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11 May

By clicking on the appropriate links at the top of my blog, under the title,¬† you will find my posts organised into specific categories; Research and Planning, Evaluation Questions, Ancillary Products and Uncategorised. This will help you get around a bit easier ūüôā


Short Film – Audience

21 Feb

In marketing and advertising, a target audience, or target group is the primary group of people that something is aimed at appealing to. A target audience can be people of a certain age group, gender, marital status, etc.

The film doesn‚Äôt conform to one genre, nor does it try to. It takes us from thriller to social drama, to action, to musical and documentary all tied together with a mixture of blatant in-your-face humour. As well as a humour that demands, let‚Äôs say, a certain acquired taste therefore the film has the potential to be received by a variety of audiences in a variety of ways. The ‚Äúin-joke‚ÄĚ nature of the film appeals to a niche audience of people who possess a knowledge of the media world. In general I’d say that teenagers and fellow students and teachers would enjoy the film the most. However, due to the array of different entities, arguably, the film provides something to satisfy a wide pallet of preferred tastes.

Ratings (British Board of  Film Classification)

Rating information taken from the BBFC website



Discriminatory language or behaviour must not be endorsed by the work as a whole. Aggressive discriminatory language or behaviour is unlikely to be acceptable unless clearly condemned.

There is no discriminatory language within our production.


Any misuse of drugs must be infrequent and should not be glamorised or give instructional detail.

No misuse of drugs is mentioned throughout the production.


Moderate physical and psychological threat may be permitted, provided disturbing sequences are not frequent or sustained.

Very small ‘Threat’ at the start, more of a parody of thriller films no disturbing sequences involved.

Imitable behaviour

Dangerous behaviour (for example, hanging, suicide and self-harming) should not dwell on detail which could be copied, or appear pain or harm free.  Easily accessible weapons should not be glamorised.

The killing of one of the characters with the use of a gun is seen however this is not graphic and is contradicted in the following scene. 


Moderate language is allowed. The use of strong language (for example, ‚Äėfuck‚Äô)¬†must be infrequent.

No potentially offensive language is used at all.


Nudity is allowed, but in a sexual context must be brief and discreet.

No nudity is used apart from in the credits, this is just of a comical nature.


Sexual activity may be briefly and discreetly portrayed. Sex references should not go beyond what is suitable for young teenagers. Frequent crude references are unlikely to be acceptable.

No sexual references.


Mature themes are acceptable, but their treatment must be suitable for young teenagers.


Moderate violence is allowed but should not dwell on detail. There should be no emphasis on injuries or blood, but occasional gory moments may be permitted if justified by the context. Sexual violence may only be implied or briefly and discreetly indicated, and must have a strong contextual justification.

Again the gun is used however this is in the use of an experimental genre subplot and in undermined in the following scene.

Filming Diary

15 Feb

Today is Monday the 10th of January (our first day filming) and our aim is to film all the scenes within our script that we can film just using us four /five main characters : Edward, Bevan, Phoebe, myself and Oli who is playing Ed’s role in the majority of the short film. However setting up took a lot longer than we had anticipated. We only managed to film one small scene which was a little bit of a set back and a reality shock that maybe we wouldn’t be able to film everything in one week just using the hours we had free after school. With this in mind we decided that the¬†most time efficient thing to do would be to edit as we went along which would mean that we could use the second week we left ourselves for editing we could use¬†for filming too becuase we’d be¬†editing parallel to the filming.

 From now on, as we limited ourself to using a school classroom we can only film during school opening hours. This means that from now on we will be spending and extra two and a quarter hours filmimg after school till 6pm everyday untill our filming is complete.

Typical Filming Set Up.

Canon Legria FS200Jessops Tripod TP323

Jessops Tripod TP323

Bevan's T-Bone EM500 Small Diaphragm Condenser Mics


It was clear from the start  that we would have to be really carefull with filming. We realised that it took a lot of time to film a relatively short task and therefore we need to be more organised and focused whilst filming. We also found trouble with lighting positioning as this would often reflect off certain surfaces such as the white board which is used in some shots and off the computer monitors which are surrounding us. Microphone stands and wires were also an issue as we had to be really careful that they did not apear in shot.

Wed 12th – Plan to film the Jazz band scene and Scene 4

We had four hours to film today from 2 – 6 however it took 50 minutes to completely set up and make sure that our actors and the set was dressed appropriately, this included moving large pieces of equipment such as the Drum Kit and the double bass. We also had to move all of the chairs and tables out of site so that our table was the central focus in the room and that we had enough space around us for the band set up, microphones, camera and lights. We didn’t get as much done today as we’d hoped due to issues surrounding tracking/ panning shots. We had many failed attempts but finally managed to get the desired effect.

