Preliminary Exercise

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

For the preliminary activity, I worked with Ciara, Spencer and Catharrin. Once our groups had been decided, we got together and arranged a meeting time to discuss ideas and after discussion, we went for the idea that we thought would work best. We decided Ciara and I would have the main conversation and Spencer would be an extra who joined in later on. This left Catharrin to do most of the shooting however we made sure that everyone got involved and filmed a couple of shots each so that everyone contributed. We didn’t have a group leader as we all worked well together and shared tasks such as the editing and we also each did a part of the storyboard and shooting schedule. Overall, I think my group worked well together and I enjoyed working with them.

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

We planned our sequence during our meeting. Once we had our idea, we discussed how it would all work and produced the script. We then walked it through in our location so we knew exactly what we were going to do and how it was going to work. We could also tell if there were going to be any problems with any of the shots so this provided a good opportunity to change anything that was too difficult/complicated and so saved time when we actually had to shoot the real thing. We then all completed one page of the storyboard and from this worked out a list of shots and made a shooting schedule. The theory we took into account was the continuity theory. We had to make sure our sequence followed all the rules and our sequence had to include match on action and shot reverse shot whilst following the 180degree rule. We had to make sure our sequence flowed so we didnt jump form shot types and took into account the 30 degree rule so our sequence didn't look as if it had a glitch. Overall our seqeuence contained many shots, such as the establishing shot and master shot also including close ups, mid shots and long shots so we had a variety.
3)What technology did you use to complete the task, and how did you use it?
To film all our footage we were given a Canon Digital HDV camera with miniDV format tape. This was a simple camera to use so it was easy for us to take the footage and then look back over it to make sure it all looked as it was supposed to. We were also given a shotgun mic so sound could be picked up well. We used a shotgun mic instead of a boom mic as all the filming was in a close range to the camera. We also had a headset to ensure good sound quality. We also had a board that we held up before each shot with technical information so when later editing, it would be easy for us to know where one shot ends and where another begins and also abled us to see the difference between each shot and however many takes we took of it.
After all the filming had been completed, we then moved onto editing using Adobe Premier Pro. We had a dual screen computer so we could see our footage that we had edited on one and everything else on the other. This made things clearer and more simple. The program was fairly easy to use. We used the razor tool to seperate our shots and then we placed them in order on alternate timelines so we could see each shot individualy. We were also able to adjust sound and light. Once everything was in place, we added titles to the start and a fade at the end.
4) What factors did you take into account when planning, shooting and editing?
When planning we had to make sure our location was suitable. Once we had a script written out, we decided to do a run through in our location to make sure everything would work. We had to move a few things around in order to make sure everything would be in frame but the room we had chosen was suitable to the task.
When shooting, there was many things to take into consideration. We had to keep the lighting constant so it looked the same and we also had to make sure the room looked the same in each shot. We had to check that actors were in the same positions from shot to shot and that they were in frame. When shooting the framing was very important and we had to make sure we were following the rules of continuity. We also had to be aware of sound and that it was all clear and could be heard. We also kept a check on the time so we didn't run out and that we were going to schedule.
When editing, we had to think about continiuty the most especially the match on action as this continuity technique is all produced from the editing. We also had to consider sound and lighting and that it was constant throughout and also kept a check on time so we didn't run out and managed to get everything completed.
5) How successful was your sequence? Please identify what worked well, and with hindsight, what you would you improve/ do differently?
Our sequence started with one girl sitting in a chair at a computer desk typing. Another girl enters from the corridor into the room and also sits down. The two then have a conversation which turns awkward. A boy then enters the room and asks the girls a question which makes things even more awkward. Exchanges and glaces are made between the girls and the boy and it ends with the boy looking down.
Overall i think our sequence worked quite well. We managed to incorporate the continuity techniques and i think our match on action was good and looked very realistic. The conversation between the girls worked well as when we edited we made sure our cuts were accurate. However, there were things that went wrong. Firstly we made a mistake when filming and had to miss out a shot. When the second girl enters the room she places her left hand on the door. When we filmed the close up however, she had her right hand opening the door. Because of this we had to miss out the extreme close up shot which decreased the variety of shots we would of had. Also when she enters the room, I was already supposed to be sitting in the chair typing. However when we filmed the shot, I wasn't in the chair so the shots wouldn't have flowed together. To get round this, we had to cut the previous shot of Ciara walking into the room so she only opened the door a small amount. It would have looked better if she had opened it more as the match on action would then have been more apparent.
If doing this exercise again, i would look over my footage a number of times in order to spot any mistakes that might have occured. Despite the mistakes we made, i think our final piece of footage worked well.
6) What have you learnt from completing this task?
By completing this task, I've learnt that there are many factors and things to consider for example in the planning , there is the location and storyboard and shooting schedule to take into account and to make sure everything will all work. I've also learnt the rules and techniques of continuity and how they are incorporated into a sequence.

