5 Minute Film Production: 'Circle'

5 Minute Film 'Circle': Pre- Production- Risk Assessment

RISK ASSESSMENT:

1. RISK: Filming In The Dark

LEVEL OF RISK: High

PREVENT: Make sure that we don't bump into anything.
RESPONSIBLE: All Of Us.


2. RISK: Liquid Near The Equipment

LEVEL OF RISK: High

PREVENT: Make sure there are no drinks near any of the equipment being used.
RESPONSIBLE: All Of Us.

3. RISK: Camera Running Out Of Memory Or No SD Card

LEVEL OF RISK: Medium

PREVENT: Make sure we have checked that there is a SD card before using it.

RESPONSIBLE: All Of Us.

4. RISK: Scenes That Involve Stunts

LEVEL OF RISK

: High

PREVENT: Make sure we have run through the scenes before we actually start filming it. Make sure that the person doing the stunt is in a safe environment.

RESPONSIBLE: All Of Us.

5. RISK: Loosing Equipment

LEVEL OF RISK

: High

PREVENT: Make sure that all the equipment are in a safe place. 

RESPONSIBLE: All Of Us.

6. RISK: The Environment

LEVEL OF RISK

: Low

PREVENT: Make sure that we are filming in a safe envrionment and that we don't get distracted when filming.

RESPONSIBLE: All Of Us.

5 Minute Film 'Circle': Pre- Production: Equipment List

Equipment List

• Camera
• Tripod
• Microphone
• SD Card 
• Headphones

Prop List

• Paper (Invitations)
• Headphones
• Paper (Party Hats)
• Snacks (Crisps/Biscuits)

5 Minute Film 'Circle': Pre- Production- Shooting Schedule

SHOOTING SCHEDULE

TITLE: Circle

DIRECTOR: Elizabeth Rufai

DATE	SCENE/SHOT/TAKE	LOCATION	DURATION
20.05.2013	Scene 1 Scene 2 Scene 3 Scene 4 Scene 5	College Studio College Classroom Third Floor Seating Area College Hallway College Hallway College Studio	20 mins 30 mins 20 mins 20 mins 30 mins 30 mins

5 Minute Film: Pre- Production- Call Sheet

PRODUCT: 5 Minute Film

TITLE: Circle

DURATION: 5mins.

SHOOT DATE: Monday 20th May 2013

DIRECTOR: Elizabeth

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Producers: Chantel & Gloria

Production Manager & 1st AD: Elizabeth Rufai

D.O.P: Kiana & Elizabeth

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LOCATIONS

Location Address: City of Westminster College, Paddington Green, W2 1NB
Scenes: 4

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CALL TIMES

Time	Description	Scene No.	No. of shots	Participants
12.15	Setup	-	-	Crew
12.30	Filming	1	4	Madeleine
12.50	Filming	2	4	All
13.20	Filming	3	18	All
14.00	Filming	4	4	All
14.30	Filming	5	6	All

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UNIT

DIRECTOR	Elizabeth
D.O.P	Kiana & Elizabeth
PRODUCTION MANAGER	Elizabeth
CAMERA OPERATOR	Elizabeth & Kiana
1st ASSISTANT DIRECTOR	Elizabeth Rufai
ART DIRECTOR	All

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FEATURED ARTISTS

ARTIST	Call Time	Call Location	Estimated Wrap Time
Madeleine	12.30pm	College	2.15pm
Catie	12.30pm	College	2.15pm

Anton 12.30pm College 2.15pm

Ousama 12.30pm College 2.15pm

Zeinab 12.30pm College 2,15pm

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CAMERA EQUIPMENT

DSLR Camera

Tripod
Microphone
Boom pole

Mini Documentary On Legal/Ethical Issues

Mini Documentary On Legal/Ethical Issues Research

Sexism In Football Notes


Introduction

• Women's football has been around for many decades but was associated with charity games and physical exercise.
• Before the 1970's, football was seen as a men's sport. Women's football then became more common after the 1990's. There were 176 National Teams that participated Internationally, compared with 209 Men's National Teams.

Sepp Blatter

• The Risible Swiss' views on racism and corruption are decidedly frivolous and that applies to sexism in football too. "Let the women play in more feminine clothes like they do in volleyball". Sepp Blatter suggested as a boost to women's football.

