Progress Updates

Progress Updates

Week 1

The initial week was very much about having an understanding of the direction our film opening would take. We began by getting into out groups and simply brainstorming potential ideas. This was a very productive exercise because it enabled myself and my other group members to gain an insight into the type of film that we had in my mind. It was immediately clear that we intended to create a film of the thriller/drama genre. We thought incorporating a sense of mystery through a “death” being established in the opening would make for a more compelling narrative. However, we also had the idea of perhaps including a more musical theme and including a “mystery man”, since we didn’t want too much revealed because it is only an opening.

After soon establishing that we would have the narrative focus on a husband and a Father whose brother was murdered, we typed out our pitch. This was very thorough and detailed, outlining various elements such as the camera work (for example, an establishing shot at the end for the title to appear), our influential films and setting of the film opening. When presenting our pitch to the class, it was very well received. We made it clear that our film was more original to other films because it wouldn’t have a typical story line of the main character seeking vengeance. Instead, we intended to create a more grounded story, focusing on the psychological affect the death has on the main character. Therefore, our film would also consist of a fairly dark tone, elevated by our idea of composing piano music to reflect the main character’s state of mind.

Week 2

This week was more independent because we researched our influential films and created a 9 frame analysis of the opening. This was very useful because it provided us with a sense of the conventions, specifically the style and positioning of titles. We could also take some inspiration from the opening. For example, my influential film (‘A Bronx Tale’) had a sudden change in music to lead the story in a different direction. We particularly liked this concept, so we thought that our music could begin at a key moment, signalling a change in story to the audience.

Also, apart from our individual 9 frame analysis on an influential film, we did one during class on ‘Definitely Maybe’. This was good to do first, since we had a clear understanding of how to approach the evaluation task. We separated the different sections of the timeline into four: Camerawork, Mise-En-Scene, Titles and Editing. I think this film was very interesting because it involved various different techniques, such as sound bridging, many match on actions and a lot of tracking, combined with arch shots.

Furthermore, we began writing more of our evaluation answers, such as institutions of our influential films. It became clear that we needed to remain efficient with regards to time, otherwise we could easily fall behind. So, we needed to follow the weekly schedules.

Week 3

This week we continued to posting more onto our blog, focusing on our planning. So, for example, I wrote the script in the correct format and also needed to write the budget. I needed to discuss this with my group, considering travel arrangements and any props or costumes, which needed to be bought.  Additionally, our location scout needed to take photos of the locations. So, after we agreed upon the settings, they would actually head out to the locations, taking photographs of every area we would be filming in – this included both interior and exterior locations.

Another important task was to create a story board animatic. The purpose behind this was to create a basic outline of our film and show it to the class for feedback. In order to do this, we had to gather all of our cast members together (who we previously chose) and essentially act out the different scenes, but take still photographs, instead of video recordings. This was beneficial in several ways: it firstly enabled us to have a real indication of how we would perform each scene. This didn’t only mean what would happen in each scene, but also the types of different camera angles, whether that was a medium close up, long shot or a series of close up shots. After taking the photographs, I edited them to be in chronological order of events, using Sony Vegas. We then showcased our animatic to the class, who believed it was a solid story. They thought there was clear continuity with several useful narrative devices, as well as a good use of camerawork. This was also an opportunity to play the music and sound effects within the story board, which we composed (music) and downloaded (police sirens sound effects). The class particularly liked the music, as it sounded like genuine movie music in the genre we chose. 

Week 4

This week we ensured that we were up to date with the various posts for our blog. So, we completed the shot list, shot schedule, the risk assessment, the budget, the call sheet, the risk assessment, equipment and costume/props list. These were all important planning tasks, which enabled us to proceed with how we should approach filming. Each member of the group were therefore well informed of their roles and knew exactly each step for the film, or at least had a sufficient grasp on what we actually intended to do.

We also answered the second evaluation question (social groups).

Unfortunately, we were unable to begin filming because several other cast members weren’t available or the director/cinematographer wasn’t available.

Week 5

 We were unable to begin filming because many were unavailable again for the provisional days set. So, this week we focused upon answering or improving our evaluations questions (Q1-4).

We also had another look over any previous posts which needed improvement. I personally ensured our labels and titles were accurate. This was important because then our blog would remain organised. I also posted and wrote the action plans for our animatic feedback.

Week 6

Again, we weren’t able to begin filming for the same reason: the required people needed were unavailable.

