AS MEDIA STUDIESUNIT G321: FOUNDATION PRODUCTION

September 2010 – December 2010

BRIEF FOR VIDEO PRODUCTION:

THE OPENING SEQUENCE OF A NEW THRILLER FILM INCLUDING TITLES AND SOUND TO A

MAXIMUM OF TWO MINUTES.All video and audio material must be original,

produced by the candidate(s), with the exception of music or audio effects from a copyright-free source.

Research

Research & Planning in electronic format e.g: individual blogs, flickr

To include research into the way audiences consume film;

To include research into aspects of the thriller genre.

20 Marks

Construction:

Short continuity editing task demonstrating match on action, shot/reverse shot and 180-degree angle.

Maximum of 2 minutes of edited moving film footage to include sound and titles.

(Students work in groups. Marks awarded for quality and commitment to differentiate between individual students.)

60 marks

Evaluation

“director’s commentary”.

A response in electronic format. Students respond to 7 compulsory questions about research, planning and evaluating their opening to a new thriller film.

20 marks

Course book: OCR Media Studies for AS. Third Edition by Julian McDougall, Published by Hodder Education. ISBN No 978-0-340-95898-8

INDEX for this booklet Page Number

Title page 1

Index 2

Advice 3

Definition of a thriller film 4

Planning opening to a thriller film 5

Construction: The Shoot 6 Construction: The Edit 7

Research into aspects of the thriller genre: Task 1 (Case Studies) 8

Research into aspects of the thriller genre: Task 2 9 Evaluation: Response to 7 compulsory questions set by OCR 10

Health Warning; Advisable working structure & Deadlines 11

IMPORTANT ADVICE:

Keep to deadlines, if there are problems inform me immediately. Persistent problems with meeting deadlines can result in students being asked to leave the course. Parents and the Sixth Form Management Team are informed if students do not keep up with their work.

Marks are deducted pro rata if students let down in their group during the planning, shooting and editing process. Marks are awarded for quality and individual commitment to the project.

Research and planning is individually marked. ALL students must post all elements of planning onto their blogs.

DO NOT GIVE COMPLETED STORYBOARDS TO OTHER STUDENTS IN YOUR GROUP these are an individual responsibility.

Avoid chopping and changing ideas. Keep ideas simple, plausible and possible. Avoid over ambitious /far fetched over complicated plots and reliance on

dialogue. Particularly avoid plots which represent characters and action which are unfamiliar to you.

Remember you are shooting the OPENING to a thriller film thus you will want to hook the audience, you are NOT shooting a whole story nor are you shooting a trailer.

THE SOUND TRACK – a vital component of mise-en-scene.

The musical soundtrack is a vital part of the production; it sets the atmosphere and may connote aspects of a particular character and place. Once the narrative is storyboarded and all elements of mise-en-scene are planned (characters, locations and costumes) begin research appropriate music for soundtrack. Students may do the following:

It is an OCR requirement that any soundtrack must be copyright free. It must therefore be over 50 years old, released under a Creative Commons licence or written by yourself. So research is a timely business. Useful websites include mobygratis.com, ccmixter.org and freesound.org (for sound effects). All require free accounts. For more complete songs, try http//:audio.e2bn.net or www.freeplaymusic.com. Students can also use jazz, classical music or any popular music written before 1959-1960.

Students may compose their own soundtrack.

Students may wish to use music from unsigned artists (email artists and ask permission first though).

DEFINITION OF A THRILLER FILM

Thriller and Suspense Films are types of films known to promote

intense excitement, suspense, a high level of anticipation, ultra-heightened expectation, uncertainty, anxiety, and nerve-wracking tension, menace/danger. If the genre is to be defined strictly, a genuine thriller is a film that restlessly pursues a single-minded goal - to provide thrills and keep the audience cliff-hanging at the 'edge of their seats' as the plot builds towards a climax.