Mike Newell

• In 2006, Mike Newell failed to award his side a penalty and said. "She shouldn't be here. I know that sounds sexist but I am sexist. This is not park football, so what are women doing here?" The Football Association examined Mike Newell's remarks and he later apologised.

Conclusion

• Overall, it is clear that there is still some sexism in women's football but many people have realised that it's not just a sport for men and that women should be treated fairly with this sport.

Soundtrack Production For The Moving Image Analysis

The film I will be analysing is Men In Black 3 and I have chosen to analyse the 'Time Jump' scene.

The sounds that are heard in this scene are:

• Diegetic Sounds: Dialogue eg. Talking and high pitched sounds, An Orchestral Band
• Foley & FX Sounds: A Siren, The Wind, Traffic, Device Sounds, Animal Sounds, Construction Sounds, Materials eg. Paper, Crowd Cheering.

In the beginning of this film clip, I hear strings playing in the background, followed by a siren sound. I also hear breathing sounds which shows that the character is scared about what they are going to do. As the character jumps down, the strings in the music begin to come together and build up more, making the scene more dramatic.

As the character is in the air, I also hear the wind. This sound is used to show how fast the character is moving in the air, making it seem more dramatic. When the object slips out of the characters hand, I hear dialogue from the character to show that he is panicking about loosing the device. The strings in the music also become more high pitched and gradually starts to build up.

When the character catches the device, the music sounds slightly happy. The music then changes and I hear the strings getting faster and traffic is heard as the character sees that he is about to drop onto the pavement. 
As the character panics and tries to make the device work, the music gets quiet and I hear a fast sound. As the character is going through time travel, I hear animal sounds and the music changes. I also hear construction of buildings appearing as the character moves into this time zone. I then hear a newspaper which lands on the characters face. On the other side of the character, there are people falling down alongside him. As he sees these people, the music changes and I hear high strings and crowd cheering in the background, which fit the time that he is now in.

As the character is about to land on the ground, I hear the character screaming, and the dialogue gradually gets higher until I hear a high pitched sound. When the character lands on the ground the music also stops suddenly. I also hear people's footsteps walking around him. When the character goes back up in the air, I hear a sound like something is stretching and the music gets faster. I hear the character breathing to show that they are in shock about what just happened to them.





The film I will be analysing is Amazing Spiderman and I have chosen to analyse the 'Fight' scene.

The sounds that are heard in this scene are:

• Diegetic Sounds: Dialogue from people talking and screaming. Dialogue from the Lizard.
• Foley & FX Sounds: The toliet breaking, The Lizard breaking things, background music, fighting sounds, objects dropping, glass breaking, explosions.

In the beginning of this film clip, I hear people walking around in the school building. I then hear music quietly playing in the background and then I hear the toilet break as the Lizard comes out of it and breaks more things. As the Lizard comes out of the bathroom, I hear people screaming in the background. This shows that they are scared and they are trying to get away from the Lizard. I hear slow strings playing in the background and this builds up the tension in the film. As Spiderman starts to attack the Lizard, the builds up more.

I hear glass breaking when the Lizard throws Spiderman onto the floor. I start to hear high pitched strings in the music as the scene gets more dramatic. Dialogue is heard in this part, as the Lizard talks to Spiderman.

I hear Spiderman trying to get an object with his web and as he is doing this, the strings get slightly faster. The music then changes and I hear a lot of instruments playing in the background to build up the scene more. I also hear the Lizard picking up chemicals and getting ready to throw them at Spiderman. As he throws the chemicals at Spiderman, I hear an explosion and the music gradually clams down in the background.

When Spiderman is in his costume, the music starts to get happy as Spiderman is finally attacking the Lizard. I hear dialogue when Spiderman is talking to the Lizard and I also hear the Lizard complaining as it is unable to attack Spiderman. I hear electrical sounds when Spiderman is getting away from the Lizard. I also hear Spiderman using his webs to attack the Lizard.

Another arm comes off the Lizard and when this happens, the music suddenly changes to a more tense kind of sound to show that something bad could happen now. However, the music suddenly changes back to happy strings as Spiderman is attacking the Lizard.

The Lizard starts attacking Spiderman with its tail and I hear low strings in the music. This is to show that is really attacking Spiderman and it makes the scene more dramatic. When Gwen hits an object in the Lizard's head, the music slows down a bit and I hear low trumpet sounds as the Lizard is angry at Gwen for doing that. However, when Spiderman puts his webs around the Lizard, the music builds up again and I hear a lot of high strings coming together.

