Wednesday 25 November 2009
Character Profile
'Little Blue'
Little Blue is our main character in the story, she is only known as Little Blue though out the film to keep to a fairy tale theme, we decided this while studying story's like Red Riding Hood.However, if we were to name her we would call her Lucy Mills, simply because we felt it suited our image of her
Little Blue was born to love, she easily feels other peoples sadness and can empathise.She does all she can to change it and them cheer up.
She's 10 years old
Born September 15th 1999
A Virgo, making her a an energetic, talkative child.Who is reliable and hard working.
And was born under the Chinese year of the Rabbit, which makes her lucky, a symbol of mercy, elegance, and beauty.
She is kind, speaks gently, is peaceful, quiet and a loving person.Her family include, Father, Mother and Step SisterShe's a active girl and loves to play active games like Skipping rope
She is currently in Year 6 and absolutely loves her school, her classmates, teachers and love for learning makes it one of her favourite places to be.For her hobbies she likes nothing more than to read her vast collection of books, Cinderella being a favourite and drawing colourful pictures.She also enjoys her skipping rope and tennis with her Father and friends.She can be very laid back, and takes things as they come along, and has a relaxed nature about her work and life, although she always tries her best when doing it.
Some of her likes are...Food - Sweets, Lemon pie and butter cream cakeColour - Blue (of course)
Music - the piano music her father listens to Season - Winter and Autumn, because she likes the leaf colours and jumping in leaf piles.Also because she loves snow and ChristmasPass time - she enjoys her bubble baths and can spend hours in the tubHer dislikes...Food - Eggs , seafood and pumpkin (she will refuse to eat one bite of it)
Colour - grey and dark greenMusic - pop music (to loud)
She also dislikes when others are inconsiderate or laughs at other misfortuneHer only fear is being lost or alone.
She was most scared when she was separated from her family at a theme park.Her sister was first to find her.
Opening Sequence Script
Int. Corridor. DayBlack screen fades to view of ceiling, a light hangs down. Moves gently down and across to the right until a wooden door is seen in the centre of the frame. A glow from the cracks in the door begin to show and grow brighter as we move closer toward it, as we move forward the handle begins to turn and the door slowly opens. As the door is opening we continue to move forward into the room.I
Int.Bedroom. DayA fairytale like room is revealed to us. Pink walls, flower patterns and toys fill the room, a tall bookcase stands to the left. We look across to the bookcase, we see a close up of the books. Fairytale books are lined up across the self, some battered some new. We follow on to the right to the table in the room centre. An open book lies across it, along with sweets and coloured pens. We see a close up of the pens and move along past the table. We next see the bed, with a teddy bear on the end. As we get closer to the foot of the bed a LITTLE BLUE walks to the bed side and picks up a blue bag. She walks away and reveals form behind her a picture frame. We look closer to the frame on the bedside table as it closes in on the picture of a family. From left to right we see the FATHER, LITTLE BLUE, and MOTHER and further away STEP SISTER. Then fades to a blue screen. Fades to blue screen and title ‘Little Blue’ appears.
Int.Bedroom. DayA fairytale like room is revealed to us. Pink walls, flower patterns and toys fill the room, a tall bookcase stands to the left. We look across to the bookcase, we see a close up of the books. Fairytale books are lined up across the self, some battered some new. We follow on to the right to the table in the room centre. An open book lies across it, along with sweets and coloured pens. We see a close up of the pens and move along past the table. We next see the bed, with a teddy bear on the end. As we get closer to the foot of the bed a LITTLE BLUE walks to the bed side and picks up a blue bag. She walks away and reveals form behind her a picture frame. We look closer to the frame on the bedside table as it closes in on the picture of a family. From left to right we see the FATHER, LITTLE BLUE, and MOTHER and further away STEP SISTER. Then fades to a blue screen. Fades to blue screen and title ‘Little Blue’ appears.
Wednesday 18 November 2009
Script
Int. Corridor. Day
Black screen fades to view of ceiling, a light hangs down. Moves gently down and across to the right until a wooden door is seen in the centre of the frame. A glow from the cracks in the door begin to show and grow brighter as we move closer toward it, as we move forward the handle begins to turn and the door slowly opens. As the door is opening we continue to move forward into the room.Int.Bedroom. DayA fairytale like room is revealed to us. Pink walls, flower patterns and toys fill the room; a tall bookcase stands to the left. We look across to the bookcase; we see a close up of the books. Fairytale books are lined up across the self, some battered some new. We follow on to the right to the table in the room centre. An open book lies across it, along with sweets and colored pens. We see a close up of the pens and move along past the table. We next see the bed, with a teddy bear on the end. As we get closer to the foot of the bed a LITTLE BLUE walks to the bed side and picks up a blue bag. She walks away and reveals form behind her a picture frame. We look closer to the frame on the bedside table as it closes in on the picture of a family. From left to right we see the FATHER, LITTLE BLUE, and MOTHER and further away STEP SISTER. Then fades to a blue screen. Fades to blue screen and title ‘Little Blue’ appears.
Ext. establishing shot of outside of school
STEP SISTER: Oi! (Throwing a scrunched ball of paper at LITTLE BLUE)
LITTLE BLUE turns around in disappointment; she isn’t shocked, as if this has happened many times.
STEP SISTERS FRIENDS: (2 of them giggling devilishly in amusement, they each stand aside the step sister)
LITTLE BLUE: o go away I haven’t got any lunch money for today.
STEP SISTER: (Toots)
Well you know the drill.
STEP SISTERS FRIENDS approach LITTLE BLUE, STEP SISTER is at the middle front of the two, looking like a leader, and their facial expressions turn bitter and ugly.
STEP SISTER: get her!
(She bares her teeth at LITTLE BLUE)
LITTLE BLUE gasps and runs away from the bullies
Camera tracks LITTLE BLUE running into a valley
Ext. Valley, outside
LITTLE BLUE pants for air as she hides behind the bins in the corner of the valley, she bends forward resting her hands on her slightly bent knees she leans her head forward looking down regaining her breath. Suddenly a noise is heard; sounds of crackling leaves through heavy but slow footsteps get louder. LITTLE BLUE jumps up thinking it’s the bullies, she throws her right foot first to sprint away. A hand touches LITTLE BLUES back.
Whispering with a croaky voice
Old witch: they’re gone, they’re gone
LITTLE BLUE turns around, are settles still.
Tell me, why so blue?
LITTLE BLUE breaks out into a roar of whiney crying and tears.
i-i cant take this no more, she wont stop bullying me, her and all the other mean girls. I don’t know w- w- why (her voice weakens and crumbles down)
OLD WITCH: hush hush child, don’t worry.
…who might these bullies be?
LITTLE BLUE: (looks down) my step sister and her friends
Old witch: oh child..
She gently drops her right hand into her pocket, and slips out 3 pebble sized sweets each wrapped in see-through creased wrappers. All three different colour’s luminous blue, red and yellow.
LITTLE BLUE: (curiously) what’s that?
OLD WITCH: It’s the sweetest thing
LITTLE BLUE, looks at the lady for more answers, her eyes shift side to side
LITTLE BLUE: huh?
OLD WITCH: give it to those horrid girls and horrid they shall be no more.
But… do not eat them, and do not let anyone but the bullies eat them or it will go horribly wrong
LITTLE BLUE: what will go wrong?
OLD WITCH: the magic!
A shuffling of leaves is heard behind blue,
Blue jumps again and turns instinctively, no one is there, she puts her head back to the front. The old lady is gone. In dead silence blue stands alone with three pebble sized sweets lay wraped inside LITTLE BLUES closed fist.
LITTLE BLUE gasps in shock
staring down at her hand lay out with sweets on it
LITTLE BLUE: whispers to herself
Oh my, how did it get there?
The scene closes, cutting away to the next scene
Int. bedroom, day.
LITTLE BLUE is in her step sisters bedroom, cleaning and rushing around tidying all her sisters belongings. Her sister storms in.
Step sisters mouth extends open like a lion
STEP SISTER: get out get out! What do you think you’re doing!
LITTLE BLUE: I- im just tidying you’re-
STEP SISTER: things. My things! Oh look at you, acting like some kind of angel! Just stop it, seeking all my attention as usual.
LITTLE BLUE: (holds her head down, and runs out the room)
Ext. establishing school, outside, daytime
Int. Classroom, daytime.
The classroom is busy with children all fiddling in their seats, chattering of children is heard, giggling too. We then focus on three girls sitting at one table, the step sister in the middle. The step sister is whispering in her friends ears, an evil grin gradually grows on all their faces as they whisper and giggle, they focus there eyes on LITTLE BLUE sitting on the table in front of them. The step sister reaches out for little blues bag slouched beside the back of the chair. The sister quietly takes the bag without LITTLE BLUE noticing. The girls giggle louder as they rummage through the bag, when findings the 3 colourful sweets they take it out, the two friends unwrap the sweets straight into there mouth while the step sister takes her time she takes her sweet beginning to unwrap it.
STEP SISTER: ooo Blueeeeeeeeee!
To LITTLE BLUES shock she jumps to grab the sweet off, no no don’t eat it.. it’s it’s-
FRIENDS: go on get your sweet revenge!
The step sister picks the sweet from the wrapper, moving it closer towards her mouth.
LITTLE BLUE: it’s magic sweets, no, its dangerous!
