FINAL OPENING SEQUENCE - CAPTIVE

FINAL OPENING SEQUENCE - CAPTIVE

PRELIMINARY TASK

PRELIMINARY TASK

Monday 18 October 2010

BLK: Prelim Task Evaluation (Group 3C)


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



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

I worked as Group 1C with Robbie, Eva, Odelia (left to right) and we managed the task between us by allocating jobs to each person. We all planned the story/shots together and then selected Robbie and Eva as the actors, with Odelia and myself filming and checking the sound. We all helped with the editing on the computer to share the work and to get it done in the fastest time possible.

Here is a photo of my group:
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2. How did you plan your sequence? What processes did you use? What theories did you try and take into account?


We planned our sequence by focusing on continuity. We were trying to include a match on action, shot/reverse shot and the 180 degree rule. We tried to incorporate these rules into our story/scene. We used over the shoulder shots, master shots and a reaction shot. We filmed the whole sequence from each shots point of view so that it would make our editing easier, and so that the scene would flow more seamlessly. To produce this we created storyboards, showing each shot with a description of distance and angle.

                                                Here are the three pages of our storyboard:






We then used this storyboard when filming to speed up the process. We also used Barthes theory of Enigma as we didn't let the viewer know what was being dealt between the two characters (a banana!). We used Levi-Strausses theory of Binary Opposites as we had:

  1. Girl vs. Boy
  2. Seller vs. Buyer
  3. Sides of the table
  4. Certain vs. Uncertain         
3. What technology did you use to complete the task and how did you use it?


We used a videocamera, tripod and  microphone (and headphones) for the actual filming section. We used the microphone so that the actors could be heard properly and we listened to the speaking through headphones. We had the microphone on the 'shotgun' setting so that e only got the speaking close to us, no extra noise was picked up. For editing we used Adobe Premiere where we captured clips from the video camera tape onto the computer. We then used the programme to 'razor' and re-arrange the clips so that the sequence flowed and had good continuity.


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

When planning our shoot we had to think about the actors available, e.g. the people in our group. We were only able to use actors from within our group so we needed to see who could/couldn't act (we decided on Robbie and Eva). We also needed to think about the time available. We had to make our sequence quite simple so that we would have time to properly plan/film/edit it all. Another thing was location. We needed somewhere inside so that we could have the actors sat at a table. This eliminated filming outside, so we chose a classroom. Another problem was noise. We had to find somewhere which didn't have lots of background noise so our actors could be clearly heard. Within our room we had to move the computer because it was distracting to the shot.

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

I feel like our sequence was very successful as I think it flowed well and there weren't any obvious jumps. The clips seemed to join together well and the actors played their characters well. I feel like the shots, e.g. master shot, shot/reverse shot and match on action were filmed well and the framing is good. However the 180 degree rule was slightly out as we filmed the OTS shots from the other side of the actors, to the original master shot. If we were to do it again, I would zoom in on the OTS shots slightly as they seem too far away. I would also zoom out on the CU's on the eyes as the jump is too big in distance between the shot of Robbie's eyes and the shot before of him sitting down.



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?


The most important thins I have learnt are:

  • You need to be really careful and selective when picking what to shoot, so that you don't waste any time. Planning using storyboards greatly reduces the time used.
  •  I have also learnt about how precise you have to be when editing the sequence so that there aren't any jumps to make it lose the smooth transitions. 
  • You also need to film the entire sequence from each shot position so that you definitely have all the footage needed to make the continuity as good as possible. 
  • Communication within your group is really important so that the task is completed as successfully as possible.
This will help when completing the rest of my foundation coursework, as I now know about the organisation and techniques I can use. It has also shown me how important continuity is to make a sequence believable.

Thursday 14 October 2010

DYM Homework: Applying Barthes Theory To An Opening Sequence


The Ring (2002, Gore Verbinski) I will be analysing up to 7:30

Barthes 2 Main Codes:


Enigma Code: A text (television, film, writing) portrays a mystery to draw an audience in, pose questions and, as such, become intrigued in the piece.

Action Code: It builds tension, referring to any other action or event that indicates something else is going to happen, and which hence gets the reader guessing as to what will happen next.


