Wednesday, 5 May 2010
In what ways does your media product use, develop or challenge forms and conventions of real media products?
I feel that the methods we used to film our openenig scene production. our film is basicly set in 4 different scenes. we use the first scene of Emily in the bath. the atmospher is quiet and relaxed yet very tense. There is no talking and emily is alone. It is quiet and the audience are anticipating what will happen next, this immedietly catches the attention of the audience due to the suspence and tense atmospher. I think this is different and a origional way of starting an opening scene because many opening sequence try to be loud and attention grabbing with violence or comedy. we came from another direction to try and show diversity.
Sunday, 2 May 2010
How does your media product represent particular social groups?
I think that our media production represents 'troubled teenageers'. our film is focused on the social problems that Emily has to deal with after the tagic death of her parents. the opening sequence is at a slow pace and of low volume. This gives a dramatic yet depressing atmosphere hence why it is focosed on troubled teenagers or any teenagers with issues. I think the slow and dramatic affect with dim coulors sets this atmosphere well.
We tried to represent this buy making our character Emily look unhappy and low in confidence. We had to display this in mainly Emily's body language. For example Emily never smiles or show any great enthusiasm in our opening sequence this gives a atmosphere because the way she acts and behaves is not normal for a young teen.
Friday, 30 April 2010
what kind of media institutions might distribute your media product and why?
Intitutions are responsible for the making and planning of a film production. Different institions use different methods to raise funds which is another atibute the instition must do (provide funds). This is important because especially british films struggle to gain funds for their film production (unlike big institutions in america for example hollywood).
The uk film council (UKFC) is a british film industry which was introduced and established in early 2000 by the government in power at the time (labour) and was primaily funded by thye National Lottery. The national lottery fund has an annual expendeture of 630 million pounds. there has been considerable critisism about the diversion of lottery money away from genuine good cauese such as towards mimisterial targets and party political targets for the labour party which should be funded by taxaction payed by the public.
There are three funds offering around £15-18 million lottery per year for the quality of productiuon and development of films being made in the UK. It has £12 million to invest over 3 years from the lottery funding. The money that is provided over a three year period is used to produce roughly 7 to 10 films per year. the premeir fund invests £8 million of lottery funding per year into main stream, it also encourages the involment in the of british creative talent in a range of films that can attrackt worldwide aduiences not just in the UK. This is vital to try and gain international recognition.
who would be your audience for your media product?
I think that our audience would be directed at young people aged from 15 to early 20's. Our opening scene is about a young girl (Emily,16) who has has suffered the death of her parents. She becomes depresed because she lives with her aunt you does not like her. I feel that there are many girls out there who could relate to this film which makes it more apropriate for them. Our audience would also be girls. 
'Fish Tank'
Our questionair discoverd that girls were more interested in our opeing scene and even said in the questionair they would be interested in watching the hole film if produced. the boys were not so interested saying there was not enough action or humour. so the target audience would be girls from 15 to about early 20's.
'Fish Tank'Our questionair discoverd that girls were more interested in our opeing scene and even said in the questionair they would be interested in watching the hole film if produced. the boys were not so interested saying there was not enough action or humour. so the target audience would be girls from 15 to about early 20's.
How did you attract/adress your audience?
I think that our opening sequence atractts the audience because of our first scene where Emily is sat in the bath and the flash back occurs to her in the hospital hearing the news oh her fsmily parents dying. This is a strong and bold start to the film which we felt as a group would draw peoples attention. The setting is important because the quietness in the barth room where emily is represents loneliness and perhaps depression. The audience will notice this and it is an afective start. This is a good selling piont for our film because it is dramatic and an interesting begining.
For flash backs we dimed the light and gave it a hint of red which gives a powerful affect of anger of death. The first flash back is of the hospital scene where Emily is told of her parents death the dim light with a hint of red makes it more dramatic and the audiece may pick up on this which is a good selling piont.