However, we instead focused more on our influential films. So, I bought the DVD of my influential film, ‘A Bronx Tale’. I then showed the first 3 minutes of the film’s opening and explained the main influences from it. So, firstly there was an element of crime which we took and developed into the murder of the main character’s brother. This then was associated to a family with the focus being on how they cope, as a result of the death (primarily the main character). Also, we intended to incorporate the voice overs from the opening into ours, fulfilling the same purpose of using them as narrative devices. Another element which I particularly liked was the sudden change in music, pointing out the change in the direction of story. Our idea was to use piano music to convey the main character’s crumbling psyche and indicate to the audience that there’s an important shift in story, leading to the main character heading out to the murder scene.

Following this, I uploaded the influential film feedback and wrote about the audience response to our questions.

Week 7

We began filming this week. As this was straight after school, however, we were only able to film our interior scenes because it was too dark outside. We followed our shot list and script, whilst we filmed. This ensured that we could maintain the continuity we had hoped to instil. I ensured that there were many takes of each scene, in order to provide us with many different versions, enabling us to use the best iteration. We also ensured that we spent sufficient time filming each scene, so we would watch each piece of footage before filming more of the same scene or deciding to move to the next scene. Remaining dedicated was crucial to ensuring that every camera angle, every sound etc. was accurate and executed correctly.

Week 8

This week we finished all of our filming. As we had previously filmed all interior footage, we then focused upon the exterior shots. Before we began, we needed to set up the “murder scene”. We did our best to represent a realistic version by acquiring some police tape, pillows, several sheets and a plastic arm. The pillows would act as the “body” because the environment wasn’t necessarily clean or safe (hidden objects could have caused a person harm). We then used white sheets, which were dirty to appear as old blood stains.

This was set up in an area open to the public. Although we had made local residents aware that this was staged and was entirely fake, many on lookers appeared visibly uncomfortable or suspicious of what we had been doing. Consequently, we decided not to use the exposed arm, as we were worried that it could potentially cause people more concern if they had seen it. However, I think in hindsight, the exposed arm wasn’t necessary, as there was a good sense of Mise-En-Scene, especially because there was also a police officer on the scene.

The day itself was very cold and at times it would rain, so I felt that we may have rushed filming, but it was difficult to deal with such mitigating factors, ultimately. However, after looking over the footage, I think we did execute it well.

Week 9

Now that we had completed the filming, the onus was now on me, as the editor, to assemble the footage into a coherent and solid opening.

This week I was able to produce a rough cut. This took a few sessions after school, as I tried to precise when editing by going through every clip to see which one was best. I also had to time the sound effects and music in the right moments, so that they would be suitable and effective for the audience. I also needed to learn more about some of the editing features of Sony Vegas. So, I researched how to crop a video. This was a necessity because I felt that there was a particularly good, but needed some adjusting because of background interference. I was able to remove the disturbance, in the end, so I was able to utilise the tool well. Additionally, I added the titles, following a conventional approach and leaving a four second gap between each title when the sequence began.

Unfortunately, I wasn’t able to show my class, but I did upload the rough cut onto YouTube, so showed many other students. This was beneficial because they provided feedback, such as the issue with the sound levels, and a slight misunderstanding of the narrative. This was because of the lack of the voice overs, but I already anticipated this criticism. Reason being was that we had already recorded several voice overs, but the software wouldn’t allow me to upload them. The initial response was very good though, especially because of the intriguing narrative.

Week 10

Following the feedback, it was important to quickly rectify the mistakes and complete another cut on the film. So, I added more voice overs to provide the audience with a clearer narrative. Also, I shortened the scene with the news reporter, muted the sound and replaced the dialogue with a voice over version because initially it was too quick and was unclear. I also muted the unnecessary sound from the kitchen scene.

Furthermore, I ensured that my group completed more blog posts. For example, our research into editing and camera work. As well as this, we needed to do more work on marketing.

Week 11
This week I was able to show the next rough cut of my film opening. Unfortunately, the file didn't render correctly on Sony Vegas. As a result, there were obvious issues with sound - from the point at which the main character decides to leave the house and there is a close up of him, the appropriate sound was removed. This included the non-diegetic music and the voice over from the main character. So, some criticism was related directly to that.

I then began editing the film to ensure such problems were removed.

Week 12
Following the feedback I received the previous week, I changed the positioning of the title, removed some unwanted noises from the camera and "muffled" the voice overs in the house to create a more believable illusion that they were being projected from a TV.

I then rendered and uploaded the final cut of our film. 

Group Roles
Written and uploaded by Ismail Khwaja