Jazz Band Set Up

Thurs 13th – Filming after school in the media room again.

We played around with light more than the previous filming evening. We tried various effects such as the use of a subtle torch-light to help light the characters’ faces effectively especially in shots such as close-ups of the face and over the shoulder shots which were mid shots of the opposite character. This was because after editing our first scene on Tuesday we realised that the lighting wasn’t very good.

Fri 14th – Filming documentary style interview 7-8pm.

Today Phoebe and I went to her grandad’s house to film. We had this done in no time as we set up the equipment really easily as we only had a camera and a tripod and a single microphone to worry about rather then lights and mics as well.¬†We also found a way that we could make it look like he was talking to a reporter off screen with a microphone so that he could read his lines off the script. We got this done in three takes so i feel it was successful, phoebe’s Grandad did exactly as we asked him and read the scrip exactly how I had imagined it so that made filming a lot quicker.

¬†Sat 15th Gunfight scene, 2-5pm, Phoebe’s farm barn.

Unfortuantely i couldn’t be present for the filming of this scene as I was working all day and couldn’t get the day off!

Filming the gun scene in the barn

However this extract is taken from Phoebe’s blog and explains the events of the day “After spending a few hours wondering around¬†freezing costume shops, toy shops and antique shops searching for fake guns, we finally went back to my house where we used a gun that was¬†there. It was all legal and everything. We filmed in one of the farms barns, which was very industrial and had great lighting ‚Äď looked exactly how we wanted! Costume was effective ‚Äď Bev played the gagster type and Ed played the victim.”

 Tues 18th РThurs 20th was more filming in the media room of the planning process scenes.

Tues 25th ‚Äď The character decision scene, 5-7pm, the infinity curve in Lincoln Uni.

Today we all ventured to Lincoln after school to get to the Unis Infinity Curve located in the University of Lincoln’s Media department.¬†Phoebe and I¬†drove in as¬†I¬†had to take the equipment in the car while the¬†others had to settle fo the bus.¬†The filming went well as it was all one shot and very simple we just kept the camera in one steady place kept it filmig and didn’t touch it again to make sure that the composition of each shot was exactly the same.

Filming at the Infinity Curve

Wed 26th ¬†‚Äď Another media room planning scene, 4-6pm.

Tues 1st РToday we filmed more of the planning scene and the itroduction to the musical scene, 4-6pm, the media room.

¬†We didn’t have much time to film the musical scene after we had filmed some more standard planning scenes therfore although we had drawn out a storyboard for the scene and knew exactly what we needed to do the quality wasn’t very good and we had made simple continuity errors such as having the mics visible in the shot.

Wed 2nd ¬†‚Äď Musical¬†scene, 4-6pm, the media room.

Today we refilmed what we had done the previous day. This was to try and correct the continuity errors and misplaced light.

Thurs 3rd ‚Äď Planning scene, 4-6pm, the media room.

Wed 9th – Today I drove to Lincoln to buy our High School Musical esque musical parody. For this task I splashed out in primark as they had some navy blue hoodies both in the Mens and Womens section that matched really well and looked a lot like the HSM style hoody wear.

HSM style hoodie

Thurs 10th ‚Äď planning scene, 4-6pm, the media room.

Today I was informed that the team decided in my absence that there wasn’t enought time for the musical scene to be shot and edited before the deadline so unfortunately that was taken out of the equation. I was really disappointed about this as is was the part of the short film that I was most excited and enthusiastic about filming. We had also put a lot of effort into the sound and planning for the section and I was really looking forward to the change in generic filming etc it would have been fun and it was also one of the parts on our rough edit feedback that people were most excited about seeing. However I guess polishing the film to perfection, getting sound right and filming the last few bits and peices here and there were bigger priorities in getting the film completed so for the next few days till our film deadline of Tuesday the 15th, that’s exactly what we did!!

