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.