Black screen fades to view of ceiling, a light hangs down. Moves gently down and across to the right until a wooden door is seen in the centre of the frame. A glow from the cracks in the door begin to show and grow brighter as we move closer toward it, as we move forward the handle begins to turn and the door slowly opens. As the door is opening we continue to move forward into the room.Int.Bedroom. DayA fairytale like room is revealed to us. Pink walls, flower patterns and toys fill the room; a tall bookcase stands to the left. We look across to the bookcase; we see a close up of the books. Fairytale books are lined up across the self, some battered some new. We follow on to the right to the table in the room centre. An open book lies across it, along with sweets and colored pens. We see a close up of the pens and move along past the table. We next see the bed, with a teddy bear on the end. As we get closer to the foot of the bed a LITTLE BLUE walks to the bed side and picks up a blue bag. She walks away and reveals form behind her a picture frame. We look closer to the frame on the bedside table as it closes in on the picture of a family. From left to right we see the FATHER, LITTLE BLUE, and MOTHER and further away STEP SISTER. Then fades to a blue screen. Fades to blue screen and title ‘Little Blue’ appears.
Ext. establishing shot of outside of school
STEP SISTER: Oi! (Throwing a scrunched ball of paper at LITTLE BLUE)
LITTLE BLUE turns around in disappointment; she isn’t shocked, as if this has happened many times.
STEP SISTERS FRIENDS: (2 of them giggling devilishly in amusement, they each stand aside the step sister)
LITTLE BLUE: o go away I haven’t got any lunch money for today.
STEP SISTER: (Toots)
Well you know the drill.
STEP SISTERS FRIENDS approach LITTLE BLUE, STEP SISTER is at the middle front of the two, looking like a leader, and their facial expressions turn bitter and ugly.
STEP SISTER: get her!
(She bares her teeth at LITTLE BLUE)
LITTLE BLUE gasps and runs away from the bullies
Camera tracks LITTLE BLUE running into a valley
Ext. Valley, outside
LITTLE BLUE pants for air as she hides behind the bins in the corner of the valley, she bends forward resting her hands on her slightly bent knees she leans her head forward looking down regaining her breath. Suddenly a noise is heard; sounds of crackling leaves through heavy but slow footsteps get louder. LITTLE BLUE jumps up thinking it’s the bullies, she throws her right foot first to sprint away. A hand touches LITTLE BLUES back.
Whispering with a croaky voice
Old witch: they’re gone, they’re gone
LITTLE BLUE turns around, are settles still.
Tell me, why so blue?
LITTLE BLUE breaks out into a roar of whiney crying and tears.
i-i cant take this no more, she wont stop bullying me, her and all the other mean girls. I don’t know w- w- why (her voice weakens and crumbles down)
OLD WITCH: hush hush child, don’t worry.
…who might these bullies be?
LITTLE BLUE: (looks down) my step sister and her friends
Old witch: oh child..
She gently drops her right hand into her pocket, and slips out 3 pebble sized sweets each wrapped in see-through creased wrappers. All three different colour’s luminous blue, red and yellow.
LITTLE BLUE: (curiously) what’s that?
OLD WITCH: It’s the sweetest thing
LITTLE BLUE, looks at the lady for more answers, her eyes shift side to side
LITTLE BLUE: huh?
OLD WITCH: give it to those horrid girls and horrid they shall be no more.
But… do not eat them, and do not let anyone but the bullies eat them or it will go horribly wrong
LITTLE BLUE: what will go wrong?
OLD WITCH: the magic!
A shuffling of leaves is heard behind blue,
Blue jumps again and turns instinctively, no one is there, she puts her head back to the front. The old lady is gone. In dead silence blue stands alone with three pebble sized sweets lay wraped inside LITTLE BLUES closed fist.
LITTLE BLUE gasps in shock
staring down at her hand lay out with sweets on it
LITTLE BLUE: whispers to herself
Oh my, how did it get there?
The scene closes, cutting away to the next scene
Int. bedroom, day.
LITTLE BLUE is in her step sisters bedroom, cleaning and rushing around tidying all her sisters belongings. Her sister storms in.
Step sisters mouth extends open like a lion
STEP SISTER: get out get out! What do you think you’re doing!
LITTLE BLUE: I- im just tidying you’re-
STEP SISTER: things. My things! Oh look at you, acting like some kind of angel! Just stop it, seeking all my attention as usual.
LITTLE BLUE: (holds her head down, and runs out the room)
Ext. establishing school, outside, daytime
Int. Classroom, daytime.
The classroom is busy with children all fiddling in their seats, chattering of children is heard, giggling too. We then focus on three girls sitting at one table, the step sister in the middle. The step sister is whispering in her friends ears, an evil grin gradually grows on all their faces as they whisper and giggle, they focus there eyes on LITTLE BLUE sitting on the table in front of them. The step sister reaches out for little blues bag slouched beside the back of the chair. The sister quietly takes the bag without LITTLE BLUE noticing. The girls giggle louder as they rummage through the bag, when findings the 3 colourful sweets they take it out, the two friends unwrap the sweets straight into there mouth while the step sister takes her time she takes her sweet beginning to unwrap it.
STEP SISTER: ooo Blueeeeeeeeee!
To LITTLE BLUES shock she jumps to grab the sweet off, no no don’t eat it.. it’s it’s-
FRIENDS: go on get your sweet revenge!
The step sister picks the sweet from the wrapper, moving it closer towards her mouth.
LITTLE BLUE: it’s magic sweets, no, its dangerous!
Sunday 15 November 2009
'Little Blue' Treatment
First Treatment
Little girl, wants to be accepted, she’s different and unique, kind and easily liked. She wants to be accepted by her step sister. Who is driven by jealously and envy because of the love the little receives instead of her. In the end the little girl’s compassion and unconditional love shows the sister how wrong she’s been, and she changes her ways, with a new found love for her sister.
• Little girl is loved by mother and father
• Step sister is jealous
• Bullies little girl with friends
• Witch finds her crying, offers to help – gives name little blue
• Witches give her sweets to earn steps sister love
• Little girl tries to gain acceptance by herself, but fails
• Step sister shuns her more
• Witch decides to teach sister a lesson
• Little girl stops her
• Step sister realises how wonderful her little sister is
• They make up
• Witches job is done and leaves
• Happy end
Little BlueTagline‘Love turns sorrow into happiness’Or ‘The sweetest thing’
Pitch
The story of little blue is one of loss, envy and unconditional love. As this sweet little girl offers her love to someone who only offers hate in return, she tries to close the every growing gap between sisters, using a little magic along the way.TreatmentLittle Blue tells the tale of a little girl’s want of her stepsisters love. We begin our story with little blue being doted on by her parents, hand in hand, laughing and smiling her beloved smile, her blue coat making her stand out from others. Her sister hangs behind the loving scene, looking any where but the trio. / - other idea - with little blue, running from room to room, retracing discarded pens and papers from around the house preparing for school. Her parents help and laugh on at their precious daughters rushing, an older girl is still in her room, laying on her bed she frowns at the echoes of laughter and motherly cooing outside her door. Her father calls to her and as she rises from her bed she looks longingly at a picture of a woman by her bedside, getting up and closing the door behind her. As the story continues while the stepsister ignores little blue at home it’s rather the opposite at school, the stepsister along with her friends terrorise the little girl, to her the little girl has everything that should be hers, after her mother was ripped away from her the girl took away her father too. Why should she have to be the one to feel so alone? After a confrontation from the girls little blue runs away and hides away, while crying her unstopping tears an old lady approaches her, she asks why a lovely little girl should be so blue, as the girl confesses her sisters actions the lady comforts her, and presents her with some sweets, but no ordinary sweets, she asks little blue to give these to her sister, and she will love her. However little blue is unsure to give her step sister the sweets, she feels a simple token will not be enough to earn her sisters love. As she attempts to help her sister as much as she can, from completing her chores to taking the blame for her sister purposeful bad behaviour, however this only angers the step sister as her little sisters tries to not only look better for completing her jobs but also taking credit for her tries to gain attention. The stepsister friends take little blues bag, finding the sweets, they tempt the sister to eat them while little blues tries in vain to take them back. The sister argues back, once again she tries to take something all to herself, but before the step sister can join her friends in eating the sweets they suddenly turn of her, becoming furious and jealous of the step sister, as they continue to abuse her little blue stands up for her sister, confessing how wonderful her sister is in her eyes, stopping the girls insults. So touched by her little sister outburst she realises how wrong she’s been and confesses her own horrid treatment of her sister was her blaming her for her mothers death and fathers remarrying, and she was the one who had isolated herself. At this the witch appears revealing the spell on the friends reflected the step sisters own foolish feelings, and it was only little blues love that could cure both the friends and the sister.
Little girl, wants to be accepted, she’s different and unique, kind and easily liked. She wants to be accepted by her step sister. Who is driven by jealously and envy because of the love the little receives instead of her. In the end the little girl’s compassion and unconditional love shows the sister how wrong she’s been, and she changes her ways, with a new found love for her sister.