Barton Fink

8 Feb

Barton Fink is a postmodern film directed and written by the Coen brothers (Joel and Ethan) starring John Turturro and John Goodman¬†. It’s 1941 and New York playwrite Barton Fink moves to Hollywood to persue his writing career. His task is to write a wrestling picture for Wallace Beery from Capital Pictures. However, staying in the eerie Hotel Earle, Barton’s obsession with writing about “theatre of the common man” distracts him, along with his unfarmiliar surroundings,¬†from writing¬†the “Big men in tights” production that is demanded of him. Barton suffers a nasty bout of writers block and looks to his noisy neighbour, the seemily “common man” travelling insurance salesman, Charlie Meadows (John Goodman), for help along with glorified screenwrite, Mayhew. However a bizzare sequence of events only distress and distract Fink further.

As a postmodern production the film doesn’t conform to the norms of a generic mainstream Hollywood film. Instead the film is littered with intertextuality from various films and symbolic representations that leave the audience asking thought provoking questions throughout.


5 Feb

Before we started to film our sequence we roughly drew out storyboards so that we could reference what shots and angles we had originally planned to use.

Scene 1


We did rough storyboards like this one before each scene so that we knew what we had planned to do however some of these changed as we thought that some shots looked better than others so on set we sometimes made slight changes to shot compositions and angles.

Draft Film Feedback Sheets

23 Jan

We have learnt a number of things about the edit of our film from these brief feedback sheets that Phoebe and I constucted.

Question 1 : Everybody agreed that the film was amusing, mostly the ‘Ed Dies’ subpot and the photoshopping.

Question 2: Most people thought that the photoshopping was convincing, excluding the Queen picture, however this was said to add to the humour.

Question 3: Everybody understood the concept of the film to be a self-reflexive piece ‘a film about making a film’.

Question 4: Most people’s favourite parts were the choice of music, the ‘Ed Dies’ subplot, the change from¬†Ed to Oli in the puff of smoke¬†and the Photoshopping.

Question 5: Nobody noticed any continuity errors.

Question 6: We didn’t have many suggestions for a film title, so we came to the conclusion that our preliminary title couldn’t be too bad!

Question 7: Everybody’s comments about the music were really positive.

Question 8: Any other comments were comments of praise apart from problems with sound which were already being adressed before the film sequence was shown.


11 Jan

While Phoebe was away in New¬†Zealand¬†Bevan, Ed and Myself¬†carried on with planning as best we could to make sure that¬†as soon as¬†we were a full¬†team again we¬†could make up for¬†lost time and be ready to film. While planning more aspects of our film we decided it would be a good idea to¬†incorporate a musical part into our film. It would give the short film more depth we thought and would allow us to play with musical conventions and genres. It would be shot in a very different way to the rest of our film in order to make it more convincing as a musical genre. To do this successfully we would have to look at diffrerent examples of musicals such as Glee. By watching episodes or clips of other musicals we learn’t that we would have to imitate a similar style of filming and acting. This would include

  • Camera movement
  • Dancing and Choreography
  • Character orientaton
  • Cuts between shots quicken or slow with changes in music tempo
  • Use of depth of field
  • Lighting – again character centered e.g. spotlighting

We will use four different types of musical for our musical:

  1. Generic Musical – This would be the introduction to the musical which i will suggest through song.
  2. Grease¬†– This is to parody ‘greased lighting’ song where the characters are entusiastic about the idea.
  3. West Side Story РThis would be when one of the characters doubts the idea.
  4. High School Musical  РThis would be when we agree with Ed and decide not to go ahead with the idea.

The music and action will be heavily influenced from the musicals stated above. Here are a few examples:

Generic musical – slow paced and dramatic as an introduction:

Grease – Cheesy fast paced.

Grease Lightning

High School Musical- all in this together.

High School Musical

Lyrics for our musical: 

I feel like something’s missing…

I’ve got something to add to the mix

A musical, a musical!

With generic musical bits!

A musical will take us where we need to be

(Musical, oh musical)

Get the camera and don’t forget the tripod Fee

(Musical, oh musical)

This will be fun,

Let’s get this done,

A musical!

(Cheesy, dumb, predictable)

I don’t think a musical’s our thing…

(Cheesy, dumb, predictable)

We agree with you Ed, you were right all along,

This idea is too cliché!

We agree with you Ed, let’s go back to the class,

And make our dreams come true!

Story board:

In this stage of our film, the musical sequence is of a paradoxical¬†nature¬†in the form of a pastich√© which is a postmodern technique that fuses a variety of styles, genres, and story lines to create a new form. In our case¬†it is a¬†musical medley, typically quoting other works; An incongruous mixture consisting of a series of songs or other musical pieces from various sources.¬†¬†However this can’t just be used in musicals,¬†the technique¬†is¬†used in works of drama, literature, music,¬†and architecture that imitates the work of a previous artist.