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Film Production Thesis IV: Film Assembly

Prior to taking the Film Production Thesis IV: Film Assembly course, I had three academic goals. First, I wanted to have an understanding of how sound is mixed and created in post-production. Second, I wanted to be able to mix and create sounds. Lastly, I wanted to learn how to use Pro Tools. Throughout the course Bill gave us many tutorials and taught us through hands on experience. This made the course very interesting and fun.

The course had a mixture of PowerPoints and lectures with days on the dub stage. The dub stage days were my favorite days because it is a really great space to listen to sound and music. The mixing board is very cool and it was awesome to have someone so experienced in post-production sound standing right there to teach us how to use it. The foley room on campus was also a really cool room that I wish we could have visited more than once. Creating the sounds and having them match the video was a lot of fun. 

I also enjoyed the lectures Bill gave because it was very clear he knew what he was talking about. He was always willing to explain the process of creating sound and using Pro Tools. To help us understand Pro Tools more, he had us watch a variety of Lynda.com tutorials and write summaries of the videos. These assignments took a long time to do but overall, I think it was helpful and enabled me to get a quick grasp of what Pro Tools can do and how to use it.

Throughout all of this, we had an assignment due on the last day of class that required us to create three different sounds of the same video. One required only a musical score, one required only sound effects, and one required a song with lyrics. Creating these videos was a lot of fun and it gave a wide range of creativity. It showed me the important of how these three elements can work together to create different emotions. The sound effects video was a lot of fun because it was very cool to see how sounds could be layered together to create a whole atmosphere that makes the video comes alive.

Overall, Film Production Thesis IV: Film Assembly was packed with information on a subject I did not know much about prior to taking this class. Pro Tools is an extensive program that is fantastic for sound mixing. It was great getting to watch and learn via hands on experience. That is the fastest way to learn. 

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Film Production Thesis III: Post-Production

Prior to taking the Film Production Thesis III: Post-Production course, I had three academic goals. First, I wanted to have an understanding of what steps occur in the post-production phase. Second, I wanted to be able to edit films in a way that enhances the goal of the film. Lastly, I wanted to learn various techniques editors use and how that can impact the film. Throughout the course we were given a lot of information regarding editing and implemented these into our projects.

There were a lot of lectures in this course that were very helpful in gaining more of an understanding of the post-production phase. Split-editing is a useful tool. The workflow presentation project was extremely helpful because it forced me to do a lot of research to understand what approaches would best support what I was trying to accomplish. It was a great way to quickly gather an understanding of the options available regarding file formats, footage, aspect ratios, etc. It was challenging, which pushed me to be better and learn more.

I enjoyed the editing assessment the most. It was such a great way to push creativity and force you to create something. We were given a lot of footage and music and told to create a commercial spot and then export it according to the specifications listed. It was an interesting assignment that forced me to focus 100%. I will honestly be doing this on my own to improve editing techniques and broaden my mind.

Throughout all of this, we worked on our final editing project. I chose to edit a six-minute video and it was a great way to learn Avid. It is one thing to read about a software but the only way to actually learn it is to use it, make mistakes, and learn from them. This project enabled me to do that.

Overall, Film Production Thesis III: Post-Production had a lot of information that I will definitely utilize. Editing is a skillset that can constantly be improved. However, sometimes it is important to realize that it does not need to be fancy to be good. I really enjoy editing and this class furthered that interest to a new level. It also gave me a way to practice editing in the future (using footage found online and cutting it together to create a spot). As a result, this class helped me to exceed the goals I had originally outlined in the PDL objectives. 

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Mastery Journal

Prior to taking the Film Production Thesis II: Production class, I had three academic goals. First, I wanted to understand the techniques a cinematographer should know when creating a film. Second, I wanted to be able to better keep track of continuity in films. Lastly, I wanted to understand when to use certain camera lenses for scenes. In the beginning of the course we had a lab in the soundstage to get familiar with the gear we would be using. It also gave the camera team a chance to build the camera and learn what equipment was in which boxes. We inventoried the gear we wanted to check out and then began the four-day shoot. After that we brought the gear back to the soundstage, cleaned it, inventoried it, and put it all away.

Throughout the four-day shoot I learned a lot not only from doing my job but from watching other people do theirs. On a film set it is important that everyone is on the same page and knows what needs to be done. While there were times on the set where it was not very certain if we would get every shot, we did. It is important to try to be as helpful as possible on set without being in the way.

I was the 2ndAC on the Websight thesis film. I learned a lot about slating and the best way to quickly and efficiently help the 1stAC. I would bring in gear, arrange it, and get the equipment the 1stwould need to build the camera. By having it all readily accessible, she could build the camera quickly and the camera team would be ahead of schedule.

