OUR FINAL SEQUENCE – GONE FISHIN’ :
EVALUATION:
1. Who did you work with and how did you manage the task between you?
For my prelim task, I was in a group with Lewi Allison, James Thicknes and Charley Packham. We all participated in each aspect of the production of our sequence. At each stage we designated tasks, spreading them equally: for example, during planning, we all discussed the storyline together, wrote a script and discussed individual shots. While Charley and Lewi decided on final shots and worked out how to shoot them, James wrote a script, while I drew up the storyboard. We also worked well as a team during filming. Lewi and James acted, while Charley and I filmed with the camera and monitored the sound. We took turns, helping each other if we were unsure on how to film a particular shot, and worked to our strengths to get the best results possible. For example, as I was steadier with the camera, I filmed the pan in the opening shot. However Charley filmed the match-on-action as she was more confident with that type of shot. During editing we worked together, all commenting on and changing aspects that we were unhappy with until we reached a sequence that we were all pleased with.
2. How did you plan your sequence? What processes did you use? What theories did you try to take into account?
We first discussed our ideas, a wrote out in note form a plan for our sequence. We took into account our brief and its emphasis on continuity and also include Levi-Strauss's theory of binary opposites which we had learnt about in class. After writing a script, and deciding how to split the action into specific shots, we filmed a very rough video of our planned sequence on an Ipod, to ensure that our ideas worked well as a sequence, and that the transition from shot to shot was clear and understandable. We used this video to draw up a storyboard, which was an invaluable resource when filming and editing to ensure that we had all the shots and props we needed.
When planning our narrative, we included Levi-Strauss’ theory of binary opposites to introduce our characters. We positioned them on opposite sides of the table, to show the contrast between them: particularly how one character was very enthusiastic, the other very quiet. We also tried to use Barthes’ codes to create an interesting storyline. We used movement and action to make the story develop, and included many questions in the dialogue to engage the reader by using enigma.
SCRIPT
Gone Fishin’
STORYBOARD
3. What technology did you use to complete the task and how did you use it?
During planning we filmed a rough run-through of our sequence on an Ipod. However, for the final footage, we filmed our sequence using a video camera on a tripod, with HD tape. To record sound clearly and efficiently, we used a microphone with a muffler, linked to headphones. The head phones allowed us, while filming, to hear exactly what was being picked up by the microphone, without needing to play back. This saved us a lot of time: we didn’t realise any crucial sound difficulties only after we had filmed everything. In post-production, we used Adobe Premier to edit our footage, after transferring it to a computer. This program enabled us to cut, separate and reorder our shots, to create an understandable, continuous sequence.
4. What factors did you have to take into account when planning, shooting and editing?
Our task was to film a short sequence which contained somebody walking in to a room, match-on-action, the 180 degree rule, shot/reverse shot, and dialogue, so we designed our sequence to include all of these factors.
We planned our sequence while taking into account the actors, equipment and locations available to us. We chose to shoot in the classroom as it was the best option for shooting in a short time. Lewi and James acted for us, as they were the most experienced. We shot indoors to avoid problems caused by weather, such as wind or rain. We chose a reliable set, the Media classroom, and planned to shoot in the following order:
1. Mid-shots in corridor
2. Close-ups of door
3. Match on action inside classroom
4. Master shot inside classroom
5. Lewi’s point of view
6. James’ point of view
7. Gone Fishing
We organised our filming so that we didn’t have to move our equipment from room to room again and again. While shooting, timing was our main concern as we only had one hour. We worked quickly in filming as well as editing.
We achieved most of our continuity during editing, and as this was a crucial aspect of the task, we ensured that we used match-on-action when cutting from shot to shot, to create smooth transitions. We also used the 180 degree rule through-out to make sure the action and setting was clear. During the conversation we used shot/reverse shot, which was an effective way of presenting a conversation, showing the two characters as they speak. All of these techniques help the audience to understand the narrative of the sequence.
5. How successful was your sequence? Please identity what worked well, and with hindsight, what would you improve/do differently?
I think that our sequence was very successful. In terms of continuity, I feel that we used the techniques mentioned above well. I especially think that the match-on-action of Lewi walking through the door was accurate and provide a seamless transition from one setting to another. I also like the shot/reverse shot as it engages the audience during the conversation. Personally I think that the sequence as a whole works well: it is clear and understandable, as well as interesting. The acting was convincing and the editing smooth. In hindsight, I think that a greater variety of shots would make the sequence more interesting. I also think that during editing we could have worked a little quicker as we were pressed for time toward the end.
In terms of continuity there were some errors that we did not realise until we had finished:
Although small, this error has been noticed by a few people who have watched the video, and when making our final sequence, we would have to look out for small mistakes like this.
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?
I have learnt a lot about filming and editing film footage by doing this task. As it was my first time creating a sequence, it was an incredibly helpful experience: I got to put into practise everything that I had learnt about shot types and continuity, as well as theory work such as Levi-Strauss’ theory of binary opposites. When we edited the footage, I learnt how to use Adobe Premier, which is an extremely helpful program.
I realised also that filming a certain scene may take longer than expected, so it is necessary to allow yourself plenty of time when filming. For example, it took us about ten takes to get the ‘detention’ sign to fall off at exactly the right time, which evidently took us a long time. We had to try sticking on in different ways and got Lewi, the actor, to walk in many times. We even tried banging on the door from behind and having three people wave air at the sign using folders! These unexpected experimentations not only taught me to include time for problems while planning, but also to think on my feet to solve a problem that we might have on set.
When we come to film the final coursework sequence, it will be important that we have enough time to film and edit sufficiently. It would also be helpful before filming to look at each individual aspect and think about what could go wrong and how we could fix that problem quickly with minimal disruption, should we need to on set. When filming our sequence, we shot the conversation from four angles, which gave us choice when editing. When it comes to shooting another sequence, it would be helpful to have many different versions, filmed from different angles, in different shot types, so that we have a greater choice when editing. It is important that there is a variety of footage to work with when editing, in case there is a problem with one recording and we weren’t able to reshoot.
By paying close attention to aspects related to continuity in this task, I have learnt that it is an extremely important factor that is necessary in creating a convincing, professional and engaging sequence.
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