Harry Potter and the Goblet of Fire Sweded Project

Over the past 2 weeks, I have been making a sweded version of Harry Potter and the Goblet of Fire (Rating 12) with the members of my group: Yssy, Abi, Chrystal and myself. The release date for this swede is 25th October 2013 at 3:45 and it is a competition to see which swede gains the most views, likes and comments on youtube overt the half term.

For the marketing side of this competition, we decided to promote our swede using a series of methods: facebook, twitter, a poster and a bloopers trailer.

Harry Potter Sweded Facebook Page

Harry Potter Sweded Twitter Account

THE ACTUAL SWEDE WILL GO LIVE ON THIS LINK AT 3:45

CLICK TO WATCH

I believe that we successfully showed the events of the film, Harry Potter and the Goblet of Fire in approximately four minutes. However, we were unfortunately forced to remove some of the scenes which we had originally planned from the final film due to the fact that we were faced with time constraints both in filming and when editing and so we had to remove some of the more humorous scenes that were not essential for the story line.

I felt that we worked well as a group and maintained a professional approach to the task for the majority of the time and managed to stay well within the deadline for the film release. However, I feel we felt limited by the 4 minute constraint on the time for the actual sweded film.

If we were to complete this task again, I would still like to swede a Harry Potter film. However, I would plan the shots with more care and have back-ups in order to save time when filming.

"Sweded" Film Project

What is "Sweding"?
"Sweding" is the recreation of a film in approximately 4 minutes in which all the props and costumes and props are all objects that can be easily obtained by the people making the film. The purpose of "sweding" a film is for a comic effect and the budget is likely to be low or nothing at all. The term came from the 2008 comedy film Be Kind Rewind in which all the tapes in a rental store are erased and Jerry, played by Jack Black, attempts to recreate them, claiming that they came from Sweden and that is why they appear to be different.

My "Sweded" film idea
I would like to Swede  Harry Potter and the Goblet of Fire as I think that the magical creatures in this film could be created with objects such as socks, which would be extremely entertaining for the audience. I think that it would be easier to recreate in the space we have as the film is set mainly in the grounds of Hogwarts and the one time it is mainly shot elsewhere is on a field, which we have access to.
I think that Harry Potter is a well-known film franchise and therefore people will be able to understand the key parts that we would use in the Swede, a few of these being the portkey which takes Harry and the Weasleys to the Quidditch World Cup and Harry's encounter with the dragon during the Triwizard Tournamen

DEXTER title sequence re-edit: Evaluation

Summarise the conventions of title sequences that were most important to this task

For legal reasons, titles are needed in films and television dramas in order to tell the audience who has done the work in order to make the film or television drama, such as the director and the producer. However, the titles should also suit the specific genre, so the font, the colour and the effects applied on the titles must be genre-specific. and appear as if they are supposed to be there as well as moving around on the screen enough to create the feeling of movement, even in a title sequence made completely of stills by making the audience look around at different places on the screen. As well as this, it is important that the titles are in the spaces, so as not to detract from the action.

How did your group plan to edit the title sequence? (consider timings, industry requirements etc.)

We spoke to each other, deciding that a professional title sequence would have approximately twenty-five sequences, but also decided to focus on the individual titles, trying to complete them to the best of our abilities with the limited software we had. We wanted to make sure that each title was true to the genre, which was thriller. We chose the colour red and a font which reflected this and placed each title in the space. We tried to time our titles so that they looked as if they were supposed to be there.

Explain the creative decisions made by your group.

We used the colour red, which was reflective of the psychological thriller genre and was similar to the main title, "Dexter". We decided that the use of the colour red stood out against the white and black and was like blood. We made the titles move with the objects on screen in order to create the illusion that they had been infused with the sequence itself and to make it seem more natural.

How does your re-edit compare to the original?

Our sequence had one similarity to the original, which was the position of the title just before the protagonist's blood drips into the sink after he shaves and the fact that a different title appears in a new place when the blood drips in the place that the previous title has been seconds before.

