stephanie zantiras research and planning powerpoint
TRANSCRIPT
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MEDIA COURSEWORK RESEARCH & PLANNING
Name: Stephanie Zantiras
Candidate Number: 2024
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PRIMARY RESEARCH - QUESTIONNAIRE
1. What is your gender?
Female Male(circle as appropriate)
2. What is your age?
12 to 18
19 to 25
25+
(circle as appropriate)
3. What is your favourite film genre?
_____________________________________________________
4. What would you expect to see in a romantic comedy?
Realistic Settings
Funny Situations
Rivalry
Friendship
Romance
Feel Good Music
(circle as appropriate)
5. Do you think that Rom Coms shown in the media
influence peoples behaviour?
Yes No
(circle as appropriate)
6. What is your favourite Rom Com film?_____________________________________________________
7. What gender would you prefer the protagonist to be?
Female Male(circle as appropriate)
8. How do you prefer a film to end?
Protagonist Wins
Antagonist Wins
Cliffhanger
(circle as appropriate)
9. Does the actor choice influence you when deciding whether
or not to watch a film?
Yes No
(circle as appropriate)
10. How often do you visit the cinema?
Once A Week
Once A Month
Once Every 6 Months
(circle as appropriate)
11. How important are the first ten minutes of a film to you?
Very Important
Important
Somewhat Important
Not Important
(circle as appropriate)
This is the questionnaire we created and will ask people to fill in so we can gain information that will be helpful to us when
making decisions regarding the creation of our media product.
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PRIMARY RESEARCH EXAMPLE OF QUESTIONNAIRE
This is the an example of one of the twelve questionnaires that has been completed, and we will now use this along with the
rest of the a
nswered questionnaires to get information that will help when making decisions about our opening sequence.
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PRIMARY RESEARCH QUESTIONNAIRE ANALYSIS
Graph 1 shows that three quarters of the people who filled out
the questionnaire were female and one quarter were male (nine
females, three males). This is good because it is probably more
important to find out the opinions of females, as romantic
comedies are stereotypically watched more by women. It is
likely that this stereotype comes from the idea that the romance
topic appeals to women more than men, and they therefore use
romantic comedy films as a form of escapism and personalentertainment (uses and gratification theory). This graph also
helps to identify our target audience as women. This information
helps us with our coursework because it tells us that the people
likely to watch our opening sequence are women so we can base
the likelihood of its success on how much it would appeal to a
female audience.
1. What is your gender?
Male
Female
2. What is your age?
12 to 18
19 to 25
25+
Graph 2 shows that three quarters of the people who filled out
the questionnaire were teenagers aged between 12 and 18 (nine
people). This enables the identification of our target audience,
which is young people. The certificate of our film is 12, therefore
anyone below the age of 12 shouldnt really be watching our
opening sequence. The reason for this certification is that topics
in romantic comedies are too mature for young children (e.g.
love, sexual relationships) and may influence them (hypodermicneedle theory). Of the rest of the people who filled out the
questionnaire, two were between 19 and 25, and one was over
the age of 25. As these people are still of fairly young ages, some
of them may fall into our target audience, so it is useful to gain
information on their opinions of romantic comedies, as well as
information from people that we are directly targeting.
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PRIMARY RESEARCH QUESTIONNAIRE ANALYSIS
Graph 3 shows that almost half the people we interviewed prefer romance, 1/3 of them prefer comedy, and 1/4 of them
prefer horror. Using this information, we have decided to base our coursework on the romantic comedy genre, as this is
what the majority of our target audience likes. This Information helps us with our coursework because it allows us to create
our opening sequence knowing that comedy (a convention typical of a romantic comedy film) is well liked, as well as
romance being a liked film genre, suggesting that our media product will be successful.
0 1 2 3 4 5 6
Horror
Romance
Comedy
3. What is your favourite film genre?
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PRIMARY RESEARCH QUESTIONNAIRE ANALYSIS
Graph 4 shows that all people expect to see funny situations and romance in a romantic
comedy, which is obvious because these attributes define a Rom Com film. Most people
expect feel good music and friendship. This is probably because the mood of a romanticcomedy is cheerful, friendly and upbeat, and the audience expects a certain mood from a
Rom Com film which makes them happy; the audience therefore uses romantic comedies to
make themselves feel good (uses and gratification theory). Some expect rivalry and realistic
settings, probably because these are aspects of real life that could be adopted into romantic
comedies. It is likely that people expect all of the above conventions because of the
stereotypical contents of a romantic comedy which are planted in their minds and they
therefore expect the same conventions in all other romantic comedies (hypodermic needle
theory). This Information helps us with our coursework because it gives us examples of
what we could include in our media product in order to make it a successful representation
of the opening sequence of a romantic comedy.
4. What would
you expect to see
in a romantic
comedy?
Realistic Settings
Funny Situations
Rivalry
Friendship
Romance
Feel Good Music
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PRIMARY RESEARCH QUESTIONNAIRE ANALYSIS
Graph 5 shows that half of the people who filled out the
questionnaire believe that romantic comedies influence people,
and half do not. This does not particularly help us as there areequal results for each condition. This information allows the
assumption that in general there are two different types of
behaviour adopted by people when they see films, and these
two categories are approximately equal: some people can be
applied to the uses and gratification theory, whereby people go
to see films because they want entertainment, and they use
films as a form of escapism from reality, but they are not
influenced by the situations, themes, characters or ideas
represented in the films they see; some people can be applied to
the hypodermic needle theory, whereby when they go to see
films for whatever reason, the topics on which the film is based
and some of the ideas that are presented in the film can
influence people by changing their opinion on that specific idea,
whatever it may be. This Information helps us with our
coursework because it makes us aware of the fact that we
neednt worry too much about whether the ideas in our media
product will influence people, because there arent that many
easily influenced audience members.
0
1
2
3
4
5
6
7
Yes No
5. Do you think that Rom Com's
shown in the media influences
peoples behaviour?
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PRIMARY RESEARCH QUESTIONNAIRE ANALYSIS
Graph 6 shows a selection of romantic comedy films that people like and have therefore chosen as their favourite Rom Com. Some
of these films are a few years old, such as 10 Things I Hate About You made in 1999, American Pie made in 1999, which means that
these films are memorable for being good romantic comedies, and are still favourites years after their creation. These kind of fi lms
are definitely films to admire, as they have been incredibly successful. This information is good because it shows us what kind of
films are well liked, and recognised as the most successful Rom Com films. These films are probably considered the best romantic
comedies because they contain typical aspects of a Rom Com that people have been taught to associate with all romantic comedy
films (hypodermic needle theory). This Information helps us with our coursework because it gives us an idea of what our mediaproduct should resemble in order to be successful, and what kind of films we should look at and aspire to create. This information is
also useful because it can be used to improve the quality of our opening sequence: we can watch some of these films and learn the
general structure, characterisation and ideas, which will make it easier for use to make our media product because we will have lots
of films on which we can base our own.
