Hello
Below are the links to the students requested for moderation. They have worked really hard on their film openings and their blogs and we hope you enjoy the work as much as they did. They have all uploaded a large number of posts and created their own production company logos as well as posters and websites for their films.
3220; YATES, JOSHUA G
3013; BLAKE, AMARA S
3103; HOCART, LUCY V
3024; CAMPOCCIO, ALESSANDRO M
3030; CHETTLEBURGH, SOPHIE M
3106; HOOPER, SAMUEL J
3060; ELLIS, CHARLOTTE L
3151; PRENTICE, JESSICA L
3196; TURNER, LEAH E
3101; HEWLETT, JAMIE R
3214; WILLIAMSON, ANNEKA L
3073; FOORD, HARRY M
3236; DAWES, RENAE O
3168; SEWELL, BETHANIE A
3157; REVELL, CHARLOTTE L S
Thank you very much, any queries please do not hesitate to email kbr@gbhs.co.uk
Great Baddow High School Media Department
FINAL FILM OPENINGS 2016
Film opening first drafts
PEER ASSESSMENT
- What elements of this sequence did you feel were successful? Give at least two elements and explain why they were successful.
- Were there any aspects of the sequence which you felt were confusing/distracting/missing, etc?
- List 2 things which you feel would have improved this sequence and explain your opinion.
One post to show how you peer assessed another group well and one post to show how you analysed your group's feedback. Then have a look at your film again and apply your self assessment to it using the mark scheme. (another blog post) Please add label - Feedback.
SELF ASSESSMENT
Level 3 36–47 marks There is evidence of proficiency in the creative use of many of the following technical skills:
• Producing material appropriate for the target audience and task;
• using titles appropriately according to institutional conventions;
• using sound with images and editing appropriately for the task set;
• shooting material appropriate to the task set; including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
• using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Level 4 48–60 marksThere is evidence of excellence in the creative use of most of the following technical skills:
• material appropriate for the target audience and task;
• using titles appropriately according to institutional conventions;
• using sound with images and editing appropriately for the task set;
• shooting material appropriate to the task set;including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
• using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Level 3 36–47 marks There is evidence of proficiency in the creative use of many of the following technical skills:
• Producing material appropriate for the target audience and task;
• using titles appropriately according to institutional conventions;
• using sound with images and editing appropriately for the task set;
• shooting material appropriate to the task set; including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
• using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Level 4 48–60 marksThere is evidence of excellence in the creative use of most of the following technical skills:
• material appropriate for the target audience and task;
• using titles appropriately according to institutional conventions;
• using sound with images and editing appropriately for the task set;
• shooting material appropriate to the task set;including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
• using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Elements of an opening sequence
After you've decided on your film, make sure you discuss and blog about how you're going to include all the elements of an opening sequence.
The purpose of an opening title sequence to a film is to establish the visual style of the film and to introduce the viewer to all or some of the following:
Characters
Location
Narrative/Plot
Genre
Themes
Typically, an opening sequence will contain:
The purpose of an opening title sequence to a film is to establish the visual style of the film and to introduce the viewer to all or some of the following:
Characters
Location
Narrative/Plot
Genre
Themes
Typically, an opening sequence will contain:
- Details of cast and crew.
- The film's title.
- An introduction to character or character type.
- Indication of place.
- Indication of historical period.
- Information regarding mood and tone.
- Introduction to signature theme tune.
- Information about genre.
- Questions that the viewer finds intriguing.
- Patterns and types of editing that will be echoed in the remainder of the film.
- Mise en scene and cinematography that will be echoed or elaborated upon later in the film.
Student Film openings and construction mark scheme
Find
three student productions of your choice and upload onto blog (post title
student film openings) - one to present to the class that you found interesting
and two others to mark using the criteria below. What went well, Even better if
and give them a grade. It would be fab if you emailed any students' work with
queries on their productions or their marks and got a reply. Upload the film
you liked and why.