• Little girl is loved by mother and father
• Step sister is jealous
• Bullies little girl with friends
• Witch finds her crying, offers to help – gives name little blue
• Witches give her sweets to earn steps sister love
• Little girl tries to gain acceptance by herself, but fails
• Step sister shuns her more
• Witch decides to teach sister a lesson
• Little girl stops her
• Step sister realises how wonderful her little sister is
• They make up
• Witches job is done and leaves
• Happy end
Little BlueTagline‘Love turns sorrow into happiness’Or ‘The sweetest thing’
Pitch
The story of little blue is one of loss, envy and unconditional love. As this sweet little girl offers her love to someone who only offers hate in return, she tries to close the every growing gap between sisters, using a little magic along the way.TreatmentLittle Blue tells the tale of a little girl’s want of her stepsisters love. We begin our story with little blue being doted on by her parents, hand in hand, laughing and smiling her beloved smile, her blue coat making her stand out from others. Her sister hangs behind the loving scene, looking any where but the trio. / - other idea - with little blue, running from room to room, retracing discarded pens and papers from around the house preparing for school. Her parents help and laugh on at their precious daughters rushing, an older girl is still in her room, laying on her bed she frowns at the echoes of laughter and motherly cooing outside her door. Her father calls to her and as she rises from her bed she looks longingly at a picture of a woman by her bedside, getting up and closing the door behind her. As the story continues while the stepsister ignores little blue at home it’s rather the opposite at school, the stepsister along with her friends terrorise the little girl, to her the little girl has everything that should be hers, after her mother was ripped away from her the girl took away her father too. Why should she have to be the one to feel so alone? After a confrontation from the girls little blue runs away and hides away, while crying her unstopping tears an old lady approaches her, she asks why a lovely little girl should be so blue, as the girl confesses her sisters actions the lady comforts her, and presents her with some sweets, but no ordinary sweets, she asks little blue to give these to her sister, and she will love her. However little blue is unsure to give her step sister the sweets, she feels a simple token will not be enough to earn her sisters love. As she attempts to help her sister as much as she can, from completing her chores to taking the blame for her sister purposeful bad behaviour, however this only angers the step sister as her little sisters tries to not only look better for completing her jobs but also taking credit for her tries to gain attention. The stepsister friends take little blues bag, finding the sweets, they tempt the sister to eat them while little blues tries in vain to take them back. The sister argues back, once again she tries to take something all to herself, but before the step sister can join her friends in eating the sweets they suddenly turn of her, becoming furious and jealous of the step sister, as they continue to abuse her little blue stands up for her sister, confessing how wonderful her sister is in her eyes, stopping the girls insults. So touched by her little sister outburst she realises how wrong she’s been and confesses her own horrid treatment of her sister was her blaming her for her mothers death and fathers remarrying, and she was the one who had isolated herself. At this the witch appears revealing the spell on the friends reflected the step sisters own foolish feelings, and it was only little blues love that could cure both the friends and the sister.
Sunday 8 November 2009
Research & Planning (Analysis Of 3 Opening Sequences Of Chosen Genre)
Labyrinth
The labyrinth starts off with opening credits running through one by one on the screen, along with music in the background. When the title appears on the opening credit a shiny twinkle effect is placed on the title ‘labyrinth’ similarly to the way a star in the sky would twinkle, a similar effect of this is used in the film, it also has the sound effect of a twinkling star and sounds magical. Already we can relate this magical effect to the codes and conventions of a fantasy genre as the fantasy genre is very likely to contain these kind of elements, gives a sense of the film being out of this world and tells us the film has magic in it. Also, as each credit fades in and out of the frame, an owl flies through and in my research I have found owls have long been a part of human folklore and legend. Also, that they have held a variety of symbolic roles in culture and have represented misfortune, death, prosperity and wisdom. This indicates another key code and convention of the fantasy genre being used in subtle ways from the very beginning of the film to follow the fantasy genre and brings in a magical fantasy atmosphere to it. I can also suggest that the use of the owl in the opening credits indicates its significance and the importance of its role throughout the film, that your always being watched and the idea of being watched is relevant to the whole film. The first shot if the opening sequence is an establishing long shot of a field of grass and a pole on the right hand side with an owl on it, we then see a girl from far running into the frame from the left hand side. This gives us a chance to first focus on the owl, again this hints its importance and the theme of always being watched, we are then focused onto the next thing in the frame, which is the girl running into the frame from the left hand side towards the right. Later on during the sequence another indication of the fantasy genre is shown, this is when the camera tracks to the girls bedroom. The camera pans through a part of the girls bedroom to her, as the camera is panning we can see teddy bears and stuffed toys, a fairy music jewellery box (with the sound of it being played in the background), we can also see a puzzle game that has features like a maze and you have to get the ball through to the end without letting it fall into the traps ( the holes) the game we see in the frame is like a foreshadowing of the real event that happens later on in the film, the game is also called Labyrinth and directly links to the film and it’s title and is a clue of the narrative. The camera keeps panning through and we come to a line of books, ‘wizard of oz, snow white and Grimm’s fairytale’, this gives a sense of a childish feel to the movie, a sense of imagination and that the girl is in a fantasy world, along with the fairy music in the background, it sets the childish atmosphere and this follows the key code and conventions of the fantasy genre’. After it pans through the books we lastly see a stone statue of a goblin, this emphasizes the character of the girl and the fairytale world she lives in, as goblin is part of folklore and folklore is usually seen in the fantasy genre. The goblin also becomes an important character later on in the film and is seen constantly throughout, so hints are given to prepare us for what is going to happen although not much is given away therefore we are kept at interest and want to watch on.
The opening sequence overall was up to my expectations, it gave many hints of the film as a whole and led up to the story quite swiftly whilst keeping me deep in interest. The music was used very cleverly, at times the music would be slow paced, it would also speed up at other times, and then go slow paced again, the way the music was used allowed me to be put in a state of comfort, then discomfort then comfort again, which gave the effect of making the viewer feel uneasy, and sensing at the back of the viewers mind something bad will happen. They use this effect of comfort and discomfort through use of speed with the fairy music, and is almost like a threat to the fairy music as if something is coming in the way. Fairy tales end in happy endings most of the time and are make-believe but the threat is that it is going to become real very soon in the film.
Jumanji
The soundtrack of Jumanji is herd even before the movie has started; during the ‘tri star logo’ the music is being played. It creates an intimidating effect on the viewer. After the opening credits, it moves onto the first shot which is an establishing shot of a dark forest at night, it looks misty and has that mystical atmosphere, we then see two young children in the frame, one child looking slightly older then the other, they look scared and frightened and are up to something, we don’t know what. A whole in the ground in dug and a chest is revealed by the child, they pick it up and throw it into the hole in the ground and cover it up. Now because I have watched this film I can say that the 2 children in this opening sequence is like a foreshadowing of the characters later on in the film, because I know later on in the film there are two main child characters that lead up to a similar situation as seen in the opening sequence. So in a way for the first time viewers it hints out a similar situation to come in later on in the film. We then hear dialogue in this sequence, ‘what if someone digs it up? May God have mercy on his soul’ this gives us a clue about the narrative of the film because that ‘what if’ actually does happen’. We also hear a sound of drumming in the background similar to a heartbeat; we hear this when there is a close up of the chest, makes it sound as if something is alive in there, a sense of life in the box. The opening sequence is not really up to my expectations as it doesn’t tell me enough about the film, there isn’t much t suggest it is a fantasy genre, it seemed a bit boring and plain and not that exciting as I would expect. Although It could be argued that the reason less clues are given in the opening sequence is so the plot is not given away and so the viewers are left to wonder and watch on.
Night at the museum
Night at the museums opening sequence begins with twinkly fairy like music which gives a magical feel to the film instantly, it then smoothly gets louder and more involved with the opening sequence and everything featured in it. The music has trumpets and classical instruments played almost sounds like an orchestra. We then see different establishing shots of the city, one shot looking at a number of buildings lined up and another shot of the busy roads; I know this is a city of America as we can see the typical yellow American cabs drive by. Also when it had shown the first shot of the buildings, it looked like an early morning showing the city at dawn, it follows through landscape shots all the way to the museum, once it gets to the museum it is dusk, and the sun has gone down. A shot of the museum alone is featured at night, but inside is a glorious kind of glow coming from inside with rays of light escaping from the windows. The light is golden/yellow colored and makes it look magical. It gives a sense if life inside, and this is a key clue to the narrative of the film. There are many shots in the opening sequence of the different things in the museum, suggest the museum and all it contains is very important to the film and narrative of it. The title is linked very well to the opening sequence, the whole time changing of dusk and dawn is clearly shown, and this hints the narrative. Also, a shot of the museum at night is shown followed by many more shots of everything inside it and this completely links to the title.
The labyrinth starts off with opening credits running through one by one on the screen, along with music in the background. When the title appears on the opening credit a shiny twinkle effect is placed on the title ‘labyrinth’ similarly to the way a star in the sky would twinkle, a similar effect of this is used in the film, it also has the sound effect of a twinkling star and sounds magical. Already we can relate this magical effect to the codes and conventions of a fantasy genre as the fantasy genre is very likely to contain these kind of elements, gives a sense of the film being out of this world and tells us the film has magic in it. Also, as each credit fades in and out of the frame, an owl flies through and in my research I have found owls have long been a part of human folklore and legend. Also, that they have held a variety of symbolic roles in culture and have represented misfortune, death, prosperity and wisdom. This indicates another key code and convention of the fantasy genre being used in subtle ways from the very beginning of the film to follow the fantasy genre and brings in a magical fantasy atmosphere to it. I can also suggest that the use of the owl in the opening credits indicates its significance and the importance of its role throughout the film, that your always being watched and the idea of being watched is relevant to the whole film. The first shot if the opening sequence is an establishing long shot of a field of grass and a pole on the right hand side with an owl on it, we then see a girl from far running into the frame from the left hand side. This gives us a chance to first focus on the owl, again this hints its importance and the theme of always being watched, we are then focused onto the next thing in the frame, which is the girl running into the frame from the left hand side towards the right. Later on during the sequence another indication of the fantasy genre is shown, this is when the camera tracks to the girls bedroom. The camera pans through a part of the girls bedroom to her, as the camera is panning we can see teddy bears and stuffed toys, a fairy music jewellery box (with the sound of it being played in the background), we can also see a puzzle game that has features like a maze and you have to get the ball through to the end without letting it fall into the traps ( the holes) the game we see in the frame is like a foreshadowing of the real event that happens later on in the film, the game is also called Labyrinth and directly links to the film and it’s title and is a clue of the narrative. The camera keeps panning through and we come to a line of books, ‘wizard of oz, snow white and Grimm’s fairytale’, this gives a sense of a childish feel to the movie, a sense of imagination and that the girl is in a fantasy world, along with the fairy music in the background, it sets the childish atmosphere and this follows the key code and conventions of the fantasy genre’. After it pans through the books we lastly see a stone statue of a goblin, this emphasizes the character of the girl and the fairytale world she lives in, as goblin is part of folklore and folklore is usually seen in the fantasy genre. The goblin also becomes an important character later on in the film and is seen constantly throughout, so hints are given to prepare us for what is going to happen although not much is given away therefore we are kept at interest and want to watch on.