Applying Propp's theory to the Matrix

Vladimir Propp was a Russian formalist scholar who analyzed the basic plot components of Russian folk tales to identify their simplest narrative elements. He then applied this to other types of fiction and films.

Propp’s theory says that each film has a specific list of characters. These are:

1. The villain — struggles against the hero.
2. The donor — prepares the hero or gives the hero some magical object.
3. The (magical) helper — helps the hero in the quest.
4. The princess and her father — gives the task to the hero, identifies the false hero, marries the hero, often sought for during the narrative. Propp noted that functionally, the princess and the father can not be clearly distinguished.
5. The dispatcher — character who makes the lack known and sends the hero off.
6. The hero or victim/seeker hero — reacts to the donor, weds the princess.
7. False hero — takes credit for the hero’s actions or tries to marry the princess.

Propp’s theory also says that each film follows a sequence of events divided into 4 spheres. These are:

1st Sphere: The introductory sequence
2nd Sphere: The body of the story
3rd Sphere: The donor sequence
4th Sphere: The hero’s return

Within all these spheres are 31 functions which the sequence of the story follows.

I have used the Matrix as an example to show how Propp’s theory applies




Characters:

The villain - Agents
The donor - Morpheus
The helper - Trinity
The princess - Trinity
Dispatcher - Morpheus
Hero - Neo
False hero - Cypher

Functions:

1st Sphere:

ABSENTATION: Hero is introduced and leaves home

INTERDICTION: Neo is warned by Trinity that he is being watched

VIOLATION OF INTERDICTION: Neo chooses to disobey Trinity and gets captured by the agents.

TRICKERY: Neo tricked by Agents

COMPLICITY: Neo taken in by agents trickery

2nd Sphere:

MEDIATION: Neo is given the choice to discover the truth of the real world or to stay in the matrix.

BEGINNING COUNTER-ACTION: Neo chooses to enter the real world and join Morpheus.

DEPARTURE: Neo leaves the matrix and enters the real world

3rd Sphere:

FIRST FUNCTION OF THE DONOR: Morpheus tests Neo

HERO’S REACTION: Neo tries to fight Morpheus

RECEIPT OF MAGICAL AGENT: Given knowledge by Morpheus

GUIDANCE: Neo goes to the oracle

STRUGGLE: Fight between Neo and the agents. Attempts to rescue Morpheus

BRANDING: Neo badly injured

VICTORY: Neo defeats agents

LIQUIDATION: Morpheus freed

4th Sphere:

PURSUIT: Neo pursued by agents

RESCUE: Neo rescued

RECOGNITION: Neo recognised as the One

EXPOSURE: Cypher exposed and killed


Faults of the Theory

The Matrix does follow a majority of the functions mentioned in Propp's theory however Propp's theory was concluded many years ago and so is not necessarily present in modern films today. Not all the functions are applicable to modern films so at points, there seems to be breaks in the plot.

