My Prelim Evaluation
1. Who did you work with and how did you manage the task between you?
My group consisted of Meera Hugh and Laith, three other students in my media studies class. Meera and I worked together during the editing process, whilst also directing and filming, whereas Laith and Hugh mainly took part in the acting and pre-production process.
 |
| Hugh as 'The Teacher' and Laith as 'the Student' |
My Group
Meera and I directed most of the shots, roughly sharing an equal amount between us with Hugh directing all of the shots that did not include his character however, as Laith had to appear in every take he did not have a chance to direct. This meant that he had a stronger role during the pre-production process. Overall our group dynamic worked extremely well with everyone attempting to experience all the aspects of producing the prelim.
2. How did you plan it? What processes did you use? What theories did you take into account?
Firstly, our group devised a rough plan through discussion and note taking- this included deciding a simple narrative and assigning characters and roles such as who would direct or film.
Then, to visualise the project whilst determining what shot types would be used and the amount of shots etc. we created a storyboard with each colour representing a different shot type;
After this we worked on our script which was the dialogue between the teacher and student characters, this helped us determine what shots included dialogue;
 |
| The storyboard |
 |
| Script |
Due to some improvisation during filming the script and storyboard were not followed specifically meaning that we were unsure of what shots included dialogue. Therefore we had to cut a reverse shot and a two shot due to a miss-match of dialogue and the fact that the conversation between Hugh and Laith's characters would have been two quick to fill all of the shots planned. However we did this well in our group and our project was not majorly disrupted at all.
During the pre production process we took some narrative theories into account, one being Todorov's theory. This was roughly followed with the Equilibrium being 'The Student' walking to class, the disequilibrium being 'The Teacher' ripping up his homework and the re-equilibrium being 'The Students' excuse and 'The Teachers' facial expression.
Whilst filming our group took the 180 degree rule into account, the 30 degree rule, the shot/ reverse shot rule the match on action rule, these were the demands of the brief. When editing we focused on the continuity of the shots.
.
 |
| Camera Legria HFG30, Canon DM-100 Directional Microphone, headphones |
3.What technology did you use and how did you use it?
The technology used;
- Camera Legria HFG30
- Libec TH-650 HD Tripod
- Benq Computer
- Canon DM-100 Directional Microphone
- Headphones
Whilst filming we used a camera that our group was familiar with from previous projects with a microphone attached to it that was adjustable and lightweight ,which meant that we could keep an eye on the dialogue and the clarity of the sound through our headphones at the time. This was very useful as it saved us time. The tripod helped in terms of practicality and the mobility of the shoot and the computers were used to edit. We used a clapperboard and shoot script which helped us in the editing process in terms of organising and renaming shots.
 |
| clapperboard |
To edit we used Adobe Premier located on the computers in the edit suite, firstly after uploading all of the shots, we renamed the shots that were successful to us (e.g shot 3 take 5) and that were to be included in the final edit. Then, we cut the files into the desired shot length using the razor tool and ordered them according to the storyboard. We 'snapped' them to make sure that there were no jump cuts whilst making sure that the shots were placed on alternate tracks, again our aim to achieve continuity. Once the edit was as finished visually, we focused on doing the same with the sound- Meera and I cut the sound in shot 3 as it did not match the action in the shot, this was done by 'separating' the sound from the shot and cutting it.
 |
| Adobe Premier |
4. What factors did you have to take into account when planning, shooting and editing?
There were some limitations on our group during this project including; time, budget, costumes, location, and schedule. As the task had a time limit this meant that our group had to be very organised, this resulted in lunch time meetings and a strict schedule to make sure that every character had the corrects props and costumes in order to make shooting as swift as possible. As well as this, our group negotiated with the other group filming so that we had the same location at different times without disruption.
To make sure that we had enough space in our location ( a classroom ) in order to get the desired shots, our group created a 'top down plan' which included moving tables and chairs this allowed us to be aware of the space available;
 |
| Top down plan |
The fact that we were shooting in a school meant that we had to be aware of sound and other disruptions, for example the school bell could ruin our dialogue and surrounding noise of commuting students and teachers could have also ruined our sound.
The costume for the teacher was made available to us by the Media department and the homework prop was photocopied before hand with spares available for extra takes.
 |
| Costume |
5. How Successful was your sequence and in hindsight, what would you improve/ do differently?
Our prelim task was to film a short sequence including a person walking into a room, sitting down and exchanging dialogue with somebody else, which we have achieved. However there were some demands in the brief which were to be met, these were the 30 degree rule, to include shot-reverse shots and finally achieve match on action during editing and filming which our group has also been successful in achieving. We also included some extra principles of continuity that were met such as the 180 degree rule. This makes our prelim technically successful.
The 180 degree rule: This was not once broken due to the fact that the positioning of the camera was previously decided. This was important as if this was broken the audience may become confused in terms of the location.
The 30 degree rule: We met this through the establishing shot showing 'The Student' walking across the room to meet 'The Teacher', the was a good way in meeting this rule as the camera panned to follow the character and the shot did not seem 'forced' simply to meet the brief.
Match on action: An example of this is in the shot showing 'The Teacher' receiving the homework after 'The Student' character has passed it in the previous shot. This is also done after 'The Teacher' rips the homework and then in the next shot lowers is arms.
Shot reverse shots: Shots 8,9,10 and 11 are OTS shot/ reverse shots showing the conversation between both characters. These shots were filmed as one and then cut into shot/reverse shots during the editing period by Meera and I.
In hindsight, there were some aspects of the final edit that did not seem to flow, and some simple mistakes were made...
For example in the opening shot it is as if Laith appears out of 'nowhere' due to the fact that he does not enter from the door behind him. In hindsight, we would have had his character walk through the door;
 |
| Opening Shot |
As well as this, during the first shot he is shown to reach for the door handle with his left hand, yet in the next shot he opens it with his right which is not a match on action transition and would not happen in hindsight.
Some simple mistakes that we made included forgetting to write the take number on the clapperboard, and the moving of objects in certain shots such as the shot after 'The Teacher' rips up the homework where a pen that was not there before 'appears' in his hand. In hindsight i believe paying attention to the minute details would have just improved the prestige on the shot clip.
6. What have you learnt/How will this learning be significant when completing the rest of the foundation coursework?
From this project I have learnt the foundation skills needed in order to organise, film and edit a short clip. The pre production process helped mainly with my organisation, team and management skills due to the restrictions (location, budget, timing) and the independent factor of the prelim. The process of story boarding, producing top down plans, scripts and shoot schedules made me familiar with a professional pre production process and will help me massively in terms of my future coursework at AS.
The filming process was a great learning experience for my group and I as it allowed us to find our own methods and develop our technical skills when using the camera. As well as this it made me familiar with the shoot script process when I was in the role of director and how to film specific shots such as a medium shot that pans left.
My experience with editing developed my technical skills when using Adobe Premier; this is very helpful as it is the software used in my current media department and it is also the programme that I will be expected to use in future projects.
Overall the preliminary task has helped me grasp an understanding of what goes into pre production, filming and editing whilst also allowing me to learn from mistakes made in the project to set goals for myself for future projects such as the main project started after this term where I am expected to produce a two minute film opening.