The opening sequence overall was up to my expectations, it gave many hints of the film as a whole and led up to the story quite swiftly whilst keeping me deep in interest. The music was used very cleverly, at times the music would be slow paced, it would also speed up at other times, and then go slow paced again, the way the music was used allowed me to be put in a state of comfort, then discomfort then comfort again, which gave the effect of making the viewer feel uneasy, and sensing at the back of the viewers mind something bad will happen. They use this effect of comfort and discomfort through use of speed with the fairy music, and is almost like a threat to the fairy music as if something is coming in the way. Fairy tales end in happy endings most of the time and are make-believe but the threat is that it is going to become real very soon in the film.
Jumanji
The soundtrack of Jumanji is herd even before the movie has started; during the ‘tri star logo’ the music is being played. It creates an intimidating effect on the viewer. After the opening credits, it moves onto the first shot which is an establishing shot of a dark forest at night, it looks misty and has that mystical atmosphere, we then see two young children in the frame, one child looking slightly older then the other, they look scared and frightened and are up to something, we don’t know what. A whole in the ground in dug and a chest is revealed by the child, they pick it up and throw it into the hole in the ground and cover it up. Now because I have watched this film I can say that the 2 children in this opening sequence is like a foreshadowing of the characters later on in the film, because I know later on in the film there are two main child characters that lead up to a similar situation as seen in the opening sequence. So in a way for the first time viewers it hints out a similar situation to come in later on in the film. We then hear dialogue in this sequence, ‘what if someone digs it up? May God have mercy on his soul’ this gives us a clue about the narrative of the film because that ‘what if’ actually does happen’. We also hear a sound of drumming in the background similar to a heartbeat; we hear this when there is a close up of the chest, makes it sound as if something is alive in there, a sense of life in the box. The opening sequence is not really up to my expectations as it doesn’t tell me enough about the film, there isn’t much t suggest it is a fantasy genre, it seemed a bit boring and plain and not that exciting as I would expect. Although It could be argued that the reason less clues are given in the opening sequence is so the plot is not given away and so the viewers are left to wonder and watch on.
Night at the museum
Night at the museums opening sequence begins with twinkly fairy like music which gives a magical feel to the film instantly, it then smoothly gets louder and more involved with the opening sequence and everything featured in it. The music has trumpets and classical instruments played almost sounds like an orchestra. We then see different establishing shots of the city, one shot looking at a number of buildings lined up and another shot of the busy roads; I know this is a city of America as we can see the typical yellow American cabs drive by. Also when it had shown the first shot of the buildings, it looked like an early morning showing the city at dawn, it follows through landscape shots all the way to the museum, once it gets to the museum it is dusk, and the sun has gone down. A shot of the museum alone is featured at night, but inside is a glorious kind of glow coming from inside with rays of light escaping from the windows. The light is golden/yellow colored and makes it look magical. It gives a sense if life inside, and this is a key clue to the narrative of the film. There are many shots in the opening sequence of the different things in the museum, suggest the museum and all it contains is very important to the film and narrative of it. The title is linked very well to the opening sequence, the whole time changing of dusk and dawn is clearly shown, and this hints the narrative. Also, a shot of the museum at night is shown followed by many more shots of everything inside it and this completely links to the title.
Thursday 5 November 2009
Research & Planing (Fantasy Genre)
Fantasy Genre
Fantasy films are films with unique themes, it usually includes magic, supernatural events, make-believe creatures, or exotic fantasy worlds. Fantasy films exceed the bounds of human possibility and physical laws. Fantasy films are often in the background of the imagination, dreams, or hallucinations of a character or within the vision of the storyteller. Fantasy films often cosist of many factors like magic, myth, wonder, escapism, and the extraordinary. They may appeal to both children and adults, depending on the film film.
The boundaries of the fantasy literary genre are not well-defined, and the same is therefore true for the film genre as well. Categorizing a movie as fantasy may then require an examination of the themes, narrative approach and other structural factors of the film.
Films that depent on magic primarily as a gimmick, e.g. the 1976 film Freaky Friday and its 2003 re-make in which a mother and daughter magically switch bodies, may technically qualify as fantasy but are nevertheless not generally considered part of the genre.
Fantasy films are films with unique themes, it usually includes magic, supernatural events, make-believe creatures, or exotic fantasy worlds. Fantasy films exceed the bounds of human possibility and physical laws. Fantasy films are often in the background of the imagination, dreams, or hallucinations of a character or within the vision of the storyteller. Fantasy films often cosist of many factors like magic, myth, wonder, escapism, and the extraordinary. They may appeal to both children and adults, depending on the film film.
The boundaries of the fantasy literary genre are not well-defined, and the same is therefore true for the film genre as well. Categorizing a movie as fantasy may then require an examination of the themes, narrative approach and other structural factors of the film.
Films that depent on magic primarily as a gimmick, e.g. the 1976 film Freaky Friday and its 2003 re-make in which a mother and daughter magically switch bodies, may technically qualify as fantasy but are nevertheless not generally considered part of the genre.
Tuesday 3 November 2009
Research & Planing
Opening Sequence to Step Up
The very first shot is of a group of girls and boys in dance costumes, ballerina costumes, this immediately suggests the theme of the film which is dance, ballerina is a accurate dance, which requires a lot of talent and it is portrayed as something very classy, the lighting is natural coming from the window behind, it shines through as the students are settling and warming up to dance, the natural light suggests optimism and hope. I can connote that these are students enter the frame they are all chatting, also you can see some students carrying big bags and backpacks again looking like students, lots of different voices are heard in the background, and it has that school like atmosphere, busy, so from this I can suggest they are teenager students. The setting is of a dance room, it looks neat and tidy and professional, gives a sense of classiness. The 2nd shot is in complete contrast to the first shot, a group of teenager are in the frame, chatting, voices are heard in the background and many conversations are going on at the same time, however, the difference is the setting, which is on the streets, it does not look professional or neat and tidy, or shows any evidence of class, the costumes worn is street wear, hoodies, chains and joggers, fits the stereotypes of gangs and other types of youth. Then it cuts back to the shot of ballerinas, they start dancing, very elegantly and fast, the dancing is smooth and choreographed, it looks rehearsed and professional, this suggests the good lifestyle these people have, the elegance and smoothness of there dance could link to there smooth and flawless lifestyle, also, at the same time a soundtrack is being played, the music has violins, which is a classy instrument, compiled with a mixture of beats, so it contrasts classy music with urban type music, a artist starts rapping when it then cuts to the street dancers dancing, we can tell the street dancers are dancing on a street and this links well as the setting links to the type of dance they are performing. Also the setting of the street dancers, is of a neglected looking street, the background is messy, with tires and ropes scattered about, shows the difference between the ballerinas and the street dancers. The fact that the street dancers are not wearing uniform but general clothes shows the unprofessionalism. However the two types of dancers both share a similarity, there talent in dancing, although its very different both types of dancers, it is still equally both impressive. This is effective in the opening sequence as it shows both equally good types of dancers, but also shows how different they are which hints out the conflict of the two ‘cultures’. The rapper in the music is rapping about dancing, ‘show off that body you got’, he says this at the same time were seeing the dancers dancing which makes it contrapuntal to what is going on, the whole dance theme.
It then cuts away to an establishing shot of the street, buildings are seen in the background and it looks very ‘ghetto’, it then pans towards a car pulling up on the road side, the car looks old and scrappy, very cheap car, this suggests the type of lifestyle they live which is poor. It then starts tracking into the house party, and music rises as we get closer towards then inside the house, rap music is being played and is contrapuntal to the people and setting, which is the streets, and the house has a lot of graffiti on the walls, so we sense a sort of gang culture which again links to the rap music. It then shows a guy street dancing in the house to the music, which relates back to the theme of dance. A fight then breaks out and a gun is pulled out on the guy. Immediately we are introduced to conflict within the street culture, and these are stereotypical aspects of gang culture; gang violence and street crime. It links to the type of lifestyle of these youth and introduces us with a problem, which makes us think and wonder about.
