Main Task - Evaluation

Main task, finished sequence

Main task, Reshoots - 1st April 2011

At first myself and my group believed that re-filming was not needed, we showed out media piece to an audience and one of the comments made was to add a voiceover to our piece so the audience becomes more aware of the narative of the piece. After much deliberation, we decided to go ahead with the voiceover and therefore we wrote a new narrative to our sequence. For the voiceover we used a voicerecorder from our school's media department, and we recorded myself as the protagonist of the voiceover with Hayley, Becca and our friend Becky to come in on the 'and another' part of the voiceover.

Voiceover

Leodina: "This is Leo McGee, he is 17, and average student, he has an average social life, every now and again he drinks to much, he had a girlfriend."

Hayley: "And another"

Becky: "And another"

Becca: "And another"

Leodina: "But theres something wrong with him, he's just not quite right, we control his dreams, we show him whats in the future."

Pause

Leodina: "He thought he was safe, he thought it was fun, he doesn't know that we know, but not, we are going to get our revenge. He. Will. Pay."

Main task, editing - Monday 21st March

Chavers decided to leave our group, and to quite honest this will not effect the overall piece. Myself, Hayley and Becca began editing our piece together using Adobe, we chose the best clips from filiming and placed them into the editing suite, with the clips of the four girls we had to shotern the clip by using the technique called 'split clip' to turn the clip into what we wanted, we then adjusted the colour balance to emphais  the colour of emotions; such as green for envy, red for lust, white for purity and blue for power. We then decided to create shot clips to show the actors names and the names of the director and producer and the name of the sequence using photoshop, we placed this into the sequence at different stages to show the importance of each. We also created a production name 'T20 productions' which is based on the room of our media studies class. We did research on production company logos such as film4 because they used a simple yet bold logo to suggest high quality whilst being simple.  We also found a royalty free music download website to find a soundtrack for our sequence, we decided upon a soundtrack to create the feel of a tense atmosphere, the website I found was: http:/freeplaymusic.com

Main task, Filming part two - Tuesday 14th March

Today; myself, Hayley, Becca and Chavers started the second day of filming our main task with the protagonist of our sequence Zak Goatham. We previously asked permission from our school's librarian to film the first part of the main task sequence. We decided on the location of a library to emphasis the feeling of a tense atmosphere created by the feel of silence and anticipation. Myself, Hayley and Becca began by using a tripod to hold the video camera whilst filming a pan shot of the location, however we found out that the transitions were too slow and rigid, therefore we decided to hold the camera in our hands to create a smoother transition, all three of us had a go, this was a great idea because when we watched the clips back we realised who had more of a steady hand when it came to filming the pan shot and the transition of the clip looked more real from an audience perspective. We used various camera positions to film the rest of the library scene; such as Hayley filmed on the floor holding the camera whilst filming Zak picking up a book from the floor, whilst this happened I stood behind Hayley and dropped a library book on the floor to create diegetic sound which was poignant to the clip. When we began filming in the school's grounds we used the tripod to hold the camera whilst Zak was running down a pathway, we used various postitions to show the use of our camera skills, such as a long shot and a mid shot. Becca held the camera on the ground once again below a set of stairs so we could get a high angle shot of Zak jumping down a set of stairs. This was really effective because the clip will be used to express the feel of falling from a great height instead of a couple of steps if you filmed Zak from behind used a mid shot.

Afterwards; myself, Becca and Hayley used the school's photography dark room to create the location of a hostage situation. We had Zak sitting on a chair, and we used Hayley's AS level photography skills to set the lighting in the room, we used a snoop light which was set right infront of Zak's face and we used this to film the effect of waking up and adjusting to a bright light, we used an extreme close up to focus on Zak's eye which zoomed out into a mid shot to show the location on the scene. The location was very effective towards our sequence because the feeling of the colour black can create fear for the audience which is supported by the view of a dominant ideology and the idea of the preferred, opositonal and negotiated reading from David Morely. 

