Respose to feedback

We thought some of the feedback was a little harsh and began to point out the negatives, but not giving us enough constructive feedback. However, some of the feedback gave us an idea of our positive points.

If we did this task again, we would add more clips to the storyline so that the title at the beginning didn't have to be so long. we would improve our editing, so that the transitions were more smooth so that the apple looked like it appeared out of no where with an appropriate sound effect.

Feedback

• Most of the shoots were held tight steady but some were obviously hand held, this looked amateur.
• The shots were odly framed and some were not very continous and this was quite obvious which didnt help.
• Most of the shots were the same with a couple of close ups this was a shame as a wider variety of shots would have helped the overall feel of the intro
• Was obviously an opening sequence yet the intro credits were far to long and got tedious quickly.
• The material was very related to task and this was one of the best parts of the intro; its suitibility.
• The editing was acceptable yet the flow of the shoots felt quite jerky at times.
• The transitions were all the same and the apearing of the apple could have been massively improved by using a tripod.

Group 64- there credits went on for ages. The music was good at the start but then after it didn't make any sense and it sounded like 2 or 3 pieces playing at the same time. It could have been a lot more simple. The film behind the credits was unclear and the green from the green screen could still be seen. We think we could hear someone laughing when the apple appears midshot. when the film comes in after the credits the girl appears twice in two places. The mise-en-scene was good with the use of props, however, it was like an advert. it was not very smooth.

Group 63:

Credits go on for ages which could bore the viewer after a while. Story line isnt really that clear until the very end. Liked the special effects at the start when you see the pen in the sky! Music fits well with the story line which is good. Thought the title was good as it looks like something kids would enjoy looking at. all in all thought it was good :).

Group 66's Review

Opening credits were well made, however it felt it went on for too long.

Framing of shots were good, and effective.

Soundtrack worked well for a children's film, however drowned out the sound of the voice and at about 1:30 there's a hiccup  that was out of place.

Some cuts between shots flowed well and helped to create the atmosphere, apart from one cut which seemed slightly rough.

what we thought about your opening sequence

Negatives:

• too many scenes with fade out effect
• too long on the 'sky' screen, and credits. 
•  very unprofessional cackle during what was meant to be an otherwise non-humorous scene.

Positives:

• good, cheerful and child like music used.
• good use of natural lighting.
• Appropriate sky image at the start of the opening.
• very colorful.
• very kids like, easy for them to watch.

s161

Screen shots and pictures for our Powerpoint

This is our first draft of our sound for our children's film. We created our sound using garage band, like above.

 This is the start of our final music piece ^

This is the finish of our music piece.
We learned how to use garage band. 

 This is a screen shot of our final cut once we had put our music on with or film. 
We learned how to use Final Cut Pro.

This is when we filmed in the green room, before we changed the background. 
We learned how to convert a green screen image to have a background. 

 We researched U films and animated films and looked at the conventions of this certificate. 

This would be our distributor, as they produce films for the same target audience as us. 

This is our title of our children's film and how we attracted our audience by making it magical. 

This is the opening of our preliminary task.

Our Children's opening sequence- final piece.

This is our final video of our Children's film opening sequence.

Editing of childrens film (Magic Markers) Friday 5th November 2010

Friday 5th we carried on editing our children's film. We had all the clips cut and in order on the time line on final cut pro. So all that was left to do was to add transitions, sound and copy & paste a couple of the clips to increase the time length.

I, Kelly added the transitions in whilst Lauren and Beth carried on making the sound track for the opening sequence. Beth and Lauren found this difficult as they had to base the timing on what they could remember from the clips, as I was still in the process of editing.

I firstly added transitions like additional dissolves, which i found were very effective and went perfectly with a couple of the clips. I also added a number of fade in and out transitions, which blended each shot together well. As well as keeping a straight cut in, as there was no need for a transition. The transitions allow the sequence to blend well, as well as keeping the audience focused and tuned. Especially children, as they can get side tracked very quickly. I believe the transitions will keep the children engaged, especially the additional dissolve.

