I made this script, however I let my actors only take a glance at it so they can get a basic understanding of what I want them to say because I think it will flow easier and seem more realistic if some of the script is improvised as both actors admit they are not the best.
Steve - Where have you been?
Sid - Sorry something came up, have you got what I asked for?
Steve - Yeah, have you got the money?
Sid - Course
They exchange the pills and the money through a slight of hand
Steve - See you later
Sid - Yeah cheers mate
Friday, 25 November 2011
Monday, 21 November 2011
Friday, 18 November 2011
What I need to remember.
Conventions – Genre and narrative (which conventions are you using?)
Aims and Context (audience, define the target audience, lifestyle, catchments, social class) Aims are what you want to achieve and context is how you are going to do it. You are being marked on this. What is your purpose and for which audience and how are you going to achieve that?
Stylistics – Examples and Analysis
Pre-Production
Scripting, Scene breakdown, storyboard, shot list, casting and Locations. Equipment hire, transport and informing people. Make sure there is continuity.
Aims and Context (audience, define the target audience, lifestyle, catchments, social class) Aims are what you want to achieve and context is how you are going to do it. You are being marked on this. What is your purpose and for which audience and how are you going to achieve that?
Stylistics – Examples and Analysis
Pre-Production
Scripting, Scene breakdown, storyboard, shot list, casting and Locations. Equipment hire, transport and informing people. Make sure there is continuity.
Thursday, 27 October 2011
Friday, 14 October 2011
What I'm Doing
Currently, I have started filming and I am focusing on getting all of my research together.
I decided to start again and do something that I am a bit more capable of. I think that the sequence I am doing will allow me to use a range of cinematography and editing techniques.
I decided to start again and do something that I am a bit more capable of. I think that the sequence I am doing will allow me to use a range of cinematography and editing techniques.
Thursday, 13 October 2011
Influence's
My influences for my sequence:
This scene is from the film 'Donnie Darko' (2001, Richard Kelly). The character of Donnie in this sequence has been smoking marijuana. The cinematography used makes the audience feel as if they are actually there, for example there are tracking shots used to make you feel as if you are walking down the corridor. The camera follows one character down the corridor and then that leads onto to the next character that it follows until eventually the camera focuses on one of the teachers that walks out of the school. The part we see is like a ‘trip’, parts are slowed down and parts are sped up. It makes the audience feel bizarre because it’s not usually done however it fits the piece because it’s supposed to make you feel uneasy just like the drug does. The track used non-diegetically on the piece is ‘Tears for Fears – Head over Heels’ the song is a bout young love, growing up and finding a job. I think it relates to the scene because you see all of the characters doing their own thing however the males in the piece are doing drugs such as Donnie and Seth.
This scene is from the film 'Donnie Darko' (2001, Richard Kelly). The character of Donnie in this sequence has been smoking marijuana. The cinematography used makes the audience feel as if they are actually there, for example there are tracking shots used to make you feel as if you are walking down the corridor. The camera follows one character down the corridor and then that leads onto to the next character that it follows until eventually the camera focuses on one of the teachers that walks out of the school. The part we see is like a ‘trip’, parts are slowed down and parts are sped up. It makes the audience feel bizarre because it’s not usually done however it fits the piece because it’s supposed to make you feel uneasy just like the drug does. The track used non-diegetically on the piece is ‘Tears for Fears – Head over Heels’ the song is a bout young love, growing up and finding a job. I think it relates to the scene because you see all of the characters doing their own thing however the males in the piece are doing drugs such as Donnie and Seth.
This video influenced me because it’s from the characters perspective and we see everything that he sees. The video is for the song ‘Smack my Bitch up – The Prodigy’ which is about going out to a club and getting intoxicated and taking illegal substances. The cinematography within the video features a lot of jump-cuts which reinforces the fact that he’s on drugs because it simulates the blackouts that occur. The camera is constantly moving because it’s made to look like we are seeing through the characters eyes so it’s very disorientating and makes you feel quite unpleasant which also reinforces the ‘night out’ feeling of being on these substances.
