Blog 10: Project 1_update on equipment and schedule

Today the Director of Photography returned the video equipment to me (Production Manager). I returned this to the Computer Centre. Here, the desk operator recorded the return details. All the footage has been collected and the project production is operating on the planned schedule.

Blog 9: Project 1_ list of shots taken onsite in Plassey, University of Limerick:

Blog 9: Project 1: shots taken today onsite in Plassey, University of Limerick:

• Our 3 member team, met at University of Limerick at 3:00pm. 
• Our team spent three hours shooting video until 6:00pm.
• We will meet tomorrow morning at 10:30 to continue the filming. 
• It is expected this will take another 3-4 hours
• We will then return to LIT, to edit the footage on Premiere Pro.

List of shots:
Most of the shots had an approximate duration of 30 seconds.

Site A: Positioning of camera on the first bridge:
Shot 1: long shot, looking into the river with at boat to left of screen.
Shot 2: long shot, looking into the river with boat to left of screen and including the horizon in the distance.
Shot 3: zooming in on the boat on the river.

Site B: Along the walkway:
Shot 4: extreme close up shot of purple flowers.

Site C: Positioning of camera under second bridge:
Shot 5: long shot under the bridge, encapturing the structures and geometry of the bridge, and the shadows cast by the light.
Shot 6: a zoom shot of shot 5 with a greater amount of shadows filling the frame.
Shot 7: an extreme close up shot of a hole in one of the pillars of the bridge.

Site D: Ladder site:
Shot 8: shot from above of the ladder below
Shot 9: shot from above of the ladder below
Shot 10: a long shot viewing from one end of the bridge to the other
Shot 11: along shot to encapsulate the bridge and the river and associated vegetation for context.
Shot 12: starting with a long shot at one end of the bridge and gradually zooming backwards, idea is to reveal the bridge.
Shot 13: low angle shot, long view showing the length of the bridge from a different angle.

Site E: Along the walkway:
Shot 14: medium close up on the waters edge.
Shot 15: Rule of thirds shot on the waters edge.
Shot 16: z-axis shot along the waters edge.

Site F: Along the walkway:
Shot 17: medium close up shot of swan at waters edge.

Site G: Graffiti bridge location:
Shot 18: medium shot of swans, ducks and ripples in the water.
Shot 19: Long shot of view from the waters edge.

Site H: Along the walkway:
Shot 20: extreme close up of red berries on a tree.
Shot 21: extreme close up of red berries on a tree.
Shot 22: extreme close up, low angle, of a shot through the long grass
Shot 23: extreme close up, low angle, of a shot through the grass that the angle is raised slightly compared to shot 22 and both high grass and the water beyond are recorded.

Site I: At the waters edge:
Shot 24: extreme close up of flies moving in the water.

Blog 8: Project 1_Equipment, concepts, story development, shots

Part 1: Organisation of equipment and looking at picture of the film location:

Today we organised the video equipment for the current project ‘Portrait of a Location.’ We went to the computer desk and asked questions based on the check sheet list made out last week. Here I had duties to carry out being ‘Production Manager. ’Questions such as: opening times of computer desk, time required in advance of taking out equipment and procedures for same, to check that the video recorder has an SD card of approximately 32GB, which it has. Then checked the equipment to make sure it was all there and in good working order. The ‘Director’ noticed that the platform for linking the camera to the tripod was not present, so this was replaced with a complete tripod. The computer desk administrator then took details of my student number and mobile phone number and informed us that we have the equipment for the two weeks of the project. We brought the equipment to the ‘Director of Photography’ who will take the equipment home to practice on in advance of going on site tomorrow afternoon and to make sure that the battery is charged.

Today I and the ‘Director of Photography,’ looked at the photos taken by the ‘Director’ which he took at the location of the film where we will be shooting. The ‘Director’ discussed his ideas about the pictures which was very interesting and got me thinking about the story to be told and how this will be carried out. I have been pondering on the ideas this evening and watched some T.V. to examine various filming and shot types. In particular the programme ‘Nationwide,’ hosted the ‘Tidy Towns,’ awards ceremony. Here, they went through various locations and from this I gained inspiration on types and sequences of shots of ‘locations.’

