TKTKM Case Study Introduction

Film genre and type of production?

UK indie/Teen Drama/Greenscreen
Low budget
15 Certificate due to strong language, violence, drug use, and sex references.
BBFC
IMDB
Wikipedia

What’s the film about?

The protagonist, (Paul Varderman), reflects of the events leading to his death, namely he moved to a new school, and made friends with a group of outsiders, ‘The Freaks’. He faced pressure from them and the school bully, Roth, to decide where his friendship was. Roth made him deliver a message to a rival gang, starting a feud.
Life/Death/friendship/outsiders/gang crime/rivalry
Wikipedia
Trailer

Global and UK release dates? Where and what formats?

18th April 2014 London Independent Film Festival
15th July multiple screening event, Museum of Science & Industry, Manchester, Franks Cafe, London, and National Media Museum in Bradford.
UK release 28th October 2014, DVD, (Universal), and VOD (no theatrical release)
Wikipedia
IMDB
Kickstarter

Nationality of the film?

British indie - British directors, distribution, producers, and actors.
Produced in Green Screen Studios in Yorkshire.
IMDB
Green Screen Studios
Screen Writer's Blog Entry

Institutions behind the film’s production and UK/US distribution? Where are they based?

MATADOR - Gloucester Place Films based in London
Green Screen Studios based in Yorkshire
Stealth Media Group based in Brighton (sales + distribution)
Focus Features based in California (US distribution)
Universal Pictures (London branch) (Own rights for DVD release)
Green Screen Studios
Stealth Media Group
Matador Pictures

What’s the film’s production budget?

£3 million
Funded by:
- International Pictures Three and Gloucester Place Films (MATADOR)
- Premier Picture
- Some support from Universal
- Visual/post production effects by University of York TFTV dept.
IMDB
Matador Pictures

Any connection with other films?

Same green screen style as '300', 'Sin City'.
Based on the 'The Knife That Killed Me' Book

Who’s the director?

Kit Monkman - artist and film maker, creative director of KMA
Marcus Romer - artistic director of Pilot Theatre, he's a playwright, director, and small-time actor.
IMDB

How has the film been cast? Who’s in it?

Casting call for main role was posted 26th October 2011, plus call for "Yorkshire-based teenagers" on the 9th January 2012.
Main role played by Jack McMullen - known for 'Waterloo Road', 'Grange Hill', and others.
Other small-time British actors.

Core audience? Secondary/tertiary markets?

Core audience of British teenagers and young adults.
Secondary audiences of people from Yorkshire and fans of the book.
Tertiary audiences of fans of the actors, indie fans, fans of British dramas.

Big Hero 6 Case Study Introduction

Film genre and type of production?

3D Animation/Superhero/Action/Comedy, event movie, high-concept mainstream Disney blockbuster. PG certification.

- IMDB + Wikipedia

What’s the film about?

Hiro Hamada and friends become high-tech heroes along with an inflatable robot named Baymax,
uncovering a criminal plot and attempting to solve the mystery surrounding the crime.

- IMDB + Wikipedia

Global and UK release dates? Where and what formats?

The film will premiere at the Tokyo Film Festival on the 23^rd October, then will have its theatrical release on the 7^th of November in the US, and the 30^th January 2015 in the UK.

- IMDB

Nationality of the film?

American film made and distributed by Disney.

- Disney + IMDB + Wikipedia (basically everywhere)

Institutions behind the film’s production and UK/US distribution? Where are they based?

The film is produced by Walt Disney Animation Studios and Walt Disney Pictures, based in Hollywood. The film will be distributed by Walt Disney Studios Motion Pictures, having branches across the world. Disney is a vertically and horizontally integrated institution, this film demonstrating a symbiotic relationship with Marvel.

- IMDB

What’s the film’s production budget?

A reasonable estimate of the film’s budget would be somewhere in the region of £150-£200 million.

Any connection with other films?