Main task, Filming part one - Thursday 10th March

Yesterday; myself, Hayley and Becca started the filming of our main task sequence. We were only able to start filming the ending because of timing issues and our protagonist in the sequence was not in school today. My group used our schools photography dark room to create an erie location of when the four girls appear surrounding the protagonist. When filming began we had one problem, our four girls were supposed to use a ligther when they appear in front of the protagonist, however when we began filming using the camera our cast were to faded in to the black backdrop behind them, the flame from the lighter was also very weak. So, to overcome this my group used a snoop light  to create a light shadow surrounding the girls and we changed the lighters to a match because the match would create a brighter flame, which therefore makes the erie location more psychotic.

Here is an example of one of our female cast memebers in the scene;

Main task, Story Board

Main task, Pre-Production - Tuesday 8th March

For the media studies main task coursework, the media groups changed and shifted around the class and I was put into a group with Becca, Hayley and Chavers. So far, myself and my group have created a script, recruited cast members, asked permission for the location use of the school library and lastly have started to do research by the use of RAILING on the following films; 4 3 2 1, Kidulthood and Adulthood so we can gather information to understand the genre of social realism, psychological understand and teen gritty.

Main task - Script

Establishing long shot, a pan shot used to show location, non-diegetic sound of a tension soundtrack, camera angle zooms into the male character to show the protagonist. A close up of a ‘Martin Luther King’ history book, the camera angle zooming in to the word ‘dream’ showing an extreme close up. Extreme close up of the male character’s eye, cutaway shot of the male character running showing 180 degree rule, non-diegetic sound has frozen, only the diegetic sound of his breathing can be heard.

The male character yells as he falls with a low angle shot being shown. Cutaway shot is shown of the ‘Martin Luther King’ book falling on the table non-diegetic sound returns, mid shot of the male character is shown him waking up / reacting to the dream, jumps from his chair, mid shot positioned underneath the table establishing a high angle shot of the character picking up the book and placing it back on the shelf.

Diegetic sound of a crash causes a complete black out in the location of the library, non diegetic sound ends. Male character wakes up in the dark room using a mid shot, diegetic sound of his breathing is heard again, extreme close up of his eyes reacting to a bright light being shown to his face. Four female characters appear one by one, mid shot of their faces are shown with a lighter representing different colours suggesting green for jealousy, red for danger, white for innocence, blue for disappointment.

Female character with the green lighter appears with a mid shot: “You said you loved me.”

Female character with the red lighter appears with a mid shot: “And me.”

Female character with the white lighter appears with a mid shot: “And me.”

Female character with the blue lighter appears with a mid shot: “And me.”

