R+P Post 13: Our Shoot-Board

The purpose of creating a shoot-board is to prepare us for the test shoot. This will involve detailed descriptions and pictures of each shot, including framing, relevant costumes/props as well as the shooting location and actors required. We think it would be quicker if each shot has been prepared in advance so that the time spent filming on set will be minimal. It also means that the camera and actors will not have to change location for each shot. 

Reflections: The shoot-board proved to be essential and made the filming process much more organised, as we could tick off the shots we had taken and film scenes in the most efficient order. It has also given us an indication of the takes that must be re-done and which shots were the most effective. Our group has made two separate shoot-boards (as our main shoots will be at different times in different locations). Recording the number of takes has also been useful as we were able to take note of any errors and correct them before the next shoot.

R+P Post 12: Our Animatic

As a group we decided to produce an animatic (video of successive shots) and add the soundtrack and our planned titles. This will allow us to visualise the timings of our shots and if they will be effective, without any continuity errors. Animatics are commonly used by directors to assess the timings of shots and see if each scene moves continuously onto the next. 

Reflections: For our group, the animatic has given us a better idea of how the scene will look and feel and allowed us to work out camera positioning. Overall it is an inexpensive and less time consuming method of testing the opening sequence (as actors were not required). The animatic has helped us to develop our project as it allowed us to test the effectiveness of our titles and soundtracks as well.

R+P Post 11: Our Storyboard

FINAL STORYBOARD:

We decided it would be useful to make a storyboard to allow us to visualise our ideas of the shots and follow the continuity rules. The shots have been colour coded on our storyboard (YELLOW: close ups, GREEN: mid shots, PINK: long shots). We will use arrows on each shot to indicate camera and actor movement and stated any tracks/pans/arcs in our sequence. The images for the storyboard will allow us to complete the shootboard more effectively.

The storyboarding process, in the form it is known today, was developed in the 1930s and Walt Disney Productions to find potential problems before they occur and save time during the production process.

In order to put together our storyboard we will create a timeline of shots to make sure that the opening lasts exactly 2 minutes and each shot lasts for the correct amount of time. The timeline will include basic descriptions of what will happening in each shot and for how long the shot will last. Below is the timeline for the first 30 seconds of our sequence.

 

Construction of the timeline:

R+P Post 10: Reflections so far/looking ahead

Our group has researched the genre of our film and references well, which has given us ideas for our opening sequence. The AS prelim has helped us with editing techniques, however we must consider the practicalities of our shoot, for example issues with lighting (if we are filming after 4pm) as well as background noise (as the filming location is public) and managing a large number of actors. As a group, we intend to find appropriate costumes and manage the actors so that the shoot can be completed in time. So far, research into the target audience and the conventions of teen comedy films has been effective for our pre-production stages.

R+P Post 9: Our script

Our opening sequence will not include a lot of dialogue as we intend to establish the setting and characters through visuals, soundtrack and camera techniques. For instance, the types of people in each social clique will be narrated mainly through costume and props as well as their facial expressions. We will only use speech to indicate to the audience that it is Arthur's first day and to show the different topics of conversation in a high school environment. This is effective in "Little Miss Sunshine" as the family is presented so that the audience is directed towards their facial expressions and gestures, rather than dialogue. (The dialogue is almost inaudible and soundtrack plays over it).

SCRIPT:

(SFX alarm clock ringing)

Camera starts, Arthur asleep in bed

MUM: 

Arthur get up, you're going to be late

ARTHUR: 

(groans)

Arthur switches off alarm and gets out of bed

(SFX alarm clock stops)

MUM: 

Arthur!

ARTHUR: 

Yeah.. I'm up

(Music track begins)

Arthur picks up keys from counter and bag from floor and leaves through the front door

(Music stops)

(SFX door opening) (SFX loud talking/school background noise)

Arthur walks through school corridor to find room 3 and enters

(SFX door slams)

HEADMASTER:

I assume you are the new student, take a seat

Above: an example of a film script (Mean Girls)

R+P Post 8: Our opening sequence idea

Opening sequence idea: Our film opening will focus on the movement of Arthur through a familiar setting (house) during his daily routine, but then his entrance into an unknown and intimidating environment of a new school. We aim to show the contrast in his character in the two different settings and begin the narrative through close ups and split screens (as demonstrated in "127 Hours"). The lack of dialogue may also appeal to the audience as the scene progresses quickly and moves onto the next action. Another reference for the second part of our opening would be "She's The Man" as the corridor tracking scene effectively presents the main character's confusion and shock in a chaotic situation. We aim to shoot a scene lasting under a minute including a tracking shot of Arthur attempting to find his classroom through the havoc of the corridor. It intends to present his feelings of intimidation as he is ignored and disregarded by his peers and is unable to approach them confidently to find the headmaster's office. After being woken by his alarm, Arthur reluctantly gets out of bed and gets himself ready for school. The scenes will show him brushing his teeth, opening the fridge, walking around his bedroom and putting on a jacket (as a split screen). He then takes his keys from the counter and walks towards the front door. The next shot is a 'match on action' of opening the door at the side entrance of the school. Receiving glares from other students, he makes his way along the corridor attempting to find the headmaster's room with a map of the ground floor. During this tracking scene, Arthur encounters several segregated social groups of friends, moving in between classes and pushing through the crowd. He eventually reaches the room he has been looking for and scrambles in, slamming the door behind him. He is greeted by the headmaster (not in the frame) who encourages him to introduce himself (voiceover from the corner of the room). The final title appears on the front of the door. (Below is a timeline of our opening sequence)

Titles:
1. Institutional production company - EGA Productions (as part of Zodiak Media)
2. Actors names
3. Music credits - freeplaymusic.com, Royalty Free Music
4. Director and producer credits
5. Film title - The Climb

The opening credits will be as above at intervals of around 10 seconds (timed appropriately to match the soundtrack). The titles will interact with the objects on the screen and will follow the movements of the main character for effect. We have chosen a font appropriate for a film of the comedy/drama genre that is also easy to read. The opening credits are noticeable in each shot and draw attention to the actor's fast movements out of each frame. A reference for our titles is "Juno" as the main character is alone in the opening credits, and Arthur is similarly portrayed as an outcast. Also, she moves into a new setting with 'match on action' shots, which we will incorporate into our film. The font and animated design of "Juno"'s opening is also typical of indie comedy films (such as "Superbad"). 

