Unused Shots
Unfortunately, due to our limited time, we weren't able to use all of our shots. And so we created this...
Tuesday, 7 May 2013
Me Myself and I: Final Film Opening
AB - 07/05/13
Me Myself and I: Final Film Opening
Here is our finalised film opening of 'Me Myself and I':
Sunday, 5 May 2013
Me Myself and I: Evaluation
AB - 05/05/13
Our media project develops what appears to be a stereotypical teenager and people perceptive of those who are mentally ill is subverted; through the revelation of her illness as it’s gradually exposed through introducing her personas.
We used the existing structure of coming of age films: Self-discovery, overcoming social isolation, finding were you fit, overcoming insecurities and growing up which is featured in blockbuster films like Juno, Super Bad and The Breakfast Club. Typical obstacles but exaggerated immensely by May’s DID and so we’ve also challenged the structure by taking it to the extremes.
We’ve also challenged real media conventions through our non-traditional production and through using anchored script where actors’ improvisation revolves around it. We differ as unlike in real media products during their productions various gadgets were available to them to help them film, such as dolly’s, tracks and perhaps even cranes. The shots in our production on the other hand were improvised to mimic the same effect as these media conventions.
Another way we’ve challenged the conventions of film structures is by our distribution of information for the audience. Our opening scene in comparison to other films is more sudden, a lot more informative much like recaps from TV episodes; this is due to our limited time. Other films distribution of information is more gradual sometimes no information is actually given in their film opening, for instance: “Catch Me If You Can”.
2. How does your media product represent particular social groups?
Our product represents teenagers with disabilities. The representation of the disabled in our film portrays them as ordinary, subverting the expectations of our viewers. An example would be Elizabeth, as she is portrayed as relatively normal in her scene; nothing out of the ordinary happens. However, Elizabeth is still a strange character as she is the persona of someone else. We develop this by revealing the depth of our protagonist and therefore portraying this social group in a different form than what the audience had originally expected.
We subvert the audience’s expectations as information is slowly released; challenging the notion in the minds of the audiences that it’s easy to distinguish a person with mental disorder. For example, many media products are dismissive of the mentally disabled for they’re not part of the plots at all. They’re characters are not fully developed and they remain a stereotype. However, when they are the focus of a film; often they are painted in a negative way. Many are presented as a psychopathic murderer, for example: Hannibal, Freddie Krueger, Jigsaw from Saw and many others. Our film challenges this as our main protagonist who has DID unlike those representation is presented in a more light hearted way. This creates a sense of curiosity and discovery for the audience than fear and dislike. May is more relatable to Charlie from “Perks of Being a Wallflower”. Both are social outcasts and are presented as quite odd but it’s something which is in a way celebrated, a quality they possess which is liked by the audience. So our film is conventional in a way that characters with disability are presented as odd but unconventional as the character is developed to reveal the reason behind their actions, unconventional as the film tries to explain, tries to help the audience understand the mentally disabled rather than fear them or be unnerved by them.
Another social group which we have featured in our film opening are normal teenagers, portrayed by Jasmine Gothard and Daisy Brunsdon. They have shown how some normal people may perhaps react to those with mental disability. Possibly mirroring how some of the audience may react if placed in the same position. As a result, we challenge their perception of the mentally disabled. The same is done as well in Violet’s scene in which her peers are actually laughing at her which challenges them even further. Our film had also shown range of age and nationalities to illustrate how no one is excused from this. That regardless of age, gender and nationality there are many people guilty of reacting similarly to the characters in the film towards May and her personas.
3. What kind of media institution might distribute your media product and why?
Since our film’s low budget, it’s unlikely to be released in the cinemas like blockbuster films for it lacks marketability. But it may be featured in film festivals such as the Raindance Film Festival for a pre-promotion. It could potentially be used by foundations which support people with DID or other psychological disorders to help raise awareness, organisations such as: Peny Parks Foundation, First Person Plural, Mind and many others. Our film could also be used in media studies classes in schools, as our opening is effective but relatively simple and could help students understand the structure of creating a film.
