31 January Production Meeting

Date: 31 January 2014
Time: 9:15 am
Present: Maia, Katie, Georgie, Callum

• In the meeting we discussed what shots we are going to be re-filming and when we will be filming them. 

• We have decided to re-film Scene 2 on Monday (3 Feb) first lesson (9am - 10:30am). Instead of filming all of parts where Reece is dragged around, we have decided to cut them down and do the whole scene in just 2 shots: walking round the corner of the wall then fading into Reece being pushed over continuing with him being punched and then a transition to the next shot of the teleportation effect.

• On Monday last lesson we have decided to re-film Scene 5 and if we haven't enough time we will film Scene 5 on Tuesday (4 Feb); we have to film the whole scene in one go otherwise the lighting will change.

• If we complete filming Scene 5 on Monday last lesson we will then film Scene 6 on Tuesday, which will be filmed in the refectory.

• We will all sit round the table and put the camera between two of us to film the other two. this will be a mid shot. 

• On Wednesday (5 Feb) we will be recording the audio for our sequence…We will be recording the dialogue (voiceover of Callum) and any sound effects that we need that we can't get online. 

• And finally on the Thursday (6 Feb) we will start to put our sequence together and edit in using both Adobe Premier and Adobe After Effects, until the deadline the following week.

Production Meeting

Date: 30th January 2014

Time: 3:45 pm

People present: Callum, Maia and Katie

• We took into account our rough cut feedback and that it's hard to establish the change in schools, so we're going to add in a scene of a pan of the new school before Reece walks in and meets Lauren, Rizzo and Keira
• Some of the scenes didn't come out as good as we hoped so we'll go out and reshoot a couple (e.g. when Kiera appears)
• Add more sound effects to make the sequence more engaging and realistic 
• Add more interesting transitions between shots
• Finish our special effects editing

Appraising the Rough Cut

Audio

Strengths:

• The SFX of the punch sounds realistic and works in time with the visual 
• The dialogue is clear and can be heard easily
• My feedback sheets say that my audio adds tension and depth to the storyline

Weaknesses:

• Not all of the sound effects have been added yet
• The teleportation sound effect isn't very realistic

Special Effects

Strengths:

• I have completed my teleportation effect
• I have completed my invisibility effect
• My feedback sheet says the effects look realistic

Weaknesses:

• The invisibly effect needs improving because the shots are jumpy because of the way I edited them
• I haven't finished all of my special effects yet

Sequence

Strengths:

• The feedback shows that the storyline is easy to follow because you can tell Callum is being bullied
• The shots work well and don't break any filming rules, e.g. the 180 degree rule

Weaknesses:

• The camera can be shaky in some places, e.g. outside near the containers
• The feedback sheets suggests adding in some transitions from clips so the viewer has a chance to notice the change in scene from the old school to the home and to the new school - so it's more clear

IMPROVEMENTS:

• Add a scene of Callum going into the new school, panning across the name of the school to establish the fact that it's different from the school he was bullied in, making sure he mentions the fact that it's a new school
• Experiment with different transitions
• Re-do the invisibility effect and complete the fireball effect
• Add more sound effects

Rough Cut Feedback

Students vs Zombies Rough Cut

P1. Use of Music - Legal Considerations

1. Right of Use

What is the difference between publishing rights and recording rights?

Publishing rights is where you get personal permission to use the music from the owner of the rights - for example you can contact an agency directly (e.g. a record label giving permission to use an artists music because they own the rights to it).

However, recording rights is when you get permission from the performers of the music, e.g. contacting the band members personally to gain permission to use their music for your film. This can also be a version, such as a 'cover' of a song, without a licence.

How would you go about clearing a piece of music for use in your film?

You would need to find out who has the rights to the music and then contact them asking permission to use the music in your film.

Can you use music in your sequence if the composer has died?

If the composer of the music has been dead for longer than 70 years, the licence of the music will have expired but you should contact the website or person of where you have located this music.


2. Creative Commons

What is creative commons?

Creative Commons is an organisation that uses licences to expand the free-to-use works that the public can share, use and download legally. This is beneficial because it is easier to use for films and projects as you don't have to contact the owner of the music.

Why does it exist?

It exists because it counters the normal legal requirements of using other people's music and offers an alternative, ultimately making it easier for people to access music legally.

Different types of license?

My music choice?

I wanted to find a piece that started of quiet and tense that then increased in tempo and showed tension building up until Reece meets his new friends. This will create an emotional connection with the situation and how Reece is feeling whilst he is being bullied and how he is positively affected when he meets his new friends. I got my music from SoundCloud because the music that is downloadable on there is free and legal to use.

• http://www.bbc.co.uk/filmnetwork/filmmaking/guide/before-you-start/music-rights
• http://www.bbc.co.uk/filmnetwork/filmmaking/guide/before-you-start/legal-faqs#musicvideo
• http://en.wikipedia.org/wiki/Creative_Commons

Sound Timeline

Test Footage - Shot Angles

23rd January 2014 // Production Meeting

Current problems//Solutions with our project - Students vs Zombies -


Problems -

• Not enough thought/planning towards the visual effects/haven't watched enough YouTube tutorials to prepare ourselves - now we have to make them they're harder than we thought they'd be
• Too much eye contact, making the sequence look odd and too staged
• The shot angles aren't positioned properly so it looks like people are jumping around the scene.