I scribbled a few sketches and supporting text based on the thoughts from the ‘Director’s’ photographs and the ideas that we were all discussing as a group and this combined with my studying of the shot types, angles, orientations, combinations that was portrayed on the television (after all the T.V. Crew are kind of ultimate experts) I came up with the following suggestions:

Part 2: based on the Director’s photographs ideas for development of the plot in terms of story in order to determine potential shots and their sequence:

Plot: the emphasis in the film is the interaction between and the journeys within humankind and nature with human objects. The human objects are the Director’s key to the story. Perhaps the film starts at the castle where the camera shoots through a window onto human objects e.g. clothes female and male, trinkets etc. Their arrangement is important.

Then the camera view is out this same window on a nature journey where the camera details various nature objects and also shots of the interaction between nature and humans e.g. photo of garden seat with vines going through it. The progression is through nature scenes and its characteristic transitions i.e. high to middle to low ground and defining features. Here there can be a lot of experimentation with shot and angle sizes to portray the feelings we want to evoke.

The last transition is to the sand and the water’s edge. Here, the viewer is surprised to see the same human objects seen in the castle, but they are organised in a completely different way. For example in the human building they may be folded clothes an organised setting.

At the water’s edge there may be male and female clothing cast off in a random way that lovers might as they run towards the water, here merging the human and the nature worlds.

There could be another development on this plot, that is a where the camera rapidly flicks back through all the images along the journey to the Castle, where there are now no human objects, clothes etc. It is as if the humans have left the castle and become one with nature.

Part 3: an overview of the reasons for camera shots in terms of how they tell the story:

Camera shots: That the shots are somewhere timing-wise starting and ending at the ‘Castle.’ This can have huge significance as it is a kind of interface between humankind, their constructs and how nature can determine their legacy i.e. vegetation growing through the castle. The idea to stimulate the viewer into thinking who has the final say: humans? Or nature? or some kind of a blend. Various pictures can be presented as evidence of each. For example, pictures of the castle and also of a long seat with vines growing through them, or some other human construct which is very obviously human and related to human activity.

The film may feature views in a window / door of the castle where there are human objects (e.g. props we have decided on of clothing and maybe others personalised things like: trinkets, photo-album etc.) and their positioning of these will be important. This may start with an open view moving in towards the window, focusing step-by-step at the window and then into the castle where the view opens up. Next, there is focus on the various objects, to get the viewer thinking of the human representations here in terms of their objects. The camera zooms in on these objects. Lots of angle types and tilts can be used to create emphasis and curiosity.

Then the camera can look outwards out of the window. Here, the view is narrowed as the camera moves towards the window. Camera pauses for a moment at the window and their view opens up to the location outside.

From here the camera portrays the location human &/versus nature subjects. It is like a journey out of the castle on a ‘nature excursion.’

Lots of nature shots as we have seen from the Directors photographs. It could be started with a slow progression along a pathway and the camera noticing the things along the way. The camera then focuses in on different aspects of nature. For example the pictures we have seen of ‘insects,’ ‘flowers,’ ‘trees,’ ‘nature transitions.’

The viewer may be led through wild vegetation as they make their way through nature to the ‘beach’ scene of sand/water. Here the viewer comes across clothes (neatly folded or not). However, the idea is that they are the same items of clothing, trinkets etc. that was noted in the castle, are located by the water. There could be a lot of creative thinking and development of the plot around these aspects. The viewer is challenged to think about this and figure out, the context and meaning of these objects. Since they are placed in and surrounded by nature with no humans in sight their context is in nature.

