Introduction


My name is Phoebe Hung and my candidate number is 8017. I completed brief 1: music industry. I worked with Georgina Harper-Dennett (8720) and Gabriel Meytanis (8560). To see my work, please click on the 3 labels on the right named A2 Research and Planning, A2 Construction, and A2 Evaluation.

This is our music video

This is our music video. Please view it in 1080p for optimal experience.

My Music Video

Front digipak text

These are the front panels of our digipak album cover:

Digipak front cover image

Digipak front cover image

Inside digipak text

These are the inside panels of our album digipak:

Digipak inside cover image

Digipak inside cover image
Our website:

Please click on the image below to enter the site



Friday 16 October 2015

AS Prelim

Brief: Continuity task involving filming and editing a character opening a door, crossing a room and sitting down in a chair opposite another character, with whom she/he then exchanges a couple of lines of dialogue. This task should demonstrate match on action, shot/reverse shot and the 180 degree rule.


This is a 38 second comedy sequence set in a classroom at school.
Chloe (2015)
Two teachers complain about a student 
who is sitting in the detention with them, unknown to them


1.  Who did you work with and how did you manage the task between you?

My group after the shooting
For this task, I worked with Alex, Ella and Olamide. We managed the task by working as a team to come up with ideas for the shoot and delegated the work to individuals. My role in our group was to draw the storyboard, the shootboard and to make the shoot schedule. I acted as the character 'Chloe' in our task and when I wasn't acting, I either filmed or directed.
As a group, we made decisions about narrative and how to use continuity techniques. All of us participated in the planning, shooting and editing process equally.


2.  How did you plan your sequence? What processes did you use? What theories did you take into account?

We planned our sequence by casting the roles, drawing the top-down plan and writing the script. For the roles we casted, we wanted to use stereotypes of the characters so that the audience could immediately identify and relate to them. We created the props list that conformed to these stereotypes. For example, Alex the awkward teacher wore glasses in order to reinforce his character as a teacher.

Our script
Our props list













We then did a walkthrough of our script and blocked the actions which allowed us to get a clear idea of how it would look on camera. We recognised some issues with our original idea and this enabled us to make any changes to our script. With the new revised version of the script, we created the shootboard so that we could shoot based on location and setup and we created the storyboard so that we could edit the shots in chronological order based on events.

Our shoot schedule
Our storyboard





















Keeping the brief in mind, we tried to incorporate the continuity techniques into our sequence so that the end product appears smooth and continuous. The continuity techniques that we used include match on action, shot/reverse shot and the 180 degree rule. We also planned to use a master shot, a variety of shot distances and angles and took the 30 degree rule into account.




3.  What technology did you use to complete the task, and how did you use it?

The technology that we used for shooting:
  • Canon HF G30 camera
  • Tripod
  • Headphones
  • A shotgun microphone
Me concentrating
as I film 
We posititioned the camera on the tripod and used the tripod handle to pan the camera for shots in which we followed the action.
We kept our camera on auto setting and zoomed in and out of shots to create a variety of shot types.
We used the shotgun mic to pick up the dialogue and diegetic sound such as the door slamming.
We used the headphones to identify any background noise or any issues with the mic that might have disrupted our shot.
We also used a clapperboard at the beginning of each shot with the shot and take number on it so that we could clearly see what shot and take it was while editing the sequence.


Me editing a shot for our video

The technology that we used for editing:

  • Hardware: a PC
  • Software: Adobe Premiere Pro
In Adobe Premiere Pro, we edited out sequence using various tools and techniques:

We used linear editing techniques by having the same action from different camera angles and edited it so that it seemed like it happened simultaneously. We used the input and output tool for the start and end of a portion of the shot that we wanted. We used the drag and drop tool to transfer the clips that we chose onto the timeline and reordered them so that it was similar to our storyboard. We used the razor tool to cut the clips down further or to divide a long clip into smaller ones for the shot/reverse shot. We also used the pen tool to either raise or lower the volume in certain shots.

4. What factors did you have to take into account when planning, shooting and editing?

There were several factors that we had to take into account whilst we planned, shot and edited our sequence. Most importantly, we had to follow the brief and produce a clip that demonstrated continuity techniques.

Our top-down plan marked with camera setups
Planning

  • Due to time restraints, we had to delegate work amongst us in order to be more efficient
  • Taking into account the 180 degree rule we had to plan the camera setups so that the camera was on one side of an imaginary line
  • We planned the shoot schedule based on location and camera setup

Our small shooting space
Shooting
  • We were limited by the number of people in our group. As there was only four of us, we could only have a maximum of three actors because one person had to operate the camera
  • Our filming location was in a small classroom. It was difficult to set up the camera in tight spaces with not much room and this proved especially hard when we shot the over the shoulder shots for the shot/reverse shot behind the desk

Editing
My group in the editing suite

  • We had to accept that not all of the footage would show perfect continuity and we did our best to edit using as many techniques as possible to show continuity
  • We took into account the continuity principles and cut down our shots so that they flowed seamlessly
  • Again, limited timing was an issue but Alex and I took turns editing the sequence and worked well to finish on time

5. How successful was your sequence? Please identify what worked well, and with hindsight, what would you improve/ do differently?