Applying Todorov's Theory of Equilibrium

1. Who are the agents: the protagonist(the main hero who propels the narrative forward) and antagonist (opposing agent).

The main protagonist is Viola, the main character and the story revolves around her. The antagonist from the opening sequence we see as Jason however Monique's character could also be see as an opposing agent.

2. Describe the Equilibrium.

The main character Viola is the one who is focused on the most. In the first beginning section, she is the centre of attention and there are close ups of her and also shots of her surrounded by everyone to show her popularity. There are establishing shots such as the school and school field in order to create a sense of place and show that Viola is at school and also that she plays for the school football team hence the football kit. During the girl's conversation, the camera focuses on the other girls for a short amount of time but for longer on Viola to show that she is of more importance in the story. She is also positioned in the middle amongst the girls and does all the talking for them which shows that she is in control and the leader of the pack.

3. Is the Disruption or Disequilibrium introduced or hinted at?

It is hinted that there is most likely going to be conflicts of some sort whether it be between Viola and Monique or the girls and boys football teams.

4. Are there any visual/verbal/aural clues that hint at what the hero's journey might be?

At the end of the opening sequence, Viola's mum says, 'sometime i just think you might as well be your brother'. This gives us the idea that perhaps Viola will get the idea of impersonating her twin seeing as he is out of the country. Viola then says, 'you know what, if you can't join them, beat them'. This hints to us she is going to try join the team opposing the team she failed to get in. She alos holds up a photo of her brother in which he is wearing the same hat she is wearing which is another suggestion she is going to impersonate him as they look so similar.

5. From your knowledge of the film, how will the equilibrium be restored and what will be the new equilibrium?

The equilibrium will be restored as Viola gets accepted into the opposing team and beats the Cornwall team which she failed to join at the beginning therefore completing her task. The new equilibrium shows harmony between her and the people she lied to in order to achieve her goal.

Deconstruction of continuity sequence

For this task, i am only going to be focusing on the first 40 seconds of this clip.

The scene starts off with a close up of the girl dropping the apple onto the boys foot who then flips it back up again. We then get a shot reverse shot of the girls reaction to this and then back again to the boy as the camera tilts upwards to his face. There is then a master shot in mid shot of the two of them in the cafeteria so we are able to get a sense of location and see where they are in relation of one another. During their conversation, the camera continues to go from either character using the shot reverse shot technique and by following the 180 degree rule. All these shots are medium close up. There are then close ups of the characters talking to capture their emotion. It then goes back to the mastershot of them in the cafeteria to reinforce the location before cutting away to a group of friend's reactions so the audience get a sense of emotion from other character's perspectives.

Accident Sequence Evaluation

What works about your sequence?

Overall, in our sequence, we have good individual shots such as the close up of the girls talking. We also had a variety of shots for example a long shot, low angle and close up. We didn't jump from a long shot into a close up as we aimed to keep the sequence flowing and able to maintain audiences. Also the sound effect works well of the boy hitting his head.

What doesn't work about your sequence?

Overall, when you put the shots together, despite not having a huge difference between the angles, the flow of the sequence was fairly poor. The shot of the two girls didn't tie in and didn't look like it was from the boy's perspective which was our aim. We also didn't have an establishing shot to set the scene and show where the characters were in perspective of eachother. Also the first two shots of the boy walking don't fit together as it looks like the boy has travelled backwards as we didn't quite get the continuity right.

How would you change your storyboard to make your sequence make sense?

If i were to storyboard this sequence again, i would begin with an establishing shot of the whole location so you could see where all the characters were. The story behind our sequence was that the boy had the accident because he was concentrating on the girls rather than where he was walking however this could have been made much clearer by adding in an over the shoulder shot of the boy so you could tell he was looking at the girls whilst he was walking.

What did you learn from doing this activity?

From doing is activity, i learnt that when filming a sequence there are lots of things you have to take into consideration in order to make the sequence flow such as the rules of continuity. I also realised the importance of a storyboard as this helps you plan and also makes you able to see what you can alter.