what a lot of teenage boys actually listen to. The setting is also very signific to a teenage American romantic comedy, they are usually set in a suburban american area where all the houses are big and people live a certain stylalised way. We can also tell this is a teenage movie as it is set in a high school as well, signifying the movie will be about different cliques competing or coming together and merging in some way (in this case the two peoples bodies changing and them then falling in love). 


2. Who are the main characters and how are they opposed?
The two main characters are Woody and Nell. Nell is the teenage girl living on one side of the tree and Woody is the teenage boy living on the other. They ae very much opposed at the beginning by what they are each doing, Nell is reading showing she is very intellectual and focused on her studies while Woody is dancing around his room showing he is upbeat and carefree. Noise is another element that opposes them, Woodys room is very noisy showing he is rebellious, whereas Nells room is very quiet showing she is controlled and mature. Nells room is also very pink and tidy indicating a very presteen and girly girl (and not really how a teenage girls room would be). Woodys room is a dark blue, very messy with a lot of posters covering the walls showing he is very manick and a bit slobbish (how we would expect a boys room to be). They are even opposed in what the eat for breakfast and the way they eat it, Woody has a very greasy fried breakfast with lots of noise, the dad reading the paper while the mum is cooking, ( busy and bustled) while Nell is eating as a clean white table, in almost silence, with musley from a bowl, very bleak and boring. So instantly from the opening sequence we can see our two main characters are very different and this indeed causes them to have a clash in character and not get along very well at all. 


3.What are the main themes of the film and how are they introduced?
The main theme of the film is romance, and we can see this from the drawn montage at the beginning where we see the main characters were once friends but grew apart, suggesting although they now do not get along, they will eventually become friends again. Another theme could be comedy, clearly shown through the choice of opening song, being quite crude, and the boys dancing, being funny. Also where the girls top get ripped off could be considered funny to a more male audience, as the main boy character also finds it funny. A theme could also be conforming, as we can see that the out of the two characters one will not be conforming to the high school ways, as they are both so different, so the story could be about the boy r girl realising she/he does not have to conform to the school and can become and date whoever he wants. 


4.  How is the narrative organised to show conflict?
The narrative is organised to show conflict by the constant cutting between the two very different lives, so put across that they are SO different that it will cause some conflict or disagreement in the future of the story. The start of the film also starts with a petty argument between our two main characters to show that their judgements already do not agree to one anothers', and this pettyness will continue into the movie.

Continuity

Why is Continuity Important and how does it work in editing?
It is important to create a seamless narrative and allow a logical coherance to be made between shots to create a smooth narritive flow. This is essential in order to suspend disbelief in the audience and allow them to fully escape into the film world rather than them noticing what they are seeing has in fact been contructed.
The process that stems from this is called 'Sutre' where the audience is metaphorically swen into the narrative; the audience focuses on the story and does not notice the invisible editing process.
The aim of continuity is to allow the audience to get into the parallel world (the world of the film) and absorb it without disruption- increasing viewing pleasure.


Rules of Continuity Editing


Shot Order
Certain distances are routinely edited together in a particular order to create a smooth flow of narrative. For instance long to mid to close up). This takes the viewer across physical space steadily.


Eyeline Match
You need to make sure the direction of the characters gazes and looks stays the same, so for instance, if character 1 is taller than character 2, character 1 should always be looking down at character 2 and character two looking up to character 1.


Match on Action
You should edit movement (e.g. a character falling) 'in action' and make sure the character has clearly moved forwards or downwards between shots and not gone back on itself (so not repeated)as this looks fake and staged.


30 Degree Rule
If the camera angle moves by less than 30 degrees with the same framing, viewers may notice a jump in the footage also known as a 'jump cut'.


180 Degree Rule
It is important not to cross the 'line of vision' between two characters, unless the viewer sees the viewpoint move across the line. Otherwise the viewer may not be able to keep up with the sense of the scene. This same rule applies to a moving subject, keep to one side of a a direct movement, so the movement flows and appears to be in the same direction.

Transitions
Cuts
cuts are the most common way of seamlessly moving from one shot to the next, they create pace and rhythm usually for suspense.
Dissolves
Provides a slow, relaxed way of linking shots, e.g. in a montage. They can also be used in continuity editing to show we have moved forward in time and/or space:- they show there is a significant link between two shots.
Fading
Fade up and fade out- also fade to black- are foten used to signify a significant period of time has ended or elapsed between two sequences.


From my accident task i have learnt that it is very important for a sequence of shots to flow in order for the audience to understand what is going on between them and follow the story. So in the future, i believe continuity techniques will allow me to achieve this and avoid mistakes (like in the accident task) whereby i did not follow the match on action rule and it looked silly and staged. I must use the right sort of transitions in order to create the right moods, pace and show where the story is going or has ended and make sure i do not break any of the continuity rules to be sure that the film looks believeable and the editing looks 'invisible'.