CHANGE OF IDEA

Filming Diary - 11/12/15

On Friday the 11th of December Becky filmed with Patrick (played by Matt Wagstaff). It was filmed in the library after school (3:45). We filmed the scene where Patrick is in the library skipping detention and is doing work and reading his notes.

Unfortunately there was no teacher in there at the time of filming so the speech that was needed couldn't be recorded. This means that we will have to record it another time and add it in as non diegetic sound.

(I was not here for this filming so I did the fashion planning in more detail.)

Character Profile - Focus Group

We did a focus group to see how relatable our characters were to our target audience. Here is a tally we did to keep track of our primary audiences preferred names.



Chav - Brandon

Nerd - Patrick

Goth - Estar

Popular Girl - Zoe

Jock/Athlete - Finn

Filming Diary - 10/12/15

On the 10th of December, we filmed the scenes needed for Brandon, who is our protagonist. Overall this session of filming was more successful than Mondays. Again, it got dark before we actually managed to start filming. I believe that we used a large variety in angles (including match on action, point of view shots of the tv and laptop).

I think that the camera work was more fluid and smooth than when filming on Monday, the zoom was smoother and the angles that were used were more artistically and visually pleasing.

Fashion Planning

Estar:

- Black and white dress
- Black cardigan
- Black tights
- Dangling earrings
- Dark lipstick
- Eye liner

We went with black clothing to clearly set her character the audience. We chose this dress because the black and white are binary opposites, and contrast nicely with each other. White connotes innocence and hope which foreshadows the ends of the film, where she seems to be happier.

The clothes we have chosen are fashionable clothing and lots of makeup is to challenge the stereotype of 'goths' and 'emos'.




                                 

Location

• Sixth Form - used for establishing shot of school as it has an imposing and daunting look to it

• Classroom - used for end of opening scene showing the 5 students walking into detention 

• Freya's House - used to introduce the protagonist. We chose Freya's house as it is convenient and small (fitting with Brandon's social class)

• Rach's bedroom - when it cuts to a close up of the goth girls face and zooms out to show where she is. We chose Rach's house because it is convenient as she is the actor and lives locally. Our character has recently moved house so the pinks walls contrast with her personality and character to show that she is not comfortable with her new home. The room is very messy and small which works well with the characters social class.

• Sports field - when it cuts to a close up of the jocks face and zooms out to show where he is

• High street - when it cuts to a close up of the popular girls face and zooms out to show where she is

• Library - when it cuts to a close up of the nerd guys face then zooms out to show where he is 

• Another bedroom - when it cuts to a close up of the chav guys face and then zooms out to show where he is 

• Living room -  used for when the protagonist is looking out the window and see's a postman carrying the detention letter. 

Filming Diary - 07/12/15

On Monday the 7th of December, we filmed the scene with Estar (played my Rachael) in her bedroom. The variety of angles we included was good, although we could have incorporated more interesting angles (e.g. a close up from the angle of the computer when she's on Facebook.

Unfortunately it got dark before we started filming, due to the actors other comitments  meaning that a lot of the footage is grainy. This means that we may have to re-film in the light, but also think more about lighting the characters face more to make them seem more important for the audience.

We also found some problems with the zoom on my camera, as it was to static and jumpy, when it needs to be smooth. The continuity of the shots also could be improved as they seem to be a bit jumpy.

Here is all the footage (raw) that we filmed on the 7th.




After our first day of filming, we realised the risks and complications specific things can cause when filming. So before we filmed again, we created a risk assessment to avoid any possible injuries.

