Friday, 5 June 2015

Prop & Equpiment List




Feedback Pitch

After pitching our Documentary idea I showed my documentary idea to one of the other media teachers just to get their opinion on my documentary, I was told that adjusting the idea would be best or change the idea completely. I felt that because I had planned the documentary so much it would be a shame to chuck it all away and start all over again so I have stuck with the idea of "Life As A Sixth Former".

Although one teacher didn't really like the idea, the other people who I showed the documentary pitch to liked the idea and liked what I could possibly do with it. They were really interested in to what the documentary could be like and what the possible outcome could be.

I decided after though that I would change the name of the documentary from "Day In The Life Of A Sixth Former" to "Life of A Sixth Former" This was because we didn't think we could get all the footage that we thought we could do in one day. So we decided that we are going to film over a number of days so that we can get a good amount of shots so that there isn't any problems with being short on clips.

We wanted to show different areas of the school in the shots so that the interviews would show different areas. We didn't want it to be all the same areas because there are different places to go in the school.

Another point made was that because I was working on my own they suggested it was a lot of work they suggested me working in a group where the other people can help to do more work instead of struggling and not getting the best documentary.

Thursday, 4 June 2015

Evaluative Commentary

After releasing our Documentary we reviewed it by talking about what was going on and how we filmed the documentary as an explanation to the audience.

We went over what went well and what we could have improved if we were to film it again.

With the documentary we found that the beginning was interested as we were basically giving people a tour of the school so starting off at the school sign and gradually getting to the school common room then into the class room. If we were to do this again i think we would have done more footage of the school that the sixth form see but we would have speeded it up so that it wasn't too boring.

After that we explained the students we would be following for the documentary and how they are around school before we went in to the interviews.

We started off with interviewing Jade and we had some footage of her walking around the school and how she was in class and around her friends. We mixed all of this with her interviews so that we could show different angles when filming her. If we were to do this again I think that we would have made sure that we picked the surroundings better for the interview as often the background noise was very loud.

After that we started interviewing Olly, the footage we had originally got of Olly wasn't any good so we had to re shoot his interviews so that we could hear him and get more information out of him as he doesn't talk much! We interviewed him outside where we could here him a lot better and again we put clips of him in class mixed into the interviews too.

Lastly we filmed Tyler, he was the most interesting person to film as he had a lot to say and he enjoyed being filmed so we managed to get a lot more footage of him. We also added footage of him playing around having fun whilst also being serious doing his work. At the end there is a clip of Tyler stating that he feels like a Kardashian being filmed all the time, which was funny because that was what we were basically doing.

At the end we have some black and white pictures of Jade, Olly and Tyler where we have spoken about what they are doing now and what they plan to do next year, we felt this was a good end because it was an ending to  the documentary.

Interview & Evaluation




In this interview I spoke to Jade Mason where I asked her about what she likes about Ravens Wood School.

She was very positive about her transition from GCSE to A Level and she was very responsive.

One of the best answers Jade gave was when she answered the question: What do you do at the weekends?
She answered that she works on her work mainly but goes out and enjoys herself as well.
We weren't looking for the answer where she would spend her time working and I liked that she gave an honest answer to the question.

In this interview you can see that Jade is confident in what she is answering as she is smiling a lot and answering mostly in full sentences. She also in some other places looks a bit un interested because as you can see she looked a bit embarrassed to answer the questions.

The good thing about Jade is that she includes the questions in the answer which is really helpful when it comes to editing because it saves you from putting sub titles underneath.

My interview techniques were to ask the questions as straight on as possible, I hadn't pre prepared Jade to what the question was going to be because I didn't want it to look staged or too prepared because some times the "umm" make it more interesting because you want to know what the interviewee is thinking but your having to wait for them to answer.

Wednesday, 3 June 2015

Camera Shot Analysis


When filming our animation we didn't use many shots as it was just focusing on one area of the page as there wasn't really anywhere to go when filming. We would move the character so that it looked like different types of shots but we never really moved the camera.





We used a long shot for the majority of the animation because we wanted to make sure that we could get every bit of detail into our animation. We found that this was the most successful shot for us as we didn't think there was really places to move to throughout the animation.
















