Monday, 25 February 2013

Pre-Production


A Day in the life of a Computer Game Character



We are now discussing a different idea that Harry came up with, where we are shooting a 'game'. 

As I am the only girl in the group it's safe to say all my other team mates are familiar with Playstation, Xbox and/or PC gaming and as it is I am a game fanatic as well so this idea was very agreeable for every member.

It was interesting talking about different game elements we could include like achievements, selection panels and many other things.

Role playing games like The Sims franchise was one of the first concepts we discussed and we will probably include the 'needs' bar elements in our short film.  

RPG games like Grand Theft Auto and Fallout have a massive fan base, all of our team members have played them and the audience will be able to pick up on some of the subtle and not so subtly inspired elements as it's safe to say they will have come across these games. 

So the overall theme is we are going to follow the life or a student but with a 'game' style twist. We used these and similar videos as inspiration for our idea Real GTA and Hotline Miami.

Harry and I were going through the videos on this really good YouTube channel The Warp Zone, which gave us some good ideas.

Below is the treatment that was submitted with more of an insight into the idea:


Treatment: Group 8


Title: TBC

Headline:

A day from the point of view of a man whose life plays like a video game.

Story:


The story will follow an unnamed protagonist at university, whose life plays out in the same way as video games do. Not so much an action game, but more an open world role playing game or a simulation. His day plays out as that of any typical student – eating, showering, studying, socialising and relaxing. However the way he carries out these actions are more like that in a game. When he showers, he fills a cleanliness meter, as does eating. Studying involves the building of skill points in the same way as a character in The Sims, talking with a friend via text would play out like navigating a series of menus in a game to select a reply. His morning will be a montage of such events, until his game objectives tell him he needs to attend a lecture as part of his daily routine. As he changes from his house to campus, a loading screen appears to show just how like a video game his life is.

Walking to campus, he navigates maps, passes non playable characters and interacts with his environment in the same way as an open world role playing game. Once at lectures, he enters the room as a video game character would in a “rabbit hole” type area – one in video games where the character enters, performs activates but his not seen until they leave. Once the protagonist leaves, on screen skills and achievements appear as they do in role playing games - he levels up, and is visibly pleased by this. Moving on in his life, he is called by a friend asking if he wants to go out tonight, as any student would. Dialogue of the person calling is heard by the viewer, with the phone being applied on screen to show the name calling also. This initiates video game style fast travel, and another loading screen appears to show the character will now be entering the Rutherford bar.

In the bar, the protagonist purchases drinks and adds them to his inventory like a video game character would. An on screen intoxication meter slowly adds up as he drinks, and he talks to people throughout the game in a way similar to games where dialogue choices are available to be chosen by the player on screen. As he is more intoxicated, the more comical his responses become until danger warnings appear to show the character as being in a state similar to that of a game character who has low health. He leaves the bar, but doesn’t make it far before falling asleep on the pavement. The film ends with the character laying on the ground “wasted”, a reference to the Grand Theft Auto series where wasted means dying.

Characters: Male protagonist, 3 friends (1 male, 2 female)

The main lead would be a typical student, preferably male as this would be more accustomed to the typical video game player (Even though women do play video games, it’s considered more of a male hobby). Having a protagonist that is not named would fit into more of the Role Playing Game / Open World genre we are aiming to parody where the player chooses the characters name, so it would be up to the viewers interpretation. The protagonist will not talk. All his dialogue is done in the role playing game style where a written dialogue choice is presented and selected, but not spoken. The person they are talking to however, replies as if they had spoken.

The only other characters included would be in the bar scene, where the protagonist is socialising in the third section of the film. There won’t be any deep conversation with them, each character will only say about a line. 3 characters will speak to the protagonist; One when he is not drunk, the second when he is slightly, and the third when he is very. These characters will be given names that appear next to their heads, as what happens in game dialogue scenes. However their names have no significant importance to the story. The purpose of differentiating male from female friends is due to the dialogue the protagonist has with them: when drunk, he will try to chat up one of the female characters for comic effect. 

