Wednesday 29 March 2017

COMMISSIONS UNIT: Location Workshop

Today we had a location workshop at the dockyard in Chatham. We divided ourselves into our documentary group, however, since Sonia was absent, myself, Alex and Jason were joined by Connor. Each group was given a different area of the dockyard to do their actuality / sequence on. We were given the rope factory.

Before we could film, we had to perform a risk assessment of our location - just as we would have to on our actual shoots. The main hazards that we found were trip hazards on the steps and the wooden floor. There were also some beams that we would have to be careful of. There were barriers separating the walkway from the ropes, this was also noted down as a hazard. We agreed that to avoid these hazards, we would block out any filming beforehand. Once we had filled out our risk assessment, we handed it in to Helen and Ferg and picked up the equipment.


We were then instructed to film sequences and actuality of our location and attempt to tell a story without any interviews - just through the shots.

We all took turns in operating the camera - initially this was tricky as we all had different ideas of shots we wanted to get, but it all worked out and we managed to take turns to capture footage. We filmed a lot of close up and wide shots (filming 3 close for every 1 wide). We filmed signs and ropes in order to establish the location and then focused in on equipment and more rope in order to establish what was occurring.

We were lucky enough to have a rope making demonstration occur - this gave us some great actuality footage! However, everything was so fast paced that it was hard to keep up with the action. We had to prioritise which shots to capture in order to get the best footage.






We then reviewed the footage we captured in our location workshop. Overall the feedback was pretty positive, we captured some good footage for our first time capturing sequences and actuality on location. We had some interesting pull focus shots and we also kept to the rule of shooting 3 close up shots for every 1 wide shot. One criticism was that we had too many panning shots that were also too long. Panning shots need to go from point A to point B quite quickly. Our pans were very slow and didn't really reach a point. Panning shots should be used to reveal things - ours didn't do this. Our establishing shots were good - people instantly got a feel for where we were shooting.

After reviewing the footage, we then had to edit it together. Jason and Alex did the edit for this. This helped us to get a feel for editing sequences and actuality which will be beneficial to us when it comes to editing together our documentary project.


Saturday 25 March 2017

COMMISSIONS UNIT: Research - Made In Chelsea - Sequences

Following on from our lecture about Actuality and Sequencing, I decided to do some more research into the area.

As a structured reality programme, Made In Chelsea features a lot of sequences. These sequences are constructed to set the scene and establish the situation for the audience. A lot of the sequences involve the cast members walking into a location or pouring drinks.




These sequences help to bridge the action between sections of the documentary / structured reality TV programme. We can take inspiration from this in our own documentary. We can use Alex driving / walking between locations to transition the action. These sequences also allow for a break between sections. We have been told that it is good to have 'music breaks' and segments which separate the action / interviews so that everything feels natural and well paced. These sequences act as a relief from the action / interviews.

Friday 24 March 2017

COMMISSIONS UNIT: Actuality and Sequencing

Exploring sequencing and actuality:

- documentaries have to be researched, meticulously planned, scripted and set up
- sequence for documentaries are directed - based on research - represent reality - artistic representation of reality
- close ups are key
- make sequences interesting, creative, relevant and properly set up for light and sound

- gaining trust with 'real people' is key - built up during pre production process
- research highlight potential actuality and relevant sequences - help to tell story in pictures
- talk through plans prior to shoot


Youtube video on sequencing 
- 3 close ups for every 1 wide shots
- hold each shot for around 10 seconds
- shoot an action + reaction
- compress time
- peak moments


- get good coverage
- get as many options as possible from a variety of angles which will cut together for continuity
- shoot to edit
- always get cutaways
- get GVs
- framing / composition

- ensure continuity in the mise en scene
- match action edits

- actuality is a type of documentary filming - captures events - realism
- responding to action


Actuality shooting strategies:
- letting the subject enter and leave the frame
- film plenty of reaction shots
- film cutaways, establishing shots and non sync wide shots
- always get GVs/ cutaways
- only shoot what you need
- always get buzz track / wild track

Reflexivity:
- technique of exposing the filmmaking process - distancing itself from the personal authorship in making documentaries

Self reflexivity:
- exposes not only the process of making a film, but also the authors' own views and the journey they themselves make.

Screening - Aileen Wuornos

What questions were posed?
- death penalty
- mental health
- does death penalty prevent / punish in right way / reduce crime?
- murder or self defence?

Characters:
- Aileen, Nick Broomfield, interview subjects

Self reflexivity:
- showing him put the mic on her - avoiding accusations in court again

Interviews:
- done within the narrative

Sequences:
- archive news footage
- POV shots
- driving scenes

Actuality:
- build up to her execution

Thursday 23 March 2017

COMMISSIONS UNIT: Research - Hayley - BBC Three Documentary

As well as looking at Blackfish, I decided to look at the documentary ' Hayley' a 30 minute long BBC Three documentary. I decided to look at this because the target audience is the same as the target audience for our project. Therefore by researching this documentary, I will have more of an idea of how to make our documentary appeal to the target audience required.



- The documentary begins with modern upbeat music - immediately appealing to the young target audience. As well as the upbeat music, pop music is used throughout the documentary. This also appeals to the young target audience as it is current music.

