Continuity task

Continuity task from Rachel Savage on Vimeo.

Production meeting

Today we are continuing to edit our ots, and we are putting in another clip so it flows better, as watching it back we felt it jumped a bit when Rachel was walking down the alleyway, as we filmed it from different angles, so we were thinking carefully about continuity and how the audience can understand it

Production meeting

Our group started filming on Saturday but due to lack of time, most of the filming was finished on the Tuesday. I took and uploaded pictures of locations we were filming at, of the actors and their costumes they were wearing for their part, and props we used. Katherine and Rachel started to edit what we have done so far. We are thinking about filming a bit more next week, to make the plot clearer to the audience.

Actors and costume

Photos during filming

This is where he is being thrown to the ground, because when the poice arrived at the house he was the one there and theres a body across the hall. We filmed it from different angles so it would flow better with the rest of the ots

We created the blood for our ots by using chocolate sauce, and it worked well because it was quite thick

How we filmed the blood running down her hands, showing that she had killed someone

How we created lighting for this part of the ots, so you can focus on when Rachel steps over the body on the floor and just walks away

Tools we used for creating light in our ots

We used the knife on the left for the weapon in our ots

Setup for filming outside, because we needed darker lighting for shadows

Opening title sequence plan. on Prezi

Marking criteria for the presentation of research and planning

Research and planning may be presented in digital format, but can take the form of a folder or scrapbook at this level. Where candidates have worked as a group, this may be presented collectively, but teachers are asked to differentiate the contributions of individuals within the group in arriving at a mark and justifying individual marks on the assessment sheet. Each candidate should give a clear indication of their role in any group research and planning. 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 1- 0-7 marks:
-planning and research evidence will be incomplete
-there is minimal research into similar products and a potential target audience
-there is minimal organisation of actors, locations, costumes or props
-there is minimal work on shotlists, layouts, drafting, scripting or storyboarding
-there in minimal care in the presentation of the research and planning
-time management may be very poor

Level 2- 8-11 marks:
-planning and research evidence may be partially incomplete
-there is basic research into similar products and a potential target audience
-there is basic organisation of actors, locations, costumes or props
-there is a basic work on shotlists, layouts, drafting, scripting or storyboarding
-there is a basic level of care in the presentation of the research and planning
-time management may not be good

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 organisation of actors, locations, costumes or props
-there is proficient work on shotlists, layouts, drafting, scripting or storyboarding
-there is a good level of care in the presentation of the research and planning
-time management is good

Exam criteria for video

Level 1- 0-23 marks: Work for the main task is possibly incomplete.There is minimal evidence in work of the creative use of any relevant technical skills such as:
-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 do that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects

Level 2- 24-35 marks: There is evidence of a basic level of ability in the creative use of some 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 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

Production meeting

We have decided to have a weekly production meeting to make sure we use our strengths and time efficiently. Our group isn't particularly good at time management, so this will help us meet our deadline.
We need to set weekly tasks for each member, stick to them and review at the end of the week, and we need to share jobs so that we are not doing the same thing.
This week:
I will: work on locations, sketching them and finding examples of images and taking photos for our intended locations.

Camera angles

Location

Examples of the locations and lighting we plan to use for our opening title sequence:

Locations we have found that could be used:

Copyright

Copyright is a legal concept, enacted by most governments, giving the creator an automatic international right of literary, dramatic, musical, and artistic works the right to control the ways in which their material can be used. It also gives the copyright holder the right to be credited for the work, to determine who may adapt the work to other forms, who may perform the work, who may financially benefit from it, etc. Illegal or unauthorised use of copyright material may lead to legal action or even criminal charges, so you can use the work of others if:
-Copyright has expired
-Your use of the work is fair dealing as defined under the 1988 Copyright Designs and Patents Act (UK)
-Your use of the work is covered over a licensing scheme that you have subscribed to and the copyright holder is a member of
-The copyright holder has given you permission

Fair dealing is a term used to describe some limited activities that are allowed without infringing copyright, e.g.
-Research and private study
-Instruction or examination
-Criticism or review
-News reporting
-Incidental inclusion
-Accessibility for someone with a visual impairment

An issue that was previously discussed was the music we will use, as we will have to create our own sounds, and if it's recreated from somebody elses piece, it cannot last very long, so we will have to think about what we will use and how it will fit into our ots