The very first shot is of a group of girls and boys in dance costumes, ballerina costumes, this immediately suggests the theme of the film which is dance, ballerina is a accurate dance, which requires a lot of talent and it is portrayed as something very classy, the lighting is natural coming from the window behind, it shines through as the students are settling and warming up to dance, the natural light suggests optimism and hope. I can connote that these are students enter the frame they are all chatting, also you can see some students carrying big bags and backpacks again looking like students, lots of different voices are heard in the background, and it has that school like atmosphere, busy, so from this I can suggest they are teenager students. The setting is of a dance room, it looks neat and tidy and professional, gives a sense of classiness. The 2nd shot is in complete contrast to the first shot, a group of teenager are in the frame, chatting, voices are heard in the background and many conversations are going on at the same time, however, the difference is the setting, which is on the streets, it does not look professional or neat and tidy, or shows any evidence of class, the costumes worn is street wear, hoodies, chains and joggers, fits the stereotypes of gangs and other types of youth. Then it cuts back to the shot of ballerinas, they start dancing, very elegantly and fast, the dancing is smooth and choreographed, it looks rehearsed and professional, this suggests the good lifestyle these people have, the elegance and smoothness of there dance could link to there smooth and flawless lifestyle, also, at the same time a soundtrack is being played, the music has violins, which is a classy instrument, compiled with a mixture of beats, so it contrasts classy music with urban type music, a artist starts rapping when it then cuts to the street dancers dancing, we can tell the street dancers are dancing on a street and this links well as the setting links to the type of dance they are performing. Also the setting of the street dancers, is of a neglected looking street, the background is messy, with tires and ropes scattered about, shows the difference between the ballerinas and the street dancers. The fact that the street dancers are not wearing uniform but general clothes shows the unprofessionalism. However the two types of dancers both share a similarity, there talent in dancing, although its very different both types of dancers, it is still equally both impressive. This is effective in the opening sequence as it shows both equally good types of dancers, but also shows how different they are which hints out the conflict of the two ‘cultures’. The rapper in the music is rapping about dancing, ‘show off that body you got’, he says this at the same time were seeing the dancers dancing which makes it contrapuntal to what is going on, the whole dance theme.
It then cuts away to an establishing shot of the street, buildings are seen in the background and it looks very ‘ghetto’, it then pans towards a car pulling up on the road side, the car looks old and scrappy, very cheap car, this suggests the type of lifestyle they live which is poor. It then starts tracking into the house party, and music rises as we get closer towards then inside the house, rap music is being played and is contrapuntal to the people and setting, which is the streets, and the house has a lot of graffiti on the walls, so we sense a sort of gang culture which again links to the rap music. It then shows a guy street dancing in the house to the music, which relates back to the theme of dance. A fight then breaks out and a gun is pulled out on the guy. Immediately we are introduced to conflict within the street culture, and these are stereotypical aspects of gang culture; gang violence and street crime. It links to the type of lifestyle of these youth and introduces us with a problem, which makes us think and wonder about.
Sunday 1 November 2009
Research & Planning
My Fairytale
Little Blue & The Magic Sweets
There was a nicknamed little blues Her favorite colour was blue and she was known in the town for her blue droopy coat and blue hat with a ribbon on it. She was always bullied by the pretty girls at school for her freckles and the glasses and for being a geek and not a pretty girl with looks like them, the bullies were jealous because everyone liked her, little blues was not the prettiest of girls but she had the most beautiful personality, whereas the bullies were mean and no one liked them. One day on the way home the bullies followed her making remarks, little blues ran from them took a short cut through a town that nobody usually went through, it was said to have been haunted, so the bullies didn’t go through there. It was a ghostly town. Blues went through the town which was dark and dingy, walking through the town she came past a magic shop, she went in, and an old lady stood in front of her with an jar of sweets. Take this, it looks pretty but don’t eat it, it’s the opposite of pretty and show its ‘true colour’ of whoever eats it. Little blues was confused, she took the sweets and quickly and shoved it in her school bag and walked away. Next morning she went to school, but forgot to take the magic sweets outside her bag as she didn’t intend to use it on the bullies. In class she was sitting at the front, the bullies were behind her, sneakily they took little blues bag and went through it scribbling over her work and messing it up, when they suddenly found the jar of sweets, it was glistening and colourful and looked beautiful, it twinkled like diamonds, so they stole it. At lunch time they ate the sweets, little blues realized her sweets were gone then saw them eating them and attempted to stop them as it was magic sweets, they didn’t care and carried on, bad mouthing little blues calling her mean names, suddenly the girl stopped giggling and saying mean things to little blue, there was a silence, then, there voices became witch like and there faces became freckled with straw like hair, all three girls noses turned into a nose like a trout, there eyebrows became bushy and there faces became puffed up, they became hideous, school children gathered around laughing and pointing, the three girls couldn’t take it and ran away and never came back. Little blues was never bullied again.
Little Blue & The Magic Sweets
There was a nicknamed little blues Her favorite colour was blue and she was known in the town for her blue droopy coat and blue hat with a ribbon on it. She was always bullied by the pretty girls at school for her freckles and the glasses and for being a geek and not a pretty girl with looks like them, the bullies were jealous because everyone liked her, little blues was not the prettiest of girls but she had the most beautiful personality, whereas the bullies were mean and no one liked them. One day on the way home the bullies followed her making remarks, little blues ran from them took a short cut through a town that nobody usually went through, it was said to have been haunted, so the bullies didn’t go through there. It was a ghostly town. Blues went through the town which was dark and dingy, walking through the town she came past a magic shop, she went in, and an old lady stood in front of her with an jar of sweets. Take this, it looks pretty but don’t eat it, it’s the opposite of pretty and show its ‘true colour’ of whoever eats it. Little blues was confused, she took the sweets and quickly and shoved it in her school bag and walked away. Next morning she went to school, but forgot to take the magic sweets outside her bag as she didn’t intend to use it on the bullies. In class she was sitting at the front, the bullies were behind her, sneakily they took little blues bag and went through it scribbling over her work and messing it up, when they suddenly found the jar of sweets, it was glistening and colourful and looked beautiful, it twinkled like diamonds, so they stole it. At lunch time they ate the sweets, little blues realized her sweets were gone then saw them eating them and attempted to stop them as it was magic sweets, they didn’t care and carried on, bad mouthing little blues calling her mean names, suddenly the girl stopped giggling and saying mean things to little blue, there was a silence, then, there voices became witch like and there faces became freckled with straw like hair, all three girls noses turned into a nose like a trout, there eyebrows became bushy and there faces became puffed up, they became hideous, school children gathered around laughing and pointing, the three girls couldn’t take it and ran away and never came back. Little blues was never bullied again.
Thursday 29 October 2009
Research & Planning
FAIRYTALES
A fairy tale is a fictional story that may feature folkloric characters such as fairies, goblins, elves, trolls, giants, gnomes, and talking animals, and a lot of the time enchantments, often involving a farfetched series of events. In modern-day manner of speaking, the term is also describes something blessed with princesses, as in "fairy tale ending" (a happy ending) or "fairy tale romance". In the informal use of the everyday terms "fairy tale" or "fairy story" can also be interpreted as any far-fetched story, meaning it could be something very dreamy and imaginative and in the realistic world something unrealistic. Fairy tales usually draw young children since they easily understand the typical characters in the story.
http://en.wikipedia.org/wiki/The_Story_of_Tam_and_Cam
Vietnamese story
http://en.wikipedia.org/wiki/The_Ugly_Duckling
Danish story
http://en.wikipedia.org/wiki/Cinderella
Greek story
These are a few fairytales, some are unusual and some contain teachings from it. For example tam and cam are two sisters, tam is a good and nice girl, cam however is not, she is jealous and mean, the story ends in the bad person (cam) loosing out, and the good one (tam) winning, cam is rid of, and tam has a happy ever after. It teaches if you’re bad you won’t get far and if you are good you will have a happy ever after.
An example of an Arabic fairytale story
This is a good example of a fairytale as it contains such common factors of a fairytale like a hero and villain and a king, queen, prince, and a princess.
This is another fairytale called tortoise and hare
It’s a very good example of a story with moral behind it, so it offers teachings.
For example the moral of this story is that even if it seems that you are not the quickest or best a particular task, which may not be the case. Do you best from the beginning to end and you will know where you stand. It may prove that someone who seems more skilled at something may not be and another moral could be to not ‘judge a book by its cover’
A fairy tale is a fictional story that may feature folkloric characters such as fairies, goblins, elves, trolls, giants, gnomes, and talking animals, and a lot of the time enchantments, often involving a farfetched series of events. In modern-day manner of speaking, the term is also describes something blessed with princesses, as in "fairy tale ending" (a happy ending) or "fairy tale romance". In the informal use of the everyday terms "fairy tale" or "fairy story" can also be interpreted as any far-fetched story, meaning it could be something very dreamy and imaginative and in the realistic world something unrealistic. Fairy tales usually draw young children since they easily understand the typical characters in the story.
http://en.wikipedia.org/wiki/The_Story_of_Tam_and_Cam
Vietnamese story
http://en.wikipedia.org/wiki/The_Ugly_Duckling
Danish story
http://en.wikipedia.org/wiki/Cinderella
Greek story
These are a few fairytales, some are unusual and some contain teachings from it. For example tam and cam are two sisters, tam is a good and nice girl, cam however is not, she is jealous and mean, the story ends in the bad person (cam) loosing out, and the good one (tam) winning, cam is rid of, and tam has a happy ever after. It teaches if you’re bad you won’t get far and if you are good you will have a happy ever after.
An example of an Arabic fairytale story
This is a good example of a fairytale as it contains such common factors of a fairytale like a hero and villain and a king, queen, prince, and a princess.
This is another fairytale called tortoise and hare
It’s a very good example of a story with moral behind it, so it offers teachings.
For example the moral of this story is that even if it seems that you are not the quickest or best a particular task, which may not be the case. Do you best from the beginning to end and you will know where you stand. It may prove that someone who seems more skilled at something may not be and another moral could be to not ‘judge a book by its cover’
Tuesday 20 October 2009
Opening Sequences
http://www.youtube.com/watch?v=xv9Hxuq7W5I
this is the opening of the film 'the fast and the furious', it can not be uploaded on the blog as there is no embeding code available for it.