- Very casual way of talking to camera - "I know I got a cracking cleavage..." - this makes the audience immediately engage with the documentary as the presenter is relatable and likeable. It is important to have a likeable presenter so that the audience engages with the subject matter.

- Bright colours - the bright colours add to the upbeat / fun nature of the documentary - helps to appeal to the young target audience.

- Sequences in the gym and sequences doing makeup - keeps with the conventions of a documentary whilst still appealing to the young target audience.

- Presenting facts and figures - although this isn't the most interesting thing, it is made interesting by the likeable / relatable presenter.

How Has This Influenced Our Documentary?

- The documentary is quite fast paced in order to appeal to the young target audience. This fast pace is created by the upbeat music, and the presenters short pieces to camera. In order to appeal to a young target audience, we should consider the pace of our documentary. We shouldn't take too long to get into the subject matter - Hayley dives straight into the topic of the documentary - we should do the same.

- The presenter is likeable so the audience are able to relate to her. We need to ensure our presenter (Alex) has a likeable personality so that the audience immediately related to them and wants to sympathise with what he is presenting.

- The sequences merge flawlessly between the segments. The sequences aren't just random, they are to do with the subjects she is talking about. E.g. when taking about young people going to gyms, it shows her at the gym running on a treadmill. When she is talking about cosmetic procedures, it shows the process of marking up the body and outlining what needs to be adjusted. Therefore we need to make the sequences in our documentary fit with what the presenter is talking about.



- All the interviews are introduced with a voiceover and shows the interview subjects walking into the location. We will use a similar technique to introduce our interviewees.

Wednesday 22 March 2017

COMMISSIONS UNIT: (Pre Production) Pitching Our Idea

After our ideas support meetings with Zoe, we had to come up with the pitch for our documentary.

This involved:
- showing locations
- showing characters and character profiles
- coming up with the style / narrative structure

We came up with a presentation for this:


We all split up the work for the pitch. We individually wrote the character profiles. I wrote the character profile for the insurance broker:

Alex wrote the character profile for himself and his dad, Sonia wrote the character profile for her driving instructor and Jason wrote the character profile for his driving instructor.

The pitch was quite well received. Zoe and Helen warned us that we shouldn't focus on the financial side of things too much unless it affects us in an extremely major way - otherwise the audience will not sympathise with the subject at all. This means that we may need to adjust the tone slightly. We may also need to get rid of the idea of Alex doing a challenge as the audience will not be sympathetic enough to him - he can still travel without a car.

Tuesday 21 March 2017

COMMISSIONS UNIT: Research - Blackfish


I decided to research Blackfish due to it being a well received documentary. 



The structure of Blackfish is evidently very complex. It is made up of interviews with former Sea World trainers, experts, archive footage, montages etc.

The documentary begins with some ominous sounding music fading in. At the same time the screen fades from black to a deep blue colour (like the sea). Titles appear and display the date 'February 24, 2010 SeaWorld Orlando' - it then becomes apparent that this is the date that the trainer Dawn Brancheau was killed by the killer whale Tilikum. This is revealed through a recorded phone call to a Fire Rescue department claiming that a trainer was in the water with a whale that no one is supposed to be in the water with. This is followed up by a phone call to the sherif's office claiming that a whale had eaten one of the trainers. These phone calls introduce the subject of the documentary - the dangers of working with whales and why whales act in such a way to the people that care for them. Archive footage of the trainer with the whale plays during these phone calls (as well as various titles).

To contrast to this sombre opening, after the title of the documentary appears, the happy / upbeat trailer for SeaWorld plays. This contrasts to the 'real events' which are actually taking place in SeaWorld. This paints SeaWorld as the enemy and establishes the theme of this documentary - uncovering the lies told by SeaWorld and their treatment of the whales which results in them acting in such a way to trainers. 

This is followed by the introduction of the interview subjects of the documentary. All of the interview subjects (apart from one or two experts) are introduced very early on in the documentary. They begin to talk about their experiences at SeaWorld whilst archive footage of their training plays. They all talk about what made them want to be a trainer and what their training experiences were like. 

The whales are painted as the victim in this documentary - they only killed the trainers due to their treatment and frustration at being in captivation. 

Further in the documentary, experts talk about the capture of these whales from the sea and the unfair treatment at SeaWorld. One expert claims that if you stay out of proximity with the whales then you won't get killed - demonstrating that the deaths of the trainers can't really be blamed on the whales - this is the way that killer whales behave when they're frustrated. 

Archive footage shows the capture of the whales whilst the people involved in the capture talked about their experiences. They talk about the brutality of capturing these whales - how some die as a result of this - how the adults tried to protect their young. One of the people involved in these hunts, talks about his regret at being involved with these hunts. This again helps to paint SeaWorld as the enemy.

The documentary continues to show the different events at SeaWorld, more interviews with trainers and archive footage. There is a lot of actuality footage which helps to demonstrate the message that the documentary is conveying - the aggression / frustration of the killer whales caused by being captive at SeaWorld. This actuality footage adds a lot of weight to the argument due to it being real / natural behaviour which supports their message. The documentary mainly explores the death of the trainers and why this was allowed to happen. It also exposes SeaWorld and the lies they tell - e.g. they claim that killer whales only live until about 25-30 years old (and that this is a lot longer than in the wild because they can provide veterinary care) but experts expose this lie by showing the killer whales who live in their natural habitat live a lot longer / equivalent to human life spans.

