Thursday, 3 February 2011
Evaluation
In what ways does you media product use, develop or challenge forms and conventions of real products?
1. This screen shot is taken from the opening credits. We are challenging normal media products conventions here by having the protagonist writing out the names of the cast and crew. We drew inspiration from the film ‘Napoleon Dynamite’, their credits were spelled out using food and different objects. Having the main character write out the credits on a dance school application audition form also relates to the narrative and draws in the audience’s attention.
2. This screen shot shows the main character approaching her friends in a street. This follows normal conventions in media products by having relaxed costume and a common location, such drama media examples like this are soap operas like ‘Eastenders’. The protagonist though is shown with her hair still in a bun focusing on how wherever she goes, she is thinking about dance. The shot is from the protagonist’s POV but also shows the distance, emotionally and physically, between her and her friends.
3. This screen shot shows the main character practising her dancing. It’s a low angle shot giving her an aura of power, many people in the audience incapable of performing this move would be impressed by this. The shot also refers back to the title of our short film. What the protagonist is performing is a jeté - a ballet leap in which the weight of the dancer is transferred from one foot to the other - We decided on this title because the meaning behind the definition shows the main characters split decision on what she wants to do with her life. We are following a dance genre convention here because many films, such as ’Billy Elliot’ use this specific ballet move.
4. The screen shot shows the protagonist’s feet spinning as she practises her dancing. This shot started off as a rehearsal shot but we then added it in post production. We included this shot because not only does it give power to the protagonist’s dancing, it shows us just how many times dancers repeat their moves until they’re perfect. We are following the conventions of a real media product here because the film ‘Black Swan’, which is also a dance genre film, uses a similar shot and gave us our inspiration.
5. This screen shot shows the protagonist falling down after pushing herself to the limit from her practising. This shot is apart of a match on action sequence showing the main character fall. A stereotypical dance genre film will include a scene where their main character falls down while dancing creating a disequilibrium which will then correct itself later. We included this fall to create a more dramatic aspect to our narrative.
6. This screen shot shows the protagonist’s dancing silhouette at her audition in between the two judges who will decide her fate. This shot follows normal dance genre conventions, where the judges seem like villains but actually end up helping the protagonist achieve their dream such as the film ‘Step Up’. We wanted Faye to appear in between the two judges so the audience can see her audition from their POV.
7. This screen shot is a close up of the protagonist during her audition. We included this shot so the audience can get a more intimate look at the character and identify with her which is important within a Drama genre. We can also see how nervous the character is.
8. This screen shot is a medium shot showing the protagonist with her mother. A main feature in the Drama genre is realism so at this part in the narrative it will be effective on a teenage audience as they can identify with the protagonist as she has difficulties agreeing with her parents. This shot enables the audience to identify with Faye. The clothes Faye wears here also comments on the narrative. With her shirt saying the word ‘FREEDOM’, it shows the audience that freedom from her parents judgement is all wants.
Evaluation
How effective is the combination of your main product and ancillary tasks?
The combination of the main product and the ancillary tasks are both really promotionally effective and compliment each other nicely.
- With the first draft of the double page review, we had a screenshot from the actual short film but when the image turned out too unfocused and unprofessional looking we had a mini photo shoot with Gemma in her costume. We then had a large graphic to use as a basis of the poster and review. It's simple but effective, the light isn't too harsh and you can guess the genre of the short film from how Gemma is dressed in a leotard and how her hair is pulled back into a bun. We used the poster of 'Black Swan' as our main inspiration.
- With the review, as a basis and reference point, we decided to use Empire magazine as a template as if we were writing for them. Empire magazine is a well established, well known magazine within the film industry which offers intelligent reviews and insight to newly released films. We followed the conventions of a normal magazine article and film review. We've followed the typical graphology of having a large image of the main character, including a crosshead and having quotes. In the review, we've also followed traditional guidelines of writing a review by comparing Jeté to other films in its genre, discussing the narrative and talking about cast and crew.
- The central theme of Jeté is dancing and Faye's determination to achieve her dream, I feel the review and poster show this, with the main image being a close up of Gemma with a small smile on her face, the audience can identify with her. With another theme of the Jeté being Faye’s love for dancing, we decided to use the colour red within the poster and review as the colour is a connotation of love. Not only does this catch the reader or audience’s attention but also makes them notice the five star rating which would encourage them to look up the short film.
Evaluation
How did you use new media technologies in the construction and research, planning and evaluation stages?
Research and Planning
During our research and planning, access to a computer or laptop was internet
essential. To thoroughly research short films within our genre, we also needed the internet. Websites such as YouTube distribute all types of videos so it was easily accessible for us to complete our analysis. We were able to see other student films while also high budget short films which gave us much inspiration. Social network sites such as Facebook were critical for my group because it allowed us to connect and contact each other outside of college, it was simple for us to post links and information about our work to another member of the group.During all stages of production, I used many of the programmes my laptop offered such as Microsoft word, Excel and PowerPoint. I then used Slide Share to upload these so I could change the format and present them on my Blog.
Construction
When we moved onto the construction of our short film, we discovered and used more new technology than we did in our AS. To start with, we used a semi professional camera to film our short film. This enabled us to play with the focus, change the white balance and generally create a more detailed, sharper looking short film. We also used a digital camera to take pictures throughout the shoot, for behind the scene images and to maintain continuity.
When it came to editing our short film, we used Premiere Pro, an unfamiliar software to us which to begin with was hard to use. After a few lessons though, we got to grips with it, our rushes were shortened, we added a soundtrack and transitions and our short film was created.
When making ancillary tasks, we used Photoshop for our poster. To begin with, I used Microsoft word for the second ancillary task (the double page review) but after we were told it didn’t look professional enough, we recreated the review in a programmed called InDesign. Seeing as I or any of my team members had used this technology before, it was a big step up from AS.
Evaluation For our evaluation, we created a PowerPoint presentation to present to the class. I also wrote a general evaluation in Microsoft word.
To show our development from AS, instead of just having a hard copy file, we created blogs on the network site Blogger to present our coursework as it showed our ability to use new technology, we could also upload photos and videos to make it more interactive. I then used a scanner to scan any work in that I wanted on my blog. Using new technology was essential to the process of creating our short film, I feel we have developed greatly from AS.
Evaluation
What have you learned from your audience feedback?
From the questionnaire results, the target audience for our short film are females aged 12-25. This is the audience feedback I received.
1. The first audience feedback knew from the dancing based storyline and the fact that most of the characters are women that Jete was targeted towards women. She complimented the dancing and enjoyed the music but found it hard to find closure with the ending. She found the cliff-hanger to be too cheesy and wanted a structured ending but she did react positively to how well put together and edited the whole short film was.
2. The second audience feedback, from a man, found that there wasn’t enough action and that the plot didn’t live up to expectations. He felt that there was too much dancing and thought it became boring and repetitive. Due to the fact that Jete is female dominated, it may explain why the feedback is negative because he’s film tastes are more adrenaline/action packed.
3. The third audience feedback, again from a man, found that the dancing was also a bit boring and became uninterested. He liked the link throughout the music and the titles were unique. He found the ending was original and really liked that you could make up your mind about what happened to the protagonist, on whether she made it into the dance school or not.
4. The final feedback is from a female and really positive and supportive. She found that she could identify with the characters and thought the standard of dancing was really high. She didn’t like the mother though but understood that she was the disequilibrium within the narrative. She liked the storyline and thought the plot of the Jete was interesting to watch.
What have you learned from the audience feedback?
If I were to go back and make changes or to make another short film, I would make sure I have a proper ending instead of a cliff-hanger. In some short films leaving an open ending works well but from the audience feedback, I now know it didn’t work as well as we hoped.
A main positive aspect from the feedback was the music. After listening to many songs and soundtracks, we finally found a song all of us agreed to use, fitting it all together and choreograph to the music was a hard task but my group and I all put in a lot of time and hard work and throughout the editing stages, we put a lot of effort into making every second sound pitch perfect.
Using new technology in post production was fun to play with but when everything was being put together, it became difficult. Due to none of my group being trained with the software, we had to learn as we went along. Creating a voiceover was tricky but once we’d got to grips with it, everything went on fine. The transitions were limited on the software we used but we used it to the best of our ability and created realism within the short film.
Some of the dancing looked repetitive. To correct this, I would’ve expanded the range of shots we had to create a different look of the film. I wanted to try a bird’s eye view shot but without having the safe equipment to achieve this, we couldn’t complete that shot. If I were to create another short film, I’d want to branch out of the types of shots I create.
When making a short film, you cannot cater to everyone’s tastes and make everyone enjoy what you’ve created.
Keeping what you create original is important, your audience will not get bored or guess what happen in the narrative. If you follow a generic formula, add some plot twists to keep the audience guessing.
Personal response:
Overall, I believe my group and I created a great little short film. If I could go back and start over again, there are many things I would change, such as, change the ending and re-shoot the opening credits sequence to cut down the time. Throughout the process of making Jete though, I expanded my knowledge of the subject of media, not only learning about creating a short film but about the pre-production, post-production, marketing and distribution.
Creating Jete was one of the most brilliant experiences in my life. I’ve realised what career path I want to head into because I love making films and creating moving image.
From the questionnaire results, the target audience for our short film are females aged 12-25. This is the audience feedback I received.
1. The first audience feedback knew from the dancing based storyline and the fact that most of the characters are women that Jete was targeted towards women. She complimented the dancing and enjoyed the music but found it hard to find closure with the ending. She found the cliff-hanger to be too cheesy and wanted a structured ending but she did react positively to how well put together and edited the whole short film was.
2. The second audience feedback, from a man, found that there wasn’t enough action and that the plot didn’t live up to expectations. He felt that there was too much dancing and thought it became boring and repetitive. Due to the fact that Jete is female dominated, it may explain why the feedback is negative because he’s film tastes are more adrenaline/action packed.
3. The third audience feedback, again from a man, found that the dancing was also a bit boring and became uninterested. He liked the link throughout the music and the titles were unique. He found the ending was original and really liked that you could make up your mind about what happened to the protagonist, on whether she made it into the dance school or not.
4. The final feedback is from a female and really positive and supportive. She found that she could identify with the characters and thought the standard of dancing was really high. She didn’t like the mother though but understood that she was the disequilibrium within the narrative. She liked the storyline and thought the plot of the Jete was interesting to watch.
What have you learned from the audience feedback?
If I were to go back and make changes or to make another short film, I would make sure I have a proper ending instead of a cliff-hanger. In some short films leaving an open ending works well but from the audience feedback, I now know it didn’t work as well as we hoped.
