Precious

I recently watched 'Precious' (Directed by Lee Daniels, 2009, an American drama focusing on the life of abused teenager, Precious, who is pregnant with her second child and has been enrolled in an alternative school to help her on with her life. It was based on the novel, 'Push' by Sapphire.

Although it isn't a British drama, I felt as though it was important to watch it and note the differences between the two. I have to say that it was a difficult but brilliant watch. Compared to other American films, it wasn't glamorised at all and kept the drama gritty and often difficult to watch. However, the story and characters were clear to differentiate from protagonist/antagonist and easy to empathise with.

Gabourey Sidibe gave a truly heart wrenching performance as Precious, and I found it easy to follow her character throughout the storyline. Where as Mo'Nique was incredibly believable as the abusive mother, sometimes un aware of the situation she has put her daughter through as a result of her poor emotional state.

Further research told me that the film was initially supposed to premiere at the 2009 Sundance Film Festival and the 2009 Cannes Film Festival. It won Audience Award and the Grand Jury Prize for best drama at Sundance, and when released at cinemas, became a box office success after grossing $47 million domestically completely smashing it's $10 million budget. It then went onto receive six nominations at the 82nd Academy Awards, before winning best adapted screenplay and best supporting actress for Mo'Nique, which it really deserved.

Overall, a difficult but completely thought provoking watch. Really, a must see!

Finished Animatic

This is my finished animatic. The final step towards beginning to film my opening sequence. 

The process was quite straightforward, as I have made animatics before this one. I already had my music and vocals sorted, so all that was left to do was to make sure these fit appropriately into the sequence. 

Animatic

Currently, I am in the process of making my animatic to support my opening sequence.
So far, I have already created and altered timing and effects on iMovie, exported this onto Garage Band, and recorded voice overs for the scenes required. All that is left to do, is to make sure the voice overs fit the scenes accurately and then upload my chosen music onto my animatic.

OPENING SEQUENCE UPDATE.

So, in the end I decided that my second film idea was the best choice to go for, as it is something I really want to explore and try my best at portraying.

This film idea focused on the effects of abuse in a family situation, and what it does to a young man hoping to fit in socially and emotionally into society.

I was also lucky to find an actor I think could portray such a character.
I think i chose correctly from my choice of two actors as I could only really use one for each storyline, neither of them could really have been in each others.

Theo Evans:
Played by Michael Blundell-Lithco


17 years old, currently doing a music course at his local college,keeps to himself and is considered a 'loner' by his fellow students. A band which has formed on the college course have been trying to persuade Theo to join them as they try and make it in the music industry. However, Theo has been suffering from verbal, emotional and physical abuse at the hands of his father, who started taking his anger out on Theo after his mother left many years previously. Now Theo is trying to re build his life around the abuse and fit into the social life at college.   


MUSIC:

Thankfully, the music for the background of my opening sequence is also sorted!

I know a local band, based in my home town, and they have expressed their happiness over being asked to use their music, so that's another thing off my check list.

Here is the email, proving that I have permission from the band 'Cathedrals & Cars' to use their music. 

Production Cards

During the session 22/11/11, we explored how to make our own company production cards to support our opening sequence.
Using LiveType to test and create different effects and looks. 


I had already decided upon two names for my opening production cards, 'Gardner Pictures Presents' and 'In association with Glass House Titles', so I had a basic idea as to what I wanted and what I expected.
The programme was a little difficult to manage and I still need to keep trying new things out in order to figure it all out, so it's still a working process.   

Opening Film Sequence Synopsis

General synopsis for film:


Theo, 17, is attempting to make a new start at college and trying to turn his life around. Ever since his mum left him and his dad, due to his dad's anger problems, Theo has been abused and used by his dad as a release of anger, and has been influenced by his dad's behavior. The film follows his journey as he attempts to overcome his emotional and social issues as he tries to get away from what has happened. 


Synopsis for opening sequence:


The sequence opens with a long shot of the first location, a field, to create a sense of serenity and calm, before the film gets too dramatic. We meet Theo, but his face is not revealed in the shots used, but we can see him showing nervous traits. E.g. twisting his hands and pulling at the grass. 