Script and Shot List

Sound and Typography

SoundIn this task we looked at possible copyright free songs for our opening scene, we looked at two websites and listened to different genres and songs till we found a few we liked. The websites used to find the copyright free music where Free Music Archive and Bensound. The sound we are looking for in our opening scene is a modern, soft rock song without any words, this is so it can play in the background and people can speak over the top. We decided to go with something with a rock influence to reflect the inspiration we have taken from The Breakfast Club, as that has a very iconic and catchy soundtrack.We then went on to make an I-Movie which included all the songs we have found




Typography

Typography from BeckyMoffatASMedia

Character profiles

(The information in red is stuff we added after our focus group)

Name: Brandon
Age: 17
Character Role: Protagonist/hero
Hometown: Bristol
Class: Working class
Family: Divorced Mum and Dad, and a biological younger brother, as well as lots of step siblings who he doesn't really know. Bad relationship with all of them
Relationship with Parents: Bad relationship, they don't care what he does, argue a lot
Fashion Sense: Slobbish, chavy (hoodies, snapbacks)
Hobbies: Has no ambition, does street art and secretly sketches
Biggest secret: He is gay (which is why he is so pessimistic and bad tempered)
Attitude towards others: Rude, judgemental
Mannerisms:
Audiences reception: Frustrated with his decisions and attitude because they see his soft side (body language, facial expressions)


Name: Patrick
Age: 16 (nearly 17)
Character Role: Princess
Hometown: Small town near Bristol (then moved to a bigger town where the film is set)
Class: Started in the upper working class, then his Dad started working harder and the family progressed to middle class
Family: Mum, Dad (resentment in the relationship) Two older sisters (who are both at uni)
Relationship with Parents: They put a lot of pressure on him and that annoys him, but he wants to make them proud
Fashion Sense: Basic, practical and plain (jean and t-shirts) He wears glasses that he fiddles with and always a beanie (that he wears low on his head to hide himself)
Hobbies: Hasn't got a lot of spare time, because he's always doing homework. Plays the Piano
Biggest Secret: Smokes due to stress
Attitude Towards Others: Thinks highly of himself. Silently judgemental and dismissive of others problems
Mannerisms: Plays with his hat a lot
Audiences Reception: Feel empathy towards him


Name: Estar
Age: 16
Character Role: Donor (of sorts)
Hometown: London (recently moved)
Class: Comfortable working class
Family: Working Mum, Dad recently got injured and left the Army
Relationship Status: Recently broken up (boyfriend cheated on her)
Fashion sense: Dark colours, band t-shirts, skinny jeans
Hobbies: Really enjoys science
Biggest Secret: Is depressed and self harms (don't go into detail in the film, as it may be a trigger for the target audience)
Attitude Towards Others: Doesn't go out of her way to be nice, not rude, keeps herself to herself
Mannerisms: Holds and massaged her wrist
Audience Reception: No immediate impression of her until later on in the film, when her secret is revealed and then they feel empathy


Name: Finn
Age: 16
Character Role: False hero (of sorts)
Hometown: Fairly big town
Class: Middle class
Family: Dad, older brother and little sister
Fashion sense: Football t-shirts (etc)
Hobbies: Football, cross-country running
Biggest Secret: Only started football to be popular
Attitude Towards Others: Thinks highly of himself, judgemental, isn't aware of others problems
Mannerisms:
Audience Reception: Find him annoying and dislikeable


Name: Zoe
Age:17
Character Role: N/A
Hometown: N/A
Class: Middle class
Family: Mum, Dad, 4 brothers and 3 sisters (that no one at school know about)
Fashion Sense: Well put together, skirts, expensive clothing
Hobbies: Shopping, looking after her siblings
Biggest secret: Her big family, and her youngest sisters disabilities
Attitude Towards Others: Rude, judgemental, but kind when she finds out about another persons problems


We decided that to avoid using stereotypical names for the characters, we'd leave it and then do a focus group to see what our target audiences reception of the characters are, and what name they think would suit the charcater.

Thinking of a Concept/ Final Idea

This piece of planning we made a mind map to brain storm our concept for our coming-of-age film and the opening sequence for it.

This task meant that my group could start discussing what ideas we prefer but also which we would be able to do. We have started to think about costume and other aspects of mise-en-scene that need to be organised before we can start filming. 

Audience Profile

For this task I created a presentation to show the target audience for our film. It also helped us think about how different social groups would be presented in the film, depending on who it was targeted at.

Preliminary Task

In this task we had to film, and edit, a short piece to show how well we understand different camera angles. The storyboard bellow shows a person walking into a room, having a short conversation and leaving again.