1.  Identify the key actions within the opening - what kinds of actions are included and how is the narrative moved forward?

The opening starts with a scene of 2 girls just watching TV in one of their rooms. The situation is completely normal but then they start talking about 'the tape'. This moves the narrative forward as it the key part of the film. It gives the characters something to fear. However they dismiss it as it seems unlikely. The phone then rings which adds to the existing tension in the scene (as in the story if the phone rings you are going to die). This is also proved to be nothing as it is just one of their mum's ringing. The TV then starts buzzing and has a static screen. The girl is moving across the rooms in a frightened way, making the audience think something bad is going to happen. The same girl then goes upstairs and sees water running out from underneath a bedroom door. When she opens it she see's flashing images on a TV screen and screams. This is where the scene cuts and helps the narrative flow move forward, as we are going to find out what happened to the girl.

2.  Identify the enigma codes within the opening - what kinds of questions are posed and how is the audience meant to read these codes?

In this opening from The ring we find out that there is a story going round saying if you watch this video tape (and a creepy woman appears), you'll get a phone call and then you will die 'in seven days'. This immediately gets the audience questioning things as they don't know who is doing the killing, or if it is even real. So far all they've been told is a 'tale' so they don't know what to believe. The questions they will ask are 'Who is the girl on the tape?', 'Is the story real?' and 'Are these characters in danger?'. Later on in the opening we see the blonde girl open the door to a room (which has water leaking out) and then the camera cuts to a tv screen with flashing images, the girl screaming and then static. This leaves a lot unknown, such as 'What has happened to the girl?', 'Where is her friend?', 'Is she alive?' and so on. The audience is still very uninformed, making them stay interested in the film.


3.  Identify key characters and think about what they represent in the opening

In the opening scene we don't get a sense of the main characters because the two girls that the scene is about, are likely to be killed. We don't find out much information about them other than that they are friends and one of them has a boyfriend. They represent the young, innocent victims. They don't know what's happening so seem like the naive ones who won't last long. They are just there to start the film off, not to last till the end. Right at the end of the opening sequence we see a woman in her 30's going in to a school to talk about her son with a teacher. We get the sense that she may be a main character as we are finding out things about her life, unlike the teenage girls. The woman seems to represent some kind of hero as she seems calmer than the other characters and more in control. She will later play an important role in the film. 

4. Interpret the cultural codes in the opening.  What kind of knowledge is being drawn on? 
 social/historical/political/art and culture etc. Highlight the 3 most important references in the opening that help with audience understanding.

The setting is a old fashioned quite large house, giving a suburban American feel. They also talk about going up into the mountains to film a football game which signifies a modern lifestyle. We can also tell where they're from because of their accents.Another cultural signifier is the school which the young boy is at (right at the end). It's quite a clean, well looked after school suggesting these characters are quite well off, and live in a safe part of town (which could later be used against them). There is also an American flag in the corner of the room clearly telling us the country/culture.

5.  Identify key themes and analyse how they are presented visually/technically.

The key theme in this film is fear and dread (of the girl from the tape). You can tell this by the way the girl creeps around the house, as if she is hiding from something. There is also the theme of murder, shown by one of the teenage girls being killed in the first ten minutes. The film is also quite dramatic shown by the fast pace and cuts in the opening sequence. 

Monday 11 October 2010

DYM HW feedback

Very good work, Jess - Todorov in particular.  Try to be less descriptive and use more analytical, technical language when you are analysing binary opposites.  Using technical terms and words like "protagonist or hero will make your work clearer.

Saturday 9 October 2010

BLK Homework: Continuity /techniques Within A Film Clip


I am analysing the continuity techniques in this clip from The Dark Knight (2008). It uses continuity techniques so that the audience can follow a storyline and to make the narrative flow more smoothly.