The trailer displays “from the creators of Frozen and Wreck-It-Ralph”, thus riding this film on the success of the other two. A short film, “Feast”, will be shown in cinemas alongside Big Hero 6.

- Trailer + Facebook Page

Who’s the director?

Don Hall and Chris Williams both codirect the film, they have previously worked together on other recognised films such as “Bolt”. Also known for “Emperor’s New Groove”.

- IMDB

How has the film been cast? Who’s in it?

The actors in the film, including Ryan Potter, Scott Adsit and TJ Miller are mostly known for American TV, for example Ryan Potter worked on Nickelodeon. These actors have been chosen in particular for their voices, as that is all the audience will experience of them.

- IMDB

Core audience? Secondary/tertiary markets?

There is a core audience of families with children, and a secondary audience of Disney, animation, and Marvel fans. A tertiary market may be teenagers watching with friends, or parents taking their kids, possibly also fans of Japanese culture.

- Facebook Page

Extra information:

Video game based on the film will be released 28^th October 2014 for 3DS by GameMill Entertainment.

Merchandise (figurines) available from toy company Funko.

- Wikipedia

Preliminary Continuity Task Evaluation

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

I worked with Mario, Angela, and Thakshana. We shared the tasks between us from the beginning, Mario and I drew up the storyboard with the groups' help, and decided the shot types and framing, Angela wrote up the shot list, and Thakshana wrote up the full script.
During the shooting period, I was mainly on camera, Angela was the main director, whilst Mario and Thakshana acted in the sequence.

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

The first step we took in planning our sequence was to come up with a basic plot, and storyboard it. The storyboard was very basic as we only needed to get the general idea of each shot across to each other, and on the shoot day only needed to refresh our memories as to what each shot entailed. We wrote a basic script on the storyboard, but re-wrote it later on on a separate piece of paper. We also drew up a shot list in shoot order, this allowed us to plan when we were going to shoot each individual shot, and also plan the timings around what other people using the area were doing so as to not get in the way. We tried to take into account shot-reverse-shot and the 180 degree rule when Mario and Thakshana were sat opposite one another talking, and also match-on-action with movements such as the door opening and Mario sitting down.

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

The camera we used was a Canon Legria HFG30, mounted on a tripod, with a directional microphone attached at the top. The tripod was very useful for panning, whilst the microphone was good at picking up the main bulk of conversation without too much background noise. To edit the footage, we used Adobe Premiere Pro CS5. We dragged our shots into the software, and cut them and placed them in the timeline so they fit with our storyboard, and also demonstrated good match-on-action. Once we felt the sequence was finished, we rendered it out and uploaded it to YouTube. The only downside we noticed when editing was that our master shot didn't really fit in with any other shots when we tried cutting to it in various places, this is due to the fact is was very similar to the over-the-shoulder shot of Mario during the conversation, so it broke the 30 degree rule. We also used some low-tech equipment for our shoot, such as the clapperboard.


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

When planning our shoot, we had to take into account who else was using the areas in the Media block that we wished to shoot in, whether it be classes or the other group who were shooting, and at what times they would be doing so. We didn't really need to take into account lighting too much as we filmed in a classroom setting so the light levels outdoors were irrelevant. During shooting we had unforeseen issues that we should have noticed when planning, namely that the master shot sees through the window in the door, through the window in the opposite door, and thus into the opposite classroom, where the other group were filming. We mainly got around this issue by waiting until the other group were doing a shot from somewhere else where we couldn't see them. When editing, the main factor we had to take into account was the time constraint. We only had an hour to edit, so we only needed to worry about choosing which takes to use in our video, and where we were going to cut them.