6. What is your favourite 'Rom Com' film?
500 Days Of SummerValentines DayThe Change Up13 Going On 3010 Things I Hate About YouThe ProposalPS. I Love YouBride WarsNo Strings AttachedHow To Lose A Guy In 10 DaysAmerican PieNew Years Eve
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PRIMARY RESEARCH QUESTIONNAIRE ANALYSIS
Graph 7 shows that half of the people who filled out the
questionnaire would prefer the protagonist to be male; this
could be for personal reasons (e.g. visually appealingprotagonist, protagonist to whom one can relate), meaning
the uses and gratification theory can be applied to them as
they are an active audience. This could also be due to the fact
that most films they have seen contain a male protagonist, so
they feel that this would be more appropriate based on what
they have already seen (hypodermic needle theory). The
other half of the people who filled out the questionnaire
either didnt mind the gender of the protagonist, or preferred
a female protagonist. This Information helps us with our
coursework because we know what people prefer, so we cancreate our opening sequence with certain attributes based on
what our target audience wants.
0 1 2 3 4 5 6 7
Male
Female
Either
7. What gender would you prefer the protagonist to be?
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PRIMARY RESEARCH QUESTIONNAIRE ANALYSIS
Graph 8 shows that actor choice is a key part of most peoples decision making: 10 of the 12 people who filled out the
questionnaire say that they are heavily influenced by actors in a film when choosing whether or not to see it. This is
probably because they have a selection of actors that are their favourites, and they like films because one of those actors
are in it/they see films to satisfy them wanting to see a film with one of their favourite actors in it (uses and gratification
theory). This Information helps us with our coursework because, although we cannot cast famous actors in our opening
sequence, we can cast people that are talented actors, as this is likely to appeal to the audience, perhaps not as much as
the audience members favourite actors, but it will hopefully appeal to them enough for them to like it.
0 2 4 6 8 10 12
Yes
8. Does the actor choice influence you when deciding whether or not to watch a
film?
Once A Week
Once A Month
Once Every 6 Months
0 1 2 3 4 5 6 7 8 9 10
9. How often do you visit the cinema?
Once A Week
Once A Month
Once Every 6 Months
Graph 9 shows that most of the people who filled out the questionnaire visit the cinema approximately once a month
(nine people). This may be due to several reasons, such as they dont have time to go more frequently, they cannot afford
to go more frequently, or there arent any more films that they would want to see. This Information doesnt really help us
with our coursework because there are no alterations we can make to our coursework based on this information. It is
however useful to know how often people visit the cinema, as it suggests a reason that people go to the cinema: every so
often, people want to escape from reality and seek a form of entertainment that can help them do so. One of the ways in
which they can do this is by going to the cinema, and using a media product like a film to temporarily distract them from
reality (uses and gratification theory).
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PRIMARY RESEARCH QUESTIONNAIRE ANALYSIS
Graph 10 shows that three quarters of the people who filled out the questionnaire (nine people)
would prefer it if the protagonist won at the end of a film. This is probably to satisfy the expectations
they have gained from previous romantic comedy films (hypodermic needle theory). Some people
did however want other outcomes (antagonists victory or cliffhanger), however these outcomes are
preferred by the minority of the people who filled out the questionnaire, and we need to please the
majority of our target audience. This information is good because usually in romantic comedies the
protagonist wins, so we want our film to end with the protagonist winning so it is a good
representation of a romantic comedy. This is also good because our target audience wants the same
thing to happen. This Information helps us with our coursework because, although we will not be
creating the end scene of our film, just the opening sequence, we can still write our movie with theoutcome of the protagonist winning, which will satisfy most members of our target audience. Also,
as we are making the opening sequence of a film, we will be introducing the characters to the
audience, and it is important that the audience like the protagonist in order to want them to win.
10. How do you prefer a film to end?
Protagonist Wins
Antagonist Wins
Cliffhanger
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PRIMARY RESEARCH QUESTIONNAIRE ANALYSIS
Graph 11 shows us that, to most people, the first ten minutes of a film are very important. This is probably
because it gives a general idea about the rest of the film and how good it will be/what it will be like. People
probably rely on the first couple of scenes of a film to determine whether they will continue to watch the film or
not. This Information helps us with our coursework, and is probably the most helpful set of results, because it is
aimed specifically at the opening of a film, and the media product that we are creating is an opening sequence.
Therefore, this information shows us that it is essential that our opening sequence is interesting, amusing, and
makes the audience want to carry on watching the film.
01234567
Very Important Important Somewhat Important Not Important
11. How important are the first ten minutes of a film to you?
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The following 10 directors are the top 10 film directors of the romantic comedy genre. These are all good directors
because they have grasped the idea of what makes a good romantic comedy film and in doing so have become some of the
best directors of that genre by creating some of the best romantic comedy films, as recognised by people who carried out
our questionnaire. The techniques used in most of these films are all similar. Shots between two people are close ups tomake them seem more personal. Also, establishing shots are used at the opening of most scenes within these films to
establish the mise en scene as a typical location of a romantic comedy e.g. a school, house, workplace, restaurant. We will
use the information on these directors and these films to get ideas and inspiration for our coursework in terms of what
shots to use, what lighting to use, and the type of music to add to our sequence.
The films highlighted in RED are the favourite romantic comedy films of the people who filled out our questionnaire.