Preliminary Exercise Evaluation

Introduction: Our preliminary exercise was an introductory task involving the filming and editing of a character opening a door, crossing a room and exchanging a couple of lines of dialogue with another character. It was important that we demonstrated match on action, shot/reverse shot and the 180-degree rule.

Who did you work with and how did you manage the task between you?
I was in one of the smaller groups when completing this task, working in a three with Kayvon and Alice, so it was inevitable that there would be only one person filming and two actors. However, when we were not needed for acting, we were helping out with the filming and during both the planning and the editing, the work done was split fairly evenly between out group. We made sure to edit the same amount of shots each and all contributed when planning the sequence.

During the planning process I contributed frequently in order to help us come up with the idea for the story. However, due to my lack of experience with regards to filming, my contribution during the filming process was fairly limited and I focused on what I am most comfortable and familiar with - acting rather than filming and helping out in any way I could. During the editing process, I was slower than my team mates as I have not edited a film before, but I did edit just as much as my more experienced team mates and contributed with helpful suggestions on how to improve our film sequence since we were faced with a few problems due to the lack of planning of the shots.

How did you plan your sequence? What processes did you use? What theories did you try to take into account?
When planning, we started by having a group discussion in which we spoke about the genre and story of the sequence, settling for a James Bond-like sequence with me playing the villain and stroking a toy dog and Kayvon playing the hero. We then arranged what we were going to wear and where we were going to shoot the sequence, which we decided was going to be in the Media block as it meant that we would not have to take booking the location into account as the Media block had already been booked for the purpose of the preliminary exercise. Also, we would have a technician on hand if we had problems with our cameras and would not need to have a back-up in case someone else was in our room on the day, whereas we would need to take this into account in any other location on the school site.

Apart from these few things, we did not write up a script or have a particular shot sequence, only deciding that we would film the outside shots first in order to allow other groups to use the corridor after us and to enable another group to use the room we had chosen for one of their shots. Having a shot sequence may have aided and enhanced the filming and editing process as we found, during our editing, that two shots we wanted to use were too similar and therefore looked like a jump shot. This would have been avoided if he had carefully planned our shots beforehand and drawn a storyboard, as we would have discovered this before filming and corrected it.

The main theory we took into account was continuity. We did this by obeying rules such as the 180-degree rule when the two characters were talking and edited our scene so that the door opening was an example of match on action. However, we realised during editing that the last shot in the sequence broke the 180-degree rule. This could have been avoided if we had planned our shots thoroughly beforehand and drawn a storyboard. Although our spontaneity provided us with fairly humorous shots during the shoot, it also made it harder to spot continuity issues. Therefore, if we are to repeat this exercise, I would take the shots into greater account.

What technology did you use to complete the task, and how did you use it?
To complete this task we used:

• Sony camera
• Tripod
• Non-linear editing system: Premiere Pro

We used the Sony camera to film the sequence and the tripod to keep the camera steady during the filming process.Premiere Pro was the software we used in order to edit the sequence. It was a non-linear editing system, meaning we did not have to edit the sequence chronologically.

What factors did you have to take into account when planning, shooting and editing?

There were a range of things in all three stages of producing our sequence that it was important to take into account in order to produce the best sequence we possibly could.

Some of the most important things we had to consider throughout the whole process was the audience's ability to suspend their disbelief and obeying the 180-degree rule. These two were particularly important as they affected how believable our sequence was. If the cuts were obvious to the audience, it would be more difficult to suspend their disbelief and not sticking to the 180-degree rule would mean that the shots would be disillusioning to the audience and the sense of two characters talking to one another would not be achieved.

Also, planning, shooting and editing to time was extremely important, so it was essential that one of the people in our group always knew what the time was so that we would not run overtime.

Planning

During the planning stage it was important that we had taken into account our chosen genre. This was in order to make sure we kept to this particular genre throughout the filming and make sure that our script, lighting and shot types were all reflective of this chosen genre.

