Manual Videography Scene - using aperture to create shallow depth of field

Lesson 1 & welcome

Induction Handbook

Disco Day!

Certificate Check List

Extension Materials - Great for Context

1989 short interview with Errol Morris, director of The Thin Blue Line
Errol Morris interview from 2008, talking about his life and films

An interview with Karel Reiz, with a brief intro about his beginnings

Frederick Wiseman talks about his aesthetic
Frederick Wiseman talks about his philosophy and the documentary form (albeit it awkwardly to begin with!)

Louis's most memorable moments from Louis and the Nazis.
Louis Theroux talks about his style and methods - Louis Theroux In Conversation: BAFTA Guru
Louis Theroux Masterclass from 2012 Docville

Michael Moore's filmmaking tips
Michael Moore Q&A on Roger and Me from 2012

Nick Broomfield: The mistakes that made his Career
Nick Broomfield: The Interview Technique
Nick Broomfield Masterclass: Sheffield Doc Fest 2011
When Louis Met Nick: Sheffield Doc Fest 2017

Alain Resnais interview on Night and Fog

Godfrey Reggio, director of Powaqqatsi, talks about his new film Visitors - this one's a bit abstract but very interesting if you have the time and patience (and mindset!)

And... if you like the films I picked, develop your interest further and check out a few more of my favourite documentary films and directors. It's not an extensive list but I've picked a few of my favourites.

Nick Broomfield - Chicken Ranch

Werner Herzog - Grizzly Man

Asif Kapadia - Senna

Joshua Oppenheimer - The Act of Killing / The Look of Silence

Alain Resnais - Night and Fog

An Introduction to The News

Your Introduction to The News post should focus, briefly, on the basics and key conventions of a news broadcast. Include clips and images where relevant.

Part 1 (using the news broadcast you have watched)

• Watch a news broadcast and state which one you watched, e.g., Look East Monday 18th March 6pm.
• What stories were covered and in what order were they shown?
• What happens in the starting sequence and why do you think the visuals and audio have been used?

Part 2 (using a story from the broadcast you have found)

• What was this story about and what was the structure of the report (lead in, main content, final comments)?
• Who is involved in the story?
• How are the people in the story represented?
• How did you feel about the people in the news story? Why? Use the following terms where relevant: accuracy; balance; impartiality; objectivity; subjectivity; opinion; bias; access & privacy
• Was the news story narrativised? i.e., was there a construction of a narrative to help the audience follow the news event.

Part 3 (referring back to the Anglia News documentary)

• Who are the newsreaders / presenters in the broadcast you watched? (Name, age, gender, etc.)
• How do newsreaders address the audience? Why?
• What is the role of the newsreader / presenter in a news broadcast?
• What skills are necessary for newsreaders / presenters?
• what is a field reporter and what do they do?
• Who else is involved in a broadcast and what do their roles entail (3 more with 3 bullet points each).

Part 4 News Ordering - 'What Makes the News'? (research)

• What is meant by the term news ordering?
• What is the term given to the list of stories that will likely appear on the broadcast?
• Which story is likely to be shown first and how / why is it selected?
• Why is the ability to think and act quickly important in news?
• What is meant by the term 'slow news day'?
• What is the final story often called and what is its function?
• What is meant by the term 'news values' and which G & R wrote about them?
• What is actuality footage and stock footage and why are they used?

G & R - Galtung and Ruge:

Media researchers Galtung and Ruge identified a number of factors that help stories make the headlines. Here are some of the most significant factors they pinpointed:

Factor	Effect
Recency	Important breaking news such as a terror attack is reported with immediacy. Breaking news is very competitive with newspapers keen to be the first to report things as they happen.
Size	The bigger the story, the more people it affects. A bomb with many casualties is more news worthy than a hoax bomb alert.
Continuity	An ongoing news event like war will continue to be reported on.
Simplicity	Simple stories which are easy to explain (huge lottery wins, celebrity deaths, road accidents) will be preferred to those which are more complex (foreign wars, economic stories, long-term court cases).
Elite nations or people	In the UK a story about the American president or an American social issue is more likely to be reported on than a story about less influential countries and their leaders.
Predictability	An anti-war demonstration is likely to be eventful so journalists will cover the event. This means that it will be reported on, even if it passes off peacefully.
Unexpectedness	Something out of the ordinary has more news value than something that happens every day.
Negativity	Bad news is more likely to make the headlines than good news.
Personality	A story about a celebrity or a heroic member of the general public will have a human interest angle.
Meaningfulness	How close to home is the story, is there a local connection?

