BAFFLEGAB Film Pre-Production – Editor’s Journal

Summary

Throughout the pre-production part of this project, I have learned much about the full process when working on a longer film. My team and I have needed to communicate and plan much more than we have ever needed. I have done plenty of test shots to help my team’s cinematographer portray the style we need.

Test Shots

Planning and Collaboration with Screenwriter

N/A

Planning and Collaboration with Director

We have been planning our story fully and creating our style for the film using examples. We have given many examples of cuts and pacing to present a great overall, and consistent, style.

Planning and Collaboration with Cinematographer

We are going to have lots of close-ups, lowlighting, filming shadows, shallow depth of field, and film for certain colors.

Influences from Films

Paperman (2012)
Clouds
G (2024)

Storyboard Notation

We have talked about sound levels, color, and depth of field for a lot of shot planning already.

Editing Program

Adobe Premiere Pro and Davinci Resolve

What I Learned and Problems I Solved

I learned how in-depth a longer film needs to be planned out to be.

S3 Production Project 24

Video editing.” by MIKI Yoshihito. (#mikiyoshihito) is licensed under CC BY 2.0.

SUMMARY

Role

Editor

Intention (SMART Goal)

By Dec 15, as part of team #6 as editor, I will have evidence of pacing by following How to Make a Film Trailer: Concept, Editing & Sound Design for Session 1.

PRE-PRODUCTION – INQUIRY

Leader(s) in the Field / Exemplary Work(s)

Alex Zarfati

  • Makes youtube content to help film makers

Training Source(s)

How to Make a Film Trailer: Concept, Editing & Sound Design by Alex Zarfati

Notes:

Project Timeline

  1. Planning
  2. Storyboard
  3. Rough Script
  4. Advanced Storyboard
  5. Shot-list
  6. Location scouting
  7. Filming
  8. Sound collection (ADR)
  9. Editing
  10. Final Product

Proposed Budget

Evidence of Team Planning and Decisions

In the screenshots above, it shows the script the screen writer made and the rest of the team, including me, edited to show what everyone needs from the script to make the final product as we visualized it.

PRODUCTION – ACTION

The (FILM, SOUND, or GAME Creation)

Justice Man 2 Trailer

FILM

Our film is a mock trailer emulating the over stimulating cheesy trailers from the early 2000s.

Skills Commentary

Link
Pacing: I wanted to focus on pacing this session. To accurately emulate the trailer style for the 2000s time period, pacing is key. I needed to balance the fast action and the grand narrator to create the final product.

POST-PRODUCTION – REFLECTION

21st Century Skills

Ways of Thinking (Creativity, Innovation, Critical Thinking, Problem Solving)

Me and my group needed to think critically when trying to meet our goals while trying our best. We mostly wanted to get our goals met this session and not focus on the details, so we each collaborated to get our own evidence and meet our goals.

Ways of Working (Communication & Collaboration)

We had to collaborate a lot to meet our end goals and meet goals in production along the way. We needed to work together to meet our individual goals which was most important for us.

Tools for Working (Info & Media Literacy)

I used YouTube which shared how student films all have a similar look because of certain styles and techniques used.

Ways of Living in the World (Life & Career)

I learned how to meet our individual goals while collaborating together.

Reactions to the Final Version

Peer Feedback: “It didn’t look like a student film visually”
Advisory Member: “Great concept and world”

Self-Evaluation of Final Version

I could have done more to make the pacing better, but I believe I did my best to use sounds and color correction to make the film seem less student-like.

Grammar and Spelling

Grammarly

Editor

Zac

S2 Production Project 24

IMAX camera in the wild” by cowboycoffee is licensed under CC BY-NC-ND 2.0.

SUMMARY

Role

Editor

Intention (SMART Goal)

By Nov. 17, as part of team #2 as editor, I will have evidence of color correction and audio balancing by following Why Short Films have a certain look for Session 1.

PRE-PRODUCTION – INQUIRY

Leader(s) in the Field / Exemplary Work(s)

Simon Cade (DSLRguide)

  • Has been making informational content on Youtube for over 10 years
  • Trust worthy in his ability to be resourceful for so long in making content and help his audience make films themself. His goal is to help aspiring filmmakers.

Training Source(s)

‘Why do Short Films look like that?’ by Movie LUTs

Notes:

0:39 What is a short film compared to a feature
1:55 Comparing Whiplash’s short and feature film elements
2:18 The 5 factors that determine the look of a film
2:29 Camera quality factors in film
3:24 The biggest factor in the quality of a film is the experience of the crew and actors
3:59 What it really comes down to is making the world believable and that comes with experience
Stage
4:39 Stage and Set design
Lighting
8:33 Importance of lighting
8:43 Contrast
Color Correction
10:13 Color grading and post-production made to achieve a certain look

Project Timeline

  1. Planning
  2. Storyboard
  3. Props list
  4. Rough Script
  5. Advanced Storyboard
  6. Shot-list
  7. Revised Script
  8. Location scouting
  9. Filming
  10. Sound collection (ADR)
  11. Editing
  12. Final Product

Proposed Budget

Evidence of Team Planning and Decisions

PRODUCTION – ACTION

The (FILM, SOUND, or GAME Creation)

FILM

Skills Commentary

Audio
When going into the project, I really wanted to learn how to make the audio feel natural. In my previous films, something always seemed to feel off when it came to audio and filling space. The audio always seemed so unnatural and this made the overall pacing of the films feel all over the place.
With this production, I collaborated with the audio designer to make most things on screen to have noise. It makes the film feel so much more natural, especially when we only use ADR for dialogue. When I initially got my hands on the ADR, I realized that the audio sounded like it was recorded in a studio (because it was). I used Premiere Pro’s audio reverb editors to make the sound feel much more natural and not like in a studio. With all the audio in the film, I used audio panning to make the noise feel like it was coming from a certain direction on screen. This added to the feeling and immersion of the film and it felt a lot less like a student production.
Color Correction
With this film, I also wanted to focus on color correction to create something that didn’t feel like a student film. Typically student films feel very grey and lack any color. By using luma curves, deep colors, and light tones, I could make the film feel much more professional and full of life.

