Individual Evaluation - Lauren Brooks

Individual Evaluation

During the preliminary task, I helped towards the paperwork and the filming of the chosen task. There are many different parts of paperwork that I helped complete, these were: treatment, schedule, contact list and also the sound sheets. I had to make sure that the rest of my group agreed with each piece. During the filming, I did the sound sheets as my role was ‘sound recordist’. This meant I had to record all sound needed for the task, using the tas-cam.

In the main task, I did the role of sound recordist again because of my experience and skills learnt from the preliminary task. I also completed the same paperwork as before. Being sound recordist was quite a difficult position, as I had to listen back on the tape recording on the tas-cam to see if the sound was good enough to sync when editing. I also helped locate the different sound recordings and sync them to different videos.

The two tasks have helped me understand the process of making a film. I have also gained skills by learning how to use a tas-cam sound recorder. I think I could have been more organised and make sure I understood what I’m doing before attempting the task. As a group, I personally think it worked well.

BULLY! video

Continuity Task - Counsellor and Child Video

Individual Analysis - Chelsea Clark

Individual Evaluation

During the process of making these two film projects I had many roles. In the first project (the preliminary) I did mainly the paperwork side. I gave my input on what ideas I had for the chosen task. The chosen task was to film a short sequence of shots to show someone opening a door, walking across the room, taking a seat opposite another character and a few lines of dialogue. I cam up with the idea of a counselling session as it fitted right into the criteria.  I wrote and equipment list, shot list, contact list, location report and drew out the storyboards. I made sure I did all this before the filming took place so the group all knew what we were doing whilst filming. Without this paperwork complete, we wouldn’t have been prepared enough to carry out filming as we wouldn’t understand it, by me completing the paperwork; we were prepared enough to complete filming.

In the main task, I again also had many roles. As a group, we decided to spread out the paperwork between us. With this I completed the paperwork I had been set to do, this was: contact list, storyboards, location report and equipment list. During the filming, I took the roles of camera operator and director. These were very difficult roles as I had to guide the crew and cast through each shot and had to make sure that the camera was in a good position and that every shot had everything in frame. I also helped the group towards the editing of this sequence and had my input on the end result. I helped with the synchronising of sound and video input and towards which order the shots would be placed.

From these two tasks, I have improved my camera skills and my confidence when taking charge of a film set. I had made many mistakes during the process of production but have learnt to correct them. I think that I could have been more organised in the future when preparing a film sequence as I lacked behind on these tasks. I believe that the two film sequences have gone really well and the end result was more than what I expected.

Storyboard - continuity

Sound Sheet - Bully

Camera sheet - Bully

Storyboards - BULLY

Equipment List- Bully

Equipment List

·        Camera

·        Tri-pod

·        Tas-cam and headphones

·        Clapper board and chalk

·        Laptop

·        Wheelchair

·        Cup and spoon

Contact List- Bully

Contact List

Chelsea Clark – 07*********

Lauren Brooks – 07*********

Jessica Storer – 07*********

Chaucer Technology School – 01227 ******

Kat – 07*********

Jay – 07*********

Location Report- Bully

Location Report

We have decided that the location for our group is Chaucer Technology schools 6^th form common room. We chose this location because our film is set in a common room, and what best to do than use our own.

 This location gives us the best setting for a common room as it has everything we need. It has a en-suite kitchen area which can be used for when ‘Charlene’ makes her cup-a-soup. It also has many tables and stools around to make it seem more like a common room than any normal classroom. Chaucer’s 6^th form common room also has two entrances, one from the main lobby and another from a corridor containing classrooms. This gives us two possible ways of showing the entrance and exit of certain characters. The room also has plenty of windows so the lighting can be all natural, which will help give our film the ‘natural effect’.

Shot List- Bully

Shot List

1.     Close up –     girl sitting in common room on a laptop

2.    