Extended Reading: 

http://mediaknowall.com/gcse/news/news.php?pageID=values

https://www.galtung-institut.de/en/2015/galtung-and-ruge-news-values-an-update-by-prof-galtung-october-2014/

Prezi: How to Make a Documentary

Booklet 1: Introduction to Factual Programmes and Documentary Formats

 

Night Mail (1936)

Workers Leaving the Lumiere Factory (1895)

Nanook of the North (1922)

Bowling for Columbine (2002) - opening scene

Louis and the Nazis (2003)

High School (1968)

The Thin Blue Line (1988)

We are the Lambeth Boys (1959)

Powaqaatsi (1988)

Continuity Exercise: Evaluation

For this task you will need access to your shot list, completed induction video, which will be uploaded to YouTube and Word / PowerPoint. If you are a really keen editor, you could also complete an audio commentary. 

Task: Reflect on the successes and areas for development for your induction video, focusing on the following areas and adding print screens to back up the points you have made. 

1. Take a picture of your shot list and add to your document, then add a brief summary of how you came up with the idea for your group, and explain what a shot list is and how much impact you had on creating it.
   
   
2. Add a link to your video on YouTube.
   
   
3. Comment on the following areas:
• How pleased are you with the completed video and why? Pick at least 3 key points and use media terminology to justify your responses, e.g., continuity, framing, camera settings, etc.
• If you were to undertake this task again, what would you do differently and why?
• How well did you follow your shot list?
• What have you learned about yourself from completing this task? Think about team work, confidence, organisation, leadership, etc.
  
  
4. Explain how you have used the following techniques. You should explain what the technique is, and what it is used for, and then you must evaluate how successful you have been in using it.  Again, you should use screenshots as much as possible.
• Mise-en-scene
• Lighting
• High or low camera angles
• Different shot distances
• Any camera movement
• Fades or dissolves
• The Continuity System: 
• 180 degree rule
• Establishing shots
• Match cuts on action
• Eyeline match cuts
• POV shots
• Shot-reverse shot
• Finish with a summary of what you have learnt about shooting and editing, and what you have enjoyed most.

Remember that although this is not graded work, we are preparing for your first formal assignment and you need to complete this task as if it were graded; that means paying particular attention to spelling, punctuation and grammar and not leaving the task until the last minute and rushing it.

TV Advert Analysis: All Presentations and Examples

Structures - Styles and Forms

Techniques

Audience and Characteristics

Codes and Conventions

The Surfer, Guinness (1999)

Unit Specifications: U2 Communication Skills and U30 TV Adverts

Unit 2

Unit 30

Television Advert Analysis (GC1)

LO1: Know about the structures and techniques of television advertisements.

You must cover all of the relevant terms below. Be sure to provide print screens to prove your points and evidence your correct use and application of terminology.

Embed the advert at the top of the post (or hyperlink an image of the video is not on YouTube) and then write about the following:

1. What is the ad for / what is the message?

• Be specific: eg, 'This ad is to introduce a new range of toothpaste called "Shine" to the market', or 'This ad is to promote the BT land line use instead of mobile phones, because BT are losing core business to mobile providers'.

2. Who is the target audience?  (refer to target audience throughout - it is vital)

• demographics (primary and secondary)
• psychographics (primary and secondary)

3. When was the advert aired / when would you expect it to be aired? 

• link to the BARB and TV listings and explain when it was on / when you think it would have been shown
• explain why you think it would have been shown on the chosen channel and at what time and link this information to the cost of adverting at the specified time.

4. What form does the ad take?

• Stand-alone or mini series?
• Mini drama or 'documentary'?
• Animated or live-action?

5. What style is the ad / what persuasion techniques are used?

• Humourous?
• Serious?
• Dramatic?
• Shocking?
• Fear?
• Surreal?
• Parody/intertextual references?
• Nostalgic?
• Solution to a problem?
• Hidden or overt messaging?
• self-perception / envy and emulation
• celebrity endorsement

6. Does the ad follow AIDA? If so, how?

• A - Attract ATTENTION: how does it attract the potential consumer
• Arouse INTEREST: 'low price', 'exotic location', 'recommended by experts', etc.
• Stimulates DESIRE: how does the advert convince the consumer that they want / need it? 'Be the envy of all your friends'.
• Promotes ACTION: how are the consumers guided to take action? 'Hurry, act now', 'limited time offer', 'as a professional X, I would say this is something every person should have', etc.

