Preliminary Evaluation

1. Who did you work with and how did you manage the task between you?
My group consisted of Natasha Luthra, Joe Lane and Anisha Audu and me. We decided not to have a manager or leader in our group and that the roles would be divided between us. When planning our sequence we thought it would help if we met up twice during the week to discuss our ideas, sort out paperwork (script, storyboard and shot list) and divide key filming roles. We found out that the key film roles are the director, producer, production assistant, the camera man, sound techinician, light technician and actors. As there were only four people in our group some of these roles were shared such as director and camera man, or if the actors weren't being filmed they would do some of the roles as well. Also we discovered our group didn't need a light technician as our location provided us with light.
2. How you plan your sequence? What processes did you use? What theories did you take into account?
Our group decided to meet up two times during the week for 45 minutes each. Our first meeting we brainstormed ideas on what our sequence could involve and also looked at a brief script, we then went to our location and did a walk through of our idea so we could look at space and when to set up our equipment. In our second meeting we did the paper work, Natasha drew up our storyboard as we discussed each shot and how our shots would show continiuty. The storyboard helped us when editing because once our shots were cut up with could refer back to the storyboard to get it into order. We then looked at the locations and set-up to then create a shot list, this shot list then helped us when filming because it made things like set-up easier because we didn't need to change the set-up more than was needed. Also we created our final script of what we were going to say and do during our sequence. Our main focus was continuity, so to create a sequence that flowed and looked as seamless as possible, to help with this
3. What technology did you use to complete the task, and how did you use it?
We used a variety of software and hardware during this task. We used a range of hardware to complete the filming and practical part of this task, we used a Canon HDV mini DV camcorder to shoot the footage, tripod, shot gun mic on top of the camcorder and headphones. We used a shot gun mic rather than a boom mic because the camera wasn't too far from the actors so the sound didn't need to travel too far, also we used headphones so that we were able to hear what the camera was picking up and we could re-do some scenes if background noise was picked up that wasn't wanted. Once the filming was completed we went into a PC based digital editing suite to edit what we had filmed, the software we used to do this was 'Adobe Premier Pro'. We used tools such as the razor tool to cut our shots into different parts which we could move about, we also used deleting to get rid of the shots that we didn't need, also the rubber band tool was used to create fades at the beginning of our sequence.
4. What factors did you have to take into account when planning, shooting and editing?
First of all we had to look at time management so how much time we had to plan, shoot and then edit, this meant we would be able to get everything finished in time. When planning we first had to think of a location, this location had to have enough space for all the equipment and it needed to be free for us to shoot in. When planning and shooting we also had to take into account the number of people we had in our group, when filming two people were needed to be the actors so we had to find a way in which all the roles could be taken care of and nothing was forgotten during the filming. Also when shooting we had to take into account lighting and sound and make sure that our shots had toe same lighting in each shot and that other groups and people in our shooting area weren't going to be heard in the the shots.
5. How successful was your sequence? Please identify what worked well, and with hindsight , what would you improve/do differently?
Our sequence matched the brief because it showed a character opening a door, crossing a room and sitting down in a chair opposite another character, with whom they exchange a couple of line of dialogue. Our shot also included match on action, shot/reverse shot and followed the 180-degree rule.
Our sequence flows quite well and is around 26 seconds long, this means it isn't too long but we were still able to fit in everything the brief asks us to. We use two match on actions, one when our first character walks through the door and you see the door from one side being pushed and then the door opening on the other side of the door, and the second when our second character runs out of the room as we see her stand up and start running, then we see her running from another angle. Both of these match on action were successful.
In our sequence some of the sections don't look natural, at the beginning you see me walking towards the classroom door but we should have filmed we walking through the door leading outside as well as it looks like i had just started walking from the inside of the door. The close up of my hand pushing the door open would also look better if it was more tightly frame. Another problem was the shot reverse shot because we hadn't thought about movements and the position of our hands, therefore my hand often is up in one shot but then under the table in another. Another improvement would be that our story isn't that clear as when I walk in Anisahs reaction is anger, this is because we decided Anisah is a strange character, but as this isn't clear to the audience the story can be confusing so we should have made it more simple.
6. What have you learnt from completing this task? Looking ahead, how will learning be significant when completing the rest of your foundation coursework, do you think?
I learnt many things in this task and it helped me in feeling more confident about the larger upcoming coursework piece as I am new to media. I learnt the importance of story boarding and that it is very beneficial when shooting and editing. I also learnt that a shot list helps when looking at the timing and what is more efficient when setting up equipment. At the beginning we did a walk through and this was one of the first things we did, this helped our storyboard, looking at space issues, and looking at what simple story our sequence could have.
I also learnt the significance of all the roles needed in filming such as director, sound technician etc.. and how they help in the movie business in communication and making sure each role is ready. Also an important role is the use of the clapper board, it helps when editing as you can clearly see what take it is and what take you want to use, and it also shows the shots so you can refer back to shot list and storyboard when sorting out the order.
Even though we only used a shot gun mic i have also learnt what a boom mic does and how it might be useful for our next task and also how the roles could be used in our next task. The mistakes also are useful because we know to look our for these and make sure we don't do these in our next tasks.