Whilst doing this task I tried to include new rules in my filming techniques;
          -180-degree rule (where the filming should only take place on one side of the axis, if this line is crossed, it would seem like they aren't looking in the right direction.)
          - Match on action (where one shot shows an action taking place, and it cuts to the action following through.)
          - Shot/reverse shot - (when characters are having a conversation, the first shot is of the person speaking and then it cuts to the next persons reaction.

Learning comment

In this task I have learnt the different techniques to filming and editing a scene. I have learnt that a lot of planning needs to go into every shot. When filming (especially for speech) you need to leave about a 2 second gap before any action takes place, and then the same at the end to leave space for editing. 

I feel like the editing of this task could have been smoother as well, for example I could have used different techniques, such as a fade or swipe to make it more engaging and to make it flow better.

Representation of Social Groups

In this task, I have identified how different social groups are represented in the opening sequence's of 2 films. The representation of certain social groups will be key in attracting the target audience, for example, if a coming-of-age film, were to present teenagers in a negative light, then that would turn away the target audience.  The two films I have chosen, Clueless and Ferris Bueller's Day Off, are different opening sequences, in the sense of Clueless being a montage, and Ferris Bueller being the first scene of the film, because of this, i have presented them slightly differently, the first is grouped to do with the elements of a scene, and the second, chronologically.

 

Learning comment

From looking at how these two coming-of-age films, and how they represent their target audiences, I have realised that simple things, like camera angles, can effect the way an audience member receives characters. In both opening sequences teenagers are represented as being energetic and rebellious.   

Narrative Structure

For this task, I looked at 2 films that I have watched, and analysed the structure of the narrative, focusing on what is disclosed to you in the opening sequence. You can see this research in a mind map I made.

Learning comment

I have learnt that in an opening sequence, it is important to show, or hint at, what the disruption of the equilibrium is, as that sets the tone for the rest of the film, and keeps the narrative fast passed. It is also important to show a very obvious and clear equilibrium as it exaggerates the disruption. Showing binary opposites are a clever way of giving away parts of the narrative without obviously saying it, which keeps the target audience (of teenagers) engaged as it doesn't make them feel patronised as it gives them something to look out for.

Analysis of Previous students Work

For this task I looked at 2 previous AS level opening sequences.




I really enjoyed this opening sequence as all of the elements seemed very thought through and deliberate. The establishing shot, suggests that the protagonist is not particularly wealthy and from a slightly rough area. This means that the film is more likely be relatable for people in the demographic E-C (possible C2) which will engage this demographic. It is also made very clear who the protagonist is, which engages a younger audience. You also get a feel as to the protagonists personality, as he seems slightly troubled, which makes the audience engage with the narrative as they already have a question to answer. (Why is he troubled?)
Narrative wise, the sequence goes straight into the narrative, and straight into an action scene. This instantly engages the audience and tells them the genre.
I found the use of music very engaging as it used to increase the tension and suspense, which engages the audience, making them want to stay to see more. It was fast beat and the constant beeping connotes a heart monitor which suggests that the film is action.
I liked the subtle use of text and how it blended into the background at times, but at others it popped out. Like at the start, how the institutional information was placed on the top of the building. The typography worked in synergy with the music in creating a action feel to the film.
The use of editing made the scene flow and fit together very well. Very few straight jump cuts were used (they always faded in and out,) This made sure to keep the energy constantly high.
If I could change anything about this sequence I would possibly have had a bit less action and more dialogue, to disclose more about the narrative and create more of sense of an equilibrium. I may have also of had the typography bolder and less ambient, to make sure everyone gets the credit they deserve, as sometimes it did get lost in the action.




