Project Log - Week 3

Lesson 1: I spent my time finishing off my institutional credits time line, which I started in a previous lesson, last week. I chose to analyse the opening sequence of 'Submarine'. This task was done manually on a large A3 paper. My time line consisted of every graphics detail, like institutional information, it included all the types of sound/music heard, like foley sounds of a train going past. Furthermore, I wrote down everything that could visually be seen ( and also including camera language/ mise en scene), like a pan and close up of a pair of feet walking across a field. Lastly, I marked out every time there was an edit, such as dissolves, cuts, sweeps etc. When I had finished this task, it become more evident, that loads of graphics are used and that there are many reasons why, for instance graphics of crew, cast etc, could be done purposefully done as a promotional tool and a selling point or maybe for reputation reasons, so the audience remember these names. Furthermore, I learnt that graphics withhold a lot of information for the audience and provides hints about what the film may be about. For example, if a graphic was in a italic pink writing and had daises and piece signs around it, I would as an audience assume that the film may be set in the 70's because the graphics seem fun,colourful and hippy. My sequence, Submarine, was very simple and had that minimalistic style. It was a very unconventional opening, as it only presented the institutions and did not introduce the cast and crew etc. I assume this was done on purpose, because the characters where unknown and did not need an introduction. It eases the audience into the film, but also it could be to get the audience to raise enigma codes and ask instantly, " Who is this boy?, What's his name?". Therefore grabbing the audiences attention.

Task - Institutional Credits Time line

Lesson 2: My partner and I, were assigned the task to go an capture two images, that we thought connoted a positive and negative representation of Britain, within the school. For the positive representation (left), we took a picture of a class working. This connoted how students in Britain are hard working, serious and highly educated, as they want to be successful. For the negative representation (right) we took a picture of a fence, which had barb wire, lifeless trees, a skip and a flat in the background. The flats signifies poverty and the barbed wire, establishes restrictions and danger. This overall gives a dull and messy image of Britain.

After taking these pictures, we received feedback from our teacher and how he would change the picture to really reinforce the idea of a negative and positive representation. For the positive image, he suggested to place the camera under a students arm, so you can see the pupil writing and the textbooks etc on the table, therefore really establishing a hardworking and dedicated student. For the negative image, he suggested to go a bit closer and take the picture from the side, as well as have someone maybe rummaging through the skip. This portrays poverty and enforces a negative representation of desperation.

I was introduced to the visual style of British Social Realism. The lesson focused on how mise - en - scene and camera language are manipulated into order to represent a theme and establish the genre of British Social Realism

Task - None set

Lesson 3: This lesson was focused on how opening sequences use sounds to emphasis aspects of what the film contains. For instance popular music from a certain era, may be used in an opening to foreshadow what the era of the film is set in. There are two types of sound - Diegetic Sounds ( which the characters can hear) e.g. dialogue and Non Diegetic Sounds ( which that characters cannot hear) e.g. Voice overs. I found out that British Social Realism films, use little diegetic sounds. By doing this is raises more enigma codes, therefore engaging the audience to find out more. Me and my peers, then observed 4 opening sequences that used sound in interesting ways, to bring across specific preferred readings to their audience about the film.

Anita And Me

The music played possess an exotic tone, that is warm and light hearted, therefore connoting that this film is set or has a Asian character. Furthermore, the foley sounds of the ripples of pool water, connote that it may be spring. Non diegetic sounds are used, for instance there is a voice over that directly addresses the audience, in 1st person and may be biased. Moreover, the voice over carries a child's tone of voice, therefore establishing that the main characters are very young and innocent. Later, the voice over finally matches the Asian girl we see, this anchors the meaning, as the sound and image support each other. Lastly, the background music - hi ho silver linings is being played. Its a 70's song, therefore establishing the era. In addition, the tone of the music is very happy and quite hippy. This has the ability, to make an older audience reminisce.

This Is England

The music plays throughout the whole opening sequence. Its of a reggae genre and very soulful. It sets up the era, because its what a group of people called skins listened to a lot. Furthermore, at certain times its synchronous, for instance when something blows up. This gives it an element of a smash mouth opening, as its loud and shocks the audience.

Drive

The music is non diegetic and is the only type of sound we hear throughout the whole opening. Moreover, it is modern but changed to fit the era of the 80's. The music holds a dark tone and this is reinforced through the lyrics.

Last King Of Scotland 

At first all the sounds we hear is diegetic. It mostly consists of dialogue and is done purposely, as it reveals a lot about the characters. For instance, at the dinner table the father seems to be talking a lot and the boy seems to be giving short replies. This connotes how the father is out of touch with his child and this is further reinforced when he talks about wanting his son to be the 'family doctor' but the son does not reacted, this signifies how the father does not know of his child's needs. Then there is music, which is very upbeat and lively. Its evident its African music, due to the location the character is in. Therefore, the sounds and images support each other.

Task - Analysing Sound in British Social Realism

Lesson 4: This lesson focused on how editing is used to portray themes, characters and location.

Task - Visual Style Of British Social Realism

What have you learnt about opening sequences and title devices?

I have learnt that opening sequences should not try to squeeze the whole narrative in. Instead it should grab the audiences attention, by maybe making a smash mouth opening, which will shock the audience, or maybe ease the audience in and it all depends on the narrative. I have also learnt graphics are a huge part of the opening, they connote a lot about what the films about and gives tiny hints to the audience. For example, if the graphic is bold and a metallic silver, it connotes that the film holds a cold tone or another reading may be that there's something strong and confident in the narrative or character. 

How will this inform your production?

In my production I will make sure to have a strong narrative, that has clear themes. I will make sure that my graphics of cast, crew and institutional informational, all tie in with my narrative. I will pick music that has relevance and really sets the time and era. I also want the style of the mise en scene, camera language and editing all mean something and represent my characters, themes and location in a specific way, depending on my narrative. Lastly, I want to end on a cliff hanger and raises enigma codes, that will get my audience wanting more.

What methods might you use in the opening and why?

In my opening I might use a smash mouth opening. I got this inspiration from This Is England and London to Brighton because when I watch the opening it shocked me, and as an audience it made me assertive because it was loud and chaotic. I also might use a montage because it helps to develop the characters and gives hints about them. Lastly, I may use a non linear start because it grabs the audiences attention and interests them. I got this inspiration from London to Brighton cause at the start you see Kelly and Joanne in a public toilet, looking very trampy and Kelly has a huge puffed up black eye. Instantly as an audience, I want to know how they go into this situation and who punched Kelly?, therefore this grabs my attention because I am going to stay put to answer my questions. If I do use these methods in my own production correctly, then I will be conforming to the brief, as these methods are very typical to British Social Realism.