In this opening sequence I can relate it straight away to cars. This is what the film is about. The shiny and flashy metal font of the title of the film is shown at the start which I can relate to cars, big metal machines, we mostly see men in the very early stages of the opening sequence making it very manly which relates to cars too. So in all it fits in the genre of the film. The soundtrack at the beginning is a very cool and fast tempo; it makes me get in the mood for something ‘wild and exciting. In the early stages of the opening sequence there is hardly any talking, but there is always something to look at, and this is so effective in engaging the audience that a voiceover or someone to talk us through this is not needed, however, though it engages me into the film, I feel confused or left in a state to wonder what is actually happening, I can sense a crime happening but I feel confusion in why it is happening and how it relates to cars, and how the whole situation is linking together, but in my opinion, by leaving me in suspense means it is successful as it has drawn me to the film and actually got me thinking about it and to think about ‘what happens next?’.
this is the opening of the film 'the fast and the furious', it can not be uploaded on the blog as there is no embeding code available for it.
In this opening sequence I can relate it straight away to cars. This is what the film is about. The shiny and flashy metal font of the title of the film is shown at the start which I can relate to cars, big metal machines, we mostly see men in the very early stages of the opening sequence making it very manly which relates to cars too. So in all it fits in the genre of the film. The soundtrack at the beginning is a very cool and fast tempo; it makes me get in the mood for something ‘wild and exciting. In the early stages of the opening sequence there is hardly any talking, but there is always something to look at, and this is so effective in engaging the audience that a voiceover or someone to talk us through this is not needed, however, though it engages me into the film, I feel confused or left in a state to wonder what is actually happening, I can sense a crime happening but I feel confusion in why it is happening and how it relates to cars, and how the whole situation is linking together, but in my opinion, by leaving me in suspense means it is successful as it has drawn me to the film and actually got me thinking about it and to think about ‘what happens next?’.
Friday 9 October 2009
Workshop 1
In my previous media lesson, we (me and my group) was issued with a task with the objective to make a very short clip of ‘someone getting caught’, we had 10 minutes to come up with ideas for a storyboard with the maximum of 10 shots, and our production time to film in 20 minutes, we were instructed to get into groups and follow through the pre production and production process, very similar to our prelim task. Our first instruction was to get into a group of three, and it has to be with different people, not the same people we worked with in the prelim task. Personally I am very happy about working with different people, as this time, I found that we all specialized in different yet similar qualities and thoughts that related to media, and as a group it helped us put ideas and recommendations for what we should do, and how its done etc. i.e. Edward is very talented in art, and he drew the storyboard at a fast pace, yet in detail and in a way we could understand what is happening in the shot, this was a big advantage as it saved time, and told the story we was to film, which made it easier for me to read when setting up the shots in the production process. Rebbecca and I shared similar qualities like knowing how to set up a camera and tripod, we were very understanding and agreed on what type of shots to use, like long shots and close ups. I found out that as a group we all worked and got on with the task very well and we all contributed to the task. However, there was a few issues that we as a whole group ran into, one of which was timing, the time given to us was very limited which caused us to think and work in a rush, we did not complete our storyboard fully but had to start filming as we was working under a very short time period set, again this was an issue because it caused us to rush in every aspect of the whole pre production and production process, when it came to storyboarding and filming. Another problem we encountered was the issue of location, when being set a small time to complete the production process, we thought the nearer the location we use, the better and more quicker it will be to get to and fro, however, although the idea seemed smart, about two other groups in our class had the same idea, and chose exactly the same location, as everyone was in a rush to film, all three of the groups (including us) refused to relocate. Now this caused an even more complex issue as when it came to filming, we would have someone’s camera in the background, or some other group filming, shouting shot 1, take 1, action! Which spoiled our shots, props were being moved around, so one group wouldn’t have the other groups prop in there shots which caused problems for the group with the prop as they would have to reconstruct the prop as it was in the previous shots, and to follow the rule of ‘continuity’. Also, we and the other two groups were featuring a small clip in the same location, we all ended up having to take turns in filming our shots, this meant every time one group was filming a shot, and doing its takes, we had to stand and watch, and wait, so every time a group filmed, two other groups loose out in terms of time, and caused us to waste time and delay. However, I did feel that this task was in somewhat way easier then the prelim task, in terms of knowing what to expect, being able to set up a tripod and camera and knowing the process to go through in filming. We was familiar with storyboarding and working as a group, we was also familiar with the basic jobs of using the clapper board, allowing 3 second intervals to let the camera get back into focus, and re-doing every take at least twice, the process of pre production and production did seem more normal to me and followed what I knew to expect in the task, whereas, in the prelim task it felt more alien to me in the sense that I was not familiar with what I was doing, with the filming process and using the clapper board, knowing when to say action after leaving a small interval to let the camera focus etc, everything did seem like a load to me in the prelim task, whereas in this task I think from my experience, and the experience my other members of my group went through, we all learnt how to share out the task and lay it out in a more easier way that made the task flow.
Wednesday 7 October 2009
Prelim Task Evaluation
In the preliminary task I worked with Esther, Matthew and Noriane. Me and Esther was in partners and we undertook the first task of pre-production, this including many aspects such as the training of camera/filming equipment as well as sound equipment, deciding on what the film is about, storyboarding, the script, how many shots will there be, the type of angles and camera movement techniques we will use, e.g., high angle shot, close-up shot and panning. I and Esther managed out tasks in a very organized and equal way, when deciding on what our film would be about, we discussed the shots we would like to include, the techniques we would like to use, i.e. I thought the use of close-ups would be useful in our film as it would create an effective impact by allowing the viewers to see the facial expressions of our cast, giving our viewers a chance to understand what our actor and actress are going through in the film. Also, Esther discussed with me what camera movement technique she felt would be most appropriate for specific shots, i.e. one shot we discussed about using was one where Matthew is walking through a corridor into a room; she thought an appropriate camera movement technique to use would be panning. Esther and I also managed our tasks in other ways; we discussed about ideas and decided on one, we then began to develop on the storyboard, which helped us to understand how we are going to shoot our film, and how we will portray the message of our film in a way that will let our audience understand. We also discussed the script, what should be in the script etc. the homework of the storyboard and script was done over the weekend by Esther although, through the weekend me and Esther still worked together on it, by exchanging numbers we could communicate over the phone and so we discussed the amount of lines to be put into the scripts, what should be said, we also discussed the actions and reactions of the cast. I.e. in a few shots, Matthew and Norianne are arguing, we agreed on using an action reaction shot for this, so we can see the facial expressions and emphasize on the importance of this argument in the film. On the following Monday, I decided to proof read the script and directly apply my feedback to it, by editing it to make it better, basically making a few improvements and adjustments, I included stage directions, I also included directions for the cast, e.g. the high or low level of tone of voice, the sarcasm, tension, or sadness etc in dialogue speech. We also when being face to face, went over the storyboard again to make sure it made sense, we made a few adjustments to it too. Those are examples of how me and my partner organised time. Although, few mild issues did come up with our time management; when we began to do the shooting of our scene, we went straight into it, with little rehearsal, we went straight into shooting. The problem we encountered with this method was that because we did not rehearse enough, when we had problems with the shots we were filming we had to deal with it on the spot, improvise on the issue and resolve it as soon as possible so we wouldn’t loose time, however, we did loose a bit of management and control of timing, instead, before filming we should have, made estimate timings for each shot, so it would enable us to work out how long it will take for each shot and the timing of each take within the hour given, and the pace we should be working at in that 1 hour we were given. Instead our lack of control of time management caused us to take double the time, which in reality would not be acceptable in a filmmaking industry. By experiencing this, it has helped me learn what we did wrong and how I can learn from the mistake by choosing a different method of managing time then I did before, so next time, differently to what I done before, I will rehearse more of my shots and I will manage all timings for my shots and takes within the time period of filming given in order to keep things flowing and to avoid issues like taking too long, giving too much time to filming a shot then having to rush the other shot, which makes the filming look messy. I think a good strength of mine was in pre production, when it came to discussing the script and proof reading it, I felt quite comfortable and confident in doing that task, along with going over the storyboard, matching it up with the script and seeing if it goes well with the script, other aspects of pre production like deciding on types of shots, angles and camera movements, I felt confident in deciding which ones to use in the filming, as I feel familiar with the effects of these types of shots and how, where and when to use them in filming, i.e. a close up used to show the Noriannes angry facial expression and a panning camera movement to show Matthew walking from down a corridor and through a door. In addition, another strength of mine is in post production, in the editing process. We used adobe premiere pro, and it was quite easy and swift to use, it was easy to drag and drop, capture and cut shots. Digitalizing was easy doing, which was basically capturing all the best shots we would like to use in our prelim task.