The tension usually arises when the main character(s) is placed in a menacing situation or mystery, or an escape or dangerous mission from which escape seems impossible. Life itself is threatened, usually because the principal character is unsuspecting or unknowingly involved in a dangerous or potentially deadly situation. Plots of thrillers involve characters which come into conflict with each other or with outside forces - the menace is sometimes abstract or shadowy.

Generic Characters in Thriller films: Characters in thrillers include convicts, criminals, stalkers, assassins, down-on-their-luck losers, innocent victims (often on the run), prison inmates, menaced women, characters with dark pasts, psychotic individuals, terrorists, cops and escaped cons, hit men/women, fugitives, private eyes, drifters, duplicitous individuals, people involved in twisted relationships, world-weary men and women, femme fatales (dangerous and or deviant women), psycho-fiends, drug addicts, and more. The themes of thrillers frequently include greed, envy, jealousy, terrorism, political conspiracy, pursuit, or romantic triangles leading to murder.

Generic locations in Thriller films: Dimly lit often wet narrow urban streets or alleyways, lifts, staircases, basements, large featureless exteriors (reflecting moral vacuum of central characters No Country for Old Men), shower cubicles, toilets, phone booths, bank safes, interior of cars, top of a skyscraper, shores with tide coming in or muddy river banks/canals, scrap yards, derelict factories, tunnels, and many more.

The purpose of a thriller is to put their (audiences’) toe in the cold water of fear to see what it's like." Hitchcock.

1) Marion Crane in the shower (Psycho , Hitchcock 1960; 2) Hit men Vince and Jules (Pulp Fiction, Tarantino, 1994); Post war racketeer Harry Lime trapped in the Viennese sewers (The Third Man, Carol Reed, 1949); Gilda, classic femme fatale (Gilda, Charles Vidor (1946).

1 2 3 4

PLANNING: Opening to a thriller feature film:

DEADLINE: 22 nd October, 2010

Please note that understanding aspects of the thriller genre, and individual research into thriller films should be reflected in all aspects of planning. Each student’s blog should include the following

Brain storming details of initial-to-final ideas. A brief synopsis of the plot. No more than 100 words. Story boards that are readable and contain image, colour, camera positions/shot

types, any dialogue and soundtrack. Planning edit: For higher marks students should include details of transitions

from one shot to the other so that editing is planned. For example jump cut to…, or fade to black…, or cross dissolve etc.

Locations: Annotated photographs/sketches of locations are important. Decisions need to be justified and relate to genre conventions, if students challenge the thriller generic blue print then they need to explain this.

Costumes, props and objects: All ideas should be annotated. Characters: Brief background details of the nature of the characters are important.

Characters can have names that may give a clue to their personalities or their fate. Casting of characters – brief explanations of casting decisions. Some student hold

auditions for roles and include pics or notes related to auditions. Avoid casting 6th formers who are meant to be hardened gangsters otherwise the film will be unconvincing. Casting should be discussed with course tutors. You cannot take anyone out of lessons.

Soundtrack: Ideas for soundtrack which must be evaluated. Explain purpose of final choice and likely influence on atmosphere within mise-en-scene. Students can upload ideas for soundtrack onto their blogs.

Equipment list: Digital camera (students must include name of camera), tripod, lights, microphones, filters for camera etc. Details of any special effects.

Shooting schedule: Organisation of time (dates when going to shoot), to include locations and names of actors required.

Evidence of the individual contribution to the planning and individual responsibilities during the shoot and edit.

Some of you may wish to produce an ANIMATIC STORYBOARD (see PUR or STL for further info)

Inter textual references: Student’s ideas need to be explained: 1) Reasons for choice of ideas. 2) Source of ideas with explicit or implicit references to thrillers you have researched. This could be through location, costume, character, action, shot type, soundtrack. This is HIGHLY IMPORTANT

Important: Identify the type of thriller being planned. Example: A psychological thriller like “Sixth Sense”; gangster thriller Lock Stock and Two Smoking Barrels, Essex Boys, ; Mafia thriller The Godfather; comic thriller Snatch; or incorporating elements of a futuristic/action thriller, Blade Runner, The Matrix; film noir thriller such as LA Confidential, Jackie Brown, Memento.