A main positive aspect from the feedback was the music. After listening to many songs and soundtracks, we finally found a song all of us agreed to use, fitting it all together and choreograph to the music was a hard task but my group and I all put in a lot of time and hard work and throughout the editing stages, we put a lot of effort into making every second sound pitch perfect.
Using new technology in post production was fun to play with but when everything was being put together, it became difficult. Due to none of my group being trained with the software, we had to learn as we went along. Creating a voiceover was tricky but once we’d got to grips with it, everything went on fine. The transitions were limited on the software we used but we used it to the best of our ability and created realism within the short film.
Some of the dancing looked repetitive. To correct this, I would’ve expanded the range of shots we had to create a different look of the film. I wanted to try a bird’s eye view shot but without having the safe equipment to achieve this, we couldn’t complete that shot. If I were to create another short film, I’d want to branch out of the types of shots I create.
When making a short film, you cannot cater to everyone’s tastes and make everyone enjoy what you’ve created.
Keeping what you create original is important, your audience will not get bored or guess what happen in the narrative. If you follow a generic formula, add some plot twists to keep the audience guessing.
Personal response:
Overall, I believe my group and I created a great little short film. If I could go back and start over again, there are many things I would change, such as, change the ending and re-shoot the opening credits sequence to cut down the time. Throughout the process of making Jete though, I expanded my knowledge of the subject of media, not only learning about creating a short film but about the pre-production, post-production, marketing and distribution.
Creating Jete was one of the most brilliant experiences in my life. I’ve realised what career path I want to head into because I love making films and creating moving image.
Jeté - General written Evaluation
Jeté’ Evaluation
For my short film, the story idea that my group and I chose to use is called ‘Jeté’. The idea for ‘Jeté’ was created by our director and main actress Gemma Davey. Cinematography was then led by Sarah Freeman and Editor was Eilish Crowther. I then took on the role as producer. Our idea/product was selected after careful consideration in the group, we analysed which film would make more sense to go ahead and film considering budget and location while also picking a story with a flexible and interesting narrative.
As the producer, my role within the production of ‘Jete’ was a significant one. I organized time schedules of when our group would be filming (including booking locations), location scouted to find the right places to film, secured and took care of all technological equipment such as the camera and tripod.
After researching into articles and reviews into film magazines such as ‘Empire’ and ‘Total Film’, I created the double page review based on ‘Jeté’. I also oversaw all filming done while supervising continuity, script and storyboard. I gave advice with direction and cinematography while also making sure our cast and crew were safe in our varied locations and out of the way of the public. Due to a scheduling conflict with an actor, I also had to step in and act within our short film, I play Judge 1.
‘Jeté’ is a short film which belongs in the hybrid genre of Dance/Drama, we mainly followed the forms and conventions of a short film by following Todorov’s theory but it also challenges the theory. The narrative is left in a cliff-hanger (Obviously not following Todorov’s theory of having a conclusion) leaving the audience unknowing to whether the main character achieves her dream. We did challenge the conventions of a normal short film within our genre by doing something creative with our title’s which hasn’t been done before. We actually filmed our main actress writing the titles and making it look like she was filling in an application to a dance college. We connected the titles to the film by having the link of the dance college application form which then leads straight into the opening sequence. We examined different short films and feature length films during our research and were inspired by the film ‘Napoleon Dynamite’, the titles in ‘Napoleon Dynamite’ are written in different types of food. We then applied this theory to our short film and thought it was an interesting idea. We also followed forms and conventions of a Dance/Drama genre by including lots of dancing - so it’s fits within the genre perfectly. The drama aspect comes from the main protagonist ‘Faye’ trying to overcome the obstacles that are in the way of letting her achieve her dream.
Throughout ‘Jeté’, some social groups are represented. We have Faye and her friends representing the youth and Faye’s mother and the Judges representing authority and women. Through our research and survey’s we concluded that our target audience would be 12-30 year women so ‘Jeté’ would connect with the audience positively as the women would relate to Faye’s situation and be sympathetic.
From analysing and researching 15 short film products, we were inspired to create a short film as intense and enrapturing as the films we had researched. Many short film’s are not released like full feature length movies, but are released in short film festivals and online. YouTube is a great example of a website where you can distubute your work for free. Short film don’t rely on the budget of a big full-length film but rely more of the art of the shots and that’s what I feel we have created in ‘Jeté’.
In ‘Jeté’, although our narrative is solid, we did use other macro and micro elements to support and strengthen the theme’s and message’s of our product and also create meaning. Within framing, we used the rule of thirds, keeping Faye centred to show she is the main focal point of the product, yet we also keep her in big backgrounds showing her isolation due to nobody understanding her situation. Our camera shots are varied showing our diversity - we had to create a few montage scenes showing Faye dancing so our wide-range of shots can keep everything new and fresh, and not repetitive. The mise-en-scene was hugely important to us, we wanted everything to be subtle but enough so you could clearly understand the narrative. We considered every detail - our locations were proper dance and theatre studio’s, when Faye visit’s the physio, we used an actual nurses consultation room. The clothing Faye wears are all to do with dancing, and her room is covered with dance materials. The colours in our product are important for creating meaning - the colour of Faye’s clothes are dull and the colour of the studio when Faye auditions is black showing her sense of lost hope. Sound played a crucial part within ‘Jeté’, we took great inspiration from the music video/short film ‘Angel’ by the band Massive Attack. We edited to the ballet music to make the film more realistic and believable. Also, the lyric’s in the song Faye auditions matches her predicament.
From studying Media at AS, I do feel my skills and knowledge have progressed and it clearly shows in ‘Jeté’, my A2 short film. I learnt from AS, to be more fully prepared with all pre-production work and I researched a lot more into similar products and took careful notes. One of the most obvious changes was using a larger camera with a better microphone which created better picture and better sound. Another large skill and knowledge progression was the editing software. In AS, we used Window’s Movie Maker which was quite basic, but now we used Premiere Pro. I learnt how to razor clips and fit them how we specifically wanted them while also editing audio and cutting up voice-overs to fit the appropriate times
within our short film. We received no training on the software, so a difficulty we found was learning how to use Premiere Pro while trying to keep up to date on our production schedule.
Overall I think we created a brilliant final product that I‘m proud of, a product of high standard that can be viewed by any audience. I have learnt a great deal throughout AS and A2, the main aspect I will take away with me though is thoroughly researching and completely pre-production work efficiently.
Edit Decision List
Edit Decision List
· Capture the rushes.
· Rough cut – separate the rushes into shots using the razor tool.
· Put the shots in chronological order.
· Rough edit – delete the unwanted shots.
· Trim shots to create continuity.
· Create match on action throughout our short film.
· Cut down the film to five minutes.
· Add suitable transitions, mainly dissolves.
· Adjust the transitions so they cover the right part of each shot.
· Adjust the transitions so they last the correct amount of time.
· Add credits at the end.
· Upload voice over’s.
· Add them over the top of the natural sound.
· Delete unwanted voice over’s.
· Cut voice over’s up and put them in the correct places.
· Add music over natural sound but under voice overs.
· Capture the rushes.
· Rough cut – separate the rushes into shots using the razor tool.
· Put the shots in chronological order.
· Rough edit – delete the unwanted shots.
· Trim shots to create continuity.
· Create match on action throughout our short film.
· Cut down the film to five minutes.
· Add suitable transitions, mainly dissolves.
· Adjust the transitions so they cover the right part of each shot.
· Adjust the transitions so they last the correct amount of time.
· Add credits at the end.
· Upload voice over’s.
· Add them over the top of the natural sound.
· Delete unwanted voice over’s.
· Cut voice over’s up and put them in the correct places.
· Add music over natural sound but under voice overs.
Jeté - shot list
Shot List
1.1 Close up of role 1 (Editor) filling application form in – Eilish Crowther.
1.2 Close up of role 2 (Cinematographer) filling application form in – Sarah Freeman.
1.3 Close up of role 3 (Producer) filling application form in – Lauren James.
1.4 Close up of role 4 (Director) filling application form in – Gemma Davey.
1.5 Close up of Title.
1.6 Close up of Faye filling application form in for dance school.
1.7 Low angled shot, from the bins point of view; pull focus from Faye to bin.
1.8 Close up of Faye filling application form in for dance school.
1.9 Medium shot of Faye screwing up application forms.
1.10 Close up of Faye filling application form in for dance school.
1.11 Bird’s eye view of Faye in her room surrounded by dance things and screwed up application forms.
1.12 High angle zoom into Faye’s phone vibrating.
1.13 Low angle tracking Faye’s feet as she dodges all her things.
1.14 Tilt up to Faye picking her clothes to meet her friends.
1.15 Camera then tracks an item she throws onto the floor and zooms into it. The shot then fades in time with the zoom.
2.1 Close up of Faye posting her letters.
2.2 Tracking shot from behind Faye as she approaches her friends.
2.3 360 degree pan around her group of friend and back to her as she talks about her weekend.
2.4 Quick pan back to friend 1.
2.5 Shot reverse shot of the rest of the conversation.
3.1 Long shot of Faye dancing.
3.2 Close up of Faye’s foot while she is spinning.
3.3 Low angle shot of Faye doing a split jump - (Slow motion).
3.4 Medium shot into the mirror of Faye dancing.
3.5 Close up Faye’s face as she pushes herself to the limit.
3.6 Zoom into Faye as a small child dancing.
3.7 Vertical pan of Faye dancing.
3.8 360 degree pan while Faye spins in the opposite direction. (Shows her getting tired)