We tried to use a pan shot but we didn't use the camera to do this, we used the boy. We moved him across the room which made it look like a pan shot. This was easiest for us because panning of it would have been to difficult because the lay out for our animation wasn't that big.










We also used Zoom because we went into a dream so being able to show the intensity of the dream and showing how detailed the castle was would show how detailed the dream was. Zoom worked really well for us because we wanted to go in to the dream and make sure that it was as effective as possible.



After doing this we have found that it was quite hard to use a great variety of shots. If we were to have done it another way, we might have been able to add more shots but it was quite hard to do that.

Analysis of Movement

With our animation we tried to make sure that we could make it as realistic as possible. When filming there was a lot of stopping and starting so that we could get the shots right. We took a lot of time making sure that the movements were as effective as possible.







With the door we had to make sure that you could get the movement of the people walking towards the door with the same speed as them walking. To open the door it took 5 shots to make sure that it opened at the right speed. This took a bit of time to make sure we got a detailed movement.














With the people walking we had to make sure that we got the right speed and make it look as realistic as possible because we found that it made them look like they were moon walking which is what I didn't want to happen. This took quite a long time as we wanted to get it perfect and it was quite hard when you are trying to correct the mistakes that have already been made.








We then shot the logo where we found that we needed it to blend with the background as much as possible. Because it was paper we found that often you could see the cut out which is what we didn't want. The movement here was slow but we found that it was easy to blend in and wasn't too hard. This took about 20 minutes to get to the standard that we were looking for because without this it wouldn't have been as good as this was the ending of the animation.



Paper Edit




Animation

Animation Evaluation

Animation Feedback

1.) What do you think the message of our Animation is ? I think that the message of the animation is the dreams of the children.

2.) What do you think is the best bit of the Animation ? The best bit of the animation is where the dreams float up and create the logo. 

3.) What would you improve if you could? If I was to improve the animation I would just add more colour to it so that its more interesting for the younger children. 

4.) Would you like to see this on TV. Yes, I think that this would be a great powerful advert.


1.) What do you think the message of our Animation is ? The message of this animation is children dreaming of a last wish they would like. 

2.) What do you think is the best bit of the Animation ? The best bit of the animation would be when the children all walked through the door to see their dreams. 

3.) What would you improve if you could? I would improve how the animation ended with the music, I would have faded the music better. 

4.) Would you like to see this on TV. Yes, I would love to see this on TV, with some good editing the animation has potential. 


1.) What do you think the message of our Animation is ? The message of this animation I think is helping children with their last wish. 

2.) What do you think is the best bit of the Animation ? The best bit would be the dream of the castle and how detailed it was. 

3.) What would you improve if you could? I don't think there is anything I would improve as I feel the animation has been done really well. 

4.) Would you like to see this on TV. I would love to see this on TV this is so interactive and really shows the meaning of the charity. 

Tuesday, 2 June 2015

What Is A Documentary

A Documentary film is a non fictional motion picture intended to document some aspect of reality, primarily for the purpose of instruction or maintaining a historical record.



A documentary example would be the Act of Killing where it was directed by Joshua Oppenheimer. This documentary was filmed over several years where they expose the horrifying mass executions in Indonisia of communists. They documented the people who were involved in the killings and how they feel about it now. They actually re-enacted it all and by the end they felt pity for the people they had killed and struggled.


Documentaries can be made into short ones like the ones we are doing for this unit. You start with a topic and develop what you want the end result to be. Our documentary will be up to 5minuets long and we will then make sure that the footage is the best quality as possible and makes sense.


Team Meeting Minutes

In our team meeting we discussed who would do which roles and how our Animation would be made.

We started talking about who would be in charge of what roles so we decided that we would put Luke in charge of the design and drawing because we felt that by doing that we would be more of a productive team.

We then decided that by me doing the admin side it would help to make sure that we got all the information that was needed in order to make the whole animation unit a success.