At the beginning it starts off as a reaction shot as we can see all the men sat at the large table turn their heads and look round to where a laughing sound is coming from. When The Joker walks into the room there is a master shot (also a long shot) from behind his shoulder.  We are then able to see the whole room (and see that there is a whole group of men sat around a table) from his perspective and also grasp where he is in relation to the other people. The camera then moves forward behind the Joker and we get to see the reactions of the people sitting down. This acts as a type of reaction shot as well. The camera then cuts back and forth between The Joker and another man (whilst they are having a conversation). Then when one of the men stands up an ‘eye-line match’ technique is used so the Joker is now looking up, and the other man down. The scene only uses cuts as it is quite a tense/dramatic scene that would lose its effect if fades were used. At one point we see the Joker point towards the television and then the camera cuts to a close up shot of the television creating continuity. It lets us know where the Joker is looking so the audience doesn’t get confused. Then right at the end when the Joker walks away we always stay on the same side. They also follow the 30 degree rule as the camera angle never changes less than 30 degrees. The lighting is minimal within the scene but The Jokers face is quite well lit, putting the emphasis on him and this tells the audience he the important one.

Wednesday 6 October 2010

Applying Levi-Strauss's Theory of Binary Opposites


I am analysing the opening sequnce of Never Back Down (2008), according to Levi-Strauss's theory of binary opposites.


1. What is the genre of the film? How are the genre signifiers introduced? 

The genre of the film is Action/Drama and this is signified by the football game happening in the opening sequence. The game is fast paced and is constantly cutting from one shot to another. We can also tell by the fight that starts during the game. The opening immediately tells the audience that violence will be involved. The main guy in the shots has bandages on his head/hand also adding to the action sense of the film. The fist half of the opening is also quite dark, creating a mysterious, dangerous mood.



2. Who are the main characters and how are they opposed?
We get introduced to one main character in the beginning who is part of the football game and fight. We also see his family who he goes home to, but the lack of focus on them tells us that they won't be main characters. We then see him arriving at a new school in Orlando, where we then get shown a new group of characters who are wearing all black, implying they are evil (or the bad characters) We cut to eyeline matches between the original character and a new guy (in of the evil group) telling us he will be the most important one out of this new fight group. The camera focuses on the new guy who is looking at another boy fighting (as if he is enjoying it) giving us more insight into his character. We then get a sense of friction between the new guy and the original one as, the new guy is encouraging fighting and the original one is trying to stop it (trying to change his old ways).



3. What are the main themes of the film and how are they introduced?

The main themes of the film are Good.vs.Evil, Fighting and Rich.vs.Poor. These themes are introduced by Jake (original guy) trying to stop a fight that Ryan (new guy) is obviously enjoying. This puts the two characters in opposite positions. We also get a clear sense of fighting as the first 10 minutes contains 2 fights, one of which decided the plot of the film. The Rich.vs.Poor theme is slightly less obvious in the opening sequence, but you can tell as Jake goes from a dark, gloomy small house - indicating he is poor- but then he gets to his new highschool where everything is extremely bright and everyone is well dressed, driving nice cars. We also find out later on in the film that Ryan (Jakes nemesis) is extremely rich, opposing him to the poorer Jake. There is a slight hint a love story, although this isn't the main point of the film as it would have appeared earlier on if so. This is shown by glancing between a  girl 'Baja' and Jake in class and then them talking to each other afterwards. We later find out she is Ryans girlfriend causing greater cause for conflict between the two main enemies.

4. How is the narrative organised to show conflict?

The narrative in this sequence is organised to show conflict because it shows us Jake trying to leave behind his 'fighting past' to then move on to more fighting at his new school. It's telling us that conflict is not escapable in this movie. The opening sequence doesn't really contain much dialogue, but the scene with Jake and his mother also shows conflict within his family as they have an argument. It is a series of mid shots which shows the separation between the two of them. The narrative is set up in a way which means one conflict follows on from another. When we see Jakes main rival Ryan, we then get shots alternating between the two of them showing us their reactions to each others actions. This adds conflict as the two chracters are also on opposing sides of the shot.



Applying Todorov's Theory of Equilibrium


I am analyzing Jumper (2008), according to Todorov's Theory of Equilibrium.


 1. Who are the agents: the protagonist (the main hero who propels the narrative forward) and antagonist (opposing agent).