POST-PRODUCTION – REFLECTION

21st Century Skills

Ways of Thinking (Creativity, Innovation, Critical Thinking, Problem Solving)

Me and my group needed to think critically when trying to meet our goals while trying our best. We mostly wanted to get our goals met this session and not focus on the details, so we each collaborated to get our own evidence and meet our goals.

Ways of Working (Communication & Collaboration)

We had to collaborate a lot to meet our end goals and meet goals in production along the way. We needed to work together to meet our individual goals which was most important for us.

Tools for Working (Info & Media Literacy)

I used YouTube which shared how student films all have a similar look because of certain styles and techniques used.

Ways of Living in the World (Life & Career)

I learned how to meet our individual goals while collaborating together.

Reactions to the Final Version

Peer Feedback: “It didn’t look like a student film visually”
Advisory Member: “Great concept and world”

Self-Evaluation of Final Version

I could have done more to make the pacing better, but I believe I did my best to use sounds and color correction to make the film seem less student-like.

Grammar and Spelling

Grammarly

Editor

Zac

Summer Production Project – Summer in Japan

SUMMARY

Role

Editor

Intention (SMART Goal)

My goal was to challenge myself to make a film that documented my trip to Japan, without having a plan going into it. Because I wasn’t sure what I would do on the trip, my film would have to rely on editing to create a narrative without any prior planning. I will know I have completed my goal once I am happy with the result of my ~1 minute film.

PRE-PRODUCTION – INQUIRY

Leader(s) in the Field / Exemplary Work(s)

Zak Saeed (experience of Japan)

Training Source(s)

Editing Checklist Packet
Based on:
This One Thing Will Make Your Editing Better (This Guy Edits)
5 Things Film Editors Literally Do – According To Science (This Guy Edits)

PRODUCTION – ACTION

The Film

Film Link

Skills Commentary

Once I gathered all of my photos and footage, taken from my iPhone and a Sony Handycam, I decided to replicate a vintage/home video style. The overlapping video clips is a simple but effective way to create this style. The piano playing was done by me and is a cover of Joe Hisaishi’s One Summer’s Day. This song inspired a lot of my process of making my film. For example the name and a few of the shots. The song was made for the movie Spirited Away (2001) and this was referenced in my film multiple times by showing a Ghibli store (studio that made the movie), and a picture of my tour watching the movie on the bus during the trip.

The clip of me playing the piano is a way to ground the audience through all the chaos of other footage appearing. The way I created the shot was by using a tripod on a ladder set on my bed.

POST-PRODUCTION – REFLECTION

Reactions to the Final Version

Self-Evaluation of Final Version

 IB Text Analysis: Lost In Translation

film reel
film reel” by big-ashb is licensed under CC BY 2.0.

Summary

A guide to planning, researching, and creating your IB Film Text Analysis

2022-23 Films (Pick ONLY One for your TA)

https://youtube.com/watch?v=oP05fUP9xAo%3Fstart%3D16%26feature%3Doembed
https://youtube.com/watch?v=Qf0JD0gBDMc%3Ffeature%3Doembed
https://youtube.com/watch?v=2VT2apoX90o%3Ffeature%3Doembed

Past Sample Student Work

Pan’s Labyrinth

Guidance for Your Work

The TA is an exam. Failure to turn in the work within the 4 weeks, unless the teacher requests extenuating circumstances directly from the IB, should be considered a fail.” – IB Film

13.5 Hours To Complete

Step 1 – Preparation: Spend 2 Hours

Total Time: 1.5 Hours

Date Complete: 5/28/23

Step 2 – Pick a Film, Watch It, and Write Notes: Spend 4.5 Hours

Total Time: 5.5 hours

Date Complete: 6/3/23

The goal of IB Film is to expose students to films from all over the world and to increase their critical and practical understanding of film as a creative art form and reflection of its time period, society, and political and cultural environment. As a result, this class requires the viewing of a wide variety of films. In some cases, these films may carry an R rating, or, in the case of films made before 1968 and some foreign films, will have no rating at all. Please be assured that all the films selected for this course have a high degree of artistic merit and that many have won numerous awards and are considered part of the film canon. However, if you object to any film shown that does carry an “R” rating, you will always have the opportunity to request that an alternative film be assigned, and/or be excused from class and not view the film.

