For our preliminary task we decided to set up a confrontation between two male protagonists, in this case a student and a teacher. We were able to match the camera and sound techniques to create meaning for the audience. We planned the preliminary task quite carefully before starting, storyboarding our ideas systematically to ensure the narrative was coherent. In readiness for our filming agenda, we considered the merits of different sorts of camera shots, for instance, using low angle shots connoting sense of power. We then created a shooting schedule, allowing for actor availablity and room availability, enabling us to film in a linear sequence, which reduced continuity issues at the editing stage. The practical process of filming went quite smoothly due to all the aformentioned planning. We also decided to keep dialogue to a minimum, the thinking behind this being that a story must be told visually.
Our story-line was a child getting kicked out of class and sent to the head-teacher, who then rang his parents. We kept to the narrative of our storyboard; however we made some slight changes to our script as we were unable to hear the mumbling complaint as the student character exits the classroom, changing it to 'God's sake man'.
We included techniques like match-on-action, when Dammy walks through the door, shot/reverse shot using the 180 degree rule, which worked particularly well in the conversation between Mr Hull and Dammy to highlight the power dynamics. We set it in a school because we were able to use it as the perfect mis-en-scène; it was also a location which met our objectives of time efficiency and practicality.
The following lesson we began the editing process of the footage we had recorded for our preliminary task. Using the Mac computer we learnt how to use the editing program, Final Cut. One of our key editing objectives was to ensure continuity. Additionally, it was important to make sure it all made sense, in order to create a sense of realism. We carefully marked the 'ins' and 'outs' at the precise spot on the footage in order to achieve this.This is why our decision to film in a chronological linear order was advantageous, as it made the editing phase more efficient.
We experimented with titling and settled on an informal front, to allow the audience opportunity to identify with the student. We then did the titles, writing our names over the opening scene so it would more interesting than the more usual fade-in from black. Finally, it was uploaded onto YouTube and hyperlinked to our blog for our class to peruse and provide feedback.
The task allowed us to use a range of equipment and learn how the choice of shot and sound can really impose meaning on the audience. We also had to consider 'reception analysis' as we wanted to our target audience to identify with either the teacher or student, depending on their point of view.
In conclusion, we believe our preliminary task was extremely successful. Everyone in the group focused on a different area to utilise our time effectively. Although I was also involved in all areas, editing was my priority focal point. We were very conscious of the need to edit for continuity, using the editing system Final Cut, which would give our film a sense of realism. We adhered to the brief we were given. The footage of our final edit flowed smoothly, with no surprising cuts and within a relatively short sequence, we deployed a wide range of filmic techniques.