The protagonist is David, who is talking in a voicover. We know he is the protagonist as he is the main focus of the entire opening sequence and he is portrayed in a good light (the one getting bullied, not doing the bullying). We see him as a teenager jumping back from the adult version of him in the first shot. In the opening sequence we don't see an antagonist (other than a bully at school) but there is hints at a more important one as he has just discovered this new found ability to jump through space and time. There is likely to be someone after him because of his ability.

2. Describe the Equilibrium. How is it represented? What kind of camera shots can you identify? (e.g establishing shots to create a sense of space or use of CUs/cutaways to emphasise particular objects/characters faces). Pick out 2 or 3 examples. Describe the mise-en-scene: what meanings to the props/costumes/lighting/framing carry?

  • The equilibruim at the start is shown by that we see an average guy going to school and nothing particuarly interesting is happening to him. The shot starts off with a long shot (that zooms in towards him) of him stood on a big cliff but nothing is happening within the shot. This is used to emphazise his surroundings. He is in the middle of nowhere by himself. This tells us that he is special and important to the story. We then pan round to the front of him and see his face. The slow movement towards his face adds mystery. The lack of lighting on the man himself makes it seem as if he has something to hide. His cloak also makes his seem like a hero of some sort, or at least informs us that he has a job to do.
  • The scene at 5:31 starts off as a mid long shot and then zooms into his face to a close-up. We then see confusion on his face letting us know that he doesn't know what is happening to him (as he has just jumped through space) and lets us know this is where the story begins as a form of disruption has just been introduced to his life. The lighting on his face, and the rest of the room being dark also helps us see his puzzled expression making us feel like part of the film as we are in the same position as the character. It then zooms out to reveal he is in an empty library creating a mystery around the whole situation.
3. Is the Disruption or Disequilibrium introduced or hinted at? (e.g the serial killer in "Seven" is introduced in the title sequence).

A disruption is introduced, but it is only one part of the many disruptions in the film. The disruption isn't a person, but the realisation that he has a time and space jumping ability. This hints that his 'normal' high school life will no longer exist. He finds out about this ability when he falls through the ice lake at school after trying to retrieve something. Instead of dying he is suddenly in a library where he realizes he must have teleported there. The main disruption: people who want to kill 'jumpers' have not been introduced yet as the story is only just developing.

4. Are there any visual/verbal/aural clues that hint at what the hero's journey might be? (e.g having to solve the murders within a time-limit of seven days in "Seven")

There aren't many clues about what the heroes journey will be as we are still focusing on him as a teenager trying to understand the ability. From how he's been presented we can tell he is most likely to use his ability for good, as he doesn't seen like a particularly evil character. Although, at the beginning he seems to be using his ability for his own enjoyment. He talks about going to a coffee shop, surfing, attending basketball games so he isn't actually using his ability for anything heroic yet, implying he will later on in the film (otherwise it wouldn't be  much of a story-line)

5. From your knowledge of the film, how will the equilibrium be restored and what will be the new equilibrium?

The equilibrium is restored when David and Millie (the girl he liked when he was younger) end up escaping from the people who want to kill all 'jumpers' like David. It is restored right at the end, as well as a scene where David goes to visit his mother, and finds out she is a 'Paladin' who want to kill jumpers. She lets him escape and equilibrium is reached as he escapes from the people trying to kill him. The fact that we find out his mother is a 'Paladin' hints that there could be a sequel.

Friday 1 October 2010

BLK Homework: The Key Points of Continuity

In groups we made videos of accidents but we were not allowed to edit them and they needed to be six shots long. It was quite a difficult task as we had to create a narrative flow but also use a range of different shots to add interest and keep the audience interested. It was hard to make the shots flow and my groups was quite jumpy. The main things I learnt from this task are:

1. The 180 degree Rule


This is a rule that is pretty essential when making films. It states that you only shoot a scene from one side of the actors. If you break the 180 degree rule it can confuse the audience as to the view point and break the flow of the scene. It confuses the viewer as to which way people are looking or going. It would be wise for us to stick to this rule when making our own films.