The video to ‘Underworld – Born slippy’ is fast paced and there is a lot going on within the video. Different clips fade in and out of each other in time with the beat of the song. It reflects in some ways what it going on in his head from being on drugs. Throughout the video a lot of shapes appear such as squares and circles, they flash and judder and then another one will appear this can represent the ‘trip’ as a whole and how random it can be.
Thursday, 6 October 2011
Aims and Context
Context - To create a sequence from my imaginary film 'College Life'of the teen-drama genre in which I will use the stylistic conventions that I have already established in the 'Genre Conventions' post. The part I am going to show is where in the film it is showing the story from Sid's perspective. The audience see Sid buy the drugs from his friend Steve and then we see him take them.
My aim is to make the audience involved with Sid's lifestyle by using sound and editing for them to be able to go through Sid's trip with them as I will use different techniques to make the audience feel disorientated.
I will be taking on the role of director, editor, producer and cinematographer, etc. to create my sequence within my imaginary short film. I will targeting a mainstream audience, of ages 16-24. This is because people under that age may not be able to empathise with the characters and understand what is going on. Audiences over this age range may want to see something with more puzzles or maybe will not have the time to go see a film. I have picked this age range because people of this age are likely to have disposable income in order to be able to socialise and go to the cinema. The characters within the film are of the age of 18 too so they will be able to relate to the narrative more.
I have a number of texts that have influenced my film/sequence, such as the 'trip scene' in Donnie Darko, Human Traffic (Ladism), The Prodigy's music video to 'Smack my Bitch up' and the music video to Underworld's 'Bornslippy', all of these I will discuss in more detail in a later post.
Learning about spectatorship in my first year has helped me to do this a lot because I am constantly thinking about how the audience will react to a certain scene depending on how I choose to show it, for example I plan to show the beginning of the 'trip scene' in slow motion and using an effect called ghotsting, which is like a visual echo, on top of this I will also use Disney song 'Scales and Arpegios' from The Aristercats and will also use an echo ( as if what you can hear is from the characters head). I am doing this after learning in first year the effect contrapuntal music can have on a particular scene. I think it will make the whole scene seem very dark as the music is from a children's film.
My aim is to make the audience involved with Sid's lifestyle by using sound and editing for them to be able to go through Sid's trip with them as I will use different techniques to make the audience feel disorientated.
I will be taking on the role of director, editor, producer and cinematographer, etc. to create my sequence within my imaginary short film. I will targeting a mainstream audience, of ages 16-24. This is because people under that age may not be able to empathise with the characters and understand what is going on. Audiences over this age range may want to see something with more puzzles or maybe will not have the time to go see a film. I have picked this age range because people of this age are likely to have disposable income in order to be able to socialise and go to the cinema. The characters within the film are of the age of 18 too so they will be able to relate to the narrative more.
I have a number of texts that have influenced my film/sequence, such as the 'trip scene' in Donnie Darko, Human Traffic (Ladism), The Prodigy's music video to 'Smack my Bitch up' and the music video to Underworld's 'Bornslippy', all of these I will discuss in more detail in a later post.
Learning about spectatorship in my first year has helped me to do this a lot because I am constantly thinking about how the audience will react to a certain scene depending on how I choose to show it, for example I plan to show the beginning of the 'trip scene' in slow motion and using an effect called ghotsting, which is like a visual echo, on top of this I will also use Disney song 'Scales and Arpegios' from The Aristercats and will also use an echo ( as if what you can hear is from the characters head). I am doing this after learning in first year the effect contrapuntal music can have on a particular scene. I think it will make the whole scene seem very dark as the music is from a children's film.