At the very end, there may be a rapid flicking backwards through all the shots, footage of the journey images, to the castle, and now the same objects are there (that they already saw in the castle and at the beach and are now here again, how can this be? the viewer is inclined to think)

Film ends with focusing of the camera in a closed shot on something of the castle like a plaque or graffiti, as we saw in the Directors photographs. The ‘clothes’ and their layout and male and female clothing are a key idea of the Director. Perhaps there are no clothes or that arrangement of these could be reversed or presented in some other way that is different in the castle scenes to the beach scenes.

Part 4: Shots in more detail of natures and human elements to tell the journey of the story/plot:

Castle: various significant angles as described above. Also, a shot starting at one side of a building noting changes in shadow profiles as the morning/evening light falls on it, then moving for example from left to right around the corner of the building where the viewer is exposed to something of interest. The camera can pause at this point for emphasis.

Graffiti/ plaque: containing text on the castle and also other locations. The idea is to pan across slowly from left to right along the text. Then, pause the camera on a portion of the text. The effect of this is to get the viewer to think. The human brain looks for logic and struggles with this. It is as if they are being asked a question, or faced with something incomplete. (Images following this t.b.d)

Other specific features of the castle (or something else): to start with a focus one main feature of e.g. a doorway that has an associated architecture often found over doors and windows of old buildings, a closed shot. Such features often marks a focal and balance point around which other aspects of a building are orientated. The camera may then zoom out from this feature until its entire context, that is the castle itself is seen in the view.

Trees: shots where the angle of the camera is tilted upwards and zooming in and out slowly, to show the magical and delightful effect of the interweaving of the light through the branches. Also, there may be group shots of tree patterns e.g. a consistent pattern emerging from being equally spaced and same type of tree in a more humanised part of the location to some wild areas of woodland where it may be possible to see patterns in these also. There is a lot of this type of vegetation in the pictures we saw today.

Insects: to video the insects. Then at the editing stage to speed up the pace of the camera. This is so that the insects are ‘jumping and flickering’ very intensely: it is at a rapid pace and the timing of the software used in editing can be used to achieve this effect. This for the viewer imparts a nature type and dynamism.

Other wildlife: to be discovered on our site visit. For example, a swan moving towards the camera and to notice the characteristic cone shaped pattern it creates as it passes through water. The cone is narrowing as it moves towards the camera person. Also, the swan is getting larger. As the swan is getting too close for comfort to the camera person, the camera starts to recede, as if the viewer is moving back away from the swan while keeping the swan in their ‘field of view.’ There is an interaction in this.

Flowers: here the zoom lens can be used. First of all to start the shots looking at an angle upwards from the stem area towards the flower itself. It is as if the camera is taking in a view from a miniature like a tiny insect’s aspect. Using the pivot handle and camera may pan upwards at the same level of zoom, from the stem slowly upwards towards the flower head and pause the shot on the flower head to pay attention to its details e.g. petals.

Nature Transitions: the natural transitions between various vegetation and wildlife which is dependent on the locations geography. Our location is mid- to low-land so there is a very nice transition from what I’ve seen in the photographs from trees on a height, brambles, moving down towards human scale vegetation and grasslands to sand and the water’s edge. This could be filmed as a kind of ‘constant’ where it acts as a background to all the other ‘variable,’ events (human and nature). It could also be filmed as a kind of cross-section view from a distance where all transition types can be read.

Signs and pathways: perhaps a sign in the foreground where the viewers’ eye is first drawn to, and next along an associated pathway, along its z-axis, which leads onto infinity or something else in particular.

 

I think the ‘Portrait of a Location,’ is mainly about portraying that which contributes to a ‘sense of place.’ Here I have laid out a potential blueprint for shots and shot sequence and the endpoint of the dramatic sequence.

Our team will be out onsite in Plassey, Limerick tomorrow, just checked the weather, sunny and no rain for Tuesday and Wednesday, equipment organised and ideas in the making.

Blog 7: Project1_Information and check-box sheet

Action for today for Film Project: I have put together an information and check-box sheet for the planning and use of equipment.

Blog 6: Project 1_Overview of Project

Our Lecturer introduced details of Project 1: “Portrait of a Location.” The previous week all members of the class were to prepare a concept for this project for today and post it to our blogs. We were divided into groups. Our team is called Team 2 and has three members. We all have individual skills to contribute to the project and learn from each-other.

