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.
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