Luke was to start with the story boards and working out what we thought would work best and the best way to do it. We decided that the best way to do our animation would be drawn animation where you could find the best way to put the message across.
We then discussed the best way to film the animation and how we would use the camera's to collect the images. We decided that we would use a clamp to hold the camera above the drawings, this would help show the whole area of the drawings.

With the paper work I was doing, I made sure that I had used the templates provided so that I could develop the paper work so it relates with the Animation and helps us to get the best possible grade.

Wednesday, 20 May 2015

Final Proposal

To: Ms Moore
From: Olivia Griffiths, Tom Madkins & Kieran McWilliam
Date: 20th April 2015
Subject: Proposal

Proposed Research Topic:
I am proposing my idea of a documentary based on sixth form life, this will show three students and watch how they act around school, they will also answer questions regarding their daily activities and what they find themselves doing on the weekend.


Purpose:
From this documentary we aim to show this to students who are coming into the school so that they can see what the sixth form at RWS is about. We want them to see it from different point of views and see that as long as you work hard you can still go out and have fun.




Background:
The background of this documentary was looking into what the sixth form at RWS is about and we wanted to show prospective students the true meaning of it by having a short documentary taking all the skills and friendships that they make at school and showing that they still are able to enjoy themselves at the same time.



Scope: 
For this documentary we are investing 3months of our time in to it, by firstly researching the best people for the documentary and who would portray the best side of the school. We are then going to film for a few weeks making sure that we have the best footage possible for the documentary. After that we will then take all the footage to production and put it together editing the crutial bits.




Production Schedule


Crew Roles

Director: Olivia Griffiths  

Definition: the director is the person that organises everything so that everything is in the right place at the right time and is in charge of everything that is happening during the production of the filming.   



Producer: Luke Biley

Definition: the producer is second in charge during the filming as he as the producer has to make sure that everything is happening at the right time just like the director he follows what he does but has less control over what everything that happens. his (the producer) main priorities is to make sure that the filming is happening correctly and everything is in place.     


Director of Photography (D.P.) Luke Biley

Definition: as the director of photography every shot is taken as a picture has to be taken while the camera is still, making sure that the same lighting is being used in every image so that with the final edit looks good and has consistent lighting. 


Editor: Olivia 
Griffiths

Definition: as an editor you are in charge of the editing when editing the main thing you need to do is to cut and crop together bits of film to make a final piece that looks good and professional. 



Camera Operator: Luke Biley

The camera operator the camera operators are in charge of the grips of the cameras they make sure the camera does not shake when filming.   



Minor Roles 
Assistant Camera (A.C.): Olivia Griffiths 


definition the assistant camera helps the camera operator when filiming this could be helping with some extra grip or making sure the lighting for the project is good at all times anything to help the camera operator.

 
Assistant Director : Olivia Griffiths  


The assistant directors job is to complete any smaller jobs the director might want to do this is to make there job a bit more easy. 


Art Director: Luke Biley  


It is the art directors job to create any things that need to be made for the video for example: props. 


Casting Director: Olivia Griffiths

The casting director is in charge of recruitment for the production they would look for potential people who will work on the project they have to determine if they are right for the job the casting director is vital for the making of the project.       


Location Scout: Olivia Griffiths

The location scout looks at potential sites for filming they have to determine if the site is good to film on and if it matches the theme of the production and if it also matches the description of the directors wishes.     


Production Manager (P.M.): Luke Biley

The production managers job is to manage all the production aspects of the project. 
this means that they are in charge of logistics and budget there job is very important as if they did a bad job it might bankrupt the project.   


Screenwriter: Luke Biley



The screenwriters job is to write the script for the project this means they are creating the story for the project. 
the screenwriters job is very important as they are creating the raw story for the project this means they have a say in the success of the project as people will judge the quality of the story and idea.

Monday, 18 May 2015

Peer Assessment of Documentary

During our lesson we assessed each others documentaries and gave each other some constructive feedback.

When discussing our documentary we realised that it doesn't focus mainly on our title which was "Day In The Life Of A Sixth Former". After reviewing the documentary we discovered that we hadn't filmed them over a whole day and we had resolved to other days so that we could get more footage.

We have therefore re-named the documentary "Life Of A Sixth Former" this just shows that we have noticed its not about their day its about what they do at Sixth Form and how they fit in and get on with their time at the school.