Youtube - Latymer film openings, Hurtwood House film openings, G321, AS Film openings
Level 1 0–23 marks The work for the main task is possibly incomplete. There is minimal evidence in the work of the creative use of any relevant technical skills such as:
• Producing material appropriate for the target audience and task;
• using titles appropriately according to institutional conventions;
• using sound with images and editing appropriately for the task set;
• shooting material appropriate to the task set; including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
• using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Level 2 24–35 marks There is evidence of a basic level of ability in the creative use of some of the following technical skills:
• Producing material appropriate for the target audience and task;
• using titles appropriately according to institutional conventions;
• using sound with images and editing appropriately for the task set;
• shooting material appropriate to the task set;, including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
• using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Level 3 36–47 marks There is evidence of proficiency in the creative use of many of the following technical skills:
• Producing material appropriate for the target audience and task;
• using titles appropriately according to institutional conventions;
• using sound with images and editing appropriately for the task set;
• shooting material appropriate to the task set; including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
• using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Level 4 48–60 marksThere is evidence of excellence in the creative use of most of the following technical skills:
• material appropriate for the target audience and task;
• using titles appropriately according to institutional conventions;
• using sound with images and editing appropriately for the task set;
• shooting material appropriate to the task set;including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
• using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
https://www.youtube.com/playlist?list=PLuboFoQeI7kjz0HNOzjotGVWFrxg2GPMk
https://www.youtube.com/watch?v=Z-gSPqOgs_8&feature=youtu.be
https://www.youtube.com/playlist?list=PL_P5ZEHuHS2aXqPX1Rz1ra7H6h86VghZ7
Titles Task
An area students often mess up this titles task will help you learn how film institutions help identify both the film and the production company involved, and to act as a signal to viewers that the film had started.
Here are some links for initial research.
www.artofthetitle.com is an amazing website dedicated to titles.
Watch this and be inspired by some of the best title designs of all time:
http://www.artofthetitle.com/news/a-brief-history-of-title-design-announced/
http://www.artofthetitle.com/feature/the-title-design-of-saul-bass/
Be inspired. Then listen to Richard Morrison's interview and advice and write three points he makes which may be relevant to your own production.
http://www.watchthetitles.com/articles/00193-Richard_Morrison_interview
Choose one title sequences from films in www.artofthetitle.com
Screengrab each title in order, write down the jobs titles and seconds from the start so that you can and the length of each title. Write a summary discussing the various titles, fonts, colours, sound, effects and any meaning that may link them to the genre or narrative. Titles are numbered T1, T2 etc
Here are some links for initial research.
www.artofthetitle.com is an amazing website dedicated to titles.
Watch this and be inspired by some of the best title designs of all time:
http://www.artofthetitle.com/news/a-brief-history-of-title-design-announced/
http://www.artofthetitle.com/feature/the-title-design-of-saul-bass/
Be inspired. Then listen to Richard Morrison's interview and advice and write three points he makes which may be relevant to your own production.
http://www.watchthetitles.com/articles/00193-Richard_Morrison_interview
Choose one title sequences from films in www.artofthetitle.com
Screengrab each title in order, write down the jobs titles and seconds from the start so that you can and the length of each title. Write a summary discussing the various titles, fonts, colours, sound, effects and any meaning that may link them to the genre or narrative. Titles are numbered T1, T2 etc
Deadlines
31st October
Prelim task and evaluation
21st November All planning and research for film opening uploaded
28th November Filming for opening completed
5th December First draft film opening
week commencing 12th December Feedback, pick ups, tweak edit,
16th December Final Draft deadline
19th December Missing/Improving blog posts
16th January Evaluations
23rd January Final blog sign off
21st November All planning and research for film opening uploaded
28th November Filming for opening completed
5th December First draft film opening
week commencing 12th December Feedback, pick ups, tweak edit,
16th December Final Draft deadline
19th December Missing/Improving blog posts
16th January Evaluations
23rd January Final blog sign off
MediaMeister October 2016 Charlotte Revell
Congratulations to our first year 12 mediameister of 2016 for all her hard work and effort.
Prelim Task and Evaluation
Upload your planning, prelim task and answer the following questions. All under the label prelim task.
Prelim Evaluation questions
1) Who did you work with and how did you manage the task between you?
2) How did you plan your sequence? What processes did you use?
3) What theorists do you think you could apply to your task?
4) What factors did you have to take into account when planning, shooting and editing?
5) How successful was your sequence? Please identify what worked well and with hindsight what would you improve/do differently?