For flash backs we dimed the light and gave it a hint of red which gives a powerful affect of anger of death. The first flash back is of the hospital scene where Emily is told of her parents death the dim light with a hint of red makes it more dramatic and the audiece may pick up on this which is a good selling piont.
Thursday, 29 April 2010
what have you learnt about technologies from the process of constructing this product?
camera on tripod: The camera was obviosly a vital peice of equipment involved in making our opening scene production. the camera was on the tripod and we could adjust the hight to suit our liking. you could also rotate the camera on the tripod to follow a character for example. you could also go free hand ( hand hold the camera with out tripod) but we did not use this method due to it being not still enough.
digital camera: To take pictures of our filming locations and our charracters.
software adobe premeir pro: This was the technology we used to edit our opening scene once fimed. it is difficult to understand at first but with practice and time it became easier to do and we all contributed when editing it together. also used to put sound and title/credits together and generaly make it look more proffesional.
digital camera: To take pictures of our filming locations and our charracters.
scanner: Scanner was useful for copping (scanning) infomation so we could put it into our bloggs. 
laptops and computers: Laptops and computers played a massive role in our film production for our opening scene. with out these machines it would be virtually impossible to do. the computers provide us the option of posting things on bloggs and to save data and ajust when needed (unlike written infomation).
internet: The internet provided a vital role in the completion of our opening scene. Google search engine was very important because it was needed to find out infomation about definitions for example mise en sene and shot reverse shot. Also for background infomation on history of teen drama (our theme) and recent films from our genre. Sites such as wikipidia were useful but not totaly reliable so did not base all infomation from there. Another exteamly important atribut the internet provided was our bloggers which was a use full and pratical wasto store ans update work when wanted.
software adobe premeir pro: This was the technology we used to edit our opening scene once fimed. it is difficult to understand at first but with practice and time it became easier to do and we all contributed when editing it together. also used to put sound and title/credits together and generaly make it look more proffesional.
Sunday, 25 April 2010
Timeline Juno (film)
Juno
00:17 staring ellen page as juno
00:28 staring mincheal cera as beaker
00:41 staring jennifer garner as vanesa
01:06 staring jason bateman as mak loring
01:16 staring allison janney as bren
01:28 Director reitman
01:38 producers liane halfon, john malkovic, manson novich, russell smith
01:51 writer by mateo messina
02:20 JUNO (film name)
00:17 staring ellen page as juno
00:28 staring mincheal cera as beaker
00:41 staring jennifer garner as vanesa
01:06 staring jason bateman as mak loring
01:16 staring allison janney as bren
01:28 Director reitman
01:38 producers liane halfon, john malkovic, manson novich, russell smith
01:51 writer by mateo messina
02:20 JUNO (film name)
Wednesday, 31 March 2010
Looking back at the prelimonarly task, what do you feel you have learnt in the progression from it to the full product?
For our media coursework we had to develop an opening sequence of a film. a lot of work had to be done to ensure that it was a sucsesful production that would encourage veiwers to watch the rest of the film if it was to be fully produced into a full film.
As a group we needed to work together and split the work aproprietly and fairly. I felt we worked well and we managed to complete our opening sequence in good quality. Our group started with four members but was then reduced to three. We had to make some changes in our film that we had not anticipated puting into the final in the pre production report in our story board and our scripts. These were changes that as a group we decided had to be done to improve our film to try and achive a more profesional outcome which would benefit all.
Looking back at the prelimonary task, what do you feel like you have learnt in the progression from it to the full product?
In the prelimonary task i had a central acting role and did not get thew oppotunity to do any camera work. This was disapionting becaus it is an interesting and fun job. But in our opening sequence i had a key role doing most of the camera work which for me was new and i became a lot more familia with it. It little bit of trial and error took place and we had to take quite a few shots to get it right at first but in the end i became comfortable with it and enjoyed it.