I feel like out of these two opening sequences this one would have got the higher mark, as the conventions used were very clear and you could tell who the target audience was.
I found it interesting how at the start of the sequence, a rating for the film was shown. This is a very clear way of showing the target audience, but also warning the audience about the content of the film.
The first shot of the sequence shows bloody hands being tied up with some dirty rope. This already gives away a lot about the narrative, as it shows that someone has been hurt and is being held somewhere against their will (working in synergy with the title.) You then see a close up of the captured character which suggests that he is the protagonist, the mise-en-scenes use of make-up shows that the character is hurt, creating pathos in the audience.
The use of sound is very affective and subtle. The non-diegetic music creates an eerie atmosphere and moments sound diegetic, which adds to the tension. The use of diegetic sound is also effective as it makes you feel sorry for the character and makes you watch on as you want to know if he gets out or not.
In general, the mise-en-scene is appropriate for the genre, but I believe to increase the tension and suspense even more, they should have used more low-low-lighting to make it feel more mysterious
This video is very good quality in audio and visual.

Learning Comment

I found this task very useful as it enhanced my knowledge of codes and conventions of opening sequences, but also made me aware of what I would be capable of as I do not have access to professional equipment. I have also been made aware on how to create atmospheres for different genres.

One element that made both of these opening sequences engaging was the quality of the videos. When making my opening sequence I should try and make it good quality to get my ideas across clearly. 

I have picked two high graded pieces of work, so this research has made me aware of what I have to do to get the highest grade I can achieve. 

Audience Research

For this task we did multiple pieces of research to find out about the audiences, and their opinions on the films. This research included qualitative and quantitative data.

The first thing we did was a survey on 'Survey Monkey,' put together by Megan Bennett and I. These are our results.

Over 50% of the responses were from females. It is a common statistic that girls are usually a large percentage of a films audience, and a lot of films are targeted at girls ages 13-18. This means that my opening sequence is likely to be targeted towards that gender and the Demographic E. From our results it is very clear that the favourite genre is Comedy, followed by Action.

Megan and I then went onto hold a focus group with our target audience, which was focused around opening sequences.





Using online sites such as IMDB, Ella Henely and Becky Moffat went onto do some quantitative data research.

This is Ella Henley's Prezi, showing her research.


And here is Becky Moffats research.

Learning Comment

This research has given me and mt group many ideas as to how we are going to create our opening sequence (e.g. what conventions to use.) I have found at that the primary audience like to have a connection to a clear protagonist in the film (find them relatable.) Meaning that in our opening sequence we should have a very realistic character, who is made out to be focused around them (have them the focus of the scene.) 

From our focus group we discovered that the target audience finds a film particularly engaging if it includes a memorable song. (The Breakfast Club being a favourite in the survey as well.) When creating our sequence we should also use a catchy and memorable song (that is free as to not infringe copy-write laws.) However, we should also include dialogue over the top, as to create a 'bond' between the audience and protagonist and to get the narrative started as the target audience is younger. 

Title Research

In this piece of research I looked at two opening sequences for coming-of-age films, but concentrated on the text, to see what it gave away about the narrative, how it engaged the audience and why it was necessary. I took screenshots of all the text in the opening sequences for 10 Things I Hate About You and Home Alone.

Learning Comment

From this piece of research I have learnt what information is important to include in an opening sequence. I believe that, because the target audience for my opening sequence will be teenagers, the typography needs to be interesting and eye catching, but that it is important for the characters to be introduced as, personally, I found the opening sequence for Home Alone not particularly engaging.  

Film Producers and Distributors

In this task I looked at major and minor films production and distribution companies to find out who produces what type/genre of film and who I would want to produce my coming-of-age-film.

Learning Comment

From this piece of research I have learnt the difference between major and minor production companies and how their films differ. In know that production companies like Universal and Paramount produce big budget films like Avatar and Transformers (films with special effects and lots of extras). When I make my own coming-of-age film opening sequence, I will use an Art House film company to 'produce' my film, so my audience will know what sort of film it will be. 

Directors Case Study: John Hughes

For this task I researched a director, famous for coming-of-age films. I chose John Hughes as he is possible the most famous coming-of-age film director and has been very influential in the film industry. To show this research I used Voki.



John Hughes was born in 1950 and is 75 year old, famous for making coming-of-age films. Born in Michigan, Hughes said that he didn't have many friends growing up and he was a 'kind of quiet' kid. Growing up he didn't have many massive influences film wise, but was hugely influenced by music mainly John Lennon and Bob Dylan. This interest in music  may be the reason behind why his films have such iconic soundtracks. Having characters sing songs like Birthday and Twist and Shout (originally by The Top Notes, but famously covered by The Beatles,) A lot of the songs her used in his films have become very popular subsequent to the release of the films, (Don't You Forget About Me, by Simple Minds and Oh Yeah by Yello.)