 Once all the transitions were added, we realised our sequence was not long enough, so we had to copy some more of the clips, such as the "magic markers" clip and the pens dancing clip, which increased the length of the clip

When I finished putting the clips together and editing and once Beth and Lauren had finished the sound, we moved the sound over to the other computer where the sequence was and added it in. We did need more time, to do everything as it was as good as we thought it was, but the lesson was finished and that was the last time we could edit.

making of the music for our childrens film.

Editing 5th November 2010 :

Whilst making our childrens film on garage band for macs, Lauren and Beth tried out many different kinds of beats and tunes, however we had to try and create a track to go with the actual film, but we had to also time it correctly. Which i think was quite hard, for example we didn't know roughly what time we needed to do so it would fit in, as Kelly was still editing and changing the clip. However, we still had to do it as our deadline was nearly there, but we got the soundtrack done, and tried to put it on the next computer with our film on it. it synced but, we had some problems with putting our track onto the film as the file wouldn't upload at the start, but ended with it resolved..

Editing our children's film- Tuesday 2nd November 2010

Today, we continued with our editing, starting by finishing the cutting of the shots. However, there were a couple of problem's that we had come across. Firstly, we realized that the angles of two of our shots didn't match up, due to having to re-film the day before, so we decided to look through our first set of footage to see if we could find another take of the shot that didn't match up with our new shot. We managed to get them both at the same angle, but then we realized that in one you could see some of the table and the other you couldn't so we had to use the crop tool in order to make the two shots as similar as possible.
Next we looked at the shot that was filmed in the green room which was edited by Kelly. She had put an image of clouds as the background like we had planned, but when she deleted the green from the background, the yellow pen had also been deleted with it, so instead of three 'Magic markers' we had two. Also we noticed that towards the beginning of that clip, their was a flicker where half of one of the pens disappeared so we cut that clip then lengthened the part of the shot that we were happy with.
We then split our group in two, Beth and Lauren creating the sound track for our children's film and Kelly was adding the transitions between our clips to make our opening more fluent and she also added in our title page to the beginning of our opening sequence.
In our next editing lesson we will carry on with the sound track and add our credits onto our opening, and by the end of the lesson we will need to have completed our children's film opening.  

Editing our children's film- Monday 1st November 2010

We opened our footage that we had save on Final Cut Pro so that we could begin our editing. The first thing we had to do was to watch all of our footage back so that we could start to think about where we would cut the shots. Then we began the cutting of the shots and selected which ones looked the best, as we filmed each shot more than once.
Everything was running smoothly until we noticed something not right in one of our shots. It appeared that for this particular clip, the pause button had been pressed instead of the record button, so the footage we wanted for that clip hadn't been filmed. As a group we decided that we couldn't make do without that footage so we had to re-film that clip before continuing with the editing.
After we had captured the newly filmed shot onto the computer we continued cutting the clips. 

Filming our childrens film; Monday 18th October 2010

On Monday the 18th, we began our filming. We did plan to film our first shot in the green room this lesson, however we decided to film everything outside before we went into the green room as the weather was nice. Also we saw that on Tuesday the weather forecast predicted rain and filming in the rain will damage the camera, affect our filming.

Kelly, designed the film name at home so this was another shot that we did not need to do on Monday.

So we went straight to filming shot three, however we noticed that this over the shoulder shot would confuse our audience as theres nothing that builds up to this shot. Therefore, we decided to add another shot of our actress (Lauren) walking to the bench and on her way she stops and notices the pen. This shot introduces the character, which is important as she is the main character at the start of the film. Our next shot was shot three on our storyboard, which was the over the shoulder shot that included the (magic) pink marker. We did plan to zoom into this shot, but when we went to zoom in the quality did not look so good, so we stuck with just an over the shoulder shot. This shot introduces the pen, as it is one of the main props of the film and builds the narrative of the whole film. We thought we would try a shot of the character picking up the pen, which was a long shot, which went well. We then done shot 4 on our storyboard, which was an extreme close up of the character picking up the pen. This shot allows the audience to identify fully what the character is looking at.