1. Garry Marshall
Born November 13th 1934
From New York
Pretty Woman (1990)
Runaway Bride (1999)
The Princess Diaries (2001)
Valentines Day (2010)
New Years Eve (2011)
Source of Information
2. Richard LaGravenese
Born October 30th 1959
From New York
Living Out Loud(1998)
PS. I Love You (2007)
Source of Information
3. Gil Junger
Born November 7th 1954
From New York
10 Things I Hate About You (1999)
My Fake Fianc (2009)
Beauty & The Briefcase (2010)
Source of Information
4. Donald Petrie
Born April 2nd 1954
From New York
The Favour (1994)
How To Lose A Guy in 10 Days (2003)
Just My Luck (2006)
Driving Aphrodite (2009)
Source of Information
SECONDARY RESEARCH TOP 10 DIRECTORS
http://www.imdb.com/name/nm0005190/http://www.imdb.com/name/nm0481418/http://www.imdb.com/name/nm0432627/http://www.imdb.com/name/nm0677953/http://www.imdb.com/name/nm0677953/http://www.imdb.com/name/nm0432627/http://www.imdb.com/name/nm0481418/http://www.imdb.com/name/nm0005190/ -
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SECONDARY RESEARCH TOP 10 DIRECTORS5. Ivan Reitman
Born October 27th 1946
From Slovakia Legal Eagles (1986)
Fathers Day (1997)
My Super Ex-Girlfriend (2006)
No Strings Attached (2011)
Source of Information
6. Paul Weitz
Born November 19th 1965
From New York
American Pie (1999)
Down To Earth (2001)
About A Boy (2002)
In Good Company (2004)
Little Fockers (2010)
Source of Information
7. Marc Webb
Born August 31st1974
From Indiana
500 Days of Summer (2009)
Source of Information
8. Gary Winick
Born March 31st1961
From New York Tadpole (2000)
13 Going On 30 (2004)
Bride Wars (2009)
Letters To Juliet (2010)
Source of Information
9. David Dobkin
Born June 23rd 1969
From Washington
Wedding Crashers (2005)
Mr. Woodcock (2007)
The Change-Up (2011)
Source of Information
10. Anne Fletcher
Born May 1st1966
From Michigan
27 Dresses (2008)
The Proposal (2009)
Source of Information
http://www.imdb.com/name/nm0718645/http://www.imdb.com/name/nm0919369/http://www.imdb.com/name/nm1989536/http://www.imdb.com/name/nm0935095/http://www.imdb.com/name/nm0229694/http://www.imdb.com/name/nm0281945/http://www.imdb.com/name/nm0281945/http://www.imdb.com/name/nm0229694/http://www.imdb.com/name/nm0935095/http://www.imdb.com/name/nm1989536/http://www.imdb.com/name/nm0919369/http://www.imdb.com/name/nm0718645/ -
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SECONDARY RESEARCH GENRE GRID 1
FILM 500 Days of Summer
DIRECTOR Marc Webb
RELEASE
DATE
2nd September 2009
GENRE Comedy, Romance, Drama
ACTORS &
CHARACTERS
Joseph Gordon-Levitt as Tom, Zooey Deschanel as Summer, Chloe Moretz as
Rachel, Geoffrey Arend as McKenzie, and Matthew Gray Gulber as Paul.PLOT
SUMMARY
Tom has a new assistant, Summer, and as they spend more time together they
get closer. Then a series of disagreements, arguments and a betrayal on
Summers part drives them apart. In the end, they talk over their relationship
and go their separate ways. Summer gets married and Tom meets a new girl,
Autumn.
LOCATION Set in Los Angeles. Buildings involved in the film include the Los Angeles Music
Centre, the towers of California Plaza, the Fine Arts Building, and the BradburyBuilding.
COSTUMES American attire. For the men: suits, ties, sweater vests, blazers, t-shirts, and
jeans. For the women: dresses, skirts, shorts, blouses, and shirts.
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SECONDARY RESEARCH GENRE GRID 2
FILM Valentines Day
DIRECTOR Garry Marshall
RELEASE
DATE
12th February 2010
GENRE Comedy, Romance
ACTORS &
CHARACTERS
Jessica Alba as Morley, Jessica Biel as Kara, Bradley Cooper, as Holden, Kathy
Bates as Susan, Jamie Foxx as Kelvin, Jennifer Garner as Julia.PLOT
SUMMARY
More than a dozen Americans navigate Valentine's Day from early morning
until midnight. Three couples awake together, but each relationship will
sputter; A grade-school boy wants flowers for his first true love; two strangers
meet on a plane; and, an "I Hate Valentine's Day" dinner beckons the lonely.
LOCATION Set in Los Angeles. Filmed in various areas: Beverly Hills, Burbank, Los Angeles,
Malibu, Marina del Rey, Santa Monica, The Bistro Garden (12950 Ventura
Boulevard), University High School (11800 Texas Avenue), all in Los Angeles,California, USA.
COSTUMES Typical modern American clothing; depending on profession, the men wear
either casual clothes (jeans, t-shirts, jumpers, jackets) or formal clothes (suits,
shirts, ties, smart trousers). The women wear the same casual clothes like jeans
and t-shirts, however at some points in the film they wear formal dresses.
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SECONDARY RESEARCH GENRE GRID 3
FILM Bridesmaids
DIRECTOR Paul Feig
RELEASE
DATE
24th June 2011
GENRE Comedy, Romance
ACTORS &
CHARACTERS
Kristen Wiig as Annie, Maya Rudolph as Lillian, Rose Byrne as Helen, Melissa
McCarthy as Megan, Ellie Kemper as Becca, Wendi McLendon-Covey as Rita.PLOT
SUMMARY
Annie is a maid of honour whose life unravels as she leads her best friend,
Lillian, and a group of colourful bridesmaids on a wild ride down the road to
matrimony. Annie's life is a mess. But when she finds out her lifetime best
friend is engaged, she simply must serve as Lillian's maid of honour. Though
lovelorn and broke, Annie bluffs her way through the expensive and bizarre
rituals. With one chance to get it perfect, she'll show Lillian and her
bridesmaids just how far you'll go for someone you love.
LOCATION Set in Los Angeles. Filmed in Bayview, Milwaukee, Wisconsin, Chicago.
Buildings involved are the Los Angeles County Arboretum and Botanic Garden.
COSTUMES Typical modern American clothing (jeans, t-shirts, jumpers, jackets) mostly. At
the wedding, the women wear formal dresses and the men wear suits.
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SECONDARY RESEARCH GENRE GRID 4
FILM Friends With Benefits
DIRECTOR Will Gluck
RELEASE
DATE
9th September 2011
GENRE Comedy, Romance
ACTORS &
CHARACTERS
Justin Timberlake as Dylan, Mila Kunis as Jamie, Patricia Clarkson as Lorna,
Jenna Elfman as Annie, Woody Harrelson as Tommy.PLOT
SUMMARY
Jamie is a New York head-hunter trying to sign Los Angeles-based Dylan for her
client. When he takes the job and makes the move, they quickly become friends.
Their friendship turns into a friendship with benefits, but with Jamie's
emotionally damaged past and Dylan's history of being emotionally unavailable,
they have to try to not fall for each other the way Hollywood romantic comedies
dictate.
LOCATION Set in Los Angeles. Filmed partly in Los Angeles and Partly in Manhattan(Midtown and Central Park,) New York.
COSTUMES Typical modern American casual clothing, such as jeans, t-shirts, jumpers,
jackets.
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SECONDARY RESEARCH TEXTUAL ANALYSIS
The Ugly Truth opens with of several high angle
and aerial shots that crab right or forwards to
indicate the movement and pace of the lives of the
people in this location. It is probable that some of
these shots were filmed using a crane. These shots
are also establishing shots of the location. The last
of these shots starts as an aerial shot but tilts
upwards to become a high angle long shot. In
editing a fade in is added to open the film, as are
the visual effects of text on the screen which
Title: The Ugly Truth
Extract: 10 minute opening sequence
Release Date: 5th August 2009
Director: Robert Luketic
Actors: Katherine Heigl, Gerard Butler
Writer: Nicole Eastman
introduce the title and the main cast and crew of the film. The film also opens with non diegetic music which acts as a
sound bridge between the opening shots; this music is part of the films soundtrack. It is also an upbeat, well known pop
song, which sets the mood of the film as fun and cheerful, which is appropriate for a romantic comedy.