Friday, 30 September 2011
This is the song I am using non-diegetically over the sequence when Sid begins to trip. The song is about the chaotic thoughts you have on a wild club night whilst on certain substances such as a hallucinogenics. Lyrics such as ‘mega white thing’, ‘he had chemicals boy’, ‘acid bear boys’, ‘and remembering nothing boy’ and ‘shouting lager’ all suggest the use of alcohol and illegal drugs. The end verse refers to the sensations of a ‘come down’, for example the lyric ‘to a new age tension headache’. The song is very fast paced almost how a heart would be like because of the substances.
Drive boy dog boy
Dirty numb angel boy
In the doorway boy
She was a lipstick boy
She was a beautiful boy
And tears boy
And all in your inner space boy
He had hand girls boy
And steel boy
He had chemicals boy
I've grown so close to you boy
And you just groan boy
She said come over come over
She smiled at you boy
(repeat)
Let your feelings slip boy
But never your mask boy
Random blonde boy
High density rhythm blonde boy
Blonde country
Blonde high density
You are my drug boy
You're real boy
Speak to me boy
Dog dirty numb cracking boy
You're getting wet boy
Big big time boy
Acid bear boy
Babes and babes
And babes and babes and babes
And remembering nothing boy
Do you like my tin horn boy
It get wet like an angel
Derailed
You got a velvet mouth
You're so succulent and beautiful
Shimmering and dirty
Wonderful and hot time
On your telephone line
And God and everything
On your telephone
And in walk an angel
Look at me mum
Squatting pissed in the tube hole
At Tottenham Court Road
I just come out of the ship
Talking to the most blonde I ever met
Shouting lager lager lager lager
Shouting lager lager lager lager
Shouting lager lager lager lager
Shouting lager lager lager
Shouting mega mega white thing
Mega mega white thing
Mega mega white thing
Mega mega
Shouting lager lager lager lager
Mega mega white thing
Mega mega white thing
So many things to see and do
In the tube hole
True blonde going back to Romford
Mega mega mega going back to Romford
Hi mum are you having fun
And now are you on your way
To a new age tension headache
Thursday, 29 September 2011
Protagonist: Sid
Antagonist: DrugsEquilibrium: Sid and Steve are at college doing wellDisruption: Steve's girlfriend gets pregnant and starts selling drugs and gets caughtQuest: Sid takes the blame for Steve selling drugsResolution: Sid's step-dad bails him out as he doesn't believe that Sid would ever do anything of the sort.
Re-Equilibrium :Steve's girlfriend has the baby and Sid gets out of juvy in time for his exams.
Antagonist: DrugsEquilibrium: Sid and Steve are at college doing wellDisruption: Steve's girlfriend gets pregnant and starts selling drugs and gets caughtQuest: Sid takes the blame for Steve selling drugsResolution: Sid's step-dad bails him out as he doesn't believe that Sid would ever do anything of the sort.
Re-Equilibrium :Steve's girlfriend has the baby and Sid gets out of juvy in time for his exams.
Synopsis
Friends Sid and Steve have been through all there academic years together and now they are finally at college. Sid is 18, loves college and settles in really well, all his teachers adore him. All his work is A* standard even though he is more than often on drugs. Steve, also 18, doesn't mind college, he does enough to scrape by but his main priority is selling drugs to make money as his girlfriend, Sonia is expecting a baby. Through the film we see the same storyline but through someone elses perspective, the sequence I will show is the part of the scene through Sid's perspective when he buys some drugs off Steve and takes them. Towards the end of the film Steve nearly gets caught selling drugs at college and he is distraught but Sid takes the blame in order for Steve to be with his newborn baby, Sadie.
Friday, 23 September 2011
Conventions of Genre
Films that are of the genre ‘drama’ usually tackle very serious issues which portray realistic characters, settings and situations; this is verisimilitude which is the appearance or semblance of truth. More often than not dramas do not focus on special-effects, comedy, or action. The drama genre tends to deal with ‘of the time’ issues for example racism, drugs, religion, politics and illness etc. Through time the conventions of drama have altered in many different ways. These conventions are the setting, plot and characters. The main factor which has been a dominant force during the changes of conventions has been the society. The society present during the time in which a play was written had a direct influence on the plot and characters. This is because drama is defined as a representation of life. There are elements of drama in many films and drama has a lot of sub-genres such as romantic drama, period drama and crime drama. Voyeurism is also an aspect of drama as audiences like to engage in other people’s life to gain pleasure. Urban dramas, which was a new type of drama after the 1980’s, deals with reality but is defined by the use of drugs, guns and violence.
