Prelim Evalution

Ella and Alice Group 3C Boyfriend Bonanza

This is our final sequence for 'Boyfriend Bonanza'. In total we had 1 hour to plan, 1 hour to shoot, and 1 hour to edit. Below is my evaluation of the project and the sequence.

1. Who did you work with and how did you manage the task between you?

I worked in a group with 3 classmates: Rakhi, Alice, Alicia. We needed two actors, a director and a cameraman. Nobody in our group was great at acting, but in the end Alice and I volunteered. We acted for the majority of the shoot, and Alicia worked on camera and Rakhi directed. However Alice and I also had the chance to film some shots that we were not in, so that we could practice our camera skills.

2. How did you plan your sequence? What processes did you use? What theories did you try to take into account? 

To start with we brainstormed ideas. We explored different genres to see which would work given our constraints and decided to go for a chick-flick because we were a group of all girls in a school setting. We then generated ideas for the storyline and characters in our sequence. At this time we also considered what continuity techniques we should use and how. We scripted our sequence and then made a storyboard so that we would have each shot clearly presented. We then made a shot list and a shoot schedule planned according to the different set-ups, and the times that we were able to use different settings.

We took various theories into account when making our sequence. Firstly we took into account narrative theory. There is a clear beginning and equilibrium (Carla is writing in her diary about Tom), a middle and disruption (Alice breaks the news to Ella about Tom) and an ending (Ella drops the book in horror). This makes the sequence seem logical and enables the audience We do not see Alice's reaction to this so we do not know how the situation will end, this creates enigma and a cliff hanger. We also took into accoutn Barthes' Five Codes. An example of cultural code is the clothing that Alice and I are wearing, this suggests that we are quite girly and immature. It also connotes genre, as do the props and action in the sequence.

3. What technology did you use to complete the task, and how did you use it? 

To complete the task we used a variety of software and hardware. In terms of hardware we only used a tripod and a camera (with a microphone) and briefly a clapperboard. We shot all of our shots on the tripod because there was no need to use shots with particularly abstract angles. We did not have time to change lighting because we could only shoot for one hour.  We used Adobe Premier Pro to edit our sequence. Within this we often used the razor tool, the trim tool and we slowed speed/duration notably for the last shot in which the diary drops in slow motion.

4. What factors did you have to take into account when planning shooting and editing?   

When planning we had to take into account props and costume, especially because we needed to get across the girly chick-flick nature of the sequence. We made sure all of the props were pink and girly. We used the setting of a classroom because we knew we had access to it and it fitted the genre of our sequence. We only had a short amount of time so we had to realistically plan how many shots we could shoot and how long they would take. We also had to take into account the set ups that would be neccessary to shoot this and plan accordingly.

For our shoot we had to ensure that the framing actually worked, and we had to identify any problems there may be and add in extra shots if necessary. We also had to consider when we could use certain locations. For example, another group wanted to use the hall so we decided they should go first and we would follow after. They then needed a back up shoot there so we had to work together to identify the best way possible to do this. 

When editing we had to take into consideration our time limits, and we had to check our shots for any continuity errors. We had to cut them appropriately, and consider which shots worked best, and choose them to go into our sequence. 

5. How successful was your sequence? Please identify what worked well, and with hindsight, what would you improve/do different?

I think I sequence was reasonably successful; the genre is obvious and the event that takes place is clearly portrayed. I think the continuity also works well, we used the 180 degree rule for the conversation as well as the 30 degree rule. Our match on action also worked well with the dropping of the book, we tried our hardest to make sure that time appeared to run continuously and that there were no overlaps. We used parallel editing at the beginning, and the audience can tell this by when Ella and Alice finally interact. Overall it is quite a logical sequence, and the storyline and genre are clear.

However, there are definitely improvements that could be made. Firstly I think the acting could be improved, but this was hard as neither Alice nor I are excellent actors. I also think the conversation is slightly odd; Alice could have said something when she came into the room and the entire conversation itself could have been longer. We could have also been more precise with our match on actions especially when Alice enters the room.

6. What have you learnt from completing this task? Looking ahea, how will this learning be significant when completing the rest of your foundation coursework, do you think?

From this task I have definitely learnt about the significance of planning. Planning shot orders according to set-ups, actors and all other impacting factors will enable our shoots to run smoothly and reduce the likelyhood that we will need a re-shoot. I also think that drawing out a detailed storyboard helps to identify any errors, such as shots that need to be added, or continuity errors, or any locations or props neccessary.

I also think that we will have to choose our actors carefully, but also not make our script too difficult, because we are not professionals and mistakes will be made. However I think that the acting will be better for our real assessment, because we will be able to select who is in it, and we will not neccessarily be able to act ourselves.

I have learnt that in a group, it is vital that everyone has there own job in order to get everything organised and done. It is also neccessary that in groups of this size that everyone has equal sizes of roles, so that everyone puts in equal effort.