I also feel that tho the prelimonary task was a sucsess I feel that in the opening sequence production I learnt and grew with confinece in many different areas. Firstly I think I made huge improvements in the edit suite. In the prelimonary task I played a central acting role but stuggled with the editing side of things. Editing was not easy for me and I did not have the confidence to edit our film by my self. But this time around I was a lot more confident after learning a bit from the prelimonary task and then having a play around in the edit suite which improved my abilities a lot. I made a good contribution to the editing of our opening sequence and became quite quick with it after several sessions ajusting our film. There were some areas that I still struggled with for example logging all our data was tedius at times and I struggled at first but with help from my group we completed the logging and I understood it well.
In our prelimonary task it was our first ever (for most of us) time we had ever had to produce a mini film. I think we were unorganised and could have done certain things a lot better if it had been planned to a better standard. This time around we were a lot stronger as a group and all made valuable contributions to the production of our opening scene. Our opening sequnce is much more diverse and is filmed in four different locations unlike the prelimonary tasks which was only set in one. This shows how we have developed and improved with our organisation methods.
As a group we needed to work together and split the work aproprietly and fairly. I felt we worked well and we managed to complete our opening sequence in good quality. Our group started with four members but was then reduced to three. We had to make some changes in our film that we had not anticipated puting into the final in the pre production report in our story board and our scripts. These were changes that as a group we decided had to be done to improve our film to try and achive a more profesional outcome which would benefit all.
Looking back at the prelimonary task, what do you feel like you have learnt in the progression from it to the full product?
In the prelimonary task i had a central acting role and did not get thew oppotunity to do any camera work. This was disapionting becaus it is an interesting and fun job. But in our opening sequence i had a key role doing most of the camera work which for me was new and i became a lot more familia with it. It little bit of trial and error took place and we had to take quite a few shots to get it right at first but in the end i became comfortable with it and enjoyed it.
I also feel that tho the prelimonary task was a sucsess I feel that in the opening sequence production I learnt and grew with confinece in many different areas. Firstly I think I made huge improvements in the edit suite. In the prelimonary task I played a central acting role but stuggled with the editing side of things. Editing was not easy for me and I did not have the confidence to edit our film by my self. But this time around I was a lot more confident after learning a bit from the prelimonary task and then having a play around in the edit suite which improved my abilities a lot. I made a good contribution to the editing of our opening sequence and became quite quick with it after several sessions ajusting our film. There were some areas that I still struggled with for example logging all our data was tedius at times and I struggled at first but with help from my group we completed the logging and I understood it well.
In our prelimonary task it was our first ever (for most of us) time we had ever had to produce a mini film. I think we were unorganised and could have done certain things a lot better if it had been planned to a better standard. This time around we were a lot stronger as a group and all made valuable contributions to the production of our opening scene. Our opening sequnce is much more diverse and is filmed in four different locations unlike the prelimonary tasks which was only set in one. This shows how we have developed and improved with our organisation methods.
Thursday, 25 March 2010
pre production report
Pre Production Report
Our group firstly consisted of 4 people due to unexpected circumstances our group was reduced to only 3 members. We all agreed that everyone will play some sort of acting role in our film. We began with forwarding possible story lines for out film we discussed our ideas for our production we made slight changes as we started to develop our story and came up with solutions that would befit the film. In our opening sequence we thought that we should use past and present (flashbacks) filming technique. When Emily is in the bath these flashbacks occur which gives an atmosphere.
After discussions with our media teacher we thought the best way to use the past in our film was to show a newspaper article about the fire Emily and her family were involved in. This will give the audience a sense of emily being depressed and unhappy, and will also make the audience undersatnd why she has moved with her aunt. This was a good decsion beacuase it helps give the audience a good understanding of the story without giving to much of it away in the opening sequence.
While emily is in the bath the flash backs occur. We agreed that it is vital that we make the audience notice when the flashbacks occur. We decided to use give an affect by making the coulor in the flashbacks senes black and white. This gives an effect of darkness and depression and also clarifies to the audience it is a memory of the past. We (as a group) gave our selves a challenge by deciding to try and create a emeotional teen drama. We feel that we will need to ne sensitive and sophistocated to give a dramatic and affect ion the audience which i feel will be difficult.