  1. Watch the trailers and pick ONE of these films  (10 minutes)
  2. Review Drew’s TA Guide Sheet (he scored very high!) (10 minutes)
  3. First Viewing: Watch the film and record your reactions (2 hours)
    • Although the story follows a very linear and basic trajectory, the visual elements give this movie a feel that is almost like a time capsule of the time. In the bustling nightlife of Japan, neon signs and technology that we still don’t have in the West today, shine illuminating the streets, all while cars from the early 2000s pack the roads and Plinko machines line the walls of local stores. The soundtrack, when present, is almost psychedelic and/or old fashion. When there are lyrics, it talks about the characters’ lives and how they are feeling.
  4. Second Viewing: Notice the cinematography, mise en scene, actor movement, wardrobe, sound (diegetic, non-diegetic, music, etc.) choices (2 hours)
    • Review the Big List of Film Terms for cinematic elements, mise en scene (what’s represented on screen), and sound
    • Write notes (below in this post)

The movie has extensive use of lighting with the characters to show their environment.

Fig. 1. Still from Coppola, Lost in Translation (1:11).
Fig. 2. Still from Coppola, Lost in Translation (6:56).

In the film, blue is often shown with the main characters when alone. Blue is a color that is known for being isolating in film and one of the most isolating situations you can be in is being in a country that doesn’t speak the same language as you all while being alone. In the first screenshot above, blue is pouring onto Bob Harris by the extremely colorful surroundings. This is one of the first shots of the film and he is alone in the back seat of a car while bright signs he can’t read flash all around him.

Isolation plays a big part in the film and this is evident through the many shots where the characters look out of place.

Fig. 3. Still from Coppola, Lost in Translation (3:23).
Fig. 4. Still from Coppola, Lost in Translation (19:04).

In these scenes where the characters are portrayed as out of place in the city, the people around them have a very drained color palette that makes them feel boring and almost like background props to fill the scene. In the third still, you can see how the people surrounding Harris are all shorter men with grey suit and tie while Harris has no tie and a black suit. To make the audience look at him even more, he is taller than everyone else, the only one centered in the shot, staged in the midground making him even more centered, he is one of the only ones fully lit by the light, he is in full focus, and he is even standing in the grey segment of the wall contrasting the wooden walls that everyone else is around.

Repeating shots styles is also common between the two characters.

Fig. 5. Still from Coppola, Lost in Translation (1:38).
Fig. 6. Still from Coppola, Lost in Translation (53:06).

Repeating shots can show how the characters are becoming closer and more alike throughout the story.

In the film, the composition is very used a lot to make the audience feel a certain way.

Fig. 7. Still from Coppola, Lost in Translation (3:56).
(Rule of thirds grid added by me)
Fig. 8. Still from Coppola, Lost in Translation (51:42).
(Rule of thirds grid added by me)

The film uses shots like these to show that there is something wrong with the characters at that moment. Using the rule of thirds we can see that the characters are not on any of the common focus points but also not fully centered. This creates an unsettling vibe to the shot. In Fig. 8, this shot is then immediately contrasted with the next shot which is completely symmetrical.

Fig. 9. Still from Coppola, Lost in Translation (52:26).

Each character on their own focus points and the wall decoration is perfectly symmetrical separating the two until Charlotte leans her head breaking the line separating them and basically bridging the gap between the two.

Step 3 – Choose Your Extract, Watch It, Write Notes, and Research: 2.5 hours

Total Time:

Date Complete: 

  1. Open your TA Bibliography Google Doc (In Your IB Google Drive Folder – Mr. Le Duc created)
    • You will add your MLA sources as you research
  2. Choose your 5-minute extract (scene)
  3. Re-watch this scene numerous times and write notes in the Task Analysis Guide (below) (15 minutes)
  4. Research to support your notes (1 hour)
    • Cultural context Evidence: Textual analysis and sources
      • Answer these questions:
        • To what extent do you demonstrate an understanding of the cultural context of the film text?
        • To what extent do you support your understanding of the cultural context with research from appropriate and relevant sources?
    • Add to your notes in the Task Analysis Guide
  5. Re-watch your scene numerous times and add to your notes (15 minutes)
  6. Research to support your notes (1 hour)
    • Re-read Criterion B Film Elements Rubric
      • Evidence: Textual analysis and sources
        • To what extent do you evaluate how the extract makes use of film elements to convey meaning in the chosen film?
        • To what extent do you support your observations with the appropriate use of relevant film vocabulary?
    • Write notes (below in this post)

Step 4 – Compose A Rough Draft within the Text Analysis Guide below: 2 hours

Total Time:

Due June 9 before class (Mr. Le Duc will look over your progress in class)

Date Complete: 

  1. Watch Mr. Le Duc’s Convert a Table into Text with Editpad.org tutorial and do the following: (5 minutes)
    1. Copy and paste the two columns of your Text Analysis Guide notes (below) into editpad.org
      • This will convert your two-column table layout into a regular text document
    2. Copy and paste from editpad.org into your Google Docs TA Paper Template
  2. Thoroughly re-read and examine your work with the Text Analysis Rubric (PDF) (10 minutes)
  3. Compose your rough draft (1.75 hours)
    • Weave in your research the following
    • WHAT: Your observation about a film element in the 5-minute scene
    • WHY: Relate the film element to the shot or scene’s emotional or narrative importance
    • HOW: Explain how the film element works in the context of this scene
    • SO WHAT: Justify it with the cultural context, as needed

Text Analysis Guide (For your 5 Minute Scene)