When it come to filming shot shot 5on the storyboard, we noticed Lauren our actress did not have pockets, so to over come this problem we got her to hold the pen she just picked up in her hand and made sure it was still in the shot. In this shot was also the sketchbook, which will be another prop used in the film. We did plan to have a close up of her holding the pen then zoom out, whilst her walking to the bench but again  this did not look so good and the quality was pretty poor.

Our next shot we filmed was another added shot that we decided there and then. This was a side on angle shot of the character sitting down at the bench, putting her sketch book down. We then filmed shot 6 on the storyboard, which was a straight on shot, of the character flicking through the pages of her sketchbook finding a suitable page to draw on.

We had done all the shots that we had planned to on Monday, but still had time to film some more. So we carried on working through our storyboard and carried on filming.

When it come to filming shot 7 on the storyboard, we noticed we no longer had to film this as the actress did not have pockets and we had got her to just place the pen on the table when she sat down at the bench. 

We then had shot 8 to do, but Kelly noticed we had already done a similar long shot of Lauren sitting down, so she decied to do a high angle shot of the character drawing the apple. We then moved onto filming shot 9, which was a close up of the apple that the character had just drawn. This then becomes a shot of a real apple on the page, which will look like the drawn apple turned into a real apple once the editing is done this will look like magic. Which will apeal to our target audience. The next shot was shot 10 from the storyboard, which was a close up of the characters reaction after noticing the apple has just become real. Her facial expression is shown as being really surprised. After that, we filmed another added shot, of a mid shot of thecharacter holding the pen and apple in her hands and looking at both objects with a surprised face. The character then goes to take a bite out of the apple. This shot replaced shot 11 & 12 on the storyboard. We then filmed a close up of the character taking a bit out of the apple, eating it and saying hmm, like it was really yummy. Which was our last shot that we filmed this day.

We then went back to the class room, where we uploaded our footage to the computer ready to edit another day.

Whilst filming this footage, Kelly and Beth took turns on the filming and both directed together. Also we filmed each shot a few times, so we get the best clip and to have a back up clip just incase the first shot went wrong. Overall the filming went well and better than expected.

Film name!

I got an image of the alpahabet from google, which i thought would target young children. I then croped out each letter that i needed for our film name; Magic Markers. Followed by editing each letter in the right order to make the name Magic Markers. Once i had done this, i thought that because its got the word "magic" in it, it should have something in the name showing that its magic. So I changed the 'I' to a magic wond, which looked like this: 

However, i thought the lizard attached to it looked a little bit odd and usually in childrens films some form of sparkles come out of the wond. So i edited the lizard out and added stars to the 'I' so it looked even more magical. This would then apeal more to my target audience as it connotes the word 'magic'. My finishes name looks like this: 

This would apeal to our target audience, children as its colourful, which would engage them. They relate wonds to magic, meaning they will get excited about seeing magic, which all little children like and enjoy. Also the actual name "Magic Markers" connote what the movie is going to involve and what the narrative is about; Markers that are magical.

Filming childrens film: Tuesday 19th october 2010

Today we typed up the health and safety rules as well as camera rule. We then went into the green room, where Lauren and Beth drew & cut out some eyes to stick on the three markers, to make them look a little bit more magical. All together we set the camera out at the right angle and spot and controlled a marker each. We then filmed the markers jumping/bouncing up and down, which we are planning on editing to make it look like they are bouncing on clouds.

We filmed this many times because we wanted back up clips just in case it did not look right/something went wrong or if someone was in the shot like their arm etc.

Lauren controlled the camera, when filming these shots. 

We then went back to our classroom, where we uploaded the footage onto the computer, ready for editing in the next lesson.

Health and Safety and camera use when filming

health and safety 

• take other classes into consideration - be quiet so you do not disturb them
• location - is it safe and appropriate 
• be careful of traffic, especially in the car park 

camera use

• keep all equipment with you at all times
• when carrying the cameras, make sure you keep it in the camera bag so if you drop it it will not get as damaged
• make sure your tape is rewound before filming
• capture shots more than once
• Don't leave the camera on so the battery does not go.

ideal studio for Childrens film

We think that Disney pixar would be a suitable distribution for our film because it does many other well known children films that fits the same target audience and uses the same genre.
For example:

• Toy Story's 
• Monsters Inc.
• A bugs life
• Incredibles
• Finding Nemo
• Cars
• Ratatouille 
• Up

Target audience for childrens film.