Locations:


For the first part of our film set in the protagonists house, a house on campus would be needed. 2 of our team members live on campus so one of their houses would be suitable. A shared house would be better to film in than a corridor dorm room as there will be more room to film and less people moving around the background (i.e, if we have to film from the corridors)

The second location would be in the general campus area. The protagonist will move from their house to a lecture theatre. An area that is not too busy would be good for filming the walk to campus. While we want to include members of the public that would act as non playable characters, the more characters on screen increases the chance of people will be looking at the camera / messing about in a way that makes us need to re shoot. The Parkwood footpath would be helpful for this at a time that it isn’t extremely busy, i.e, before or after lectures finish. As for a location where we film the protagonist going into a lecture hall as a rabbit hole, areas that are more open would be useful, again at a time that is not extremely busy. The Grimmond lecture theatre waiting area is open, new, well lit and has plenty of space for our protagonist to walk out and stand while his stats increase, therefore it is a preferable location. Hopefully one of the 3 lecture theatres will be empty at the time of filming, and some of our team or friends should know if there are any gaps in timetables where the room is empty. If it is still busy, we may come back at a later time as the area is open until later than lectures finish.

For our third scene, our character will be at a bar. Again, the more people that are around, the higher the chance they will be difficult to film around, especially if they have had alcohol. Rutherford bar would be the best for this as it is the quietest, however we still want people to be in the scene. Some members of our group are members of societies that use Rutherford bar as a night out every fortnight. As these members know the people who go to these events, we should easily get these peoples permission to film around them, while they shouldn’t be too distracting.

Style / format:


The style will be a light hearted parody of the video game genre. The viewer won’t need to be an avid video game player to understand all the references as the references being made will be to genres and conventions rather than individual games. However nods will be made to more well known titles for comedic effects.

The main way these effects will be achieved is through pre created overlays being added to the video track in premier pro. Moving animations will need to be created in after effects, such as moving images to show saving, moving map animations, moving dialogue choices, etc. These will then be placed onto the video track too. Our group collectively has experience with all of this software.

Narrative structure:

The narrative of the film will be split into 3 parts, in chronological order of the day’ events:

The start of the day: Set in the house of the protagonist, here they are going about with the more mundane tasks of student life. This may include showering, eating, studying, doing work, relaxing, socialising through technology. The video game twists shown on screen with these activities will make them more interesting to watch, also making them slightly comical.

Around on Campus: The protagonist leaves his house after a presence of a loading screen and goes to lectures to learn, or in our story, gain skills and “level up”. He is not shown inside of lectures as explained, and this will give the illusion that time has passed to the viewer.

Socialising at the bar: Here the protagonist will arrive after the presence of another loading screen. This will include a skip in time until the evening. The character will socialise here as described, and on his way home, pass out drunk in a similar style to being “wasted” (losing all your health) in the Grand Theft Auto series. The film will fade out just as it does in the game, and the film will end.

Duration:

Each of the three scenes will be split into around a minute, with possible less time in scene 2 and not a lot will be going on. This will be allocated to the other scenes, so our film should last slightly under the three minute mark.

Team Roles:

Members of our team feel that we all have our strengths in a variety of different areas, and would like to try different things to learn and enjoy. However some members have strengths in certain areas. Harry and Stephen would prefer to work on pre production elements such as storyboarding and script writing as they are keen video game players. Beth and Luke helped the team get high marks in the premier pro workshop, and Moritz is a member of KTV, the Universitys, TV channel and his skills will be great for filming on set. 







Tuesday, 19 February 2013

Pre-Production

Some Changes

Basically there were some location problems and other issues with the post apocalypse idea. It would've been a big task to take on especially if we wanted it to be convincing without it turning into a comedy so we discussed as a group other options. Harry and Stephen both came up with individual ideas.

A Recce

Stephen's idea

Stephen and I went on a recce to take these shots as possible locations for Stephen's bullying idea inspired by this video




This is within the Stacey building, the elevator could be used similarly to in the you tube video. It creates a nice entrance for a character. We could pan up the characters body or extra effect







 The corridors in the building are very continuous and similar and could create a nice maze like affect to hold the audience in suspense and unease.
We could use any classroom in the building for many of the scenes, including when he walks in and you can only hear screaming and he walks back out with some blood on his clothes/face.

