Preliminary Exercise Evaluation.

1. Who did you work with and how did you manage the task between you?
For this task, I worked in a group with Ella, Joe and Anisah. In order to complete the pre-shooting tasks, we had two group meetings (approx 45 minutes each) in which we organised paperwork (storyboards, shot lists, script). We also learnt about the key roles that should be filled. These were the director, producer, production assistant, the cameraman, the sound technician, the light technician and the actors. Since there were only four of us, we had to take up more than one role each. For example, if only one actor was needed then the other actor would take on another role. This way, we all managed to experience different roles and learn about the responibilty involved in each one.

2. How did you plan your sequence? What processes did you use? What theories did you try to take into account?
In order to plan our sequence before shooting it we used storyboards which we found incredibly helpful both during shooting and afterwards when it came to editing. Storyboarding helped us to convey our shot ideas to each other coherently and avoided misunderstandings when it came to discussing ideas. We also had a shot list - this was essential as it told us the order in which we had to shoot shots, based on their locations. We also wrote up a short script of dialogue and then before we started shooting, we did a walkthrough of each shot to make sure that any space/furniture restrictions were sorted before filming commenced and to experiment with the camera and the lighting.

3. What technology did you use to complete the task, and how did you use it?
To complete the task, we used a range of software and hardware. The software we used, known as 'Adobe Premier Pro' was the program we used in order to edit our shots. The most basic of tasks we used the program for was for dragging and dropping clips. When putting clips together, we used two video and two audio tracks - this avoided confusion about where one clip ended and another began as clips and audio were placed on alternate tracks. A range of tools such as the razor tool (used to 'cut' shots into parts) and the rubber band (used to create fades) helped us to successfully edit our sequence. There were two monitors - the source and the output monitor. We viewed our sequence in the output monitor and used the source monitor to view our progress in between editing. We also created our titles using the program and edited the whole thing non-linearly.

The hardware we used included:
- a PC based digital editing suite. (to edit shots and create a finished sequence)
- a tripod. (to steady the camera on and to shoot smoothly)
- a Canon HDV mini DV camcorder. (to shoot the footage)
- a Shotgun Mic. (rather than a boom mic, filming was only in small space)
- headphones. (to ensure no interfering sound was picked up during filming)

4. What factors did you have to take into account when planning, shooting and editing?
When filming, we had to take into account the length of shots and how long we were able to take at each location - we only had one hour to shoot all of our footage. Because we only had a small location to shoot in, we had restrictions with space especially as three groups needed to use the hallway and we had to take it in turns to shoot there. Since there were only four people in our group, we had to take on our own planning tasks. (one person was head storyboarder, one was in charge of choosing locations etc) When deciding on what to shoot, we had to constantly refer back to the brief as we had already been told what we had to film so we were unable to be too creative when it came to the short storyline we thought up. Whilst shooting, we had to constantly moniter the lighting and sound as changing this during editing would be both tricky and a waste of time.

5. How successful was your sequence? Please identify what worked well, and with hindsight, what would you improve/do differently?
Successes: In terms of meeting the brief, we successfully achieved everything that was asked of us. The sequence flows and until you closely it, appears seamless. We had a short but entertaining script and the actors clearly spoke their lines. We displayed not one, but two match on actions. (at the start when Ella opens the door and at the end when Anisah runs away) The length of the finished sequence is 26 seconds - i feel this was a good length as the sequence doesn't drag and get boring. We also obeyed the 180 degree rule meaning the audience never felt a sense of disorientation whilst watching our sequence. I also like the way in which the title fades in and fades out at the beginning.
Improvements/Changes: At the start when Ella walks towards the door, it looks rehearsed - we should have filmed her walking through the doors from outside to make the narrative seem more convincing. The cutaway that follows this shot as Ella opens the door should have been more tightly framed too. When Ella walks in to the room, Anisah immediately looks annoyed - this may have led to the audience wondering why she was irritated to begin with and this does not get explained during the sequence. (She was meant to be seen as an 'odd' character but this is was not clear to some so maybe we should have had a slightly different character played by Anisah) In between the shot-reverse-shots that follow, Ella's hand is a problem as sometimes it's on the table but then in the following shot, it's by her side. This is only noticeable upon close inspection but it disrupts the narrative flow and makes the sequence appear less seamless. In hindsight, we would've ensured that she did not move her hand as much. Finally, i would have ended the sequence with a fade to black as i feel it ends too abruptly.
6. What have you learnt from completing this task? Looking ahead, how will this learning be significant when completing the rest of your foundation coursework, do you think?
From this task, i learnt a number of things. I learnt how to read through the 'Action!' script before shooting which was something i previously did not know. I also learnt about what Narrative is and what it means, (how stories are told, everything audibly+visibly present, all the events etc) and how it is constructed. (camerawork, lighting and mise-en-scene) In more practical terms, i learnt about the importance of the clapper-board during filming as when you edit your clips the writing on the clapper-board helps you to establish which shots are the ones you need. I also learnt how vital storyboarding is as not only does it help during filming (the whole crew and the actors can clearly understand what shot is trying to achieved) but it also helps during editing. (knowing when to cut shots up, join them together, add effects such as fades etc) Before we actually did the filming, we made sure we walked everything through - this was extremely useful as we were able to move furniture around to accomodate our equipment. The most important thing i learnt was to film absolutely everything from each location, even if we don't need to as it means that you've definitely got all of your footage and this helps loads when editing. The shot-list was the most time saving piece of paperwork as it meant that we could film shots from each location and reduced the number of times we had to move equipment around. I also learnt about how conflict can arise between members of the group and i feel that all of the things I have learnt will benefit me greatly during the rest of my coursework as I will see possible problems coming and be able to resolve them before they become a problem.
Prelim Documents:
Group 2C