How many
mistakes did you make?
We made a
huge error, of not filming the best take of one side of a conversation. However while editing we were able to recover
what is said.
How did you
manage the group dynamics and collaborative nature of film-making?
By using
actors, in our group we were able to both be camera operator and director,
whilst filming. And we also both took turns when editing the film.
How did you
manage the equipment?
The camera
equipment was occupied the whole filming process, and each person of our group
took charge of the equipment at different times.
How did you
manage the deadline?
We did our
filming and editing in a relatively good time scale. We took only 2 hours to
film and then edit the whole task.
Were there
any health and safety logistical problems?
In our scene
we didn’t do any stunts, we were also filming in a child friendly place of a
school.
So we did
not have to go through any risk assessments.
How did you
organise your human resources?
a)
Actors – We assigned the
actors roles at the start of the filming process. We then had to direct them in
the filming process.
b)
Costumes – We organised the
costumes, by telling our actors to come dressed casual, as though you are just
at a normal day in school.
c)
Props – The only major prop
that was used in filming was the doors. We organised it by choosing if they
were going to be open or closed before shooting.
How did you
manage your cameras?
We managed
our cameras, by looking after them all the time. We also only allowed trained
people to work on the cameras.
How did you
manage your lighting?
We managed
our lighting by using only natural lighting during the walking scene in the
corridor. And then used the red heads reflected off walls in the Suite to
create an ambience.
How did your
storyboarding and shooting script work in practise?
We didn’t
change much from the original plan, but by the time we realised we didn’t shoot
one scene it was too late, we would have had to shoot that scene all over
again, and it is very hard to do because of continuity reasons, such as the
actors must wear the same costumes.
The outcome
of this happening meant that the speaking section had to be cut short, but we
did recover it in editing.
How
successful were you in managing your time?
We were very
successful in managing our time, as we did it very quickly.
How did
digital technology enable you to develop creatively?
Digital
technology enabled us to develop creatively, using the camera equipment we able
to adjust the iris controls, which determines how much light comes in, we could
use the focus pull, to adjust the depth of field, and use the zoom to zoom into
the subject without moving.
During the
editing process, we could use the razor tool in Adobe Premiere too cut the
film, and then stick the two shoots together.
In filming
and editing, how did you ensure that the meaning would be apparent to the
audience?
We used
light tones, and high key lighting to show that this scene isn’t meant to make
the audience be in fear, it is just meant to be a meet up of two students from
school.
In editing
we reduced harsh sounds and lighting that was produced during the filming
process. And also cut out parts when other people accidently walked into our
shot.
What type of
people have you represented in your piece?
We wanted to
represent young kids at school, which have no time to have a conversation.
We wanted a
real type of conversation almost not scripted but would have happened in normal
day life, we also wanted it to be kind of awkward when they finished talking.
What sort of
realism have you constructed?
We wanted to
have a natural conversation, and had to be cut really short otherwise it would
take up too much time.
What role do
the micro elements play in the construction of verisimilitude?
The mise-en
scene, acting, dialogue and style of camerawork, are all used to focus on the
realism of school life we wanted to portray in the macro level of the textual
world.