3.9 Low angle shot of Faye falling down.
4.1 Medium shot of Faye clutching her CD outside the hall.
4.2 High angle shots of girls stretching in the hallway from Faye’s perspective.
4.3 Close up of windows in the doors through to the hall. Girls pop up to watch an audition.
4.4 Zoom through the window.
4.5 Long shots of another girl dancing.
4.6 Zoom from judges into Faye through the window.
4.7 Zoom out as Faye enters the room.
4.8 Steady shot from the judge’s point of view. Faye walks towards the camera.
4.9 Match on action steady shot from other side of the hall.
4.10 Low angle of her spinning.
4.11 Long shot of penché.
4.12 Close up of Face.
4.13 Tracking shot of layout.
4.14 Pan of the hall.
4.15 Low angle looking up at Faye from Judges point of view.
5.1 Pan of Faye entering physio’s room.
5.2 Close up of Faye’s back.
5.3 Medium shot of physio carrying out checks.
5.4 Close up of Faye’s reaction.
6.1 Tilt up from behind Faye as she is looking in the mirror at her back.
6.2 Medium shot of her mum entering room.
6.3 Close up of the books.
6.4 Shot reverse shot of her mum taking and Faye’s reactions.
6.5 Medium shot of them both talking as her mum goes out of focus to show Faye losing interest.
7.1 Close up, bird’s eye view of post falling to the floor.
7.2 Camera tilts up as she picks up the letter.
7.3 Close up as she opens the letter to show her expression.
1.1 Close up of role 1 (Editor) filling application form in – Eilish Crowther.
1.2 Close up of role 2 (Cinematographer) filling application form in – Sarah Freeman.
1.3 Close up of role 3 (Producer) filling application form in – Lauren James.
1.4 Close up of role 4 (Director) filling application form in – Gemma Davey.
1.5 Close up of Title.
1.6 Close up of Faye filling application form in for dance school.
1.7 Low angled shot, from the bins point of view; pull focus from Faye to bin.
1.8 Close up of Faye filling application form in for dance school.
1.9 Medium shot of Faye screwing up application forms.
1.10 Close up of Faye filling application form in for dance school.
1.11 Bird’s eye view of Faye in her room surrounded by dance things and screwed up application forms.
1.12 High angle zoom into Faye’s phone vibrating.
1.13 Low angle tracking Faye’s feet as she dodges all her things.
1.14 Tilt up to Faye picking her clothes to meet her friends.
1.15 Camera then tracks an item she throws onto the floor and zooms into it. The shot then fades in time with the zoom.
2.1 Close up of Faye posting her letters.
2.2 Tracking shot from behind Faye as she approaches her friends.
2.3 360 degree pan around her group of friend and back to her as she talks about her weekend.
2.4 Quick pan back to friend 1.
2.5 Shot reverse shot of the rest of the conversation.
3.1 Long shot of Faye dancing.
3.2 Close up of Faye’s foot while she is spinning.
3.3 Low angle shot of Faye doing a split jump - (Slow motion).
3.4 Medium shot into the mirror of Faye dancing.
3.5 Close up Faye’s face as she pushes herself to the limit.
3.6 Zoom into Faye as a small child dancing.
3.7 Vertical pan of Faye dancing.
3.8 360 degree pan while Faye spins in the opposite direction. (Shows her getting tired)
3.9 Low angle shot of Faye falling down.
4.1 Medium shot of Faye clutching her CD outside the hall.
4.2 High angle shots of girls stretching in the hallway from Faye’s perspective.
4.3 Close up of windows in the doors through to the hall. Girls pop up to watch an audition.
4.4 Zoom through the window.
4.5 Long shots of another girl dancing.
4.6 Zoom from judges into Faye through the window.
4.7 Zoom out as Faye enters the room.
4.8 Steady shot from the judge’s point of view. Faye walks towards the camera.
4.9 Match on action steady shot from other side of the hall.
4.10 Low angle of her spinning.
4.11 Long shot of penché.
4.12 Close up of Face.
4.13 Tracking shot of layout.
4.14 Pan of the hall.
4.15 Low angle looking up at Faye from Judges point of view.
5.1 Pan of Faye entering physio’s room.
5.2 Close up of Faye’s back.
5.3 Medium shot of physio carrying out checks.
5.4 Close up of Faye’s reaction.
6.1 Tilt up from behind Faye as she is looking in the mirror at her back.
6.2 Medium shot of her mum entering room.
6.3 Close up of the books.
6.4 Shot reverse shot of her mum taking and Faye’s reactions.
6.5 Medium shot of them both talking as her mum goes out of focus to show Faye losing interest.
7.1 Close up, bird’s eye view of post falling to the floor.
7.2 Camera tilts up as she picks up the letter.
7.3 Close up as she opens the letter to show her expression.
Soundtrack for Billy Elliot
Soundtracks for Billy Elliot (2000)
· "Top Hat, White Tie, and Tails"
Performed by Fred Astaire
Courtesy of Turner Entertainment Co.
Composed by Irving Berlin
Irving Berlin Music Corp.
By kind permission of Warner/Chapplel Music Limited
· "A Child Is Born"
Written by Thad Jones
Performed and arranged by Douglas Corbin
Courtesy of Bodiac Productions, Dallas, Texas, USA
· "Children of the Revolution"
Words and Music by Marc Bolan
Performed by T-Rex
Issued under license from Crimson Productions, a division of the Demon Music Group Ltd.
· "Cosmic Dancer"
Words and Music by Marc Bolan
Performed by T-Rex
Courtesy of Straight Ahead Productions Limited
· "Get It On"
Words and Music by Marc Bolan
Performed by T-Rex
Courtesy of Straight Ahead Productions Limited
"I Love to Boogie"
Words and Music by Marc Bolan
Performed by T-Rex
Issued under license from Crimson Productions, a division of the Demon Music Group Ltd.
· "I Believe"
Written by Steve Mac / Wayne Hector
Performed by Stephen Gately
Courtesy of Polydor UK Limited
· "London Calling"
Written by Joe Strummer / Mick Jones / Paul Simonon /
Topper Headon
Performed by The Clash
Courtesy of Columbia Records / Sony Music Entertainment (UK) Ltd.
· "Ride A White Swan"
Words and Music by Marc Bolan
Performed by T-Rex
Courtesy of Straight Ahead Productions Limited
· "Town Called Malice"
Written by Paul Weller
Performed by The Jam
Courtesy of Polydor UK Limited
· "Burning Up"
Written by Eagle Eye Cherry
Performed by Eagle Eye Cherry
Courtesy of Polydor UK Limited
· "Scène"
(uncredited)
from ballet "Swan Lake, Op.20"
Music by Pyotr Ilyich Tchaikovsky
Performed at the Royal Opera House, Covent Garden
· "Jingle Bells"
(uncredited)
Written by James Pierpont
Sung a cappella by Jamie Bell
· "Top Hat, White Tie, and Tails"
Performed by Fred Astaire
Courtesy of Turner Entertainment Co.
Composed by Irving Berlin
Irving Berlin Music Corp.
By kind permission of Warner/Chapplel Music Limited
· "A Child Is Born"
Written by Thad Jones
Performed and arranged by Douglas Corbin
Courtesy of Bodiac Productions, Dallas, Texas, USA
· "Children of the Revolution"
Words and Music by Marc Bolan
Performed by T-Rex
Issued under license from Crimson Productions, a division of the Demon Music Group Ltd.
· "Cosmic Dancer"
Words and Music by Marc Bolan
Performed by T-Rex
Courtesy of Straight Ahead Productions Limited
· "Get It On"
Words and Music by Marc Bolan
Performed by T-Rex
Courtesy of Straight Ahead Productions Limited
"I Love to Boogie"
Words and Music by Marc Bolan
Performed by T-Rex
Issued under license from Crimson Productions, a division of the Demon Music Group Ltd.
· "I Believe"
Written by Steve Mac / Wayne Hector
Performed by Stephen Gately
Courtesy of Polydor UK Limited
· "London Calling"
Written by Joe Strummer / Mick Jones / Paul Simonon /
Topper Headon
Performed by The Clash
Courtesy of Columbia Records / Sony Music Entertainment (UK) Ltd.
· "Ride A White Swan"
Words and Music by Marc Bolan
Performed by T-Rex
Courtesy of Straight Ahead Productions Limited
· "Town Called Malice"
Written by Paul Weller
Performed by The Jam
Courtesy of Polydor UK Limited
· "Burning Up"
Written by Eagle Eye Cherry
Performed by Eagle Eye Cherry
Courtesy of Polydor UK Limited
· "Scène"
(uncredited)
from ballet "Swan Lake, Op.20"
Music by Pyotr Ilyich Tchaikovsky
Performed at the Royal Opera House, Covent Garden
· "Jingle Bells"
(uncredited)
Written by James Pierpont
Sung a cappella by Jamie Bell
What is a Drama?
What is a drama?
According to Wikipedia a drama film is a ‘film genre that depends mostly on in-depth development of realistic characters dealing with emotional themes’. These themes deal with topics such as alcohol, drug addiction, racial prejudice, religious intolerance, poverty, crime and corruption to name a few.
This film genre can be contrasted with an action film, which relies on fast-paced action and physical conflict, but superficial character development. All film genres can include dramatic elements, but typically, films considered drama films focus mainly on the drama of the main issue.
Some examples of well known drama films are The Godfather (1972), E.T. the Extra-Terrestrial (1982), Forrest Gump (1994) and The Shawshank Redemption (1994).
Sub-genres
There are a large number of drama films and as a result these films have been sub-categorized:
· Crime drama and Legal drama - Character development based on themes involving criminals, law enforcement and the legal system.
· Historical drama (epic) (including War drama) - Films that focus on dramatic events in history.
· Docudrama: the difference between a docudrama and a documentary is that in a documentary it uses real people to describe history or current events; in a docudrama it uses professionally trained actors to play the roles in the current event, that is "dramatized" a bit. Not to be confused with docufiction.
· Comedy-drama: is in which there is an equal, or nearly equal balance of humor and serious content.
· Melodrama: a sub-type of drama films that uses plots that appeal to the heightened emotions of the audience. Melodramatic plots often deal with "crises of human emotion, failed romance or friendship, strained familial situations, tragedy, illness, neuroses, or emotional and physical hardship." Film critics sometimes use the term "pejoratively to connote an unrealistic, pathos-filled, campy tale of romance or domestic situations with stereotypical characters (often including a central female character) that would directly appeal to feminine audiences." Also called "women's movies", "weepies", tearjerkers, or "chick flicks". If they are targeted to a male audience, then they are called "guy cry" films.
· Romance: a sub-type of dramatic film which dwells on the elements of romantic love.
· Tragedy: a drama in which a character's downfall is caused by a flaw in their character or by a major error in judgment.
· http://en.wikipedia.org/wiki/Drama_film
According to Wikipedia a drama film is a ‘film genre that depends mostly on in-depth development of realistic characters dealing with emotional themes’. These themes deal with topics such as alcohol, drug addiction, racial prejudice, religious intolerance, poverty, crime and corruption to name a few.
This film genre can be contrasted with an action film, which relies on fast-paced action and physical conflict, but superficial character development. All film genres can include dramatic elements, but typically, films considered drama films focus mainly on the drama of the main issue.
Some examples of well known drama films are The Godfather (1972), E.T. the Extra-Terrestrial (1982), Forrest Gump (1994) and The Shawshank Redemption (1994).
Sub-genres
There are a large number of drama films and as a result these films have been sub-categorized:
· Crime drama and Legal drama - Character development based on themes involving criminals, law enforcement and the legal system.
