Final Cut

Here is the final cut for our British Social Realism film opening.

Project criteria & What level we think we are working at?

Our 'Test Screening' suggested that we are working at a Level 3, maybe a Level 4, with a mark between 40-60.
We think that we are a strong Level 3 as we have included both diagetic and non-diagetic soundtrack that we have created ourselves. We researched the soundtrack and found that British Social Realism dramas use upbeat ska tracks, so that is what we tried to create.
A variety of camera shots have been filmed in relevant locations to contrast the two different classes.
we have used naturalistic and realistic costume to fit with the genre.
The titles need to be made smaller and not overlap onto the footage, (stay within the black areas).

Level 3 Criteria:
There is evidence of proficiency in the creative use of many of the following technical skills, holding shot steady, where appropriate.

Plan of changes after recieving feedback.

Mise-en-scene:
The main comment for mise-en-scene was that the location was a bit too predictable. However unfortunately we are limited to the location we have chosen and also are under time pressure so we cannot make these changes.

Camerawork:
Camera movements too slow, shots held on too long. We have cut them down already, we need to keep them the same so the character footage length is in propourtion. It reflects the characters way of life - higher class, fast paced. Lower class, slower paced.

Editing:
We were asked to make titles smaller and make them more animated, such as moving text. we are going to make the titles smaller but we are not adding effects to the titles as this would make it less naturalistic and would not suit the genre of british social realism.

Sound:
Our sound was said to be too upbeat, we think the suits the routine of the people as one is a up-beat life and the other is rushing which is also up-beat. We based the soundtrack on 'This is england' which also has an up-beat reggae based soundtrack.

Generic Conventions:
There were no comments on improvements for the generic conventions.

Feedback from Test Screening

Mise en scene - Include a good choice of costume, however less predictable locations would have been a better idea. The alarm was a good prop and also using the mobile phone to contrast the two classes.

Camerawork: There are slow camera movements, however there is a good variety of camera shots.

Editing: the pace of the clips has a good flow that helps to give the viewer a sense of time between the two characters. Need to make the titles a bit smaller and could add some more movement to them such as sliding in. Also, need to make sure titles don't overlap into footage.

Sound: A bit too upbeat.

Generic Conventions: The locations have been picked well for the social realism convention.

Given Level: Level 3, mark between 40-60. Proficient.

Rough Cut

Here is our rough cut for our British Social Realism film opening.

Organise Our Filming

When shall we film?
Monday 9th February - Establishing shot of Higher Class house
Tuesday 10th February - Rest of footage

Where shall we film?
The establishing house shot is to be shot at Conors.
The bus stop scene and shot 3 are to be shot in along Swavesey paths.
All of the inside bedroom and house scenes are to be shot at Ed's house.
Long Road Sixth Form College for classroom scene and walking into college.

Who will be acting?
Higher Class Boy - Ed Neely
Lower Class Boy - Conor Murphy
Higher Class Boy's Parents Voice - Charmaine Christie
Lower Class Boy's Parents Voice - Ed Neely

Shot List

Shot 1: Long, establishing shot of the front of the higher class house.

Shot 2: Medium shot from the side of the higher class boy being woken by an alarm in bed.

Shot 3: Medium, head on shot of lower class boy leaning against wall outside (along pathway). Checks his phone as alarm sounds.

Shot 4: Medium, side on shot of higher class boy sitting up in bed eating breakfast off a tray. He shouts "thank you!" to his mother.

Shot 5: Medium, side on shot of lower class boy's bed. Lower class boy enters room and flops onto his bed. Parents shouting at him in the background.

Shot 6: Medium, side shot of higher class boy looking at himself in his hall way mirror, doing his hair. He dabs on aftershave.

Shot 7: Close up shot on higher class boy's front door handle as he turns it and leaves the house.

Shot 8: Medium, side shot of lower class boy in bed waking up, still in his normal clothes.

Shot 9: Medium shot of lower class boy spraying on deodorant.

Shot 10: Long shot of higher class boy walking into sixth form college.

Shot 11: Long shot of lower class boy running down the stairs.

Shot 12: Long shot of lower class boy leaving the house through the front door.

Shot 13: Long shot of lower class boy waiting at the bus stop.

Shot 14: Long shot of lower class boy walking into sixth form college.

Shot 15: Long shot of higher class boy in class with a spare chair next to him. Lower class boy enters class and sits next to him.

Shot 16: Medium shot of the two boys sitting next to each other and eyeing each other up.

Title: Black background with bold, white writing in capital letters saying 'CLASS' with the same word reflected underneath. This reflection signifies higher and lower class.

This is our Animatic storyboard for our film opening.

Included Microelements

Location
- House (Ed's)
- Classroom
- Run-Down Street

Editing
- Naturalistic
- Fast Paced
- No Transitions

Camerawork
- Naturalistic

Sound
- Diegetic & Non-Diegetic

- Diegetic:
--Parents in background (shouting)
--Stereo
--Parents Waking People
--Alarm Clock

- Non-Diagetic:
--Soundtrack
--- Contrasts to social class but with smooth changeover
Costumes
- Smart clothes for upper class teenager
- Scruffy clothes for lower class teenager (sleep in clothes)

Lighting
- Naturalistic
- Daylight and Indoor artificial Light
Props
- School Bag
- Beer Can
- Cigarette

Analysis of Snatch

Snatch is an action film with a comic element.
In the opening sequence, titles run throughout the screen where the action is happening. As the characters are dressed as Jewish people the music is traditional Jewish sounding music, this sets the tone for the characters. The editing also has a slow pace to make the scene seem calm and casual. However the music then quickly changes as the characters begin a fight to be loud, fast and noisy to reflect the current hectic mood of the scene.