TASK COMPONENTS (INQUIRY)NOTESWRITE NOTES IN THIS COLUMN
The extract may be up to five minutes in length and must be a single, continuous sequence of the film
Time of 5-minute clipPLACE 5-MINUTE TIME INTERVAL HERE…
PART 1 –  The film, your scene, why it is of interest, and how your scene relates to the whole film.Lost In Translation, 44:01-49:01, this is a portion of the film that really stood out to me during my first viewing because it completely changes how we see the main characters but also the world around them. This segment stands out because of the psychedelic music that takes control of a film that has had no other montages or any situations where the film’s music is the focus. This is also a pivotal point in the story where the 2 main characters feel like they are super close friends and even a small amount of love. The characters are no longer strangers that just so happened to stay at the same hotel.
Brief Summary of ExpositionWriter, Director, Producer, studio, year released Main characters, conflict, identify the genre. Identify the aspect ratio.Exposition: The 2 main characters (Americans) find themselves in Japan, they are lost, and they don’t know the language, culture, etc.
Writer: Sofia Coppola
Director: Sofia Coppola
Producers: Ross Katz and Sofia Coppola
Studio: American Zoetrope Elemental Films
Release Year: 2003
Main Characters: Bill Murray as Bob Harris and Scarlett Johansson as Charlotte
Conflict: The conflict is a bit different between the 2 main characters, but the general idea is that they are both not only lost in Japan but in their own lives as well.
Genre: Romantic Comedy-Drama
Aspect Ratio: 1.85:1
Context of Extract in Film – briefly describe the scene. At what times does your scene occur, how it begins, and how it ends. Do not describe it further. The judges have seen the movie.Extract: 44:01-49:01 (5 minutes)

The scene begins a new setting for the film, the nightlife in Tokyo. Although the movie has explored this a small amount, only while in a car or in the hotel. Never had the characters, until this point, gone out and experienced the nightlife culture. The scene starts with the 2 characters meeting with some of Charolette’s Japanese friends at a local party. This small montage of the party begins with psychedelic imagery and music providing the uncertainty of the night for Bob Harris. Bob quickly learns to love and take advantage of the night though and has lots of fun. The end of the segment shows Bob, Charlotte, and a few Japanese friends at karaoke.
The Rationale for Selection – relation to the entire movie, Why is it interesting and why does this scene best illustrate the themes of the whole movie?This segment is very important to the entire movie because it shows both the characters what they want. They are trying to make the most of their life and a good place to start is by having fun. This is also a very important scene for the characters’ progression. Bob goes into the night not knowing what will happen and this makes Bob quite cautious at first. This is because he is in this foreign country where he has already learned how different the culture is from his own American culture. He learns to warm up to the people in Japan though and realizes that he may not be as lost as he thought because everyone around him is still human after all.
PART 2 – Remember to integrate the Director’s intent with each of the following areas in this section
Narrative
Script – Not just dialogue but in terms of being the spine of the story Explain how this scene advances the plot. How do the events of this scene clarify/complicate matters? How does this scene affect/cause future events? What new information is revealed or suggested about a character? Is there anything deliberately withheld? Is anything unusual in the dialogue? Word choice? Delivery? Accents? Repetition?Individuals: Each character is chasing and reaches what they want in this segment. They want to make the most of their lives and they achieve this by having fun with the nightlife in Tokyo.
Bob: He escapes the worries of his job and finally has fun. He discovers that he isn’t as lost as he might have thought he was in Japan. He meets many new people and can finally talk to other people about things that are not regarding business. The city is no longer the boss of him and he feels a sense of freedom.
Charlotte: Escaping the hotel and having a great night with her friends and solidifying her friendship with Bob. Still fresh out of college, she still wants to live her prime days to the fullest.