The image below is of the same classroom with the light off. it gives the room a nice gloom affect we could use.
  

Friday, 15 February 2013

Pre-Production

A Recce

Post Apocalypse


Here are some images of possible shooting locations for the film.



This could be used as a place of rest or hiding when being ambushed, it has a nice lighting, it looks messy and has a lot of space so we have freedom when moving the camera around getting lots of different angles and compositions.











These images on the left show a covered bike shed near my house in Parkwood, it's perfect for a 'base' for the film as we could take out the bikes and put some living necessities (i.e some blankets and food tins) in there to create the illusion they've been there a while or we could make it seem they've just discovered it. It has high walls and one entrance and lighting so it would be a nice hideout. 
















Thursday, 14 February 2013

Pre-Production

Post Apocalypse 


We looked into how we would start the sequence: -

  • We don't want the start to be too generic (i.e. your typical wake-up scene)

    • Start with action - to keep the audience intrigued and on their toes
    • Wake-up to a gunshot and zombies groaning?
    • Camera pans around a dirty room full of junk
    • Focuses on the door - you can hear the sound of footsteps and groans

    • The door opens a guy runs in and slams it shut on the zombies



Possible Main Sequence

    • They hear a gunshot from far away
    • Realise the gang will have food
    • Guy tries to steal the food
    • There's a chase
    • He gets to safety
    • Emotional situation between characters
We discussed the idea during the seminar and talked on Facebook about it and it is forming quite nicely. Although Stephen, Harry and I looked around the campus to find a room we could use and we didn't have much luck.We really want to use the workshop opposite Jennison near the photography studio as it is perfect for this idea. It's dirty, messy and not too close to central campus so we would avoid noise pollution.

Wednesday, 13 February 2013

Pre-Production

A Day on the Life of a Post Apocalyptic World

Here are some notes on our first idea: a day of survival in a post-apocalyptic world surrounded by either 'infected' people or be the only living beings around. Here are the notes from the group meetings for this idea: -

  • Post-apocalyptic world
  • Shoot mostly in one room - to avoid possible location problems and save time
  • Incorporate sounds to show outside environment - e,g screeching of infected, groaning  scratching, gunshots etc rather than seeing them as it would save time with make-up and eliminate the risk of unconvincing make-up.
  • Use make-shift weapons with easy to find materials, take the labels of cans and make them a bit dirty, crumpled and use After Effects to changed the 'use by date' to give the audience an idea of the year, create a newspaper dated something like 2030 and make it look old to again show the general date and that it's been a while since the apocalypse.    
  • We looked at the Last of us trailer - which ties in well with our theme, also the use of the father-daughter bond playing a big role in the game was an inspiration to our idea to have 'emotional' attachments between the character so that it's isn't just another zombie film.
  • One of my favorite film franchises is Resident Evil and so a lot of my inspiration for this idea has come from this. I love the continuous feel, that sense of running to stay alive and not staying in one area for too long.
  • We looked at The Walking Dead, which is an amazing series that most of us have watched and loved.
  • We also looked at I am Legend, as there were some interesting elements we wanted to discuss - the bond between the character and his dog, that he can't go out at night (Vampire Zombies), also that the smallest things like him bolting the doors as soon as it was getting dark hinted well that he was in danger, the notice on the cupboard door about the 'infected' was subtle but worked very well drawing the audience in.
  • We talked about how adults would have been brought up in pre-apocalyptic world so would be traumatized and miss it. Whereas children would be born into the post-apocalyptic world so that's all they know and would be battle hardened.

Tuesday, 22 January 2013

Pre-Production


Meaning in Film

Here are notes from the lecture where we learnt about mise en scene, semiotics, ideology, hegemony among many other insights into films and film-making.

Mise en scene

What is it?

It’s everything in front the camera.
  • All the things including your location/set, lighting, actors, costume/props 
  • All of those the things that help you determine the story in front of the camera 
  • You can use these in a number of ways to affect the meaning that’s being conveyed to your audience it’s not necessarily the literal meaning.
  • There are all sorts of subliminal meanings that are conveyed through certain conventions like the genre of the film and subtle messages.