Solutions -

• Watch more tutorials at home, make practise edits in free lessons
• Re-film scenes more carefully, looking for eye contact all the time and being aware of where the camera is and to avoid looking at it while shooting
• Get advice and plan the new shots, looking at shots from television programs to help see what would fit our scenes the best.

Trello Production Plan 20.01.14

Matte Paintings Definition Comparison

On the top is the Wikipedia definition of a matter painting, and on the bottom is a definition found from a booklet about matte paintings. In these two definitions, there are similarities and differences.

The similarities of the two definitions is that they both talk about how they are used to replace the existing background or to make it more suitable for the scene. Therefore, we can learn from both definitions that a matte painting creates an 'environment'  in a 'landscape, set or distant location' instead of 'building a set or carting into a mountain range' by 'painting on the [matte painting] glass on location'.

The differences of the two definitions is that the definition in the booklet talks a lot about what matte paintings are, whereas the Wikipedia definition talks more about what matte paintings do. For example, the booklet says that a matte painting is 'the section of the filmed images that is blocked out or matted out. A sheet of glass placed between the camera and the scene filmed.', whereas the Wikipedia says that matte paintings 'allow film makers to create the illusion of an environment.'. So, if you only look at one definition, you don't find out all the key information about matte paintings, only half of it - so you have to look at the other definition to find out the other key parts about a matte painting.

Bringing together both definitions, I would define a matte painting as a 'sheet of glass placed between the camera and the scene filmed that creates an environment, set or distant location that is non-existent in real life or would otherwise be too impossible or expensive to replace the original scene background.'

Health and Safety Notes - Presentation with Gary Woolley

Talk - Health and Safety when filming - 

• In a real film, you have to write a risk assessment 
• Don't climb on things that are not meant to be climbed on, e.g. tables, roofs 
• Filming on stairs - be aware of everyone else around you
• Be aware of everyone around you if you want to lie down in corridors and other busy places
• Careful when filming in the rain - slipping over etc
• Wear the high-vis jackets and put the signs out to warn people
• Be packed up by break and lunch because it gets busy
• Don't do anything like handstands of roofs 
• Plan the shoot by writing risk assessments

New Animatic with Sound

Costumes for characters - Students vs Zombies

Name of actor: Katie Turner
Name of character: Kiera
Height: 5 ft 1
Hair colour: Ginger/Red
Eye colour: Blue
Accent: British/English
Style: Chav
Costume: White flat peak cap, white oversized man's t-shirt, grey Nike jogging bottoms, white Supra high-tops, and hair tied back.

Name of actor: Maia Creed
Name of character: Lauren
Height: 5 ft 1
Hair colour: Brunette
Eye colour: Green/grey
Accent: British/English
Style: Indie
Costume: Floral top, black leggings, white converse, brown fringe bag, denim jacket, lipstick, and hair in a plait.

Name of actor: Callum Molyneux
Name of character: Reece
Height: 6 ft
Hair colour: Mousey brown
Eye colour: Green/blue
Accent: English/british
Style: Nerd
Costume: White beanie, hooded Nike jumper/sweater, tracksuit bottoms tucked into blue socks, and trainers

Name of actor: Georgina Horne
Name of character: Rizzo
Height: 5 ft 3
Hair colour: Brunette
Eye colour: Blue
Accent: British/english
Style: Fashionable
Costume: Wavy hair, bold makeup, white vest, blue cami, necklace, black leggings, bracelets and boots.

Health and Safety Risks

Contingency Plan

Problems and solutions (P:S)


Nuisances -

P: Remembering the script
S: Spend time revising, at home, in free lessons in-between shots

P: Arguing about how we look in the videos
S: Just get on with it and agree not to argue about it

P: Recording the sound effects
S: Record them to get the done and out of the way quickly as possible

P: People messing around
S: Tell them to grow up and take it seriously

Minor Problems -

P: Callum going to France on the 12th of January
S: Work hard to complete work before he goes and use extra time in free lessons if needed

P: Finding the right music for the background
S: Spend free time researching

P: Someone we need might not be here for the lesson we need them (e.g. extras are ill)
S: Find someone to replace them quickly

P: After Effects editing
S: Watch tutorials to help

P: Premier Pro editing
S: Watch tutorials to help

P: Lighting
S: Try to get as much natural lighting in the shots as possible

P: Making sure actors from the other groups are available when we need to shoot them
S: Inform them the dates of when we want to film them in advance

P: Effects not looking realistic
S: Keep working and re-doing them and watch tutorials

P: Photoshop editing
S: Watch tutorials

P: Locations are too busy to shoot in
S: Find simular locations, eg a different corridor

P: Bad acting
S: Practice and be enthusiastic

Major Problems - 

P: The weather
S: Go to an alternative location where there is shelter or film another day

P: Lose footage
S: Re-film in free time

P: People not being here (main characters)
S: Film when they come back and film/edit something else

P: Commitment
S: Threaten to kick them out, warn them etc

P: Finding costumes
S: Discuss about where to look in free time and borrow clothes from each other

P: People being ill
S: Ask to come in just for the filming

P: Getting the sound effects
S: Use a microphone to record the effects

P: How to get the kitchen scene done
S: Ask politely about using the staff room

P: Not filming all of the shots and completing the task to the deadline
S: Make Media the priority of all lessons and film in free time etc

Casting Notes

Students vs Zombies

Henry - Bully

I am looking to cast a boy, aged around 16/17, for the part of 'Henry' in 'Students vs Zombies'. He will need to have short hair, a british accent, a slight build, and over 6'0.