Both: This marks the point in the film where they both feel the most comfortable and happiest when around each other. They find the everyday life of sitting in their hotel, doing mundane work for money, and exploring Japan for something they just can’t find, unenjoyable. But when together, they are familiar with each other because their language and culture are the same. This is the point in the film where they are now officially full friends and no longer strangers. This is also when ill-fated love starts to form. The characters know it will never work but humans still have feelings anyways.
Cinema Photography
a) Camerawork – describe shots in specific terms Shot size: ELS, LS (stage), full shot, MS, CU, ECU. Camera angles: bird’s eye, high angle, eye level, low angle or Dutch (oblique), camera movement: pan, tilt, dolly or tracking, handheld, Steadycam, or moving crane. Invisible V conspicuous. Are tracking shots motivated by character movement?Almost every single shot uses the handheld feel. The director really wanted to get across the feeling that the audience was there with them running through the streets, being at a bar, and the chaos of it all. There are handheld shots where the camera is literally running behind and with the characters through the streets, Plinko parlors, etc. Some shots feel so unstable, it feels like a POV or a home film made with a handycam. In the party, with people everywhere, all the shots are very close up making a claustrophobic feel, while outside shots are very wide and have the characters in the middle of the screen from across the street. The camera remains at eye level.
b) CompositionOpen/closed composition, aspect ratio, rule of thirds, Kubrick single-point perspective.Although unstable, the composition is very closed with characters always on screen. In the party rule of thirds is in almost every shot. A character is always on one of the two verticle lines. While outside and running around, however, the characters are often in the middle of the screen.
c) Depth of FieldConsider foreground, mid, ground, and background. Deep focus is associated with wide-angle lenses. Could be flat. Narrow ranges of focus may be the result of telephoto lenses.During the party, the depth of field is inconsistent, to say the least. Often fast focus pulls, lack of focus pulls, lots of shallow focus, and blurriness on the topic of the shot. These effects come together to make chaos that is just enough to convey the message all while not overdoing it.
During the street scenes, there is a fairly deep focus while keeping a small amount of the shallow focus from the party.
Mise-en-scene – The overall look and feel of a movie
a) Position of characters and objectsIdentify the dominant, does movement guide our focus, character proxemics patterns (intimate,  personal, social, and public distances). How does the director add meaning to these choices? Is one character encroaching on another’s space? Watch for space being used to portray relationships/changes in relationships. Watch for windows, doors, and parallel lines that frame people or objects.  Entrapment. Look for actor placement. Front – actor facing camera, greatest intimacy. One-Quarter Turn – very popular. Profile – character lost in the moment, a bit more distant than the previous two. Three-Quarters Turn – useful to convey anti, socialness, Back of Head, most anonymous shot.  Creates a mystery or feeling of alienation.Party: Near Bob, all the characters are very close to the camera and lots of characters flood the setting making a very claustrophobic environment for the audience. When shots of Charolette appear, the camera is always far away, portraying that Bob is looking at her from the other side of the party. When shots that just involve Bob and his actions, the camera is very close showing that the main focus is on Bob in the scene.
Streets: The characters are often far from the camera, sometimes even down the street. With this large amount of space on the screen, on paper, it may seem hard to keep track of the main characters, but on the streets, there are very limited people/ background actors. Keeping the actors in the middle of the screen helps with the tracking problem. When the camera is close to the characters they are typically shown from behind.
b) LightingLow or high key. How does the director use light to focus our attention? The Key light, fill light, and backlighting. What is the source of lighting in the context of the scene?Party: The lighting is very low and when characters are in focus they have only one or two primary light sources lighting them, but staying realistic to the rest of the low-lit environment. When the characters are in focus and having a conversation the primary lighting comes from below them pointing up. Throughout the rest of the montage, there are shots of a dark area that is completely lit by a projector playing videos of fireworks. And many people in this area are just silhouetted and completely backlit. This provides even more to the party-like style that is conveyed through lighting.
Streets: In the street scenes, the streets are completely lit by neon signs, street lights, and cars making a totally different feeling from the very dark lighting in the party. With lights everywhere, the dark night becomes light again.
c) Color scheme How does the director use color and what is the director’s intent for doing so? Look for color symbolism or color associated with characters. Color to suggest a mood. Color as foreshadowing. Contrasting colors ( the monolith v white room)Party: It is soft-lit with lots of warm colors like yellow and orange creating a juxtaposition between the chaos of the party and the warm calming colors.
Streets: The extreme blues create a huge contrast between the previous party scene. With lots of cool colors and flashes of random colors like deep reds in the background.
d) Set/location/propsSet design. Studio or on, location, describe props, scenery, what was the Director ́s intent for using them? How dense is visual information? Stark, moderate, or highly detailed?Party: The location of the club in the scene brings the environment to life making it feel like a super realistic party. The props in the scene further boosting the feel of the realism of the party. Drinks, bottles, and an airsoft gun (not a super uncommon thing to see in Japan because of the strict gun laws).
Streets: The location hosting the club in a lively ally way shows off more of Japan’s nightlife culture. A Plinko parlor is also a very common thing in Japan where people gamble. The characters run through the parlor without a care showing that they have conquered their fear of the city. The roads are filled with cars and cabs lining the roads showing how alive the night still is.
e) Costume, hair, make up Period, class, gender (emphasize or diminish), age-appropriate, silhouette (close-fitting or baggy), fabric (plain, sheer, rough, delicate), accessories. Color is very important in relation to character. Party: Bob is overdressed for the occasion showing that he didn’t know what would be happening that night. Everyone around him wore T-shirts and polos, while he has a full suit with a T-shirt underneath.
Streets: Bob still overdressed while running around the city with Charlotte who was prepared.
Karaoke: A drastic change in appearance for Charlotte occurred when she has a pink wig on at Karaoke. Bob throughout the night takes off his suit and just keeps the T-shirt.
f) Acting/body languageActing style, body language, blocking, period, or contemporary. Individualized (Joker), Stylization. Look for subtext (the character says one thing but means something else). Consider typecasting as a shortcut to characterization.Bob at the beginning of the segment is cautious and restricted when talking to the Japanese people, but once he gets a few drinks and the night goes on, he becomes much more out there, energetic, but a hint of sloppiness because of the drinking.
Sound – watch scene w/o pictureLive sound, sound effects, and music. Sound can be diegetic, meaning characters would hear it, or non, diegetic, meaning that characters would not hear it, such as narration or music over the credits. Explore the relationship between diegetic and non, diegetic sound when appropriate.A lot of the time, the segment is drowned out with sound and not a lot of moments of calm. Every moment has dietetic sounds. Sounds of cars, people talking, music that is playing at the locations, bottles, and other street noises.
Music Is the music telling you what to feel?  Music can be used as a counterpoint to the action.Throughout the entire 5 minute segment, a song is almost always playing. There is a total of 7 different songs that play being both diegetic and non-diegetic.
There is a song throughout the party scene that lets the chaos unravel and then is abruptly cut and transitioned into a dialogue. There is music played at the 2nd party of the night, both diegetic and non-diegetic. At karaoke, the songs the characters sing have to do with how they are feeling in their lives.
Editing Ellipsis (time compression) and cross-cutting, fades, dissolves (fades between scenes), wipes,  matching cuts, straight cuts, dialogue overlap, and sound bridges. Consider how long each shot lasts.During the montage of the party, there are lots of fast cuts in the editing. After a dialogue between Bob and a few people, the montage continues, and the same audio is used over the course of multiple cuts.
Part 3: Analyzing the Film as a Product
Sociocultural Context In what way was this movie a product of its time? What does the audience learn about the culture or historical context of the film?This movie takes a look at the clash of diverse cultures, heightened by language barriers that pose obstacles to outsiders in unfamiliar surroundings. It sheds light on a pivotal moment, when Japan seized center stage in the global cultural landscape, enjoying considerable popularity and influencing pop culture globally. In my initial notes, I talk about how I feel like this film is a time capsule of when it was made. “the visual elements give this movie a feel that is almost like a time capsule of the time. In the bustling nightlife of Japan, neon signs and technology that we still don’t have in the West today, shine illuminating the streets, all while cars from the 90s and early 2000s pack the roads”. During this time in America, it was very uncertain and anxious because of the recent 9/11 attacks. This can be interpreted in the movie through the characters’ uncertainties about their own lives.
Target AudienceTeens/adults or male/female age group, college education art crowd, liberal, conservative, ChristianYoung adults and adults of any gender.
Generic Expectationshttp://www.filmsite.org/filmgenres.html Also research  http://tvtropes.org/pmwiki/pmwiki.php/Main/TropesI went into the movie thinking it was going to be a semi-boring love story where the characters don’t have any progression in their own lives.
ThemesMan V Man, or one of the others, is this film an allegory?Man Vs Finding Yourself/Your Purpose.