3.     Pan –              bully bursting into common room, walking across room

4.     High angle – bully slaps shut laptop onto girls hands

5.     Medium shot – bully leaning on table

6.     Close up –     girls shoulders and face

7.     Medium shot – bully leaning on table, looking angry

8.     Long shot – Gathering of people around a table in common room talking amongst themselves

9.     Pan –              bully walks out of the common room

10.                         Close up –    girl making cup-a-soup

11.                         Medium shot – bully enter common room

12.                         Close up -    girl’s face

13.                         Close up -    bully’s face with an evil smile

14.                         Close up -    girl’s face, looking scared

15.                         Close up -    bully’s face with an evil smile

16.                         Medium shot – bully walks up to girl and swings to punch her

17.                         Close up (over the shoulder) – girl’s head swings whilst being punched

18.                         Long shot – girl leaves room in wheelchair

19.                         Medium shot – gathering of people on table laughing and making jokes

20.                         Long shot – girl leaving common room

Script - Bully

BULLY

by

Jessica Storer, Lauren Brooks and Chelsea Clark

“BULLY”

FADE IN

         

          INT. SCHOOL DAY

Close up: girl sitting in common room on a laptop

Pan:  bully bursting into common room, walking across room

High angle: bully slaps shut laptop on girls hands

Medium shot: bully leaning on table

BULLY: I bet its nice seeing a laptop, have you ever used one before?

Close up: girls shoulders and face

GIRL: Fuck off! I know what it is!

Medium shot: bully leaning on table, looking angry

BULLY: Who the fuck do you think you are?

Long shot: gathering of people around a table in common room talking amongst themselves.

Pan: Bully walks out of the common room

Dissolve

Close up: girl making cup-a-soup

Dissolve

Medium shot: bully enters common room

Close up: girl’s face

Close up: bully’s face with an evil smile

Close up: girl’s face, looking scared

Close up: bully’s face with an evil smile

Medium shot: bully walks up to girl and swings to punch her

                   

Close up (over the shoulder): girl’s head swings whilst being punched

Long shot: girl leaves room in wheelchair

Medium shot: gathering of people on table laughing and making  jokes

Long shot: girl leaving the common room

Treatment - Bully

Treatment

The film opens with a young teenaged girl, sat alone busy doing coursework on a laptop in the 6^th form common room of her local school. There are a group of people at one side of them room talking amongst themselves, a young lad walks in the room and heads straight for the young girl (Charlene). He suddenly slams the laptop on Charlene’s hands as she is typing; this then leads to some abusive insults which will carry on into a short argument. The ‘bully’ then leaves the room, Charlene is left quite emotional. The film then moves on in time and leaves us to Charlene making her self a cup-a-soup, after this the film speeds up time again. The bully re-enters the room, walks across to Charlene and punches her in the face, the group at the side of the common room begin to laugh. The bully leaves the room for the second time. Charlene then decides it’s time to leave and does so. While she does this the group are still laughing, this is when we first see that Charlene is in a wheelchair.

Our project will be no longer than 2 minutes as we are only filming the opening sequence of the film. There will be no budget for this opening sequence as all resources are available to us. Our production timetable won’t any longer than a few hours as it will be filmed in one location and only uses as little characters as possible.

Schedule - Bully

Schedule

3^rd December -        Group decide on main idea

6^th December -        Proposal and treatment based on idea set - Jessica

7^th December -        Schedule - Lauren

                                    Equipment list and location report – Chelsea

9^th December -        Script and shot list – Jessica

                                    Storyboard – Chelsea

                                    Casting and mise-en-scene – Lauren

10^th December -     Shooting of film – Group

13^h December -      Editing of film

15^th December -     Writing film onto disk – Jessica and Lauren

                                    Blog preparation – Chelsea

17^th December -     DEADLINE!

Proposal- Bully

Proposal

Our film is going to about a young girl who has a disability. She is a victim on bulling in her local secondary school. The film shows how she gets bullied and what consequences happen; it also shows confidence and the ability to stand up for yourself.