In my task I used cannon XHA1, DV (digital video) camcorder. This camera is mostly directed to independent filmmakers, broadcasters, documentary filmmakers and journalists etc. at first we was given basic training of how to use the camera, we were taught how to set the camera and tripod up, i.e. when setting up the tripod it is important to adjust the level of your neck, so when placing the camcorder on top, the camcorder will be leveled to your eye, therefore making it comfortable for the cameraman to use the camera. I then learnt how to set up the camcorder on the tripod, when setting up the camera on the tripod I learnt how to lock it into position on the tripod so it is securely placed, for the safety of the camera basic checks to ensure it was on the tripod correctly was simply by holding the camera from the top and to gently push it in a few directions to make sure it wont move or fall off. To make sure the camera is leveled, we had to adjust the spirit level, this is important when using the camera because if you fail to check or adjust the spirit level, then when filming everything in the frame won’t be leveled in the shot, but tilted and uneven. We also learnt other basic things like inserting the battery into the camcorder and inserting a tape in the camcorder. Also, I learnt other interesting things in using the actual camera, i.e. for effects of zooming in and out, you can also make adjustments to the speed of the zoom and control how fast or slow it is in your filming. I felt using a digital camera was very convenient. It made things quite simple and straightforward rather then complex. With film, it becomes more fidgety and time consuming when you have to convert the film onto a tape and go through numerous processes, whereas digital is pretty much straight, you film it, it goes on tape, you upload it, edit it through your computer, and your done. Filming on the other hand extends the process.
I had to consider many factors when planning the scene, I had make sure that the ideas for what our scene will be about and that what we came up with wouldn’t be too complex as if it was, it might cause confusion for us and then consequently the audience. Especially because our scene had to be very short (2-3 minutes), and filmed within half an hour. For example, if I was to come up with an idea, that involved countless props and action parts like fights etc, then it would be very unrealistic to produce within an hour. So I had to make sure that the idea we were to come up with would be convenient, suitable and realistic to the time set for us. When planning, I made a shooting schedule. Arranging all the shots in order, I arranged them by setting/location. So which ever shots were featured in the same room, I shot them all together, this saved time, because if I done it in a way that one shot was in a classroom, and the next shot was outside, then the next shot is back in a classroom, and done it in that order of the story board, then this would consume more time, by having to move around continuously and set up again causes loss of time, which could also interrupt the management of time. Another factor I had to consider was when filming, two takes is needed for every shot. Sometimes we found it hard to get the shot right and some shots had numerous takes, so a factor we had to then consider was just before filming each shot, to practice it and briefly rehearse it. In editing we had to consider some factors too
From the prelim tasks I have learnt for myself through this experience about what filmmaking is the difference between film and digital and how digital has developed in the technology world by making it so easy to use for even people like me, a young student, to use and produce a film with. From completing my task I have learnt from the ways I ordered my task, what I done wrong, i.e. not thoroughly rehearsing the shots before filming it, yet I have learnt from the things I done right in my task, like constantly communicating with my partner about the pre production work, the script, storyboard and schedule and discussing about it to her. Although we did not manage our time well, as we should have made time limits for each shots in order to get everything done on time, we also physically learnt from the experience, and by actually going through it, we can actually see what went wrong, why it went wrong and how we can solve it, how we can manage our time in a better and more professional way next time. I think a strength I had was when using the clapperboard when filming, I was familiar to how I can communicate to the cameraman and the actors, when to begin there roles, my role was to indicate at every take, the shot that is being filmed, and the take number, I had to allow few seconds after clapping the board before saying action and beginning the shot. My job was important as it helps the shot to flow the way it is supposed to and I think I done a fair enough job of it.
I learnt many things about the editing process, I have learnt how to capture images onto the computer, and digitalize them. I have basically learnt the order to go through to edit shots and arrange it into a film/clip. I learnt how to go over shots and cut off excess filming parts and keep the necessary parts to make our clip. After cutting clips I learnt how to drag it into the timeline and place the shots in the right places so It makes the clip flow. I covered how to add on effects which was simply dragging an effect onto a shot. Making decisions in editing sometimes came easy and sometimes not. As I was editing with my partner Esther, it meant we both had to agree on how these shots were edited, and in truth, we did disagree on a lot of things, like, where to place a certain shot on the timeline, what take we preferred, for instance I might have preferred ‘shot 1 take 1’ whereas ester might have preferred ‘shot 1 take 2’ instead, this meant we somehow had to come to some agreement which shot to use. Other issues in making decisions was also in little things like how long the shot should last for etc. although there were disagreements we did agree on many things too, like some shots we agreed to use and where to place it on the timeline, we also agreed on the effect we wanted to use and on what shot to place it in. in honest truth we actually did not plan our time to complete the task, as this was the first time we have done editing, we had to experience the ‘do’s and not to do’s’ in the task first hand in order to actually know what to do in the task to save time etc. we basically got straight into editing and done as much as possible in the time given. Problems we faced in editing was simple faults like when accessing the software, after setting up the camera and connecting it to the computer etc, when we had to capture the shots onto the pc sometimes it said it could not connect to the pc, and as many times as we restarted the software, camera, switched things on and off, it did not work and this wasted our time, so the best alternative is to simply just change pc.
In my task I used cannon XHA1, DV (digital video) camcorder. This camera is mostly directed to independent filmmakers, broadcasters, documentary filmmakers and journalists etc. at first we was given basic training of how to use the camera, we were taught how to set the camera and tripod up, i.e. when setting up the tripod it is important to adjust the level of your neck, so when placing the camcorder on top, the camcorder will be leveled to your eye, therefore making it comfortable for the cameraman to use the camera. I then learnt how to set up the camcorder on the tripod, when setting up the camera on the tripod I learnt how to lock it into position on the tripod so it is securely placed, for the safety of the camera basic checks to ensure it was on the tripod correctly was simply by holding the camera from the top and to gently push it in a few directions to make sure it wont move or fall off. To make sure the camera is leveled, we had to adjust the spirit level, this is important when using the camera because if you fail to check or adjust the spirit level, then when filming everything in the frame won’t be leveled in the shot, but tilted and uneven. We also learnt other basic things like inserting the battery into the camcorder and inserting a tape in the camcorder. Also, I learnt other interesting things in using the actual camera, i.e. for effects of zooming in and out, you can also make adjustments to the speed of the zoom and control how fast or slow it is in your filming. I felt using a digital camera was very convenient. It made things quite simple and straightforward rather then complex. With film, it becomes more fidgety and time consuming when you have to convert the film onto a tape and go through numerous processes, whereas digital is pretty much straight, you film it, it goes on tape, you upload it, edit it through your computer, and your done. Filming on the other hand extends the process.
I had to consider many factors when planning the scene, I had make sure that the ideas for what our scene will be about and that what we came up with wouldn’t be too complex as if it was, it might cause confusion for us and then consequently the audience. Especially because our scene had to be very short (2-3 minutes), and filmed within half an hour. For example, if I was to come up with an idea, that involved countless props and action parts like fights etc, then it would be very unrealistic to produce within an hour. So I had to make sure that the idea we were to come up with would be convenient, suitable and realistic to the time set for us. When planning, I made a shooting schedule. Arranging all the shots in order, I arranged them by setting/location. So which ever shots were featured in the same room, I shot them all together, this saved time, because if I done it in a way that one shot was in a classroom, and the next shot was outside, then the next shot is back in a classroom, and done it in that order of the story board, then this would consume more time, by having to move around continuously and set up again causes loss of time, which could also interrupt the management of time. Another factor I had to consider was when filming, two takes is needed for every shot. Sometimes we found it hard to get the shot right and some shots had numerous takes, so a factor we had to then consider was just before filming each shot, to practice it and briefly rehearse it. In editing we had to consider some factors too
From the prelim tasks I have learnt for myself through this experience about what filmmaking is the difference between film and digital and how digital has developed in the technology world by making it so easy to use for even people like me, a young student, to use and produce a film with. From completing my task I have learnt from the ways I ordered my task, what I done wrong, i.e. not thoroughly rehearsing the shots before filming it, yet I have learnt from the things I done right in my task, like constantly communicating with my partner about the pre production work, the script, storyboard and schedule and discussing about it to her. Although we did not manage our time well, as we should have made time limits for each shots in order to get everything done on time, we also physically learnt from the experience, and by actually going through it, we can actually see what went wrong, why it went wrong and how we can solve it, how we can manage our time in a better and more professional way next time. I think a strength I had was when using the clapperboard when filming, I was familiar to how I can communicate to the cameraman and the actors, when to begin there roles, my role was to indicate at every take, the shot that is being filmed, and the take number, I had to allow few seconds after clapping the board before saying action and beginning the shot. My job was important as it helps the shot to flow the way it is supposed to and I think I done a fair enough job of it.
I learnt many things about the editing process, I have learnt how to capture images onto the computer, and digitalize them. I have basically learnt the order to go through to edit shots and arrange it into a film/clip. I learnt how to go over shots and cut off excess filming parts and keep the necessary parts to make our clip. After cutting clips I learnt how to drag it into the timeline and place the shots in the right places so It makes the clip flow. I covered how to add on effects which was simply dragging an effect onto a shot. Making decisions in editing sometimes came easy and sometimes not. As I was editing with my partner Esther, it meant we both had to agree on how these shots were edited, and in truth, we did disagree on a lot of things, like, where to place a certain shot on the timeline, what take we preferred, for instance I might have preferred ‘shot 1 take 1’ whereas ester might have preferred ‘shot 1 take 2’ instead, this meant we somehow had to come to some agreement which shot to use. Other issues in making decisions was also in little things like how long the shot should last for etc. although there were disagreements we did agree on many things too, like some shots we agreed to use and where to place it on the timeline, we also agreed on the effect we wanted to use and on what shot to place it in. in honest truth we actually did not plan our time to complete the task, as this was the first time we have done editing, we had to experience the ‘do’s and not to do’s’ in the task first hand in order to actually know what to do in the task to save time etc. we basically got straight into editing and done as much as possible in the time given. Problems we faced in editing was simple faults like when accessing the software, after setting up the camera and connecting it to the computer etc, when we had to capture the shots onto the pc sometimes it said it could not connect to the pc, and as many times as we restarted the software, camera, switched things on and off, it did not work and this wasted our time, so the best alternative is to simply just change pc.