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

Overall I would say that our sequence was quite successful, we managed to include several matches on action, and we did adhere to the 180 degree rule and demonstrated shot-reverse-shot. The shots of Mario opening the door, and the ones of him sitting down were the best in my opinion as they were well-matched and really added fluidity to the sequence. In hindsight, there were several areas in which we could have improved. For example as previously mentioned, the master shot was far too similar to the shot over Thakshana's shoulder, so we couldn't really use it. The result of this is that there is a long section of just over-the-shoulder shots with no variation in shot type or framing. To improve this we could have re-positioned the camera to a side-on view of the table, or perhaps moved it to the other side of the table so it pointed towards the door over the table. Another improvement we could have made would be where Thakshana gives Mario the finger. Though the match-on-action of the shots seems good at first, the sudden change of Mario's expression doesn't really fit well, in my opinion it looks like he reacted too early. To improve this we could have had him wait slightly longer before pulling the surprised expression, or just not have that expression at all.

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

The main thing I have learnt from completing this task is that there are many factors you need to take into account when planning and shooting a sequence, such as lighting and location. This task has given a clear demonstration of how and why to follow the rules such as the 180 degree rule, and also made me think more about how shots should be structured and planned out before shooting.
I have also developed some experience in making the most of the footage you have if something goes unexpectedly wrong, (our master shot breaking the 30 degree rule), although I hope to have learnt enough about good shot planning by now, if anything did happen to go wrong in future shoots, I think I'm now more likely to be able to work around any issue that may arise.

Evaluation of AOTT Activity

1. Summarise your film idea. Provide a brief synopsis and outline what happens in your film opening.

In our opening sequence the idea was that the protagonist was a student who was supposedly being followed by an evil spirit in the form of a teddy. In fact the teddy is just part of his imagination, even though it seems capable of dealing harm. In the opening the protagonist is shown during a school day, first entering the school grounds, then on the field, then in a corridor, and then finally in the bathroom, all the while the teddy gets closer and closer


2. What kind of information has been included in your film opening? 

Our film opening informed the audience about the main character, how he is isolated even in such a regular and busy environment, and also showed the teddy, the graphical effects connoting the evil aura of it.


3. How do the titles link the main film idea?

The titles link to the main film idea as they are in they are in white, a common occurrence among horror films. The titles display information such as the director, and also "based on a true story" - this immediately gives more weight to the story the film is going to tell. The final title is black with blood-red outline to link to the gory nature of the film.


4. Summarise the expected audience reaction. What should the audience be thinking by the end of your opening? Is your opening clear or ambiguous?

Our opening is fairly clear to the audience in describing the story, they would definitely understand the fact that the teddy is evil, (emphasised especially by him chomping on the protagonist's neck in the last shot), however they may well not be enlightened to the fact that the teddy is actually just in the protagonists mind. This could act in the film's favour though as the audience may believe the main character has died in the film, so then can slowly learn and understand the real truth of the story throughout the actual film.


5. Identify three things that you included in your grid that are important in the construction of an opening sequence and explain their role in understanding the film.

We included abstract shots to emphasise the protagonists isolation from everyone, this coupled with the cool blue tone of the images connotes a sterile, harsh environment, alienating the well-known school environment.
The teddy getting closer in the shots was important in the construction of the opening as it keeps it moving along, so the audience can see what it is and not get bored.
The mirror shots are very cliche shots, one moment there's nothing there, the next something horrible is happening. This strongly connotes the horror genre to the audience, and also constructs a kind of cliff-hanger for the film itself to then deconstruct and explain.

6. How effective is your project as a film opening? Explain your answer.

I think our project is quite effective as a film opening, it follows many of the conventions of horror film openings, however we could have done with a better establishing shot to set the scene. We could also have done better varying our shot types, as although the teddy gets closer in each shot, the framing of the protagonist is very similar in all but the last two. Our project may also have worked better if we hadn't had the protagonist being killed in the last shot, as this may be a little to extreme of a plot development for an opening sequence.