We were assessed by our class on our documentary and the majority of feedback was positive.
However we did receive some critical feedback where they mentioned at some places you can't always understand the interviewee, we had previously noticed this, however we thought by turning up the noise of their speech that this would improve the clips.
This did not work so we have decided that we are going to add sub titles so that it is clearer.

Since getting feedback we have decided that there isn't a lot we need to change, it is just about improving what there is already, making sure the speech is clear and making sure that there is good transitions and it looks as good as possible.


Consideration of Camera

In animation there are often a lot of different shots to show movement in the animation.

To shoot our animation we placed the camera on a stand and tilted the camera so that it was above the paper that we were about to film, we had to consider a lot of possible problems that may have occurred.

By placing the camera above what we were about to film gave us the opportunity to have the paper cut outs on a flat surface and make it easier to move them so that you don't have to stick them to the wall and risk them falling off. With them being on a flat surface there is less risk of the cut outs moving drastically.

When putting the camera at this angle we had to consider the effect that the camera might give off.

The camera could be shadowed on to the page, this was something that we had to overcome and by doing this we got lights that would surround the camera and turned off the over the head lights.

Another issue we would have had to consider would be the solidarity of the stand we had put the camera in, we needed to make sure that it was firmly in place and there was no risk of it falling over and either braking the camera or ruining the animation.

We also had to take into consideration the way the pictures would be taken and how we would move the animation as we didn't want to ruin the shots by having a hand in it or not moving the images properly.


Wednesday, 13 May 2015

Editing Techniques Glossary

In this i will discuss the Editing Techniques and write a glossary for this..

Cut - 

What does this mean? - Cut is the most popular type of video transition it takes you from one shot right to the next with no fading.

How have I used them? - I have used them in my animation by quickly going from shot to shot creating a quick moving image

If you haven't used them, what was the reason? - N/A

Continuity Editing - 

What does this mean? - Continuity editing is the predominant style of film editing and video editing in the post production process of film making of narrative films and other TV programs.

How have I used them? - N/A

If you haven't used them, what was the reason? - We didn't use this as we used a different form of editing that was easiest for our animation.


Cross Cutting -

What does this mean? - Cross Cutting is an editing technique most often used in films to establish action occurring at the same time in two different locations. In a cross cut the camera will cut away from one action to the next.

How have i used them? - We have used this for our animation as it is a lot of clips being put together so cutting from one to another is what we needed to do to make it effective.

If you haven't used them, what was the reason? - N/A


Dissolve - 

What does this mean? - In post production in editing the editors may use dissolve, this is where they transition one image into another, this is also known as fade in and fade out. This is used to show a gradual change from image to image.

How have i used them? - We have not used dissolve

If you haven't used them, what was the reason? - We did not use dissolve because the film is rapid and it needs to be 30seconds so we felt dissolve would lengthen the film.


Establishing Shot - 

What does this mean? - This is usually the first shot of a new scene, designed to show the audience where the action is taking place. It is usually a very wide shot or an extreme wide shot.

How have i used them? - N/A

If you haven't used them, what was the reason? - We did not use this because we are doing an animation and you aren't setting the scene as much in an animation.


Eyeline Match -

What does this mean? - Eyeline match is a editing technique associated with the continuity editing system. It is based on the premise that the audience will want to see what the character on-screen is seeing.

How have i used them? - N/A

If you haven't used them, what was the reason? - We did not use this as this is an animation and we felt that this would not exactly work for the animation.


Fade -

What does this mean? - This is where the shot will gradually form in to the next shot where the shot will darken and then lighten going into the next clip.

How have i used them? - We have only used these at the beginning and the end of our animation to show the beginning and end. We have not used them through out the animation though.

If you haven't used them, what was the reason? - N/A


Final Cut - 

What does this mean? - The final cut is where the edited version of the film is approved by the director and producer.

How have i used them? - We have done this with our animation to make sure that everyone in the group is happy with the end result.