Main task, research: RAILING 4.3.2.1

RAILING 4.3.2.1

Representation	The protagonists in this film are four female characters, the opening sequence shows a flash forward showing the white British female character is vulnerable because she is about to jump off a bridge. The black female character and the American female character are shown as dominant which challenges the stereotypical views of females, the female characters are in control over the white British character because they are pointing a gun and telling her what she should do. This challenge the dominant ideology in previous films that the white characters are always perceived as the ones who are in control, whereas the black characters are often shown as their sidekick. The opening credits then go into the present time by showing all four female characters doing four different activities in their free time The upper class female character is shown having a piano lesson, this reinforces David Morely’s preferred readings suggesting that upper class female teenagers have piano lessons and have their own personal driver, which reinforces the stereotypical view of upper class characters. Another female character challenges dominant perceived stereotypical views of females by showing the character smoking. The other girls in the film are also shown doing various activities that teenage girls tend to do in their free time such as driving lessons and swimming.
Audience	I personally think that the films targeted audience are 15-24 year olds due to the mature themes such as drugs and sexual themes portrayed in the film, also homosexuality is also shown in the film by one of the female characters wearing knickers saying ‘eat me’. The film could also be targeted at a female audience because the dominant characters in the film are four female characters, a dominant male character is not shown in the opening sequence so the male audience may not be able to relate and therefore find the film not interesting. The film shows aspects of a British culture, however the film uses an American actress, Emma Roberts, to attract a potential teenage American audience because they will be able to easily relate to the her character. Emma Roberts has previously been involved in films such as ‘Wild Child’ which was previously filmed in the UK suggesting that 4.3.2.1 will be big productions in both Britain and America.
Ideology	The film shows some aspects of feminism as the main ideology in the film, this is due too all the dominant characters in the film are four female characters which can suggest that their characters are strong enough to be in charge through out the film. The film shows no dominant male characters which helps to emphasise the importance of the female characters in the film which again helps to relate to the targeted audience.  One of the films distributers is ‘Unstoppable Entertainment’ whose company was behind the films ‘Kidulthood’ and ‘Adulthood,’ both of these films were perceived as controversial because of the criminal side of the films.
Language	The media language used in the film is very modern by how the characters talk to one another which also relates to the age of the films targeted audience and also crates an easy relation between the characters and the audience Camera shows shown in the opening sequence are a consistent use of close up of the character’s faces which is used to convey what the characters are saying and their emotion of the way they talk to one another is very important in the film, this is because it makes the opening sequence feel more intense which helps to draw the audience into the film. The location of the opening sequence of the film takes place in several different locations where the targeted audience would likely to go to, such as a café and swimming pool.
Institution	The films main distributer is ‘Universal Studios’, as well as various minor companies such as ‘Unstoppable Entertainment’ and ‘Retro Juice’. ‘Universal Studios’ is part of an American Conglomerate, this helps to advertise the film to an American audience, which suggests that the film has become a multi-cultural film. The minor companies which are shown in the opening sequence are mostly British companies which help to advertise to a British audience; with all of these companies it will later benefit the film because it will lead to a greater income for both countries.
Narrative	This film however does not follow Todorov’s theory because he believes that films have to follow the same timeline; equilibrium, disequilibrium and a new equilibrium when the film ends. Yet, this film begins with a flash-forward which therefore starts at disequilibrium, and then goes into the first equilibrium, Therefore showing that the film completely goes against Todorov’s theory.
Genre	The films genre is a British, teen gritty film, suggesting that the film will contain values that are not always shown in mainstream Hollywood productions, because Hollywood tends to perceive the British culture as romanticised upper class. The film will ten to focus on the types of British culture which is not always shown in mainstream Hollywood because of distributers such as ‘Unstoppable Entertainment’ which tends to make films such as; ‘Kidulthood’ and ‘Adulthood’ which will attract the same type of audience.

4,3,2,1 - Poster

•  Dark colours, light is also used in the middle of the poster to show the cast and the name of the film
• Cast in line, costume show personality of characters the costume are also dark colours which suggests a dark attitude for the film
• Title is staggered, draws people in, the title is surrounded by the cast 
• Use an American actress to appeal to a American audience
• City location, London eye and the statue of liberty in background, to define two cities, drawing the American audience by relation of the American actress and of an American city, it also defines what 4 3 2 1 stands for which it makes the audience want to watch it which makes the audience relate more if they understand the hidden message of the poster, 1 chance shows something big is going to happen.



Main task, research: RAILING Adulthood

RAILING Adulthood

 