Potential actors for the part - alternatives -

• Charlie - short ginger hair, 6'3, british accent
• Matt - short brown hair, 6'2, british accent

Matt fits the part better because he is better at acting the bully and being intimidating.

Reece - Nerd

I am looking to cast a boy, aged around 17, for the part of 'Reece'. He needs to have short hair, be around 6'0, and has to have a british accent.

Potential actors for the part - alternatives -

• Callum - short, mousey brown hair, 6'0, british accent

Callum is suitable because he has the suitable acting experience for the role.

Lauren - Indie/Hippie

I am looking to cast a girl, aged between 16 to 18, for the part of 'Lauren' in 'Students vs Zombies'. She will need to have long hair (or be willing to have extensions put in), a british accent, and she needs to between 5'0' and 5'4 in height.

Potential actors for the part - alternatives -

• Georgina - long brown hair, 5'3, british accent
• Katie - mid-length ginger hair (will wear extensions), 5'1, british accent
• Maia - long brown/ginger hair, 5'1, british accent

These actors all potentially fit the part because they meet the requirements of the character casting note and have the relevant acting experience to fit the role of the character.

Rizzo - Fashionable/Glamorous

I am looking to cast a girl, aged between 16 to 18, for the part of 'Rizzo'. She needs to have medium-length brown hair, and should be 5'3.

Potential actors -

• Georgina - long brown hair, 5'3, british accent
• Katie - mid-length ginger hair, 5'1, british accent

Georgina is most suited for the part because she is taller and has the most relevant acting experience.

Kiera - Chav

I am looking to cast a girl, aged around 17, for the part of 'Kiera'. She needs to have hair that can be easily tied up, and should be around 5'l.

Potential actors - 

• Katie - mid-length ginger hair, 5'1, british accent

Katie is the most suitable for the part because she was the most successful candidate as she had the best accent for the role.

Peter - Bully's friend

I am looking to cast a boy, aged between 16-18, for the part of 'Peter'. He needs to have short, blond hair, a british accent, and should be around 5'11.

Potential actors - 

• Alex - british, blond hair
• Sam - british, brown hair

Alex has been cast as Peter because he is blond and has the relevant acting experience.

Paul - Bully's friend #2

I am looking to cast a boy, aged between 16-18, for the part of 'Paul'. He needs to have short, brown hair, a british accent and should be around 5'11.

Potential actors -

• Alex - british, blond hair
• Sam - british, brown hair

Sam has been cast as Paul because he has brown hair and has the relevant acting experience for the role.

Zombies #1, #2, #3 and #4

I am looking to cast four zombies, of any age, two girls and two boys. They need to be at least 5'6 and have to be willing to have lots of make-up on and can play a persuasive role as a zombie.

Potential actors -

• Alex - british, short blond hair, british accent
• Sam - british, short brown hair, british accent
• Katie - ginger mid-length hair, 5'1, british accent
• Georgina - long brown hair, 5'3, british accent
• Callum - short mousey brown hair, 6'0, british accent

Even though some of the actors are under the required height, they are considered because of their convincing zombie acting skills.

Production Meeting

Meeting started at 11:15. 

People present, Myself, Georgie, Katie and Callum. We discussed several things during this process. This meeting was to organise a schedule for filming and different parts of the film we're creating, for example special effects, and to try and fit in everything we need to work on up until the deadlines we have been given. 

Deadlines:
13th January 2014- The day we get the camera and start to film
29th January 2014- The rough copy of the film deadline
30th January 2014- Feed back and working on what needs to be improved
14th January 2014- Final piece deadline

We have worked out a schedule that enables us to complete all the work need to be done up to this point and we have discussed the fact that we need to book certain times with characters in the script that are not part of the group, so it fits around there schedule.

The first few days of the first week we have decided to work on the special effects, the filming and the computer special effects. This is due to the fact that we all need as much time as possible to get the special effects perfect and because there the main part of the piece, they need to be as good as they can be. The special effects will take the most times.

In the group we need to still decide the costumes needed in the piece. But because theres not enough time to get the costumes organised in lesson time we will get together out of the lesson on a free and plan the costumes for the piece. 

The audio we have decided to do near the end. So we can incorporate the other special effects sounds. With some of the shots the audio will be in the shots. 

Because we have 56 shots we need to work fast, organised and we all have to focus. This is because if we don't the rough copy will not be completed to then me analysed and we won't know what to improve on to make the work better.