If you haven't used them, what was the reason? - N/A


Jump Cut -

What does this mean? - An abrupt transition from one scene to another with no transitions

How have i used them? - We have used this because we are very rapidly in our animation jumping from clip to clip to make sure that we have everything we want in the 30 seconds.

If you haven't used them, what was the reason? - N/A


Matched Cut - 

What does this mean? - This is editing between either two different object or two different spaces, in the shots the objects would geographically match.

How have I used them? - N/A

If you haven't used them, what was the reason? - We did not use this as there are no actual objects in this animation.


Montage  -

What does this mean? - The technique of selecting, editing and piecing together separate sections of film to form a continuous whole.

How have i used them? - N/A

If you haven't used them, what was the reason? - We did not use this because it is more of a story our animation and montages are more of memories than a story.


Rough Cut - 

What does this mean? - This is the first time you have edited but still have more editing to do.

How have i used them? - We did do this just so that we could receive some feedback and work out ways to improve it so that when we finish it would be to its best possible standard.

If you haven't used them, what was the reason? - N/A


Shot Reverse Shot Cutting -

What does this mean? - Shot reverse shot is where one character is shown looking at another character and then the other character is shown looking back at the first character.

How have i used them? - N/A

If you haven't used them, what was the reason? - We did not use this as we didn't have real characters and this would be hard to do with cut out characters.


Wipe - 

What does this mean? - This is a type of film transition where one shot replaces another by travelling from one side of the frame to another or with a special shape.

How have i used them? - N/A

If you haven't used them, what was the reason? - We did not use this as we felt it wouldn't be needed in our animation.



Story Board






Issues of Documentary

Accuracy - In our documentary we made sure that we kept everything natural so that we could show a real representation of a sixth former and how they act. The only thing that we pre prepared the interviewee for was the interviews where we would tell them the questions just before we would turn the cameras back on.

Balance - This is an important point of the documentary because the point is that you see the sixth form through different types of peoples eyes. The balance means that there is an equal argument and an equal opinion of the school. Having a balance in the documentary is imperative because you need to make sure that its not bias and diversity is what would make the documentary interesting.

Impartiallity/ Bias - This is where something is going in favour of what the producer thinks, wants or believes by claiming they're not biased when really they are. The bias within a documentary could be to do with the views that are portrayed by the film maker. If the documentary is based on a subject that could have controversial views then it is important that the film maker is fair and balanced with his ideas. In our documentary we made sure that none of our personal views were implemented, meaning that bias free.

Objectivity - The objectivity of my documentary is finding out how three people react to a situation they may not be comfortable with. We followed three students around so that we could see what their reaction would be, and how they would work with the cameras as well as showing their day to day life.

Subjectivity - Both of the film makers for this documentary were just general people who were in my media class, they weren't really friends with the people being interviewed so it wasn't like they had a preferred student but on a professional level we had to keep a distance to prevent any personal things becoming involved.

Representation - We were trying to show what it was life in the life of a sixth former, how things have changed since the lower school and what they do now their in the sixth form. They represented different types of sixth formers and thats what we were looking for and they really represented that.

Tuesday, 12 May 2015

Interview Question Draft

In our documentary we asked a number of questions to our interviewees, here stated below are the questions that we asked.


Oliver Friend:


  • What do you do at the weekends? 
  • How do you think people see you at school? 
  • What subjects do you take? 
  • Where do you see yourself in a few years
  • What is Sixth Form like?
  • What is different from in the Sixth Form to the lower school? 

Jade Mason:


  • What was the transition like from GCSE to Sixth Form ? 
  • Did you find it hard to fit in ?
  • Whats the best thing that happened since joining? 
  • Whats your best impression?
  • Was it easy to make friends? 
  • How do you think people see you at school? 

Tyler Lewis Kilden:


  • How did it come across being head boy? 
  • What does it mean to you 
  • How was the transition from the lower school to the upper school 
  • Do you think that your sexuality effected your nomination 
  • When did you join the school? 
  • What subjects do you take? 
  • What do you do at the weekend? 

After asking these questions to the interviewee, I found that the responses we had were reasonably good, i have picked a response from each interviewee.

