Unit 22/24 Assignment 3

Unit 22/24 Assignment 2 Pre Production Work

Shooting Schedule LINK
Risk Assessment LINK
Location Scouting LINK
Re-shoot shot list LINK

Unit 22/24 Assignment 2 Writing Coursework (Script)

Unit 22/24 Assignment 2 (Research Reliability Form, Scene Breakdown and Treatment)

https://docs.google.com/document/d/19PZXkD4N0UULN3vogrqgiv871rxjH4iBtIbWecVKSF0/edit?usp=sharing

Scene Breakdown Link

                                                                                                                                                                     

                                                                                                                                                                   

Treatment

                                                                                                                                                                  

Unit 22 and 24 Notes for writing the Treatment

What to use and what not to use

• Use exciting language
• Don't use bullet points
• Use full sentences and paragraphs
• Focus in on using good spelling and grammar.
• Do not use subheadings.

Content

• Plot synopsis
• Character/s
• Setting
• Who the script will appeal to -target audience. 

Step Outline (what happens in every scene)

• Large paper A3, pencil
• Don't use numbers for scenes because it might not be used or it may be changed.
• Characters in the scene -Where, Who, Dialogue/Action
• EXT -exterior/outside
• INT -interior/inside
• Every scene must drive character/plot forward. 

Example:

Unit 22 Assignment 1

Single Camera Production Article

                                                                                                                                                                        

Unit 22/24 Assignment 2 (3 Act Structure, Mood board, Character Profiles and Research Diary)

3 Act Structure

Act 1: Introduction

Starts with our protagonist character trying to get to sleep in bed, she keeps tossing and turning as she anxiously thinks about what's going to happen the next day. The lighting is low key. You can hear her thoughts racing in her head -echoes of things people have said to her and what she feels. Lullaby music is playing in the background but the sound is distorted, the girl looks around the room and she can't see anything but when she looks again there is a "monster" stood in the shadows holding a pocket watch. 

The start of the narrative follows the girl as she goes about her day, everywhere she goes the anxiety monster follows, the ticking gets louder as she is put through different obstacles increasing her anxious thoughts and behaviours. The film starts as she gets ready for school/college, shots of her eating breakfast, getting her bag ready etc. just a normal day at school/college. Then she gets a message from her best friend asking whether she is ready for the presentation today showing that the character NEEDS to do a presentation and this is where everything goes wrong. 

Act 2: Obstacles

Following the end of act 1 the protagonist finds her mood changing. She leaves the house to go to the bus, as she walks down the empty the anxiety monster is behind her. Her behaviour is changing, her hands tremble slightly as she gets her bus pass out, she's biting her lip nervously as she waits for the bus. The bus is late (first obstacle) she starts to tremble more, her fists clenching. Finally the bus comes, she gets on and sits down, the monster sitting behind her. Cut to her walking in to class late, the teacher shouts at her as she nervously takes her seat (obstacle 2). She looks at the blank computer screen and the monster is in the reflection. She keeps looking at the clock, she's getting more anxious, her knees are shaking and her breathe hitches as the constant ticking gets increasingly louder. It gets to the time of her presentation and everyone has already left the room she is alone with the teacher and the monster in the corner of the room. The teacher asks her to start and she shakily gets up and moves to the front, she stumbles trying to speak and she begins to panic saying the wrong things and stuttering as she tries to explain (obstacle 3) asking whether she can do the presentation again (first solution which fails) making the teacher tell her that she has failed yet another assignment telling her to gain more confidence and quick. As the teacher leaves the room, the girl breaks down and has a panic attack (biggest obstacle) crumpling on the floor in tears. The act ends with the monster stood over her holding a now broken clock over the girl's body. This is the lowest point as she she's no way out. 

Act 3: Resolution

In act 3 the girl is now walking home, she's scared and alone as she see's no escape, as she looks around the monster is always right there in her eye line following her. She comes home and runs into her bedroom monster behind her. She begins to cry leaning against the bed curled up when her best friend knocks on the bedroom door, coming in slowly they sit beside her on the floor and tell her that they know something that can help her. (Resolution) Cut to 6 months later, girl walks into a building and into a room where a therapist/counsellor asks her 'are the monsters still there?' to which she responds: 'it's not a monster any more'  showing a slight smile for the first time in the production, the production ends here with the audience hopefully forming the conclusion that it's about perception and that she's working on getting better.

Mood Board

Character Profiles

Robyn is the Protagonist character so the narrative follows her; it is about issues that involve her.






















Lucas is not a main character but he is still a protagonist but he is referred to more as an ally to my protagonist.

The Anxiety Monster is the Antagonist character, the story follows the protagonist with the Monster being the thing that follows her around and causes the main obstacles for the protagonist.

Research Diary

1. Who is your cast?
2. What information can you get about your narrative theme/topic? (from a reliable secondary source)
3. What locations are available to you? what do they look like?
4. Who is your target audience? How can you prove it, linking to similar films, audience research panels, audience profiles?