The documentary finishes with the message that SeaWorld should free the killer whales who are healthy enough to survive in the wild or release them to open ocean pens. This should be done for the health of the whales and also for the safety of the trainers to prevent any more deaths occurring. The closing images shows the former trainers going out to watch whales in the wild - where they should be.

How Has This Influenced Our Documentary 

- Blackfish had a clear message to portray - that keeping whales in captivity is not only cruel to the whales but also dangerous for the trainers. The documentary also clearly showed SeaWorld as the enemy due to their treatment of these whales. This has influenced our documentary as it shows the importance of having a clear and focused angle - this makes the audience support who you tell them to support. For our documentary, we would like the audience to support the young drivers by realising how unfair insurance prices are for them and how ridiculously expensive driving is. This means we need to paint teenagers in a positive light and the insurance industry in a negative light.

- Blackfish didn't have a presenter. Instead, the narrative was told through archive footage and interviews with former trainers and experts. A presenter really wasn't needed because their angle was clear and the audience could tell just from the interviews who's side to take. This has influenced our documentary as we think we will need a presenter in order to make our documentary more clear. Although we have a clear angle, we feel that a presenter would be better to reinforce our message. We also have a lot less interviews than Blackfish and therefore a presenter feels necessary in order to bridge any gaps.

- Blackfish used a lot of archive footage to demonstrate their point as well as entertain and interest the audience. We hope to include archive footage of old cars in order to demonstrate the differences between driving about 30 years ago compared to driving today. 

- The main thing this documentary has shown me is that it is important to have a clear and focused angle in order to make the audience support the ideas that you present. Without a clear and focused angle, the audience will become confused as to which side they are supposed to take. 

Monday 20 March 2017

COMMISSIONS UNIT: (Pre Production) Contacting People / Casting

For our documentary, we decided we would need a variety of people to interview.

We needed experts - people who would explain whether young drivers are more dangerous than older drivers and why young drivers pay so much for their insurance then back this up with knowledge from their industry or with other facts and statistics.

Potential experts:
- someone from the AA
- a police officer
- driving instructor
- driving examiner
- someone from an insurance company

We also need to interview people who are affected by the cost of driving.
- learner drivers
- someone who has recently passed their test and is facing the problem of affording insurance
- someone who can't afford to drive - what other methods do they use?
- someone who has passed their test but doesn't have a car
- a young driver who can afford to drive - how? Is it parent's money? Do they have a job?

We also wanted to compare the differences between driving 20 / 30 years ago and driving today. More expensive? Cheaper?

We also wanted to put our presenter / Alex through the challenge of going without his car - how will he get around? Is it possible? Or is driving a necessity?

As a group we split up our roles and got in contact with different people. We all contacted our driving instructors to see if they would have time to spare to be in our documentary. 

Sonia's driving instructor responded saying that she would be willing to be in the documentary. 
Jason's driving instructor also responded saying that she would also be willing.

This gave us 2 options for driving instructors.

As an insurance broker, my mum also agreed to be in the documentary. This gave us an expert to discuss the insurance premiums for young drivers. 

Alex's dad Jim also agreed to be in the documentary to talk about the differences in driving. 

Alex is also happy to be our presenter

Friday 17 March 2017

COMMISSIONS UNIT: Interview Workshop

Earlier this week we had an interview workshop. We had to prepare some questions before the workshop to ask during the interview. I ended up being the interview subject for our group, whilst Jason and Alex asked me questions. We had to make sure the answers were self contained. This meant asking questions beginning with phrases such as "Can you describe..." and "Can you tell me..."

Today we were going to review the interview footage. Unfortunately the footage for our group was lost - this could be due to the afternoon group maybe accidentally formatting the card we had worked on. This is disappointing but at least we attended the workshop and have had a bit of practice and experience with interviews.


COMMISSIONS UNIT: (Pre Production) Developing / Researching Our Idea

Once we had decided on the idea of doing our documentary on young drivers, we all decided to do some research on the subject. We decided to use google docs to do all of our work so that we could all contribute to the files and keep all of our research in the same place.


The main things we found were that:
- insurance for young drivers under the age of 25 is the most expensive
- the main reason for this higher insurance is the statistics that show young drivers are more likely to be involved in accidents
- AA research shows that 1 in 8 British Drivers are aged 25 and under - and 1/4 of all drivers involved in serious traffic collisions belong to this age group
- young drivers haven't had a chance to build up any no claims bonus
- males tend to be more dangerous than females (especially young males)
- overall accidents have gone down (but young males still cause the most)

In order to back up our research, we also created a driving survey. We all contributed ideas to the survey, however, it was Alex who actually created the survey and came up with the majority of the questions and format. We all shared the survey with our friends and family and also asked them to pass it on. This gave us a large sample from a variety of ages and backgrounds.

Overall, we received 144 responses. This enabled us to see other people's attitudes towards young drivers and whether this follows what the facts and statistics show.


The survey showed that:
- 64% people thought black boxes were a good idea
- 48% people are completely reliant on their cars and can't do their day to day activities without them
- 56% people thought young drivers should pay the same for their car insurance as older driver (with 34% believing they should pay higher and 10% believing they should pay lower).
- 56% people thought young drivers are just as dangerous as old drivers (34% thought they were more dangerous, and 10% thought they were less dangerous)

From our survey it is interesting to see that people generally think young drivers are being unfairly punished. The majority of people thought they should pay the same for their insurance as older driver because they're equally dangerous. It is also interesting how a large proportion believed young drivers were more dangerous and should therefore pay more. Some participants expanded on their answers which provides their answers with more weight. We may use some of these statistics in our documentary.

We presented our developed ideas to Zoe in our next ideas support group. She gave us some more ideas to include in our documentary:
- crash for cash? - how is this affecting insurance?
- has insurance increased or has it always been this way?
- do we sympathise with Alex enough if we are to go with the idea of taking away his car and seeing if he can still get around?
- do we sympathise with the subject enough? - so what if you can't drive? take a bus?

Monday 13 March 2017

COMMISSIONS UNIT: (Pre Production) Choosing Our Idea / Idea Support

Today we had our ideas support session. We all individually came up with some ideas for our documentary and shared them in this session. I shared my idea of the Mother-Daughter Clubbing documentary which seemed to go down well with Zoe suggesting a "My Embarrassing Mum" sort of angle in order to appeal to the teenage / young adult target audience.

Alex came up with a variety of ideas. His initial idea being a 'day in the life' documentary following a young person with learning difficulties. This idea was short lived as it became apparent that it wouldn't be right for the target audience, gaining parent's permissions could prove difficult and finding the right angle to approach the story with could also be challenging.

Another idea revolved around young drivers / driving lessons / driving tests. Sonia also had a similar idea to do the documentary on cars / driving due to working in a car shop herself. We all contributed to this idea as it is a current topic for our whole group as we all have passed our driving tests fairly recently. Zoe liked this idea but made it clear that we would need to have a very focused angle as there is a lot of information surrounding this topic and therefore our documentary could end up being too broad and vague - meaning that the audience wouldn't would either lose interest or wouldn't properly engage with the subject. As a group we decided that this style of documentary would work best with a presenter. And using them to drive to different places to interview the different test subjects. The segments of the presenter driving can be used to introduce the interview subjects as well as presenting facts and figures about driving. We decided to pick Alex as our presenter as he has a passion for driving - however, Zoe pointed out that he may not be best suited for the role.

Zoe also suggested including some sort of challenge in our documentary in order to make it more appealing and exciting for our target audience. This challenge could be taking away the car from someone who is heavily reliant on their car and see if it is possible to make the same journeys using other means of transport. This would provide our documentary with a fun / comical angle which would appeal to the BBC Three target audience. We decided that Alex would be suitable for this as he uses his car the most out of our group - to drive to Maidstone and Lewisham etc. This supports our idea of using him as our presenter - we will continue to discuss this idea.

We all agree on using this as our idea, we just need to focus on what our angle is going to be and finding the interview subjects for our documentary.

Saturday 11 March 2017

COMMISSIONS UNIT: (Pre Production) Coming Up With ideas

After the ideas lab with Zoe, I decided to do a couple of mind maps in order to come up with an idea.



I firstly decided to look at subjects that revolved around my personal interests and hobbies. I then looked whether any of these ideas would fit the brief and how they could be developed into a documentary.

I eventually came up with an idea that I quite liked and that had the potential to become a documentary. My mum had mentioned to me about how her friend and her daughter both go out partying / clubbing together - I instantly thought this may be a potential documentary subject due to the unique nature of this activity. A documentary about clubbing would definitely fulfil the 'BBC Three' and 'Teen Sprit' criteria - and the angle of a mother and daughter going out together would make the documentary unique and interesting. This is the idea that I will present in our ideas support meeting on Monday. Before developing this idea further, I will see what other ideas my group has come up with.

Wednesday 8 March 2017

COMMISSIONS UNIT: Ideas Lab

We had an ideas lab with Zoe to help us in our search for ideas. She gave us ideas for where to look for our ideas and where to take them once we had found them.

- Follow up on things that interest you - have curiosity
- Keep all contacts in a book to have a collection of sources
- Look where mainstream media doesn't focus

Zoe showed us a documentary she was involved with:

The School That Turned Chinese


She explained how things change from the pitch to the actual production. Casting changes and also the premise of the show may change slightly - depending how it is received.


- Brainstorm ideas with energetic people
- Investigate your ideas
- Look for authentic information
- Look for archive footage
- What is in your story? What will they want to find out?
- Need to make audience want to commit their time to it
- Strong characters
- Relatable themes - mind, heart or wallet
- Strong narrative and structure
- Great characters, human emotion and beautiful pictures.

I didn't have an idea to tell Zoe so I will brainstorm some ideas in order to have something to work with for our ideas support session.

