Final Continuity sequence

Preliminary Evaluation of Continuity Editing Sequence BLK

Media Prelim Task Evaluation

The task was to create a continuity sequence of someone walking into a room and sitting down, and then having a conversation with someone. Our group decided to make it a comical scene where the characters made a huge deal over something very insignificant.

Who did you work with and how did you manage the task between you?

We were in a group of four for planning and production. This group contained Jeremy, Aidan, Mathew and I. Later on when it came to editing we split into two pairs. I worked with Jeremy. In planning we had multiple meetings where we spread the tasks between us. I wrote up the script, Jeremy wrote up the shoot-schedule, Aidan drew up the storyboard and Mathew wrote up the shots list.

When it came to filming we shared the filming with Jeremy shooting shots with all the actors in and I shot the shots when I wasn’t on set. I acted as the bodyguard, Aidan was the victim and Mathew was the boss.When it came to editing Jeremy and I shared the physical editing equally and both helped each other whenever we needed it.

How did you plan your sequence? What processes did you use? What theories did you try to take into account?

In the pre-production stage we brainstormed ideas until we came up with one that we all agreed on, then we came back for meetings to create our storyboards, script and shot list. We tried to take into account props theory to make our scene make sense.

What technology did you use to complete the task and how did you use it?

When we edited using Adobe premiere pro, we used the cutting tool, fade in and video player to cut clips. We placed the clips in and viewed them to make sure there weren’t any continuity mistakes and to make it look good.

What factors did you have to take into account when planning, shooting and editing?

When it came to filming we had our set-ups grouped up so we were more efficient and we also started outside then worked our way in to avoid complications like the school bell going off and lots of children walk through our set. We had a lot of shots to do and we managed to finish with some time to spare. In future I would shoot away from other crews so we don’t ruin each other’s shots and I would also apply more time to filming in case of extra takes or just have fewer shots to shoot.

How successful was your sequence? Please identify what worked well, and with hindsight, what would you improve/ do differently?

It took a while to get the right clips to be placed in the right places as the clips weren’t named with shot types and weren’t shot in the order they are in the storyboard. Next time I would start by removing poor clips and naming all the shots so we know which ones go where in a more efficient manner. When we came to putting shots in the storyboard order, we found that some of the shots didn’t make sense or should be in a different order. This meant that our videos were slightly different to our actual storyboard. There was one shot were the door is slowly closing then on the next shot it is instantly shut. This would be an ideal shot to reshoot if we had time to.

What have you learnt from completing this task? Looking ahead, how will this learning be significant when completing the rest of your foundation coursework, do you think?

In the future I would allocate more time for shooting or just shoot less, and then I would have time to make sure we shot every shot perfectly to make sure we removed any continuity mistakes. I would also name all the shots at the start of editing to speed things up. The planning stage would have been better if we had made sure everything was discussed before shooting to avoid confusion while shooting and editing. Overall the sequence was quite successful and it worked well

Dym hwk

Cultural codes

• Jail clothes show that they are convicts.
•  Roughed up hat shows they aren't rich.
•  Dirty clothes show poverty. 

Enigma code

• Who are the men sitting down?
• What is the questioning about?
• Why is he rejected?
• What sort of a "con" is he?

Action Code

• We know the man is in the presence of people with power due to his expression as he walks in.
• We find out it is a jail so expect lots of unlawful activity
• We expect him to be sad when he is rejected

Semiotic Code

• The uniform makes it seem like a jail or a factory with the numbers on the jacket.
• The guard standing by the door makes it seem more like a jail
• The rejection stamp makes it seem like a jail due to the type of file we see

Symbolic Code

• Sadness: Expression on mans face when he exits
• Humble: The expression on the mans face when he is in the presence of the group of men
• Boredom: The looks on the faces of the group of men

Dym title sound hwk

http://www.artofthetitle.com/title/i-robot/

In this title sequence there is a use of both diegetic and non-diegetic sound to portray different feelings for the situation that is taking place.

The sequence starts off under water, which we can tell due to the visuals and the distorted noise from passing objects. This would be diegetic noise since that if someone was in the position of the camera they would be able to hear the sounds as well. There is eerie and suspenseful music being played in the background which is  non-diegetic sound and it adds to the feeling of death and danger which is shown later on the scene. The distorted noises also makes the audience feel a little distanced from what is happening as if something is being suppressed. It would be likely for us to find out more later on in the film as to what the scene is about. The proof of the distance is due to it being a dream which we find out at the end. As the robot breaks the glass to save the unknown character sounds become clearer as we pop up above water but we still can't hear everything that is going on. As we take a look back at the girl who will surely drown the sound becomes distorted but a clear alarm is played which is followed by the man waking up.

Dym: evaluation re-edit task

1. Summarise the conventions of title sequences that were most important to this task.

• We needed to know about title conventions and the conventions of the genre of which Dexter is situated.
• The title text needs to fit with the genre in colour and in the font.

2.  How did your group plan to edit the title sequence? (consider timings, industry requirements etc).

• We decided to put in titles when there weren't titles in the actual video.
• We wanted to have enough time for the audience to read the names and not to have them going on for too long
• We decided to space out the titles with a few seconds between so it wasn't too crowded and it felt like there were enough titles to fill the sequence.

3. Explain the creative decisions made by your group.

• We chose a blood red colour to represent the genre.
• We also chose a very particular font to match the feel of the sequence.

4. How does your re-edit compare to the original?

• It is very similar in the colour and the text.
• It had different names and didn't have any of the right effects on them.

DYM feedback

Daniel - your HW posts are not clear and do not seem to match the tasks set. Take care that your post headings clearly show title of HW task and teacher. Where is the Barthes HW and your sound analysis of an opening sequence? I would hope that you can complete missing HW by our next lesson. Please see me asap if this is going to be a problem. Mrs Dymioti

continuity blk

The clips above show our continuity sequence first the original, then an edited version

What worked well:

• We tried to use an establishing shot, so the audience would be shown the setting.
• You could tell what accident was occurring from the clear sequenced events. 
• You could see the match on action in the fall in the edited version helping make sense of the events.

What we could have done better:

• We would make sure we had the whole establishing shot.
• We could have also been sharper in pausing the camera to end each shot.