Camerawork and Editing: The opening credits of Snatch set the mood for the film as well as clearly introducing the characters to the audience by putting the characters names alongside freeze frames of the main characters. The pace of the camera shots also quicken as the scene becomes more manic, this matches the soundtrack and reflects the hectic atmosphere.

Soundtrack: The non-diagetic soundtrack matches the action and pace of the editing and acting, so at the beginning when the characters are walking into the building the soundtrack has a slow to normal pace and as the characters break into a fight scene the soundtrack quickens to a fast pace. The beginning of the soundtrack also matches the characters dress as they are dressed as Jewish people so the soundtrack has a Jewish theme to it. The soundtrack also becomes louder as it becomes fast paced in the fight scene to reflect the characters mood and the general atmosphere of the scene at that point in time.

Costume: The main characters are in Jewish costume at the beginning, however it is still realisti costume and the rest of the characters are in naturalistic costume to fit in the with the action genre.

Analysis of Kidulthood

Kidulthood can be compared to our film opening sequence as both are based around teenagers and are British realism. They are also both based around showing the stereotypical differences and problems with lower and higher classes.

The opening credits also use a mixture of non-digetic and digetic soundtrack to keep realism, the same as our opening sequence will use.

Both also try to show the problems within lower class youth culture.

Analysis of SKINS

SKINS can be compared to our film opening idea as both are based around teenagers and use characters from both lower and higher classes.

The opening sequence of SKINS is also like how ours will be, showing what the teenage characters get up to, use non-digetic sound track and end on a black screen with only a bold title.

However, being a TV drama, SKINS shows clips of the characters from what will happen throughout the series in the opening credits, whereas our film opening simply contrasts the typical morning of two teenagers to lead into the beginning of the film.

Influence for Ideas

http://uk.youtube.com/watch?v=1kINWJz6zKk&feature=related

http://uk.youtube.com/watch?v=ch1B8jj67JM&feature=related

channel 4 Documentary called 'Rich Kid, Poor Kid'
Even though this is a documentary, not a film or drama, it helped us with our idea of contrasting higher and lower class lifestyle.
Like our idea, this documentary also shows the two girl crossing paths and how they react to one another.

The documentary is done contrasting the same gender, so we shall do the same as it easier to visually show the differences between their different lifestyles if they are of the same gender.

Further Planning

• show the difference between higher and lower class
• contrasts a higher class boy with a lower class boy
  - higher class boy; getting up and ready in the morning - woken by parents, breakfast at table, neatly dressed
  - lower class boy; just coming in and going to bed, can hear parents shouting at him, gets up late, keeps on same clothes and ruffly gets ready
• higher class boy goes off to college, gets in on time
• lower class boy gets in late and is forced to sit next to other boy - this shows the comparison in their attitudes
• then scene cuts, black screen and bold title

Conventions of British Social Realism

• based on hightened realistic situations, on real life scenarios
• based on stereotypes and social groups
• includes social class
• shows racial issues
• shows gender issues
• can be aimed at different aged audiences, such as SKINS is aimed at teenagers and Shameless at young adults and older
• natural editing
• use of non-digetic and digetic music
• long camera shots allow semi-improvised acting - realistic
• naturalistic lighting
  
• natural editing, not many effects
• can be made into a documentary style
• try to address social issues
  

Plan

At first we thought that we would produce a Children Adventure sequence, but then we changed to British Social Realism as we think we would be able to produce this better and have more ideas.
This is why we have a lot of Children Adventure analysis, made previous to this change.

Analysis of Romantic Teen Comedy

• Romantic Teen Comedies are generally American films.
• targeted at teenagers and young adults
• based upon the special interests of teenagers, such as coming of age, first love, rebellion, conflict with parents, teen angst and alienation.
• films in this genre are often set in high schools, or contain characters that are of high school age. Sexual themes are also common, as are nudity and crude forms of humour.

Analysis of 'Childrens Adventure'

The Goonies:

• released in 1985
• an adventure-comedy for children
• includes a group of children who are friends going on an adventure to figureout a mystery and get into trouble along the way
• includes a monster
• includes a "baddies" and "goodies" dynamic
  

The Incredibles:

• released in 2004
• computer animated by Pixar
• Walt Disney film (specially known for childrens films)
• centers around a family
• includes superheroes
• includes a "baddies" and "goodies" dynamic

How these two films show the conventions of 'Childrens Adventure':

• storyline based around a group of friends (who are normally children) or a family - this is so children viewers can relate to the film
• the group of friends or family that the storyline follows are the "goodies" - so that the children viewers like them and once again relate to them. it also gives the viewers characters to look up to and be influenced in a positive way
• the characters go on a journey to follow a mystery
  
• includes a group of "baddies" to compremise the journey of the "goodies"
• the "goodies" realise something about themselves and understand right from wrong, they also become more mature
• normally includes fantasy / comedy / light horror (scary scenes for children)
• sometimes use mild language
  

Final Logo

Here is our final logo, animated in Final Cut.

Initial Logo

Here is our stationary logo created in Photo Shop.
Because none of us new how to use photo shop well, we had to ask for help. When we found the pictures and did the text the next step was to import music and make the feet walk across the screen. After the music was on our project we found that we did not know how to cut so we had a specific part of the music that would go well with this project. Also in our rough logo we could not find how to make the feet walk instead we made them slide. We then thought of using photo shop and copy and paste them to final cut which worked well and which we were satisfied with.