Call sheets

In today’s lesson I completed a call sheet, which I then sent to the actors playing the three girls and Jenna in our production. This call sheet included the location that the scene is going to be set in and the address of that location and also the phone number of that location. I then went on to write about the time that we are going to meet in that location, and where we will be meeting. I also said what props the actors would need to bring and also the costumes that they should be wearing. After doing this I then said what actors and contributors are going to be in the scene and the crew that will be on the set. Finally, I then wrote up the schedule for the day, which shows the actors what we are going to be doing from the time we meet to when we finish filming. The call sheet is essential because it allows the actors to see what is going to be happening on the day, what they should bring, what they should be wearing on the day and also any contact details that the actors need to know. After completing the call sheet I then sent it to the actors, along with the script so that they are able to look over the script and see their lines and also see what props they have to bring with them.

 

 

Budget

In today’s lesson Tayla completed the budget sheet. The budget sheet states how much each prop and costume that we want to use for our production would cost when creating our production professionally. Tayla firstly talked about the equipment that we were would need to use for our production, which includes a camera, boom mike, tripod, lighting, camera and sound operators and the use of an editing suite. The cost of the equipment was taken off a website which hires out the equipment needed for professional use. Tayla then went on to look at the cost of the costumes that we want to use. To find the price of these she went onto a clothing website and looked at how much it would cost to buy these outfits. She then went on to look at the cost of the props that we want to use off a range of websites. These props include a Mac Book, Iphone 4s, fake alcohol and pills, school bags and also a purse. Tayla then went on to a website to look at how much it would cost to hire an actor per day. As we were filming three separate scenes we would need to hire 9 actors for our production. Finally she looked at the location hire for a house and a school, and also how much it would cost to license a song for a film. After completing this she then worked out the total cost for the production if we were hiring all the equipment and actors from professional companies. After doing this she then went on to say how much all of these things would cost when doing a school production. In the end it would cost us nothing to produce our advertising campaign as we are going to be borrowing the equipment from the school and providing the props and costumes ourselves.

Costume and props

29/01/14
In today’s lesson I began writing out the costume and props list, which is used to show what costume and props we are going to be using for our production. This list includes all the props and costumes that we are going to be using in each scene, who is responsible for the keeping of those costume and props, and finally where they will be coming from and who will be providing them. For the first two scenes we are going the characters are going to be wearing the Manshead school uniform as this will show the audience that they are still in school. In the last scene we are going to be dressing the actors in smart clothing as this will show that they are in sixth form, also the clothing will be in trend which will be used to show the audience that they are typical teenage girls. The actors will also be using props such as laptops, school bags, phones, alcohol and pills. All of the props that we are going to be using will either be provided by the actor or by a member of the production crew so therefore we will not have to buy any costumes or props for our production. After writing up what costume and props we are going to be using another member of the production crew will then go on to find out the cost of these if we were going to be producing a professional campaign video.

Actor/contributor release form

Conall took on the task to complete the actor/contributor release forms which are an important part of the pre-production planning stage. These forms give ensure that the actors and contributors give us permission to firstly to film them and secondly that it can be shown by any form of media or formats. Without the actors signing these forms we wouldn’t be able to use them as an actor in our production, and may not be able to include a piece of footage that they may be in the background of. Therefore this planning document is a vital part of our production as we are going to want to be showing our final advertising campaign on a range of social networking sites, where it will then be able to be viewed by members of the public. After Conall had finished typing these forms up we will then give them out to any actors that we want included in our production, and also to any students that may be seen in the background.   

Storyboard

After completing the shot list we then went on to complete the storyboard as we know all knew what shots we wanted to use for each scene. Each member of the group took on fifteen shots each to complete and write about what was happening in the scene, the edits that we were going to use, the dialogue or sound that was going to be heard, the amount of time that the scene would go on for and we also drew a picture of what was going on in the scene. Conall complete the storyboard for shots 1-15, which began from scene one where it shows Mitchell sitting in his bedroom on his computer to half way through the scene. I then completed the storyboard starting from the end of Mitchell’s scene where it shows a close up of his phone, and then went on to the second scene showing Lewis and the three bullies following him and kicking him whilst on the floor. Tayla then completed the storyboard for the end of scene 2 showing a close up of Lewis on the floor, and then goes on to scene 3 showing the three girls and Jemma talking at the table in the sixth form common room. Keeley then went on to complete the storyboard for scene 3 which shows the three girls running away from Jemma, and then went on to scene 4 which shows the three girls and Jemma talking in the toilets.
When completing the storyboard for the end of scene one and going on to scene two I had to ensure that I included all of the information that was going on in the shot, and that the picture showed a clear image of what shot was going to be used. After each member had completed their section of the storyboard we then put it all together. The storyboard is important for the planning section of the production because it allows the production crew and other people to see a visual image of the shots we were going to be using, and also what was happening in the shots, the dialogue that was going to be spoken, the way we were going to go from one shot to another and finally how long each shot was going to last.