· Historical drama (epic) (including War drama) - Films that focus on dramatic events in history.
· Docudrama: the difference between a docudrama and a documentary is that in a documentary it uses real people to describe history or current events; in a docudrama it uses professionally trained actors to play the roles in the current event, that is "dramatized" a bit. Not to be confused with docufiction.
· Comedy-drama: is in which there is an equal, or nearly equal balance of humor and serious content.
· Melodrama: a sub-type of drama films that uses plots that appeal to the heightened emotions of the audience. Melodramatic plots often deal with "crises of human emotion, failed romance or friendship, strained familial situations, tragedy, illness, neuroses, or emotional and physical hardship." Film critics sometimes use the term "pejoratively to connote an unrealistic, pathos-filled, campy tale of romance or domestic situations with stereotypical characters (often including a central female character) that would directly appeal to feminine audiences." Also called "women's movies", "weepies", tearjerkers, or "chick flicks". If they are targeted to a male audience, then they are called "guy cry" films.
· Romance: a sub-type of dramatic film which dwells on the elements of romantic love.
· Tragedy: a drama in which a character's downfall is caused by a flaw in their character or by a major error in judgment.
· http://en.wikipedia.org/wiki/Drama_film
Questionnaire
Questionnaire
1. Age
· Under 12
· 12-18
· 18-30
· 30-50
· 50+
2. Gender
· Male
· Female
3. How often do you watch short films?
· Never
· Once a week
· Three times a week
· Once a month
· More often (please specify)
4. What is your favourite genre of film?
· Comedy
· Animated
· Drama
· Documentary
· Other (please specify)
5. Which sites do you frequently go on?
· YouTube
· Facebook
· MySpace
· Google
6. What do you think is the purpose of a short film?
· To convey a theme/message
· To advertise
· To entertain
· To move you
· Other (please specify)
7. Would you watch films with dancing in them?
· Yes
· No
1. Age
· Under 12
· 12-18
· 18-30
· 30-50
· 50+
2. Gender
· Male
· Female
3. How often do you watch short films?
· Never
· Once a week
· Three times a week
· Once a month
· More often (please specify)
4. What is your favourite genre of film?
· Comedy
· Animated
· Drama
· Documentary
· Other (please specify)
5. Which sites do you frequently go on?
· YouTube
· MySpace
6. What do you think is the purpose of a short film?
· To convey a theme/message
· To advertise
· To entertain
· To move you
· Other (please specify)
7. Would you watch films with dancing in them?
· Yes
· No
Chosen product - Creative Approach
Creative approach
Opening sequence/titles
The film opens with Faye Edwards, aged about 16/17 years old, who is sat at her desk. Plastered all over it are loads of application forms for Dance College that she is filling out. The titles appear in the form of the applications being filled out. Having then completed them we see them sealed and follow her to get them posted.
Inciting incident
Faye is seen at college with her group of friends. They are talking about a party that they all went to last weekend but Faye can’t join in as she wasn’t there. They talk about plans for the next weekend. Her friends try to include her in the following weekend’s plans but she simply replies with ‘we’ll see...’
Progressive complications
Her parents are unsupportive of her: ‘we want you to have a real career’, ‘we have bigger hopes for you’, and ‘you’re very bright, you should think about university, not wasting your time at dance college’. They want her to study an academic subject. She has made up her mind though as this is what she wants to do.
Another progressive complication is the fact that we can see just how tough life as a dancer is: you have to push yourself until you feel physically sick, there is a lot of competition out there, you have to have the right look as well (the right physique, presented well with your clothes and makeup).
Crisis
We find out during a physio examination we find out that Faye’s spine has a curve in it. There is a possibility that this could stop her getting into college.
Climax
Faye is at home with her mum, who is not helping the situation at all because she is insisting upon university. Faye is not at all interested at all. Her letter finally arrives. She hesitates and finally gets up the nerve to open it.
Resolution
We see the expression on Faye’s face leaving the film on a cliff hanger.
Opening sequence/titles
The film opens with Faye Edwards, aged about 16/17 years old, who is sat at her desk. Plastered all over it are loads of application forms for Dance College that she is filling out. The titles appear in the form of the applications being filled out. Having then completed them we see them sealed and follow her to get them posted.
Inciting incident
Faye is seen at college with her group of friends. They are talking about a party that they all went to last weekend but Faye can’t join in as she wasn’t there. They talk about plans for the next weekend. Her friends try to include her in the following weekend’s plans but she simply replies with ‘we’ll see...’
Progressive complications
Her parents are unsupportive of her: ‘we want you to have a real career’, ‘we have bigger hopes for you’, and ‘you’re very bright, you should think about university, not wasting your time at dance college’. They want her to study an academic subject. She has made up her mind though as this is what she wants to do.
Another progressive complication is the fact that we can see just how tough life as a dancer is: you have to push yourself until you feel physically sick, there is a lot of competition out there, you have to have the right look as well (the right physique, presented well with your clothes and makeup).
Crisis
We find out during a physio examination we find out that Faye’s spine has a curve in it. There is a possibility that this could stop her getting into college.
Climax
Faye is at home with her mum, who is not helping the situation at all because she is insisting upon university. Faye is not at all interested at all. Her letter finally arrives. She hesitates and finally gets up the nerve to open it.
Resolution
We see the expression on Faye’s face leaving the film on a cliff hanger.
Chosen product - Synopsis
Synopsis
The film opens with the appearance of a girl, Faye Edwards, of about the age of 16/17. We see her room, quite messy, filled with dancewear, dance shoes and screwed up pieces of paper scattered all over the floor. Faye is sat at her desk and plastered all over it are loads of application forms that she is filling out. She screws up yet another one and narrowly misses the bin. Having then completed them we see them sealed and follow her to get them posted. In her head we can hear the voices of her parents: ‘we want you to have a real career’, ‘we have bigger hopes for you’, and ‘you’re very bright, you should think about university, not wasting your time at dance college’... she pauses briefly, but she doesn’t care – she has made up her mind, this is what she wants to do, with or without support.
She is at college with her group of friends and they are talking about what happened at the weekend but Faye can’t join in as she wasn’t there. She is never able to go out with her friends because she has to train. They begin to talk about how great the party will be next Friday night but she knows she can’t go. We see her leave them giving the same excuse she always does ‘I have to practice’. We can hear a sound bridge of the music of a ballet class and the teacher counting as the girls dance. The image changes to show the feet of ballet girls doing exercises at the bar.
We see flashbacks from when she was small. She remembers her mum put her into ballet classes since she could walk. We then flash through her dancing by herself; it starts gently as she practices a dance over and over to the point of collapse of the floor. Throughout there is a narration – a dance teacher’s voice – a constant reminder of the hardships of this life: ‘you have to dance until you feel physically sick’, ‘there is a lot of competition out there so you have to make yourself look like an advanced dancer’, ‘you have to have the right look’. As this is heard, the scene changes to Faye sitting in front of a mirror, putting on a full face of makeup. She is in dance wear and is preparing to go to her audition.
Faye is at the audition. She is in a queue nervously waiting her turn. In the hall we see glimpses of other people dancing in front of a panel of judges. Faye’s number is finally called and she enters, nervously approaches the judges and prepares to begin. After the audition it is necessary for a physio examination to be done but there is a problem as Faye has a curve in her spine.
When she arrives home, she breaks the news to her mum. She is upset that this problem could stunt her chances of getting into college. She is quite clearly worried, but her mum is no help at all. She is happy at the thought that she may not attend after all and her idea of ‘helping’ is to suggest that she help her look into universities telling her that ‘it’s not too late’. She goes to the computer to search UCAS.
The film ends with the letter arriving, having been posted through the letter box. Faye notices its arrival. It takes her a while but she eventually gets up the courage to open it. We can hear a heavy heart beat... but has she got in?
The film opens with the appearance of a girl, Faye Edwards, of about the age of 16/17. We see her room, quite messy, filled with dancewear, dance shoes and screwed up pieces of paper scattered all over the floor. Faye is sat at her desk and plastered all over it are loads of application forms that she is filling out. She screws up yet another one and narrowly misses the bin. Having then completed them we see them sealed and follow her to get them posted. In her head we can hear the voices of her parents: ‘we want you to have a real career’, ‘we have bigger hopes for you’, and ‘you’re very bright, you should think about university, not wasting your time at dance college’... she pauses briefly, but she doesn’t care – she has made up her mind, this is what she wants to do, with or without support.
She is at college with her group of friends and they are talking about what happened at the weekend but Faye can’t join in as she wasn’t there. She is never able to go out with her friends because she has to train. They begin to talk about how great the party will be next Friday night but she knows she can’t go. We see her leave them giving the same excuse she always does ‘I have to practice’. We can hear a sound bridge of the music of a ballet class and the teacher counting as the girls dance. The image changes to show the feet of ballet girls doing exercises at the bar.
We see flashbacks from when she was small. She remembers her mum put her into ballet classes since she could walk. We then flash through her dancing by herself; it starts gently as she practices a dance over and over to the point of collapse of the floor. Throughout there is a narration – a dance teacher’s voice – a constant reminder of the hardships of this life: ‘you have to dance until you feel physically sick’, ‘there is a lot of competition out there so you have to make yourself look like an advanced dancer’, ‘you have to have the right look’. As this is heard, the scene changes to Faye sitting in front of a mirror, putting on a full face of makeup. She is in dance wear and is preparing to go to her audition.
Faye is at the audition. She is in a queue nervously waiting her turn. In the hall we see glimpses of other people dancing in front of a panel of judges. Faye’s number is finally called and she enters, nervously approaches the judges and prepares to begin. After the audition it is necessary for a physio examination to be done but there is a problem as Faye has a curve in her spine.
When she arrives home, she breaks the news to her mum. She is upset that this problem could stunt her chances of getting into college. She is quite clearly worried, but her mum is no help at all. She is happy at the thought that she may not attend after all and her idea of ‘helping’ is to suggest that she help her look into universities telling her that ‘it’s not too late’. She goes to the computer to search UCAS.
The film ends with the letter arriving, having been posted through the letter box. Faye notices its arrival. It takes her a while but she eventually gets up the courage to open it. We can hear a heavy heart beat... but has she got in?
Wednesday, 26 January 2011
My short film idea - Creative approach
CREATIVE APPROACH
Opening sequence, titles and Inciting incident.
EXT. It’s night time on a quiet road. Girl steps out of her friends car, wide shot showing the vehicle. Close up on the girls face as she exits. Mid close up on her friends face when she asks “Will you be okay?”. Close up, showing the emotions on the girls face before she replies, “I’ll be fine.”.