First of all as a team we all discussed our concepts prepared for today. We decided that each of us with take a turn over the three projects in this first semester of being Director and using our concepts. We took an overview of the work projects for the semester: the two other members will be Directors for the first and second projects and I will be Director for the third Project.

There are four Crew Positions:

o   Director/co-producer

o   Production manager (PM)/co-producer/Art Dept.

o   Director of photography (DP)

o   Sound

In the current project I have the role of Production Manager (PM). Each of the other team members are: Director and DP.

Today we worked on the “Pre-production” stage of the workflow process. We all contributed to each-others functions in our roles and are ready to move now onto the next stage which is ‘Production.’ However, we always have in mind throughout the current and future process, the end-product that results from the ‘Post-production,’ stage which is the finished film.

We discussed the concepts as a team, going down several avenues of thought to experiment creatively with the ideas, give our own slants on them, and discuss how they may materialize and tell the story of the film.

In terms of my role as PM “Guidelines for Crew Positions,” from our Lecturer I have made notes on the following:

Pre-Production:

For pre-visualisation we discussed the Directors ideas of location, the props and how these would conceptually inter-relate. Then we discussed how in reality the props their placement and how they are placed creating suggestions of human actions through e.g. clothing, personal mementos etc.

We also discussed equipment. I will find out about the logistics of taking out camera equipment for this film as follows:

o   Find out the opening times of the department which stores the equipment for use

o   Ask about how much time and procedures in advance of booking equipment and the return of equipment processes. Also, the signing out and back in of equipment.

o   Identify the exact equipment which we require. The Director of the project advised to check if the video recorder has an “SD card” of approximately 32 GB

o   Check that it is in working order including that: the battery is fully charged before going out on site, the tripod is working; pan and tilt arm can move up and down with ease.

o   To make sure the camera has a zoom lens.

o   To take out equipment in advance of going out on site for the Director of Photography and the rest of the team to practice with.

o   Query if there is any additional attachments for the equipment, e.g. covers for cameras for varying weather conditions.

Part of my role is to co-ordinate production schedule. Here I suggested we exchange details. We all now have each-others: e-mail, blogger account email and telephone numbers.

We decided on dates and times for our various activities which are:

o   I will make a booking for equipment for Monday morning for the DP to practice on

o   We have all availability to go out on site Tuesday afternoon and Wednesday morning

Our location has been selected at Plassey, University of Limerick. We can meet at LIT and go to site by car, with the technical equipment and our own attire e.g. wellies and a raincoat.

I think we have a strong framework and that we work very well as a team…..

Blog 5: Project 1_Thoughts on 'Portrait of a Film'

Titles (possible):

·         Time and motion in nature/ Time and river flow

·         Time, motion and patterns of a river

·         Time and motion of a river

·         Time of a river

Outline concept:

·         The linking of ‘speeds/pace’ of the ‘flow ‘of ‘a river’ with ‘time passing’ quickly/more slowly.

·         Use of basic geographic knowledge of a river and how the phases of a river through its speeds/flow patterns/types of associated environments can be captured artistically and related to ‘clock time.’

·         There is the idea of ‘human time’ and ‘clock time.’ ‘Human time’ for the purposes of this film would be the regular time we are used to: years, months, weeks, days, hours, minutes and seconds. This is regular, dependent, reliable and consistent. Nature’s time is more dependent on the physical and environmental elements and varies.

·         Part of the idea is to use the image of a clock that the viewer can associate with the later described factors. Then to use this image of a clock which our brain naturally associates with just one mode of operation in the film. Then, idea is that the pace at which the hands of the clock move around varies with the speeds of the water as it moves from the youthful stage through to its old age stage.

·         It portrays a feature of nature and a natural scene that is related to human time yet is an entity of its own: and has its own identity.

Objective:

·         The interrelatedness of the primary elements of this film which are ‘river flow and patterns’ with ‘time.’