The first scene opens with mid shots of a woman (one from a high angle and one from eye level) that are also establishing
shots of her location. These are to introduce her character as the female protagonist, and to establish her costume and
make-up which are appropriate to the romantic comedy genre.
The next shot has ongoing sound: the volume of the non diegetic sound which has been playing over the shots and has
been a sound bridge between all the shots is lowered gradually until it stops, to allow for the diegetic sound of the
dialogue (synchronous sound) between characters. is a one and a half minute long take in which there are no cuts. The
camera follows the female protagonist on a dolly. The camera also tracks in and out to improve the framing of the shot and
show other characters, but the focal point is always the woman. In terms of the mise en scene, this long take shows the
set design of the scene, and the costume and make-up of the actors which are appropriate to the environment: actors
dressed in suits and other formalwear to match the office environment in which they are. During this long take there are
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SECONDARY RESEARCH TEXTUAL ANALYSISsome arc shots which circulate around protagonists.
The camera tracks in and out to create two shots and
mid shots of the characters; it also moves on the dollyto become over the shoulder shots and point of view
shots at times. Continuity editing is used throughout
this scene, to show the pace of the working
environment and also to enable the creation of an
ellipsis in post production. Direct address is used in
this dialogue and the mode of address is professional.
Other sound in this scene is ambient sound of people
talking and phones ringing, which help to set the office environment. For the mise en scene, there are office props e.g. pens,
laptops, folders, telephones etc, and the lighting is bright, all of which are typical of the office environment. These attributescollectively make the studio look as much as an office workplace as possible.
There is a jump cut to the next scene, which opens with an establishing shot of the workplace location which crabs
diagonally right and down to show the characters. There is then diegetic dialogue which is synchronous sound between the
sound and the on screen image. In post production the sound effects of stings have been added over this dialogue to create a
tense, awkward mood.
There is another jump cut to the next scene, which is made
up of mid shots and over the shoulder shots of the female
protagonist and a male protagonist having a conversation
(dialogue, synchronous sound). A reverse shallow depth of
field is used in order to blur out the person whos back is to
the screen. Again, direct address is used here and there is
synchronous sound. This short scene closes with another
jump cut. There is low volume ambient sound of talking and
phones ringing, which keep the office environment obvious.
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SECONDARY RESEARCH TEXTUAL ANALYSISThe next scene is a long take which starts as a reverse angle long
shot, but tracks in gradually to become a reverse angle mid shot.
This long take shot is also a two shot of the female protagonist and
another female character. The mise en scene of this short scene isshown in the shot; the women are in a bathroom, one is wearing
smarter work wear than the other, suggesting they are of a higher
status. There is ambient sound of another woman leaving the
bathroom and closing the door in this scene. The only other sound
in this scene is the dialogue between the women.
The next scene opens with a tracking in long shot of the female
protagonist. The studio is a restaurant, and the lighting is low tosuggest a romantic setting. The costume and make-up of the
characters also suggests this, as the woman is wearing a dress and
the man she meets with is wearing a suit. This scene is made up of
two shots of the man and woman which are also establishing shots
that show they are seated, and mid shots of them, and some at a
table in a restaurant. For the mid shots, a slightly higher angle is
used for the woman, to show her inferiority to the man. There are
also a few over the shoulder shots to enforce the fact that they are
having a conversation. A reverse shallow depth of field is used hereto blur out the person whos back is to the camera, and to make the
person facing the camera the focus of the shot. The sound in the
scene is dialogue which is diegetic and synchronous sound
between the man and woman, and there is also ambient sound
from the other people in the restaurant talking. Collectively, these
shots and mise en scene create a typically romantic setting.
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SECONDARY RESEARCH TEXTUAL ANALYSISThe next scene opens with a high angle long shot
which crabs forwards, and an eye level long shot
which crabs left, both of which show the womanwalking into her house and act as establishing shots
of her location. There is then a close up the first
close up of the film (to show her importance) to
show her facial expression. There is the non diegetic
sound of music in this scene which sets the calm,
disappointed mood. There is also diegetic sound of
the cats meow and ambient sound of the television in
the background. In editing, an insert of a close up of
the remote control is added to show the cat steppingon it and changing the TV channel. This shot was
added in post production to show its importance.
There are then point of view shots (from the womans
point of view) of the TV. This has been edited to be
shown as the womans eye line match. There is then
mid shots of the man on TV and the woman who has
called the man on TV, and there is diegetic sound of
dialogue between them. The end of this scene jump
cuts to the next.
Structurally, these scenes are all short and consecutively only take up approximately the first ten minutes of the film. This is
an ellipsis created in editing, and it has been done to show the fast pace of the protagonists lives. Also, these scenes have
introduced most of the films protagonists, and set the scene in terms of the several most important locations in the film
(protagonists home and workplace). This is important because the audience is likely to have formed their opinion of the film
by now, so these introductory scenes need to act as a representation for what the rest of the film will be like. These scenes
imply that the film will include romance, funny situations, realistic settings, feel good music, friendships and possibly rivalry
(all of which were included in our questionnaire).
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GROUP EVALUATION
PRIMARY RESEARCH
We created a questionnaire in order to find out information about what people look for in films and what they like aboutfilms. More specifically, we asked them about: types of films they like, what they expect in films of certain genres, if they
believe films influence peoples behaviour, what their favourite films are, how they prefer a film to end, if the actors in a
particular film are contributing factors to them choosing to see the film, how often they visit the cinema, and how important
the first few scenes of a film are to them when deciding if they will watch the rest of the film or not. Of the twelve people
who filled in our questionnaire, three quarters were female and three quarters were between the ages of 12 and 18. This
was intentional, as we decided to aim our opening sequence at teenagers because, as teenagers ourselves, we can
instinctively raise ideas that we think teenagers would like.
From the questionnaires, we found out lots of information that led to some of the decisions we made with regard to ourcoursework. For example, the most liked genres were firstly romance and secondly comedy, therefore we have decided to
make our sequence the hybrid genre, romantic comedy. In our opening sequence, we will include realistic settings, funny
situations, some rivalry, friendships, romance and feel good music, as these are the conventions that members of our target
audience think should be in a romantic comedy film. In doing this, we will be meeting our audiences expectations.
We asked people if they thought romantic comedies influence people, and half of them said yes and half said no. This
information is not something we can take into account when making decisions for our work, as the answers were equal for
both conditions. We also asked people what their favourite romantic comedy film is, and this question was not multiplechoice, therefore it gave a chance to write down any film from a wide variety of films. This question gave us 12 different
films, which is beneficial for us because we now have a selection of films from which we can take inspiration with regard to
many different aspects of our opening sequence: locations, props, mise en scene, camera shots, and camera angles. If we
watch some of the films people liked, then we will be more likely to create an opening sequence with the conventions in
these films, and thus please our audience.