COMMISSIONS UNIT: Lecture and Screening - Dreams Of A Life

Today's lecture was an introduction to factual programming and the documentary genre. We also had a screening of the documentary Dreams Of A Life

- Factual programming is non-fiction programming and filmmaking 
- All films (factual and fictional) are constructed to some degree. (Can happen in pre, production or post production)
- BBC's repuation damaged in 2007 over revelations of fakery
- Competition winners had been faked for Blue Peter and Radio 1
- BBC were fined £400,000 by Ofcom
- Led to more revelations - which led to a complete review of the BBC's handling

A sliding scale of intervention in factual programmingNotionally, the degree of 'accepted' intervention is as follows:

Least >    >    >   >  >  >  >  >  >  > > >>>>  Most

Verite            Reality TV        Fact-Ent        Drama-DocObs-Doc       Science             Wildlife         MockumentaryNews            Docu-soap         History

Factual Genres:
- current affairs
- news
- documentaries
- reality TV
- factual entertainment

Curent affairs:
Investigative
- Consumer
- Political
- Health
- Social affairs
- Crime
- Business and Finance 


e.g. Panorama, Dispatches, Tonight etc.

- Current affairs programmes often reporter led and deal with weighty subjects
- less observational feels to them - more obviously constructed 
- journalism and story at heart of these films

Documentaries defined:
- 'Artistic representation of actuality'
- inform us about our world and even ourselves but also entertain and engage us

Why do we make documentaries?
- Documentaries speak about or allow others to speak for themselves
- Voyeurism - inevitably documentaries have elements of voyeurism.

Documentary genres and hybrids:

- Poetic
- Expository
- Educational
- Observational
- Reflexive documentaries
- Participatory
- Performative


Hybrid forms & evolving new forms:
- Drama-doc
- Docu-soap
- Reality TV
- Fact-ent
- Structured/scripted reality
- Multi camera observational


Factual formats:
- Multi camera observational
- Presenter/reporter led
- Magazine
- Authored
- Discussion


Conventions:
- Style - shooting and editing - different conventions
- Structure
- Format - varied factual formats - e.g. studio discussion panel show like Question Time
- Shots - handheld etc.
- Commentary
- Narrator/presenter/reporter - dignified male 'voice of authority' / voice of god
- Music
- Experts - 'intellectual weight'
- Conventions are often subject of satire


Factual devices:
- Particular types of factual programme rely on particular storytelling devices
- Become established methods available to makers of factual programmes
- Engineering 'tension' is a common technique. Allows light and shade to come through the film e.g. 'Wife Swap'


Funding and truth
- How and by whom factual films are funded has an important impact upon their style, content and their viewpoint
- Who pays the bills will have an important impact upon who a film casts as villain or hero.
- Documentaries have been used for purposes of propaganda e.g. 'Triumph of the Will' (1935) - Nazi Germany.
- The impact of sponsorship and advertising; pay per view channels.
- Is a public service model essential to the preservation of impartial factual programming?
- Consider the Michael Moore film 'Bowling for Columbine' and consider how truthful

Subject/content of documentary:
- Wildlife
- Science
- History
- Health

- Social affairs
- Politics
- Finance etc.
Purpose of factual programmes:
- Revelation - revealing something new
- Entertainment - engage audience
- Storytelling - portray real life -  portray and convey this as accurately as possible
- Style and content - varied styles used but style should never be relied on over content - always content over style 


Dreams Of A Life (2011) - Screening




- Documentary about a woman who was found dead in her flat after 3 years and the investigation surrounding the case.

Narrative / Structure:
- Timeline - it starts at the end after and then works back through as the investigators try to piece it back together. Interspersed with clips of investigators at her flat and clips of 'her' when she was alive.
- Interviews / testimonies
- The doc dramatised the investigation and her life
- Motifs - had Joyce watching the documentary about herself and also sitting in a taxi with an advert on the side of it.
- Tone - dull music about her death but upbeat music when she was still alive.

Challenges:
- police investigation
- gaining permission - from relatives but also authority
- sub judice - cannot report on a live case - have to wait until case is in public domian

Monday 6 March 2017

COMMISSIONS UNIT: Brief and Introduction

Today we were briefed on our documentary unit. This unit really excites me due to my keen interest in documentaries (my favourites being Louis Theroux's documentaries).

Our documentary has to fulfil these criteria:
- research, cast, script and edit a 10 minute long documentary
- has to fit with the theme of 'Teen Spirit'
- BBC3 brand
- serious and factual but keeping with BBC3 brand
- inspire and empower teen audience
- 'teen's eye view'

The documentary should revolve around one of these subjects:
- health & wellbeing
- family & relationships
- science & technology
- wildlife & environment
- community & social affairs
- music, arts & culture
- history

We have formed our groups - I am in a group with
- Jason Efstathiou
- Alex Hargood
- Sonia Zelenicka

Now that we have our groups we can begin brainstorming and coming up with our ideas. We will individually come up with our own ideas and then narrow them down until we have agreed on one idea. Once we have come up with our idea we will divide up our roles within the group.

Thursday 2 March 2017

DIRECTIONS UNIT: Project Evaluation

The Production Process

I always knew that this project would be a challenge, but I never realised quite how challenging. The pre production and post production aspects of the project didn't daunt me at all, however, the production side of the project (the part that involved directing actors and crew and overlooking the shoot) absolutely terrified me.