Development of concept, from the three primary phases of a river:

·         Phase 1: Early phase of a river is visually steep in incline with high speed of water flow and lots of rocks present giving rise to swirling and splashing patterns of the water. This to be associated with the hands of a clock spinning around very quickly in nature’s time.

·         Through the progress of the river to Phase 2: incline is reducing, slower speed of water, less turbulence, combination of mud and rocks and water speeds moderate. Patterns water makes as it flows and interacts with its environment are entirely different to those of Phase 1. Speed of hands of clock slow down a bit.

·         Phase 3: Old Age Phase of the river, once again produces entirely different water patterns as the other two phases. Speed of hands of the clock slow down even more.

·         The spinning of the hands of the clock is not static i.e. not divided into three specific types of movement specifically related to each phase. There is an overall observable difference between the three stages which are the ‘constants’ in the film design. However, within these stages there are the ‘variables’.

·         The constants exist as the general overview of time and river flow that is clearly distinguishable between the three phases. The variables occur within these three phases e.g. within any phases of a river there is interaction with its environment such as hedge-grows/trees, bends on a river where mud deposition, all these can change the pace of a river. Also, the absence of the later can speed up the river.

For both these variables the patterns of the river will be different and so the corresponding speed/slowing of time.

·         There is also the idea here that ‘no man is an island’ phrase. Just like people have common definable characteristics (predictable river phases/constants), they are affected/shaped and moulded by variables in their environment (other features in the environment with which a river interacts.)

Storyboard ideas:

A clock in the shots and as the river progresses from fast to meandering and slow the ‘clock’ ‘fades out of the shot’.

·         Filming of various water patterns. Perhaps throw a stick into the river and see how it meanders and navigates its way along.

·         Wildlife may be present while filming which could add to the interest in the film.

·         The appearance of the river, its immediate surrounding environment, associated vegetation are entirely different between the early and late phases of a river as it progresses to the ocean. At the early stage it is steep, rocky, mountainous and then moves to rocks and mud, trees and brambles and finally in the final stage of the river it once again becomes barren but in a different way, with mud, curves, reeds and rushes.

·         The earlier stages are rapid in time, the water flow and time reflects this. Same as the moderate and later stage reflect a progression towards calm.

·         Clearly also this idea parallels that of the human passage through live from youth to old age.

·         Also, the types of human emotion have always through time been compared to the moods of a water. People are drawn to water.

·         Main focus are the various water patterns.

·         The film starts with long shots getting an overall picture of the rivers location and surrounding environment. Next to medium shots and the more closed shots where the river is narrow at the youthful stage of the river. This would capture the intensity and dynamic nature of the river at this stage for the viewer to experience.

These gradually open up as the river progresses, finally to very open views. Then, the broad expanse of the river and its surrounding restful environment is revealed through medium and then once again long shots.

There are medium and close up shots of the water patterns themselves.

Location:

·         Any river, perhaps the ‘Owenogarney River,’ that flows through Sixmilebridge and Bunratty in Co. Clare where at Bunratty it joins up with the Atlantic Ocean.

Blog 4: Notes from lecture on Design Objectives

Date: 08/09/2016, Lecture number: 2

Today we received out enrolment codes for ‘Moodle,’ for ‘Digital Video’ and ‘Interactive Multimedia’ courses.

We talked about:

·         Visual components/ controls, text, images/videos and animation/graphics.

·         On a Microsoft page we viewed some controls and patterns such as: buttons, check-boxes and hyperlinks.

·         Touch-base interfaces e.g. phone for low volume work.

·         BCI (Brain Computer Interfaces): how we as users interact with these.

·         Date and time controls.

·         The aesthetics of controls and their usability: good/ bad experiences.

Then we discussed an interesting topic/concept called ‘don’t make user think,’ which relates to users expectations and their comfort zones in using designed controls. I did not realise that the attention span or patience of a user is 5 seconds. This is the only window of opportunity for a designer of controls to engage the user. If the user has trouble with figuring out where or/and how to operate a control, they will decide naturally within 5 seconds. If it is not clear by then users tend to abandon the site.

