Audience Feedback Questionnaire

We constructed an audience feedback questionnaire in order to see what our target audience of 16-18yr old though of our film opening. We decided that we needed to be using open questions in this questionnaire to eliminate generic yes/no answers to the questions. We wanted the questions to guide them into expressing themselves about the film, rather than getting them to select from a list.
We created our questionnaire using http://www.surveymonkey.com/, as it would be easy for our target audience to complete, and simple for us to analyse rather than having sheets of paper handed back to us.
We showed 10 people from our target audience, 5 male and 5 female (so our results were fair and well rounded) all separately so they wouldn’t be influenced by others with either body language, laughter, booing etc. We then placed a laptop in front of them so they could complete the questionnaire straight away after watching the opening so it was still fresh in their minds.
We constructed an audience feedback questionnaire in order to see what our target audience of 16-18yr old though of our film opening. We decided that we needed to be using open questions in this questionnaire to eliminate generic yes/no answers to the questions. We wanted the questions to guide them into expressing themselves about the film, rather than getting them to select from a list.
We created our questionnaire using http://www.surveymonkey.com/, as it would be easy for our target audience to complete, and simple for us to analyse rather than having sheets of paper handed back to us.
We showed 10 people from our target audience, 5 male and 5 female (so our results were fair and well rounded) all separately so they wouldn’t be influenced by others with either body language, laughter, booing etc. We then placed a laptop in front of them so they could complete the questionnaire straight away after watching the opening so it was still fresh in their minds.

Editing decisions

When we had finished filming, we attempted to upload our film. We had a lot of problems which mean we got further behind with editing. When we had finaly uploaded our film, we watched the whole video all the way through. We decided to start editing out all of the outtakes or scenes which we know we wont use, for example in scene 2 where the boys were playing around. We organized out film into 7 parts, scene 1A, scene 2A, scene 3A, scene 1B, scene 2B, scene 3B and maybe's. The sceneA's were the scenes before the occurrence happens, whereas the sceneB's are the scenes during and after the occurrence. We have now decided to have 6 seperate scenes, in the above order. This then means we show each character once before the occurrence and then again after and during the occurrence.We decided to start editing the school girl scenes first, Scene 2A&B. This was because it was the one we had the most time consuming ideas for. We decided previously that we would experiment with the Timestretch funtion, to make the scene focus on the school girl, creating the impression that she thinks she is the most important person in the world. We slowed a close up shot of the school girl down to 60% using Timestretch. The shot after this was in 100% still and looked very contrasting with the slowness so we decided to cut the nect scene into 3 seperate sections, a 60%, 80% then a 100% Timestretch to soften the transition. After this, we found the "rotate" function. We experimented with the close up shot, making it rotate in different ways in slow motion. The transition between the slow motion shot and the full body walking shot seemed softer when the close up shot was turned by 90 degreese, as the girl is facing to her left at the begining of the shot.

Filming Log

We started filming our piece on (05/02/10). We were slightly off schedule with our filming due to the snowy weather and other issues with arranging actors to film when they were free. We filmed Scene One with Michayla in the Sixth Form office. We used a tripod when filming to make our film look as proffesional as possible, eliminating shaking in stiller scenes. We did some close up shots of Jayne typing on the keyboard and other shots including her ruffling papers and shots of the computer spreadsheet. We did this so we had an array of camera shots to edit down to a proffesional looking segment of our film. When the occurrence happens, we took the camera off the tripod in order to shake the camera to make it look like there was an earthquake happening. We think this was a very effective way of creating this impression, as the actors were very good at imitating the impact of an earthquake. We filmed Jayne running out of her office, into a different corridoor and out of the front door of her office block. We filmed in different locations in the school, to make it look more like an office rather than a school. We had Jayne run from the front door of the school straight forward along the pathway. We held the camera to create the impression of fast movement and excitement. We filmed Scene Two outside the sixth form block at the school. We gathered around 10 extras to sit on the side of the walkway and stare at the girl. This is where we came accross some difficultys. The boys weren't taking the filming seriously and were playing around, which ruined most of the shots we got. We did however manage to get some good shots after the boys had left, with just Grace, the school girl actor. We will edit the shots to eliminate the bad shots, and keep all the good shots together and edit them together. Next we filmed the school girl walking into the sixth form common room, stopping, feeling the occurence and running out. We had been using the tripod for the shots so far, but for this shot we held the camera in our hands and shook it like we did in scene one, whilst the school girl ran out of the sixth form block and left into the car park. We then set the tripod up outside the sixth form door and filmed the girl running out of the door and round the corner. We then used match on action and filmed the school girl running, holding the camera, like in scene one to create the illusion of very fast running. We took some shots of the girls back so we had an array of shots to edit. We decided that the more shots we get, the more choice we have when it comes to editing. We filmed Scene Three on Friday the 12th of February in Corrination Avenue, Whittlesey and the sixth form art room. We had to get permission to film in the sixth form room, and we got permision for 10 mins of filming. We had previously discussed with the actor what we wanted him to do, so we easily found a good location and got him to pretend to paint. We used my mobile phone as his phone and Maria rang my number so Noah's phone rang. We werent able to get hold oh a tripod to film this scene, so we tried mostly succesfully to hold the camera without shaking. We applied the easyQ function on the camera which helps eliminate shaking. When filming the running scene, we took easyQ off and held the camera in our hands to film.

Shots we will use

To make our film opening feel more like a superhero film, I think we need to use our camera shots carefully to create the best possible effect. The questionnaire answers that have previously been analysed revealed the fact that the audience doesn't want special effects so this only increases the need for careful shots.
When the "occurrence" happens, we will hold the camera in our hands and shake the camera, showing most of thier body, and all of the body of the school girl, to anable the veiwer to see her short skirt.
We will use slow motion and speeding up in parts of our opening, in quick succession in scene 2, to try to show that our school girl thinks she is the most important person in the world. We have taken inspiration from the movie "Twillight" where the more "stuck up" characters are shown like this. I think this is a very effective effect.

Locations and shots continued

We will decide just before we shoot scene 3 things like; the best way to shoot using the windows as a natural light source; what resources in the art room we could use e.g like this next picture where we have used someone's art work to insinuate the artist is painting it. We will make sure we have permission to do this, and make sure we don't damage anything. It may be more effective if we create our own "prop" painting where the artist can actually paint on the page. This will make our project more realistic, and will prevent us from possibly damaging someone's artwork.

I think we have chosen a brilliant location to film because as you can see, in the daytime the white walls compliment the light from the very large windows. There are also four rows of lights on the ceiling helping to illuminate the room further.
The general clutter of the room also helps create the "art studio" feel and look, which will help us portray our character better.

Shots and locations for the first scene

The location we are going to use to shoot scene 1 will not really be seen. Only parts of her body, face and the computer she is working on will be shown. We have decided to shoot scene 1 wherever we can where a computer and a quiet environment can be found around the school. We aim to make it feel like an office more than a school by adding non-diegetic sounds of office telephones ringing.
The following photos are all related to scene 1, with our character "Jayne". The first 3 pictures show Jayne looking at the computer.

The last two pictures the chracter is shown only through parts of her face/body being revealed, and not the whole of her.

Deconstruction number 2( Titanic)

The first few shots are of real footage from the
genuine Titanic construction and take off.

The black and white real shots life shots give the audience a true life picture of what