Half of the people we interviewed said they preferred a male protagonist, and the other half said they prefer female or they
dont mind. We will have three protagonists; one female and two males; this is therefore us satisfying our audience...
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GROUP EVALUATION...because we are taking into account the fact that most prefer male protagonists by making two of the protagonists male,
and the same with the female protagonists; those who dont mind the gender of the protagonists will also be satisfied
because we will have both gender protagonists in our opening sequence.
Lots of people we interviewed said the first 10 minutes of a film is important when they are deciding if they are going to
watch the rest of the film or not. From this information, we will try our hardest to make sure our opening sequence is as
good as it can be, as our opening sequence would contribute to the viewers decision to watch the rest. If we take into
account all the typical conventions of a romantic comedy film and all the preferences of the people we interviewed, we are
likely to create a successful media product.
SECONDARY RESEARCH
I did some research into the top 10 directors of the romantic comedy genre. To find these directors, I looked at the films that
people considered the best romantic comedy films (from the questionnaire) and I found out who the directors of these films
were. I discovered that these directors had directed other successful romantic comedy films. This information is helpful to
me because I can now watch some of the films created by these directors to get ideas such as most used camera shots,
most used camera angles, types of shots used in certain locations, etc. that will help when creating the opening sequence.
I created 4 genre grids for 4 different films. 2 of these films are films that people favoured in the questionnaire, but 2 are
films that I personally believe are good romantic comedy films. I researched certain information about these films, such as
the characters, where they were filmed, the costumes, etc. From this information, I have gained an idea as to the typical
conventions of a romantic comedy film, and can use this information to help when making decisions about the opening
sequence we will create.
From my textual analysis, I have gained information that helps more specifically with camera shots, sound, editing and mise
en scene. I will use this information when creating the opening sequence, as the film I did the textual analysis on (The Ugly
Truth) is another popular and successful romantic comedy film.
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PRE PRODUCTION TREATMENT
Title:
Media Product: Opening Sequence
Running Time: Two Minutes
SYNOPSIS
BEGINNING Monique, a foreign student comes to London from France because her father was relocated by his company
and has therefore moved to London to work. Monique is a beautiful, attractive girl yet she is seemingly unaware of this. She
meets Chris and Rob, two prominent and mischievous students who go through a series of endeavours to charm Monique,
however she doesnt quite understand and is confused at every one of their hilariously failed attempts to do so.
MIDDLE Throughout the film, Chris and Rob set out to win Moniques heart, their friendship at stake as they compete with
each other to get her attention. To their frustration she is completely oblivious to their interest in her, partly due to her shy
and innocent nature, but also because of the language barrier between them. The middle of the film consists of laughable
attempts on the boys part to win Monique over.
END Moniques friend Jacqueline also moves over to London from France and begins to attend Ravens Secondary School
with Monique. Rob ends up liking Jacqueline, and surprisingly with a few awkward chat up lines, he manages to win her
over. Meanwhile, Chris finally manages to take things to a new level with Monique. Both guys get the girl, which is made
apparent by the end of the film to have been a prerequisite to them settling their friendship once and for all.
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PRE PRODUCTION TREATMENT
CHARACTERS
Monique A 17 year old foreign student from France who comes over to London to study at Ravens Secondary School. She is
beautiful, elegant and attractive. Her innocent, polite and nave character is revealed through her encounters with students
and teachers at the school. She is oblivious to the attention she gets from students like Chris and Rob, and is totally focused
on studying. Regardless of her intentions at her new school, her good looks and sweet demeanour seems to have the
opposite effect on her popularity.
Chris A 17 year old, good looking boy who lives in London and attends Ravens Secondary School. Chris conforms to the
stereotype of a popular boy, he is inherently cocky, egotistical, arrogant and quite delusional as he sees himself aboveeveryone else, he contrasts to Rob in the sense that he gains status through bringing others down and singing his own
praise.
Rob A 17 year old boy who attends Ravens Secondary School, he is a good looking, confident boy, he is the stereotypical
heart throb of Ravens Secondary School, in comparison to Chris tries to act like the heart throb. Rob is laid back, and more
relaxed in situations which makes him conform to the stereotypical cool guy that every girl falls for.
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PRE PRODUCTION TREATMENT
KEY SCENE ONE
The scene opens with photographic images of landmarks in central London and France to set the scene and perhaps plot to
an extent. The scene cuts to a close up of a car door opening but we only see what we assume is Moniques shoes stepping
out of the car. The scene then cuts to a over the shoulder shot of Moniques mum talking to her in French whilst handing
over a dictionary, there are also subtitles to translate French to English for the audience to understand. This further sets her
ethnicity as the audience identifies her heritage. Throughout this Moniques face is not revealed which sets a sense of
enigma and creates tension. The camera then cuts to a panning shot slowly from Moniques shoes upwards. This objectifies
her as a sex icon, which may appeal to a male audience as they may want to identify with her Uses & Gratification Theory.
The camera then cuts to a establishing shot from behind Monique of the students staring at her in awe. This creates further
tension as the audience is kept engaged to find out the reason as to why they are staring. The camera then cuts to arcshot/high angle creating a disoriented aura to the frame. At the same time it reveals her uncanny beauty effectively reaching
the climax point from the built up tension. This conforms to her feelings of vulnerability in a new school much larger than
the private school she had attended in France.
KEY SCENE TWO
The camera cuts to a close up/ low angle of the school bell ringing, the camera then cuts to a long shot/ establishing shot of
students in registration. The camera cuts to a long shot/mid shot of Teacher talking to the students from an angle with thedoor in sight. This enables Monique to enter the frame into the middle section of the rule of thirds with a reverse shallow
depth of field. The camera cuts to a two shot of the teacher introducing Monique. The camera then cuts to a point-of-view
panning shot of Monique scanning the class nervously as she walks to her seat. Behind her a close-up/mid-shot of Chris and
Rob sniggering about her which is the start of the competition sealed with a high five which dissolves into the next scene.
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PRE PRODUCTION TREATMENT
KEY SCENE THREE
The scene opens with a mid shot of Monique getting her books out of her locker, the camera then cuts to a long shot of Chris
and Rob watching Monique, then the camera cuts to a mid shot of Rob telling Chris that he is going to approach Monique.
Chris *open mouthed* is not impressed that he is being left out and as soon as the camera cuts to a long shot/ mid shot
from behind of Rob walking away, the camera then cuts to a close up of Chris shaking his head and hastily following Rob.