There are two main parts to the narrative structure of drama. Which are the story where we see what happens and to whom it happens to and then the discourse -how the story unfolds. They go by a cause and effect sequence where we see development of the characters which is ultimately what creates the drama. There is a lot of character depth opposed to other films because conventionally drama’s also present issues in such ways that will emotionally move or touch the audience and will also give them an opportunity to empathise with characters. They will do this by using non-diegetic sound tracks to fit the certain scene. They will also do this by the use of cinematography and mise-en-scene. For example the use of over the shoulder shots and shot reverse shot to show conversation between characters and character perspective shots to make the audience feel more involved in the scene and in order for it to look more realistic. The uses of close-ups are a must in the drama genre so the audience can see the characters facial expressions and to make them look more exaggerated.
A teen drama is where the main major focus is on teenage characters. The young characters must deal with the dramatic ups and downs of their friendships and romances while facing an array of "realistic" teen issues. There have also been many successful teen-based series with major themes of science fiction, fantasy, and action/adventure. Most shows have a substantial amount of comic relief. The plots are based upon the special interests of teenagers, such as coming of age, first love, rebellion, conflict with parents, teen angst, and alienation. Often these normally serious subject matters are presented in a glossy, stereotyped or trivialized way.
Films in this genre are often set in high schools, or contain characters that are of high school age. Sexual themes are also common, as are crude forms of humor.
There are two main parts to the narrative structure of drama. Which are the story where we see what happens and to whom it happens to and then the discourse -how the story unfolds. They go by a cause and effect sequence where we see development of the characters which is ultimately what creates the drama. There is a lot of character depth opposed to other films because conventionally drama’s also present issues in such ways that will emotionally move or touch the audience and will also give them an opportunity to empathise with characters. They will do this by using non-diegetic sound tracks to fit the certain scene. They will also do this by the use of cinematography and mise-en-scene. For example the use of over the shoulder shots and shot reverse shot to show conversation between characters and character perspective shots to make the audience feel more involved in the scene and in order for it to look more realistic. The uses of close-ups are a must in the drama genre so the audience can see the characters facial expressions and to make them look more exaggerated.
A teen drama is where the main major focus is on teenage characters. The young characters must deal with the dramatic ups and downs of their friendships and romances while facing an array of "realistic" teen issues. There have also been many successful teen-based series with major themes of science fiction, fantasy, and action/adventure. Most shows have a substantial amount of comic relief. The plots are based upon the special interests of teenagers, such as coming of age, first love, rebellion, conflict with parents, teen angst, and alienation. Often these normally serious subject matters are presented in a glossy, stereotyped or trivialized way.
Films in this genre are often set in high schools, or contain characters that are of high school age. Sexual themes are also common, as are crude forms of humor.
Wednesday, 21 September 2011
Brief
I have chosen to take a sequence from a film I have titled 'College life'.
The film is about some of the issues that take place during college life.
The main character of the sequence I am going to show is 'Sid'. Sid is very laid back, known for his one-liners and sometimes can be quite stupid however his college work is always up to A* standard. In the sequence Sid takes some Hallucinogenics at college, the audience will then see Sid's 'trip' from his perspective.
The film is about some of the issues that take place during college life.
The main character of the sequence I am going to show is 'Sid'. Sid is very laid back, known for his one-liners and sometimes can be quite stupid however his college work is always up to A* standard. In the sequence Sid takes some Hallucinogenics at college, the audience will then see Sid's 'trip' from his perspective.
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