I think that our sequence was fairly successful because we followed the brief. However, we have a continuity error at about 10 seconds into the clip in shots 6 and 7. This is because Olamide speaks at the end of the shot as she is sitting down but in the next shot she repeats the same dialogue. Alex and I had to make a decision between compromising the continuity of sound or the visual continuity. We chose to maintain continuity of the sound and cut the shot earlier to omit the sound. This means that in the end of the shot, Olamide is in the process of sitting down but in the next shot, she is already sitting down. This shot did not achieve match on action and therefore interrupts the continuous flow. In order to disguise this error, we used a shot from another setup so that, according to the 30 degree angle, it would not appear jumpy.

Another continuity error is that in some shots Olamide is holding a book in her hands and in others, she isn't.
  • Despite the slight continuity errors, we had good match on action especially while Olamide enters the room in shots 1-5.
  • We used shot/reverse shot during Olamide's rant in shots 9-11.
  • The fast paced editing worked well for our sequence and kept the continuous flow. This is evident in shots 4 and 5.
  • We successfully used the 180 degree rule throughout our sequence, keeping to one side of the classroom.
  • We used a master shot in shot 6 which showed the whole classroom and the three characters in order to put them all in the same geographical space.
In hindsight, I would have monitored the footage more carefully in order to avoid repeating the same dialogue or the same action.


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?

From completing this task, I have learnt that effective planning is very important to being able to shoot well. I have also learnt to pay attention to small details whilst filming so that continuity can be achieved.

This will help me in my coursework because I can use this experience to achieve perfect continuity in the future. I can identify what went well and use this to effectively plan for the shoot.

Thursday 8 October 2015

Continuity Task 2 BLK



In this clip from the film, The Imitation Game, continuity is created by using shooting and editing techniques.

The first shot is a two shot of Alan Turing (character A) and Hugh Alexander (character B) talking to each other. In the second shot, Joan Clarke (character C) puts her pen down and waves to A and B. Continuity is created in this shot through the use of a sound bridge of A talking and the diegetic sound of the pen dropping onto the desk. This creates the illusion that these two events are occurring simultaneously.

In shot 3, character A reacts to C finishing the test. This encourages the audience to believe that the events are happening in a continuous flow and that the characters are in the same geographical space. In shot 4, C's hand is still in the air from shot 2, but it doesn't appear stalled due to the fact that she is lowering her hand. Shot 5 is another reaction shot of A as he looks to B in amazement.

Shots 6 and 7 of C getting up from her seat is continuous. Shot 6 shows C starting to move and shot 7 shows her rising from her seat. This adheres to the 30 degree rule because the camera is moved between the setups to avoid 'jumpy' shots that disorientate the audience. This also shows a match on action. At the end of shot 6, she is shown to reach for the piece of paper and in the beginning of shot 7, she gets up with the piece of paper in her hand. Shot 7 is a wide shot of the whole room, showing the main characters in the same geographical space, as well as the other people sitting at the desk who react to C as she walks up to A and B. This is a master shot as it shows the whole of the room.

Shot 8,9,10 and 11 use shot/reverse/shot to maintain continuity. It follows A and C's conversation, showing the facial expression of the person talking and their reactions. This allows the audience to see both sides of the conversation consistently. These shots are also over the shoulder shots, placing the characters in the same geological space because the audience can see both of the characters. This also places the audience in the action; they can view the action from a certain character's perspective.

Shots 1 and 3 of A and shots 2,4 and 5 are likely to have been taken from the same setup and were edited together to make it appear as though they were happening in the same time frame. Throughout the clip, the camera stayed on one side of the room, executing the 180 degree rule. By showing the whole action from one side of the room, it doesn't disorientate the audience and makes the events easier to follow.

Monday 5 October 2015

Evaluation of AOTT Activity DYM



1.  Our film is a horror thriller film called Phobia. The film idea is that there are mysterious events happening in a large house where a young family are staying in. The collection of haunted dolls kill off some of the family members.

In the film opening, we introduced the setting of the house and showed a montage of objects around the house. Grid 6 is of a hand covered in blood, implying that there is a murder. The ending of the film opening focuses on the haunted dolls and informs the audience of the title of the film.

2.  We included information such as the title of the film, the director, the writer and the music composer. These are conventions of film openings. We made sure to follow codes and conventions so that our film opening was realistic and met audience expectations. We used the American Horror Story font for the titles. We also used the film title: Phobia and the lowly lit shots of the dolls in order to connote the horror genre.

3.  The titles link to the main film idea as it relates to the genre and refers to the narrative of the film. The word 'phobia' means fear and has connotations of horror and thriller. The titles' purpose is to inform the audience about the film.

