For this project what we were required to do was create a video from a script which we were given by our teacher. The first thing we had to do was break down the script into different shots so that we could create a storyboard from it. Once I had studied the script in-depth I began to draw up my storyboard.
Here is the storyboard that I created and the script that I created it from:
The Process of Storyboarding
The first step I took in this process was to break down the script. In order to do this I highlighted parts of the script which would need to be included in my storyboard. This involved sections of the script which described setting, facial expressions, character positions and props, meaning that I would need to have several frames in my storyboard. After I had gone through the script I began to draw my storyboard, using some coloured pencils so that, when shooting, I would know exactly what I needed.
Preparation
Although everyone in the class drew their own storyboards for this script, our teacher only chose four storyboards and then split us up into four different groups. The director of each group was the person who had created the storyboard that the group was going to use, and in my case I was lucky enough to be the director of my group.
The first thing that we did was to look through my storyboard as a team to make sure that everyone understood what was happening in each frame, and the part of the script that each shot related to. After this we decided on who will play what character and what props we would need. In the end we decided that the only prop we would need is some water which we would later dab onto one of the actors' foreheads to enhance the characters' nervousness. Once we were all content with what we needed and what each of us were doing, we began shooting our short film.
Filming
During filming, in order to take a successful shot we had to look at the storyboard carefully and use this to define exactly where we wanted this shot to be taken from. One problem that we encountered, however, was that for some of the shots we needed crowds of schoolchildren. The problem was that when we were shooting it was actually lesson time so there were very few schoolchildren around, meaning that we would not be able to capture this shot exactly as we had wanted to. But we managed to overcome this problem by using some people from other groups who were happy to help us out.
Overall the whole shooting process went rather smoothly and it was good fun to film our first ever project in AS media studies. Our mini film was also quite successful because we managed to pretty much perfect the majority of our shots. However, there are, of course, areas of our project that we need to improve on for next time which you can read about in my evaluation below.
Evaluation
1. How effectively did your group utilise cinematography to convey meaning? Give examples.
Our group used cinematography relatively successfully to convey meaning. Although there were not many shots which had a strong meaning, overall we did this quite well. One example of when we achieved this is when we did a close-up of David's (character) forehead. Just before we took this shot we had attempted to dab some water onto the actor's forehead, to give the impression that he was sweating slightly. However, despite the fact that you could actually see the water on his forehead slightly, the shot was not properly in focus which we did not realise until it was too late. So actually this shot did not manage to convey meaning properly. On the other hand, one shot that did succeed fairly well in using cinematography to convey meaning is the close-up of the girl flicking her hair a little. By using a close-up we were able to show the audience her facial expressions in more detail, so that they could see that she was smiling quite a lot. Along with the hair action, this conveyed meaning well by telling the audience that the girl was happy to have David's attention on her.
2. How effectively did your group utilise mise-en-scene to convey meaning?
All in all our group did not particularly use mise-en-scene to convey meaning which is one area which we need to improve on. However one way in which our group did do this was by filming the characters of David and the girl standing by a metal fence. This fence symbolised how these two characters were separated from each other and it also represented the barriers that they faced between them. Also, a more simplistic way in which we achieved this can be seen in our opening scene when the camera shows groups of students doing work and chatting, demonstrating that this short film is set in a school.
The first step I took in this process was to break down the script. In order to do this I highlighted parts of the script which would need to be included in my storyboard. This involved sections of the script which described setting, facial expressions, character positions and props, meaning that I would need to have several frames in my storyboard. After I had gone through the script I began to draw my storyboard, using some coloured pencils so that, when shooting, I would know exactly what I needed.
Preparation
Although everyone in the class drew their own storyboards for this script, our teacher only chose four storyboards and then split us up into four different groups. The director of each group was the person who had created the storyboard that the group was going to use, and in my case I was lucky enough to be the director of my group.
The first thing that we did was to look through my storyboard as a team to make sure that everyone understood what was happening in each frame, and the part of the script that each shot related to. After this we decided on who will play what character and what props we would need. In the end we decided that the only prop we would need is some water which we would later dab onto one of the actors' foreheads to enhance the characters' nervousness. Once we were all content with what we needed and what each of us were doing, we began shooting our short film.
Filming
During filming, in order to take a successful shot we had to look at the storyboard carefully and use this to define exactly where we wanted this shot to be taken from. One problem that we encountered, however, was that for some of the shots we needed crowds of schoolchildren. The problem was that when we were shooting it was actually lesson time so there were very few schoolchildren around, meaning that we would not be able to capture this shot exactly as we had wanted to. But we managed to overcome this problem by using some people from other groups who were happy to help us out.
Overall the whole shooting process went rather smoothly and it was good fun to film our first ever project in AS media studies. Our mini film was also quite successful because we managed to pretty much perfect the majority of our shots. However, there are, of course, areas of our project that we need to improve on for next time which you can read about in my evaluation below.