One of the main lessons I took away from this course is the importance of surrounding yourself with people who are collaborative. I enjoyed the Robert Yeoman video where he stated that he enjoys having a gaffer who he can bounce ideas off of and trust (Hansbauer, 2015). It is essential in the film industry to have people like that around you. They will strengthen the project and create a great environment.

Overall, the Film Production Thesis II: Production class gave me some helpful tips on set that I will utilize on future sets. It is extremely important to know what is going on and to be thinking four steps ahead of that point. It is also important to be able to make decisions quickly and be confident that it is the right decision. As a 2ndAC, it is important that I am fast and always anticipating what the 1stAC needs. It is also important to slate so that the slate is close to the screen to make it easier on the editor in post.

Hansbauer, N. (2015, Feb 5). The Cinematography of Robert Yeoman (Wes Anderson’s DoP) [Video File]. Retrieved from https://www.youtube.com/watch?v=D6L_txEdKDg

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2.4 Mastery Journal - Pictured

Pictured is a short horror film by David Sandberg and Lotta Losten. It starts by showing a picture of an ominous woman. A girl hears a bang and sees that her potted plant is shattered. She sees the picture on her wall and the audience sees that the woman in the picture is gone. Footsteps are heard, and she runs to explore. The woman in the picture is gone. She hears something in another room and sees a shadow. The girl grabs a hammer and approaches the sound. The woman in the picture is back, her back to the viewer. The girl looks away and looks back to see that the woman has moved and is facing to the left. She obstructs her vision again and each time she does, the woman in the picture moves to faces her. Finally, the woman in the picture takes over the girls’ body and the girl is stuck inside the picture.

The logline for this is: A girl sees a possessed woman in a picture that gets closer to her each time her vision is obstructed. The theme is supernatural versus natural. The genre is horror and the tone is suspense.

The inciting incident occurs when the girl hears a bang and sees the broken plant with dirt leading to the picture. Plot point one occurs when she hears running in another room, walks towards it, and sees that the woman in the picture is gone. Plot point two occurs when she realizes that each time she looks at the picture and looks away, the woman turns more to face her. The climax occurs when the woman in the picture possesses the girl’s body. There is no good resolution for the girl. The music and end shot (the girl pressed up against the window in terror of the house in the picture) point to her being stuck while the supernatural entity possesses her body. There is a denouement in the sense that the girl is stuck in the picture while the woman is in her body. The audience does not find out what happens to the girl or why.

Pictured takes place in a simply designed house. There are three framed images on the wall in the hallway. There is a coatrack at the end of the hallway with a plant and shoes on the ground. Hats are hung on the wall. The girl is wearing black, has makeup on, and her hair is in a ponytail. The broom, dustbin, and hammer are the props. There is not much color in the house.

The film opens with a dolly-out of the picture and then pans toward the hallway and slowly into it. A girl enters frame and it cuts to a wide of the hallway from her perspective. The long hallway looks isolated. It cuts to a wide of her as she steps closer. A handheld medium wide shows her approaching the mess. A handheld medium close up of her face shows her eyes following the dirt on the ground to the picture. It cuts to a handheld of the camera following the dirt back to her. The camera is in front of her, from the viewpoint of the woman in the picture. The camera is near the other end of the hallway as she puts the broom away. This shows how alone she is. The shots tracking her down the hallway are handheld to emphasize her unrest and the tension of the situation. Point-of-view shots are used. The confrontation between the girl and the woman switches between their point-of-views in a series of medium close-ups. The composition follows the rule of thirds. However, the picture frame is slanted as if to throw the audience off balance. It uses 25mm and 35mm lenses for focal lengths as well as a deep depth of field. Handheld was used a lot to emphasize the growing unrest and turmoil.

The lighting is simplistic and lacks warmth. The ceiling lights are on. Another source of light in the hallway is from the sun entering from the bedroom/office area the girl enters from.

There is no dialogue. The only non-diegetic sound used is a deep and ominous bass sound at the end when the girls’ body is possessed by the woman in the picture. The rest of the sounds (such as the keyboard typing, footsteps, potted plant breaking, and breathing) are diegetic.

The editing style in Pictured is straightforward and follows continuity. There are no jump cuts or montages. The first cut takes place after a 31-second opening shot. There are a lot of cuts back to the girls face to show her emotional response to the suspense. It features a few quick edits to show her cleaning up the plant mess. It is back-and-forth editing to show what is happening and her reaction.