2) Shot-reverse Shot

This is a shot which cuts between two people continuously throughtout a scene so you keep seeing one face then another (and they are often facing each other)This is a great way to get the audience in the position of the characters as they see everything from the characters point of view. They can only see what the character can see. It tells us what the character is looking at, and their reaction to it which gives the audience a lot of details. This would be useful for us to use in our films (if we want to reveal some information) as it lets the audience know what's going on.


3) 30 Degree Rule


If the camera angles moves less than 30 degrees it will confuse the audience (if it has the same framing) as viewers may notice a 'jump' in the scene, also known as a jump cut.
My group accidentally managed to break this rule in our accident scene so we will be sure not to use it when making our own sequences in the future.


Eyeline Match:

This is a rule which means that characters are always looking in the same direction, e.g if one of the characters is shorter than the other, he needs to be looking up and the taller person looking down. If this wasn't done it would make the characters seem as if they weren't looking at each other and confuse the audience.


Here are the basics of editing:

1. Establishing the shot (what location)
2. Close Up (shows the character performing an action)
3. Match on Action (cutting during an action to a different camera angle at the same point in time)
4. Reaction (we see character 2 and then we can see they are in the same location)
5. Long Shot (shows both characters in the location and we can see where they are in relation to each other)

The Match on Action can also be used for a conversation scene so that the camera can cut from character to character without big pauses in dialogue.

Main 3 Types of Transitions Used in Film Making:
  • Cuts - create the effect of pace and rhythm
  • Dissolves - slow relaxed way of linking shots, also used for jumps in time
  • Fading - used to signify a period of time has elapsed between two scenes




From the reading and accident filming I have done, it has shown the sound, transitions, lighting, framing and movement all need to be taken into consideration for continuity to work in a film.

Monday 27 September 2010

How to Draw Storyboards


Useful Websites for Storyboarding Tips:

  1. http://www.suite101.com/content/using-storyboards-to-demonstrate-scene-action-a123796




All three of these sites are good as they give easy to follow breakdowns of the storyboarding process and I like how the Karen J Lloyd blog tells you what you're doing wrong so that you know not to make the same mistakes again!



This is the one I think is the best: http://www.wonderhowto.com/how-to-draw-storyboards-095842/
 as it is simple and doesn't over complicate the process. It also gives clear concise tips that allow you to completely understand the process of storyboarding. The site also has a video which helps us learn about the styles of storyboarding. It also gives some related links of other useful videos/sites that will help to improve your storyboarding technique.



Friday 24 September 2010

BLK Homework: P is for Psycho Storyboard

A) What is happening in the opening sequence?
  • In the opening sequence we see a toilet door along a corridoor. The shot then mixes into a low angle of a man in his 30's stood at a row of sinks leaning over slightly. We then see a tilt up his body and see he is wearing quite plain clothes and we then see his face (but he's still bent over the sink). This then cuts to a high angle pan from left to right across some objects including a photograph, watch, notebook and wallet. We then see blood flowing down the plughole in a close up hinting at trouble/murder. It then cuts to hands wrapping a bandage round some hand wounds  in another close-up. The man then clenches his fist in a mirror image and then the shot tilts up and the man turns his head to the side, and the shot blurs. We then cut to a boy entering the toilets (in a mid-shot) and it then cuts back to the man in the toilet putting a gun into his belt. We then dramatically cut to an ECU of the mans eyes with lots of shadows. The shot then fades to black and a gun sounds.
B) How is the narrative flow established?
  • The shots in P is for Psycho keep cutting in quick movements from one to another and the distance type varies greatly between each following shot. This means the audience keep getting jolted and has to focus a lot of attention on the scene. The shots don't directly flow from each other either as you jump from a shot of the door, straight to the man inside. We don't see the jounrey from the door into the toilets meaning the audience doesn't get a very good idea of whats going on. The shots only show minimal surroundings/objects to keep the viewer guessing. 
C) If I was directing this sequence, how would I change it?
  • If I were directing this film I would perhaps give the audience a wider shot of the corridor or maybe take the camera down part of it so there would be more of a sense of mystery of what's behind it as the camera creeps towards it. I would also make the shot of the blood running down the sink wider and perhaps put his hands wrists in the shot too so that some cuts/scars could be seen and make the shot more interesting. I would also have the man looking around suspiciously to make it seem as if he has actually done something wrong earlier on in the scene, rather than at the end when he shoots the boy so that the audience immediately knows there is something to fear. I might add a side on shot of the boys profile at one side and the gun with the mans hand a the other just before the boy gets shot so that we can see the fear on the boys face and then it would cut to black rather than fade as the gun sounds.