Accident Sequence

       
           1. To aid the narrative flow of the sequence, we tried to follow the appropriate rules, such

               as the 30 degree rule. Our first shot was a wide-angle establishing shot of the location, 

               to let the audience take in the setting. We then moved to an M.C.U of the conversation,

               and then an L.S. of Iggy skipping, the shot accompanied by a slow reverse zoom. These

               small changes in the type of shot allow the audience to follow the action without

               becoming confused. We also tried to create match-on-action when Iggy falls over, 

               having him fall in one shot and then hit the ground in a C.U the next shot, however we

               failed to get it in sync as we could not edit the footage after shooting.

           2. In hindsight, the first, (establishing), shot would've looked better without the slight pan,

               as that makes the stable shot seem jerky. The change from shot 2 to shot 3 may have

               looked better if we had panned left and zoomed in on the doorway, as although the 

               establishing shot showed the doors, they can easily be forgotten. Shot 3 also ends far 

               too late, Iggy waves at where we were sitting at the bench, but then the shot carries on

               whilst he lowers his arm, then in the next shot we see him waving again. This totally

               breaks the rules for match-on-action as the result is we see him doing the action twice.

               The 4th and 5th shots also have this issue when Iggy falls, it wouldn't make any sense

               to the audience that he falls twice. Finally, in the last shot, continuity could've been 

               better if we'd been looking in the correct direction as we were laughing, something I

               point out during the shot, another thing ruining the narrative flow.

Film Opening Analysis

Film name: The Conjuring (2013)

Genre: Horror

Setting: Victims' home, Lecture theatre

Time Scale: Cuts from past to present a few times

10 min opening narrative: The film begins by showing one of Ed and Lorraine's previous cases, cutting between the two victims being interviewed about the events, the actual events themselves, and the recording of the interview being played in a lecture theatre.

There is then a title roll in which the main case of the film is introduced, then we are transported to the house of the main case, where the new occupants are just arriving.

Do the events link to eachother, or are they distinct, unconnected events?

The events are all related via the paranormal theme, and they are connected by the two main characters.

Which characters are introduced, and what are their roles in the film? How do we find this information out?

Ed and Lorraine are introduced as two of the main characters, they are here to solve problems with demonic hauntings, one of the main ways we learn about them is through the text on screen. We are also introduced to the two girls in the Annabelle case, however we are not given much information about them as they are not central to the plot. Finally, we are learn about the spirit which is causing the strange events in the Annabelle case, through the interview dialogue we learn that the spirit may not really have meant harm.

How much story information is revealed, and how is it revealed to the audience?

A small amount of story information is revealed, we are introduced to what Ed and Lorraine do, which infers their importance in the rest of the film. We are also introduced to the Annabelle doll, which is also integral to the film's plot further in.

My Film Still

1) Analyse your chosen shot and identify in what way it could be described as signifying your chosen genre.
This shot is a C.U. of a person with lights above their shoulders.
The bright lights/lens flare is synonymous with sci-fi, light illuminates the character while the rest of the frame is in darkness.

2) What did you actually do to achieve the effect?
To achieve this effect, we placed lights facing directly at camera to cause the camera to darken the entire frame, resulting in a darker background.
Two members of the group held the lights above the character.

3) How did you intend the audience to 'read' or interpret your still - what meanings were you attempting to communicate?
The darkness of the shot signifies the unknown.
The bright lights connote imagery of high-tech equipment surrounding the character; the character is hooded and facing away from the camera to add a sense of mystery.

4) Identify what is successful about your shot
The lighting was relatively well done to create the desired dark and light juxtaposition within the frame.
The framing of the shot itself is also good as one can envisage the character turning around and revealing themselves to the audience within the next few moments, in which case their face would be the perfect focal image.

5) What would you differently in hindsight?
In hindsight, the lighting could've been done better - the light on the right of the shot still has one of the filters on it whereas the other hasn't, we should've either had both filters on or both filters on to construct a more balanced shot.
Another possible change, also in relation to the lighting, would be to have stood further away from the lockers in the background, or tinkered with the camera setting more to darken the shot so the lockers didn't appear.