Cast

• 16-17 year old girl, wears casual clothes -lots of jeans and hoodies, has access to long sleeved t-shirts/jackets etc. Has blonde or brown hair that's relatively long. 
• 16-18 year old boy, taller than the girl, has casual clothes, hair colour isn't important. Has a bag.
• Person- need a teacher to tell the girl she's failed, to see the presentation. Then to be the voice of the therapist/counsellor at the end.
• Teenager- they need to be the 'monster' meaning they have to wear all black, wear a cloak with a hood, has access to a watch/clock they can carry around. (No speech for this one- they'll be whispers but not direct dialogue)

Information about my narrative theme/topic

Links: http://www.youngminds.org.uk/training_services/policy/mental_health_statistics

http://www.hscic.gov.uk/catalogue/PUB06116/ment-heal-chil-youn-peop-gb-2004-rep2.pdf

Summary: When I looked at the statistics for people with mental health issues around my age range I found that a lot of the information I gathered was what I had originally thought. The information is full of statistics about the percentage of people (finding out their age) showing that 1 in 10 children/young people aged 5-16 suffer from a mental health disorder, this shows that it is common which will make the topic relatable. 

Links: http://www.dailymail.co.uk/health/article-131201/Anxiety-causes-symptoms-types.html

Summary: reading through the article I found another big statistic '10 million people in the UK suffer from anxiety problems' and that it can be triggered by major events in life such as: a marriage/relationship break up or something stressful such as education. It can possibly be triggered by past events when you weren't able to express/deal with emotions. It suggest that people like teachers, nurses and college students are more likely to suffer from anxiety due to stress.
Links: http://www.nhs.uk/conditions/social-anxiety/Pages/Social-anxiety.aspx
Summary: For my film I had to really go into depths with getting the anxiety to look realistic and believable. I decided to look at the signs and symptoms of Social Anxiety to be able to show people how they cope and what their struggles are. This helped me to start to think of dialogue and the way my character should say their lines. 

Locations

Summary: knowing how stressful college and school can become I wanted to set something in everyday life, something that can be relatable to young people and that the older generation can understand as well. I plan to use classrooms within the college and areas where there are lots of people which can show the pressure of having so many other people around you. Using public means of transport can show the change of time and it can also show what problems can occur from transport due to it being late or new time changes for means of transport. I also find that people that are insecure or anxious at school can often be different at home, they are usually more confident at home than in other; more social or stressful situations. 

Target Audience

I feel that my target audience will be mainly teenagers because they are in the same age range and teenagers relate to other teenagers or similar situations. Given the topic is about anxiety and stress then a lot of teenagers will be able to relate to those feelings and they can learn something new or gain more of an insight into what some people can go through. I think that people that watch documentaries could like this film because it will inform people and it may be about similar topics from programmes such as: Don't Call Me Crazy. I think that aspirers may like it as it is something new and it is all about changing someone's perspective and helping them to understand much like social campaigns such as Stonewall who often make films or projects which take a different stand on it or that come with an approach that's not always common or that is shocking. 

Unit 22 Assignment 1 Notes

Single Camera Production

Definition: Uses one camera for specific reasons out on location rather than in a tv studio. 

*Note: However a single camera production can use several cameras for a scene but if the majority of the production is filmed using only one camera is is still a single camera production.*

Some productions are mixed together live such as news or panel shows.


WHY USE SINGLE CAMERA PRODUCTION?

• The costs are less expensive as you only have to buy one camera.
• So that you have both a production and a post-production process.
• Less issues with locations -sometimes you can only get one camera in certain locations.
• There are less crew members needed which makes it more cost effective and gives you more location options available. 

*Note: Single Camera Productions can come in several different formats however the genres are just the same as film or tv.* 

• Serial Drama -one off but may have several parts to it. 
• Series- continues over a larger space of time, a programme such as: Breaking Bad or Doctor Who.
• One-Off (film)

Narrative Structures

• Everything depends on what you think the story is!
• Most stories follow a LINEAR/SEQUENTIAL structure flowing as it tells a story (one story)
• Contrastingly some stories are of a NON-LINEAR meaning that they do not follow a clear structure, that the story doesn't always start at the beginning -'ends where it began' usually with flashbacks and/or scene jumping. An example of a Non-linear structure is the film Pulp Fiction. 
• REALIST structures are narratives that can be set in the real world.
• ANTI-REAL are narratives which are not based in the real world, they don't follow the rules and normality of what would happen in the real world. e.g. Hunger Games.
• Endings can be either open or closed. 
• An OPEN ending narrative means the story may end on a cliffhanger with unanswered questions.
• Whereas a CLOSED ending narrative means that there is a resolution and that questions are answered and outcomes/events may be final. 
• Flashbacks are used to reveal exposition -back story. Flashbacks aren't specific to one structure they can be used in both types of narrative structure.

Technical Storytelling

• Technical Storytelling means to create meaning in technical codes, things like: Camera Shots, Camera Movements, Editing, Lighting, Mise en scene and Sound. 
• We want to create an ENIGMA -a mystery used to engage an audience and help them to create emotional responses. 

Example: Creating an element of Fear

• Quick shots
• tracking shots
• dark setting and low key lighting
• creepy music creating tension

3 Act Structure

Every narrative structure will follow a 3 Act Structure this is what breaks down scripts. 

Act 1: Introduction. Introduces characters -protagonists and antagonists, introduces the setting or the world. The end of this act will have an inciting incident which sets off the NEED. 

*Note: For the whole narrative to be interesting there has to be a need -the character has to have a need e.g. a need to save someone or a need to escape.*

Act 2: Obstacles. This act features numerous obstacles which have to increase in threat to keep the narrative interesting. During this act the protagonist finds the first solution to their obstacles this then fails leaving the character at their lowest ebb, the mid point of the story where there appears to be no way out. 

Act 3: Final Solution. In this act the protagonist overcomes their biggest obstacle -the climax. In this act their is always a little twist and finally a resolution.