Representation	The film is shown six years in the future from the previous Kidulthood film, the opening credits represents that the male characters are still involved with crime by showing the breaking into a car whilst an older male is still in his car and they also shoot this dominant character. It also represents the stereotypical portrayal of the youth culture with gives the impression that within the first two minuets that the youth culture is all about clubbing, sex and crime which relates back to David Morely’s oppositional readings of the youth culture being involved in crime.
Audience	The audience of the film is Alan Betrock’s theory of the 19 year old male, due to the representation of the stereotypical portrayal of the youth audience emphasised by the theory of the 19 year old male. The film emphasises the idea of the hypodermic syringe theory because of how the audience reacts to the perceived stereotypes of the youth audience as criminals suggesting the audience may fear this type of criminal violence which is portrayed in the opening credits.
Institution	UK Film Council, funded by the National Lottery, Pathe and Limelight. By being created by the UK Film Council affects the text by suggesting that the film is responding to the perceived stereotypical views of the youth culture.
Language	Fast pace cutaway shots are used to show the individual characters in the previous film as a type of flash back montage for the audience to remember what has previously happened. During this flash back no sound is heard whatsoever, until the flashback goes into the fight scene where only diegetic sound of punching is used to show the damage and the impact of what has happened in this fight. Superimpose editing is used to show the location of a club six years in the future, the audience are aware of this by the heading saying ‘Six Years Later’, diegetic sound of the club is also you to enforce the location of the club.
Ideology and Values	Stereotypical views of the youth audience are used to dominate previous views of the youth audience by the way the characters are portrayed by what they are wearing and speaking to one another. Dominant ideology is used to create the fear of the youth culture to the audience by responding to fears in society and portraying this fear into film. The idea of moral panic is created by the media and portrayed by the film suggesting that the adults are becoming more afraid of the youth culture because of the increasing in knife crime in London where Adulthood is set.
Narrative	Shows what has previously happened with a fast pace flashback, speeds towards six years into the future to were all the characters are now and whether or not their behaviour has changed over time. Todorov and the disequilibrium theory is used in the opening scene because it uses a flashback before the film goes into a equilibrium of six years into the future where the film begins
Genre	Teen gritty, social realism emphasizes audience previous fear of the youth culture. Leo Baudry says that genres reflect the fears of society, in the case of Adulthood this has been emphasised by the fears of the youth culture being about crime which is reflected in the opening scene by the character shooting guns whilst stealing a car creating this idea of a moral panic surrounding gang and youth culture.

Adulthood Poster

• Cast are in line.
• Uses same name as “kidulthood” but is shows that the characters have grown up.
• Kidulthood grossed £100,056 (UK) (5 March 2006), whereas adulthood made £3,247,651 (UK) (13 July 2008), showing it was a cult film and got more attention.
• Baseball bat is on the floor in this poster, suggesting they have left the violence behind and are more mature.
• Dark clothing
• Light in the background, more light is used suggesting they have turned away from crime 
• City location, same housing estate but in a brighter location, contrasts the feeling of working class background 
• Title is bold and bright, standing out to attract the audience from the previous film 
• Hasn’t got  any star ratings, unlike kidulthood could suggest poor quality or that the exhibition company wanted the audience to rate themselves by watching the film, or that the film is also of same qualitiy as the first