The first thing that had to be done was to choose a director, and once that had been done we needed to create a presentation surrounding that director and their key works. Although choosing a director was a little difficult due to the vast number of talented directors, I finally settled on Richard Curtis, the director of one of my favourite holiday films; Love Actually. Once I had chosen my director and film, I got straight into conducting research for the pre production side of my project. One of my key directorial decisions was to focus on colour and using this to reflect on the emotions and feeling conveyed within the narrative. I therefore carried out research into location, costume design, set design and how I could use colours within these areas. I decided to make red a key colour in my work, dressing Juliet in red costumes and having red props within the set design - this helped to reflect Mark's love and affection for Juliet. Throughout my project I carried out much more research in order to gain a clear vision of the visual style of my short film.

Another key aspect of the production process was transcribing my chosen scenes into a screenplay, breaking down and analysing the screenplay in order to understand the feelings and emotions involved within the narrative, creating a new screenplay including any alterations and finally creating a shot list and storyboard based off of the new screenplay. This process allowed me to precisely plan out how I visually wanted to tell the story and where I wanted to position the audience within the scene.

Whilst my research and pre production were still ongoing, we had directing workshops with Steve Finn. The directing workshops one and two helped with my concern over directing crew members and actors. In these workshops we learnt how to block scenes, blocking a scene helps to figure out where the actors will be positioned and where the camera will be positioned. In order to block out a scene, it is best to break down the script in order to get a better understanding of it. Once you, as the director, have blocked out the scenes, the crew then need to be directed accordingly as well as the actors. The actors and crew should be blocked separately as their roles are completely different. Initially, I was giving more attention to the crew as this is the position I am more familiar with, however, the actors need just as much (if not, more) attention in order to make their acting work with the camera.

As well as having directing workshops, we had lighting and DSLR workshops. These were particularly useful for me as I always planned to use a DSLR for my shoot. In the DSLR workshops we leant how to manually change the settings such as ISO, exposure and focus in order to achieve specific looks. Due to conducting research into production design and breaking down my script, I knew that my scene was riddled with underlying feelings of love - this would somehow need to be reflected in the camera work / lighting / production design. I decided to go with a dreamy look, therefore the exposure would need to be a little brighter than usual in order to create that look. I also wanted the colours to be more vibrant (due to colour being one of my key directorial focuses) - by making the exposure slightly brighter, the colours would be more vibrant. I used the workshops as an opportunity to figure out which camera settings produced the specific look I required in my production. I also used the workshops as an opportunity to have a go with other camera equipment / accessories that I previously hadn't used. I then decided whether any of this equipment would be useful in my shoot. The lighting workshops were also a massive help. It was amazing to see how much a lighting can change the mood and effect conveyed within a scene. Due to my film taking place in natural daylight, I wanted to experiment with the tungsten lights in order to create a natural daylight look.

I decided to try and get the actors and locations sorted quite early on, however, I found finding and keeping actors on board very difficult meaning that this process took a lot longer than I hoped and caused a lot of stress. I posted an advert on Casting Call Pro, reached out to actors individually on CCP, and contacted people involved with drama societies, however I had no luck. I then resorted to asking other classmates for suggestions as to where to find actors. A third year recommended an actor to me that she had worked with before. I decided to contact this actor and ended up securing him for the role. Finding an actress for the female lead was a lot more straight forward. I ended up casting a model that I'd worked with before due to her having the right look for the role. I decided to use my own house for the location due to having to rearrange the set. I was able to position furniture where I needed and also bring extra props in.

Once the pre production preparations were sorted and the locations and actors were secured, I was finally ready for the shoot. In order to make the shoot run as smoothly as possible, I tested my ideas prior to the shoot day and created a precise schedule. Having everything planned (such as the camera angles, set design, costume etc) meant that I could focus my attention on directing when it came to shoot day.

My shoot went according to plan with only a few minor issues. The only issue that I wasn't able to resolve was my issues with sound. Initially I found directing the actors a little difficult because personally I am not very assertive or confident. However, once I had relaxed into my role as director, I managed to find the confidence to tell people how I wanted them to act. I managed to get all the coverage I needed and much more which gave me plenty of options when it came to editing.

I then put a rough cut together to produce a rough idea of how I wanted to piece my footage together. I then showed Mike and Simon the rough cut and gained feedback from this. I implemented their feedback to produce my fine cut. Again, I showed this to Simon and Mike and they provided further feedback. Once I followed their advice and changed my film once again, I finally produced the final cut of my project.

What worked?

- Due to my research into production design, set design, colour and costume, I was able to produce a very precise and visual idea of what I wanted my film to look like. This meant that my pre production went smoothly as I was able to use this research in order to figure out what I wanted in my own production design. Completing my pre production with a clear visualisation for my piece really enabled me to focus on directing on shoot day, rather than having to worry about these aspects of the film as well.

- I managed to assemble my footage in the way I had visualised it when it came to the edit. This demonstrates that my good organisation paid off as I was able to capture the exact footage I needed in order to create a product that was as close to my visualisation as possible.