7. Discuss the characteristics of products / services:

• Benefits offered
• Advantages over similar
• USP
• Lifestyle appeal
• Brand identity

8. Who is responsible for regulating this advert (and all advertising) in the UK?

• Who are the 2 organisations that regulate advertising content in the UK?
• What exactly do they do / what are they responsible for? How are they linked together? 

9.  Analyse the codes and conventions of the advert's construction (lots of print screens needed here)

• Mise-en-scene
• Angles
• Shot types, framing & composition
• Camera movement
• Iconography
• Editing
• Lighting
• Soundtrack (music, sound fx & dialogue)
• Graphics
• Special FX

Depict! Evaluation

Review and reflection is a vital part of any production (and indeed any work that you will ever do), as it gives you the opportunity to obtain feedback, to look back over the contributions you have made and to make adjustments to your working practices, if you feel there is room for improvement. It also offers the opportunity to celebrate everything that was successful - this is often forgotten and people tend to focus on the negative.

Tasks:

1. Begin a new post and give it the title 'Depict Evaluation' and add it to the Depict label.

2. Embed your final Depict video on your post (embed code copied under HTML tab)

3. Below the video, respond to the following questions (writing in full sentences, focusing on spelling, punctuation and grammar and using appropriate media terminology).

Each of the following bullet points should be presented as an individual paragraph:

• What was the task?
• What was your idea?
• What planning documentation / processes did you have to complete and how much input did you have? Did you 'pull your weight'?
• Did your finished work reflect the planning you had completed?
• What changes did you make from your planning and why?
• What do you think is the most successful aspect of the project? Print screen at least 2 stills from your video and explain your choices fully.
• What would you change or do differently if you were to undertake the task again? Use at least 2 print screens here too.
• What did you enjoy most about the project?

Creative England

"We are an Investor, an Influencer and a Creator; driving diverse creative collaboration and growth

Our mission is for England's creative businesses and talent to be the most successful and innovative in the world: a platform for new voices, building economic growth that benefits our nation".

from, http://www.creativeengland.co.uk/

The Creative England website is a treasure trove of information, you can find details on:

IFeatures low budget filmmaking initiative

Production funding

Help with finding filming locations

ScreenSkills

"ScreenSkills is the industry-led skills body for the UK's screen-based creative industries - animation, film, games, television including children's TV and high-end drama, VFX and immersive technology. We work across the whole of the country to  ensure that UK screen has access now, and in the future, to the skills and talent needed for continued success. Read on for more details of who we are and what we do". (from https://www.screenskills.com/)

The site is extensive and highly informative and the content is generated by real industry professionals so you know you are able to trust what you are reading.

Particularly useful sections include:

Advice for getting in

Information about a range of screen industries within the creative media 

Job profiles

How to write a CV and cover letter

How to build a portfolio

Advice for parents (as some need a bit of persuasion!)

Upcoming creative media events

British Film Institute (BFI)

BFI Film Academy

The BFI Film Academy is a highly prestigious opportunity to work with and learn from industry professionals in certain areas of the film sector. Residentials are available and there are generous subsidies to ensure that anyone who wants to go, can afford to go. Residential programmes include animation, VFX, editing and screenwriting (but do change each year). Being BFI alumni is very useful, not only will you make excellent contacts but having it on your CV is very attractive to universities and employers.

Pre-Production Requirements

Depict Research (Part of U1 GC2)

This is the Depict website: www.depict.org
Go to 'Watch Films' on the left to see hundreds of previous entrants and winners.

Task 1:
Watch a range of Depict entries, both past and present and shortlist your 5 favourites.

Task 2:
Once you have chosen 5, please justify why you like them, using media terminology at every opportunity.

Do this on a Word or PowerPoint document and ensure that you save a link to each video that you are analysing, along with a print screen or two from each video (you will need to snip the image, 'save as' and insert image).

You can focus on:

• Narrative (the storyline)
• Camera (shot types and angles - how is the camera used? Does it move or stay still?)
• Sound (what sound is there and how it's used, e.g., music, sound fx, dialogue)
• Lighting (bright or dark, saturated or full of shadows?)
• Genre (what type of short film is it? Comedy, drama, horror, documentary, etc.)
• Editing (pace, transitions, etc.)
• Style (is it stylised? Is it made to look 'in the style of...')
• Themes and tone (dark, moody, happy, bright, tense, hopeful, etc.)