Main task, research RAILING: Kidulthood

RAILING Kidulthood

Representation	The film Kidulthood David Morely’s negotiated readings of the youth culture and how they survive in modern society in stereotypical views which are perceived as an urban lifestyle. These stereotypical views creates the idea of a moral panic of the fear highlighted in the media surrounding the stereotypical views of gang and youth culture in Britain, due to the increasing rise of knife crime in London where the film is set. In the opening sequence, diegetic sound is used to create the location of a school by the use of children laughing and playing which gives the impression of a typical school life in Britain. Various camera shots are used in the opening sequence to introduce the audience to the main characters of the film; these characters are introduced also by their own friendship groups which represents the ideas and fears of conflicts, social class and social identity which is poignant in modern society.  One of the male characters in the film brings up the conversation of a parent free house party, the stereotypical perceived view is usually disruptive and obstructive, the specific targeted audience may easily relate to the text.
Audience	The films targeted audience reinforces Alan Betrock’s theory of the ’19 year old audience’ due to the stereotypical representation of how the narrative of the film is portrayed to the audience. This is because of the David Morely’s negotiated readings of the stereotypical view of the youth culture being involved in drugs, sex and gangs. The film follows the concept of the uses and gratification theory or Blumler and Katz because it educated the audience on the perceived view of the youth culture.
Institution	The film is created by several of small British companies; Hanway Films, Stealth Films and Cipher Films which gives the impression of low budget because it does not have the help and expertise of film making from Hollywood.
Language	Non-diegetic sound of urban grime music is shown in the opening sequence to represent the views portrayed of the youth culture. Diegetic sound of the teenage cast are used to create the location of a school yard atmosphere before the audience sees the school. Bold titles are used in the opening sequence is used to let the audience aware of the representation of the scene. Slow paced close up of the male cast playing football gives the impression of stereotypical views if teenage boys in school. A cutaway shot is used to show a group of teenage girls which then moves into a pan shot of another two female characters talking; the cutaway shot is used to go back and forth between the groups of girls. The main male protagonist of the film is introduced to the audience using a mid shot whilst the non-diegetic sound changes to create tension suggesting that he is the dominant figure in the film. The male character is wearing a hoodie to give the impression that he wants to hide in cover suggesting that he is keeping something to himself which may be dangerous to the rest of the cats. One of the female characters is the first to speak in the film via a mobile phone which challenges the stereotypical views of women because it is showing her dominance in the film because she is the first to speak, also the use of a mobile phone gives the impression that the youth culture has resorted to mobile phones as their only source of communication to one another. The opening scene shows all the cast of a variety of race which stereotypically separates these characters into their social groups. The language used among characters is used to suggest their social status due to the use of slang, elision and swear words. A mid shot of sexual behaviour between characters suggests that the youth culture grows up to fast and that they believe they can do anything they want. Mise en scene in the film is used to give the impression to the audience that one of characters may have wrapped up an object such as; a weapon in a dustbin, which leaves the audience wondering what, will happen next.
Ideology	The ideology of the opening sequence represents the stereotypical portrayal of the youth culture, the constant use of swearing and disruptive behaviours reinforces the ideology of a moral panic that the older generation has on the youth audience, due to fear and increasing rates of knife crime among the youth culture, this idea of a moral panic can be seen as a negative imprint about the youth culture because many teenagers in society are not always involved in this fear of gang culture.
Narrative	Propp’s ideas of character roles are very diverse in the opening sequence, the main protagonist is introduced wearing a hoodie emphasising the stereotypical view that he is dangerous and frightening. A female character is shown on her mobile phone which gives the impression she is dominating and demanding because she is the first character to speak, another character shown to be of a middle class background he is shown as distant to the other characters because of his social background which is emphasised by his character role. Another female character is shown which can relate to the audience as bullying because her role is shown that she is abused by the more popular characters; the female character is shown receiving abusive behaviour from the protagonist which emphasises the fear of bullying which the audience can relate to.
Genre	Leo Baudry says that genres reflect the fears of society, the genre of the film is social realism relating to the moral panic of the youth culture which is represented in the media, and the fear that the older and younger generation may have on the youth culture due to gang related crime which is glamorised in the media and later portrayed in film.

Kidulthood - Poster

• Dark colours can represent the mood and the feeling of the film
• Writing is bold and bright – stands out, attracts the audience away from the dark colours surrounding the title 
• Cast – shows position in film and relationships and their backgrounds, props are also used  define the characters.
• City location, housing estate, working class background 
• Five stars at the top in the brightest part of the picture, making it stand out.
• Quote is a bold statement, relates to teenagers

Main task, research, RAILING: Se7en

Today we have started the research in to the main task of the media studies coursework, the first film opening credits i anaylsed was from the film Se7en directed by Kyle Cooper.

Representation	The opening credits of the film Se7ev suggests the representation of a mental disorder and psychopathic traits in serial killers, this is shown by close up shots of the removal of finger prints from the characters hands.
Audience	The film has a target demographic audience of Alan Betrock’s 19 year old male target audience, the hypodermic syringe theory suggest that the target audience are chosen by the fears in society from serial killers and mentally ill health which is represented in the title sequence.
Institution	The film was made by New Line Cinema.
Language	There are many close up angles and shots in the opening credits of Se7en to make the audience feel uneasy and their fears of stereotypical views of the mentally ill and serial killers are represented in great deal by these camera shots. The camera angles and shots are all close up images of what the character is doing, so far the audience are only aware that the character is a white character due to the close up of the finger tips being sawed off to remove finger prints, this means the audience are left wondering if the character is Brad Pitt. Non diegetic sound is used in the opening credits to create tension among the audience because the non diegetic sound if shown as a faint heartbeat and screams of the murder victims, who are shown in the opening credits by a close up image of pictures of the victims lying dead.
Ideology	Ideology in the opening credits represents mentally ill health which reinforces the dominant believe of fear towards the mentally ill, the ideology also suggests the fear of isolation towards the mentally ill in society. Levi Strauss believed that in an opposite, there is always a preferred opposite, this is shown in the opening credits by having Brad Pitts name shown before Morgan Freeman, which suggest the preferred opposite of a white male instead of a black male also the preferred opposite of a young male and a old male.
Narrative	The narrative of the opening credits suggests a psychopathic serial killer reliving his or hers crime through images of the murder victims, the opening credits also suggests that the character may be getting ready commit further murders by the removal of their finger tips which is shown to the audience by close up shots of the fingers.
Genre	The genre of the film from the opening credits it that of a crime thriller drama, the codes and conventions used are reflected in Leo Baudry’s statement of ‘genre reflect the fears of society,’ this is because the opening credits reflects the fears of the audience of serial killers by the stereotypical views of pictures of murder victims, the cutting of newspaper clippings etc.