The audience we have aimed at is mainly young teenagers, because this is where bulling is more common. However, this film can also be aimed at much older people, for example 20s – 30s, because it can show how to deal with things and may give an insight on how bulling can be dealt with in a professional manor. It could also be used in schools and colleges for teacher training or teaching resources for younger children and teenagers.

The film is about a young teenaged girl, who is in 6^th form at her local school in Canterbury. Charlene (the girl) is paralysed from the waist down, meaning that she has no feeling in her legs at all. This means she’s in a wheelchair to help her around. She also comes from a unfortunate background, she doesn’t get the latest clothes, technology etc, because her family use their money to help her disability and to lead life as normal.

 In this school, there is a bully. He thinks he’s big and tough and everyone in the 6^th form love him but he finds people that are ‘different’ to him and victimises them. This bully picks on Charlene because of her disability and background. This carries on for a while; Charlene loses all self-confidence and becomes depressed. She them makes the decision to phone up the hotline for bulling. This gives her the confidence to report these bullies. The bullies are dealt with and Charlene starts to feel a lot better. Things start to look up for Charlene as people start to respect her.

We don’t think that this will be the end of all Charlene’s problems and haven’t really seen this as the end for her. The story could continue into other situations such as family life at home or possibly a big change in her disability. This would be decided in the near future.

Shot List- Continuity

Shot List

1.     Medium shot - back of COUNSELLOR walking towards and up the stairs.

2.      Low angle -   (PAN 90’) COUNSELLOR walking around the corner of stairs.

3.     Floor shot - (DOLLY) COUNSELLOR’S feet climbing the last flight of stairs.

4.     Medium shot - COUNSELLOR waling along corridor.

5.      Close up - door handle, COUNSELLOR’S hand comes into shot and starts to push open the door.

6.      Wide shot - CHILD sitting on chair in corner facing the wall. Showing the chair opposite.

7.      180’ Pan - COUNSELLOR walking into room and sitting on chair opposite CHILD.

8.      Close up - COUNSELLOR’S face

9.      Close up - CHILD’S face.

10.  Close up - COUNSELLOR’S face

11.                        Two shot - from left.

12.  Low angle - over both characters.

13.  Close up - CHILD’S hands, fiddling fingers.

14.                        Close up - CHILD’S face looking left and right anxiously.

15.  Two shot - COUNSELLOR and CHILD in silence.

Equipment List- Continuity

Equipment List

·        Camera

·        Tripod

·        Tas-cam and headphones

·        Clapper board and chalk

·        Two chairs

·        Table

Location Report

Location Report

We have decided to use three locations in our sequence. These are:

·        Main lobby

·        Upstairs corridor

·        Corner classroom

These are all in Chaucer Technology School’s 6^th form building.

We chose the main lobby as it has the perfect set of stairs which gives us different views from different positions. This is a good thing as we can use the camera to show these different views such as a low angle to show different meanings.

We decided to use the main upstairs corridor at the top of the stair case as it provides some really good natural light. It’s dark at certain times. We could use this effect to set some tension or anxiety towards the situation.

We also chose to use the corner classroom as our main location, because it contains only a table and a few chairs. The room itself is quite bland which can show the emptiness in the child.

Location Report

We have decided to use three locations in our sequence. These are:

·        Main lobby

·        Upstairs corridor

·        Corner classroom

These are all in Chaucer Technology School’s 6^th form building.

We chose the main lobby as it has the perfect set of stairs which gives us different views from different positions. This is a good thing as we can use the camera to show these different views such as a low angle to show different meanings.

We decided to use the main upstairs corridor at the top of the stair case as it provides some really good natural light. It’s dark at certain times. We could use this effect to set some tension or anxiety towards the situation.

We also chose to use the corner classroom as our main location, because it contains only a table and a few chairs. The room itself is quite bland which can show the emptiness in the child.