Handheld shots can be used to strongly show the audience that there is tension. The thesis film Websight can use the same tactic Pictured used in regard to sound. They mainly used diegetic sounds except for the bass at the end to enhance the scariness of the moment. It is a simple soundtrack that is very effective if done correctly. It is important to remember that if a film has a good script it is okay if it is done simply.

Every film goes through challenges so everyone needs to be willing to work together to come up with solutions that work. Money is always a seemingly insurmountable barrier. This can be combated by fundraising (as the crew has - selling t-shirts), by researching the best deals available, and by being resourceful and flexible. Another creative solution would be how the Websight crew has all computer screen showing scenes being done as a pre-made video rather than being done in post. This saves time and money. Websight also has two locations, which makes filming simpler and gives the production design team more time to focus on and dress the two specified sets.

Sandberg, David F., director. Pictured. Performance by Lotta Losten 2014, vimeo.com/101620363. Accessed 15 Nov. 2018. 

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Visual Storytelling Course

Prior to taking the Visual Storytelling course, I had three academic goals. First, I wanted to learn how to enhance scenes with lighting. Second, I wanted to have a basic understanding of how to operate a camera. Lastly, I wanted to know how to enhance scenes by blocking them before shooting them. Throughout the course we were given five major assignments to complete over the span of four weeks.

The first assignment I completed was the emotion video. This was a very fun assignment that challenged and pushed me to create a video that conveyed the emotion of fear in one minute and thirty seconds. I also DP’d my friends video so I got to do the assignment twice. It was a great experience that allowed me to use lighting and camera techniques in a real setting. It was interesting to try to convey an emotion in a minute to a minute and a half without using words.

The picture recreation assignment was very challenging and took a lot of time to complete. It was difficult to recreate a photo that was most likely photoshopped to look the way it did. This made it a hard assignment that required a lot of patience and equipment. I used C-stands, gels, an Arri lighting kit, nets, and a hand model.

The next assignment was to take a picture and have it use lighting and composition to tell a story. I took a picture at a location called Dinky Dock. Photoshop was used to enhance the image and help it tell a story more quickly. I added a blue tint to it, subtle sun rays, and deepened the highlights and shadows.

In addition to this, we had to create a final project in a group for the class. This was challenging because the director had to work on the thesis project for another class for four days. This really limited the amount of time we had to shoot. We also had to create the production booklet. The booklet was time consuming and had a lot of paperwork that needed to be completed before, during, and after the set.

There were many assignments in this class, but it was a great learning experience and really pushed me to work as hard as I could. The emotion video was definitely my favorite assignment and it was very fun to see it come together. There is something very exciting about coming up with interesting and meaningful shots to help push a story forward.

One of the best labs during this course was when JP had us recreate the lighting from a movie scene. It was a fantastic way to learn about equipment, how to analyze a scene, and notice the lighting. One of the best classes was when Van had an open Q & A and answered any questions we had about film. I think that is a great idea that should be incorporated more often. It was also enjoyable discussing various films and breaking them down.

Overall, Visual Storytelling had some information that I will utilize on future sets. Paying attention to lighting setups, camera settings, and storylines are a lot of work that can make or break a film. Learning about how to improve lighting setups and what to look for in a lighting setup was a huge help and very inspirational. Lighting is a huge aspect of film and something that I really want to learn more about. This course started to help me learn more about it.

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Experimental Filmmaking Course

Prior to taking the Experimental Filmmaking class, I had three academic goals. First, I wanted to learn how to use my phone as a method to shoot short films. Second, I wanted to know how to write concept scripts. Lastly, I wanted to understand what makes a film experimental. Throughout the course we were instructed to create a six-second video at the end of every week. The video had to have an element of surprise in it that would be represented through camera angles, editing, sound, etc. It was a challenge to create a complete story in such a limited amount of time. However, it was a fun exercise that enabled me to think of various different scenarios and figure out how to combine editing, sound, cinematography, and production design to create a successful short video.

In addition, we were taught about lighting setups and given a lab day to learn how to use lunch boxes, stingers, and various lights and light stands. I really enjoyed learning about lighting setups because it is such an artform and a very important aspect of film. Watching how JP would choose to light a scene and flag off various lights was a great learning experience.

Each student could create their own short film for the final project due at the end of the course. I chose to create a short film and two other students in the class signed on with my project. Creating the pre-production booklet and final production booklet was a lot of work. I usually just focus on camera so having to secure a location, secure actors, and try to make sure everyone stayed on track was very difficult for me. In addition, I had to make sure everyone signed the correct documents.

Overall, Experimental Filmmaking had some information that I will utilize on future sets. Making sure all of the correct paperwork is filled out and submitted, making sure sets are secured and actors are locked in is a lot of work. Learning about how to improve lighting setups and what to look for in a lighting setup was a huge help and very inspirational.