Although, hypothetically if we were looking to actually produce our film, we may decide to ask “Kickstarter” to help us get funds, seeing as the cost for producing is immense. We may then decide to sell and market our film online. Perhaps use YouTube to our advantage and use it to promote our film. We may contact independent film distributors such as: DogWoof, Independent Film Company or Entertainment Film Distributors who can help us with sales and marketing throughout UK. Online avenues may be used instead of DVD creation to avoid possible loss of revenue, it’s likely we’ll use ITunes to market our film as not only will this save us money but due to the digital era; everything is becoming digitalised.
Teenagers and people who have been affected by DID are part of our target audience. As well as these, our film is also designed to attract people who are interested in the genre of our film; which is mainly Drama. This means that although our main target audience is teenagers and people affected by DID, any group who has an interest in dramatic movies would be targeted for our film. It may even attract certain people who prioritises their family first as “Me, Myself and I”celebrates the importance of parenthood and relationship within family and so mothers may take alike to our film. Couples who have teenagers of their own may find themselves attracted to the film.
Essentially our film is about an underdog. In our film we touch on the issue of bullying. Being bullied can affect a person’s social life and during time at school, social life is an important aspect as adolescents start to form relationships outside their family. Often the extent, at which a teenager can enjoy school and their youth, depends on their social life. This is where peer pressure, self-searching and crushes happen which will be explored in our film. For the older audiences, elements of this film could remind them of similar experiences of bullying they had at school or later on in life. Although bullying is more common throughout teenage years, there are many people who have been through similar situations at work.
Seeing as our film is about a girl with psychological disorder, people with curiosity in psychology may naturally be attracted to our film. Also curiosity plays a big role as it intrigues the audience prompting them to see our film and friends or family of the individual who wants to see it will be tagged along to watch it with them.
5. How did you attract/address your audience?
We sparked curiosity amongst our audience, prompting them to see our film, at the very start of our opening while May is cycling and no one can tell where her destination is. In addition to this, we explicitly say that the movie is aimed at adolescents for the genre: coming of age often appeals to adolescents as they find they can relate to the characters. We use editing to gradually indirectly reveal information for the audience to pick up. For example: the flashbacks and the dialogues. Although by the end we do directly address our audience as May breaks the forth wall dividing the characters from the audience.
We’ve also used enigma codes right from the beginning of our film, it remains unknown to the audience who the girl is and where she’s heading. As the scenes proceed to the clips of the personas questions such as: “What is she doing?” “That’s the same girl, dressed in different costumes… why?” “Why does that girl dressed as a man…?” it becomes a fodder to audiences’ curiosity. All stimulates the audience to become active to try to work out what is going on. Another way which we’ve attract our audience is through making our film relatable to other existing texts such as “Perk of Being a Wallflower”, therefor evoking a discussion a comparison between the two films and so it lures the audience in as they speculate over our film.
6. What have you learnt about technologies from the process of constructing this product?
From making our film, we’ve learnt about the process, the technicalities and the dedication it takes to create a film. We learnt how to use the Dedo lights, the filters and the bounce boards to imitate natural light for our film. For instance: Carefully placing them around the set to avoid creating false shadows and to avoid noticeable artificial light. We had to be constantly aware of the sensitivity of the mic, as it was able to pick up the tiniest sounds that can distract our audience. We were also able to experiment with different video recording gadgets and discovered that they can be quite beneficial. For instance: our substitution for the camera with an iPhone when recording Violet’s scene actually adds realism to our film.
7. Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
Comparing our film opening now from our preliminary task, we have made great developments. The quality of work for starters, our film opening had been recorded by professional technologies while our preliminary was recorded with a low resolution camera. The editing is much more fluent, we feel that in our preliminary video; the cuts are pointedly constructed. The editing of our opening on the other hand seems to have developed sophistication as shots flowed more fluently from one to another. Unlike in our preliminary task, we made sure that the editing in our final opening was almost invisible and did not distract our catch the audience’s attention. The execution of the shots are also much well-done due to the fact that we lacked technologies to assist us when filming our preliminary video. For instance, we had no tripod to make the shots still nor did we have a dolly to help us with panning shots; all of our shots had been filmed handheld. Furthermore, our sounds had been recorded within a better mic, not just the built in mic in cameras. We’ve also developed creative sight as we knew exactly what we wanted to include in each scene in the opening of our film, what shot to use and what to include in the misc-en-scene. Everything was well thought of, unlike our preliminary task in which we didn’t have enough knowledge regarding what makes a successful shot.
We have also made a video for our evaluation which we recorded on Karl's IPhone. The editing of the video had to be done on Window Live Movie Maker, and as predicted the MP4 audio file was not supported by Windows Live Movie Maker and so we had to convert the audio file into an MPG. We used an online converter to do this. After the evaluation was completed, it was uploaded onto YouTube.
Me Myself and I: Evaluation
The link below will take you to our evaluation:
http://www.youtube.com/watch?v=e1dpRWHVFhs
In the evaluation the following seven questions must be addressed:
http://www.youtube.com/watch?v=e1dpRWHVFhs
In the evaluation the following seven questions must be addressed:
1. In what ways does your media product use, develop or challenge forms and conventions of real media products?
Our media project develops what appears to be a stereotypical teenager and people perceptive of those who are mentally ill is subverted; through the revelation of her illness as it’s gradually exposed through introducing her personas.
We used the existing structure of coming of age films: Self-discovery, overcoming social isolation, finding were you fit, overcoming insecurities and growing up which is featured in blockbuster films like Juno, Super Bad and The Breakfast Club. Typical obstacles but exaggerated immensely by May’s DID and so we’ve also challenged the structure by taking it to the extremes.
We’ve also challenged real media conventions through our non-traditional production and through using anchored script where actors’ improvisation revolves around it. We differ as unlike in real media products during their productions various gadgets were available to them to help them film, such as dolly’s, tracks and perhaps even cranes. The shots in our production on the other hand were improvised to mimic the same effect as these media conventions.
Another way we’ve challenged the conventions of film structures is by our distribution of information for the audience. Our opening scene in comparison to other films is more sudden, a lot more informative much like recaps from TV episodes; this is due to our limited time. Other films distribution of information is more gradual sometimes no information is actually given in their film opening, for instance: “Catch Me If You Can”.
2. How does your media product represent particular social groups?
Our product represents teenagers with disabilities. The representation of the disabled in our film portrays them as ordinary, subverting the expectations of our viewers. An example would be Elizabeth, as she is portrayed as relatively normal in her scene; nothing out of the ordinary happens. However, Elizabeth is still a strange character as she is the persona of someone else. We develop this by revealing the depth of our protagonist and therefore portraying this social group in a different form than what the audience had originally expected.
We subvert the audience’s expectations as information is slowly released; challenging the notion in the minds of the audiences that it’s easy to distinguish a person with mental disorder. For example, many media products are dismissive of the mentally disabled for they’re not part of the plots at all. They’re characters are not fully developed and they remain a stereotype. However, when they are the focus of a film; often they are painted in a negative way. Many are presented as a psychopathic murderer, for example: Hannibal, Freddie Krueger, Jigsaw from Saw and many others. Our film challenges this as our main protagonist who has DID unlike those representation is presented in a more light hearted way. This creates a sense of curiosity and discovery for the audience than fear and dislike. May is more relatable to Charlie from “Perks of Being a Wallflower”. Both are social outcasts and are presented as quite odd but it’s something which is in a way celebrated, a quality they possess which is liked by the audience. So our film is conventional in a way that characters with disability are presented as odd but unconventional as the character is developed to reveal the reason behind their actions, unconventional as the film tries to explain, tries to help the audience understand the mentally disabled rather than fear them or be unnerved by them.