So really what we’re trying to do is answer these essential questions: -

What?
Who?
Why?
When?
How?

Any film should be able to do that.

If you can turn off the sound and you can still understand the film you've shot it well, it should still be determinable by the pictures.

I should be able to watch it as a silent movie and be able to understand the plot, if you've done that you've kept good control of all of the things in front of the camera.

Terminology and Methodology

There are a number of tools and theories that we use to analyse meaning and it’s communication in film. 

Semiotics

What is this?

It is the analysis of film.

It is derived from the work of film theorist Ferdinand de Saussure.

  • He understood meaning is acquired through social constructs
  • It’s not literal meanings, we’re not simply watching a film and having something given to us
  • We are interpreting it based on our own understanding of the world, which is constructed by the society we live in
  • Therefore depending on the society and the culture there are a number of different meanings that can be conveyed. 
  • Not necessarily the same things in any one culture. 
    • For example in a one society you may have a culture of winners and losers so  shows that embody that sort of ideal would work but in a different society they wouldn't work because the ideal conveyed isn't there in their social norms. 
  • So the construction of what we perceive to be desirable, the norm and those social ideas we accept are different in every culture. 
  • The ideology of a culture, is all the ideas that we all assume are normal because they are everywhere there but they are actually specific to us.


Ideology

What do we mean by this?

Prevailing values, dominant values in the society or culture.

  • They might not necessarily be obvious, they can be quite subtle, depending on how ideas are presented, how they are construed and how they are accepted.
  • There’s a transaction involved between what is given out to you and what is received.
  • In film there are ideological influences that affect the way in which values and norms are presented for example:
    • 1950s post-war Britain there was a shifted balance of power in our culture, the men had gone away to fight then after the war they came back.
    • In film this ideology was created around women being the home-maker the men needed to take back the jobs they’d given over during the war, like working in the factories.
    • So this ideology of a perfect house wife was again conveyed through film and that became the conveyed ideology of the time.


Hegemony

What do we mean by this?

This is when we dish out particular values or ways of behaving which are only ‘sensible’ choice. 
  • It’s like they become the only thing anyone can understand and anything else is in some way strange or damaging.
    • Patriarchal society with women are the 'homemakers' and men are the 'breadwinner's anything else is strange, society would think that if they didn't do this they could damage their children, women are meant to nurture and care.
  • Values and norms hack into this prevailing hegemony, which determines the stories chosen;
    • The way the characters are presented, it’s about knowing you audience. You can’t make a film if you don’t know who you’re making it for, you can kind of battle against prevailing norms but normally we’re all trying to fit in.


Polysemic

What is this?

It is possible in film-making not to have just one obvious meaning in a film; multiple meanings can be conveyed and are open to interpretation by the audience. 
  • It’s not necessarily about clear communication. There are a number or other ways films can be read: -

Dominant reading – The most prevailing idea around it

Negotiated reading – You have your own take on it, the way in which you interpret it

Oppositional reading – The absolute opposite to what is expected, a film ‘taking’ a picture of society but viewing from the complete opposite way seeing it as oppressive and very negative

Transmission of Meaning

How does this happen?

Basic principle - anything and everything, even factual programs, is open to interpretation. 

  • Everything is there through a partial point of view nothing is fact. 
  • Doesn't matter what you present, everyone making a film makes editorial choices.
  • We will be doing this. 
    • We will be deciding what we want in our film and what we don’t. That comes from our own vision but also from our own message we want to convey. 
    • What we want people to understand. 
    • What we want them to get out of it. 
    • The content, slant and the approach we take is all tainted by our own view point and social construct on what we feel is normal. 
    • We have to bear in mind when we’re watching films as well as making them they are all subjective, they all have view points, they all have something they’re trying to achieve so we have to make sure that when we’re making a film that we’re considering all of this in our choices.


‘Representation’

What does this mean in film?

How people are used, presented and represented in film.