Camera hidden in the forest, narrow depth of field looking at the car pull away from the girl. We know someone is watching her. Creepy music begins to play - long tense violin notes as the girl exhales a breath, the mist visible, before beginning her journey home. We now notice she’s wearing white - innocent.
She walks down the pathway, montage of shots showing her walking - some behind the bushes from the stalkers POV. She hears a branch snap - the camera has a extreme close up on her eye as she releases a shaky breath - we know she’s scared, the music increases suspense. She begins walking faster, the pursuer follows close behind. She girls stops again, match on action as she turns around to look behind her. She starts to pull out her phone and dials a number, close up on the phone showing her about to press the call button. POV shot from the pursuer as he comes up behind her. He opens up a pen knife, specific markings are on it. He taps her shoulder, she drops her phone - fast tilt as we watch the phone hit the ground. She whips around, slow motion, all that’s heard now is the music, mid close up. Her eyes make contact with the camera, as if she’s looking at her pursuer and she screams. The screen goes black as the scream echoes.
Black screen - white titles - MISSING.
Progressive Complications.
A whole montage of shots showing missing posters with the girls face on them lasts for approx one minute and a half. Posters in many different places - on lampposts, someone putting one up in shop windows, someone looking through their post and receive one, the camera tracks a row of cars, seeing the posters under their windshield wipers - maybe handheld as if from a passer by’s POV. Finally, a poster on the ground as someone steps on one - the camera is high up looking down. Throughout the montage, the rest of the credits come up - director, cast, etc.
A detective sits in his office - profile shots- an almost spotlight on him. 360 degree pan of the man as he stares at a white board with all the information on the kidnapping. He runs a frustrated hand over his tired face - extreme close up here as he sighs. The clicking of his pen can be heard as he looks at a missing poster - as if from the posters POV, camera at a low angle, looking up at the detective giving him a sense of power. Dialogue- “Where did you go?” He says to no one.
His partner, seemingly appearing out of darkness, enters the room - neutral level camera. “We found nothing.” He mutters while looking at the whiteboard and putting a red cross over some information - over the shoulder shot. “I thought so.” The detective replies sadly- profile shot again.
Crisis.
The phone rings - close up on the telephone and the detective’s hand as he picks it up. Close up on his face as he receives the news that they’ve found the girls body. He sighs and scrunches his eyes shut - extreme close up on his eyes. He says “Thank-you. We’ll be there soon.” And hangs up. He hangs his head down, rubbing his neck. The other detective watches with scrutiny - profile shots. “She’s dead?” He asks knowingly. The head detective nods while standing up and putting his coat on in a fluid motion - wide shot to show the both of them - music picks up.
Scene cuts to the forest alleyway where forensic police in white overalls pass them by - over the shoulder shot as if we’re following the detectives. They walk along in silence, going under some ‘DO NOT CROSS’ yellow police tape - camera in front of them now, watching them arrive - zoom in to show the head detectives shocked face. The other detective merely looks away - close up when he does this. The head detective talks to the lead investigator who talks about the average guess of time of death and causes for death. Slow pan as they talk - shot reverse shot afterwards. The camera switches to a wide shot, farther back and then lowers. The body isn’t in focus but you can just see her shoulder, the camera looks up at the men talking as they look down on the body. The music picks up again.
Climax
The head detective sighs again and looks down, profile shot of him and his partner - the partner acts suspicious. As they go to walk away, from the body’s shoulder POV again, the other detective smiles slightly and then follows his partner. We follow behind them, the music all you can hear now - Suggested songs “Sleep” by The Dandy Warhols and “Lux Aeterna” by Clint Mansel - they go to tell them parents. They get in their car, and the head detective runs a hand over his face - the camera is at a neutral level - pans over to his partner who stares out the window with a slight smirk on his face.
Scene cuts to them arriving to the parents house, they step out the car - everything is in slow motion from now on. The camera at a low angle looking up at the head detective as he walks to the house. His partner lingers - taking out his pen knife and cutting down a poster that’s held up by string outside their home. The camera zooms in to see the markings on his blade - the audience is now aware that he is the killer. He full out grins as the poster floats to the ground - camera at his POV now as it lands next to his shoes. He steps on it. He joins his partner by the front door and he knocks. The head detective closes his eyes in sad anticipation - extreme close up. His partner smiles evilly - extreme close up.
Resolution
Still in slow motion, The mother opens the door, camera in-between the detective’s shoulders looking at her, just by the looks on their faces, the mother breaks down crying - the father comes and holds her so she doesn’t fall. Music is now full volume - you cannot hear the mothers cries. Extreme close up on the head detective who is also trying hard not to cry at this awful sight. Neutral shot of him stepping inside the home and following the devastated parents. His partner follows him, turning around to close the door.
He makes eye contact with the audience, the camera is at his eye line height and positioned outside, lighting is dark, he smiles sadistically before closing the door slowly.
Titles - 'Fin.'
Opening sequence, titles and Inciting incident.
EXT. It’s night time on a quiet road. Girl steps out of her friends car, wide shot showing the vehicle. Close up on the girls face as she exits. Mid close up on her friends face when she asks “Will you be okay?”. Close up, showing the emotions on the girls face before she replies, “I’ll be fine.”.
Camera hidden in the forest, narrow depth of field looking at the car pull away from the girl. We know someone is watching her. Creepy music begins to play - long tense violin notes as the girl exhales a breath, the mist visible, before beginning her journey home. We now notice she’s wearing white - innocent.
She walks down the pathway, montage of shots showing her walking - some behind the bushes from the stalkers POV. She hears a branch snap - the camera has a extreme close up on her eye as she releases a shaky breath - we know she’s scared, the music increases suspense. She begins walking faster, the pursuer follows close behind. She girls stops again, match on action as she turns around to look behind her. She starts to pull out her phone and dials a number, close up on the phone showing her about to press the call button. POV shot from the pursuer as he comes up behind her. He opens up a pen knife, specific markings are on it. He taps her shoulder, she drops her phone - fast tilt as we watch the phone hit the ground. She whips around, slow motion, all that’s heard now is the music, mid close up. Her eyes make contact with the camera, as if she’s looking at her pursuer and she screams. The screen goes black as the scream echoes.
Black screen - white titles - MISSING.
Progressive Complications.
A whole montage of shots showing missing posters with the girls face on them lasts for approx one minute and a half. Posters in many different places - on lampposts, someone putting one up in shop windows, someone looking through their post and receive one, the camera tracks a row of cars, seeing the posters under their windshield wipers - maybe handheld as if from a passer by’s POV. Finally, a poster on the ground as someone steps on one - the camera is high up looking down. Throughout the montage, the rest of the credits come up - director, cast, etc.
A detective sits in his office - profile shots- an almost spotlight on him. 360 degree pan of the man as he stares at a white board with all the information on the kidnapping. He runs a frustrated hand over his tired face - extreme close up here as he sighs. The clicking of his pen can be heard as he looks at a missing poster - as if from the posters POV, camera at a low angle, looking up at the detective giving him a sense of power. Dialogue- “Where did you go?” He says to no one.
His partner, seemingly appearing out of darkness, enters the room - neutral level camera. “We found nothing.” He mutters while looking at the whiteboard and putting a red cross over some information - over the shoulder shot. “I thought so.” The detective replies sadly- profile shot again.
Crisis.
The phone rings - close up on the telephone and the detective’s hand as he picks it up. Close up on his face as he receives the news that they’ve found the girls body. He sighs and scrunches his eyes shut - extreme close up on his eyes. He says “Thank-you. We’ll be there soon.” And hangs up. He hangs his head down, rubbing his neck. The other detective watches with scrutiny - profile shots. “She’s dead?” He asks knowingly. The head detective nods while standing up and putting his coat on in a fluid motion - wide shot to show the both of them - music picks up.
Scene cuts to the forest alleyway where forensic police in white overalls pass them by - over the shoulder shot as if we’re following the detectives. They walk along in silence, going under some ‘DO NOT CROSS’ yellow police tape - camera in front of them now, watching them arrive - zoom in to show the head detectives shocked face. The other detective merely looks away - close up when he does this. The head detective talks to the lead investigator who talks about the average guess of time of death and causes for death. Slow pan as they talk - shot reverse shot afterwards. The camera switches to a wide shot, farther back and then lowers. The body isn’t in focus but you can just see her shoulder, the camera looks up at the men talking as they look down on the body. The music picks up again.
Climax
The head detective sighs again and looks down, profile shot of him and his partner - the partner acts suspicious. As they go to walk away, from the body’s shoulder POV again, the other detective smiles slightly and then follows his partner. We follow behind them, the music all you can hear now - Suggested songs “Sleep” by The Dandy Warhols and “Lux Aeterna” by Clint Mansel - they go to tell them parents. They get in their car, and the head detective runs a hand over his face - the camera is at a neutral level - pans over to his partner who stares out the window with a slight smirk on his face.
Scene cuts to them arriving to the parents house, they step out the car - everything is in slow motion from now on. The camera at a low angle looking up at the head detective as he walks to the house. His partner lingers - taking out his pen knife and cutting down a poster that’s held up by string outside their home. The camera zooms in to see the markings on his blade - the audience is now aware that he is the killer. He full out grins as the poster floats to the ground - camera at his POV now as it lands next to his shoes. He steps on it. He joins his partner by the front door and he knocks. The head detective closes his eyes in sad anticipation - extreme close up. His partner smiles evilly - extreme close up.
Resolution
Still in slow motion, The mother opens the door, camera in-between the detective’s shoulders looking at her, just by the looks on their faces, the mother breaks down crying - the father comes and holds her so she doesn’t fall. Music is now full volume - you cannot hear the mothers cries. Extreme close up on the head detective who is also trying hard not to cry at this awful sight. Neutral shot of him stepping inside the home and following the devastated parents. His partner follows him, turning around to close the door.
He makes eye contact with the audience, the camera is at his eye line height and positioned outside, lighting is dark, he smiles sadistically before closing the door slowly.
Titles - 'Fin.'
My short film idea - Concept and synopsis
CONCEPT
In today’s society, are we safe at all? Can a young girl walk home without being in fear? Or is there always someone lurking in the shadows?…..
How far would you go to find the one you loved? Can you trust the people who surround you? The person you think you can trust, may not be who they say at all, is everyone a stranger? Is everyone in danger?
In ‘Missing’, a five minute short film, we tell the story of a young girl’s disappearance and her family’s desperate search to find her.