Group 2C

Propp's Theory Applied to The Little Mermaid

The eight main character types in The Little Mermaid

The Villain - Ursula
The Donor - Ursula
The Helper - Sebastian and Flounder
The Princess - Ariel or The Princess the Prince is supposed to marry
Her Father - The Sea King, Ariel's father
The Dispatcher - Sebastian and Flounder
The Hero/Victim - Ariel
False Hero/Anti-Hero/Usurper - Ariel
Vladimir Propp's 31 Functions of a Fairytale

The Little Mermaid uses:
6. Villain attempts to deceive Hero with trickery - When Ariel is given the potion to give her legs to walk on land, Ursula receives the voice of Ariel, Ariel's voice is intoxicating so Ursula is happy with the deal and tricks Ariel to agree

7. Hero is deceived - Ariel accepts the potion and Ursula gets Ariels voice which Ursula uses to make the sea king fall in love with her

8. Villain causes harm - Ursula uses Ariels voice to try and marry Ariels father and take over the Sea Kingdrom

11. Hero leaves home - When Ariel takes the potion she is able to walk on land therefore leaving her family to see and fall in love with the Prince

14. Hero gets magical agent/ object which will help with quest - The potion Ariel receives from Ursula which allows Ariel to walk on land and achieve what she wants which is for the Prince to fall in love with her

29. Hero given a new appearance/transfiguration - Ariel is given legs so that she is able to reach her goal


Evaluation
Propp's theory is quite dated and so there would be more difficulties when comparing his theory to a more modern fairytale. Also some of the characters overlap in The Little Mermaid, Ursula is the one who helps Ariel to go on her quest but is also the villain because she has a plan behind her good deed, therefore there was more difficulty because the roles of individual characters were less clear and were harder to allocate a role and compare to a function.

DYM Opening Sequence homework

1. Who are the agents: the protogonist (the main hero who propels the narrative forward) and antagonist (opposing agent).
We meet the protogonist immediatly at the beginning of the film. He is sitting by himself on a hill, surrounded by mountains. We later discover him to be Donnie Darko. We are then introduced to the antagonist much later in the opening at 9 minutes, he is represented as a bunny and we get the feel he isn't a good character because of the eerie music. Also because of the eerie music played earlier on it seems as if this is representing this character.
2. Describe the Equilibrium. How is it represented? What kind of camera shots can you identify?
We see Donnie riding his bike through his neighbourhood in an extremem long shot, the neighbourhood looks perfect and quiet. We then see his family at dinner and although Donnie and his sister argue the family appear close and it just seems like a normal family life. When showing the neighbourhood and Donnies house there are also slow motion shots to show how the family are normal and are doing normal activities and everything about Donnies life is normal.
3. Is the Disruption or Disequilibrium introduced or hinted at? (e.g the serial killer in "Seven" is introduced in the title sequence).
The slightly disturbed music when Donnie is in his room followed by an unknown voice suggests something out of the ordinary. Also we see the rabbit at the end but we are not quite sure who he is or what he is meant to represent, we see Donnie taking medicine in his bathroom as well so this suggests he has illnesses or isn't healthy.
4. Are there any visual/verbal/aural clues that hint at what the hero's journey might be? (e.g having to solve the murders within a time-limit of seven days in "Seven")
When we see Donnie take his medicine this gives us an idea that he has an illness so maybe it will show his journey fighting this and how he will try and live a normal life
5. From your knowledge of the film, how will the equilibrium be restored and what will be the new equilibrium?
Donnie realises that he is causing people to die and suffer because of something he did so he decides to die to save these people, therefore when the time loops all the innocent people are alive and only Donnie is dead

BLK Continuity Sequence

- Throughout the scene we see the 180 rule being used, especially at the beginning when the two females are on the stairs and the step father is by the door. So therefore the audience isn't confused as to what way the characters are facing.

- Also low angle shots have been used to show that the step father is looking up at the two females so we feel as if we are looking up at them along with the father

- In the two conversations at the beginning and when the mother and daughter are having the conversation in the bedroom, shot reverse shot is used so that we get both perspectives of the conversation and feel involved with it
-From 4:00 match on action is used to show the mum looking at the cards then holding them in her hands, her eye level is also matched so we see how low the cards are

- At 6:25 match on action is used because we see the mum open the car door from the outside then shut it from the inside and it is done smoothly

BLK 'Accident' Evaluation

1. What did you think was the point of the activity?
The activity was about continuity. It looked at how easy or hard it was to create continuity and also how important the rules of continuity are when filming. We were also looking at showing an accident in six shots using different camera techniques and angles.
2. In regard to your finished sequence, what worked well?
Our sequence uses six shot types which are very clear and easily differentiated. It also shows a clear story and is clear what is happening in the accident. We also succesfully use camera techniques such as 'over the shoulder' , mid shot and establishing shot.
3. What would you aim to improve about your sequence?
Our group broke the 180 degree rule in which you can't cross over a line so that audience are not confused on which side the charaters are on. Also our 'match on action' shot isn't smooth so we see a gap in between the shots where I punch Jess, this shot would need editing and the end or beginning of the two shots need to be cut so that the shots blend more nto eachother.
4. What did you learn from doing this activity?
I learnt new rules such as the 180 degree rule. Also how important editing is when looking at matching the shots and making sure the shot is smooth and doesn't confuse the audience. I also learnt techniques such as shot reverse shot and how important the use of an establishing shot is.