6) What did others say about your production?
7) What have you learnt from completing this task?
8) Looking ahead, how will this learning be significant when completing your final film opening?
coursework?
The minimum amount of shots you must include are:
Past examples:
Prelim Evaluation questions
1) Who did you work with and how did you manage the task between you?
2) How did you plan your sequence? What processes did you use?
3) What theorists do you think you could apply to your task?
4) What factors did you have to take into account when planning, shooting and editing?
5) How successful was your sequence? Please identify what worked well and with hindsight what would you improve/do differently?
6) What did others say about your production?
7) What have you learnt from completing this task?
8) Looking ahead, how will this learning be significant when completing your final film opening?
coursework?
In your groups over the next two weeks you will need to complete your preliminary task this will include:
- A brief production diary of the process of who did what and screen shots of group and locations
- Genre conventions to be included
- Task idea, title and script, any music?
- Storyboard
- Shooting schedule
Individually, your planning, prelim task and presentation are all to be uploaded onto an emaze. Sign up to www.emaze.com and start practising!
The minimum amount of shots you must include are:
- match on action
- shot/reverse shot
- 180 degree rule
- an establishing shot
- at least two close ups of the characters
- a tracking shot
- high angle shot
Past examples:
Juno film opening task and evaluation
Well done on your dancing animals and James Bond tasks, make sure you've uploaded them onto the blog. Hopefully you will be a little more familiar with Premiere. Now it's time to edit your own filmed footage.
In this task you will familiarise yourself with the cameras, practise your filming and editing techniques and stretch your premiere skills.
In your groups you will plan who will be Juno, the props you need, the locations and you will create a storyboard - number each shot, draw a sketch of shot, write down times for the length of shot, the type of shot and transition. For eg: Three seconds - low angle, close up, tilt up shot of face - straight cut.
Take a picture of your storyboard and upload onto your blog, youtube your Juno sequence and answer the evaluation questions:
One day for planning, one for filming, one for editing and finally the evaluation of the task. Share the responsibilities equally.
The soundtrack is here U:\SHARED\Media and you will only need to copy up to the bit where she walks in front of the shops minute 1.04
In this task you will familiarise yourself with the cameras, practise your filming and editing techniques and stretch your premiere skills.
In your groups you will plan who will be Juno, the props you need, the locations and you will create a storyboard - number each shot, draw a sketch of shot, write down times for the length of shot, the type of shot and transition. For eg: Three seconds - low angle, close up, tilt up shot of face - straight cut.
Take a picture of your storyboard and upload onto your blog, youtube your Juno sequence and answer the evaluation questions:
- You are editing your own footage - how did the filming go?
- Was your storyboard accurate?
- What were your strengths and weaknesses in the group?
- Did you get all the footage you needed?
- What technical skills either camera or premiere did you learn? How does it compare to the original?
- What went well - What I learnt - What I will take with me to the next production
One day for planning, one for filming, one for editing and finally the evaluation of the task. Share the responsibilities equally.
The soundtrack is here U:\SHARED\Media and you will only need to copy up to the bit where she walks in front of the shops minute 1.04
Institution - Logo, Big/Small Budget
Some questions on the film industry -
Have a look at some big media companies and smaller companies and their logos and design your own. You will
then bring these to your film groups and select the best one.
http://www.businessinsider.com.au/these-6-corporations-control-90-of-the-media-in-america-2012-6
http://www.cnbc.com/id/39083257/page/1 - most profitable movies of all time
http://www.businesspundit.com/10-most-profitable-low-budget-movies-of-all-time/
http://www.the-numbers.com/movies/records/budgets.php
Low budget V high budget institution comparison and analysis to be completed. Place onto a powerpoint and
upload onto the blog. Choose a big budget blockbuster and compare to a low budget film eg The Hobbitt vs In Fear. Do some research:
- What is the main film going audience?
- How do cinemas make most of their money?
- How do you get a film into the cinema?
- What does a distributor do?