SYNOPSIS OF STORY
A young girl gets out of her friends car, bidding her good-bye. She begins her walk home, sunlight has already faded and its getting dark. She cuts her journey short by walking through a pathway in the middle of a forest.
Someone is watching her.
The man follows her, watching her from the shadows. She knows someone is behind her, she tries to get out her phone. The man pulls out a knife - significant marking on the blade. A hand reaches out and touches her shoulder, she exhales a breath and turns. You hear her scream as the screen goes black.
Posters of the young girl with the bold caption ‘MISSING’ are seen in lots of different areas. On a lamppost… In a shop window… Under car windshield wipers…
A detective staring at the picture of the young girl on a white board looks stumps. He receives a phone call, we found out his name is Jenkins. He receives the news that they found her body, you can tell from his facial expressions.
Another detective joins Jenkins and the walk down the forest pathway and under some ‘DO NOT CROSS’ yellow police tape. They pass a man in a white overall - forensics. The detectives exchange talk - when they found the body, how she’d been murdered, etc. Jenkins runs a hand over his face in frustration. The other detective watches him almost angrily. They make their way back to his car to go and tell the girl’s parents. They drive in silence.
The arrive at the parents house. .Jenkins exhales a shaky breath. He looks close to tears as he see’s a missing poster held up outside their home. The other detective takes out his pen knife and cuts it down.
We now know the detective is the killer. The markings on the knife are the same.
They walk up to the house and press the doorbell. The parents answer.
Just from the looks on the detectives face, the mother instantly breaks down as the father holds her. They walk inside, the detective/killer stepping on a missing poster as he walks inside.
He turns and grins evilly, making eye contact with the audience before closing the door.
In today’s society, are we safe at all? Can a young girl walk home without being in fear? Or is there always someone lurking in the shadows?…..
How far would you go to find the one you loved? Can you trust the people who surround you? The person you think you can trust, may not be who they say at all, is everyone a stranger? Is everyone in danger?
In ‘Missing’, a five minute short film, we tell the story of a young girl’s disappearance and her family’s desperate search to find her.
SYNOPSIS OF STORY
A young girl gets out of her friends car, bidding her good-bye. She begins her walk home, sunlight has already faded and its getting dark. She cuts her journey short by walking through a pathway in the middle of a forest.
Someone is watching her.
The man follows her, watching her from the shadows. She knows someone is behind her, she tries to get out her phone. The man pulls out a knife - significant marking on the blade. A hand reaches out and touches her shoulder, she exhales a breath and turns. You hear her scream as the screen goes black.
Posters of the young girl with the bold caption ‘MISSING’ are seen in lots of different areas. On a lamppost… In a shop window… Under car windshield wipers…
A detective staring at the picture of the young girl on a white board looks stumps. He receives a phone call, we found out his name is Jenkins. He receives the news that they found her body, you can tell from his facial expressions.
Another detective joins Jenkins and the walk down the forest pathway and under some ‘DO NOT CROSS’ yellow police tape. They pass a man in a white overall - forensics. The detectives exchange talk - when they found the body, how she’d been murdered, etc. Jenkins runs a hand over his face in frustration. The other detective watches him almost angrily. They make their way back to his car to go and tell the girl’s parents. They drive in silence.
The arrive at the parents house. .Jenkins exhales a shaky breath. He looks close to tears as he see’s a missing poster held up outside their home. The other detective takes out his pen knife and cuts it down.
We now know the detective is the killer. The markings on the knife are the same.
They walk up to the house and press the doorbell. The parents answer.
Just from the looks on the detectives face, the mother instantly breaks down as the father holds her. They walk inside, the detective/killer stepping on a missing poster as he walks inside.
He turns and grins evilly, making eye contact with the audience before closing the door.
My short film ideas - Research - Similar products
RESEARCH
Similar products for my short film ideas
- The theme of my film would be a hybrid genre of drama/thriller.
- I want the audience at the end of my film to be shocked and surprised.
- My film is intended for entertainment and educational purposes. I hope my film would point out how unsafe modern day society is and hopefully educate people to take more precaution.
- Similar products to my film, including genre, theme and narrative are -
1) ‘Taken’ [2008]
Directed by: Pierre Morel. Cast: Liam Neeson, Maggie Grace.
Genre: Drama/Action/Crime/Thriller. Synopsis: A former spy relies on his old skills to save his estranged daughter, who has been forced into the slave trade.
Tag line: “They took his daughter. He'll take their lives.” 
2) 'Don’t Say a Word' [2002]
Directed by: Gary Fleder. Cast: Michael Douglas, Sean Bean.
Genre: Crime/Drama/Thriller. Synopsis: When the daughter of a psychiatrist is kidnapped, he's horrified to discover that the abductors' demand is that he break through to a post traumatic stress disorder suffering young woman who knows a secret...
Tag line: “You want what they want, don't you... I'll never tell... any of you.”
3) 'Trapped' [2002]Directed by: Luis Mandoki.
Cast: Charlize Theron, Kevin Bacon.
Genre: Crime/Drama/Thriller.
Synopsis: When their daughter is kidnapped by experienced nappers, the Jennings' turn the tables on this seemingly foolproof plan.
Tag line: “Fear Strikes Back.”
4) 'Cellular' [2004]
Directed by: David R. Ellis
Cast: Kim Basinger, Chris Evans.
Genre: Thriller/Crime
Synopsis: A young man receives an emergency phone call on his cell phone from an older woman. The catch? The woman claims to have been kidnapped; and the kidnappers have targeted her husband and child next.
Tag line: “If the signal dies, so does she.”
My short film ideas
SHORT FILM IDEA’S
1. Journey/Human Fear
A man in a dark suit sits in a train carriage staring out of the window. A close up on his face, half in the shadows as the green scenery dashes by. Stacks of newspapers sit next to him - the headline stands out - ‘EUROPEAN SERIAL KILLER STRIKES AGAIN!’
Montage of a man killing different woman - He holds a knife behind his back, you cannot see his face, just a smiling woman. Pouring poison in a drink then handing it to a glamorous looking woman, lots of different ways. You only see a tattoo on the killers hand every time.
The man on the train throws the paper to the floor, laughing the entire time. Low angle shot looking up at him. A train assistant, a woman, comes and asks if he needs anything. The man smile evilly before introducing himself and shaking her hand. She falls for his charms and smiles back.
You only see the tattoo on his hand before it fades to black.
2. Me/Identity
A girl wakes up, she’s home alone. She gets dressed, puts her make-up on while looking in the mirror. She smiles - she’s happy, has a positive mood. Narration goes along with montage of shots of her getting ready to go out. She gives her dog a pat on the head while leaving the house. She walks the short journey to the train station and stops at the platform. The narration explains why she’s so happy. A boy - he’s listening to music - completely oblivious to her. The narration continues to explain that the girl has been in love with the boy for over a year - she’s just too shy to do anything about it.
She sits on a seat, two rows behind the boy, telling the audience what little information she knows about him. She wishes she knew more, but as said before, she’s too shy. The train pulls up at her platform, she jumps up and takes a long last sad look at the boy before walking past him and off the train.
The boy looks after her, a sad but hopeful smile on his face. His own narration starts like the girls - “So there’s this girl that I’m in love with.”
It turns out they both really love each other but are too afraid to admit their feelings.
3. Me/Identity - Reflection on society.
A woman steps onto a train platform dressed in a power suit - she looks sharp, business attire. Reading glasses - she’s smart - don’t mess with her. She passes a homeless man who is sleeping. She see’s him everyday and smiles softly in his direction before waiting for her train.
Two youths come up to the homeless and start going through his things, shouting at him, pushing him. They begin taunting him. The woman, seeing this marches up to them and tells them to stop, they begin to gang up on her.
She pulls out pepper spray and aims it at them before telling them to get lost. Not wanting to have their eyes burned, they scamper off. The homeless man stands up and thanks her. He tells her if people stood up for the weak like she did, the world would be a better place.
1. Journey/Human Fear
A man in a dark suit sits in a train carriage staring out of the window. A close up on his face, half in the shadows as the green scenery dashes by. Stacks of newspapers sit next to him - the headline stands out - ‘EUROPEAN SERIAL KILLER STRIKES AGAIN!’
Montage of a man killing different woman - He holds a knife behind his back, you cannot see his face, just a smiling woman. Pouring poison in a drink then handing it to a glamorous looking woman, lots of different ways. You only see a tattoo on the killers hand every time.
The man on the train throws the paper to the floor, laughing the entire time. Low angle shot looking up at him. A train assistant, a woman, comes and asks if he needs anything. The man smile evilly before introducing himself and shaking her hand. She falls for his charms and smiles back.
You only see the tattoo on his hand before it fades to black.
2. Me/Identity
A girl wakes up, she’s home alone. She gets dressed, puts her make-up on while looking in the mirror. She smiles - she’s happy, has a positive mood. Narration goes along with montage of shots of her getting ready to go out. She gives her dog a pat on the head while leaving the house. She walks the short journey to the train station and stops at the platform. The narration explains why she’s so happy. A boy - he’s listening to music - completely oblivious to her. The narration continues to explain that the girl has been in love with the boy for over a year - she’s just too shy to do anything about it.
She sits on a seat, two rows behind the boy, telling the audience what little information she knows about him. She wishes she knew more, but as said before, she’s too shy. The train pulls up at her platform, she jumps up and takes a long last sad look at the boy before walking past him and off the train.
The boy looks after her, a sad but hopeful smile on his face. His own narration starts like the girls - “So there’s this girl that I’m in love with.”
It turns out they both really love each other but are too afraid to admit their feelings.
3. Me/Identity - Reflection on society.
A woman steps onto a train platform dressed in a power suit - she looks sharp, business attire. Reading glasses - she’s smart - don’t mess with her. She passes a homeless man who is sleeping. She see’s him everyday and smiles softly in his direction before waiting for her train.
Two youths come up to the homeless and start going through his things, shouting at him, pushing him. They begin taunting him. The woman, seeing this marches up to them and tells them to stop, they begin to gang up on her.
She pulls out pepper spray and aims it at them before telling them to get lost. Not wanting to have their eyes burned, they scamper off. The homeless man stands up and thanks her. He tells her if people stood up for the weak like she did, the world would be a better place.
Short film analyses
Short Film Research
“Wrong Side of the Bed” - Sarah
Framing - has been made so split screen is in a mirror image.
Simple cut editing.
Sound - opens with alarm clock. Music changes to emphasize bad luck.
Mise-en-scene - lighting is darker for bad luck and brighter for good luck. So you get the context of time straight away.
Representation - average man, average home - smartly dressed.
Themes and messages - “You can’t change your luck.”