We also had to agree as a group that others who are not in our group will need to be used for actors in our film production.
Our group firstly consisted of 4 people due to unexpected circumstances our group was reduced to only 3 members. We all agreed that everyone will play some sort of acting role in our film. We began with forwarding possible story lines for out film we discussed our ideas for our production we made slight changes as we started to develop our story and came up with solutions that would befit the film. In our opening sequence we thought that we should use past and present (flashbacks) filming technique. When Emily is in the bath these flashbacks occur which gives an atmosphere.
After discussions with our media teacher we thought the best way to use the past in our film was to show a newspaper article about the fire Emily and her family were involved in. This will give the audience a sense of emily being depressed and unhappy, and will also make the audience undersatnd why she has moved with her aunt. This was a good decsion beacuase it helps give the audience a good understanding of the story without giving to much of it away in the opening sequence.
While emily is in the bath the flash backs occur. We agreed that it is vital that we make the audience notice when the flashbacks occur. We decided to use give an affect by making the coulor in the flashbacks senes black and white. This gives an effect of darkness and depression and also clarifies to the audience it is a memory of the past. We (as a group) gave our selves a challenge by deciding to try and create a emeotional teen drama. We feel that we will need to ne sensitive and sophistocated to give a dramatic and affect ion the audience which i feel will be difficult.
We also had to agree as a group that others who are not in our group will need to be used for actors in our film production.
Tuesday, 16 February 2010
Questionaire to target audiences and evaluation of results
As a group we developed a questionnair designed specially for our target audience Which was our own age group (15/16/17). We agreed at the start that our target age group would be teen's seeing tho it is a teen dram orianated production it made sense.
we decided that we would evaluate our film by showing our production to 10 peope in a room and provide them a sheet to fill out (our questionnair). We though it would deffinetly be a good idea to show our production to our own age goup because they are our target audience and will give us a good idea on what they want to see in a film and what our film possible could of done to be more appealing to them indiviadualy.
we had mixed results which i personaly was expecting because of the genre we picked. the girls who watched our production liked it a lot more than the boys who watched did. I understand this because our film was perhaps not fast, involve comedy, no action. This is what the boys wrote on the as what the film possible could have involved in some way to make it more apealing to them.
When asked on the questionnair from watching the opening sequence 'would you be interested in watching the hole film' every girl said yes they would like to. unlike the boys who when asked the same question the magority said no they would not be interested in watching the hole film. I think this is interesting because it identifies the diferrence in what boys and girls look for in a film.
Many of the boys said that they would have enjoyed a bit of humour in our opening sequence to catch their attention more. While the girls seemed more atracted to the slightly slow dramatic opening scene aproch.
we decided that we would evaluate our film by showing our production to 10 peope in a room and provide them a sheet to fill out (our questionnair). We though it would deffinetly be a good idea to show our production to our own age goup because they are our target audience and will give us a good idea on what they want to see in a film and what our film possible could of done to be more appealing to them indiviadualy.
we had mixed results which i personaly was expecting because of the genre we picked. the girls who watched our production liked it a lot more than the boys who watched did. I understand this because our film was perhaps not fast, involve comedy, no action. This is what the boys wrote on the as what the film possible could have involved in some way to make it more apealing to them.
When asked on the questionnair from watching the opening sequence 'would you be interested in watching the hole film' every girl said yes they would like to. unlike the boys who when asked the same question the magority said no they would not be interested in watching the hole film. I think this is interesting because it identifies the diferrence in what boys and girls look for in a film.
Many of the boys said that they would have enjoyed a bit of humour in our opening sequence to catch their attention more. While the girls seemed more atracted to the slightly slow dramatic opening scene aproch.