Prelimary task, evauluation, Wednesday 16th February

The preliminary task sequence was very successful in the use of various camera shots and angles, the use of a complete narrative from start to end and lastly the use of a digital voice reordered which was used to record two lines of dialogue for one of the characters for the audience to hear the characters thoughts. The voice recording was very clear and poignant for the rights reasons for it to be used.

One thing I personally would have done differently in the group I was is to not take charge as much as I did, I may have come across bossy in parts which I do regret and I feel that if myself and my group worked together equally in all parts the sequence may have been better during filming. However, I did feel that I needed to take charge during filming or else my group may have gone slower and took their time meaning we would have missed deadlines, and by taking charge my group missed no deadlines and the end product I believe was well received and successful.

The main thing I have learned during this experience is that finding extras and filming reshoots were a lot harder then I first imagined, during reshoots we had to change extras completely which was really time consuming because we had to re-film the whole classroom scene from start to finish. The main character forgot his lines from time to time, and the majority of the time the teacher we were filming would corpse mid-recording by smiling at me when she said her line. The one thing that went fantastically was the jump shot on the stairs and also the high angle shot of the main character running up the stairs which showed that my group could film various camera shots appropriate for the sequence.

From what I have learned during the preliminary task is that a successful sequence can only be made by having a group who are committed in producing high quality sequences and who can also be able to get along with each other is also a great help.

When I begin the main task with a new group, I will put in a hundred and ten percent and hope the members in my group will do the same, and lastly I do not regret what I did in the preliminary task because in the end my group produced a sequence that we were all proud of.

Preliminary task - Finished Sequence

Preliminary task, editing, Tuesday 1st February

Todat we are starting editing to turn all of our camera shots and angles into our sequence, we were using adobe and whilst putting all of our shots together myself and my group realised that some of the shots were far to long, for example the extreme close up of the school bell, we decided to edit the shot by removing ten seconds of the begining of the shot until we reached the part of when the bell went off. We also did the same for the extreme close up of the clock because we decided that the effect of the clip would be more significant if we only used a couple of seconds of the clock ticking so we ended up by removing fifteen seconds of the shot. During editing, we used a voice recorder which we used to record one of the actors from our sequence, the recording was clear and poignant that the voice recording actually sounded like how I actually imagined how the little voice in the back of my head would sound like. I believe the editing was really successful and our sequence I believe is of a high standard and I am really proud of it, the sequence is now two minuets long, this is because my group added a '3 Productions' logo and also the title of the sequence 'Skydiving in Japan' to the begining of our preliminary task sequence which has made the sequence two minuets long instead of one minuet fifty-eight seconds.

Preliminary task, re-shoots, Friday 28th January

Filming for the preliminary task was alot harder then I first imagined, and when it came to re-film our sequence alot of factors had changed. Such as we lost three of our extras, natural light changed because the weather today was alot more cloudy so we had to relay alot on the lighting in the classroom, lastly one of our main characters had a haircut meaning the whole classroom scene had to be re-filmed to keep our equilibrium and mise en scene. When re-filming the class room scene the types of camera angles and shots we used were close ups, mid-shots, pan shot, 180 degree rule, a long shot and three extreme close ups. Myself and my group have finally finished filming exactly on the time given deadline so we can use the whole of next week to focus on editing using adobe editing  to make our sequence fit together. 