Lady Gaga music video - “Paparazzi” - Gemma
Genre: Music video/Drama
Camera - high angle, looking down with the newspaper headline “Lady Gaga hits rock bottom” - contrast to ending shots. Lady Gaga is always in focus as she’s the main focus point.
She’s always centre frame.Close camera angles - intrusive - we’re seeing what the media wants to see.
Editing - lots of quick cuts/edits - in time with the music - picks up on the chaos of her famous life style.
To show the passage of time, fade transitions are used.
Sea and blue colour connate peace - contrast to the end of the film.
Many different forms of media, e.g. paparazzi, camera, newspapers.
Music - calm in the beginning, major scale on the piano - changes to a minor scale, foreshadowing events to come.
Titles - comic, pop art - in keeping with Lady Gaga style.
“Purple teardrops I cry.” - The lyrics match visually with the ending sequence with police mug shots being taken. Purple, in Italy, is the colour of mourning.
“We’re plastic, but we still have fun.” - The lyrics show what the media has made her.
Lady Gaga at the beginning is shy and afraid of the camera’s, always in constant need of reassurance of her boyfriends love. Severe contrast to the ending, she’s calm and happy when she calls 911 and playing up to the paparazzi cameras.
Audience - with the sexual nature of the video, the audience wouldn’t be suitable to younger people.
Representation - portrayal of disability - glamorising it - erotising it. Positive reaction/effect.
The video shows how the media and the star are dependant on each other.
Intertextuality references - representation of the media.
“The Plan.” - Eilish
Genre: Adventure
Whole film in black and white - matches the simple narrative idea.
Editing - the shots are fast paced and short showing his quick decisions making.
When he loses at the casino, it’s edited into slow motion.
His camera plays an important part - recording his journey.
Lighting - reflects his mood - optimistic.
Voice over - crucial - introduces characters and narrative.
Music - non diegetic music - childish bells when chase sequence occurs.
Diegetic phone ringing - constant reminder of his past life.
Titles - black and white - simple.
Conventions of a non static camera are used - linear narrative.
Representation - man is shown as feeling unfulfilled in life - clothes are plain (white t-shirt). Woman is shown as very relaxed - takes camera, very childish/immature. Piercing shows she’s outgoing and very confident as she can make conversation with strangers.
Makes audience think about their own life.
Themes and messages: Be spontaneous.
“INSiDE” - Ali
Genre: Sci-Fi/Horror
Camera - shows isolation from the world. Camera tilts down showing his low status. Long shot to show characters are mirroring each other, long shots also shows how bad his multi-personality disorder is. Close up on the man’s face creates sympathy because it shows he’s lost within himself. Camera goes out of focus, makes us think of when we’ve first woken up or are delusional. Tracking shots creates confusion for the audience.
Framing - Upward tilt - man in lower half of the frame with woman towering above him, shows her dominance.
Mise-en-scene - points out that it’s a mental institution. Also shows that the room resembles that of a police interrogation room. The colour of the clothes on the different personality people represent emotions in man, e.g. shouting man in red shirt represents anger and young girl in pink dress with bows in her hair is the child/immaturity within the man. Woman doctor controls the man’s mind, dressed in white showing authority.
Editing - works well along with sound to create fear of the unknown in the audience.
Sound - dialogue helps us discover the narrative - especially when they speak at the same time. The use of silence is effective - you can focus on the other elements that don’t make sense yet.
Titles - small in size on screen - showing isolation. Also, the name of the short film is spelled : INSiDE - with a lower case ‘I’, this doesn’t look right and makes you uncomfortable from the start.
Audience Expectations - happy with product, meets genre conventions - unexpected twist at the end adds more satisfaction. Age: 16+ due to the fact it takes a more mature mind to understand. Helps you keep an open mind because you are the interpreter - audience will understand the narrative. Close ups help us relate to the character. The twist at the end completely revamps the film.
Representation - Stereotypes are challenged, also challenges theory - e.g. the way he behaves, we don’t know if that is typical to the mental illness. Male and female have similarities (curly hair) so it makes more sense in the end - she controls him the most so she looks the most like him.
Theme - Mental disorders are much deeper than they may appear. Things aren’t always what they seem.
“The Exam” - Liv
Sound - non diegetic sound in the bar. In the exam there is tension building until all is revealed.
Titles - Look like someone has written them - relating to the exam.
Representations - Follows stereotypes closely. Geeky guy with glasses and proper clothes. The main jock wears a jacket and acts relaxed about everything. The professor has a typical big beard, glasses and stuffy attitude.
“Beyond Words” - Cammie
Camera - movements are slow. Slow pans and tilts. Use of the reflected surfaces is effective.
Framing - The two disabled characters are kept in the main frame as She/He is the main focus and also so you can see other characters.
Sound - Non diegetic low buzzing - it’s what the woman can/cannot hear due to the fact that she is deaf. You can only hear dialogue when the man is around. Script/Narrative - Told from woman’s POV. No dialogue until the end so we can find out what the characters are like - also so we can observe what life is like for them.
Representation - No stereotypes. Disability. Todorov’s theory.
Mise-en-scene - Props such as a walking cane represent disability better. Props also put the film into context - such as the car show it’s present day.
Audience - The audience would feel a little shocked and understand a little better how people with disability live.
Themes - Communication.
“Strangers” - Matt
Camera - Based in tube station. Close ups show tension. We know they’re equals before we find out the narrative.
Sound - non diegetic fast music when the action kicks in. Diegetic train noises. There is no dialogue between the characters. The use of music tells us something is about to happen.
Representation - Shows society is still racist. Stereotypes are closely followed - the evil characters have shaven heads and tattoos.
Themes and Messages - Teaching people that racism is not right.
“For the Birds” - Charlie
Camera - Angles are simple for the simple joke. Small birds are met at a medium shot - neutral level.
Representation - Low angles looking up at the big bird - stereotypical new kid trying to fit in with the popular crowd.
Audience - Can be viewed by anyone. Anthropomorphic - human characteristics in animated characters.
Massive Attack music video - “Angel” - Ben
Genre - Music video/Thriller
Camera - Focus is played around with a lot. The protagonist is usually in the dark. Close up of man’s face to show emotions.
Framing - Use of rule of thirds is challenged to show other people in the shot.
Editing - Long continuity editing. Continually gets quicker as song moves on.
Sound - Obviously the only sound is the song played throughout. The song compliments the pace of the video - sometimes the shots are in slow motion. The film comes to a climax when the song does.
Mise-en-scene - Abandoned car park - usually a convention of horror - challenging the stereotype. Every time he walks up a level, more people start to follow him as the film progresses. Fear is created from props, e.g. the STOP sign. The lighting is dark but mostly bright when over the protagonists face. All dressed in black.
Representation - You get closure at the end. He overcomes his fears. Shows his fears are following him - warping him.
Audience - Mainly fans of the artist.
“New Boy” - Rebecca
Genre - Drama/Comedy. 2007. Steph Green.
Camera - Positioned behind Joseph (main character) shows he’s alienated from this new world he has been put into. Medium shot to introduce character. Close ups are intimate - showing the facial expressions more and the emotions. Camera zooms in on Joseph as he day dreams. Long shots show us the locations and how they differ. Low angles show us who has the authority and power. Depth of field is important and played around with. Framing - Main characters are in the middle of the shot with the background out of focus. Rule of thirds have been followed. Simple cuts with match on action.
Editing and Sound - Sound bridges are used. Transitions are simple cuts. Editing and sound work crucially together e.g. when Josephs father is shot, you can hear the gun fire but the scene cuts to when Joseph is hit with milk by his school peers. Mainly diegetic dialogue - sound of children before anything visual happens. Soft music plays for when Joseph daydreams, almost dream like. Regional dialogue - every person is Irish - it singles Joseph out even more.
Mise-en-scene - Locations are Ireland and Africa. Uniforms are completely different. Josephs father wore a bright yellow t-shirt - teachers knickers are yellow. Props show the difference in countries. Lighting - reflects Joseph’s mood and each location.
Titles - The letter ‘B’ in ‘Boy’ is larger than the other letters which could represent Joseph being isolated. Black and white writing - like on a black board. Follows most conventions - tragedy, confrontation. Deals with racial prejudice.
Narrative - Being told from Joseph’s POV, we learn through flash backs about Joseph’s past. Linear structure.
Representations - Set in present day. Joseph - typical new boy, nervous. Teacher - strict, has authority but is also caring. Naughty school boys - un-tucked clothing, so it follows stereotypes. Todorov’s theory of equilibrium is followed. Gender and status are represented - girls are good and boys are bad. Joseph - name has a biblical meaning.
Audience - Would be able to relate and understand. 15+. Realistic and sends out an important message. They would react positively.
Theme - Teaching us to be more accepting. Shows our society needs to change.
“Finite” - Charlotte
Camera - Characters are in the middle of the frame - loneliness - Kept in the right of the frame. Zoom out at the end to show isolation.
Framing - In the shot together but framed apart - there is a light barrier between them. Pull focus between the man and the woman. Editing - montage of quick, short cuts to reach conclusion and climax of film - flashbacks show he can finally let her go.
Mise-en-scene - Beach: calm and romantic atmosphere. Light is used as a barrier between the man and woman shows the divide between them. Woman also wearing light colours.
Sound - Diegetic dialogue. Sea waves. Running water. Non diegetic soundtrack - soft music.
Script/Narrative - Keeps audience guessing. Characters don’t have any physical contact in the present time.
Genre specific codes and conventions - Backdrop of fading sunset. Couple holding hands. Stereotypical for a romantic film.
Representation - Isolation, death - looking out into the sea; alone.
Audience - aimed at a younger audience. Maybe more for women.
Themes - Love, loss, a journey, devotion, denial. Symbolic when the man throws the crystal into the ocean - he can finally let her go.
“Wrong Side of the Bed” - Sarah
Framing - has been made so split screen is in a mirror image. Camera - lots of close-ups - emphasizes the difference in luck.
High angles, looking down.
Editing - split screen - effective because the difference wouldn’t be so clear otherwise.
Shots aren’t isolated. Simple cut editing.
Sound - opens with alarm clock. Music changes to emphasize bad luck.
Mise-en-scene - lighting is darker for bad luck and brighter for good luck. So you get the context of time straight away.
Representation - average man, average home - smartly dressed.
Themes and messages - “You can’t change your luck.”
Lady Gaga music video - “Paparazzi” - Gemma
Genre: Music video/Drama
Camera - high angle, looking down with the newspaper headline “Lady Gaga hits rock bottom” - contrast to ending shots. She’s always centre frame.Close camera angles - intrusive - we’re seeing what the media wants to see.