We are then taken back into a flashback, showing the interior of his house at dusk, over the top of these shots we can hear his parents arguing and shouting. It is then revealed, through the mum, that his dad has anger issues. 


Back to the present day action, Theo's voice is heard over the top of the shots explaining his situation as he makes his way out of the field and into town, the next genre-establishing location. 
Right at the end of the sequence, there are shots of the band I'm using for the music, busking in the street, as a way to credit them. Theo then walks past a wall, and the actors name appears as a title. 

Scripting

These are screen shots of the finished script, until I can get it uploaded on a clearer format. I found the software challenging to start off with, but soon grasped it as the process went on!

I think my script covers all that needs to be covered and is clear and easily understood.

i will be giving out copies to each of my cast members in advance, so they can familiarise themselves with the script, characters and what is actually going on!

Storyboarding and Scripting part 4

Shot 25:

• first shot after leaving the field scenes, setting the rest of the 'film'-important to make genre and location clear.

Shot 26)

Something I personally wanted to do for the local band who agreed to let me use their music.

• Credit the band in a title
• but also have them appear as cameos in the opening sequence, as their music plays over the top of the shots.

Shot 30)

• final shot
• important to make clear how the rest of the film can carry on from that point, if it were to be filmed.
• also, another title, this time the lead actors, clear and the layout is well structured.

Storyboarding and Scripting part 3

Shot 9:

• start of a flash back.
• Important to look at lighting and differences between that and the previous shots.
• Starts to explore the theme of the film, domestic fighting in the background, giving audience more idea as to what it's about.

Shot 10:

• First on screen titles
• Weighing up pros and cons on titles appearing on screen or being physically there in the scene.

Shot 16:

• end of flashback-working on how to make transition from flashback to present action, clear.
• music also starts in this scene, how to make sure it starts in the right place between action and dialogue.

Storyboarding and Scripting Schedule

FINAL DEADLINE FOR STORYBOARDING/SCRIPTING:

TUESDAY 22nd  NOVEMBER.


By Thursday 17th (during the lesson) storyboard FINISHED.

Start scripting during that lesson if not, ON FRIDAY 18TH.





STORYBOARDING:

• 15TH(TUESDAY) /16TH(WEDNESDAY) NOVEMBER

• FINISHED BY/ON 17TH (THURSDAY) NOVEMBER

SCRIPTING:

• STARTED DURING 17TH (THURSDAY) LESSON. (PLANNING ETC)
• DEVELOPED DURING LESSON ON 18TH (FRIDAY)
• FINISHED 19/20TH.

How my film idea has developed...

During the storyboarding and scripting sessions, I feel as though my initial film idea has developed.

In a way, it's had to develop, because I've had to look through various shot ideas and really think about what will work and what needs either adjusting and cutting completely.  

So far, the initial storyline hasn't changed at all, only what I had in mind for shots. However, I didn't really have a clear idea as to how I would present them in the first place, but original ideas are finding themselves slotting into the sequence at the moment.  

Storyboarding and Scripting part 2

12/11/11

Recently I have been getting on quite well with the storyboarding process!
Although, I'm finding it difficult to actually try and draw what I have in mind for the sequence.

Shot 5

• I think this shot establishes the location of the opening sequence and the main character.
• I would like to keep the character's identity a mystery for now, especially in the first couple of shots, so the audience have a chance to become familiar with the surroundings.

Shot 7

• This is one of the closer shots of the protagonist.
• Gives the audience more information and who they should be becoming more familiar with.
• I hope it will also evoke questions such as; where is he? who is he? AND what or who is he hiding from?

Shot 8

• This flashback, so far, is one of my favourite shots, and I am really looking forward to tweaking it and readying it to be filmed.
• I don't want to include any other flashbacks in the opening sequence, as it would be a bit too difficult to digest all in one go during the first two minutes, but it will help show what the film will be about.