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Directing Talent Course

Prior to taking the Directing Talent class, I had three academic goals. First, I wanted to walk away with an understanding of what a director does on set. Second, I wanted to know how to work with film crews and producers to create scenes. Lastly, I wanted to know how to effectively work with talent and writers. Throughout the course we were instructed to direct three scenes utilizing however many actors we wanted to. The goal was to focus on getting the best performance out of the talent while also paying attention to the camera placement and the continuity of the scene. It showed me that directors have a huge job that requires a lot of attention and attentiveness. With only ten to fifteen minutes to create a scene that would edit well, it was a challenge to keep everything working together. I quickly learned that I had to plan the shots for the edit so that when I showed up to direct the scene I would know exactly how it would look in post-production. It was interesting to see the different directions people went with their scripts and how they directed. There are many different ways to direct and this class showed me some of the most effective methods. I enjoyed learning about how to speak to talent in a way that helps them get their best performance. For example, using ‘as if’ scenarios are very helpful. It is also important to be able to read the character and personality of the talent to know what the best approach is to get the greatest performance out of them.

In one of the classes we had to help with the casting process for a day. That was a fun experience that showed me what casting directors have to do, as well as what the audition process is like for the actors. I read lines with the people auditioning and it helped me realize that while auditions are a big deal, it is important to be relaxed and comfortable about the process because so many people go through it.

Overall, Directing Talent had some information that I will utilize on future sets. Planning for the edit in post-production was very helpful information because that is the mindset you need to have when working on a set. Everything has to match up.

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Screenwriting Mastery Vlog

https://vimeo.com/276128419

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Review of Lights Out and Production Elements to Use in Short Films

Lights Out is a film by David Sandberg with Lotta Losten. It is about a girl who turns out the hallway light as she is about to go to bed. When she turns it off she sees the silhouette of a figure lurking in the hallway. Upon turning it on and off a few times, the figure is no longer there. She goes to bed and hears the floorboards creaking as something gets closer. The light in the hallway turns off so she hides under the covers. The lamp on her nightstand flickers so she firmly pushes the plug into the outlet. She hides under the covers and hears the light switch turn back on. A rustling noise occurs near the lamp. She looks over and sees the creature gaping at her as it turns the lamp off.

A logline for this is: A girl sees a monster get closer to her each time she turns off the lights. The theme is supernatural elements versus technology (electricity). The genre is horror and the tone is suspense.

The inciting incident transpires when she turns the hallway light off and sees the creatures’ silhouette. It appears when she turns the light off and after a few light switch flicks it disappears. The girl thinks the creature has disappeared, so she goes to bed and tries to sleep with the light on. The next plot point occurs when she hears the floorboards creak as the creature gets close enough to turn off the hallway light. The second plot point occurs when the lamp on her nightstand flickers. She solves this by plugging it firmly into the outlet. The climax takes place when the creature turns the lamp off. Unfortunately for the girl, there does not seem to be a resolution that is in her favor. The music, creeping stance of the creature, and fright of the girl all point to her demise from a supernatural creature.

Lights Out takes place in an older house with floorboards that creak. The design is simplistic. The hallway showcases a few pictures hanging on the walls and the bedroom has a bed, some pictures on the walls, and a nightstand with a lamp and alarm clock on it. The sheets on the bed are patterned and green. The girl is wearing flannel pajamas. Her face has no makeup and her hair is tied back into a messy bun.

The film opens with long shots as she walks through the hallway. When the light goes out in the hallway a long shot is used to establish how alone the main character is. It is from the perspective of the creature as it stares at the girl. There are medium close up shots used as she continues to turn the light on and off. There is a medium close up of her hands as she rips duct tape. Medium close ups are used to show the girl under the covers. It uses wide-angle and mid-range lenses. The composition switches near the end to focus on the girls’ reactions to the horror she is encountering. It uses deep depth of field to allow the audience to place themselves in this world. The camera stays still, probably on a tripod. The composition follows the rule of thirds. It uses about 25 to 35mm lenses for focal lengths.

The hallway is well lit and warm, establishing it as a safe space. As soon as she enters her room the lighting changes. It becomes darker and more shadowed. The warmth seen in the hallway is gone.  

The film utilizes the sound of rain falling to give an isolated feel. The enhanced sounds of creaking floorboards are used to create suspense since the audience cannot see who is making them creak. The light switch being turned on and off is also enhanced. The audience hears the sound of feet slapping against the ground as the creature runs closer. Every so often a haunting synth noise is heard to accentuate the suspense of the moment. No music is used and there is no dialogue.