Editing - lots of quick cuts/edits - in time with the music - picks up on the chaos of her famous life style.
To show the passage of time, fade transitions are used.
Sea and blue colour connate peace - contrast to the end of the film.
Many different forms of media, e.g. paparazzi, camera, newspapers.
Music - calm in the beginning, major scale on the piano - changes to a minor scale, foreshadowing events to come.
Titles - comic, pop art - in keeping with Lady Gaga style.
“Purple teardrops I cry.” - The lyrics match visually with the ending sequence with police mug shots being taken. Purple, in Italy, is the colour of mourning.
“We’re plastic, but we still have fun.” - The lyrics show what the media has made her.
Lady Gaga at the beginning is shy and afraid of the camera’s, always in constant need of reassurance of her boyfriends love. Severe contrast to the ending, she’s calm and happy when she calls 911 and playing up to the paparazzi cameras.
Audience - with the sexual nature of the video, the audience wouldn’t be suitable to younger people.
Representation - portrayal of disability - glamorising it - erotising it. Positive reaction/effect.
The video shows how the media and the star are dependant on each other.
Intertextuality references - representation of the media.
“The Plan.” - Eilish
Genre: AdventureCamera - close ups of material possessions.
Long shots of the road showing the journey he’s going on, physically and emotionally.
POV shots throughout the chase scene - childish game.
Framing - man framed in the left hand side (rule of thirds) of the screen when we meet the woman showing the space and distance between them. Whole film in black and white - matches the simple narrative idea.
Editing - the shots are fast paced and short showing his quick decisions making.
When he loses at the casino, it’s edited into slow motion.
His camera plays an important part - recording his journey.
Lighting - reflects his mood - optimistic.
Voice over - crucial - introduces characters and narrative.
Music - non diegetic music - childish bells when chase sequence occurs.
Diegetic phone ringing - constant reminder of his past life.
Titles - black and white - simple.
Conventions of a non static camera are used - linear narrative.
Representation - man is shown as feeling unfulfilled in life - clothes are plain (white t-shirt). Woman is shown as very relaxed - takes camera, very childish/immature. Piercing shows she’s outgoing and very confident as she can make conversation with strangers.
Makes audience think about their own life.
Themes and messages: Be spontaneous.
“INSiDE” - Ali
Camera - shows isolation from the world. Camera tilts down showing his low status. Long shot to show characters are mirroring each other, long shots also shows how bad his multi-personality disorder is. Close up on the man’s face creates sympathy because it shows he’s lost within himself. Camera goes out of focus, makes us think of when we’ve first woken up or are delusional. Tracking shots creates confusion for the audience.
Framing - Upward tilt - man in lower half of the frame with woman towering above him, shows her dominance.
Mise-en-scene - points out that it’s a mental institution. Also shows that the room resembles that of a police interrogation room. The colour of the clothes on the different personality people represent emotions in man, e.g. shouting man in red shirt represents anger and young girl in pink dress with bows in her hair is the child/immaturity within the man. Woman doctor controls the man’s mind, dressed in white showing authority.
Editing - works well along with sound to create fear of the unknown in the audience.
Sound - dialogue helps us discover the narrative - especially when they speak at the same time. The use of silence is effective - you can focus on the other elements that don’t make sense yet.
Titles - small in size on screen - showing isolation. Also, the name of the short film is spelled : INSiDE - with a lower case ‘I’, this doesn’t look right and makes you uncomfortable from the start.
Audience Expectations - happy with product, meets genre conventions - unexpected twist at the end adds more satisfaction. Age: 16+ due to the fact it takes a more mature mind to understand. Helps you keep an open mind because you are the interpreter - audience will understand the narrative. Close ups help us relate to the character. The twist at the end completely revamps the film.
Representation - Stereotypes are challenged, also challenges theory - e.g. the way he behaves, we don’t know if that is typical to the mental illness. Male and female have similarities (curly hair) so it makes more sense in the end - she controls him the most so she looks the most like him.
Theme - Mental disorders are much deeper than they may appear. Things aren’t always what they seem.
“The Exam” - Liv
Camera - extreme close ups - creates mystery. Medium shots. Tilt shots/POV shots gives more power to the characters.
Framing - Helps us realise who’s the most important.
Editing - Normal cut shots - faster when they students find out their teacher has tricked them.
Mise-en-scene - Cigar - stressed out. Crappy car shows the students don’t have a lot of money. Sound - non diegetic sound in the bar. In the exam there is tension building until all is revealed.
Titles - Look like someone has written them - relating to the exam.
Representations - Follows stereotypes closely. Geeky guy with glasses and proper clothes. The main jock wears a jacket and acts relaxed about everything. The professor has a typical big beard, glasses and stuffy attitude.
“Beyond Words” - Cammie
Camera - movements are slow. Slow pans and tilts. Use of the reflected surfaces is effective.
Framing - The two disabled characters are kept in the main frame as She/He is the main focus and also so you can see other characters.
Sound - Non diegetic low buzzing - it’s what the woman can/cannot hear due to the fact that she is deaf. You can only hear dialogue when the man is around. Representation - No stereotypes. Disability. Todorov’s theory.
Mise-en-scene - Props such as a walking cane represent disability better. Props also put the film into context - such as the car show it’s present day.
Audience - The audience would feel a little shocked and understand a little better how people with disability live.
Themes - Communication.
“Strangers” - Matt
Camera - Based in tube station. Close ups show tension. We know they’re equals before we find out the narrative. Framing - Rule of thirds is used effectively.
Editing - Lots of quick cuts - makes it fast paced - contrast with the slow beginning.
Mise-en-scene - Arabic magazine, Star of David necklace. Modern day due to clothing. Sound - non diegetic fast music when the action kicks in. Diegetic train noises. There is no dialogue between the characters. The use of music tells us something is about to happen.
Representation - Shows society is still racist. Stereotypes are closely followed - the evil characters have shaven heads and tattoos.
Themes and Messages - Teaching people that racism is not right.
“For the Birds” - Charlie
Genre - Comedy/Animated short film
Camera - Angles are simple for the simple joke. Small birds are met at a medium shot - neutral level. Framing - Lack of detail to create humour. Rule of thirds is followed.
Mise-en-scene - Ordinary country location. Everyone who watches the video has probably seen a telephone wire with gatherings of birds. Differences between the birds are obvious. The unfairness is intensified. Lighting is bright - convention of happiness. Simple sky background
Sound - Music played quietly throughout. No dialogue so any person can watch the short film. Editing and sound work critically together.
Titles - Audience expectations are high from seeing the Pixar logo.
Genre specific codes and conventions - humour can be followed by anyone. Challenges convention by having no dialogue.
Narrative - Lies of the opposite of many characteristics. Follows Todorovs theory. Representation - Low angles looking up at the big bird - stereotypical new kid trying to fit in with the popular crowd.
Audience - Can be viewed by anyone. Anthropomorphic - human characteristics in animated characters.
Massive Attack music video - “Angel” - Ben
Camera - Focus is played around with a lot. The protagonist is usually in the dark. Close up of man’s face to show emotions.
Framing - Use of rule of thirds is challenged to show other people in the shot.
Editing - Long continuity editing. Continually gets quicker as song moves on.
Sound - Obviously the only sound is the song played throughout. The song compliments the pace of the video - sometimes the shots are in slow motion. The film comes to a climax when the song does.
Mise-en-scene - Abandoned car park - usually a convention of horror - challenging the stereotype. Every time he walks up a level, more people start to follow him as the film progresses. Fear is created from props, e.g. the STOP sign. The lighting is dark but mostly bright when over the protagonists face. All dressed in black.
Representation - You get closure at the end. He overcomes his fears. Shows his fears are following him - warping him.
Audience - Mainly fans of the artist.
“New Boy” - Rebecca
Genre - Drama/Comedy. 2007. Steph Green.
Camera - Positioned behind Joseph (main character) shows he’s alienated from this new world he has been put into. Medium shot to introduce character. Close ups are intimate - showing the facial expressions more and the emotions. Camera zooms in on Joseph as he day dreams. Long shots show us the locations and how they differ. Low angles show us who has the authority and power. Depth of field is important and played around with. Editing and Sound - Sound bridges are used. Transitions are simple cuts. Editing and sound work crucially together e.g. when Josephs father is shot, you can hear the gun fire but the scene cuts to when Joseph is hit with milk by his school peers. Mainly diegetic dialogue - sound of children before anything visual happens. Soft music plays for when Joseph daydreams, almost dream like. Regional dialogue - every person is Irish - it singles Joseph out even more.
Mise-en-scene - Locations are Ireland and Africa. Uniforms are completely different. Josephs father wore a bright yellow t-shirt - teachers knickers are yellow. Props show the difference in countries. Lighting - reflects Joseph’s mood and each location.
Titles - The letter ‘B’ in ‘Boy’ is larger than the other letters which could represent Joseph being isolated. Black and white writing - like on a black board. Follows most conventions - tragedy, confrontation. Deals with racial prejudice.
Narrative - Being told from Joseph’s POV, we learn through flash backs about Joseph’s past. Linear structure.
Representations - Set in present day. Joseph - typical new boy, nervous. Teacher - strict, has authority but is also caring. Naughty school boys - un-tucked clothing, so it follows stereotypes. Todorov’s theory of equilibrium is followed. Gender and status are represented - girls are good and boys are bad. Joseph - name has a biblical meaning.
Audience - Would be able to relate and understand. 15+. Realistic and sends out an important message. They would react positively.
Theme - Teaching us to be more accepting. Shows our society needs to change.
“Finite” - Charlotte
Camera - Characters are in the middle of the frame - loneliness - Kept in the right of the frame. Zoom out at the end to show isolation.
Framing - In the shot together but framed apart - there is a light barrier between them. Pull focus between the man and the woman. Mise-en-scene - Beach: calm and romantic atmosphere. Light is used as a barrier between the man and woman shows the divide between them. Woman also wearing light colours.
Sound - Diegetic dialogue. Sea waves. Running water. Non diegetic soundtrack - soft music.
Script/Narrative - Keeps audience guessing. Characters don’t have any physical contact in the present time.
Genre specific codes and conventions - Backdrop of fading sunset. Couple holding hands. Stereotypical for a romantic film.
Representation - Isolation, death - looking out into the sea; alone.
Audience - aimed at a younger audience. Maybe more for women.
Themes - Love, loss, a journey, devotion, denial. Symbolic when the man throws the crystal into the ocean - he can finally let her go.
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