Independent versus mainstream film from Great Baddow High School Media
https://www.google.co.uk/search?q=film+production+logos&espv=2&biw=1280&bih=639&source=lnms&tbm=isch&sa=X&ved=0CAYQ_AUoAWoVChMIrNLOuvOHyAIVbTnbCh28FAOd
https://www.google.co.uk/search?q=film+production+logos&espv=2&biw=1280&bih=639&source=lnms&tbm=isch&sa=X&ved=0CAYQ_AUoAWoVChMIrNLOuvOHyAIVbTnbCh28FAOd
Have a look at some big media companies and smaller companies and their logos and design your own. You will
then bring these to your film groups and select the best one.
http://www.businessinsider.com.au/these-6-corporations-control-90-of-the-media-in-america-2012-6
http://www.cnbc.com/id/39083257/page/1 - most profitable movies of all time
http://www.businesspundit.com/10-most-profitable-low-budget-movies-of-all-time/
http://www.the-numbers.com/movies/records/budgets.php
Low budget V high budget institution comparison and analysis to be completed. Place onto a powerpoint and
upload onto the blog. Choose a big budget blockbuster and compare to a low budget film eg The Hobbitt vs In Fear. Do some research:
1)What are the main institutions used for each of the films? (in terms of production and distribution?) Find their logo and add it on.
2)How much money was used to produce each film? (The budget)
3)How much money was made from each of the films?
4)How well known are the production companies for both the high-budget and low-budget film?
5)List the differences between the high-budget film and the low-budget film in terms of the institutions.
6)List any similarities that exist between the high-budget film and the low-budget film in terms of the institutions.
7)What other films has the production company made? Were these as successful? Why/why not?
8)What genre of films does the company usually produce? Is this important when considering who could produce your film? Why?
9)What audiences do each of the institutions aim to appeal to? Is this reflected through their film choice, or does this vary?
10)Which institution do you feel outperforms the other and could claim to be more successful, considering your research? Explain your reasons.
Audience
1) Blog your thoughts on this discussion:
3) Faculty programmes - Arts - Media - The Film Industry Complete Film and You and blog it
- Who creates the content the media or the audience?
- Can the media exist/function without an audience? Can an audience (public) exist/function without media?
- Who is more powerful: the media or the audience why/how?
- Can the media control an audience?
3) Faculty programmes - Arts - Media - The Film Industry Complete Film and You and blog it
Film Language
Lots of good in depth textual analysis of film language from Yale university
http://classes.yale.edu/film-analysis/
https://www.youtube.com/watch?v=oFUKRTFhoiA
Film language Analysis hwk
BOYZ IN THE HOOD
This clip is excellent for all the areas you have studied up until now - symbols, denotation and connotation, narrative, representation and audience. It is also great for DISTINCT. Write an intro on these for Boyz in the Hood and then:
Please analyse in terms of how camera, mise en scene, editing and sound give meaning to this clip.
More acronyms!
Camera - FAM
Mise En Scene - CLAMPS
Sound - McDoved
Editing - STOPS
Watch the first six minutes and apply your knowledge of camera, sound, editing and mise en scene to textually analyse the clip and the meaning that it created. Consider: - the symbolism in a lot of the shots - sound / music, dialogue and sound effects - what is the clip saying about race, how? - what have these children seen that you wouldn't expect them to have seen at their age? - How does the shot go from street to classroom? - what are the pictures on the wall?
Matrix opening sequence consider: - colour, binary oppositions, male/female - good vs evil
UP Consider how they show the passage of time, sound, mise en scene and camera.
CAPE FEAR - camera and mise en scene
http://classes.yale.edu/film-analysis/
https://www.youtube.com/watch?v=oFUKRTFhoiA
Film language Analysis hwk
BOYZ IN THE HOOD
This clip is excellent for all the areas you have studied up until now - symbols, denotation and connotation, narrative, representation and audience. It is also great for DISTINCT. Write an intro on these for Boyz in the Hood and then:
Please analyse in terms of how camera, mise en scene, editing and sound give meaning to this clip.
More acronyms!
Camera - FAM
Mise En Scene - CLAMPS
Sound - McDoved
Editing - STOPS
Watch the first six minutes and apply your knowledge of camera, sound, editing and mise en scene to textually analyse the clip and the meaning that it created. Consider: - the symbolism in a lot of the shots - sound / music, dialogue and sound effects - what is the clip saying about race, how? - what have these children seen that you wouldn't expect them to have seen at their age? - How does the shot go from street to classroom? - what are the pictures on the wall?
