Location

The location we have chosen to do parts of our filming in is Central London, going to famous spy buildings such as MI5 and so on. We decided to do this because we thought a scene from London would be a good establishing shot. These are some examples of the places we will visit.. 

Parliament 

Buckingham palace 

MI5

London Eye 

London Bridge 

Written storyboard

For our storyline we came up with two ideas for our final thriller opening.

The first storyline we can up with was that there were two spy men at lunch talking about the villain, then there was a tracking shot of another man who we haven't named yet but we want him to be a terrorist about to ruin the other two men's plans, first we see a tracking shot of the 'terrorist' shoes walking along the street and then the camera pans upwards to see the characters full body, at that point there will be a pause in the music as he starts to walk faster the music starts to get louder and faster. At this point the volume of the music will decrease and there will be a medium shot of the terrorist facing the two men. As he goes into his pocket, he pulls out a gun and at this point there will be digetic sound, like a bang so it warns the audience whats about to happen or to at least predict what will happen and then well cut to a shot of the two men panicking and trying to talk to him and at the point the terrorist will then shoot the two men leaving them on the floor to bleed to death and there will be a close up of the blood dripping of either the shot in the neck or dripping of his hand either way we want to get a shot of the blood dripping of a part of the mans body, however if that isn't successful we thought due to them being at a restaurant, the glass of whine dripping could be graphic match to the blood dripping, or just the glass tipped over of the water dripping and that will be the only sound you can hear or maybe a faded sound of police/ambulance sirens.

For this opening we want 5 actors - 3 Men and 2 Women

We want the women so that we can balance out the gender however were not sure where we will be putting these, even if they are the waitresses in the back ground- this is something well need to discuss.

Age In Espionage films

In espionage films, really young children aren't typically the main characters or characters at all, the age you normally see are 18+ due to it being a 'spy' film, using the guns and props that are typically seen in this particular film aren't the type of things you would associate with young children. 

Mark scheme

Level 1 0–23 marks

The work for the main task is possibly incomplete. There is minimal evidence in the work of the
creative use of any relevant technical skills such as:
• holding a shot steady, where appropriate.
• framing a shot, including and excluding elements as appropriate.
• using a variety of shot distances as appropriate
• shooting material appropriate to the task set.
• selecting mise-en-scène including colour, figure, lighting, objects and setting;
• editing so that meaning is apparent to the viewer.
• using varied shot transitions and other effects selectively and appropriately for the task set.
• using sound with images and editing appropriately for the task set.
• using titles appropriately.

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:
• holding a shot steady, where appropriate.
• framing a shot, including and excluding elements as appropriate.
• using a variety of shot distances as appropriate.
• shooting material appropriate to the task set.
• selecting mise-en-scène including colour, figure, lighting, objects and setting.
• editing so that meaning is apparent to the viewer.
• using varied shot transitions and other effects selectively and appropriately for the task set.
• using sound with images and editing appropriately for the task set.
• using titles appropriately.

Level 3 36–47 marks

There is evidence of proficiency in the creative use of many of the following technical skills:
• holding a shot steady, where appropriate.
• framing a shot, including and excluding elements as appropriate.
• using a variety of shot distances as appropriate.
• shooting material appropriate to the task set.
• selecting mise-en-scène including colour, figure, lighting, objects and setting.
• editing so that meaning is apparent to the viewer.
• using varied shot transitions and other effects selectively and appropriately for the task set.
• using sound with images and editing appropriately for the task set.
• using titles appropriately.

Level 4 48–60 marks

There is evidence of excellence in the creative use of most of the following technical skills:
• holding a shot steady, where appropriate.
• framing a shot, including and excluding elements as appropriate.
• using a variety of shot distances as appropriate.
• shooting material appropriate to the task set.
• selecting mise-en-scène including colour, figure, lighting, objects and setting.
• editing so that meaning is apparent to the viewer.
• using varied shot transitions and other effects selectively and appropriately for the task set.
• using sound with images and editing appropriately for the task set.
• using titles appropriately.

Audio 

Level 1 0–23 marks

The work for the main task is possibly incomplete. There is minimal evidence in the work of the
creative use of any relevant technical skills such as:
• recording voice(s) clearly in studio/confined setting.
• recording voice(s) clearly in location/outdoor interviews/presentations.
• accurately using language and register.
• integrating recorded material, as appropriate.
• editing and mixing sounds appropriately.
• editing to create continuity and meaning.
• integrating jingles, music, location sounds and sound effects, where appropriate.