Treatment - Continuity

Treatment

The sequence opens with a character towards some stairs, which they then begin to walk up. They are dressed quite smartly which shows that they have some authority. The character then starts walking down a corridor till they reach a classroom door. When the character walks into the room, we eventually see their face. As they walk across the room to sit down, we notice a small child sat at a table. The character sits down opposite the child; the young child doesn’t seem interested into the other character. A few lines of dialogue a shared but the child still seems resistant to speak about anything. The other character seems to notice this and silence is met.

The sequence is no longer than about a minute long. There is no budget for this film as al the resources are available to us. Our production timetable won’t be any longer than a few hours as it will be filmed in three locations but is in the same building and are quite close.

Script - Continuity

COUNSELLOR AND CHILD

By

Jessica Storer, Lauren Brooks and Chelsea Clark

INT. DAY  6^th form building.

FADE IN:

Cut to... Medium shot: back of COUNSELLOR walking towards and up the stairs.

Cut to... Low angle: (PAN 90’) COUNSELLOR walking around the corner of stairs.

Cut to... Floor shot: (DOLLY) COUNSELLOR’S feet climbing the last flight of stairs.

Cut to... Medium shot: COUNSELLOR waling along corridor.

Cut to... Close up: door handle, COUNSELLOR’S hand comes into shot and starts to push open the door.

INT. DAY classroom

Cut to... Wide shot: CHILD sitting on chair in corner facing the wall. showing the chair opposite.

Cut to... 180’ Pan: COUNSELLOR walking into room and sitting on chair opposite CHILD.

Cut to... Close up: COUNSELLOR’S face.

COUNSELLOR:

Hi, I’m happy to see you again. How are you?

Cut to... Close up: CHILD’S face.

CHILD:

Hello, yes I’m okay thank you.

Cut to... Close up:  COUNSELLOR’S face

COUNSELLOR:

How are things at home?

Cut to... Two shot: from left.

CHILD:

Ummm... it’s okay...I suppose.

Cut to... Low angle: over both characters.

COUNSELLOR:

Oh, is there anything you wish to tell me?

Cut to... Close up: CHILD’S hands, fiddling fingers.

Cut to... Close up: CHILD’S face looking left and right anxiously.

Cut to... Two shot: COUNSELLOR and CHILD in silence.

FADE TO BLACK.

Schedule - Continuity

Schedule

8^th October -            Group decided on idea based on criteria

11^th October -         Proposal and treatment based on idea – Jessica

15^th October  -        Schedule and casting – Lauren

19^th October -         Script – Jessica

20^th October -         Shot list – Jessica

                                    Storyboard – Chelsea

29^th October -         Shooting of film – Group

4^th November -       Editing of film – Group

5^th November -       Editing of film – Group

9^th November -       Writing film onto disk – Jessica and Lauren

                                    Blog Preparation – Chelsea

17^th December -     DEADLINE!

Proposal- Continuity

Proposal

Our film sequence is about a counsellor who is about to have a counselling session with a young child. The sequence will show a mix of different emotions and how tough it can be for children to express themselves around people.

The audience we have aimed at is mainly 20’s – 30’s, because most counsellors, people who are training to be or people who are interested in being a counsellor. However, this can be used for children purposes to show the difficulties of being in a counselling session. We have based our sequence on this audience because it shows an emotional effect on the two individual characters.

The sequence is about a counsellor who is making their way to a counselling session. The counsellor walks up two flights of stairs before making it to the corridor; however, the counsellor’s face cannot be seen in the first few shots. The counsellor makes their way down the corridor and pushes open a door into a classroom. In the classroom, there is a small child waiting anxiously. The counsellor takes a seat opposite the young child, they then start asking questions but there isn’t much reply. The sequence ends in a tense situation where both the child and the counsellor are sat in silence.

This sequence is left on a cliff-hanger as the viewer may want to know what happens next due to the tension shown. This story could carry on and reveal what happens next.