Evaluation
1. How effectively did your group utilise cinematography to convey meaning? Give examples.
Our group used cinematography relatively successfully to convey meaning. Although there were not many shots which had a strong meaning, overall we did this quite well. One example of when we achieved this is when we did a close-up of David's (character) forehead. Just before we took this shot we had attempted to dab some water onto the actor's forehead, to give the impression that he was sweating slightly. However, despite the fact that you could actually see the water on his forehead slightly, the shot was not properly in focus which we did not realise until it was too late. So actually this shot did not manage to convey meaning properly. On the other hand, one shot that did succeed fairly well in using cinematography to convey meaning is the close-up of the girl flicking her hair a little. By using a close-up we were able to show the audience her facial expressions in more detail, so that they could see that she was smiling quite a lot. Along with the hair action, this conveyed meaning well by telling the audience that the girl was happy to have David's attention on her.
2. How effectively did your group utilise mise-en-scene to convey meaning?
All in all our group did not particularly use mise-en-scene to convey meaning which is one area which we need to improve on. However one way in which our group did do this was by filming the characters of David and the girl standing by a metal fence. This fence symbolised how these two characters were separated from each other and it also represented the barriers that they faced between them. Also, a more simplistic way in which we achieved this can be seen in our opening scene when the camera shows groups of students doing work and chatting, demonstrating that this short film is set in a school.
3. How effectively did your group utilise sound to convey meaning? Give examples.
In my opinion, this was one of the things our group did most well on. We thought about sound carefully and how and where it should be used in our mini film. As we have been taught, we knew that sound was an incredibly important part of filmmaking which told us that we really needed to think carefully about what sounds we would use. For example, in my storyboard the school bell rings halfway through the characters' conversation. So when it came to editing, we knew that at this point we would have to edit in the sound of a school bell ringing since, as it was lesson time when we were shooting, the school bell did not ring. Another way in which we used sound to convey meaning is in our opening scene when the camera is showing the setting. For this shot we put a soundtrack of music playing in order to show the audience that this was breaktime, when students are allowed to sit back and relax for a while. The music that we used conveyed this meaning because it has quite a laid-back feel to it but also implies that the students were having fun as well.
4. How well did your group work together on this project? What would you do differently next time? Our group worked well together on this project and there was good cooperation between each team member. As director, I was responsible for making sure that everyone knew what they were doing and were happy with this. Overall we all contributed to this project and got on well with one another. Although there were a few issues at the beginning about who would play which character, we eventually got over this once we had decided. Next time it would be good to vary the roles a little more as each person was essentially given one part to play. Although this was organised and worked well, I think it would be more enjoyable for people to change roles and get a taste of something new. Also for this project we only had one person editing, who was happy to do this, but in the future we should have a few more people helping with the editing process at the same time in order to speed things up a little.
5. What have you learned from this that you can take into your next project?
Specifically to our short film, I have learnt that you do not need a very lengthy opening scene. As long as you have set the scene and it is clear to the audience where it is and vaguely what is happening, then you can go straight into the action part. Another thing which I have learnt is that you always need to check properly that your shots are in focus before you take them, because otherwise they will be pretty much useless if they are out of focus and the audience will not understand what is going on. Furthermore for future projects I now know that it is always better to cut in than to cut out of a shot. For example, in one part of out mini film we cut into a shot and then out of a shot which I now know is a mistake which is to never be made again.
In my opinion, this was one of the things our group did most well on. We thought about sound carefully and how and where it should be used in our mini film. As we have been taught, we knew that sound was an incredibly important part of filmmaking which told us that we really needed to think carefully about what sounds we would use. For example, in my storyboard the school bell rings halfway through the characters' conversation. So when it came to editing, we knew that at this point we would have to edit in the sound of a school bell ringing since, as it was lesson time when we were shooting, the school bell did not ring. Another way in which we used sound to convey meaning is in our opening scene when the camera is showing the setting. For this shot we put a soundtrack of music playing in order to show the audience that this was breaktime, when students are allowed to sit back and relax for a while. The music that we used conveyed this meaning because it has quite a laid-back feel to it but also implies that the students were having fun as well.
4. How well did your group work together on this project? What would you do differently next time? Our group worked well together on this project and there was good cooperation between each team member. As director, I was responsible for making sure that everyone knew what they were doing and were happy with this. Overall we all contributed to this project and got on well with one another. Although there were a few issues at the beginning about who would play which character, we eventually got over this once we had decided. Next time it would be good to vary the roles a little more as each person was essentially given one part to play. Although this was organised and worked well, I think it would be more enjoyable for people to change roles and get a taste of something new. Also for this project we only had one person editing, who was happy to do this, but in the future we should have a few more people helping with the editing process at the same time in order to speed things up a little.
5. What have you learned from this that you can take into your next project?
Specifically to our short film, I have learnt that you do not need a very lengthy opening scene. As long as you have set the scene and it is clear to the audience where it is and vaguely what is happening, then you can go straight into the action part. Another thing which I have learnt is that you always need to check properly that your shots are in focus before you take them, because otherwise they will be pretty much useless if they are out of focus and the audience will not understand what is going on. Furthermore for future projects I now know that it is always better to cut in than to cut out of a shot. For example, in one part of out mini film we cut into a shot and then out of a shot which I now know is a mistake which is to never be made again.