Therefore, the objective of a designer primarily twofold:

·         Usability i.e. to make the design a good user experience.

·         Functionality i.e. has software to do what it is supposed to.

Other important considerations are:

·         Reliability

·         Portable

·         Efficiency

I have found that the above are design challenges and designers objective is to create the best controls to achieve solutions.

User Experience (UX): this is what designers consider. To have a good UX is best achieved through having a good User Interface (UI). Examples of UI are buttons, checkboxes etc and use of animations such as the ‘hamburger menu.’

Follow up home study on this lecture is a link on Moodle on M.S. Controls.

Conclusion of lecture: the objective of this course is to focus on the Design Aesthetic.

Blog 3: Thoughts on 'Portrait of a Film' (Project 3)

Brief: to receive from Lecturer and film team to be organised.

Title: “The Pre-Exam Experience”

Concept: the thoughts passing between three students, located in an exam hall, sitting at their desks, pre-exam. The kinds of thoughts that pass through their heads, different for each student, the sense of tension and how people think in these situations. There is the idea that two out of the three students have their own separate thoughts and that the third student who is sitting behind them inadvertently absorbs the thoughts of the other two. The third student receives an intermittent messing of thoughts and sounds, (can be songs and words) of the other two. The filming would be of their expressions with the passing of each thought. The video would start with an overall distant view, then focus on the individuals expressions as the story progresses.

Audience & User Experience: this is a universal experience that most people who have sat exams as students have experienced. Their motivational perception may relate to any or all of the 3 subjects of the film.

More specifically the audience are students and lecturers of the Creative Multimedia Programming course, watching other students, at a familiar scene which is of a pre-exam, that may elicit similar or different responses to the pre-exam thoughts.

Meaning intended: to tell a story about the ideas of those moments of intensity in life, our thoughts and expressions.

Character development: there is equal importance given to each character, the variable is their different scripts and emotional responses to the situation.

Technical: this is the use of cameras in the treatment of ideas. The planning of the shots, shot angles, lenses, orientation, scene selection and editing using computer software and the final production. The production and the post-production stages of the film.

Mise-en-scėne: the physical and the compositional: the elements which include the character and the props are visible within the frame of the shot and the meaning is familiar, determined by the interaction of shot elements. The connotation is the treatment of the images: physically and compositionally to create and develop the idea and the narrative intention which is the conveying of a series of moments pre-exam experience.

Physical:

o    Location and scene: LIT exam hall

o    Script: thoughts that go through peoples head before an exam. Perhaps do a research survey of students in the class to get more ideas for this.

o    Props: chairs, tables, pencil cases, calculators, pens, other stationary, drink.

o    Characters: 3 students each of two with differing thoughts and the third a mesh of the thoughts of the other two.

o    Costumes: representative of different student types, with differing colours, jewellery etc., personal taste.

o    Makeup: representative of different student preferences.

o    Character positioning: two students side by side and one behind.

Compositional:

o    Camera Positioning & angles: angle B is used for characters A and B as they glance at each-other, but not for character C as this character is located behind the other two.

o    Frames: balanced, use of ‘deep frames,’ ‘Rule of Thirds’ for depiction of motion effects, use of frames to depict a generally static physical scene where the variables are the characters.

o    Lenses: choice will depend on proximity of characters and scenes to the camera and the degree of magnification.

o    Lighting: bright, evenly distributed, clinical type overhead lighting.

o    Sound: play sounds of thought text/song to coordinate with expressions associated with these thoughts.

o    Storyboard/ mood board: create this out of the research of other students of their thoughts in these situations. Emphasis perhaps on more common thoughts: large text, small text for different intensities. Callouts and thought bubbles. Photos of peoples expressions.