Matrix opening sequence consider: - colour, binary oppositions, male/female - good vs evil
UP Consider how they show the passage of time, sound, mise en scene and camera.
CAPE FEAR - camera and mise en scene
Narrative
Narrative Theory
Select a film opening of your choice and apply 3 of Barthes' narrative codes. Write a list of the shots in order, how long they last and what you see.
1. Identify the key actions within the opening - what kinds of actions are included and how is the narrative moved forward?
2. Identify the enigma codes within the opening - what kinds of questions are posed and how is the audience meant to read these codes?
3. Identify key characters and think about what they represent in the opening
4. Identify key themes and analyse how symbols are presented visually/technically.
Select a film opening of your choice and apply 3 of Barthes' narrative codes. Write a list of the shots in order, how long they last and what you see.
1. Identify the key actions within the opening - what kinds of actions are included and how is the narrative moved forward?
2. Identify the enigma codes within the opening - what kinds of questions are posed and how is the audience meant to read these codes?
3. Identify key characters and think about what they represent in the opening
4. Identify key themes and analyse how symbols are presented visually/technically.
Roland Barthes' Three Main Codes student example using The Prestige opening scene:
ENIGMA CODE:
- What are the top hats on the ground doing there? What is their relevance to the plot?
- "Are you watching closely?" What does this mean?
- Who is the little girl?
- Who is the magician?
- What is the big machine? What does it do?
- What is the relationship between Angier and Borden?
- Did Borden let Angier drown? Did he murder him?
- Was Borden charged for Angier's murder?
- What will happen to the little girl?
ACTION CODE:
- Flattening the cage (killing the bird?)
- Angier taking off jacket - what is he about to do?
- Stepping into electrical field
- Water tank locking - will he get out?
- Borden putting hand against water tank
- Wave between Borden and little girl
SYMBOLIC/SEMIOTIC CODE:
- Top hats connote magic tricks - pulling something out of the hat
- Clothing signifies Victorian era
- Suit - rich, successful
- Dark, gloomy - mysterious
- Electricity/lightning - danger, electrocution
- Warm colours connote comfort, safety
- Wave between Borden and girl suggests that he is her father
- Shackles - he is the one being charged
- Drumming fingers, fidgeting - impatience
- Top hats symbolise the mystery to come
- The small bird represents the victim in the magic trick - the place taken by Angier in his own illusion, where he drowns/begins to drown
- Little girl represents the audience
Representation
https://tompride.wordpress.com/2014/01/16/photo-of-mark-duggan-at-daughters-funeral-cropped-to-paint-him-as-a-gangster/ http://www.walesonline.co.uk/news/wales-news/immigrant-poster-campaign-launch-wales-9061081
Genre picture task
Blog about the task and the conventions applied as well as uploading the photos.
Semiotics
This powerpoint will help you remember the key issues around SEMIOTICS and concepts connected to that. It includes the Glee poster which we looked at. Key terms we learned today include: denotation; connotation; preferred reading; oppositional reading; polysemia. Remember to keep your glossaries updated as you learn new terms!
BLOG TASK: Upload a film poster of your choice, and analyse the semiotics used within it. Remember to focus on the connotations of the images, colours, etc.
BLOG TASK: Upload a film poster of your choice, and analyse the semiotics used within it. Remember to focus on the connotations of the images, colours, etc.
Genre Tasks
Go to layout on your blogs and in add a gadget add labels. All your posts at the moment will have the label Research on the right hand side.
Upload your photos and apply the DISTINCT (setting, themes, icons, narrative, characters, textual analysis) and describe the genre and why you did what you did. Did it work? What went well/Even better if...
On your blog write about the following:
Watch the following film openings and describe what makes them the genre they are applying the DISTINCT conventions. Any hybrids? If so, how.
Upload your photos and apply the DISTINCT (setting, themes, icons, narrative, characters, textual analysis) and describe the genre and why you did what you did. Did it work? What went well/Even better if...
On your blog write about the following:
Watch the following film openings and describe what makes them the genre they are applying the DISTINCT conventions. Any hybrids? If so, how.
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