Our target audience is in the U certificate, which is suitable for all ages over five. The children will be able to understand the clip without parental guidance. The clip is targeted at both genders, which widens our audience.

the audience watching may be interested in the bright colours and story line because its taking and everyday thing and making it seem magical. 

Existing films that they may like would be fantasy like many Disney films- Cinderalla/ the black cauldron/ beauty and the beast/Aladin.

http://www.youtube.com/watch?v=_h3Cvs1caeA 

Shot list

.

This is our shot list for the storyboard

Plan of filming

On Monday the 18th we will film the first six shots from our storyboard and for our first shot we will work in the green room. For our second shot we will design our film name on the computer. Then for the next shots we will film them outside in the quad, however if it rains we will change our location to the corridor near the refectory and in the refectory.

Then on Tuesday 19th we will then film the next six shots in the storyboard. We will film the rest of our shots in the same location that we use on Monday apart from the green room.

Depending on how the filming goes, we may film in our next lesson if needed. If we don't need this lesson for filming we will begin our editing and begin making our sound track using garage band.

The props that we will need to bring are a variety of coloured pens, an apple and a sketchbook. On Monday we will need all our pens, the sketchbook. Then on Tuesday we will need an apple as well as our pens and sketchbook. We need to make sure the actor is wearing the same clothes for both of the filming lessons, so the audience is not confused about whether its the same day or not. 

Our actress is Lauren Day
Our camera women are going to be Beth and Kelly
All of us will be in charge of the props.
Kelly is in charge of the costume 
Beth is going to be the main director, with a little of help from Kelly
Lauren is the graphic designer.

Storyboard of childrens film

This is our story board which shows an outline of the opening of our children's film. We will be following this when filming.

Inspector Gadget Opening Credits

The Disney logo at the beginning has been adapted so that it fits the theme of the movie as it is made out of different gadgets. This idea is also used for the rest of the credits to make them look more interesting and they instantly make then film look more appealing to the audience. The gadgets chosen to create the credits are the gadgets that appear later on in the film, used by Inspector Gadget. The gadgets are involved within the narrative which gives the audience an idea of the theme straight away.

Opening sequence of finding Nemo!

To open the scene we hear a very tranquil background sound, which carry's on through the majority of the clip. this creates the right atmosphere for the location as the film is set in the ocean. On top of this we also hear the movement of water, to add to the calm surroundings. Also throughout the clip we hear Marlin and Coral (two clown fish) talking and having a conversation about their eggs, which is the main narrative. 

The music becomes more upbeat when the two characters are joking around with each other, this builds a positive atmosphere within the scene and allows you to build a positive relationship with the characters. 

The music then becomes more dramatic when a shark appears in the Mise en scene, which creates a tense atmosphere. 

looking at all these points, we get the sense of the genre, which is Animation, adventure, comedy and family.

Timeline

storyboard of Back to the future opening sequence!

 

our task was to watch the opening sequence of back to the future and write notes on it. We then had to make a storyboard of the main shots in back to the future opening sequence.

Classification system

According to the classification system children are under 12.

At the age if 12 interests have changed.

12/12A- Adults discretion.

U-Universal

PG-Parental Guidance

BBFC-British Board of Film Classification

- They decide on the suitable certificate for the film. 

U-

• Suitable for all over 5 years.
• Positive moral frama work.
• offer reasurance to any horror/threats.
• suitable for children to view alone.
• NO bad language or discrimination.
• NO drugs unless referred to for educational purpose.
• NO emphasis on reaslistic or accessable weapons.
• NO sexual content.

PG-

• Suitable for 8 years or over- parents should consider if it is suitable for a younger audience.
• some discrimination but for educational purposes.
• Drugs must carry anti drug message. 
• Horror- short and not intense.
• More grown up themes will be discussed.