The camera tracks Rob walking up to Monique and the camera cuts to a two shot of Rob casually posing against Monique's
locker then it cuts to an over the shoulder shot of Rob attempting to impress and talk to her. The camera then cuts to an over
the shoulder shot (rob) of Chris slamming his body against the lockers looking smug. The camera cuts to a close of Rob
glaring angrily at Chris in an attempt to make him leave which is mirrored by Chris in a close up of his face . There is a mid
shot of Monique innocently smiling and looking at each boy. The camera cuts back and forth quickly between Rob and Chrisas they keep throwing cutting comments at each other ( rhythmical editing) the camera then cuts to a mid shot of Monique
starting to back away, then quickly cuts to a long shot/establishing shot of her walking away. The camera then cuts to a two-
shot of the boys realizing Moniques departure and so the camera cuts to a point-of-view shot of the boys and a low angle
pan shot up her body sexually objectifying her. There is then a close up of the two boys faces in which they realize that she's
gone, they stop bickering immediately and the scene fades out with them getting up and chasing after her. Throughout this
scene there will be a shallow depth of field of students walking down the corridor while the main focus is Rob, Monique and
Chris, this connotes the significance of these three characters.
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PRE PRODUCTION TREATMENT
KEY SCENE FOUR
The scene opens with a tracking shot of Monique approaching the stairs. The camera then cuts to Chris and Rob leaning up
against a wall, they are shown with a long shot allowing the audience to fully establish their attitude and persona. The
camera stays with them allowing younger students to walk in front of them (unnoticed). However when Monique enters the
frame the camera pans slightly to show her importance to the sequence. It follows her to the bottom of the stairs. The
camera then cuts back to Chris and Rob (rhythmical editing building up to chase). It cuts back to the same long shot of the
pair as they realise who has just walked past them. They proceed to chase. The camera then cuts to a mid shot showing the
stairs and corridor and pans slightly as they ascend up the first two steps. The camera then cuts to a low angle looking up
the stairs at floor level watching the boys frantically run up the stairs. As they reach halfway up the stairs the camera cuts to
a high angle finishing their ascent. The camera then pans, following them round the top of the stairs and through the doubledoors where they catch up with Monique. Camera cuts to a shallow depth of field, over the shoulder shot of the boys
approaching Monique from behind. They begin to have a conversation and through the duration of this the camera
alternates between mid shots and point-of-view shots, until the conversation is abruptly cut short by Monique. The camera
instantly cuts to a long shot of Monique walking off into the distance. As Monique approaches door in the corridor the
camera cuts to a long shot from the opposite direction of another male student opening the door for her (new character).
The long shot allows both Chris and Rob to be still in the frame. A reverse shallow depth of field is then created making the
boys the focus of the shot (Monique and friend blurred). The scene then fades to a blackout showing boys standing in shock.
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PRE PRODUCTION SCRIPTSCENE 1
EXTERNAL LOCATION ROAD/SUSSEX WAY
[Monique in the car speaking to her mother]
MONIQUE'S MOTHER: Dont forget your dictionary, AuRevoir.
MONIQUE: Merci Madre, Au Revoir!
VOICEOVER (MONIQUE): (in French) Have you ever felt like
you dont belong, like youve been placed in a position out of
your control. Is this my new life? Is this now were I belong?
SCENE 2
INTERNAL LOCATION CLASSROOM
[Monique enters classroom. Teacher Introducing
Monique to the class]
TEACHER: Class, we have a new student today please make
her feel welcome and no messing about! Especially you two
boys.
[Teacher looks at Chris and Rob a smile playing at the
corner of her lips]
TEACHER: Class, This is Monique, she has come from France,please take a seat in front of those two boys.
SCENE 3
INTERNAL LOCATION LOCKER ROOMS
[Rob and Chris approach Monique who is retrieving her
books from her locker]
ROB: Hello Mademoiselle.
CHRIS: Hola Senorita.
ROB: Dude thats not even French.
CHRIS: Shut up you moron! Coming from the one who got a
U in French.ROB: Ignore him, so its Monique right?
MONIQUE: (nods) Yes.
CHRIS: Rob your flies are undone!
ROB: Dude quit getting in my way.
CHRIS: You look like such a mug mate.
ROB: Speak for yourself senorita.
[Monique ducks under them and walks off]
SCENE 4
INTERNAL LOCATION YELLOW STAIRCASE
[The boys chase Monique up the stairs and talk to her]
ROB: Mademoiselle, where are you off to?
MONIQUE: Um...home
CHRIS: Why dont you come hang with us?
MONIQUE: (looks puzzled) hangs?
ROB: What he meant to say was would you care to join us
and get something to eat after school?
MONIQUE: I am okay thanks, I am just going to go home.
CHRIS: In that case can we grace you with our presence and
come with you (nudges rob and they begin to laugh)
MONIQUE: Its okay I am fine in my own company.
[Monique walks off]
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PRE PRODUCTION SCRIPT
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PRE PRODUCTION SCRIPT
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PRE PRODUCTION STORYBOARDThis storyboard shows the main shots which we will be shooting for every scene. These shots are the most prominent
and the most important shots, as they establish location/mise en scene, characters, props etc.
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PRE PRODUCTION STORYBOARD
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PRE PRODUCTION STORYBOARD
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PRE PRODUCTION STORYBOARD
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PRE PRODUCTION STORYBOARD
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PRE PRODUCTION STORYBOARD
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PRE PRODUCTION STORYBOARD
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PRE PRODUCTION STORYBOARD
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PRE PRODUCTION STORYBOARD
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PRE PRODUCTION STORYBOARD
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PRE PRODUCTION PRODUCTION SCHEDULE
DATE ACTIVITY LOCATION PERSONNEL EQUIPMENT CONTINGENCY
20th
February2012
Filmed
Scene 1
Outside
main gate
and outside
school
office
Crew Roxanna, Demi,
Stephanie, Sam. Actors Connor
Robinson (plays Chris), Tom
Bradbury (plays Rob), Joanna
Taylor (plays Monique), Ms
Mignano (plays Moniques
mother, extras (students)
Camera, Tripod
Storyboard , Scripts,
Microphone, Props
(costume, car,
dictionary)
Film a different scene (if location
unavailable)
Produce a soundtrack (if
actors/location unavailable)
20th
February
2012
Edited
Scene 1
Editing
Suite E21
Crew Roxanna, Demi,
Stephanie, Sam
iMovie, final cut, and
Garage Band
Produce soundtrack/film a
different scene (if crew
members/computer softwareunavailable)
22nd
February
2012
Edited
Scene 1
Editing
Suite E21
Crew Roxanna, Demi,
Stephanie, Sam
iMovie, final cut, and
Garage Band
Produce soundtrack (if crew
members/computer software
unavailable)
24th
February
2012
Filmed
Scene 2
Classroom
E51
Crew Roxanna, Demi,
Stephanie, Sam. Actors Connor
Robinson (plays Chris), Tom
Bradbury (plays Rob), Joanna
Taylor (plays Monique)
Camera, Tripod,
Storyboard, Scripts,
Microphone,
Lighting, Props
(back pack)
Edit scene 1/produce soundtrack
(if location/actors unavailable)
Film a different scene (if location
unavailable)
24th
February
2012
Edited
Scene 2
Editing