Another social group which we have featured in our film opening are normal teenagers, portrayed by Jasmine Gothard and Daisy Brunsdon. They have shown how some normal people may perhaps react to those with mental disability. Possibly mirroring how some of the audience may react if placed in the same position. As a result, we challenge their perception of the mentally disabled. The same is done as well in Violet’s scene in which her peers are actually laughing at her which challenges them even further. Our film had also shown range of age and nationalities to illustrate how no one is excused from this. That regardless of age, gender and nationality there are many people guilty of reacting similarly to the characters in the film towards May and her personas.
3. What kind of media institution might distribute your media product and why?
Since our film’s low budget, it’s unlikely to be released in the cinemas like blockbuster films for it lacks marketability. But it may be featured in film festivals such as the Raindance Film Festival for a pre-promotion. It could potentially be used by foundations which support people with DID or other psychological disorders to help raise awareness, organisations such as: Peny Parks Foundation, First Person Plural, Mind and many others. Our film could also be used in media studies classes in schools, as our opening is effective but relatively simple and could help students understand the structure of creating a film.
Although, hypothetically if we were looking to actually produce our film, we may decide to ask “Kickstarter” to help us get funds, seeing as the cost for producing is immense. We may then decide to sell and market our film online. Perhaps use YouTube to our advantage and use it to promote our film. We may contact independent film distributors such as: DogWoof, Independent Film Company or Entertainment Film Distributors who can help us with sales and marketing throughout UK. Online avenues may be used instead of DVD creation to avoid possible loss of revenue, it’s likely we’ll use ITunes to market our film as not only will this save us money but due to the digital era; everything is becoming digitalised.
4. Who would be the audience for your media product?
Teenagers and people who have been affected by DID are part of our target audience. As well as these, our film is also designed to attract people who are interested in the genre of our film; which is mainly Drama. This means that although our main target audience is teenagers and people affected by DID, any group who has an interest in dramatic movies would be targeted for our film. It may even attract certain people who prioritises their family first as “Me, Myself and I”celebrates the importance of parenthood and relationship within family and so mothers may take alike to our film. Couples who have teenagers of their own may find themselves attracted to the film.
Essentially our film is about an underdog. In our film we touch on the issue of bullying. Being bullied can affect a person’s social life and during time at school, social life is an important aspect as adolescents start to form relationships outside their family. Often the extent, at which a teenager can enjoy school and their youth, depends on their social life. This is where peer pressure, self-searching and crushes happen which will be explored in our film. For the older audiences, elements of this film could remind them of similar experiences of bullying they had at school or later on in life. Although bullying is more common throughout teenage years, there are many people who have been through similar situations at work.
Seeing as our film is about a girl with psychological disorder, people with curiosity in psychology may naturally be attracted to our film. Also curiosity plays a big role as it intrigues the audience prompting them to see our film and friends or family of the individual who wants to see it will be tagged along to watch it with them.
5. How did you attract/address your audience?
We’ve also used enigma codes right from the beginning of our film, it remains unknown to the audience who the girl is and where she’s heading. As the scenes proceed to the clips of the personas questions such as: “What is she doing?” “That’s the same girl, dressed in different costumes… why?” “Why does that girl dressed as a man…?” it becomes a fodder to audiences’ curiosity. All stimulates the audience to become active to try to work out what is going on. Another way which we’ve attract our audience is through making our film relatable to other existing texts such as “Perk of Being a Wallflower”, therefor evoking a discussion a comparison between the two films and so it lures the audience in as they speculate over our film.
6. What have you learnt about technologies from the process of constructing this product?
From making our film, we’ve learnt about the process, the technicalities and the dedication it takes to create a film. We learnt how to use the Dedo lights, the filters and the bounce boards to imitate natural light for our film. For instance: Carefully placing them around the set to avoid creating false shadows and to avoid noticeable artificial light. We had to be constantly aware of the sensitivity of the mic, as it was able to pick up the tiniest sounds that can distract our audience. We were also able to experiment with different video recording gadgets and discovered that they can be quite beneficial. For instance: our substitution for the camera with an iPhone when recording Violet’s scene actually adds realism to our film.
7. Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
Comparing our film opening now from our preliminary task, we have made great developments. The quality of work for starters, our film opening had been recorded by professional technologies while our preliminary was recorded with a low resolution camera. The editing is much more fluent, we feel that in our preliminary video; the cuts are pointedly constructed. The editing of our opening on the other hand seems to have developed sophistication as shots flowed more fluently from one to another. Unlike in our preliminary task, we made sure that the editing in our final opening was almost invisible and did not distract our catch the audience’s attention. The execution of the shots are also much well-done due to the fact that we lacked technologies to assist us when filming our preliminary video. For instance, we had no tripod to make the shots still nor did we have a dolly to help us with panning shots; all of our shots had been filmed handheld. Furthermore, our sounds had been recorded within a better mic, not just the built in mic in cameras. We’ve also developed creative sight as we knew exactly what we wanted to include in each scene in the opening of our film, what shot to use and what to include in the misc-en-scene. Everything was well thought of, unlike our preliminary task in which we didn’t have enough knowledge regarding what makes a successful shot.
We have also made a video for our evaluation which we recorded on Karl's IPhone. The editing of the video had to be done on Window Live Movie Maker, and as predicted the MP4 audio file was not supported by Windows Live Movie Maker and so we had to convert the audio file into an MPG. We used an online converter to do this. After the evaluation was completed, it was uploaded onto YouTube.
Saturday, 20 April 2013
Editing
AB - 20/04/13
We also made further research at title websites to try and get a feel for the sort of title we might use:
Editing
The Challenges:
Importing
Having spent 2hrs importing both the rough footage and audio from the hard drive onto the computer, we found that the footage could only be accessed when the hard drive and the was connected. This meant that every time we wanted to edit we had to connect the hard drive
Logo
Logo
Our logo for Crane Shot Productions is an image rather than film. When we first inserted it the image became stretched and enlarged.
We spent many time in lessons trying to overcome this. Asking our teachers for assistance which they unfortunately weren't able to help us with. We even resulted to looking for help on Google, Apple and YouTube yet we still did not know how to fix it.
Thankfully we did eventually sort it! After clicking on the inserted, warped image a crop sign will appear in the top left of that image on the time line. Click on the crop sign and in the viewing box in the top left corner click fit.
Font
The font for our film opening became a real problem for several reasons. The first of which is the lack of choice.
IMovie has a choice of nine fonts, none of which particularly fit our film.In the end we picked American type writer due to one of our influences for our film.
The film Perks of being a wallflower uses type writer font and as we can draw links in the style of our film to this film, we thought it was the best out of the choice that was available to us.
We also made further research at title websites to try and get a feel for the sort of title we might use:
Another difficulty we face with the font was that we could only have it aligned in the centre, left or right. Due to the composition of the shots, this choice of alignment was restricting as we needed to be able to move the text to wherever we wanted.
To try and help us we looked at you tube videos such as:
However none of these helped and unfortunately the text could not be moved.
Although the font is not exactly how we would want it to be and the position is not great. However we chose to stick with this. The reason for this is because, we wanted our font and the animation that goes with it to be purposely dissonant from the footage to reflect our protagonists state of mind. Using the titles sudden movement we're trying to reflect her personalities to them. This is to further emphasise her disorder, accompanied by the footage. Together they represent her loss of identity.
If we had more time and the right programmes to customise our own, we would definitely design something that is much more suitable for our film. However, for now this is as close as we can get to our initial idea.
Sounds
We have contemplated long and hard about the sounds of our film. Comparing our final project to our plan, we have made some drastic changes. Originally we aimed on having May's voice over in the footage to narrate what's happening in each scene to introduce each personas. However, after debating for a long time on what to do; we have decided to abandone this for the following reason...