  • You can influence people’s ideas of who people are and what they are like. What sort of image you’re giving them.
  • These are the sort of issues linked to ‘representation’: -

    1. Disability
    2. Income/Class
    3. Values/Culture
    4. Ethnicity and Race
    5. Religion
    6. Sexuality/Sex (Gender)
    7. Issues e.g. Crime, Immigration, War, World’s Uneven Distribution of Wealth, Nuclear Proliferation 
    8. Tokenism – The worst way of dealing with representation is to be very token about it, to tick a box and say ok I’ve done that and that, it’s best is about responding to what’s out there, what’s important in the  world. About giving people a basis, about making them a person and not boxed in by any of these categories because they are more than that. Diversity is what we’re aiming for.
    9. Youth/Middle/Old Age

  • How we understand all these sectors of society. 
  • How we make our film contributes towards how we construct the world around us.
  • How do most people nowadays receive their information about the world? Where do they get it from? 
    • Mostly television or the web, so it’s very influential it sets the agenda.
    • It determines what’s important. 
    • It influences us in terms of what’s out there what’s going on. 
    • Who do we need to listen to? Who don’t we need to listen to?


Diversity

Whenever you make a film you need to think about the themes you are covering.
  • It’s not just what is being said but who is saying it and how they are saying it so think about the people you are putting in there what sort of image are you conveying? 
    • Are you conforming to a stereotype or are you going to be smashing that stereotype? 
    • Are you going to present a real view of the world? That isn't as obvious, that is isn't lazy. 
    • Lazy is easy, where you are dragged into a set of conventions and norms which say okay ‘This person is bad and this person is good’ This could be based around all sorts of different types of people but it’s not necessarily going to give a rounded view of the world. 
    • So you could be reinforcing dangerous prejudices, and basically stereotyping.
  • Throughout the 70s right to the present day there has been a raft of legislation which has been built for addressing different discrimination; gender, race, sexuality etc.


Legislation

All of these things contribute now to the sorts of laws that govern the media. The body that is in charge of regulating the media is called Ofcom. 
  • They are there to police what goes out, so when there is a serious complaint they are the people who will then rule on it and if necessary determine if a fine needs to be paid. For example
  • How people represent facts, in journalism you are liable, you can be sued for representing someone in a negative way which is affecting their own place in the world, their job, potentially their life.
    • When the girl had been murdered the landlord had been thrust into the number spot of suspicious characters when he had nothing to do with it.
  • All of these things have to be considered when you’re making a television program or something for the web. 
    • Films have a film consensus; that has to decide who the suitable audience for the film is, e.g. what ages and assess the content on our behalf.
  • What’s going on now about the press?
    • Leveson is basing a whole argument over democracy being based on the press. 
    • If you regulate basically it’s a dangerous thing that’s a counterargument but it’s clearly not doing a very good job of self-regulation.
  • How the things are presented, how the press and media work in a certain set of guidelines. If they can’t regulate themselves someone else will do it.


Ethnicity, Race, Gender and Sexuality, Disability

Looking at how people and places etc. are represented
  • Opinions and values are important, even though legislation has been established now there are still prejudices. 
  • There are still ideas of who is bad etc.
    •  Recently there has been a lot of criticism on a channel 4 mockumentary called Derek, it has been given another series but it’s worth thinking about with this argument
  • Subtle and subliminal references in the media is harder for regulators to discern, they are ingrained very deeply in ideology and social constructs, they become part of ‘rational’ thought.
  • Who was good and bad in history? 
    • The history books are full of ideas, opinions, they are all subjective there is no fact as such. 
    • Everything presented to you is someone’s take on it. Somebody recalling someone’s memory and that will filter through how things are communicated to us on the screen, TV screen and computer screen.


Audiences

Who is your film for? 
  • Who is about? Regulate what you put in it to make it suitable for your audience in content, approach and style. 
  • A filmmaker must be aware of the even the subtle and subliminal meanings they are conveying and ensure they aren't adding to an already deeply ingrained stereotype or prejudice within society.


