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What next?

The next step for me in the making of my short film is filming on location (in a woods). This will be done in the next 2 weeks. This will then give me enough time to finalise the cut before the deadline so that I can make any slight changes to increase my grade. I will then export the footage from the SD card onto Premier Pro, which I will use to edit it. I also need to find some copyright free footage and sound effects to layer over the footage. Instead of this, I could remove the audio from the footage and film some non-diegetic sounds to import in. This is a factor that I found is limiting when filming the rehearsal footage due to the weather, since when I filmed it was very windy. This therefore disrupted the audio, making it seem less professional. Filming some non-diegetic and Foley sound will add to the aesthetic of the film, since I want to portray strong feelings of fear felt by the character. Emphasising certain sound effects will help me to do this. I will also have mor
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Rehearsal Footage

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Rehearsal footage: This is footage that I filmed when trying to find the right location to film in. I knew I wanted to film in the woods, and I wanted to make sure that the aesthetic matched what I wanted my short film to look like. When filming this rehearsal footage, I did come across some challenges, such as the wind. The audio therefore was affected by the strong winds, and as a result, I may have to film the audio separately to layer over the footage. This proves how essential rehearsal footage s because it enables you to discover what the limitations are in the location you are shooting in. I also did not use a tripod when filming the rehearsal footage. This is because in some shots I wanted the camera to be shaking to reflect the feelings of fear and danger felt by the character. There are also some point of view shots where the character is running, which I do not need a tripod for. Despite this, when creating pan shots, as well as whip-pans, a tripod is needed to k
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Script/Plot Synopsis

Plot Synopsis: At the start of the film the spectator will see a young girl, aged around 10-15, going to be as she usually would. The mise-en-scene here shows the audience that the girl looks fairly 'normal' and her life seems pretty happy. As she starts to falls asleep cross cuts will shoes her nightmare/hallucination in a woods. This will be very negative and will show her as a vulnerable and very fearful character. Towards the end of the film, a flashback will reveal that she did not want to escape from the nightmare because her real life is much worse and not what we thought it to be. There will be a time stamp on the screen that states '5 hours earlier' to show the girl taking pills in order to make herself hallucinate in this way. Script: There will be no dialogue or monologues  in the short film, so no script will be needed for this. Despite this I will use diegetic sound, such as heavy breathing and a mobile phone ringing, which I can include in a scrip
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Story Boards

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Shot List

Shot List: To show the characters emotions clearly I will use close ups. This will emphasise the importance of how the emotions of the girl help to drive the narrative of the film. I will also use close ups to show the importance of certain props, such as a bottle of pills and a mobile phone. This will indicate how much these props affect the narrative/outcome of the film. When the location changes from the house to the woods, I will use wide shots to show the setting clearly. This aspect of mise-en-scene is essential to show the binary opposites of what is real life and what is a dream. When following the character I will use pans to how what she is doing/where she is going. I may also use low angles to show the character picking up certain props
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Initial Planning

Final Idea - a non-linear film about a girl who hallucinates when she falls asleep and does not want to escape from it. At the end, a flashback reveals that her actual life is worse than the nightmares she has. Casting Choices - 1 female child (aged between 10-15) Character Profile(s) - Child (aged between 10-15) - the child will be female and will have no speaking parts (silent film accompanied by relevant Foley and music), they will be very anxious and on edge constantly throughout the film. Mise-en-scene application - Hair and Makeup - this will need to be quite naturalistic and stereotypical for a girl of this age. However, I would like to alter the hair and makeup to show that hallucinations show a different side to her personality/imagination. Costume - this will need to also be naturalistic and fairly ‘normal’. I don’t want the costume to reveal much about the character until the hallucinations start to occur where the costume will change slightly to
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Lesson Plan 2 - Narrative Theory

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The task was to deliver a lesson on the topic of 'Narrative Form' to the other film studies class in my year. We had to work with a peer, and create a PowerPoint presentation as part of the lesson, along with whatever else we wanted to do. For the lesson, we created a PowerPoint presentation. In order to do this, we researched 3 different narrative theorists, which were: Tzvetan Todorov, Vladimir Propp and Claude Levi-Strauss. We also then researched and added what their theories are. The task we decided to ask the class to do was an essay question - Apply narrative theory to a range of scenes from one of the following films: 'Singin' in the Rain', 'The Gold Rush' or 'E.T.' Having to apply the different theories to a film or scenes from a film helps to understand how they follow or go against them, and how the narrative is driven.
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