When Spiderman throws the object out the window, the music beings to fade and stops. I hear dialogue coming from Spiderman when he throws Gwen out the window and I also hear the music get faster and then stops when Gwen lands outside in shock.

Police sirens are heard and then the music comes back when the Lizard tires to escape. Spiderman and the Lizard start to fight again, but we do not hear them fighting in the background, instead, I see and hear someone listening to classical music playing loudly in the background and this gives a bit of humour to this scene as this person is not aware of what is going on behind him. As the person leaves the room, I suddenly hear Spiderman being thrown onto a book shelf. Slow dramatic music begins to play as as Spiderman starts to get up.

TASK 6: Understand How To Evaluate Audience Response

For this assignment, I had to create a channel ident for City Of Westminster College.
Firstly we got into groups and we had to come up with an idea of what our channel ident could be about. We produced mind maps showing all our different ideas and what kind of animation techniques we could used. We decided to use 'cut out' animation for our channel ident as we liked this type of animation technique.

The story that we chose was someone doing a puzzle and trying to figure out what the right letters could be. As they are doing the puzzle, if they got the words wrong, a sign would come up saying that the words are wrong and scissors would cut the words up so that they could try and figure out what the correct words were. Once they got the words right, a sign would come up saying that the words are correct and then the words 'City Of Westminster' would appear on the screen as the right letters.

We then realised that this channel ident wasn't very clear, so we decided to change it up a bit. Our new channel ident was of someone being timed trying to get the right words. The time is ticking away so the person needs to make sure that all of the words are shown. Once all of the words are shown, they are put together and then the logo 'City Of Westminster' pops up on the screen.


Strengths Of Our Channel Ident
As we had to change our channel ident, we quickly came up with another plan on what we wanted our new channel ident to look like. We also used team work when doing our channel ident and we were creative with our story.

Weakness' Of Our Channel Ident
We wasn't sure what kind of soundtrack to use for our channel ident, but as began to think of what would be suitable for this type of story, we found a suitable sound track to use.

Overall, I'm glad that we changed our channel ident, as I could see why our first channel ident was a bit confusing. This has made me realise that when I do another type of animation, I should make sure that the story is understandable so that I won't have to change the idea again.

Chantel & Gloria's BBC Vox Pop Video

TASK 5: Chantel & Gloria's (NEW) Channel Ident

Chantel's Vox Pop Final Version

Chantel & Gloria's Pixilation Animation Clip

For this part of our assignment, we had to get into groups and come up with a narrative for a pixilation animation clip. The story for this animation is of me having a bag that is dragging me around and in the end I end up just taking the bag with me. To do this pixilation animation, I had to move slowly and pictures were taken each time I moved.

Strengths Of Our Animation:
We had a simple storyline which we thought was creative and all the shots that were taken, came together well.

Weakness' Of Our Animation:
I think my facial expression could of been shown more to make this pixilation animation have humour to it.

Overall, I think our pixilation animation came out good and it was successful.

Elevator Pitch

Chantel's Frame Rates Stop Motion

My 'Fast' Frame Rates Stop Motion


For this part of my work, I had to show something moving using istop motion.
Firstly, I opened up istop Motion, then I decided to use my ID card as the object that I was going to use.

After that, I set up the webcam, then I took a picture of the object each time, moving it quickly to a different spot. To make it fast, you use less frames and there is less frame time. 

Once that was done, I uploaded my video to Youtube for it to be embeded onto my blog.



My 'Slow' Frame Rates Stop Motion

To make this slow frame rate, I had to have more frames. Normal film runs at 24 frames per second.

TASK 5: Chantel & Gloria's (OLD) Channel Ident

5 Different Animated TV Films & Shows

5 Different Animated TV Films & Shows Are:

1. Films
2. Video Games
3. TV Shows
4. Channel Idents
5. Adverts

TV, Film & Technology

5 Minute Film: Pre- Production Script

CIRCLE

SCENE 1

INT: Madeleine's Living Room

Madeleine is sitting the sofa in her living room. The lights are switched off which leaves the television’s flickering of movement and colour as the only light source in the room.
As Madeleine sits in front of the television, she has a flashback.

INT: College Classroom

(FLASHBACK) Madeleine is standing by the classroom door with her teacher, who is introducing her to the class.

TEACHER

Some of you might recognise Madeleine from the other class. Madeleine will be joining our class from now on, so I would like you all to make her feel welcome here.