John Hughes went to the University of Arizona but soon dropped out and started selling jokes to well-established performers and then went on to work for multiple advertising agencies, where he got filming and editing experience.

His first credited work was for writing the screenplay for Class Reunion. Which was a disastrous attempt to copy the success of Animal House. His directing depute was with the film Sixteen Candles, staring Molly Ringwald and was a huge success. It was first in a line of popular films directed by Hughes that are set in high schools, engaging his target audience as most of his films are coming-of-age therefore directed at teenagers.

The Narratives of his films usually include teenagers in high schools, and they question/challenge stereotypes. His films are very good at characterisation as the characters are usually very clearly from different stereotypes therefore have very distinctive personality (he uses these to make a point not as a shorthand.)

Many of his films are set around Chicago, which is where he lived for a period of time. This may help him when picking locations for his films as he may be able to use areas where he actually spent time in, thus, being more realistic.

The ending of his films tend to end with a still image, creating a memorable mise-en-scene to mark the moment. For example the ending of The Breakfast Club ends with the iconic fist bump.


Learning comment

From this piece of research I have learnt about the different techniques directors use to make their films unique and memorable to them. When making my own opening sequence I know that, narrative wise, it is best to use locations that I know to make the narrative more believable for the target audience. I also know that the best coming-of-age films tend to challenge social norms, this will appeal to the target audience as teenagers are fed up of being treated like 'kids' and want something to make them think.

Conventions of an Opening Sequence for a Coming-of-age Film

I used a video to present my analysis of the mise-en-scene for the opening sequence of Juno.

I also looked at other peoples work to compare the differences of an opening sequence depending on the target audience.

The first one I looked at was by Megan Bennett,

I then looked at Ella Henley's

Learning Comment

From this piece of research I have learnt  simple things in the mise-en-scene, such as lighting, colour and camera angles, are key in setting the tone for the rest of the film. This research also helped me decide what type of opening sequence I would like to create, I believe that an opening sequence should go straight into the narrative to engage the target audience, I also believe that using a song helps make the sequence more memorable. 

History of Coming of Age Films

For my second task, I looked at the history of coming of age films. To present my research I used a timeline.

Learning Comment

A lot of the most popular Coming of Age films were made in the 80's. Most of these films target audiences are 13-19 years old as they can relate to the problems the protagonists are going through although an older audience can also enjoy the films as they can make them feel reminiscent of their teenage years. (So the majority of Coming of age films are targeted at the demographic E.)

When making my own opening sequence I will make sure to use a teenage protagonist as the target audience will already feel like they can relate to them. I also found out that the most famous films in this genre, don't focus around romantic relationships, and are more about the protagonist having someone to lean on, (e.g. a Mother, Father, friend) as people usually get bored of romance stories.

Famous Opening Sequences

For the first task, I had to research 10 famous opening sequences. In these photographs below you can see the sequences I have analysed as well as the videos of the sequences.

Learning Comment:

In this task I learnt about the codes and conventions of an opening sequence. I know that the lighting, typography and content all set the tone for the rest of the film. I have found that a main convention of opening sequences is that the majority of the sound is non-diegetic, such as music, which helps set the tone for the rest of the film.
A lot of films also will have credits at the start of the film, (depending on the target audience, e.g. a film directed at a younger audience is likely to have fewer credits to hold their attention,) meaning the audience will be forced to read this information. However, big budget films are more likely to have fewer credits given, as the audience is likely to get the information from other sources.

When I come to making my own opening sequence I know that the typography on screen must reflect the genre of the film. I also believe that the more the sequence gives away about the narrative and the more fast paced it is, the better the response is from the audience.
My favourite opening sequence is Nowhere Boy, as it basically goes straight into the narrative of the film, it is fast paced and energetic as well as introducing all of the characters and what part they play in the plot.