- The location was what I had hoped it would be. For Mark's flat I was able to convey the idea of a large empty space that had art supplies dotted around - this helped to reflect Mark's personality. For Juliet's doorway I was able to set the holiday season by putting a Christmas decoration on the door knocker. I also felt this helped to add a homely vibe to her house as Christmas decorations often carry this connotation.

- Once I had secured my actors, my communication was good as I was able to keep in touch with them and keep them on board for the shoot. My actors showed up ready and prepared which allowed for a very smooth shoot day.

What didn't work?

- I think sound was an issue throughout my piece. Due to not being able to pick up the Tascam Kit in the morning before my shoot, I had to settle for using a rode microphone attached to the top of the DSLR camera. This meant that some of my sound contained noise / static and wasn't as crisp and clear as I wanted it to be. I feel that the sound really decreases the quality of my product as sound makes up 50% of it. However, I tried to recover my project by really focusing on the other aspects of the sound design (e.g. the background music for the wedding video, the background music for the presentation scene, the atmos in the presentation scene etc).

- Due to using natural lighting, there were changing levels of daylight meaning there were changing levels of light within my product. In order to resolve this issue, I should have changed the settings on the camera in line with the changing light. However, this issue was easily resolved in post production where I fiddled with the exposure levels.

What did I learn?

- Scheduling is key in order to make a production run smoothly and to get the best quality product. I thought my scheduling was very accurate, however, I hadn't accounted for the complication that would result in me having to pick up my actress rather than picking up the sound equipment. Therefore, in future I will make sure I have my equipment before the day of the shoot, so that if anything does go wrong on shoot day there should be time to resolve that without having to compromise other aspects.

- Again, I have learnt about the importance of sound. The quality of the sound is much less than I hoped which is frustrating as it brings the whole quality of my project down. Although I did put more focus on the other elements of sound design, it is still very obvious that the sound quality of the dialogue is poor. In future I will ensure that I use either a boom pole or the Tascam Kit to avoid getting noise / static and echoes.

What could I develop?

- Although most areas of my communication with my actors was good, I should have ensured that my actors could provide their own transport and would not unexpectedly need to be provided for. This means I should develop my communication skills to make sure that every single detail of shoot day has been organised.

- I should also develop my scheduling as this proved to be a slight issue. In future I will ensure that nothing on my schedule is likely to clash which will allow for a smooth shoot day with minimal issues.

Conclusion:

I was happy with the preparation I did before my shoot as I feel the amount of research I did really helped me to consider all aspects of my production. I was then able to organise my shoot precisely in order to get the product that I wanted. I am as happy with my product as I can be despite the obvious sound issues. I am happy with the look of the product but I feel that I have let myself down with the sound quality. However, I will take this on board in the next project to ensure that it does not happen again. Although it has been an issue for me this time, hopefully it will mean the quality of my future projects is better as I have learnt from this mistake.

Wednesday 1 March 2017

DIRECTIONS UNIT: Director's Statement

When I first chose to re direct Love Actually, I only had a few vague ideas of how I wanted to put my own creative spin on the production. However, after conducting a large amount of research, I managed to build upon these ideas and managed to create a clear visualisation of how I wanted my final product to turn out.

Casting

Initially, the only criteria I had for my cast was a 26-30 year old male and a female in her early 20s. I then decided to break down the script in order to really understand the characters. From the break down of the script I realised that my characters are very complex. Mark has a lot of underlying feelings but hardly ever allows these to show, whereas Juliet is a character who wears all her feelings on her sleeve.

From my analysis of the characters, I then formed character profiles / descriptions for them and posted them on casting call pro.

Mark:
Mark is a shy character who keeps his feeling buried deep. He feels awkward around Juliet due to his deep feelings for her that he can never reveal. This awkwardness has a tendency to come across as quite blunt and rude, leading him to be quite an isolated character. Deep down he is a hopeless romantic but feels he cannot express his feelings.

Juliet:
Juliet is an outgoing character who is keen to get along with everyone she meets. She is often bubbly, radiant and romantic. She is newly married to Peter, a man whom she deeply loves and will not allow anything to break them apart. She feels slightly uncomfortable around Mark, Peter's best friend (and best man at the wedding), as she feels that he does not like her. However, she still acts warm and friendly around him to try and break his seemingly hostile attitude towards her.

I decided to cast Dave as Mark due to him having the right look for the role and having a number of good examples of work on his showreel. In Love Actually, Mark is a very shy and awkward character  but this doesn't take away from his kind and caring nature. Therefore, it was important to cast someone who was able to convey that kind nature whilst also being able to act uncomfortable around Juliet. Dave also looked the correct age for the role. This was important as the actors needed to look old enough that they were of the age where marriages are occurring and that they own their own houses. Here is a comparison between Mark from the original and from my production:


I decided to cast Ellie as Juliet as I needed to find an actress who has that innocent yet desirable nature. Juliet is a very naive character and I felt I really needed to capture this in my casting decision, therefore I decided to go for an actress who had that young, youthful, innocent look to her. Here is a comparison between Juliet from the original and my production:


Locations

I needed 3 locations for my shoot; Mark's flat, Juliet's doorway and some outdoor spaces for Juliet's wedding video. 