Adventure opening sequence micro elements - The Lion King

The Lion King

In the opening sequence of The Lion King, it shows the setting and location of the film. There are no human characters in this film, as they are all animals which is suited for the target audience and keeps them engaged as children are fascinated by animals. 

Bright colours are used to capture the attention of the audience. its set in the plains of Africa, and the music to go with the opening sequence links, as it is native singing from African tribes. It introduces the main character as a baby lion cub, and all of the other animals run together around to see him, its a montage of shots. this shows he is a important character. This sets the story line, as the film is revolved around this main character and it shows that he is the kings son in the film, which makes him the leader of the pack when he is older. 

By showing the new born cub it allows the audience to build a relationship with him and makes him a likable character, as well as you get to know him. 

Monsters inc. opening sequence - micro elements

monsters inc.:

• gives an idea of the plot through showing the doors at the start - indicates to what will happen; that child will get in.
• colorful - opening credits. this engages the audience.
• Humour, comforts the young audience and makes the monsters look silly.
• first animation - doors introduced.
• Tension is built in the bedroom with the monster entering the room.
• Composed music at the beginning - jazzy, upbeat and friendly.
• It prepares you for introduction of the main character.

Conventions of fantasy and action.

Fantasy:

• non-human characters
• Surreal/imagination
• non diegetic-composed music e.g strings
• mythical/magical
• Animated 
• obvious character roles

Action:

• Mild peril 
• Hero/heroine/damsel in distress
• villain
• Guy saves girl
• Saving the day - last minute
• Destruction of equilibrium 
• Fantasy - weapons/transport

Back To The Future Opening Scene.

Analysing the concepts of the opening scene and the micro elements.


The opening scene of Back to the future starts with many sound effects of different ticking clocks as the movie title comes up, It then cuts to the actual clocks which are making the sound. As this is being shown, there are credits fading in and out while the opening scene keeps going.The Mise-en-scene of the props and set of a very old fashioned room with lots of random mis-matched furniture, with lots of Random clocks all in different shapes and colours on the wall, and the newspaper cuttings on the wall, really makes the character of 'Doc' seem very scatty. The radio that comes on, a man with a very posh voice- (this also helps the audience understand it is set in olden time America as the television and radio speakers were only allowed to speak that way) The radio sets off some strange invention which helps to tie in the fact that one of the main character is a crazy scientist. After some of the invention goes off, the camera's do a pan to the door as the main character- a stereotypical American teen in the 80's walks through, however you can only see his clothes- jeans and high-top trainers, and only hear his voice calling to another character- 'Doc'. He has an American accent, which is totally different to the one you hear on the radio- this gives a sense that he is ordinary, not posh and that there is a divide between classes in the film to come. The opening scene also uses some pyrotechnics for the explosion of one of docs inventions- a mega guitar amp, this gives the audience a bit of excitement as well. He is also carrying a skateboard which gives the impression that he is a cool main character- which the audience may fall in love with. The phone then rings, giving the audience something to wonder about, like who is possibly calling?. You then hear another mans voice in a hushed tone, as if he is hiding from something- he gets the boy to meet him in an eerie, empty car park at 1.15 in the morning, which also engages the audience to want to keep watching. After the phone call every single alarm clock which are synced together all go off at the same time. Very happy and upbeat music comes on when the main character rushes to school- the music keep in with the type of person the main character is.
All of this sets the scene and makes the audience want to know more about what will happen when he meets up with the doctor etc. 
Some morals are also introduced in the opening scene which is bullying- infact that is brought in by the teacher bullying the main character Marty Mcfly. The teacher also tells Marty that 'Doc' is a nut case and shouldn't hang around with him, or be friends with him, this still has the same effect on the audience, where they are kept waiting to see who this 'Doc' is, it makes that particular character seem more mysterious.

Children's action film- opening scene

The Incredibles' opening scene



Analyzing the concepts of the opening scene and the micro elements.
The opening of The Incredibles begins by interviewing the main super heroes so that the audience are introduced to the characters and are given an outline of their personalities. The sound track is then played, setting the mood for the audience, letting them have an idea of the adventure genre by the up beat music. An extreme close-up shot of the flashing lights on a police car is then filmed, with the sound of the siren adding to the fast pace music. 
This immediately gives the audience the idea that the rest of the film is going to contain chase scenes which build on the suspense and create the action genre. This extreme close up zooms out into a long shot of the police car, then back into another extreme close-up shot of someone reloading a gun, making the audience aware of the reason why the police car is on the chase and shows the relationship between these two characters. 

 The scene and location is set through the action scene between the police and the criminal. 
The scene then focus's on Mr Incredible and a mid-shot is used to show him driving his car to make us aware that the next clip is going to focus on him and what he does. The music then changes when the character hears about someone who is in danger to an even faster pace which creates tension and grips the audience.  
A lot of colour is used to engage the target audience and it is also used for representation, for example, the criminal was all dressed in black where as Mr Incredible's original super hero outfit was a light blue which has connotations of heroism and power and it is also a similar colour the policeman's outfit.  

Sound effects are used through out the scene to add to the tension and to make the audience aware of the action that's going to follow. 

This scene is easy to follow and contains humor as well as action elements. 

Conventions of an Opening Sequence

     Opening Sequence

• Engages audience
• introduces characters 
• indicates genre
• sets scene/location
• sets story line
• can build tension
• mood/ atmosphere is created
• equilibrium 
• sound track
• credits
• colourful- colour representation
• humor
• morals
• characters don't always have to be human

Prelimary task-film

Today we edited our filming together using final cut pro. Firstly we cut each clip so we only had what we wanted, so it all flow together. We then added transitions into the clip, like cross fades. This made the whole clip flow as one and keeps the audience in tune. By doing this task we have learned how to use final cut pro, like how to edit a clip as well as how to add transitions. 

The whole task allowed us to learn how to storyboard a film clip, film our own footage using a film camera and how to put our filming in one story using transitions. 

Filming prelimary task.

Today we did the filming for our clip. Lauren and Kelly started filming Beth walking down the corridor near the library for the establishing shot. Lauren then filmed the close up of Kelly's hand on the door.Kelly then filmed the match on action shot of Beth walking through the door to the internet cafe where Lauren was sitting, ready to do the reaction shot. Kelly and Beth then filmed this reaction shot of Lauren. After this Kelly filmed the Long shot of Lauren and Beth sitting in the internet cafe. we then finished with the filmed conversation which was filmed by Kelly over the shoulder of each person. 
On Friday we are going to edit our clips so they run smoothly together. We are all going to edit this together, so we all get an idea of how the different shots are merged together and get an idea of how to use the software- Final cut. we will add things to the clips, for examples- transitions to make the clip more interesting. We will use a sound bridge between clips as well to make the clips more interesting.

Storyboard and shot list

Story board helps us to b organized and know what we are doing, when it comes to filming.

Prelimary Exercise

Our task is to create a short clip of a character walking into a room and having a conversation with the other character. To do this we used a range of shots to make the clip flow, and to capture different angles of the characters, and their emotions. To complete this task it will take four and a half hours, the clip will roughly 30 seconds long. 
Today we have done the planning for our clip, which includes drawing out a story board and writing a shot list. Tomorrow we will do the filming along the corridor which leads into the Library and inside the room. Then on friday we will edit all of our filming so that it flows and the different transitions link together. 
Kelly will do the filing for the clip and Lauren will direct up until shot 4 and then she will be doing the reaction shot, long shot and the filing conversation. Beth will be acting throughout the clip, and they will all edit the filming together. 

Shot examples

Establishing shot, to set the scene, to allow the audience to identify the location and character.

Close up shot, allows the audience to identify someones emotions.

Match on action shot, it lets the scene flow.

Reaction shot, shows the relationship between the two characters and can help the genre.

 Long shot, allows the audience to view the full location and see who/what is in the whole location.

Filming a conversation allows the audience to identify who is talking and who they are talking to. Shot reverse shot is used, following the 180 rule.