Madeleine looks around at the smiling faces and stops at a certain group she recognises. The teacher's voice slowly fades out as Madeleine stares in awe of how cool they are.
She begins to daydream.

INT: College Classroom (2)

(DAYDREAM) Madeleine is sitting in a classroom as part of the group. They are sitting around a table in a circle, playing card games/chatting and laughing.

INT: Madeleine hears her teacher's voice again, telling her to grab a seat and she goes to sit down.

INT: Madeleine returns from her flashback and as she sits in her dark living room she thinks of how to become part of this friendship circle. She smiles to herself and then switches off the television.

SCENE 2

INT: College classroom

Madeleine is sitting by the group of friends during a lesson and they seem to be getting along so far.

MADELEINE

So how long have you guys known each other? You all seem really close.

TRACY

Well, James is my half brother and we all met in high school.

MADELEINE

Oh okay.

TRACY

So Madeleine, why did you have to switch classes?

MADELEINE

Things started to get a bit rocky between some people and me in the other class.

They just didn’t seem to like me.

TRACY

Why’s that?

MADELEINE

(Looking clueless into space)

I really don’t know… (Madeleine giggles to herself.)

Well…I did sabotage some people’s coursework a few times…as a joke. (She laughs). Some people just can’t take a joke sometimes.

Tracy and the rest of group each look at each other’s faces in reaction to what they have just heard. Madeleine carries on babbling away.

MADELEINE

Oh and one time I put some laxatives I found in Sam’s drink. That was so funny. She didn’t seem to be laughing though.

By now, everyone is convinced that Madeleine is a psycho. They slowly edge their seats back to their computers and simultaneously put their headphones on.

Madeleine returns to her senses and realises her 'audience' has disappeared from before her. Madeleine also moves back to her computer and continues working.

SCENE 3

INT: (MUSIC) Madeleine continues seeking opportunities to join Tracy’s group over a number of instances by trying to sit with them and talk to them.

1. During a lesson, Madeleine looks over at Tracy sitting next to her and smiles.

Tracy catches Madeleine smiling at her and awkwardly looks away.

2. During break time, Tracy’s group is sitting at a table chatting and laughing. Madeleine has spotted them and heads towards the table. James sees Madeleine closely approaching and quietly announces this to the table. Just as Madeleine sits down, everyone stands up and walks away.

INT: Madeleine has realised that Tracy and her crew seem to be avoiding her but can’t seem to work out why.

Madeleine’s birthday is coming up and she is having a party (despite her lack of friends). Madeleine has written a couple of party invitations to give to Tracy and her friends.

After class, Madeleine sees Tracy’s group in the hallway and runs towards them before they can get away.

MADELEINE

Hey guys! Wait up!

Tracy sighs before looking back and they all wait while Madeleine catches up with them.

MADELEINE

I’m having a party for my birthday this weekend and I’d like you guys to be there…since you’re my friends and all.

Someone sniggers at the word 'friends'. Without a single response, Madeleine shoves her invitations into each of their hands, smiles and walks away.

As soon as she leaves them, they all start to laugh as they rip up the invitations.

JAMES

She is so weird! I definitely won't be attending

TRACY

She is a psycho for real.

Despite the length of distance she has gone ahead of them, Madeleine can hear them making fun of her and ripping up the invitations. Madeleine becomes very upset and continues walking.

MADELEINE

I’ll show you psycho.

SCENE 4

INT: One of Tracy's friends is on their way to the toilet when Madeleine appears with a masked face, grabbing him by the mouth and drags him away.

INT: Tracy and James are walking through the hallway when a classroom door opens and Tracy is pulled through it. James looks up from his phone and tries to work out where Tracy has disappeared to, when the door opens again and a hand pulls him into the room.

SCENE 5

INT: Someone is walking down the corridor when they notice something going on in a classroom. She decides to peer through the glass window. In the classroom is Madeleine and her new 'friends', who are bound to their chairs and sitting around the table in a circle. 

Madeleine had decided to organise her 'birthday party' in college, where she knew they would definitely attend. On each of their heads is a party hat made of paper and colouring pens, which Madeleine had made earlier.

For the party food, there are packets of cheap biscuits and crisps lying around the table. Madeleine feeds her Tracy one of these biscuits off the table. Madeleine seems to be having the time of her life and is convinced her hostages are too. 

(Flashback of her first daydream sitting at the table in a circle playing card games and chatting with her friends.)