- Due to our limited time, the footage are too short to be accompanied by a voice over. We have recorded Daisy as a practice and used the audio file with our film but it came out clumsy and rushed. It completely lacked the sophistication we desired.
- Adding a voice over will mean having 3 layers of sounds: Wildtracks, non-diegetic and Voice over. Using the practice audio of Daisy's voice, we tested what it would sounds like and it was chaos. The sounds became too overwhelming and it just became distracting for our footage.
- Finding the time to record the voice over. Since our actress Vita Oldershaw attends Uni out of Oxford, getting the voice over will involve us travelling to see her to record them. However, due to our mismatching schedules; this proved to be impossible. We didn't want to cause Vita any inconvenience as she had helped us enough already with our film; in addition to this we all had other A-levels which we're committed to.
Friday, 19 April 2013
Crane Shot Productions Logo
AB - 19/04/13
As you can see, I was unable to paint over all of the white without damaging the outline of the bird. However, this was not noticeable once we added on the effects.
Crane Shot Productions: Logo
The creation of our logo:
Although we knew that we wanted our logo to be associated with the crane bird, we didn't know how we were going to make this picture look creative and at the same time professional. After searching, I finally found an app on my IPad called "Fingerpaint" which allowed us to copy a picture off of Google and make it more eye catching and 'logo worthy'. So, to start off we chose a sketch of a crane bird from Google images and transferred it to the IPad app. We decided that a sketch of the bird would be better than an picture of a real crane as we only wanted the outline and didn't think that our logo should look like a realistic bird but more of a creative drawing.
This is the picture that we took from Google Images:
Dasiy then used "Fingerpaint" to add the colours, using the app's features to make the strokes seem feather like and soft.
This is the picture when Daisy had finished adding the colours and effects:
Unfortunately, we had to find a way of making the background purely white. "Fingerpaint" would not allow us to do this and so I downloaded another app on my IPad called "DrawCast" which then allowed me to carefully colour over the blue lines in the picture above. This did take a few hours but I finally coloured over the majority of the lines so that they were no longer noticeable.
This is our logo with the background painted completely white:
However, our group came to a dilemma when we decided that the white background did not look professional enough and that perhaps our logo would look more striking and 'logo worthy' if we had it on a black background. Unfortunately, we could not find an app or programme that allowed us to just change the colour of the background. Therefore, it took a few more hours to go back to the very original picture that we got from Google Images and use "DrawCast" to colour the entire background black. I was unable to take the picture above and paint the background black with the colouring that Daisy had drawn on already. This is because I was not able to take away all of the white without damaging Daisy's colouring and making the logo look messy. Therefore, I had to go back the the very original picture that we took from Google Images and change the background to black, being careful not to ruin the outline of our bird.
This is the picture with a black background but without the colouring of the 'feathers':
As you can see, I was unable to paint over all of the white without damaging the outline of the bird. However, this was not noticeable once we added on the effects.
Daisy then once again used "Fingerpaint" to paint on the 'feathers' of the bird. We did multiple versions of this to see which one worked best.
These are some of our practise logos:
We finally settled on this next image as our final logo, as we asked the class which one they think looked the best:
Once we had uploaded our image onto IMovie, we noticed that you could change the features of any image. After experimenting, we decided that our final logo would look the most professional and striking in a gold / yellow colour. We did, however, have some trouble with making the image remain still in our opening scene as it kept on moving from one side to the other, as if it was a clip and not a picture. We finally figured out how to make it perfect by clicking on the small button that appeared in the top left hand corner that was almost invisible! (This is also explained in my post on 'Editing').
Here is our final logo!
Here is our final logo!
