In today's lesson, I learnt about sound and the effects of sound in films and TV programmes. The different types of sound that we were taught about are:
1. Diegetic - anything that the actors can hear (e.g. radio, cars)
2. Non-diegetic - anything that the actors cannot hear (e.g. voice over)
3. Synchronous - matched with the visible source of the sound on the screen.
4. Asynchronous - not matched with the visible source of the sound on the screen.
5. Sound bridge - blending two scenes together by sound.
6. Ambient - the surrounding sounds that create the atmosphere and creates soundscape.
Also in class we had to evaluate and analyse several film openings which were made by past students, these are what i thought went well in the film and what needs to be improved
Ones we evaluated and analysed in class.
Roses are Red
WWW (what went well) - Interesting.
- Production logo very good, the idea was a poster on the wall which the camera panned past and focused on.
- Editing very good.
- Equal name size on titles.
- Creative.
Improve - Blurry.
- Not much meaning.
- No enigma code.
- No clear genre, teen and then thriller?
- Boring music, no lyrics.
- Too focused on titles to add a storyline.
Luna
WWW - Titles excellent, typewriter effect.
- Editing good.
- Rewind very good.. Linking back to the editing.
- Clever.
- Creative.
- Good places in shooting.
Improve - Not very original, copy of the film 500 days of summer.
- Sound quality not great at beginning.
- Names repeated in the credits.
- The rewind changes the theme, and although the editing is good, does not really fit alongside the rest of the film.
Alone
WWW - Original.
- Clear genre; thriller, horror.
- Enigma codes very good.
- Titles clever.
- Simple, but a small amount of effective editing, such as ghosting.
Improve - Editing not brilliant.
- Slightly too simple.
Blitz
WWW - Titles clean.
- Good attention to detail.
- War voice.
- Mis en scene on the walls.
- Place and time shown; war time.
- Amazing steady, still camera work.
- Age good of actors.
- High amount of enigma.
- Music adds suspense.
Improve - Some good lighting.
- Looks like a trailer because the title is at the end of the clip.
- It also looks like a trailer because it skips forward 60 years, and you would expect this to happen in the full film.
The Disciples
WWW - Editing very good; charts, performance on stage, YouTube, newspaper.
- Funny.
- Original.
Improve - Too long.
- To some people the humor in the film may not be seen as funny.
- Some bits could be seen as a documentary.
Schools Nightmare
WWW - Clear.
- Good coloring.
- Younger and older age range.
- Titles appear as the acting is occurring.
- The acting itself is good.
- Editing is good, from the mix of the two different scenes.
- Lots of enigma.
Improve - No talking.
Mother and I
WWW - Different age ranges.
- Good logo, focuses on horror: good moving drop of poison.
- Acting their age.
- Small amounts of enigma codes.
Improve - Can't hear much of the talking.
- Too much editing.
- Confusing.
- Bad credits.
- Boring.
- Badly lit places.
My own evaluation and analyse of three films openings which were made by past students.
This is an opening created by another student that i am analysing
WWW- Adult characters
-included everything needed
- easy to the genre
-Film credits are interesting
Level 1 0–23 marks The work for the main task is possibly incomplete. There is minimal evidence in the work of the creative use of any relevant technical skills such as:
• Producing material appropriate for the target audience and task;
• using titles appropriately according to institutional conventions;
• using sound with images and editing appropriately for the task set;
• shooting material appropriate to the task set; including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
• using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Level 2 24–35 marks There is evidence of a basic level of ability in the creative use of some of the following technical skills:
• Producing material appropriate for the target audience and task;
• using titles appropriately according to institutional conventions;
• using sound with images and editing appropriately for the task set;
• shooting material appropriate to the task set;, including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
• using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Level 3 36–47 marks There is evidence of proficiency in the creative use of many of the following technical skills:
• Producing material appropriate for the target audience and task;
• using titles appropriately according to institutional conventions;
• using sound with images and editing appropriately for the task set;
• shooting material appropriate to the task set; including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
• using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Level 4 48–60 marksThere is evidence of excellence in the creative use of most of the following technical skills:
• material appropriate for the target audience and task;
• using titles appropriately according to institutional conventions;
• using sound with images and editing appropriately for the task set;
• shooting material appropriate to the task set;including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
• using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects
- It also looks like a trailer because it skips forward 60 years, and you would expect this to happen in the full film.
The Disciples
WWW - Editing very good; charts, performance on stage, YouTube, newspaper.
- Funny.
- Original.
Improve - Too long.
- To some people the humor in the film may not be seen as funny.
- Some bits could be seen as a documentary.
Schools Nightmare
WWW - Clear.
- Good coloring.
- Younger and older age range.
- Titles appear as the acting is occurring.
- The acting itself is good.
- Editing is good, from the mix of the two different scenes.
- Lots of enigma.
Improve - No talking.
Mother and I
WWW - Different age ranges.
- Good logo, focuses on horror: good moving drop of poison.
- Acting their age.
- Small amounts of enigma codes.
Improve - Can't hear much of the talking.
- Too much editing.
- Confusing.
- Bad credits.
- Boring.
- Badly lit places.
My own evaluation and analyse of three films openings which were made by past students.
This is an opening created by another student that i am analysing
WWW- Adult characters
-included everything needed
- easy to the genre
-Film credits are interesting
Level 1 0–23 marks The work for the main task is possibly incomplete. There is minimal evidence in the work of the creative use of any relevant technical skills such as:
• Producing material appropriate for the target audience and task;
• using titles appropriately according to institutional conventions;
• using sound with images and editing appropriately for the task set;
• shooting material appropriate to the task set; including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
• using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Level 2 24–35 marks There is evidence of a basic level of ability in the creative use of some of the following technical skills:
• Producing material appropriate for the target audience and task;
• using titles appropriately according to institutional conventions;
• using sound with images and editing appropriately for the task set;
• shooting material appropriate to the task set;, including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
• using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Level 3 36–47 marks There is evidence of proficiency in the creative use of many of the following technical skills:
• Producing material appropriate for the target audience and task;
• using titles appropriately according to institutional conventions;
• using sound with images and editing appropriately for the task set;
• shooting material appropriate to the task set; including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
• using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Level 4 48–60 marksThere is evidence of excellence in the creative use of most of the following technical skills:
• material appropriate for the target audience and task;
• using titles appropriately according to institutional conventions;
• using sound with images and editing appropriately for the task set;
• shooting material appropriate to the task set;including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
• using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects