Planning: Production meeting

28/03/12

So far my group and I have collected all our footage for our film noir. Our progress is coming along quite smoothly and editing is going well. So far our film is approximately 1 minute 23 seconds and we are planning on adding more flashback-type scenes to our film, not only to make it longer but so the audience can get a taste of who the femme fatale has killed before.

The one thing we have not made any solid decisions on is music. We still need to decide which type of music to use (though we have a few ideas including either classical, jazz or swing music) and also how we are going to include the music in our film. We have come up with the idea of having the music coming from a radio in the gambling room, as the two women play poker.

Next, we must finish our draft edit and show it to a focus group. At first we may concentrate on showing it to teachers, then we will show it to another focus group and make a survey about it.

Construction: Animatic for our film noir

Untitled from Pip Evanson on Vimeo.

Note: This is an animatic for our previous storyboard/idea. We have since changed ideas and will upload another storyboard at a later date. The reason we changed our idea is because it was too hard and complicated to complete, and our new idea (see previous post) will hopefully work better and make more sense for our audience!

Planning: Latest meeting with my group

My group and I have decided to change a few things about our film noir and how it ends. We've realised that we cannot really make our film in the way we wanted as it's too complicated with certain shots (zooming through the window, the hanging girl) so now our basic synopsis goes like this:

The femme fatale is a woman who enjoys to play poker with other female opponents. As her good luck charm or her mascot, she carries around a doll with her. The doll is old and creepy-looking, but this is the woman's way of knowing she will win in the poker game. However on the rare occasion she does not win, she copes by brutally murdering the opponent and (sometimes) hanging her from a tree as her punishment. 

Cast:

• Abbie as femme fatale
• Pip as poker game opponent
• Olivia as detective/journalist who comes into the poker room and investigates the murder

Props:

• Poker game chips/cards
• Doll
• Rocking chair
• Dictaphone/microphone
• Pad of paper

Sound:

• Classical/jazz music playing on a radio in the background
• Dialogue through the poker game (although not much) and when journalist comes to investigate the scene
• Sound of the table being pushed over by the femme fatale
• A loud noise when the journalist is talking, causing her to look up and say "What was that?"

Reflective comments
As well as this being a simpler storyline which will be much easier to complete since we already have all the footage for it, the props are much easier for us to find and use, which will also help in us completing the film successfully. Also, due to the changing synopsis, we have also come up with a new title: 'Winner Dies', based on the part of our storyline where, if the femme fatale's opponent wins the poker game, she will lose everything by being killed.

Planning: production meeting reflective summary

We were struggling to fit our film noir into the conventions of a film noir, so instead of our original ending which included a more modernised setting of the femme fatale waking up in bed, we've decided to opt for a completely different route. In this route, the film will start the same way and will continue the same up until the credits. After the credits, instead of the modern version, text will come up which says "6 DAYS EARLIER", then we will show a poker game taking place between 3 men. One man says "We have a preposition for you". The man who says it will have his back to the camera, so the viewer cannot see his identity, therefore it is not revealed who it is.

Technical: Camera angles

 Eye level - a shot that is taken at a height of the person’s eyes being photographed. Films shot in a realistic mode would tend to use this shot...

 Canted angle -  A camera angle which is deliberately slanted to one side, sometimes used for dramatic effect to help portray unease, disorientation, frantic or desperate action, intoxication, madness, etc.

High level angle - In film, a high angle shot is usually when the camera is located above the eyeline.

Low level angle - These increase height and give a sense of speeded motion. Low angles help give a sense of confusion to a viewer, of powerlessness within the action of a scene.



















Reflective comments

For our film noir we will probably use eye level shots and high level shots. This is mostly because the man staring out of the window at the girl is considered the one in charge, with the most powerful position, because he is the one who killed the girl and so he's more powerful. Also we will use eye level perhaps to show the perspective of a person - such as the man in the window or one of the men playing poker. 

Technical: Shot types

VVLS - The subject is so far away from the camera that sometimes it's difficult to see them.

VLS -The subject is still far away from the camera, but it easier to see.

LS - The subject is easily visible.

HSS - Head and shoulders are visible and take up the full frame of the shot.

 MS - From waist up is in the frame, usually filling most of the frame.

 CU - A certain feature of the subject takes up most of the frame.

ECU - focuses on one feature completely, which is the only part visible in the frame.

 OTSS - In film or video, an over the shoulder shot is a shot of someone or something taken from the perspective or camera angle from the shoulder of another person.

2S - a medium-range camera shot of two persons















Reflective Comments

For our film, we are more likely to use a VVLS, VLS, LS, MS, CU, ECU and OTSS. Most of these shots will be used for the girl hanging from the tree - including VVLS, VLS, LS, MS, CU and ECU. However, the man at the window will use examples of an OTSS, MS and ECU. The third section of our film is the poker game, and for this we will also use an OTSS, MS and CU for the majority of it. Practising these shots have really helped me to understand what shots might look better used in our own film noir, and what shots might not work very well.

Technical: Compulsory set continuity task

Compulsory set preliminary task from Abbie Hampson on Vimeo.

This is my continuity task. Towards the end of the task we had some trouble getting the match on action part of the task correct, as it is obvious with the piece of paper being at two different places throughout the film. Therefore it is not consistent during the entire film. However we did manage to complete successfully the other things (180 degree rule and shot/reverse shot) we had to fulfill in this task.

Critical theory: OCR mark scheme

Marking Criteria for Unit G321: Foundation Portfolio in Media 

For this category, a mark should be awarded for the individual’s contribution to the main task only. The 

aim of the preliminary task is to allow a sense of progression and to prepare candidates for more full- 

scale production work with self-contained exercises, so the preliminary task need not have a high degree 

of ‘finish’ nor should it detract from the overall mark. However, in the event of the preliminary task not 

having been undertaken, candidates should be marked out of 60 using the criteria and then have 15 

marks deducted as a penalty.  

The mark schemes shown are generic and teachers are advised to adopt the ‘best fit’ approach. If the 

candidate has covered all the criteria effectively they should be awarded a mark towards the top of the 

level or if there are certain omissions or weaknesses, towards the bottom end. 

Level 3         36–47 marks 

There is evidence of proficiency in the creative use of many of the following technical skills: 

 Producing material appropriate for the target audience and task; 

 showing understanding of conventions of layout and page design; 

 showing awareness of the need for variety in fonts and text size; 

 accurately using language and register; 

 using ICT appropriately for the task set; 

 appropriately integrating illustration and text; 

 shooting  a variety of material appropriate to the task set; 

 manipulating photographs as appropriate to the context for presentation, including cropping and 

resizing. 

Level 4         48–60 marks 

There is evidence of excellence in the creative use of most of the following technical skills: 

 Producing material appropriate for the target audience and task; 

 showing understanding of conventions of layout and page design; 

 showing awareness of the need for variety in fonts and text size; 

 accurately using language and register; 

 using ICT appropriately for the task set; 

 appropriately integrating illustration and text; 

 shooting  a variety of material appropriate to the task set; 

 manipulating photographs as appropriate to the context for presentation, including cropping and 

resizing. 

Marking Criteria for the Evaluation 

Candidates will evaluate their work digitally. Where candidates have worked in a group, the evaluation 

may be presented individually or collectively but the teacher must allocate a mark according to the 

contribution/level of understanding demonstrated by the individual candidate. Each candidate should 

give a clear indication of their role in any group evaluation. 

Level 3            12–15 marks 

 Proficient skill in the use of digital technology or ICT in the evaluation. 

 Proficient understanding of issues around audience, institution, technology, representation, forms 

and conventions in relation to production. 

 Proficient ability to refer to the choices made and outcomes.  

 Proficient understanding of their development from preliminary to full task. 

 Proficient ability to communicate. 

Level 4           16–20 marks 

 Excellent skill in the use of  appropriate digital technology or ICT in the evaluation. 

 Excellent understanding of issues around audience, institution, technology, representation, forms 

and conventions in relation to production. 

 Excellent ability to refer to the choices made and outcomes.  

 Excellent understanding of their development from preliminary to full task. 

 Excellent ability to communicate. 

Marking Criteria for Research and Planning 

Research and Planning must be presented in digital format. Where candidates have worked as a group, 

the research may be presented collectively, but each candidate should give a clear indication of their role 

in any group research and planning and teachers are asked to differentiate the contributions of 

individuals within the group in arriving at a mark, justifying individual marks on the assessment sheet. As 

part of the moderation sample, the moderator will expect to see full evidence of the research and 

planning informing the construction process in order to support assessment. 

Level 3          12–15 marks 

 Planning and research evidence will be complete. 

 There is proficient research into similar products and a potential target audience.  

 There is proficient work on shotlists, layouts, drafting, scripting or storyboarding. 

 There is proficient organisation of actors, locations, costumes or props. 

 Time management is good. 

 There is proficient skill in the use of digital technology or ICT in the presentation. 

 There are proficient communication skills. 

 There is a good level of care in the presentation of the research and planning. 

Level 4         16–20 marks 

 Planning and research evidence will be complete and detailed. 

 There is excellent research into similar products and a potential target audience.  

 There is excellent work on shotlists, layouts, drafting, scripting or storyboarding. 

 There is excellent organisation of actors, locations, costumes or props. 

 Time management is excellent. 

 There is excellent skill in the use of digital technology or ICT in the presentation. 

 There are excellent communication skills. 

 There is an excellent level of care in the presentation of the research and planning. 

Video 

Level 3         36–47 marks 

There is evidence of proficiency in the creative use of many of the following technical skills: 

 Producing material appropriate for the target audience and task; 

 using titles appropriately according to institutional conventions; 

 using sound with images and editing appropriately for the task set; 

 shooting material appropriate to the task set;, including controlled use of the camera, attention to 

framing, variety of shot distance and close attention to mise-en-scene; 

 using editing so that meaning is apparent to the viewer and making selective and appropriate use of 

shot transitions and other effects. 

Level 4         48–60 marks 

There is evidence of excellence in the creative use of most of the following technical skills: 

 material appropriate for the target audience and task; 

 using titles appropriately according to institutional conventions; 

 using sound with images and editing appropriately for the task set; 

 shooting material appropriate to the task set;, including controlled use of the camera, attention to 

framing, variety of shot distance and close attention to mise-en-scene; 

 using editing so that meaning is apparent to the viewer and making selective and appropriate use of 

shot transitions and other effects.  

Planning: Cast in film noir

Cast is also a very important part for our film noir. Although we only need two characters and one is in the OTS for a very small amount, he would be considered a major part in the rest of the film, which is why we're adding him into the OTS. The cast we're going to use are as follows:

• Someone to walk past in the dark room, to create a shadow only (played by Abbie, A.K.A me)
• Man (stalker) = Ivan Tilman (an actor)
• Femme fatale = Jessie Gregg 

Planning: Props we'll use for our film noir

For our film noir, we think props are going to play a big part to make the film seem more authentic. We will need:

• A rocking chair
• A doll
• Rope
• String (to pull the rocking chair back and forth without it being noticeable)
• Mannequin/dummy
• Bed (so the femme fatale can wake up in one)
• Window frame
• Alarm clock

We have also decided on the clothes/hair/make-up items we will need for our film:

• White gown
• Barefoot/slippers
• Red lipstick
• Blusher for cheeks
• Ringlets for hair (curlers)
• Dressing gown for male character (though hopefully we can create shadows well enough so the audience will not see much of the man, just his shoulder)

Planning: Setting for our film noir

For our film noir we decided to have a creepy atmosphere. For this we've chosen to use a dark room to show the man in our film. This is because we need to show the room looking out onto a green field/garden where the body is hanging, but it'll be difficult to do this completely and successfully. We also need a green field or garden where the body can be hanging from a tree.





(I got these images from Google Images to show the type of location/setting we're looking for.)

Planning: Sound in our film noir

In our film noir some of the sounds we will be including are listed below:

• Rocking chair creaking against the floor 
• Footsteps walking past the camera and the rocking chair
• Thunder and wind outside the window
• Background music
• Alarm clock sounding after main titles

Planning: Storyboard for film noir

Reflective Comments

Although this is a very rough and basic storyboard for our film noir, we decided that we do need a more detailed storyboard with many more images. This is why we have decided to create an animatic as well. However as a first draft it's clear to see how our ideas have formed and what we plan to do with our film.

(Note: We have changed the ending since, which will be uploaded along with our animatic to show the new ending.)