Preliminary task - Story board

Preliminary task - Thursday 27th January

Today myself and Aaron have spoken to our extras and Friday after school has been finalised to complete reshoots of our preliminary task, although we still need to get confirmation from Miss Emerson which me and Aaron should get by the end of first period today hopefully :)

I still however need to colour in my storyboard, I think I will do this when I get home today from school.

Preliminary task, second day of filiming - Tuesday 25th January

Today is the day my myself and my group continue filiming but today we get to use our full cast, Miss Emerson who is playing the teacher and who is also allowing us to film in her class room, we are also using four extras to play students as well as Zak who we used for filiming the day before. After re-watching the clips we took and after some disucssion with my partner Aaron we have both decided that re-shoots are a must because of sound difficulties of Zak's dialogue and also of re-filming Miss Emerson's dialogue because the majority of the time she would look towards me because I was directing whilst recording. We also need the extras to discuss more among each other insted of staying quiet in the class room to create realism, we also need the extras to sit more closely together to create a humble atmosphere. All of which should be filmed on either Thursday or Friday or when we get an email reply from Miss Emerson to let us know when she nexts have a free period to fill or we have to film after school.

Preliminary task, first day of filming - Monday 24th January

Myself and my group had our first filiming session today with the help from my friend Zak who played the leading man in the preliminary task. I was drafted into lead director of the task with the assistantance from Aaron Haines who was one member in my group, Kayleigh was incharge of mise en scene during filiming. I believe the first day of filiming went really well, we had to film Zak running up several flights of stairs using various camera angles and shots, for example my favourtie shot from filming currently is the jump shot of Zak's foot, it was literally perfect.

Preliminary task - The week ending the 21st of January

This week during media studies i have achieved a full written script for my preliminary task, the preliminary task given at the start of the week with our instructions on how to complete the task set, i have then used my full written script to create my story board so i will be ready to start filiming with my group at the start of next week. What i found difficult during this task was that my first idea was far too complex for a preliminary idea so after negotiate and new planning myself and my group have come up with a brand new idea. I have asked a friend of my to take part as the male lead in the filiming to which he has agreed to and i am still waiting confrimation from one of the teachers at school to also take part in the filiming, i am hoping by then end of the day i will have the full cast for filiming so myself and my group can start filiming straight away, especially due to our complicated jump shots needed in our filiming.

Preliminary Sequence Scrpit - Skydiving in Japan

A close up image of the bell is shown, a slow paced zoom out using a long shot of the class walking in using mid shot images of the pupils sitting down. A close up image of one of the students is used to show a point of view shot of a low angle shot of the teacher who then looks towards the clock using a close up image.

A jump shot is used to show one of the students running up the final set of stairs, a low angle shot is used to show when the character trips on the final step, a close up image of his face is used to show that he is worried because he knows that he is late. A long shot is used to show the male character running across the hallway, a 180 degree shot is used to show the character running. A mid shot of the male character bursting open the door and a mid shot of the male character when he enters the class room.

A mid shot of the male character whilst he walks across the room a pan shot is used to show the class looking up at the character. A mid shot of the teacher with disgust of her body language and a close up of her facial expressions showing her anger and distaste of the male character. A mid shot of the male character sitting down, putting his elbows of the table listening to music through his headphones, a close up image of the teacher is shown when she starts to talk.

Miss Emerson: ‘Why are you late? Do you even care about your future?

A mid shot of the male character is shown to show him listening to his music raving along, paying no attention. A long shot of the teacher is shown to show her walking across the classroom a close up image of her hand is shown when she rips out the male characters headphones. Shot/reserve shot is being used whilst characters are speaking to one another.

Zak (speaking mentally): ‘I was skydiving in Japan’

Zak (speaking out loud): ‘I missed the bus’

Miss Emerson: ‘Your pathetic, that’s the lousiest excuse I have ever heard’

Zak (speaking mentally): ‘You’re the lousiest excuse for a human being’

Zak (speaking out loud): ‘It’s the nicest thing I can say to you’

Close up image of the clock to show time has passed, close up of the bell, the bell rings, long shot of the class room whilst students get up from their seats and a pan shot is used to show all students walking out of the door. Close up of the door whilst the scene fades out in a slow pace.