Recent films from our genre
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Fish Tank
This film is about a young girl (15). She faces the same kind of problem as the girl Emily does in our film production. For example in the film Fish Tank the girl is frequently neglected by the people she lives with and does not seem to have a farhter who supports her. She found school difficult which resulted in her being kicked out of her school and resolving to drink and drugs. This is similar to our film. The mother of the Girl in the film 'Fish Tank' is similar to the Aunt in our film production. She brings home various men and she (the mother) proveides close to no support to her. This is very similar to the situation emily in our film faces.
Juno Juno is film based on a young girl (16) who accidently becomes pregnant. The film follows her story on how she copes and matures as a person in the situation she is faced with. she is faced with lots of different problems which she needs to overcome. This relates to our film production because both young girls stared in the two films are young, fulnerabale and have to face problems that arguably they shoudnt need to be dealing with at their young age.
history of genre
The history of our 'teen drama' theme goes back as far as the 1960's. As the late 1960's and early 1970's progreesed more and more teens were becoming interested and relating there own lives to some teen dramas. For example a very early teen drama was produced called 'never too young'. This is a series that looks over the lives of teenagers and how they deal with their parents which has some connections with our film production because emily in our film had hast to deal with many family ussues. In 1967, 'Love is a Many Splendored Thing' was realeased and in no time became a huge success with teenage audiences especially in America. It was quickly followed by such shows as The Young and Restless ' in the year 1973 and 'All My Children' in 1970. This was the begining of teen dramas which over the years has become a very popular and a universal attraction to youngsters. Orginal programes have set a path fo many of the more recent series or dramas about teen and thier lives.
there were also some more original teen dramas for example shows like 'Degrassi Junior High' and later Degrassi High, became very popular in Canada and the north America. these programmes were aired on PBS in the late 80s and the early 9o's. these were slightly more recent but hold the same value and identity as the shows in the 1960's and 70's.
there were also some more original teen dramas for example shows like 'Degrassi Junior High' and later Degrassi High, became very popular in Canada and the north America. these programmes were aired on PBS in the late 80s and the early 9o's. these were slightly more recent but hold the same value and identity as the shows in the 1960's and 70's.
group meetings
Our group meeting mainly took place when we in class together. we would discuss between ouselves our ideas and we all agreed our individual jobs for that day or week. I feel that as a group we worked well and worked around any disagreements we might have faced. At no piont was someone made to do something they were not comfortable with or not agree with doing. every desicion that was made had to be agreed between the group.
i think our group meeetings were vital and were very constructive to our production. For example our organisation of our jobs and what needed to be done were discussed in our meetings so we all new had to be done. without the meetings and discutions we would not be clear what had been done what needed to be done ect...
As i said these discussions were usually taken place in lesson time and we would work together to get as we could done in the time we had together.
There were sometimes as much as 2 weeks between lessons so it was vital for us have group meetings and dicuss our progress since the last lesson.
i think our group meeetings were vital and were very constructive to our production. For example our organisation of our jobs and what needed to be done were discussed in our meetings so we all new had to be done. without the meetings and discutions we would not be clear what had been done what needed to be done ect...
As i said these discussions were usually taken place in lesson time and we would work together to get as we could done in the time we had together.
There were sometimes as much as 2 weeks between lessons so it was vital for us have group meetings and dicuss our progress since the last lesson.
pre production task
GENRE – Teen Drama
PLOT
16 year old Emily Lock’s family have just died in a house fire and she has had to go and live with her auntie who lives far away from her origional home. Her auntie doesn’t have any children of her own, and often has different men visit her at her, which is extremely uncomfortable for Emily.
After Emily’s trauma, and having to move in with the nasty aunt who begins to physically harm her when coming home drunk, she starts to become depressed and self harm herself. Her depression grows deeper as she has to join a new school. The students there don’t warm to her and bully her. The school teachers have no time for the new scruffy student. The torture proves too much for Emily as she begins looking for different ways out of her mess.