BLK Homework: The Importance of Storyboarding

The reasons that storyboarding is important are:
  • So that they know if the film flows or not and the director can visualise it.
  • They have a clear idea of the narrative.
  • So that the producers don't waste their time with unnecessary shots: they know exactly what they need so it is more time and cost efficient - it would waste so much time if the directors had to stand around deciding everything as they are shooting the fim.
  • It is easier to see whether the directors ideas are going to work on screen.
  • It means that it is easier for the director to decide what the lighting should be like and how the acting should be done as they have a rough idea of what to work from.
  • It reduces the time that the actors are needed for so it saves paying them more money.
  • The actors peformances will be more convincing as they know what they need to react to and exactly where they should move to.
  • It's an important piece of communication between the members of the film crew as it provides a clear outline for everyone to work from.
  • It helps the production team with the order of shots and then after shooting it is easier for them to know what has or hasn't been filmed.
  • Before production it allows the production team to sit down and talk about how they are going to make each shot work so that they all have a clear idea of what they need to do.
  • The set designers/costume designers know what they need to do and it allows them to get everything oprganised before shooting.
Story boards for the musical “THIEF

Wednesday 22 September 2010

DYM Homework - Analyzing An Opening Film Sequence

                  



(This is the trailer for The Notebook because the opening sequence is no longer on youtube.)
The film I am looking at is called The Notebook (2004, Nick Cassavetes) and its genre is Romance/Drama. The film cuts between a couple in the 1940’s and another couple in modern day. It’s set in South Carolina  America out in quite a rural setting (lots of lakes/forests).

The film starts with a long shot of the sunset with someone rowing a boat on a lake, and then the credits begin. This gives the audience a calm feeling and lets them know this will definitely not be a horror/thriller film. At this point there is calm music playing (piano only) which immediately tells us this film will be of a romance genre. We then see cut to a MCU of an elderly woman watching the same lake (but this time empty) and being told she should go to bed (is perhaps in a nursing home). We then cut to a long shot of an old man walking through the nursing home and he starts speaking a voiceover. He talks about love in his voiceover also hinting at the genre. We then cut back to the old lady in her room, who is again looking out of her window in a pensive way. The elderly man then enters the womans room after the nurse has been trying to persuade the woman to go outside. The man is then told ‘I’m sorry it’s not a good day’ by the nurse. This lets the audience know that something may be wrong with the woman and that the man often visits the old lady. Both characters are wearing plain clothing, the woman mainly in red, and the man in a dark shirt and trousers. The opening makes it seem as if these two characters are at the source of the story as the main focus is on them. The lady is then persuaded to listen to Duke (the man has just been given a name) read, and then she reluctantly goes with him into a conservatory where they both sit down.

 By this point we still don’t know very much about the characters as although we now know they are both in a nursing home and the woman needs quite a bit of looking after, the audience still doesn’t know the relationship between the two characters. This seems like a deliberate point of the film so that people have to keep on watching to find out the history between these elderly people.