Live your life to its fullest.
Motifs/SymbolsWhat specific devices support your definition of the theme? Look for recurring elements.The main characters talk about how they are lost literally and existentially.
Film CriticismBoth contemporary and current. Use brief quotes from two different sources. Record the details:  reviewers’ names and publication names/dates“Like half of the film’s runtime is Bill Murray making fun of the fact that the Japanese people don’t have perfect English pronunciation while completely ignoring the fact that they speak two languages while he speaks one. The jokes get way more racist and uncomfortable than that”
January 14th, 2020 by Penny (Letterboxd).

“Lost In Translation is a film that I had never seen before, and it’s one experience that has been greatly lacking in my life. The emotion and beauty in this film is staggering, even monumental. The characters feel real, and the setting reflects their feelings and thoughts. Simply put, Lost In Translation is an astonishing movie that I completely fell in love with”
March 25th, 2014 by SilentDawn
(Letterboxd)
TASK COMPONENTS (ACTION)
Compose Paper
Part 4: Sources
Source 1https://www.imdb.com/title/tt0335266/
Source 2https://letterboxd.com/greenpatina/film/lost-in-translation/
Source 3https://letterboxd.com/silentdawn/film/lost-in-translation/
Source 4https://en.wikipedia.org/wiki/Lost_in_Translation_(film)#Critical_response
Source 5
Source 6
Source 7
Source 8
Source 9
Source 10
TASK COMPONENTS (REFLECTION)
Revision 1Proofreader:
Revision 2Proofreader:
Revision 3Mr. Le Duc

Step 5 – Get Draft Peer Reviewed: 30 Minutes

Total Time:

Due June 12 before class (we will be peer reviewing in class)

Date Complete: 

  1. Get it peer-reviewed with the TA Worksheet (PDF) (30 minutes)
    • Peer Reviewer: Look for evidence of each section of the document
    • Look for WHAT, WHY, and HOW for each statement in the paper
      • There should be at least one WHY or HOW or every WHAT statement
    • Look for cited research to support statements, where it makes sense
    • Write comments to help the author
      • Add them as “Add Comments” on the side, so you do not add to the word count of the document

Step 6 – Revise: 1 Hour

Total Time:

Date Complete: 

  1. Revise your draft (1 hour)

Step 7 – Get Feedback from Mr. Le Duc and Revise: 30 Minutes

Total Time:

Due June 13 before class (Mr. Le Duc will have feedback by June 16)

Date Complete: 

  1. Get feedback from Mr. Le Duc
  2. Make final revisions and check format (30 Minutes)

Step 8 – Finalize Paper: 15 Minutes

Total Time:

Date Complete: 

  1. Clear Title of the Film & Timecode (5-minute film extract)
  2. Sans serif 12 point font
  3. In-text citations
  4. Less than 1,750 words maximum

Step 9 – Finalize Bibliography and Check Format: 15 Minutes

Total Time:

Date Complete: 

  1. Update your TA Bibliography Google Doc (In Your IB Google Drive Folder)
    • Finish and check the format of your MLA sources as you research

Step 10 – Upload to Turnitin.com: 10 Minutes

Total Time:

Date Complete: 

  1. Upload your TA paper (from Your IB Google Drive Folder)
  2. Upload your TA Bibliography Google Doc (from Your IB Google Drive Folder)

External Assessment Criteria SL and HL

Peer Review Checklist

Oregairu Video Essay | Leadership Production Project

“Why You Should Watch OREGAIRU” Thumbnail

SUMMARY

Role: Editor, Writer, Visual Effect Artist

Intention (SMART Goal)

By June 12th, I will have a made a informative essay on a form of media using resources like Youtube, Adobe products, etc.