Task 3: 

Start thinking of an idea for a Depict entry.
What is your favourite genre and what would you want to make a film about? 90-seconds is not very long, so it's a tricky task, but it's really fun to come up with ideas for very short-form films.

Initial Planning: Idea Generation

In class

Before you can make your first assessed video, you will need to have an idea to work on! Today you will be generating ideas and shaping them into viable 90-second short film concepts.

Step 1: Individual Ideas
Come up with 2 ideas for short videos - think about genre, narrative, themes, tone, characters and give some consideration to cinematography and the style of the look.

Step 2: In Groups
Pitch your ideas to the rest of your group and collect feedback (you will need a pen and paper to note down the feedback).

Step 3: Make changes to your favourite idea and write up a formal synopsis (beginning, middle and end) with details about the genre, narrative, themes, tone, characters and cinematography / look.

Step 4: Pitches
Pitch your idea to the rest of the class and make notes of any final feedback.

Independent study task

Step 1: Put your 2 ideas on your blog (title - Initial Planning: Idea Generation)

Step 2: Add the group feedback

Step 3: Put your final idea synopsis on your blog (with any final class feedback).

Second Independent Study Task: Still Image Connotations Task

Step 1
Save the images to your home area / storage device.

Step 2
Choose the best images for each term, i.e., the ones that you feel capture the tone / feeling / emotion of the word most effectively.

Step 3
Upload your chosen pictures to your blog (go to 'new post' and then under the 'compose' tab, select the image icon and choose your files)

Step 4
'Caption' each image with a short summary of why this image exemplifies the term. You should use media language (e.g., correct names for shot types and angles) and argue your side. You need to point and proof and then explain.

Step 5
Add the title 'Still Image Connotations Task' to your post and add the A. Induction label. Click publish and then view your first post (hooray!)

First Independent Study Task: Setting Up A Blog

If you have a gamil account already, with a sensible email address, you can skip set 1

1. Create a new gmail account - please include your name in it and don't put anything offensive or silly in it (you will use these for your portfolio).
2. Go to blogger.com and create a new blog; use the format first name last name film and tv blog when you set it up, e.g., elliebuchanfilmandtvblog. If you cannot use this as it is 'already taken' just add some numbers to the end or add en to the middle, e.g., elliebuchan14filmandtvblog or elliebuchanenfilmandtvblog. Don't worry about caps or gaps as they will be removed anyway.
3. Go to settings, once your blog is created, and scroll down to 'add authors'. Please add your teacher to your blog - they gave you their email address in lesson and have emailed it to you too.

If you want to, you can then jazz your blog up a bit and put your personal stamp on it. To do this, go to 'template' and then 'customise' and you can change the images, colours, fonts, etc., there. Please use a simple template as it is easier for the examiner to find work.

Storyboard Guidance - a useful website

How to Draw for Storyboarding

In simple terms, the Rules of Thirds states that there are certain "hotspots" - areas of intensity that exist within any given image, and if one were to align the subject within the range of influence of these hotspots, it will make for a more energetic and interesting composition.

Storyboarding Guidance and 'How To'

Recording Sound for Video

Adding KeyFrames in Premier Pro (scaling, positional changes, opacity changes)

After Effects Tutorial - Man Being Run Over

Go to 'Student Shared\Media\BTEC Film & TV\After Effects Tutorials\Man being run over - AE Tutorial' for all the relevant files related to this tutorial as well as a local copy of the tutorial video.

Assignment Brief - Unit 1: Pre-production Techniques

A Basic Guide to Prezi

Embedding your Prezi

Copy the link below and paste it into a post under the HTML tab.

<iframe width="550" height="400" src="your_view_link/embed" webkitallowfullscreen="1" mozallowfullscreen="1" allowfullscreen="1"></iframe>

 You will then need to remove the your_view_link/ text and paste in the link that Prezi generates.

You can check to see if it has worked by clicking on the 'compose' tab.

Introduction to DSLRs - Recap Quiz

• What do we control when we adjust the f-stop?
  
• What is the result of a low f-stop? High f-stop?
  
• What does the ISO change?
  
• For a DSLR, what is the maximum ISO you should use (when using the college Canons)?
  
• What is the usual shutter speed you would use when filing video?
  
• Why would you use a high shutter speed?
  
• What is FPS and what is the FPS for film?
  
• What do we mean when we say 1980 X 1080?