Boyfriend Bonanza
Who did you work with and how did you manage the task between you?
1. During the prelim, I worked in a group of 4, with Ella, Rakhi and Alicia. During the pre-production stage, we all contributed to making a spider diagram of the different ideas we thought of for our sequence. We chose the one we thought most do-able as a group, basing it on props, location and the limited amount of time we had to do it. After choosing our main idea, based on a chick flick/girly genre, we developed a storyboard, a shot list a script and made a shooting schedule. Ella and I volunteered to do the acting and we agreed to share the camera job, and put Rakhi as the director. We then edited in pairs, in order to compare the 2 different sequences and see how different groups made the sequence logical. I worked with Ella to edit my sequence, and here is a picture of us working at the edit suite.
How did you plan your sequence? What processes did you use? What theories did you try to take into account?
2. We planned our sequence by first scripting the conversation that was going to happen in the sequence. We then decided on the shots we would show to make the order of the sequence logical, and also decided on the continuity techniques that would make the sequence flow. We storyboarded the shots, and planned the number of different set ups we would need in the shoot, in order to fill in our schedule and do the shots in the most convenient, and the least time consuming order. We had to take into account continuity, genre, character roles and narrative. We had to make sure the audience found the genre obvious and that the sequence made sense, using different continuity techniques, such as match on action and the reverse shot. Here is a picture of the storyboard we did, in which we numbered the shots and referred to when shooting and editing as a background for our sequence, although we did have to make some changes from the original storyboard during editing, because it made the sequence more logical.
What technology did you use to complete the task and how did you use it?
3.We used different technology to complete the task. In the shooting stages of the task,we used cameras and tripods, with a microphone on top and with the camera we tried different shot angles, lengths and framing in order to make sure there was some variety in our sequence. In the post-production stages we used Adobe Premier Pro to cut and edit shots, and put them together to make our short sequence. We had to use the razor tool to split one shot into a few, and make sure that all the editing was done for a reason; in order to make sure our sequence was logical.
What technology did you use to complete the task and how did you use it?
3.We used different technology to complete the task. In the shooting stages of the task,we used cameras and tripods, with a microphone on top and with the camera we tried different shot angles, lengths and framing in order to make sure there was some variety in our sequence. In the post-production stages we used Adobe Premier Pro to cut and edit shots, and put them together to make our short sequence. We had to use the razor tool to split one shot into a few, and make sure that all the editing was done for a reason; in order to make sure our sequence was logical.
What factors did you have to take into account when planning, shotting and editing?
4. The main factors that we had to think about during planning, shooting and editing were the weather, the location we were filming, and when we would film during school time without being disrupted. We made the choice to do a sequence we could film inside so that the filming could not be affected by weather or delayed. We also chose to film in our media classroom, as it meant there were not lots of other students around the room, and we did not have to film around them, especially at busy times, such as after the bell when it is time to move to the next lesson. The picture of the shoot schedule shows how we planned our shots.
What have you learnt from completing the task? How will this learning be significant when completing the rest of your foundation coursework?
How successful was your sequence? What worked well, and in hindsight what would you improve or do differently?
5. I think, with our sequence, the genre is quite obvious, have we have made the characters quite stereotypical which also adds humour to our sequence. I think we were also successful in the continuity of the sequence. The timing of all the shots, and the match on action, make the sequence logical and the whole sequence follows conventions of a typical narrative structure. The continuity was done well, however we could have improved on some of the timing on the shots, and the acting. With some shots, we should have done more takes of the shot, in order to make sure we had enough variety to choose from when it came to editing and we could have made the conversation longer, in order to have more reverse shots and make the sequence seem more realistic. However overall we followed the rules of continuity and we were happy with the end result. What have you learnt from completing the task? How will this learning be significant when completing the rest of your foundation coursework?
6. Through doing this task, I have made progress and learnt how to work together as a group and a team in order to plan the shots, and go through each process of the pre-production, shooting and post-production. We worked together as a group, to make sure we got everything done in time, and got a variety of shots to choose from. This will be vital when we move on to planning and producing our film openings in which we will have to work tightly as a group to make sure everything is done in time to the best of our ability. It has also taught me to make sure I contribute to the group and that the roles need to be shared out, in order to make sure no one is doing too much work. As a group, we have also learnt from individual mistakes, such as our acting, which we now know to improve.
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