Storyboarding and Scripting part 1

10/11/11



During the course of today's lesson, I have successfully made a good start to my storyboard, by planning the shots, one by one. I think that this is vital because I am still unsure of what exactly will be happening in the first two minutes of the opening sequence.

 

For now, shots 1 and 2 are to be left empty, so we can fill in our production titles. 

Shot 3:

• very long shot of a field, the opening location to my sequence. This location is to confuse the audience because it starts serene and quiet, and the storyline quickly moves on from this. 

Shot 4:

(leaves blowing in the wind.)

• this, again, links in with the message from the previous shot, making the audience really think about what they have come to see and how it will progress from here. 

I also think, that by using a serene and calm location, it will give the audience time to get really established and introduced to the main character before they become immersed in the action. 

Film Ideas (brief) + cast photos

Thanks to wonderful audience feedback, I have been able to concrete two initial film ideas, giving me a wider option when I come to make the decision. Thankfully, I have two lead male actors for both, so that takes a little weight off of my shoulders!

Film ideas:

1.) (brief)

Dealing with unemployment in young people. Focuses on a young man struggling with university admission and finding an acting break- through.

2.) (brief)

Young man living with the effects of child abuse running in his family. Suffers from insomnia and other effects due to the physical and emotional abuse he has suffered. Looks at the way this effects him in social, emotiona and educational circumstances.

CAST PHOTOS:

Actor for film idea 1: Callum

Actor for film idea 2: Michael

Questionnaire Graph Results

I initially meant to hand out questionnaires to an equal amount of men and women, but due to time constraints and the age of the people I wanted to complete the questionnaire, I had to settle with a quarter of my audience. However, this will help me with my film idea, because I know I can still successfully target both genders.

This was the most successful of my questions, because I successfully targeted various age groups and it helped give me a different response according to age.

Both of these questions link together, becuase I was asking the targeted audience similar questions over layout and personal opinion. This will make a huge impact on what I need to concentrate on and get perfect for my audience.

This graph will directly make an impact on my storyline, because I already ahd two storylines in the making, and this tells me that both of the themes would attract the target audience.

This was almost a halfway vote, but I am glad the audience chose the second title (This Is England) because it was something I had already in mind.

Questionnaire, reasons for various questions;

Examples of important questions:

• Age group - Giving them wide options, helps me target a wider audience and make the film more attractive to others. e.g.

18-20 20-25 25-35 35-50 50+

• What makes a Social Drama successful?

(open question, leaving it to them to answer in space provided. This ensures that I complete this and make it successful)

• In your opinion, what is/should be the most important feature in a Social Drama?

(closed question, giving them examples such as; location, actors, storyline, costume etc. This, again, provides me with how others perceive the elements in Social Drama and what I should concentrate on.)

• Typically, which location should a Social Drama be focused in?

(closed question; household, streets, cafe, park, town etc.Again, provides me with that information.)

• Which themes do you think Social Drama films focus on the most?

(closed; teen pregnancy, drug/alcoholic abuse, economic/employment trouble, child abuse, abuse in relationships. Also providing an 'other' option and provided space.)

• Which themes do you think Social Drama's should focus more on?-(any of the above?)

(open question, space provided, helps me have more options, and determines audience)

Questionnaire (Questions)

Audience Research Questionnaire

Definition of Social Drama: the storyline, characters and locations are as realistic and true to life as possible. The audience should be able to relate to what they are going through, and realistically, the events in the film should be able to happen to anyone.

1.)  Please circle the age group you fall into;

                           

18-20    20-25   25-30   35-50   50+

2.)  Gender? Please tick appropriately.

Female
                   

Male

3.) In your opinion, which elements are the most important in making a successful Social Drama?

Please number your preference. (1 being the most important, 4 being the least)

Acting

 Locations/setting

Story line/plot

Positive resolution to the film (e.g. ‘happy ending’)

4.)  Why do you think this?

       5.) Which element do you think should be the most important, either choose from above or suggest your own. Please explain.

       6.) Which location would you typically set a Social Drama?