She slowly turns to drugs and mixes with the wrong people; she becomes ill and reliant on strong drugs and alcohol. She is in a helpless situation and at the lowest point she could possibly be at; the future looks lifeless and non existent.
On a significant day when Emily feels she is at a complete dead end, she goes to buy more drugs; a boy from her school is watching her from a distance giving her money to a dealer. The dealer is evidently trying to steal the money without providing the drugs, so therefore the boy watching runs over and ‘saves the day’. He particularly notices that Emily is very unwell, and realises she was buying drugs. He feels sorry for her and wants to help her, she refuses his offer on a few occasions but he is adamant to get involved.
Eventually she lets him into her life and tells him the story of her tragic past, and present as she realises his pure intentions. Jack is effectively the only one who cares for her. Emily’s happiness starts to return and the drugs and self harming starts to stop. Jack, the hero, builds her life back up and they grow closer until, at the end of the story, he asks her to be with him and move in with Jack and his welcoming parents.
Opening Scene
Emily, the main character, is standing in the shower, the shower is on, and she faces the shower so the water is spraying on her face.
Whilst Emily is in the shower, a newspaper article appears transparently over the top of the image of Emily. The audience hear screams etc which are in Emily’s head. The newspaper is transparent over her still in the shower with Emily’s hands at her face. It creates the affect of her remembering reading/seeing the front page of the paper.
We then cut back to the shower where she is still in the shower, facing it however her hands are no longer at her face, they are just hanging by her side.
The second flashback depicts Emily sitting in the family room at the hospital with a social worker comforting her. Someone of authority walks into the room and tells her all her family have died and he says that they did their best.
We cut back to the shower, which is at her auntie’s house; you see her reaching for a razor. The razor is about chest height on a shower shelf so she just reaches forward. The camera catches Emily’s hand trembling.
We cut it to the third flashback of Emily going to have to live with her nasty aunt. The camera follows Emily walking up her auntie’s path. You see her knock on the door with just a small bag of belongings. All the auntie does is use a head signal suggesting Emily to come in. Her auntie doesn’t make Emily feel welcome at all. Next, her auntie just literally closes the door as Emily has rushed in. The auntie then walks away into the kitchen dining area, not letting Emily know where she is staying or offering her any tea.
Cutting back to the shower where she is shaving her legs and accidentally cuts herself with a razor; the camera goes onto the water and you just see droplets of blood. Next the camera goes onto her face, where she is looking at the razor, suggesting to the audience that she could use this razor in the future to perhaps harm herself. The camera then fades out from this shot to the next shot of Emily preparing herself.
Emily has just got ready for first day at new school, says to her auntie she’s going who takes no notice of her and doesn’t look at all bothered.
Emily walks out the door, flinging her bag over her shoulder looking at the floor unconfidently on her way to school. This begins the story.
Treatment
Shot list
Risk Assesment
Location – Aunties bathroom, Int. 7.00am. Date 22nd January.
The bathroom is dimly lit with a light that seems to not work too well. The shower is turned on, which is the only sound the audience can hear. The weather outside it severely overcast, with light rain and mysterious fog. The first scene the audience see if Emily, in the shower with the camera behind her. She is dressed in a long baggy top.
We didn’t write a script because the only dialogue we have included in our opening scene is the doctor’s line. However our teacher advised us that we need not write a full script as we have already practised this skill in our preliminary task. The dialogue is detailed in our treatment with the other sound effects we have.
PLOT
16 year old Emily Lock’s family have just died in a house fire and she has had to go and live with her auntie who lives far away from her origional home. Her auntie doesn’t have any children of her own, and often has different men visit her at her, which is extremely uncomfortable for Emily.
After Emily’s trauma, and having to move in with the nasty aunt who begins to physically harm her when coming home drunk, she starts to become depressed and self harm herself. Her depression grows deeper as she has to join a new school. The students there don’t warm to her and bully her. The school teachers have no time for the new scruffy student. The torture proves too much for Emily as she begins looking for different ways out of her mess.