Use of frames (in more detail): For balance of the frame, the weight is distributed evenly to convey an overall stable image. Then there is the use of a ‘deep frame’ for up-close view of student’s expressions during tense moments. Use of the ‘Rule of Third’s’ there is an interrelationship between static and physical motion (expressions, physical movements) and mental motion where the thoughts are affecting the physical motion in a kind of erratic loop. It is overall a static image of a regularised scene (exam hall), the variables are of movement is the engagement of thoughts and expressions of the characters. Aspect ratios may be 1.78:1 and framing ratios vary being determined from the composition of each shot.

Magnification: the degree of magnification is such that the magnification increases as subjects are focused on with increases and decreases in magnification moving between the characters and their thought types and expressions.

The choice of ‘Shot Size’ is dependent on five basic reasons:

o    Function: to enable the shots to demonstrate the story of the film.

o    Emotion: to create a particular experience of thoughts, emotions and expressions through a combination of shot types.

o    Importance: different intensities are created by changing the sizes of the frame to reflect the importance of moments in the narrative.

o    Theme/ Concept: the overall story must be first considered and then the application of shot sizes to depict this story.

o    Formal: to create a graphically engaging series of images.

Decisions on shot sizes: the first shot is distant and then there are sequential shots focusing in on the students with a group shot at the end of the film. There is an alternation between students A and B who have individual thoughts and student C who has a mesh of thoughts coming from students A and B, focusing in on their expressions.

o    Long shots: occurs at the start of the film to show the overall scene, location and placement of characters, props and lighting.

o    Group shot: of three students taken to view the front of the students.

o    Medium close up shots: these shots are from the chest and shoulders up where emphasis is on facial expressions with a connection to expressions, particularly facial expressions.

o    Close up shots: focuses on the face or whatever part of the body is needed in the frame. It shows small details in features and facial movement. It is all about capturing the words/songs and their connected expressions, where we can deduce emotions and reactions through this method.

o    Eye-level shots: are not used because the audience are not meant to have too personal an insight into the characters. The audience is exposed to the thoughts and the emotions of the characters. However, there is a degree of ‘physical,’ separation between the watcher and the watched in not having ‘eye-level shots.’ The idea is that audience have access to a general type of thinking and expression of the characters which is common to many people in these situations.

o    Over the shoulder shots: from behind ‘Character C’ as this student rapidly moves their attention between the ‘Characters A & B,’ as this ‘Character C’ receives an intermittent mesh of thoughts from ‘Characters A & B.’

o    Closed and Open shots: there are open shots at the very beginning and very end of the film depicting the 3 students. Closed shots are more frequent throughout the rest of the film as individual characters are shown with the exclusion of other present elements (characters and props).

Front to back angles positioning (in more detail):

The following is a diagram and descriptive explanation of angle positioning from the moodle lecture notes:

D + C are intimate and can engage the viewer.

C is called ¾ frontal

B is called a profile shot and is neutral

A is called a ¾ back can align the viewer with the subjects POV or create mystery

o    From this angles C and D are primarily used for ‘Characters A & B’, as these are intimate angles and they can engage the viewer. (Angle C is called ¾ frontal.)

o    Angles A, C and D are used for ‘Character C,’ as this subject is located behind ‘Characters A & B,’ having that additional viewpoint.

Shot sequence: editing of the shots to achieve effects of mood, tension, calm. The more tense the thought and corresponding expression the shorter the shots are for intensity. Longer shots for calming thoughts.

Connection: the connection between the ‘watcher’ and the ‘watched’ is by the mood, tension of the moments and related physical expressions created by the script and associated sounds and views of the students.

Dramatic sequence: this is when edited, there is a flow in the different types of shots assembled so that they move seamlessly from one shot to the next as a film.

The End of the film: here the finish point of the film there is a sequence juxtaposition to elicit an emotional understanding from the audience. There is an intrusion from beyond the frame edges in terms a sound. This is where the voice of the invigilator is heard announcing the handing out of the exam papers. The three characters in the film pause their thoughts, all three students look up and forward at the invigilator at the same time with the same expression, to depict that particular moment of the exam experience that is universal and the movie ends here.