Thursday, 18 April 2013
Editing
AB - 18/04/13
Me, Myself and I: Editing
Challenges with editing:
We have started editing our clips; however due to the high quality of both shots and wild tracks it required us to invest in a hard drive in which where we can store our materials in. Luckily Daisy had a spare harddrive which we've decided to use instead of buying a new hard drive. Though we face difficulty as the hard drive is only compatible on Mac's and we all own a Windows. We managed to transfer our materials into the hard drive by borrowing Daisy's brother's Mac Book. Importing the videos from the camera and audio from recorder into the laptop and into the hard drive.
However, we now have less opportunities to edit as we're incapable of editing at home due to the lack of appropriate gadget which gives us only time in lessons and after school to work on our project. This is because the school has Mac which we're using for editing as Imovie's quality is highly more preferred than Windows Movie Maker and our hard drive is only compatible with Mac's as stated earlier. It will be a challenge editing the clips on Imovie as we're less familiar with its functions. Nonetheless it will help us develop our skills!
Monday, 25 February 2013
Filming Day 3!
AB - 25/02/13
Violet’s scene was the last of the scenes that we had to film. We were set on filming in our school library, but seeing as we were filming during the Christmas break; it proved to be impossible to gain access to our location. As a result, we weren’t able to record the scene with the same equipment as we only had access to them during the holidays. We’ve overcome this by changing our approach to this scene. Filming the therapist, May, Sammy, Elizabeth and Scott we’ve given the audience the omniscient point of view. Violets scene differs as the clip is taken by another character within the footage. By doing this, we’ve given our audience the point of view of bystanders; external from May’s.
Seeing as we didn’t have the same equipment as we did, we didn’t have the luxury of fixing the lights. This made the video raw which is what were going for anyway. We filmed this scene after school and so we were able to ask a few of our friends to be our extras. They had no idea what they were doing in the shot that we were filming and so all of their reactions were genuine which worked to our advantage. Our actress Vita had arrived at our location already in her costume as Daisy had already fixed her up and so all we had to do was film. For her costume we wanted her to look as exaggerated as possible and so she wore: black combat boots, black skinny jeans and a top which revealed her bare stomach. To complete this look we’ve brought in a pink guitar. Her hair and make-up took a lot of effort, Daisy had to use a whole can of hairspray to keep it intact. We intended to use black lipstick for her make-up but found that her costume was lacking colour and so it was replaced with red lipstick. Unfortunately Vita cannot play the guitar and so we gave her a crash course.
Filming Day 3
Violet Scene:
Violet’s scene was the last of the scenes that we had to film. We were set on filming in our school library, but seeing as we were filming during the Christmas break; it proved to be impossible to gain access to our location. As a result, we weren’t able to record the scene with the same equipment as we only had access to them during the holidays. We’ve overcome this by changing our approach to this scene. Filming the therapist, May, Sammy, Elizabeth and Scott we’ve given the audience the omniscient point of view. Violets scene differs as the clip is taken by another character within the footage. By doing this, we’ve given our audience the point of view of bystanders; external from May’s.
Seeing as we didn’t have the same equipment as we did, we didn’t have the luxury of fixing the lights. This made the video raw which is what were going for anyway. We filmed this scene after school and so we were able to ask a few of our friends to be our extras. They had no idea what they were doing in the shot that we were filming and so all of their reactions were genuine which worked to our advantage. Our actress Vita had arrived at our location already in her costume as Daisy had already fixed her up and so all we had to do was film. For her costume we wanted her to look as exaggerated as possible and so she wore: black combat boots, black skinny jeans and a top which revealed her bare stomach. To complete this look we’ve brought in a pink guitar. Her hair and make-up took a lot of effort, Daisy had to use a whole can of hairspray to keep it intact. We intended to use black lipstick for her make-up but found that her costume was lacking colour and so it was replaced with red lipstick. Unfortunately Vita cannot play the guitar and so we gave her a crash course.
These last few posts about our filming days have been uploaded late. This is because of other A-level exams and mocks that I have had to prepare for. Nevertheless, I have included all of the detail and information about our filming, as well as some pictures that we took on the days.
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