Indie filmaking
How is it possible anyone today can become a filmmaker?
Independent filmmakers in comparrison to mainstream filmmakers.
Advantages and disadvantages of film and digital technology?
What is filmmaking? (Definition)
Filmmaking is the process of making a film, from an initial story idea or commission, through scriptwriting, shooting, editing and distribution to an audience. Typically, it involves a large number of people, and takes from a few months to several years to complete. Filmmaking takes place all over the world in a huge range of economic, social, and political contexts, and using a variety of technologies and techniques.
ADVANTAGES AND DISADVANTAGES OF INDEPENDENT FILMMAKING?
It’s the 21st century and already we have embraced an uncountable amount of events that have changed our lives, made improvements, discoveries, developments etc in different aspects of our daily lives. As we all grow up we are constantly introduced to new things that make our life better and easier and convenient. Technology in the 21st century is rapidly improving and developing and growing, and this I can link to the sector of media with filmmaking/makers. Basically, today’s world has so much technology especially in media, cameras and it’s technology has grown so much and still is developing more and more, we are actually past the stage where film cameras were first introduced and made, we are now at the stage where there are so many cameras available, that anyone can easily walk into a shop and purchase a camcorder, they are easily accessible to anyone and there is quite a variety. This gives anyone the chance to self-invite themselves into the media scene and be a part of the filmmaking experience. Most filmmakers start of as independent filmmaker which is also known as ‘indie filmmaker’. Firstly it is actually quite easy to become a filmmaker and learn to become one, without having to become involved in the mainstream filmmaking industries, as an independent filmmaker, you have access to DV (digital video) technology since that production has become democratized, which means everyone is literally given the right/freedom or accessibility to produce their own film. Most independent filmmakers don’t have the money to invest into there films or aspects to making a film, e.g. when it comes to the marketing and distribution of the film, This means, how will they promote there movie, how will they get there film to as many people as they can? Today, there are numerous and very successful ways to get a indie filmmakers film into the scene, without the need of money even. YouTube, MySpace, Facebook and even sites especially made for indie filmmakers are available and FREE to the public, which are very effective and useful ways of promoting the film, this is how it has been made so easy for ordinary normal people witht the drive to involve themself into the media scene to actuall do it, without any obstacles, and is why it is possible today for anyone to become a filmmaker.
Heres an example of websites available especially for independent filmmakers:
https://shootingpeople.org/account/auth.php
http://www.indiewire.com/
Most independent filmmakers count on film festivals to get their films seen, noticed and sold for distribution, filmmakers have a chance to get there films seen by mass audiences. However, the Internet has allowed for relatively inexpensive distribution of independent films; many filmmakers post their films online for analysis, review, feedback and recognition. Although you’re most likely to not profit in this, a filmmaker can still gain exposure through the web.
http://www.releasing.net/
An example of a independent film distribution network.
This clip shows the argument of the advantages and disadvantages of both film and digital technology
This is a very informative clip as it explains the impact of digital technology and how the involvement of the interenet.
Independent filmmakers in comparrison to mainstream filmmakers.
Advantages and disadvantages of film and digital technology?
What is filmmaking? (Definition)
Filmmaking is the process of making a film, from an initial story idea or commission, through scriptwriting, shooting, editing and distribution to an audience. Typically, it involves a large number of people, and takes from a few months to several years to complete. Filmmaking takes place all over the world in a huge range of economic, social, and political contexts, and using a variety of technologies and techniques.
ADVANTAGES AND DISADVANTAGES OF INDEPENDENT FILMMAKING?
It’s the 21st century and already we have embraced an uncountable amount of events that have changed our lives, made improvements, discoveries, developments etc in different aspects of our daily lives. As we all grow up we are constantly introduced to new things that make our life better and easier and convenient. Technology in the 21st century is rapidly improving and developing and growing, and this I can link to the sector of media with filmmaking/makers. Basically, today’s world has so much technology especially in media, cameras and it’s technology has grown so much and still is developing more and more, we are actually past the stage where film cameras were first introduced and made, we are now at the stage where there are so many cameras available, that anyone can easily walk into a shop and purchase a camcorder, they are easily accessible to anyone and there is quite a variety. This gives anyone the chance to self-invite themselves into the media scene and be a part of the filmmaking experience. Most filmmakers start of as independent filmmaker which is also known as ‘indie filmmaker’. Firstly it is actually quite easy to become a filmmaker and learn to become one, without having to become involved in the mainstream filmmaking industries, as an independent filmmaker, you have access to DV (digital video) technology since that production has become democratized, which means everyone is literally given the right/freedom or accessibility to produce their own film. Most independent filmmakers don’t have the money to invest into there films or aspects to making a film, e.g. when it comes to the marketing and distribution of the film, This means, how will they promote there movie, how will they get there film to as many people as they can? Today, there are numerous and very successful ways to get a indie filmmakers film into the scene, without the need of money even. YouTube, MySpace, Facebook and even sites especially made for indie filmmakers are available and FREE to the public, which are very effective and useful ways of promoting the film, this is how it has been made so easy for ordinary normal people witht the drive to involve themself into the media scene to actuall do it, without any obstacles, and is why it is possible today for anyone to become a filmmaker.
Heres an example of websites available especially for independent filmmakers:
https://shootingpeople.org/account/auth.php
http://www.indiewire.com/
Most independent filmmakers count on film festivals to get their films seen, noticed and sold for distribution, filmmakers have a chance to get there films seen by mass audiences. However, the Internet has allowed for relatively inexpensive distribution of independent films; many filmmakers post their films online for analysis, review, feedback and recognition. Although you’re most likely to not profit in this, a filmmaker can still gain exposure through the web.
http://www.releasing.net/
An example of a independent film distribution network.
This clip shows the argument of the advantages and disadvantages of both film and digital technology
This is a very informative clip as it explains the impact of digital technology and how the involvement of the interenet.
Thursday 24 September 2009
Canon XHA1
From my research I found out that the Cannon XHA1 is very good and powerful camera, it is very professional and is handheld hdv(high deinition video) camcorder. The cameras are mostly directed to and used by independent/documentary filmakers, broadcasters and journalists.
I also found out that with the canon XHA1 video camcorder there are customizations to the image on the camera, including gamma, knee, black levels, colour gain, and sharpness settings, these customizations help adjust what you can see in the frame and how you see it to create a sense of mood, if wanted.
This is an example of how, analogue has evolved into digital over the years and how it has happened, the differences and change its made and how its taken media to another level.
digital media is widely used throughout the world. Its made a change to what we see on screen, the sharpness and motion of whats seen on screen, the quality and professionalism of it. it it used by many hollywood filmakers and big media industries all over the world.
Tuesday 22 September 2009
Walking to a door.
[Shot 1]
- shot 1 is a close up of a girl(rebbecca from our group.using rule of the thrids rebbecca is positions in the middle vertical lining of the frame
- the frame is meant to capture the facial expressions (sadness) of rebbecca to create sense of mise-en-scene.
[Shot 2]
- shot 2 is a long shot. the use of this shot is to capture the two main subjects of the in the frame, firstly the girl(rebecca) and the second subject is the in the background, the door. this frame is trying to give an insight to the audience of where the frame is leading us. with our eyes directed to the right at the first subject, we then swiftly move on to the next thing that we see, the door on the left. rebbeccas facial expressions is quite usefull in this frame,her eyes direct straight to the door, so when we look at her, we then start to look at what she is looking at. i think my group was very successfull in achieving this effect of guiding the audience.
[Shot 3]
- shot 3 is similar to shot 2,although the difference is the type of shot, a medium-long shot. this shot is to show that rebbecca has gotten closer towards the door. this shot is successfull as we can see what rebbecca is walking towards the door, however, room for improvement could be, that we should think about having the door more in the shot, as not everybody would be entirely clear that it's a door, so therefore, the meaning of the frame might be conveyed to all viewers effectively. Also a problem in the frame is other doors are viewable in the background behind her which might confuse people as to which door she is going to, or what she is actually doing. the door in front of her should have been positioned mor ein the frame and the background doors should have been positioned out of the frame in oder to avoid confusion.
[Shot 4]
shot 4 is very similar to shot 3. which after reviewing this shot does raise questions as to how successfull or how usefull and needed it is. the shot again has doors in the background which sets a bit confusion. however, it does capture rebbeccas facial expression in a more assuring way, we can tell her emotions. the mid-shot used helps us see her facial expressions.
[shot 5]
shot 5 is a longshot of the door. it is postioned right in the middle which suggest importance. the door is a subject that is important and relates to the other frames. the shot of just the door and nothing else helps us direct our eyes right to it and tells us the door is important in these shots. however, even though the shot is a long shot it isnt of the whole entire door as some of the door is cut of in the frame, this is a accidental fault though.
[shot 6]
shot 6 is a close up the rebbaccas hand griped on the handle of the door. we are certain this is the handle of a door as the long shot in shot 5 helped us indicate the silver shiny handle on the door and we could relate this to shot 6 as we find the same handle in it. the positioning of the hand and the handle seems good to me although, to improve, it could be positioned more in the middle.
[shot 7]
shot 7 is a medium-long shot. Showing rebbecca opening the door. the door has now changed position and we can see it opening, this shows something happening in the frame. however it isnt that clear that its a door, more of it should be shown from the front in this frame.
[Shot 8]
shot 8 is meant to be a long shot of the door, however it looks more of a medium-long shot. the door is now closed in this frame and rebbecca is out of the frame. this suggest the door has been closed.
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