Household                      Town                  

On the streets             Housing estate

7.)  Any further suggestions for location/setting?   

(If yes, please explain you choice, if the answer is no then please specify which location you would like to see a Social Drama set in.)

Yes  

No

Please explain below:

8.)  Which themes do you think Social Drama films focus on the most? If you would like, then please order the options with numbers, 1 being the most.

Teen pregnancy    

Child abuse

Relationship abuse

Drug/alcohol addiction

Based of true events              

9.)  Which themes would you like Social Drama’s to focus more on?

Please feel free to choose from the list above, or pick your own, either way explain why:

      10.) Do you think it’s important for the audience to be able to relate to the characters in the film? Please explain your choice.

11.) During the opening sequence of a film, what is your preference of title transition?

Titles are not visible during the sequence; they appear in between on separate shots.

(No titles present on the shots)

Titles appear during the shots; over the top of the sequence.

 (Titles incorporated in sequence)

 12.) What effect does music have on the audience in a film? Please explain. 

Questionnaire

Upon looking back at my questionnaire results and listening to what people had to say about the genre and film idea, I found that perhaps I had misjudged who I was aiming my questionnaire at. Although I had the ages spot on, I had used terminology that was a little difficult for them to understand, and they found the questionnaire a little repetitive.

However, I used what common sense I had and made sure to note down comments they came back to me with once they had completed the questionnaire. So I will make sure to remember my audience will not be as skilled with media terminology as I am. Although I was disappointed with the complications I faced, I think that I managed to get across what I wanted to and have the answers I set out to find.

NOTES IN SEPARATE BLOG POST, ONCE SORTED OUT.

Audience Research Questionnaire

Before I can successfully make a Social Drama film, first, I must go out and question my target audience over what it is they expect to see and what they think of my aspiring film pitch.

This is important, as it will help me reflect on my ideas and improve anything that needs to be improved upon before I start.

Audience Research

Importance of audience research:

• efficient audience research provides us with vita information as to how to attract and captivate our target audience.
• This specifies what should be included in the film, in regards to what audience expect in that certain genre.

(ABOUT A BOY,CHRIS WEITZ AND PAUL WEITZ 2002 and THE KID, NICK MORAN 2010)

Two British Social Drama films, both, in my opinion, targeting two very different types of audience.

About a Boy is far carries a more comical element, whereas The Kid is a gritty drama dealing with the effects of child abuse.

                         Audience Profile:

FEMALE:

• I am 28 years old.
• I am of white-British ethnicity.
• I work as a full time shop assistant/sales advisor but I also write online film reviews for a website in my own time.
• My social class background is working class and I earn an average wage.
• I enjoy watching 'easy-viewing' horror and comedy. But I also enjoy drama, especially something homegrown here in Britain. I enjoyed 'This Is England' and it's spin off television series, 'This Is England '86'.
• My other hobbies and interests include; spending time with friends at clubs, sitting in at home with a good film, and going to the cinema to see new releases.
• I do have a preferred music genre too; mainly Indie/Rock and most film soundtracks.
• For me, it's important that the music in a film is recognisable. I also think that, if it's British, the music should try and stay true to it's country of origin. 
• It's great when I can discover, not only new acting talent, but new British musical talent too.
• I think that when a film has been successful, it should have me thinking about it for a duration of time afterwards. 
• Especially in Social Drama, I think it's important to try and see new acting talent from young, natural aspiring performers, as it becomes more personal if they haven't just been plucked straight from an acting school. I like to be able to relate to characters.  

(Those underlined red show what will be relevant to aim for, what my target audience member is looking for from the film.)

Opening Film Sequences

Textual analysis of Cheri, (Stephen Frears, 2009)
(THIS POST NEEDS TO BE EDITED AND SCREENSHOTS ADDED AS HALF THE POST WAS DELETED AFTER POSTING.)

Storyline: from this extract we are told almost a prologue to the film. We are introduced to various characters, retired courtesans in 1900's France, and what has happened to them. Specifically, the narrator concentrates on the last courtesan, Léa de Lonval, so this shows us who the film will be focused on because the sequence ends just as we're in the middle of her background.