Oliver Friend - When asking Olly the question "How do you think that people see you at school?"
Olly responded " I don't really think how people see me at school, I have my own friends so I don't tend to worry about how other people see me."

Jade Mason - When asking Jade her questions the answer that really stood out was to the question "Did you find it hard to fit in". Jade is a very bubbly student so when answering " I did at first but I gained more confidence and as all the girls were in the same position we bonded quite quickly" we were at first a bit surprised but after we thought that it was a really effective answer.

Tyler Lewis Kilden - We asked more questions to Tyler because he is the head boy and he has more of an understanding of the school. "How did it come across being head boy" to this question Tyler replied " I didn't think I had a chance at first but the teachers started to tell me that I did, and because the teachers believed in me I started to too." This was a great answer from Tyler because it showed that he really believed in his self. 

Interview Research

For this task I watched two interviews one being Piers Morgan Life Stories with Cheryl Cole and the other being The Jonathan Ross Show with Simon Cowell and David Walliams.


Out of the two interviews that i have watched, my favourite interview would be the Piers Morgan - Life Stories with Cheryl Cole. I have chosen this one because you get to find out more information in this interview and it is more drawing because you are learning about an extremely well known person the information that you don't always know.

My least favourite interview would be the Jonathan Ross Show because it is more of a jokey interview than anything serious, therefore your not really finding out any information about what you are wanting to find out.

The best question asked out of all the interviews would be Piers Morgans where he asked the question "How does this experience change your life?" This for me was the most interesting question because you are finding out about how the change of life becoming a celebrity has changed her and what it has done for good then for bad.

The worst question would have been asked by Jonathan Ross where he asked the question "How is yours and Simons relationship working" to David Walliams, I thought that this was the worst question because it wasn't serious and it was making the interview into a joke rather than a serious interview.

"Well look at you Piers!" This was the funniest response because Piers Morgan was digging to find out the truth as to how much Cheryl Cole spends on clothes and she responded to the question "who would do that" Piers then replied "I know, ridiculous" where Cheryl then replied "Well look at you Piers!" I think this put Piers back into place showing that he's not going to be able to crack her that easily in this interview.

In Piers Morgans interview it was about getting an emotion out of someone and Cheryl Cole had just been through the trauma that was Malaria, that had only just happened 12 weeks before going on the show, so it was quite a raw topic. Piers asked the question "Do you remember the doctors saying to you that you could die? Do you remember how you felt?" Cheryl simply responded "If I'm going to die i'd rather go now so I don't go through anymore pain." This is quite an emotive response because its quite hard to go through a near death experience.

My Favourite interviewer is Piers Morgan because he tries to get to the point of the interview, he doesn't beet around the bush, he tends to get to the point of the interview and still find out the information that everyone wants to know.


Thursday, 7 May 2015

Interviews for Dummies

In order to produce a interview you will need a combination of skills/job roles, these responsibilities are shared by the producers, directer, interviewer, cameraman and music and lighting technicians. In this case you'll be doing all of these jobs yourself. In order to film an interview you will need to make preparations which include: arranging a guest, choosing your location, preparing your equipment and setting it up on location and a final briefing while making technical checks. Another tip is to always check everything before shooting and always take test shots before rushing into it and getting it wrong.

Camera Techniques/Shots

When filming an interview i would suggest that you should use the single camera technique, this means that you won't need to move the camera when shooting. When shooting you are either filming the interviewer or the interviewee, if shooting the interviewee you would generally shoot in a mid shot so that you just show their upper body. You could also do a two shot, this involves shooting both people involved in the interview. Another shot used would be a back cut, this is a shot of the interviewer asking the question which is shown on the other side of the interviewer. A very popular shot when it comes to professional interviews would be "The Noddy", this is a shot where they film the interviewee or interviewer nodding at the question or the answer.

Mise-en-scene

When it comes to mise-en-scene in an interview it often depends on who the interviewee is as to how it would work/be used. An example of this would be at an awards ceremony where the press backdrops would have the appropriate logos for who was sponsoring the event, who was the host of the event and the name of the event. It's important for the backdrops not to distract from the main person being interviewed. It's important for the interviewee to wear plain colours so that it doesn't cause a strobing effect with the camera.

