Towards the beginning of our course, we were set a preliminary task to complete as a class. We then had to replicate the same skills as part of a smaller group. This was completed using what knowledge we already had of media concepts and equipment (both hardware and software). The teacher's suggested we used Imovie to edit the preliminary films but instead we began using Premiere Pro in order to gain some knowledge of how to use it before starting on our singular productions.
For both of these preliminary films we had to create a short film with a variety of angles, camera shots and effects to showcase our initial understanding of film making. Then we had to edit to the best of our ability. The narrative for the class film was very simplistic. It followed the movement of a boy who feels isolated from the rest of his school. His paranoia makes him believe that he is being bullied by a female student who turns out to just be asking for a pen, In order to create a clear narrative, we used a linear structure. Therefore, the shots we filmed had to be continuous. The number, frequency and length of eclipses that we used were limited so that the structure seemed as continuous as possible. We used match-on-action as he was walking through the door to give the film this structure as well as tracking shotsas he walked through the corridors. Then, we used high and low angled shots to connote the idea of power between him and the other characters. High angled shots of him connote the idea that he feels smaller and less powerful than the other characters. Additionally, this highlights how bullying can be percieved by both the victims and the people who observe it.
For the second preliminary that we produced, we decided to create a more complex narrative. The story line began with the introduction to a very nervous male, following him to a hall where we see a circle of people. He sits down and begins telling the class about his experience with alcoholism. This is then met with confusion when he realises that it isn't an AA meeting, but a book club. With haste, he quickly exits the room. We decided to use this narrative in order to challange our directing, editing and ability to follow a more complex story whilst also concidering it's continuity. We used a wider variety of shots for this film as we felt more confident in our ability to produce. Although, for this film, we spent a longer amount of time on every aspect. This includes planning, editing and such.
For both preliminaries, we created a detailed story boards. These contained the direction that we would give on set as well as dialogue. The visuals then show the types of shots and angles that we wanted to capture. Although, when we began filming, some of the shots were changed slightly and some completely to connote new ideas that we'd developed in the process.
Both preliminary tasks helped us to gain an understanding and experience in film making that became useful when it come to producing our film opening. We were able to control the production process by creating project related story boards, conduct research and plan shots in detail. Therfore, the planning process worked to help us make our ideas clearer than they may otherwise have been. In summary, producing the preliminary films was a useful tool in extending our knowlege and completeing a comprehensive piece of work.
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