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:
• recording voice(s) clearly in studio/confined setting.
• recording voice(s) clearly in location/outdoor interviews/presentations.
• accurately using language and register.
• integrating recorded material, as appropriate.
• editing and mixing sounds appropriately.
• editing to create continuity and meaning.
• integrating jingles, music, location sounds and sound effects, where appropriate.

Level 3 36–47 marks
There is evidence of proficiency in the creative use of many of the following technical skills:
• recording voice(s) clearly in studio/confined setting.
• recording voice(s) clearly in location/outdoor interviews/presentations.
• accurately using language and register.
• integrating recorded material, as appropriate.
• editing and mixing sounds appropriately.
• editing to create continuity and meaning.
• integrating jingles, music, location sounds and sound effects, where appropriate.

Level 4 48–60 marks
There is evidence of excellence in the creative use of most of the following technical skills:
• recording voice(s) clearly in studio/confined setting.
• recording voice(s) clearly in location/outdoor interviews/presentations.
• accurately using language and register.
• integrating recorded material, as appropriate.
• editing and mixing sounds appropriately.
• editing to create continuity and meaning.
• integrating jingles, music, location sounds and sound effects, where appropriate.

I am aiming to get a high level 3/Middle level 4 for this unit for both video and audio. For this to happen me and my coursework group will follow and go through the specific things we need to do in order to reach them. Ideally I would like to get into level 4 so I will focus on the set of instructions in level 4 to reach this. 

Filming

In today's lesson, we were filming the clips for our 2 minute film. Due to last week we were struggling due to Sir talking to us about the lighting and what we need to consider before just filming anything, last week we didn't manage to get a lot done and what we did do wasn't great so this week although it was only me and Alex we got all our clips done and uploaded them onto the Mac, it was diffucult because me and Alex had to do it all, the filming and the acting however we did manage to get it done and we'll be editing it next lesson. 

Merlin - Class and status representation grid and response

In lesson we were watching a clip on class and status representation in Merlin, and for homework over Christmas we was set a task to write a paragraph on either camera angles, mise en scene, editing or sound and for this one I have chosen to focus on Camera angles due to being able to pick out a few different angles rather than just a few. this is the grid I wrote out in class whilst watching the clip...

and then this is my paragraph on camera angles.

Merlin - Camera Angles

The camera angles in the Merlin clip are significant by showing his class and status in the establishing shot where we are introduced to the setting from inside which connotes there wealthy and luxurious life style that they must be living, however we are then introduced to the first character by a tracking shot of him walking in this what looks like some sort of palace or mansion, although he is seen as a massive outcast to the rest of the men and ladies in this shot, due to his choice of clothing.  When he enters a room, when then see the characters face in a close up of him looking around checking to see if anyone has seen him enter the room which signifies that he shouldn’t be there. We are then introduced to the second character which is a female dressed in a purple gown and jewels, she signifies royalty by the colour of her gown and the jewels also signify wealth. A shot that I found really interesting was when we see the female through the mirror and she is seen as an older ugly looking women but seconds after we see her in a medium shot looking like her normal self which made me more intrigued to find out more about this women and why her identity changed in that mirror. Over the shoulder shots were used a fair amount in this clip especially when Merlin was talking to the group of ‘royals’, I found this significant because we got to see a close up of the characters facial expressions emphasising the nastiness in this scene. As well as this over the shoulder shot and tracking shots was also seen in the fight scene to show the action that was happening making the audience feel a part f the scene. As the fight continued we see an extreme close up of Merlins eyes that turn green when he is using his power to move objects in front of the enemy causing him to fall.

180 degree rule

 

180 degree rule

 

 

 

The 180-degree rule of shooting and editing keeps the camera on one side of the action. As a matter of convention, the camera stays on one side of the axis of action throughout a scene; this keeps characters grounded compositionally on a particular side of the screen or frame, and keeps them looking at one another when only one character is seen onscreen at a time. The technique allows for an expansion of the frame into the unseen space off screen. It is referred to as a rule because the camera, when shooting two actors, must not cross over the axis of action; if it does, it risks giving the impression that the actors' positions in the scene have been reversed.