CONSTRUCTION: The Shoot DEADLINE: Friday 12 th November 2010 Equipment

Lending Policy (cameras) To borrow a school camera or other school equipment students MUST BOOK AT LEAST ONE DAY IN ADVANCE THROUGH MRS DOUGLAS IN THE SCHOOL LIBRARY .

Responsibility with borrowed equipment: Students must check the camera in with Mrs Douglas every two days if you need it for a longer period than this. Students who flout these rules will be denied access to school equipment on future occasions. Students will be charged for any equipment which is damaged or lost.

Students must inform course work tutor prior to going out on location to shoot their films.

Equipment available includes: camcorders, stills cameras, tripods, dolleys and various microphones,

If you return equipment late you will lose ONE mark per day per person from your final coursework grade.

Using time effectively: Students will be given media lesson time to shoot and edit their films. During the shoot and edit students can only use the practical lessons for construction. No other media or other subject lessons are allowed for the shoot and edit. Students will also be expected to use free periods and after school.

Guidelines for shooting film. Shooting the action: Students are strongly advised to;

o take multiple shots of the same action so the most effective shots can be selected for the final cut.

o Hold shots steady where appropriateo Frame shots carefully including and excluding elements as appropriate.o Shoot material that is appropriate to an opening to a thriller film.o Use a variety of shot distances appropriately.o Carefully select mise-en-scene thinking about colour, figure, lighting,

objects and setting. Camera angles: Students are advised to use an appropriate variety of camera

angles and movement in order to add to the appeal of the film. Close up shots: Students are often reluctant to use close ups, but these shot types

are most effective in drawing your audience into the action. Lighting: Some student productions are too dark and are thus unreadable.

Though you may wish to achieve noir lighting effect make sure the action is decipherable, professional directors use non ambient lighting to achieve noir or chiaroscuro effects. Therefore make sure that your action is well lit; when looking at the rushes/raw footage and the lighting is too dark then students must re shoot the clip.

Revisions to original ideas: If students shoot action which is different from the original planning (story boards, character etc), any revisions can be briefly redrafted and explained on the blog.

Raw Footage: Students should have at least 9-10 minutes of raw footage to allow for cutting during the edit.

Do not put health and safety at risk, do not use pretend weapons in public.

CONSTRUCTION: The Edit

DEADLINE: Friday 3rd December 2010

Always check with course work tutors that your allotted computer is available.

Each group is allotted a computer for the edit. ALWAYS USE THE SAME COMPUTER.

Downloading raw footage: Once the shoot is complete you need to download the footage from the camera onto your allocated computer using a firewire cable to link the camera to the computer. In Premiere click the ‘capture’ button at the top of the screen. This will load up a window which will help you to control what video and audio you upload from your camera onto the computer. It is wise to download no more than about 8-10 minutes of your best footage, which then has to be edited to approximately 2 minutes of film. Further technical information on editing will be given to you on a separate sheet.

Selecting what shots to keep: Once students have raw footage, make an editing list of what shots you want to keep and where in the narrative your selected shots are appropriate.

Soundtrack: When students have chosen the sound track it must be down loaded and

saved on your computer.

Using post production time effectively: Editing can be done in course tutor media studies lessons, during free periods and after school.

Titles: Titles should be included immediately the narrative begins.

If students use their own editing software make sure it is compatible with the school computer system by checking with the technician

Important guidelines:

Edit so that meaning is apparent to the viewer.

Use varied shot transitions and other effects selectively and appropriately, for example jump cuts, cross dissolve, fade to black, slow motion etc.

Use sound with images, and titles appropriately.

EVALUATION:

Preparation from: 23rd November 2010DEADLINE: 1st Draft 10th December 2010 - 2nd Draft 17th December 2010

Assessment is on an individual basis, and completed on their blogs.

It is important that engagement and enthusiasm are evident in your discussion, avoid reading aloud from notes. You may reference particular features of your film to illustrate your points. Do not repeat a point you have already made. Students may embed stills from their films or other texts to illustrate their points.