PRE-PRODUCTION – INQUIRY

Training Source(s)

“The Truth Behind Oregairu” by Kevin Nyaa

NOTES

Use music from the show 0:00
Have spoiler warning 0:00
Sync background music with footage 0:06
Keep calm voice/tone depending on the background music 0:14
GET TO THE POINT (don’t try to drag on the commentary) 0:16
Use personal experience so you can relate to the show and (possibly) audience 0:24
Use appropriate background footage to connect with the audience and your commentary 0:40
Talk about your own experience with the show 1:50
Explain the show 2:00

Project Timeline

  1. Pre planning: June 1st
  2. Script: June 4th
  3. Start recording voice overs: June 5th-8th
  4. Background Animations, footage, and effects: June 9th
  5. Editing/Volume Mixing: June 10th
  6. Rendering, thumbnail making, and uploading to Youtube: June 11th

PRODUCTION – ACTION

The (FILM, SOUND, or GAME Creation)

“Why You Should Watch OREGIARU” by Peyton/Microwave

Skills Commentary

For this project, I tried to convince people to watch Oregairu. It was an anime I found (almost accidentally). I went into watching the show completely blind and ended up really enjoying. I talk about my experience more in the video and in the video’s description. I used many of my skills and past knowledge about editing, graphics, and effects to pull this together.

POST-PRODUCTION – REFLECTION

21st Century Skills

Ways of Thinking (Creativity, Innovation, Critical Thinking, Problem Solving)

I had pulled off this project in a relatively short amount of time, but I think that it turned out nice. After watching the show throughout it’s entirety, I found a the video by Kevin Nyaa called, “The Truth Behind Oregairu”. This video really inspired me to make a commentary about the show as well but in my own style. I think that he did a great job with explaining the show in an engaging way. It just so happened that I had this project coming up so it was the perfect excuse to go through with making the video. Once I actually started working on the project I realized that recording yourself and writing a script was a lot harder than I initially thought. I find it really weird hearing myself talk so this was really hard to get used to. Now that it is done though, I feel like I have conquered that skill (in some way) and will have that to use in the future. The video is intended on going out to the public on Youtube in a week or so. For know though it will remain unlisted and I will only show it to select people.

Tools for Working (Info & Media Literacy)

Adobe After Effects, Adobe Premiere Pro, Voice Recorder, Youtube, etc

Ways of Living in the World (Life & Career)

I believe that this will be a good example of my work that I put into editing. I think that it also helped my communication skills in one way or another.

Reactions to the Final Version

“I really like the whole VHS or old tv look throughout and how it switches to a more modern look sometimes” Marquis (friend)
“Its hard to be good with commentary because you need to sound engaged and that will keep audience engaged” Marquis

Self-Evaluation of Final Version

I think that overall the project turned out good and that I put my full effort into it. I do wish that I could redo some of the voice overs because I sound really tired in some (which I was). Also wish I had a better microphone to get better sound quality. I really liked the style I went for and think it turned out well.

Grammar and Spelling

Grammarly

Citizen Kane Research

The Battle Over Citizen Kane

Orson Welles had never made a movie before, but was capable of making a high production film.
Hurst controlled the media of the time and could choose what the people could see.
Since Citizen Kane criticized Hurst, Hurst tried to get rid of the film before the public could see it.
William Hurst had a very rich childhood.
Hurst was interested in plays, theaters. etc
When he grew up he started a newspaper “The Examiner”.
Will fabricated stories and made stories out of them.
Welles grew up being told he was a genius and destined for success.
Welles always pressured his actors to do their best.
Welles first play was Shakespeare and it was a great success.
Welles became a voice for lots of radio stations.
He hated himself when not making or performing something.
Welles version of Julius Caesar was regarded the best playing of Shakespeares work in America.
Hurst tried to get into presidency, he was eventually elected into congress (and basically never showed up to the meetings).
Hurst tried buying his way into politics.
Hurst would do anything to make people buy his papers including lots of violence.
Welles scared the US because of his great voice acting and story telling over the radio telling the story of War of the Worlds.
Hurst doesn’t become mayor so he goes into the show business instead.
Hurst starts to lose his money but has already spent all of his money and things are starting to fall apart for him.
Welles broke the system for how to make a film in Hollywood.
Welles contract said that he needed to make 2 films. He never did either.
Hurst wanted the film destroyed.
Hurst tried to portray to the public that he had never watched the movie.
Welles convinced everyone to release the film even with all the controversy.
RKO was trying desperately to delay the release of the film.
Hurst tried everything to throw dirt on Welles public image.
In Hurst’s paper, he never showed anything good about Citizen Kane. Never one ad or review.
When it came to the Academy Awards, Citizen Kane and its crew got one reward. Although it was nominated for tons of awards.
Welles never got to do a movie the way he did, in Citizen Kane, again.

Docudrama RKO 281

People are angry with Welles because he got a contract to make a film for Hollywood even though he hasn’t ever made a film before.
During the board room meeting, Welles convinced everyone to release the film by talking about human rights and freedom of speech.




Orson Welles Interview on Citizen Kane

There was an effort to stop the film in production.
Was intended to be a social document instead of a story.
Only 25 years old when made.
The cinematographer knew what he was doing and wanted to experiment.
He was not worried when filming (about going to far).