 

 

Risk assessments

I had taken on the task to complete the risk assessments for each location that we are going to be filming in for our final production. These risk assessments state what hazard could occur in that location, the person or persons at risk, the likelihood of the hazard from 1-5, the severity of the hazard from 1-5 and the risk level from 1-5. It also states the measure that needs to be taken to control the risk, the person responsibly for controlling the risk and finally if the final risk level is acceptable so that we could still film in the chosen location. This document is important because it allows the actors and the production crew to see if there are any risks which could occur in each location, and this will then allow the production crew to decide whether these risks are too high and therefore we cannot film in the location. If we do continue to film in the chosen location it will allow the actors to see the risks which could occur and they would therefore be more careful and aware of these hazards occurring. These hazards include things like tripping over any wires left lying across the floor, or any chairs which have been left in the way. Also that we make sure that we put all of the equipment to one side so that no-body trips over it and injures themselves. As well as completing the risk assessment forms we would also have to ensure that the actors know the health and safety rules in each location so that they do not injure themselves or anyone else around them.

                                                                             

Production schedule

In today's lesson as a group we decided to write up the production schedule. I took on the role of hand writing the production schedule, and as a group we looked at what equipment we needed for each scene, what crew will need to be included and when we believe that the filming will be completed by. When doing this we had to look at the school timetables of the actors that we are going to be using to ensure that they were free on the days that we chose to film. We also completed a post production schedule so that we know when we are going to be reviewing our footage and when the draft has to be in by. Tayla then went and typed the production schedule up on the computer. We all worked as a group on the production schedule and all had an input into when we should be filming and what equipment and actors we need for each scene. As we were all able to agree on all of these things we completed this task fairly quickly, although finding out when the best time for everyone to film took quite a while. The production schedule is important to the planning stage because it allows both the actors and production crew to see when the filming will be taking place and who needs to be there on those days of filming. 

Location Recce

In today's lesson we completed the location recce sheets. I completed the location recce sheet for the sixth form common room, Tayla completed a location recce for the sixth form toilets, Conall complete one for the playground and Keeley completed a location recce sheet for the bedroom as it was going to be filmed in her house. The sixth form common room is going to be used for the scene where Jemma is sitting with her friends and they begin to subtly make hurtful comments towards her, it then shows Jemma walking off to get some food and the three girls run off away from her. Jemma then runs off to the toilets where the next scene takes place.  I firstly went to visit the common room to take pictures and also to see the lighting level, noise level, potential hazards and I could then decide on the overall suitability of the location. The lighting level in the common room tends to come from the natural lighting from outside, and therefore we will not find out what the lighting is going to be like until the day of filming. The noise level in the sixth form common room also depends on the time of day that we decide to film. As we want people to be in the common room, but do not want it to be too noisy we would have to pick a time, such as during a free period, where not many people are in there. There are not many hazards which could occur in this setting apart from tripping over chairs or bags, or any equipment left lying around. Overall i believe that this setting is good for this scene as it tends to be quite during free periods but there are still people who would be sitting in there which will make it look realistic. Also it is a wide and open space and therefore there will be a lot of room for the actors, crew and equipment that we would need to be using. The location recce sheets are important in the planning stage because they allow the production crew to see if the location is suitable due to the lighting/noise level and potential risks. 
Below I have included a picture of the location recce sheet for the sixth form common room.

Meeting

22/01/14
In today’s lesson we firstly had a meeting to talk about the soundtracks and audio we wanted to include in our final production so that Tayla could then go off and research more into the audio and soundtracks. We decided as a group that we were going to be using sad and depressing music, which will be used to set the mood of each scene. We then decided that we will be finding different sound effects to fit what is going on in the scene. The second scene shows the character being pushed to the floor and then the three bullies begin to kick him. In this scene we believe that we should include the sound of shouting in the background to make it seem like there are students running around on the playground where we are filming. After deciding on what soundtracks and audio we are going to be including we then went on to discuss who was going to complete each location recce. We decided that Tayla was going to complete the location recce for the sixth form toilets, I was going to complete the location recce for the sixth form common room, Keeley was going to complete the location recce for her own house and Conall was going to complete the location recce for the playground. We then went on to talk about what we were each going to complete during the lesson. We decided that Conall would scan the storyboards onto the computer and also that we were going to work out what day all of the crew and actors are available to film so that we could complete the production schedule. Finally, we then decided on how many actors we needed for each scene and decided on the people that we want to use to play these actors.