For Mark's flat I wanted to create a very arty vibe similar to that in the film. I also wanted it to be quite empty to reflect the awkwardness and the uncomfortable nature of the scene. The negative space in the scene helps to resemble the space that has grown between the characters and therefore highlights the awkwardness of the situation. I discovered how to effectively use negative research by conducting research into set design and production design. I found that "negative space is an important video element for making characters stand out" [1] I decided to implement the use of negative space in order to make my characters and the distance apart from each other stand out in order to heighten the uncomfortable atmosphere.

For Juliet's doorway I wanted to create a homely feel to demonstrate that it is her's and her new husband's family home. I decided to hang a Christmas decoration on the door knocker in order to convey the idea that it is Christmas time as well as suggesting that Juliet and her new husband have spent time decorating their house together - showing their bond as a couple. 

Production Design / Costume Design 

I spent a great deal of time considering the costumes for the characters. Since I wanted to make colour a key directorial focus of mine, I decided to bring that in mainly through the costume and props. I opted to dress Juliet in red clothing (apart from the wedding scene). The red works to symbolise Mark's hidden feelings of love towards Juliet - the fact that she is wearing the colour shows her as the object of his affection. As well as love, red is often associated with danger and aggression [2] so I needed to use the right amount of red and also the right shade in order to convey the correct feeling (love rather than danger).


I also decided to use red props within the set design. This again was used to symbolise the theme of love.


My idea for using colour in the set design as well came from researching the set design of other romantic comedy films. Warm colours and fairy lights are often used in romantic settings in order to create that dreamy / fairytale atmosphere. As my scene itself is not a romantic scene I decided to just use splashes of red instead as the same feelings are there (they are just unknown and also unreciprocated). A scene that inspired me was this restaurant scene in The Fault In Our Stars. 



Sound Design

I wanted the sound design in my production to be minimal yet effective. I chose to go with a subtle, ambient soundtrack through the first half of the first scene before the wedding video. This helps to lift the mood and keep the film from feeling flat. I chose a subtle soundtrack as I still wanted to create an awkward atmosphere. I did want to keep the first half of the first scene in silence (just with the dialogue of the characters) however, this felt flat and boring. Therefore the soundtrack helps to elevate the mood slightly whilst still keeping the awkward atmosphere. A lot of consideration went into the sound design of the second scene at Juliet's doorway. I muted the actual sound recorded from the microphone, and replaced it with different sounds such as outdoor summer ambience, bird sounds, faint cars and dogs barking in the background. This made for better sound quality as this meant there was no noise / static present from the sound recorded by the mic. 

I chose the song for the wedding video as it is a love song. I felt that this would be suitable for a wedding video as a wedding is an event in which the love two people share for each other is celebrated. The song works in two ways in my production. The song symbolises the love at the wedding between Juliet and her husband, but it also works to symbolise the love Mark holds for Juliet. I added a muffled filter to this song and 'Silent Night' during the presentation scene in order to make it seem that the music is coming from the laptop speakers - making it obvious that it is diegetic sound.

Camera Approach

I wanted to include more wide shots in my production than Richard Curtis did originally as I really wanted to emphasise the space between the characters in order to suggest the awkwardness of the situation. Therefore, after the wedding video stops, the majority of the shots are shot in wide angle (whereas before the wedding video there were a lot of close ups / shot-reverse shots. I feel that this helped to change the mood of the scene and really emphasise the uncomfortable nature of the scene after the wedding video finishes.

I also decided to increase the exposure to slightly higher than normal during the wedding video in order to create an almost dream like / glowy look. This (like the love song) works in two ways. It helps to show the wedding as idealistic and dream like but also helps to convey Mark's affectionate feelings towards Juliet.

Editing

I wanted to make the editing in the first half of the first scene quicker than the editing in the last half of the first scene to really emphasise the awkwardness between the characters once the wedding video has finished. This slower pace helps to drag out the long silences which heightens the uncomfortable atmosphere. Pacing is a key part of editing, if the pacing is wrong then the whole scene will be thrown off and a completely different atmosphere could be created to that of the one you intended. [3] Therefore, the majority of my product has fairly normal paced editing to help make the slow cuts of the post-wedding video scene more noticeable and therefore have more of an effect.

Overall, my key focuses as a director were colour, mood and tone. I wanted to ensure colour was an important factor in my production and I feel that I have achieved this. This colour then has a knock on effect on the mood and the tone of the piece. The red colour helps to reflect Mark's feelings towards Juliet which helps to create a slightly romantic atmosphere. The mood and tone are also created by the pacing of the editing and the sound design of the piece. The ambient soundtrack pre wedding video and the lack of soundtrack post wedding video helps to shift the mood and tone of the piece. I am happy with my directorial decisions as I feel I was able to create my visualisation effectively.



[1] (2013) Available at: https://www.videomaker.com/article/c10/15681-how-to-effectively-use-in-negative-space-in-your-shots (Accessed: 1 March 2017).

[2] Fusco, J. (2016) Watch: The psychology of color in film. Available at: http://nofilmschool.com/2016/06/watch-psychology-color-film (Accessed: 1 March 2017).


[3] Hockrow, R. (2014) Peachpit. Available at: http://www.peachpit.com/articles/article.aspx?p=2233986 (Accessed: 1 March 2017).