Suite E21
Crew Roxanna, Demi,
Stephanie, Sam
iMovie, Final Cut
and Garage Band
Edit scene 1/produce
soundtrack/film a different scene
(if crew members unavailable)
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DATE ACTIVITY LOCATION PERSONNEL EQUIPMENT CONTINGENCY
25th
February
2012
Filmed
Scene 3
Locker
Rooms
Crew Roxanna, Demi,
Stephanie, Sam. Actors Connor
Robinson (plays Chris), Tom
Bradbury (plays Rob), Joanna
Taylor (plays Monique)
Camera, Tripod,
Storyboard, Scripts,
Microphone,
Lighting, Props
Edit scene 1 or 2/produce
soundtrack (if actors/location
unavailable)
Film a different scene (if location
unavailable)
27th
February
2012
Filmed
Scene 4
Yellow
Staircase
Crew Roxanna, Demi,
Stephanie, Sam. Actors Connor
Robinson (plays Chris), Tom
Bradbury (plays Rob), Joanna
Taylor (plays Monique)
Camera, Tripod,
Storyboard, Scripts,
Microphone,
Lighting, Props
Edit scene 1, 2 or 3/produce
soundtrack (if actors/location
unavailable)
27th
February
2012
Edited
Scene 2
Editing
Suite E21
Crew Roxanna, Demi,
Stephanie, Sam
iMovie, Final Cut
and Garage Band
Edit scene 1, 3 or 4/produce
soundtrack (if crew members
unavailable)
29th
February
2012
Edited
Scene 3
Editing
Suite E21
Crew Roxanna, Demi,
Stephanie, Sam
iMovie, Final Cut
and Garage Band
Edit scene 1, 2 or 4/produce
soundtrack (if crew members
unavailable)
2nd March
2012
Edited
Scene 3
Editing
Suite E21
Crew Roxanna, Demi,
Stephanie, Sam
iMovie, Final Cut
and Garage Band
Edit scene 3 or 4/produce
soundtrack (if crew membersunavailable)
4th March
2012
Edited
Scene 4
Editing
Suite E21
Crew Roxanna, Demi,
Stephanie, Sam
iMovie, Final Cut
and Garage Band
Edit scene 1, 2 or 3/produce
soundtrack (if crew members
unavailable)
7th March
2012
Produce
Soundtrack
Editing
Suite E21
Crew Roxanna, Demi,
Stephanie, Sam
iMovie, Final Cut
and Garage Band
Edit scene 4 (if crew members
unavailable)
PRE PRODUCTION PRODUCTION SCHEDULE
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PRE PRODUCTION CONTINGENCY PLAN
SCENE 1 Monique gets out of her mothers car and walks into the school.
LOCATION: we are planning to use the main gate, which is the main entrance into the school, and the small area which leads from the
main gate to the school office. If this location is unavailable, we will have to use the schools other gate, the east wing gate, and theoutside area there as an alternative.
ACTORS: we are planning to use the student Joanna Taylor, for Monique, and the teacher Ms. Mignano as her mother. If Joanna is
unavailable we will have to reschedule filming, as she is the protagonist and needs to be in the sequence. If Ms. Mignano is unavailable
we could either reschedule filming, or use another teacher, as she is only in this scene and gets little screen time. In this scene we are
also planning to use several other students as extras who will just be standing around and socialising with one another. If any of these
students are unavailable, it does not matter because they are only extras and we do not need to see their faces.
PROPS: we are planning to use Joannas car for Moniques mothers car. If this car is unavailable, we can use Ms Mignanos car, or thecar of another teacher, as this car will only be in this scene.
SCENE 2 Monique is introduced to the class by her teacher, Chris and Rob shown.
LOCATION: we are planning to use the E51 classroom. If this classroom is unavailable we will use E50, as it has a similar layout to E51.
ACTORS: we are planning to use Joanna for Monique, students Connor Robinson and Tom Bradbury for Chris and Rob. If these students
are unavailable we will have to reschedule filming, as they are protagonists and need to be in this scene. In this scene we are alsoplanning to use several other students as extras who will be sitting at the desks to make up the class. If some of these students are
unavailable, it does not matter as they are not protagonists, so we can use other students instead.
PROPS: we are not planning to use any props in particular for this scene, as none are necessary. There will be general classroom items
in E51 such as board pens etc, and our actors may choose to use these, however if they are unavailable it will not matter.
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PRE PRODUCTION CONTINGENCY PLAN
SCENE 3 Monique encounters Chris and Rob by her locker.
LOCATION: we are planning to use the locker room for this scene. If this room is unavailable, there is another locker room we can use.
ACTORS: we are planning to use Joanna, Connor and Tom for Monique, Chris and Rob respectively. If these people are unavailable we
will need to reschedule filming, as these actors play protagonists and therefore need to be in this scene. In this scene we are also
planning to use extras who will be socialising with each other, taking items out of their lockers etc. If any of these students are
unavailable it doesnt matter because they are only extras, and other students can be used as alternatives.
PROPS: we are planning to use a selection of books which Monique will take out of her locker while Chris and Rob talk to her. Which
books we use is not important, as it is likely that we will visit the library on the day and pick out a few textbooks.
SCENE 4 Chris and Rob talk to Monique before she walks off and encounters another guy.
LOCATION: we are planning to use the staircase at the front of the west wing, and the corridor at the top of this staircase that leads to
the bridge. If this location is unavailable we can use the staircase at the other end of the west wing, as its structure is the same, apart
from the direction of the corridor, however this difference is not important.
ACTORS: we are planning to use Joanna, Connor and Tom for Monique, Chris and Rob. If these people are unavailable we will need to
reschedule filming as these actors have played these characters throughout the sequence and therefore need to play them in this scene
as well. We are also planning to use another classmate for the student that Monique encounters at the end of the scene. As this is thefirst and only time this character is shown, it doesnt matter who the actor is. We are planning to use another male studentof the same
age as Chris and Rob for this character. In this scene we are also planning to use several other students as extras who will be passing
by, socialising, going to their lessons, etc. Their unavailability does not matter as they are only extras and can be replaced with other
students.
PROPS: we are not planning to use any props in this scene, as props are not important in this scene. We may use bags for some of the
students, to make the school setting more obvious and realistic.
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PRE PRODUCTION SET DESIGNThese are ideas of the locations in which we will be filming and whereabouts we will be filming from. We will use the same
camera to film the whole scene in the specific location. Camera shot 1 will film first, then be moved to where camera shot 2
is labelled and this will film second, then the camera will be moved to where camera shot 3 is labelled, and this will film
third, and this so on. There are no more than 4 shots on each set design, as these are only the most prominent shots.
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PRE PRODUCTION SET DESIGN
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PRE PRODUCTION SET DESIGN
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PRE PRODUCTION SET DESIGN
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PRE PRODUCTION RECCES FORM
Location for Scene 1
Description of the Location: Our first location will be at the main
entrance of the school. We will use the area outside the school gate and
the area inside the school, which is immediately through the school gate.
This location also includes some parking space on the road where the car
in our sequence will be located.