The 7 questions are as follows: In what ways does your media product use, develop or challenge

forms and conventions of real media products? (This question asks how your research into specific thriller texts has informed your production. Think about costume, location, soundtrack, camera angles, character types, narrative structure, lighting, soundtrack, plot, title. You can’t discuss all these but identify the most profound influence.)

How does your media product represent particular social groups? (This question asks how you have represented for example: Women? The villain? Race? Social Class? The hero? The femme fatale? Region? The victim (here gender is important).

What kind of media institution might distribute your media product and why? (It is best that students identify new media outlets to exhibit their opening to a thriller film. For example websites such as You-tube, social network sites, MP3 players, games consoles. If the film is innovative or challenging (students need to identify these features in their thriller opening) then funding could be possible from Working Title Films or Warp films so that the film could be developed as a feature film. Thus the following cinema outlets could be possible. For example a multiplex (if main stream thriller), art house if complex/subversive thriller. T.V. outlets are possible (scheduled time and channel must be appropriate), straight to internet and why? Straight onto DVD is another possibility). Students must explain the reasons for their choice of institution/s.)

Who would be the audience for your media product? (Students need to reference audience research and justify in detail why a particular demographic would find the production appealing. What real thriller films or TV crime dramas would this audience watch?).

How did you attract/address your audience? (Student productions are viewed by other students who complete questionnaires regarding the technical quality and appeal of the productions. You may quote from the results of this research; you may discuss elements of the mise-en-scene (technical, character, location, action, diegetic and non diegetic sound) that you consider appealing and should hook audiences who would want to watch the rest of the story. For example: Did you address your audience through a 1st person voice over thus encouraging audiences to identify with this character? )

What have you learnt about technologies from the process of constructing this product? (Explain what you’ve learned about digital cameras, camera angles, movement and shot types. Explain what you’ve

learned about editing, particularly importance of sequencing shots (narrative structure) and using effects if you have utilised this feature; adding sound and titles.)

Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product? (Think about how the performing, shooting and editing of your preliminary task lead to your ability to plan, shoot and edit your film production. Explain what you’ve learned about working constructively in a group with regard to planning, the shoot, identifying an appropriate sound track and title, and the edit. Explain your individual contributions/ideas and responsibilities. Explain how you’ve coped with audience feedback ,is it better or worse than expected; has it offended you; have the audience understood your intentions and been able to read your film? What are the strengths and weaknesses of your production? Explain what the most important thing you’ve learned about film making that you didn’t know?)

Health Warning I will be monitoring all written and practical components Students are marked individually for written work Any student not contributing adequately to planning, shooting

and editing their production will have marks deducted. Irregular attendance will also be penalised in the assessment process.

If students encounter problems with deadlines they must seek my support immediately.

If there are problems within a group please seek tutor advice without delay so that problems can be quickly solved. These matters can be discussed with me in confidence.

If students fail to complete the written and practical components to an acceptable A Level standard it is likely their examination entry will be reviewed.

If students do not pass this coursework unit is unlikely they will pass AS Level Media Studies.

Advisable working structure for course work

Lesson time Homework / free periodsEarly Autumn Term Analysis of thriller films in

class. Collaborative planning of

thriller film. Tutor monitoring of

individual student progress.

Shooting preliminary course work task

Commence shooting the film

Research into target audience

Independent research into thriller films through case studies (task 1)

Completing research into thriller film

Location recces and still photographs of

Auditioning/casting

22nd October - 12th November 2010

Shooting thriller film Commence editing thriller

film. Tutor monitoring and

support of individual students and group work during production process.

Shooting thriller film in own time

Revising research elements (audience and research into the thriller genre) in response to tutor advice.

15th November - 3rd December Editing film

Editing film in free periods Preparing for evaluation

Monday 6th December – Friday 17th December

Preparing and completing Evaluation of production process as a “director’s commentary” -addressing 7 specific questions set out by OCR Examination Board

Preparing and completing Evaluation of production process as a “director’s commentary” -addressing 7 specific questions set out by OCR Examination Board.