Enigma codes:

• why introduce us to certain courtesans, and inform us of what happened to them? Relevance?
• by telling us Léa de Lonval has avoided many 'dangerous hazards such as love', is love going to be one of those she faces in this film?

Characters: we don't really meet any of the characters in this, except from Léa de Lonval. From this we have established her merely as someone who knows what she is doing and can seemingly handle anything. I think, as an audience member, we still feel indifferent about her, because we have not actually met her yet. 

Locations: with this specific opening sequence, it is merely set on a portfolio of photos and drawings, so the location is not specified. Although we know the main location is France.  
Lighting: the light in this is quite subtle and crowded over with colour. Its changes hue of colour throughout.
Cinematography: The main camera movements in this are minimal and it only pans to the next shot, sometimes changing the speed it changes in.
Sound: we have an instrumental piece playing throughout the sequence. All sounds, including the voice over, are completely diegetic. The instrumental is regal and suits the high stand of society the characters are in.
Titles: In this short section, the title is not actually shown. I think this is so that we can concentrate on the pictures and the narration, as it is vital to the film.

Opening Film Sequences

Textual analysis of Kidulthood (Menhaj Huda, 2006)

Storyline

From this opening sequence, it leads us to have a clear assumption of what the narrative and storyline will lead on to develop into. We have already been introduced, by name, to the majority of our characters, and this seems to be a film that will look at different aspects of various characters, and not just stick to one. We cans see:

• two girls standing on the outside of the action, keeping to themselves.
• a man drilling into something
• two girls discussing the party
• boy handing out invitations
• a couple seemingly care free as to who might see them kissing behind a tree
• and a man, easily in his late twenties, scouring the playground looking for 'Claire'.

Enigma Codes

• Why is the teacher unable to hide his clear fear over certain students?
• Who is Claire, and why is he looking for her?
• Why are those two girls clearly being picked on?
• What is he drilling into/for?
• What was hidden in the yellow bins?

Characters


Overall, there are three different types of character who draw the audience's attention in this sequence.

• We feel a sense of sympathy and confusion over the two girls being picked on by the surrounding characters. I think it's obvious that the audience are supposed to feel some emotion for them, and establish them as the 'unpopular' girls.

• The group of older men wandering around the playground, not only stir up emotions from other members of the school, but also the audience. We can see that they are clearly intimidating and that this happens often. By picking on the two girls, the audience will immediately establish them as the antagonists of the film.

• The mysterious character working the drill captures and intrigues the audience. It is not specified what he is doing, so naturally we are curious as to what it is he is up to. Other than that, we remain indifferent of his character, not being able to establish him as a protagonist or antagonist.

General mise-en-scene

Location: set on a school playground/school grounds. This helps establish the age of the characters and the general social status of the majority of other characters.

Lighting: is natural outside light. I think the effect is to not take anything away from what is going on, by distracting us with any fancy lighting.

Cinematography: this is one of the most interesting elements of the mise-en-scene in this sequence.

1. because the camera is constantly on the move, panning the shots of one group of characters, to the next.
2. we have an interesting variety of camera shots; such as the close ups, focusing on characters who might play a big part in the following film.
3. finally, the mysterious man on the drill, although his face is revealed a few times, the camera zooms in so far, that it is quite impossible to really get a clear look of him.

Editing:

Although not completely clear, these types of edits happen throughout the sequence. When the camera is ready to change scene and move on from one set of character, it starts panning, and a figure deliberately walks in front of the camera, to create a cut to the next scene.

Sounds: throughout the sequence, there is audible music playing in the background, something that sounds like hip-hop/rap. This helps support the genre of film and the social setting of the characters. All of the sounds are digetic.

Titles: the main film title is displayed at the beginning of the sequence, I think this is because there is already so much going on, that if the title was incorporated in the action, it would be lost.

The font is bold and in capital letters, presented in white on a black background, clear, dramatic but simple all at the same time.