The editing is simplistic and the transitions are hard cuts. The only jump cut occurs at the very end when the creature turns off the lamp. A particularly effective cut occurs when the girl sees the creature with the hallway light off and it cuts to the creature at the other end of the hallway. The edits are done so that the story flows without them being noticeable. The film shows the girls reaction and then cuts to the direction of where the creature is coming from and what the status is of the light sources.

This short was made on a low budget. The element that would take extra time would be the work on the creature so that it looked realistic and scary. The storyline and use of dramatic elements is what makes this short so successful and memorable.

The decision in Lights Out to use simplistic production design elements can be utilized in the short we have to make for this course. In Perfect Date takes place in a café with flowers in the center of the tables. In addition, some food and drinks are required. That is a very simplistic layout that is easy to pull off on a low budget without looking low budget. All of the props and designs for the production are able to be obtained by spending very little money because they are everyday items.

Each film has practical challenges that will arise and can hopefully be solved with creative solutions. In Perfect Date a practical challenge would potentially arise when the girl bumps into a waiter who accidentally spills coke on her. Instead of filming the scene twice and having the girl change into new clothes each time, it would be more efficient to set up two cameras to get two different angles of the same scene as it occurs. This eliminates the need for extra wardrobe changes and makeup/hair touch ups.

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Business of Film Course

Prior to taking the Business of Film course, I anticipated I would learn about how to market a film, about the various guilds than can be joined, about freelance work, and a variety of other topics. Throughout the course I was constantly learning new information to help me on my journey as a filmmaker. An important aspect of this course was to look at films released to the public and see how they did via boxofficemojo.com. By analyzing the strengths and weaknesses of various films it helped me to more clearly analyze my own films and the various marketing strategies that would work and would not work. Furthermore, there were guest speakers that the class listened to (such as the writer / camera operator for Fantastic Mr. Fish). Hearing people in the industry discuss their business tactics, experiences, and personal journeys was a great learning experience.

 In one of the classes we were given a piece of paper with a hypothetical vow renewal ceremony situation. It was our job (as freelance videographers) to figure out how to price the job and present it to the client. This was very helpful because figuring out what to charge clients is difficult and occasionally awkward for me. I discovered what factors to consider (time to and from the destination, gear used, editing timeframe, crew size, etc.) and how to price them fairly depending on if it is a big budget or small budget. We were also taught negotiation techniques, how to write a deal memo, and how to know what to charge clients per hour to make enough to live.

 While this is only month two of the 12 month program in the Master of Fine Arts degree program for me, I have learned a lot in a short amount of time. I have learned how to handle negotiations, how much to charge clients (depending on a variety of factors), how to analyze the success of a film, and the strengths and weaknesses of various marketing techniques. It is interesting that I was able to take this course during month two instead of 12 because now I can progress through the program with these techniques in mind. I believe it will help me to be more prepared and efficient in my classes and also in handling film jobs.

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Cournoyer, J. (Photographer). (2018). [digital image]. Paramount Pictures. Retrieved April 22, 2018, from http://ew.com/movies/2018/04/02/john-krasinski-emily-blunt-a-quiet-place-interview/

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“In order for me to choose to direct something, I have to feel that I am the best person for the job, that I have a unique connection to a piece of material, and can see it more clearly than I think anyone else could. ”

- John Krasinski

Krasinski, J. (2018, April 20). The Making of a Quiet Place, by John Krasinski. In Empire. Retrieved April 22, 2018, from https://www.empireonline.com/movies/features/making-quiet-place-john-krasinski/

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These are my monthly goals for each course in the Film Production program at Full Sail University. 

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“It’s all about making kids feel like they can do anything. That nothing’s impossible” (Shone, 2016).

-Steven Spielberg

Shone, T. (2016, July 16). Steven Spielberg. In The Guardian. Retrieved February 24, 2018, from https://www.theguardian.com/film/2016/jul/16/steven-spielberg-kids-can-do-anything-bfg

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Richard Taylor Quote

“We try to run the workshop as a collaborative endeavour where people have a voice - rather than a business driven by a singular doctrine or single-minded leadership.  This offers an environment where people feel they can be part of our successes and are keen to offset our short-fallings. We try to collaborate in a way where personal egos stay out of the equation...” (McAlpine, 2016).

 - Richard Taylor about Weta Workshop

McAlpine, S. (2016, July 13). An Interview on Creativity with Sir Richard Taylor. In LinkedIN. Retrieved February 13, 2018, from https://www.linkedin.com/pulse/interview-creativity-sir-richard-taylor-suzi-mcalpine/

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https://www.linkedin.com/in/alexandrafarley/

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