Duke then begins to read a story to the lady, and at this point the audience does not know the relevance of it. We do get told that the one of the books characters is called Noah and that two characters met (in the book) in June 6th 1940. The man recites this date (and his face is a CU so we can see his emotion) off by heart suggesting it is an important date to him. We then get told that ‘Allie’ (another book character) was 17 at the time. We then cut to a fairground setting in the 1940’s, so the shots are no longer of the modern day characters. It is then inferred to the audience that the book he is reading is linked to these new scenes and characters. We then get a reverse track of two young men wearing workers clothes walking through the fairground. This lets the audience know that perhaps these men aren’t particularly rich (which later is a key problem in the film) We then cut to a group of girls who are on the dodgers and one of the men (Noah) singles one of them out. This then puts these two characters as the main two of the story. The girl pointed out; Allie is also wearing red (like the old lady) suggesting some link between the two characters – yet at this point the audience still has a lot to find out. We get a close up of Allie laughing telling us it is quite a light-hearted film. The camera then zooms in to Noah’s face after he is told that Allies dad is extremely rich. This is the catalyst for the disruption in the film, fitting with Todorov’s narrative theory. The zoom then gives us a better look at Noah’s face and we can see he is happy (whilst looking at Allie). This suggests to us that the film will be about these two characters and that some sort of relationship between the two will happen. We then see the group of girls get off the dodgers and the distance is a mid shot, until Allie reaches Noah and he stops her. We then cut between MCU shots of his face and Allies whilst he asks her to dance and she refuses. We can clearly see that Noah is pursuing Allie creating a strong storyline for what’s to come. Allie then rejects him and walks away but Noah looks hopeful. We then get a long shot of the Ferris wheel and we can tell its night time so the whole scene with Allie and Noah in is the same scene in the same time period. There is no jumping between days/months. We then get a mid shot of Noah watching Allie on the Ferris Wheel and we get the sense something important is going to happen by the way he is staring at her. Noah jumps up onto allies Ferris wheel seat (which she is sharing with another man) and then we get a close up of Noah as he then hangs onto one of the bars on the wheel. He then lets go with one hand and makes it look as if he is about to fall to his death. Allie is screaming and we get mid-shots cutting between the two characters. He keeps asking her if she will go out with him (and makes it look as if he will let go if she says no) so Allie ends up agreeing. This is clearly an important part of the opening as it is the beginning of their relationship, but what happens between this scene (could be anything) is still left unknown to the audience to keep them intrigued. Allie also pulls down Noah’s trousers and this adds a sense of comedy to the film. Noah says ‘I’m gonna get you for that’ and Allie says ‘maybe you will, maybe you won’t’. This tells us that there is going to be further communication between the two characters.

There isn’t much time covered over these scenes other than the fact that the two scenes are in different decades, but the scene in the 1940’s is only over about 30 minutes in their time so it tells us that perhaps later on in the film the narrative will be more jumpy and we won’t get as much time spent on each scene. The audience needs to know who are the main characters and perhaps why they are together or in the same scene. They just need to get some background of the narrative and in the Notebook they get this from Duke reading the story to the elderly woman.

Friday 17 September 2010

BLK Homework: Analyzing Our Film Still



1. Describe your shot and identify in what way it could be described as representing your chosen genre.
Our shot was mid-long shot from a low angle. There is minimal lighting on the shot, helping show the horror/thriller genre. The positioning of the girl at the top of the stairs in the light makes her loko vulnerable, but at the same time, in control., as she is above the dead body lying down the stairs which makes the audience question her innocence. The fear on the girls face also makes it seem as if she is the victim - keeping up with the conventions of a horror film. The body being dead also helps convey that the film is a horror. The minimal surrounding also help create an eerie sense for the picture and keep the focus on the main character in the shot.

2. What did you actually do to achieve the effect?
We needed to bend over above the dead person lying down the stairs and take the shot from below the scared girl. We used minimal lighting and we zoomed into the girl at the top so that the picture had a main focus. We made the actress wear plain clothing so that the shot was kept simple and the narrative was more obvious.

3. Identify what is successful about your shot.
I think the darkness of our shot is successful as the lack of light makes it seem more like a horror shot and adds to the ambience. I also like the levels in our shot as it creates a dynamic that puts one character at a better advantage. The composition of our shot also works quite well as the legs and the girl are on opposite sides of the shot so the frame is well filled. The look on the actresses face also helps make our shot successful as it adds to the drama of it and allows the audience an insight into her character.

4. What would you do differently in hindsight?
If we were to do it again we could add more light to the victims face so that it was half light and half shadow to show that the character has something to hide. We could also pull the shot in tighter so that there is even more focus on the girl 9whilst still keeping the feet in the shot). I think it might also be good to try and get a better quality image as this one is slightly fuzzy.