Framing 

Framing is an element that you should consider when making a documentary as it needs to be done properly in order to get the right look. A very popular technique to use is the rule of thirds, this is where the screen is split up into 9 boxes on the screen, this helps to identify where to place the subject. when using this shot you need to line up one vertical line and the subjects eyes close to a horizontal line. you need to follow the lines so that they line up the interviewee with the shot, making sure they are in proportion to the background so that no errors occur.

Three point lighting 

Lighting is a very important thing when filming and interview, lighting helps to get a professional look in the shots. Many interviews do not use the correct techniques when filming their interviews so in order to make sure you get the best Finnish you need to include the lighting as a main point. The most popular lighting would be the three point lighting, this is where you use 3 different types of lights these are the Key light, Back light and Fill light. These all have different uses, the key light is the main light that has the strongest influence on the interview. The fill light is the secondary light and is placed opposite the key light, this is used for filling in shadows and it is often not as bright therefore it helps moving the light further away from the interviewee. Lastly the back light is placed behind the interviewee this helps to prevent definition and highlights around the subjects figure.

One to one interview 

One to one interviews are usually set somewhere that links with the topic they are talking about. Some of these interviews are often filmed with a green screen or might have a poster advertising the film or product in the background of the interview. Depending on where the interview is filmed would depend if the interview was to have background noise or not, if it was in a park there would be noises of children however if it was in a room it would be quiet with no noise. The editing of a one to one interview is often much harder to edit as its mostly done in one shot so not everything is perfect and the sounds might need changing.

Wednesday, 29 April 2015

BBC Interview Research

What is your favourite interview and why?
My favourite interview is the Martin Luther King interview because its an interview where you get to learn about him and how he grew up. This is incredibly interesting because you tend to find that he isn't as confident as you would think and he has grown to embrace his ethnicity.
What is your least favourite interview and why?

The interview with Jeanette Winterson because it was very monotone and not interesting enough for me to feel inspired or interested in. 

What is the best question out of all the interviews you watched and why?

"What were you prevented of not doing when you were growing up to what a white child would have done?"
I chose this question because I think that this for me is something back in that time you would have had to worry about and now there is an equal opportunity and Martin Luther King helped to make that happen. 
And the worst?
"What is your book called" 
I think that this is the worst question because the interviewer should have known the name of the book. This makes you think that the interviewer wasn't interested in the interviewee. 

What is the most emotional response? What question prompted it?

"I wasn't allowed to go swimming because there wasn't a pool for us" This was prompted when he was asked about what he did for activities. This is sad because white people had so much more of an opportunity than any black people would. 


Who is your favourite interviewer? Why?
John Freeman was my favourite interviewer because he was so detailed with his questions and he would also question the answers that were given and i think that this shows that he was interested in this influential figure. 


Wednesday, 22 April 2015

Voice Over - MV2


After releasing our music video we reviewed it by talking about what was going on and how we filmed the music video as an explanation to the audience.

We went over what went well and what we could have improved if we were to film it again.

With the Music video we found that the beginning was interesting as we had a good logo to open the music video. If we were to do it again we would most probably go over the plan of the music video and changed the storyline as it is very much like the original video.


After the logo we used game footage where we used the Xbox
record feature to record the footage of playing the game, this is also known as archive footage that we have used because we have recorded previously before shooting the music video.








The chorus of the song is the part that we concentrated on the most as we used close-ups and long shots so that we could get the best possible shot of James's hands because it was an important aspect of the video for us. Here in the picture you can see that we used a black and white filter to show a cold effect to this video.






As well as using a cannon DSLR we also used a GoPro where we used the fisheye effect so that we could get a bit of an edge to our music video. You can see that its not something that everyone does in there video due to health and safety but we felt that by using the GoPro on the mini motorbike it would add more of an edge to the video.


In another shot we used spray paint to mark a spot in the music video as the video had a very territorial feeling to it. We used different filters here again to show a sense of coldness. We again used close ups and long shots, however we included the rule of thirds to show the other surroundings of where we were filming.