She slowly turns to drugs and mixes with the wrong people; she becomes ill and reliant on strong drugs and alcohol. She is in a helpless situation and at the lowest point she could possibly be at; the future looks lifeless and non existent.
On a significant day when Emily feels she is at a complete dead end, she goes to buy more drugs; a boy from her school is watching her from a distance giving her money to a dealer. The dealer is evidently trying to steal the money without providing the drugs, so therefore the boy watching runs over and ‘saves the day’. He particularly notices that Emily is very unwell, and realises she was buying drugs. He feels sorry for her and wants to help her, she refuses his offer on a few occasions but he is adamant to get involved.
Eventually she lets him into her life and tells him the story of her tragic past, and present as she realises his pure intentions. Jack is effectively the only one who cares for her. Emily’s happiness starts to return and the drugs and self harming starts to stop. Jack, the hero, builds her life back up and they grow closer until, at the end of the story, he asks her to be with him and move in with Jack and his welcoming parents.
Opening Scene
Emily, the main character, is standing in the shower, the shower is on, and she faces the shower so the water is spraying on her face.
Whilst Emily is in the shower, a newspaper article appears transparently over the top of the image of Emily. The audience hear screams etc which are in Emily’s head. The newspaper is transparent over her still in the shower with Emily’s hands at her face. It creates the affect of her remembering reading/seeing the front page of the paper.
We then cut back to the shower where she is still in the shower, facing it however her hands are no longer at her face, they are just hanging by her side.
The second flashback depicts Emily sitting in the family room at the hospital with a social worker comforting her. Someone of authority walks into the room and tells her all her family have died and he says that they did their best.
We cut back to the shower, which is at her auntie’s house; you see her reaching for a razor. The razor is about chest height on a shower shelf so she just reaches forward. The camera catches Emily’s hand trembling.
We cut it to the third flashback of Emily going to have to live with her nasty aunt. The camera follows Emily walking up her auntie’s path. You see her knock on the door with just a small bag of belongings. All the auntie does is use a head signal suggesting Emily to come in. Her auntie doesn’t make Emily feel welcome at all. Next, her auntie just literally closes the door as Emily has rushed in. The auntie then walks away into the kitchen dining area, not letting Emily know where she is staying or offering her any tea.
Cutting back to the shower where she is shaving her legs and accidentally cuts herself with a razor; the camera goes onto the water and you just see droplets of blood. Next the camera goes onto her face, where she is looking at the razor, suggesting to the audience that she could use this razor in the future to perhaps harm herself. The camera then fades out from this shot to the next shot of Emily preparing herself.
Emily has just got ready for first day at new school, says to her auntie she’s going who takes no notice of her and doesn’t look at all bothered.
Emily walks out the door, flinging her bag over her shoulder looking at the floor unconfidently on her way to school. This begins the story.
Treatment
Shot list
Risk Assesment
Location – Aunties bathroom, Int. 7.00am. Date 22nd January.
The bathroom is dimly lit with a light that seems to not work too well. The shower is turned on, which is the only sound the audience can hear. The weather outside it severely overcast, with light rain and mysterious fog. The first scene the audience see if Emily, in the shower with the camera behind her. She is dressed in a long baggy top.
We didn’t write a script because the only dialogue we have included in our opening scene is the doctor’s line. However our teacher advised us that we need not write a full script as we have already practised this skill in our preliminary task. The dialogue is detailed in our treatment with the other sound effects we have.
Breif
Our task was to design and produce a short opening scene to a film production. To complete our task to the best of our abilities we had to take certain stages to establish a successful production. Firstly we had to create our own story line. Then we had to design story boards and make a risk assessment. We have to prepare shot sizes so when it comes to filming we will be prepared and will know what we need to do. pre production reports must be done and much reaserch needs to be put done for example history of genre, recent films from how genre, group meeetings ect.We also need to develop an evaluation to explain how our production went and what we could have done to improve it or develop it further.
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