Shot list

 Annotated script for shot list

In today’s lesson we started to come up with a shot list. Before writing out this shot list we all began annotating our scripts and writing in what shots we were going to use for each piece of action taking place. We did this so that we were all able to see what shots we wanted to use, and then could come up with the shots that we want to use as a group, and could then write up our final shot list. Below is a picture of my annotated script, including all the shots that I believe we should use. 

After we each individually completed this we then went on to complete out final shot list ready for the story boarding of the whole production. As most of our own shots lists were similar we put down the shots we all wanted for the piece of action that was taking place. On some parts some of us had different shots than others, and we then decided what shot would look best for that particular piece of action that will be taking place. During some parts of the shot list I had suggested a shot that we could use that I thought would fit that piece of action, for example when Lewis is getting pushed and kicked on the floor I suggested that we should use a point of view shot from both the ‘bullies’ point of view, and the victims point of view. This is so that the audience are able to understand what it is like from both sides and can understand how both characters are feeling. After writing these shots down roughly on a piece of paper I then typed it up onto a computer. In total we had 58 different shots for each piece of action that is taking place. We had decided to use a range of shots so that the audience are able to see the action happening from different points of view, and from different angles. After completing this we can now go on to begin our storyboards and write in what shots we are going to be using for each scene. The shot lists are essential to the pre-production planning stage because they allow the production crew to see which shots are going to be used for each scene, and allow us to see what shots would be best suited to each piece of action happening in each scene. 
Below is a picture of the completed shot list which we had come up with as a group.

Proposal

Proposal 9/1/14In today’s lesson Tayla finished writing up the proposal for our final anti-bullying advertising campaign. In this proposal she had included a brief description about our final idea, which was that it is an advertisement that we want to run for around 7 minutes. In our production we are going to be defining what bullying is, and provide viewers with help if they are a victim of bullying. Also Tayla has said that we are going to be using a multi-strand narrative showing three different bullying scenarios. These will be; subtle, cyber and physical bullying.
Tayla then went on to write about the style and form, which is going to be an informative advert, and also the roles that we are going to be taken on in our group.
She then went on to say that we are going to be including three main characters into our production, and that the locations will be at Manshead Upper School, the school canteen and a bedroom. Tayla went on to talk about the costume and props that we were going to use, such as school uniform and normal teenage clothes which includes jeans, a t-shirt and trainers. The sound track and audio that we will be including will be sad and slow audio as we want to allow the audience to feel the mood that we are trying to portray.
Tayla then went on to talk about the effects that we are going to include. We are going to be including a fade to black transition at the end of each narrative, and also we will be using a range of shots such as a point of view shot to show the characters point of view. Lastly, she said any comparable work such as previous campaigns that have been produced, such as the ‘this is abuse’advertising campaign which also includes a multi-strand narrative.

 

Script

In today’s lesson we began writing the script for our final production. We firstly had a group meeting to talk about what role each group member is going to take on, what we were going to include in our script, and what the different narratives were going to be. We decided that I was going to be the camera person, Tayla is the director, Keeley is going to be the sound and lighting person and Conall is going to be the producer and editor. We decided on these roles because we all believe that these were the roles best suited to us, and that we could carry out to the best of our ability. We then went on to decide the names of the characters and also where the scenes were going to be set. We also decided what dialogue was going to be spoken in the scenes, and also what the characters were going to be doing during the scene. As we have three narratives going on throughout our production we decided as a group we would each write a script to fit each scene. Both I and Keeley wrote the script for the ‘physical’ bullying scene which shows a teenage boy called Lewis being picked on by three other boys because of his sexuality. 
When writing the script we had to include the actors direction so that the actor is able to know what they are doing during the scene, and also where the scene is going to be set and the time of day that it is going to be filmed, for example; ‘EXT. School playground Afternoon’ which means that it is going to be filmed outside, on the school playground during the afternoon. Other members of the group also wrote the scripts for the ‘Cyber bullying’ scene, and the ‘subtle bullying’ scene which we had all come up with as a group. 
After everybody had finished writing their pieces of the script Tayla then went away and put it all together, ensuring that each scene flowed into eachother and that it was in the right format.

Planning Schedule

9/1/14
As a group we had to come up with a planning schedule which will say who is doing what pre-production task, and also when they will complete that task by. We had all decided to take on tasks that we hadn’t done on previous tasks, and on some tasks such as the script we decided to complete it as a group. We had to ensure that we finished everything by the 23^rd January so that we will have enough time to film, and if needed we will have extra time to re-film scenes.
As a group we will be completing the script, shooting and production schedule, storyboard, test camera shot, location recces, the lighting and SFX’s, the facilities list, call sheets and the floor plans. As well as completing these tasks with the rest of the group I will be completing the codes and regulations and the risk assessments on my own.  After completing all of these tasks we will then go on to film our anti-bullying advertising campaign.