Purpose: This location will create the school environment that is
appropriate for our opening sequence.
Three points that make this location suitable for the purpose:
It will set the time of day as the girl will be getting dropped off and
walking into school so the viewer will learn that it is the morning. It will set the scene of the school as it will show the gates and the
children that attend the school will be in the background.
This location is available to us at any time and does not need to be
booked like a classroom would need to be for example.
Two points that might make this location unsuitable for your purpose:
There will be a lot of children coming into the school, which may
interrupt our filming.
The car in our sequence may get in the way of other cars driving
past/trying to get into the school.
What to be aware of at all times if we use this location: The teachers and
students that will be coming into the school and other cars that need the
parking space that we will be using.
Will you use this location?
Yes
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PRE PRODUCTION RECCES FORM
Location for Scene 3
Description of the Location: Our third location will be the locker room. It
is situated in the school piazza, which is in the middle of all four wings of
the building. It is connected to the east wing of the school. It is a room
with lockers on all four walls and nothing else in the room.
Purpose: This location will create the school environment that is
appropriate for our opening sequence.
Three points that make this location suitable for the purpose:
It will display the typical things that students do, such as getting books
out of their lockers.
It will make the school environment more realistic as it will includeprops e.g. Books
It gives us an extra location to film in as opposed to a classroom, which
gives the audience a better view of the overall school.
Two points that might make this location unsuitable for your purpose:
This room is in use at specific times in the day and is locked for the rest
of the day so may not be appropriate.
Current students use the lockers so we will need to use someone elses
locker, which could be seen as a invasion of their privacy.
What to be aware of at all times if we use this location: When the
caretaker is available to open the room for us to film and if a student will
give us permission to use their locker.
Will you use this location?
Yes
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PRE PRODUCTION RECCES FORM
Location for Scene 4
Description of the Location: Our fourth location will be the corridor in
the west wing, the staircase next to it and a small area of the corridor
that leads to the school bridge. This location is situated at the front of the
west wing of the school.
Purpose: This location will create the school environment that is
appropriate for our opening sequence and show another area of the
school that has not been shown before.
Three points that make this location suitable for the purpose:
It gives us a different area of the school in which to film, and this will
appeal to the viewer. It is a larger location so gives us an opportunity to shoot from different
angles.
It is a location that isnt used in lesson time, which gives us lots ofopportunities to film.
Two points that might make this location unsuitable for your purpose:
In between lessons this location is in use by most students and
teachers in the school.
As it is a fairly large location in comparison to the other locations the
viewer might get confused unless we show most parts of the location in
the shots.
What to be aware of at all times if we use this location: The times that
teachers and students will be using the staircase and corridors.
Will you use this location?
Yes
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PRE PRODUCTION RISK ASSESSMENT
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PRE PRODUCTION BOOKING FORM
Date Room/Equipment Signature
This is the form we will use when we need to borrow equipment from the media department for filming, such as a
camera, tripod, microphone, etc. This form will also be used to book rooms in which we are planning to film.
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Group members present: Roxanna, Demi, Sam, Stephanie
Date: 10th October 2011
Agenda: decide on genre of film, plot of film, possible characters, certification and key scenes. Start to write up treatment
Minutes of Meetings: content of treatment decided, treatment started
Targets: finish treatment
PRE PRODUCTION MEETING AND MINUTES
Group members present: Roxanna, Demi, Sam, Stephanie
Date: 19th October 2011
Agenda: start pre production work, possibly do script/storyboard,
Minutes of Meetings: treatment completed, pre production work discussed
Targets: start some pre production work
Group members present: Roxanna, Demi, Sam, Stephanie
Date: 5th December 2011
Agenda: work on pre production section of coursework
Minutes of Meetings: pre production section further discussed, some tasks started
Targets: continue pre production work
Group members present: Roxanna, Demi, Sam, Stephanie
Date: 12th December 2011
Agenda: work on individual work (secondary research section)
Minutes of Meetings: individual work started
Targets: work on/possibly finish individual work
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Group members present: Roxanna, Demi, Sam, Stephanie
Date: 1stFebruary 2012
Agenda: complete most pre production work
Minutes of Meetings: pre production work completed: treatment, script, storyboard, production schedule, contingency plan, set
design, recces forms, letters of permission Targets: finish as a group: risk assessment, booking form, meeting and minutes
PRE PRODUCTION MEETING AND MINUTES
Group members present: Roxanna, Demi, Sam, Stephanie
Date: 6th February 2012
Agenda: finish pre production work
Minutes of Meetings: most pre production work completed
Targets: finalise group work: pre production section
Group members present: Roxanna, Demi, Sam, Stephanie
Date: 8th February 2012
Agenda: finish group work
Minutes of Meetings: group work completed, created the group PPowerPointt presentation and distribute among group members
Targets: finish individual work, add to individual PowerPoint presentations
Group members present: Roxanna, Demi, Sam, Stephanie
Date: 18th January 2012
Agenda: create and distribute questionnaire, continue pre production work
Minutes of Meetings: questionnaire created and distributed, results collected, some pre production work completed
Targets: individually write up analysis of questionnaire results, finish other individual work (secondary research section)
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PRE PRODUCTION LETTERS OF PERMISSION
Dear student,
The media A-Level students are filming for a sequence of which
would like to include you as an extra. It would be appreciated if
you could grant permission for your presence within the
sequence.
Many thanks, Roxanna Resali-Ahadi, Demi Michael, Stephanie
Zantiras, Sam Taylor
NAME: _______________________________________________
SIGNED:______________________________________________
DATE:__________________________________________________
Dear Mr Davis,
The media A-Level students are filming for a sequence for whichwe would like to use the classroom E51 in order to create theschool/classroom environment that we would like for our finalsequence. This classroom would be convenient and ideal to use
for our filming therefore we would like to ask you forpermission in order to film here.
Many thanks, Roxanna Resali-Ahadi, Demi Michael, StephanieZantiras, Sam Taylor
SIGNED:_______________________________________________
DATE:__________________________________________________
Dear Ms Mignano,
The media A-Level students are filming for a sequence in
which we would like you to act. You would only need to take
part in one scene and will only have a few lines. It would be very
helpful to us and would be much appreciated if you could do so.
Many thanks, Roxanna Resali-Ahadi, Demi Michael, Stephanie
Zantiras, Sam Taylor
SIGNED:_______________________________________________DATE:__________________________________________________
Dear Mrs Bressenot,
The media A-Level students are filming for a sequence for
which we would like you to record a voiceover for us. It would
be very helpful if you could do so and it would also be much
appreciated by the A-Level students.
Many thanks, Roxanna Resali-Ahadi, Demi Michael, Stephanie
Zantiras, Sam Taylor
SIGNED:_______________________________________________DATE:__________________________________________________
These are some of the permission letters we will give to people to ask for their permission to be associated with our opening
sequence, whether it be using an actor or a location.