4.  I expect the audience to be intrigued about the narrative of the film. By purposefully excluding the narrative in our film opening, we hoped to raise the audience's curiosity. This means that our film opening is ambiguous and unclear. By the end of the opening, the audience should be wondering 'why is there a key on the floor?' and 'what do the dolls signify?'

5.  Three things that we included in our grid that are important in the construction of an opening sequence:
  • The film title - it is important that the audience know what film they are watching.
  • Signifiers of the genre - the creepy dolls, the use of blood, the use of dimly lit settings and the ambiguity are examples of iconography to connote the horror genre.
  • Production and cast - typically, a film opening introduces the production and cast members through the use of titles.
6.  I think that our project as a film opening is quite effective because we adhered to the codes and conventions of typical film openings. Our film opening was ambiguous and did not reveal much of the narrative. I believe that this successfully intrigues the audience and makes them want to watch the film in order to understand the significance of the visuals of blood and the dolls in the opening.

However, in hindsight, I would do some things differently. For example, we could have included an establishing shot of the haunted house in order to establish the setting. After viewing some film openings, I realised that the title of the film is usually introduced earlier on in the film opening whereas our film title is at the end. With this knowledge in mind, I would place the film title earlier on in the film opening.

Thursday 1 October 2015

AOTT Research DYM

Kung Fu Panda & Quantum of Solace



I chose to compare the opening sequences of Kung Fu Panda and Quantum of Solace. The two of these films are different in genre and styles. This is evident in the opening title sequence.

Kung Fu Panda is computer animated whereas the Quantum of Solace opening sequence was shot in live action and was edited using special fx. Despite both of them being animated, they have contrasting connotations. Kung Fu Panda has simplistic visuals, a bright colour scheme and the character appears comedic, appealing to the younger target audience. On the other hand, Quantum of Solace shows sophistication and shows guns and slight nudity as it is targeted at an older audience. Both title sequences successfully connote their different genres; Kung Fu Panda as an comedy animated film, and Quantum of Solace as an action spy film.

Both of the opening sequences introduce the main character and the setting. Kung Fu Panda establishes Po as the main character and uses the asian conical hat and the dragon to suggest that the film is set in China. Quantum of Solace introduces James Bond (played by Daniel Craig) with gun in hand, fulfilling the audiences expectations of the Bond film. The setting is not obvious, but the sun and the sand dunes imply that the film is set in the desert with scorching heat. Both of the opening sequences depict the main characters as alone. Kung Fu Panda uses this to convey Po's aspirations of being an 'awesome' kung fu warrior that is seemingly impossible. Quantum of Solace uses this to indicate James Bond's turmoil and solitude after Casino Royale.

Both of the opening sequences are very effective at conveying the genre, target audience and establishing the characters and setting. The graphics are aesthetically pleasing and appeal to the target audiences.

Film Opening Analysis DYM

Ghost Protocol




I chose to analyse the opening sequence of the film Mission: Impossible - Ghost Protocol, an action adventure spy film.

The sequence initially shows the main character, Ethan Hunt, in a dark tunnel. He turns to face someone out of show and says 'light the fuse'. A second character is shown to strike a match against the wall, setting off a flame that travels along a wire. At this moment, the iconic Mission Impossible theme tune begins along with the sound fx of the crackling flame. The entire opening sequence follows the burning fuse through various settings, from the tunnel to an elevator and to an underwater rocket.

Visual effects include the 'Mission: Impossible' title exploding and the 'Ghost Protocol' with a white cloudy presence that disappears eerily in a puff of smoke. This creates anticipation for the audience because the title of the film is unexplained and remains a mystery. Another visual effect is the schematics and numbers that appear by the launched rocket and the Burj Khalifa building, which are connotations of spyware and is therefore a signifier of the spy genre.

The opening sequence also shows shots of Tom Cruise's character in multiple stunt scenes. This gratifies the audience's expectations of Tom Cruise's character in the film as he is well renowned for his stunts in action films. Not only does this use Tom Cruise's image and branding, but this reinforces the Mission: Impossible franchise as an action spy thriller series that has featured Tom Cruise as Ethan Hunt since 1996.

The events in the opening sequence do not tell a story, however they establish the settings, the genre and the main characters. Short clips of the most exciting events are shown but are not explained. It leaves several questions left unanswered and causes the audience to be intrigued about the plot of the film.

The events do not seem to link to each other but they are not totally distant or unconnected. Due to the style of the opening sequence the events are not in chronological order and they cover many locations. This could be disorienting to the audience but the fuse acts as anchorage in nearly every shot and the events all have connotations of the spy genre.

At the start of my film, the audience need to be aware of the title of the film, the genre, the setting and the main characters. These are conventions of opening sequences and the audience have expectations that need to be gratified. I would ensure I establish them in the beginning of my film so that the audience can understand the plot and any events in the film.