Setting: To convey the busy and fast-paced lifestyle of Arthur, our film opening will be shot in several locations: a boy's room, bathroom, kitchen, hallway of his house, school side entrance and school corridor. The room will be adapted to fit the conventions of a typical boy's room, and the use of brief dialogue and costume in the school corridor will present the different topics of conversation and segregated social groups in a high school. Key characters will be used in the background of the corridor scene to match the typical conventions of a school (teenagers, people pushing past, chaotic atmosphere). We will also use props to represent character stereotypes (such as a messy room, sports kit etc). A reference for set design is Seth's room in "Superbad" or Regina's room in "Mean Girls".

Camerawork/editing: To convey the fear and intimidation of Arthur in the unfamiliar school setting, we will use POV shots to allow the audience to sympathise with him and infer that he is left out and alienated. These shots also create the effect that he is being stared at and is the centre of attention (this was used in "Mean Girls"). To speed up the movement from his house into school, we will use a 'match on action' shot, as it suggests to the audience that Arthur is completely unprepared for his entrance into the havoc of the school corridor and had not anticipated such hostility from other students. It creates the effect of being 'brought back to reality' and he realises he is not as welcomed as he would have liked. The close-ups during the morning routine will reinforce the isolation of Arthur, and present him as more relatable and personal with the audience. Additionally, the use of split screen also speeds up his morning routine, suggesting that he has a busy and fast-paced lifestyle. It also indicates the insignificance of the day to Arthur, as he does not appear nervous or concerned at this point (until he faces up to the reality of his social status at the new school). We may also use an 'eyeline match' in between the corridor tracking shot, as this demonstrates that he is inferior and feels intimidated by other students that glance at him and make judgements. 

Sound: Our opening in particular will be more reliant on soundtrack and sound effects as this conveys our character more suitably than through dialogue. Music will be playing throughout most of the 2 minutes apart from brief intervals of sound effects (such as the school bell). During conversation, the soundtrack ("Muscle Men") will quieten and the sound effects will be used to indicate a change in the setting or situation. The sound effects we intend to use are (in order or appearance): alarm clock, voiceover of mother shouting from downstairs, school bell, footsteps, door opening, school atmosphere/background noise, door slamming shut, voiceover of headmaster from outside the frame. "127 Hours" uses similar music and sound effects to convey the fast-paced lifestyle of the main character as well as his isolation. The only dialogue in its opening is a voiceover of a recorded phone message, and our film opening is also lacking in clear conversation.

R+P Post 7: Our film's title and plot outline

Title: The Climb


Synopsis: The social climb of an attractive, but underestimated 16 year old that joins a new school in London, expecting to be at the height of popularity. He finds himself alienated and decides to begin his social climb by throwing a party and ends up being disloyal to his real friends. He realises that he has lost his identity and become caught up in an unpleasant situation.


Beginning: Arthur joins a new school in London but starts to notice a social hierarchy and finds himself an outcast. He makes friends with a group of nerds in his class.
Middle: He devises a plot to climb the social ladder but can only do so by betraying the handful of genuine friends that stuck by him.
End: After he encounters problems with the new group he comes to the realisation that he has lost his true identity and turns back to his old friends. He realises that being popular isn't the most important thing in his life, and is glad to have his genuine friends again.


References: A reference for a film with a similar narrative structure would be "Mean Girls" or "Superbad" in which the main characters become distracted by social status and come to realise who their genuine friends are by the end of the film. (new equilibrium). The beginning, middle and end of "Mean Girls" are clearly depicted through Cady's changing perspective and realisation of her own mistakes in a new school. This film also demonstrates the difficulties of fitting in at a high school which our film aims to represent. Another comedy reference would be "Pineapple Express" as it contains similar themes of friendship and loyalty between the 3 main characters. The beginning sets out the character of Dale Denton, but following a series of events he finds himself in a friendship with Saul and Red that he had not anticipated. This type of ending is typical of comedy or indie films (including "Superbad", "Little Miss Sunshine", and "Mean Girls") in which arguments are resolved and here is no further conflict between characters.

Narrative theories included:

Todorov - Todorov saw underlying structures to narratives. He argued that stories all begin in "equilibrium" which is disrupted by a problem to cause "disequilibrium". Then more events take place before a "new equilibrium" is established. (Our film follows this structure in its narrative, the new equilibrium is reached through Arthur's realisation of his true friends and that he has been caught up trying to prove himself to other people).

Levi Strauss - Binary opposites as a conflict between two sides (in this case, conflict between the "popular" and "unpopular" at school).

Barthes - Barthes suggested that narrative works with different codes which the viewer tries to make sense of. The most obvious is the use of enigma codes which will be solved by the audience throughout the plot. Enigma codes are typical of indie films as they make the audience work but allow them to enjoy the film when solved correctly. (They are incorporated in our opening sequence during the corridor scene to connote social stereotypes).