Linkedin Profile Draft

Summary

Communication is key in the world of work especially through work online. Being able to communicate with an employer is a vital step to having a good and efficient business.

Experience

Online editing commissions

Landscaping

Local library work

Education

Capital High School

Top Skills

2 and a half years of editing experience

3 years of experience of Adobe products

3D work with Blender and Unreal Engine

Graphic design experience

Experience with cinematography, cameras, directing, etc

Certifications

Honors-Awards

AFL – Session 5 Production Project

“farting fire.” by drazin is marked with CC BY-NC 2.0. To view the terms, visit https://creativecommons.org/licenses/by-nc/2.0/?ref=openverse

SUMMARY

Role: Director

Intention (SMART Goal)

By May 10th as a part of team 4, I will have successfully explored strong and weak actor movements by using, the Film Blocking Tutorial by Studio Binder.

PRE-PRODUCTION – INQUIRY

Leader(s) in the Field / Exemplary Work(s)

Stanley Kubrick Picture
https://www.imdb.com/name/nm0000040/mediaviewer/rm3665270784/

Stanley Kubrick : https://www.imdb.com/name/nm0000040/

Example of Stanley Kubrick’s Mise en Scene:

Stanley Kubrick was an extremely picky director. He would film a single shot for hours until he got the shot exactly how he wanted it.
“Kubrick supposedly did not “print anything until at least the 35th take”. Duvall’s role was extremely tiresome as she would have to run around, carrying Lloyd, crying and screaming for 35 takes. ” (Duvall played Wendy Torrence in The Shining). He would except nothing but perfect in his movies.

Training Source(s)

NOTES

What is blocking 0:27
The 3 elements of blocking 0:37
Space 0:50
Example of contrast, spacing, and depth 1:20
Shapes 1:27
How to play with emotions with shapes 1:45
Example of shape blocking 2:00
Lines 2:30
Example of lines 2:37
Subtext/Contrast 3:40

Project Timeline

  1. Pre planning: April 22nd
  2. Script: April 25th
  3. Rehearsal & other film setup nonsense: April 27
  4. Filming: May 3rd
  5. Editing: May 6th
  6. Slideshow: May 10th

Proposed Budget

None

PRODUCTION – ACTION

The (FILM, SOUND, or GAME Creation)

Skills Commentary

Slideshow

In this session I focused on learning blocking and actor emotion. Before filming some shots, I made sure the team knew how I thought how the scene should look with blocking. I also collaborated with the cinematographer to help make the films blocking look good. Making the characters have certain emotions was very important to the film and I think that the end result finished well.

POST-PRODUCTION – REFLECTION

21st Century Skills

Ways of Thinking (Creativity, Innovation, Critical Thinking, Problem Solving)

This session, me and my team tried to make the longest film any of us have ever tried to make before. The filming was going fine for the first few scenes, but unfortunately, all of our teammates that had the roles that were the most important during post production, caught covid. So the remaining 3 of us edited, made music, got adr/sfx, and finished the film.

Ways of Working (Communication & Collaboration)

I learned how to communicate with my team when they needed it most. I helped out a lot with the sound and ADR in post. I set up the microphone, got room tone audio, and gave opinions with the music throughout the film. I also made the outro animation for the film in Adobe After Effects.

Tools for Working (Info & Media Literacy)

Trello, Adobe After Effects, Youtube

Ways of Living in the World (Life & Career)

I learned how to fill in for people when people are missing. I also learned how to communicate with my team in the most of unlikely scenarios.

Reactions to the Final Version

“The film was a bit inconsistent because people were wearing different clothes in different scenes” -August

“The music and outro tied the film together” -Bree

“Try better acting” -Someone

Self-Evaluation of Final Version

I think that our film ended alright. I know the film could have been better, but due to covid, some of our teammates were not here during the post-production cycle. Our editor, sound designer, and composer, were all out because of covid. So me, the screen writer, and cinematographer took it upon ourselves to finish the film.

Grammar and Spelling

Grammarly

Editor

Casey

Hardcore Henry Helicopter – POV Shot Scene Research

Helicopter Scene at 6:50 (I can’t find a video with the clip because of the OSD censors the movies clips). Hardcore Henry is the perfect film to use as an example for POV because it is an action film that is entirely filmed in the first person POV.
CueNotes
1. What happens when hands are not needed in the shot? Will this mess up the shot?

2. When there is too much motion in the shot, how can this be compensated so the viewer can tell what is going on and won’t get sick from the motion.








3. When recording a first person shot in high production movies, how do they record first person shots? With a GoPro? With some sort of contraption that is strapped to the actor? How can a low production film crew shoot a first person shot?
1. In action movies, first person POV shots should always be pointing at the action.

2. The hands, arms, and legs should be in the shot to show the viewer what the character is doing. If you were the person in the situation, you probably won’t notice that you can see your hands. Showing this adds an extra layer of realism and helps the audience realize what is going on. Not having this detail may make the scene feel awkward and uncomfortable.

3. The shot should have a high field of view because if the field of view is limited, then the can’t see a lot of the action and shots with lots of motion can feel claustrophobic.

Summary

This scene from Hardcore Henry (2015), is a good example of a how to use a first person shot effectively. The camera always shows where the action is, the hands and arms are in the shot, and the shot has a high field of view so the viewer does not get sick. In our film, we are going to have a first person shot to show action. This shot from Hardcore Henry can help us know how to pull off a first person shot effectively.