Symbolism and Metaphors

  • Just like with any art form, not just in film-making  can be used through language, colour, light, objects or characters – anything that is in the film and to create something beyond the literal meaning. 
    • Hitchcock films use certain symbols and frames to create sense of unease, something subtle that transcends the basic sound/ dialogue you use to communicate your ideas, something different, something much more powerful.  
    • I rather like the following quote 
              • ‘Hitchcock’s objects are never mere props of a basically theoretical mise-en-scene, but rather the very substance of his cinema’ – Andrew Sarris
    • This website gave a further in-depth analysis of symbolism and influences in Hitchcock films.
    • Symbolism in Eisenstein 'Oktober', the way he edited it was using montage to create a sense of revolution of over throwing power through symbolism. Not a linear way of editing – the exact opposite. Focussing on revolution . There’s a lot of symbolism in the shots, they convey meaning of communism, he conveyed political messages to influence the audience’s reading of the film.
    • Very much using the medium to communicate his political message. 
    • Not a very calm, settling, gentle film, it’s meant to make you feel unsettled and make you feel the political uprising. 
    • I think he has done this very well. 


  • Similarly symbolism is used in modern politics: -

Labour – red rose

Conservatives - Green Tree Blue Shadow

Green Party - Green Planet
Lib Dems - Yellow Bird



  • They are part of our society, they were so carefully decided. 
    • The conservatives changed to softer, more caring image, somebody thought about that. It wasn't an arbitrary decision.
  • Typically in political debate programs they will wear the colours on their ties; they’re aligning themselves literally conveying the meaning of what political party they belong to, what they stand for.



  • Similarly, advertising and branding uses colour like broadcaster branding;
      • BBC 1 – red as well as all of their indents’
      • Sky – blue
      • Cadbury - purple, which is the colour of good judgement, people seeking spiritual fulfillment and is used in meditation  
  • The feelings and emotions people get that are attached to colour are very important in film making  Attacking into certain responses, cultural responses, emotional responses are being used. Particularly these strong colours; -    

Red – connotations to revolution, passion, power and speed.

Green - evokes calm emotion, connected with environmentalism and fairness.

Blue – interpreted with conservative politics in Britain, although the blue is played down on the new logo and the green in more dominant.

Film-making Symbols and Metaphors

How do we use it in film?

Shot sizes, camera angles, framing, lighting, colour, editing techniques, music and mise en scene - all of these things attack into emotions and meanings. 
  • It’s not simply cutting it together to make a continuous flow you can edit to evoke certain emotions, make somebody feel something’s gone wrong with jump cut sections rather than a smooth continuity.
  • The genre can utilize certain film-making metaphors, which we expect to see for example:
    • In horror you would expect to see shots with low lighting,
    • In romantic films ending with a happy ever after
  •  It may be something subtle or something very obvious.
  • Film Noir, thriller and detective shows of the 1940s - 50s are known for using low key lighting and silhouetted figures, were used to denote a sense of unease, danger and untrustworthiness.







Wednesday, 16 January 2013

Pre-Production

At the Beginning


When Harry and I had heard about this module at the end of last term we were rather excited. We knew that we would be in the same group so we had a few discussions about what sort of story we'd like to tell. Obviously not knowing who our other team members would be we tried to keep our ideas flexible although some are a bit far-fetched if you think about actually filming them on campus.

The 'night' in the life of a vampire - there are so many ways you could take this either go the route of a student vampire who is always tired or follow the stages of what we think a vampire may do throughout the 'night' - it would be best to do a comedy as then we can play on cliche's and won't taking ourselves too seriously.

A day inside someone's head - this one would be fun to film, our idea was to have an internal monologue of the main character's thoughts as he/she progresses through the day. Noticing the differences between what is thought and what is said, actions the character wants to take but doesn't take. A solid story line would need to be established though.

A day with a superhero - We would need to learn some extra knowledge in after effects but it would be interesting to film a short action film, complete with explosions although I don't know how likely this is. 

I had a significant interest in this module because I had touched on storytelling in my photography course where I created a film comprised of entirely still images, inspired by La Jetée, a short black and white, french, science fiction film as well as other films and music videos. I aimed to create something that addressed an issue in today's society in a way that would move my audience, from the reactions of the viewers I believe I have achieved this. 

I made this at least a year ago and looking back on it, with my new found knowledge, experiences and perspectives there are definitely things I would change but at the time I was happy with it.