We used more archive footage towards the end where we used boat footage which had faded from the game footage to real boat footage. It showed lots of different camera close ups and long shots, we also did a pan shot to show the surrounding. At the end of the video we used a shooting range footage which we felt really helped end the video with the violence to show that the aim of the video was an interesting yet violent ending.



From evaluating this music video I have found that this music video doesn't have a story to it, it simply is just showing the different camera techniques but also violence.
If i was to choose this song again i think i would have made a story out of the song, it would have a strong story line with a great beginning, middle and ending with also using a large variety of camera shots.

Monday, 9 February 2015

Production Log

Company Name

  • Pink Ladies Production - Decided by the group on the 22nd October 2014
  • 11th November 2014 - Questions chosen for the interviews
  • 22nd November - People chosen for the documentary 
We chose the 3 students (Olly, Jade and Tyler) because they all have a different attitude to the schools environment and their social life. Olly is a quiet student who completes his work but to the minimum and focuses heavily on a good diet and gym. Jade is a perky student who is bright and achieves good grades and like to go out at he weekend. Tyler, the schools head boy is a big role model to the school. He is polite, bright and completes his work to a very high grade.
  • 24th November 2014 - started filming documentory 
  • 1st December 2014 -first footage uploaded to final cut
  • 8th December 2014 - Interviews for doc. started taking place
We had to re-do Olly's interview twice as we had mad a crucial error of not checking the lighting on the camera. When we watched his interview, the lighting was way too dark so we made sure the aperture on the camera was at a correct number for a good lighting.
  • 13th  December 2014 - Filming sixth formers walking to around school/working in class
We had the same problem whilst filming Tyler walking to class as we had to go outside and we had the camera set to the lighting that was in the hall. So, when we stepped outside, the camera let in too much light and the film was too bright.
  •  19th December 2014 - Filming sixth formers socialising with friends
  • 5th January 2015 - All footage uploaded to final cut
  • 6th February 2015 - Final edit complete;

Tuesday, 3 February 2015

Legal and Ethical Guidelines

In a documentary there are various different areas to consider when it comes down to the legal and ethical guidelines.

When it comes down to the legal requirements you have to consider the copy rights of music that you have decided to use with within your documentary. If you have chosen to use a song that isn't produced by yourself then you would need to contact the music producers to get permission for using your chosen song in a public production.

Libel and Slander are both defamatory processes. This basically means, each one discredits the party of whom the statements are made about. However each one is very different and unique from each other. 


Slander:
Slander occurs when one makes a false talking statement to another individual. These transmissions can also occur by certain body movements and hand gestures. Slander does not include communications that have been recorded or transfixed. There has to be public  a public statement made to another person.
Examples:
  • Relating to someone that a husband is cheating on his wife
  • Saying a doctor has fake diplomas on his wall
  • An employer claiming an employee stole equipment  
  • Stating that a severed finger was found in the soup at a restaurant 
  • Accusing someone of stealing your television
Ethics:
Ethics in a documentary has to have a moral to the story and it has to have a meaning. Ethics in a documentary is the heart of the story. 

For example: our documentary which is based on a life of a sixth former. we are trying to reflect with this documentary what people get up to in school, how do they spread there time with exams lessons ans social life.  

Libel:
Libel is when someone makes a false statement about another person. the statement that is made damages the other persons reputation. In order to constitute libel there must be a publication of the statement. The statement can be made to one person or many people. e.g. in a public speech. Cartoons, signs and artistic depictions can contribute to libel making it different to slander. 

Example:
In  2011 'David Beckham's claim for libel and slander against a celebrity magazine that alleged he slept with a prostitute.' - http://www.theguardian.com/football/2011/feb/15/david-beckham-magazine-libel-judge


Slander and libel must be expressed as a factual statement. This means that the statement that is said or shown cannot simply be a opinion about a person or entity. For example, if someone says "He's wearing red, i don't like him", then this would be a matter of opinion not a statement. Therefore this isn't and doesn't have anything to do with Slander and Libel. 


Libel is different to slander because slander refers solely to spoken words: 
Radio or television both involved spoken words, however as these words are transfixed broadcasting in television and radio are conveying libel.