Another essential thing we had to take into account was the light. It was obvious that lighting would change throughout the day and so it was important that we took all the shots we needed in the same place in order to avoid a change in natural lighting during the shooting process. This was easy to do as we only had two locations to take into consideration: outside the media classroom and inside.

We needed to make sure that the props and costume required for the shooting was ready for the day. We did this by sorting out what each person in our group was going to bring and then setting reminders to make sure it was brought. We needed to make sure that the rooms were set up to our liking for our shoot as any changes in the set during the shoot would spoil continuity, so we considered what would need to be moved and brought into the room and then took care of this before the beginning of the shooting.

Shooting
During the shooting stage we needed to consider where we placed the objects in the room as any visible movement of objects in the rooms we used would spoil the continuity of the sequence. Therefore, both during the planning and shooting processes it was important to take into account where the objects in the room would be. Also, linking into this idea is also the fact that I was not to move the chair I was sitting on.

We had to make sure we had taken at least three takes of each shot in order to make sure that we had accounted for any errors we may have made during the shooting process. This would limit the amount of errors we would  have to deal with during the editing process.

Another important thing to take into consideration was making sure that everyone the microphone could pic up was not making any noise. This was important in order to make the sequence more plausible, enabling the audience to suspend their disbelief easier.

Editing
During the editing process it was vital that we did not mix shots with my glasses on and my glasses off. It was important that we established where I took my glasses off. Also, match-on-action was another essential part of the editing process. We needed to make sure that the door opening seemed realistic and was smooth as it went over two shots.

How successful was your sequence? Please identify what worked well, and in hindsight, what you would improve/do differently?
We were faced with many difficulties mainly through our editing process. Our problems started when we had two different very similar shots we wanted to use consecutively. However, if we were to do this, we would have created a jump shot due to the similarities in the angle of the shot and this was not desirable for our sequence. We tried many methods in order to solve this problem, but found that the fact that I had taken my glasses off half-way through the sequence meant that the order could not be drastically changed. We managed to overcome this eventually after much deliberation by adding in another shot of my character, the villain, in between the two shots.

Also, we were forced to change what the hero did in order to solve the issues associated with the fact that we had not put out a chair for the hero to sit on from the start of the shooting process. We could not, however, add in the chair as the previous shots had shown that there had not previously been a chair there. Instead, we made the hero, played by Kayvon, lie on the table, which created a more comic effect.

After watching back our sequence, I have realised that we did not stick to the 180-degree rule in the last shot. This ruined the illusion that the two characters were looking at one another and may have confused the audience.

If I were to repeat this task, I would have made a storyboard and planned out each shot in detail during the planning process in order to avoid major problems such as the one we were faced with during the editing process. These problems were caused by the fact that we had left much of the shooting to improvisation on the day rather than fully formulating our ideas on paper before the shoot. This would have also saved time and we would have avoided breaching the 180-degree rule in the last shot.

Although we were faced with many difficulties, I believe that we created an extremely successful sequence. We stuck to the theory of continuity almost rigidly by matching the action and sticking to the 180-degree rule almost constantly until the end shot.

What have you learnt from completing this task? Looking ahead, how will this learning be significant when completing the rest of your foundation coursework, do you think?
Despite having been on set for many films and television shows in the past, I have always found myself only involved in the acting process. I found that it was an extremely helpful exercise as I was able to find more about the theory of continuity and also how to edit using the non-linear editing software.

As I have not previously done media as a subject, I found this task helpful as it made me closer to my fellow media students and helped me develop the skill of working in a team for the next shoot. I have found that the preliminary activity has prepared me extremely well for the rest of the foundation coursework and the rest of the media A-Level course as well as later on in life.

Film Opening Continuity Analysis: Harry Potter and the Philosopher's Stone

The first shot from Harry Potter and the Philosopher's stone is a shot focusing on a street sign with the name of the location on it and an owl perched on top, which gives information about the setting of the scene immediately. The shot then pans to the right and the owl flies from the direction of the street light on which it was sitting, which is an example of matching the action.

The audience then see a figure of a wizard walking in the distance in a long shot, which then goes into a mid long shot of him walking with trees surrounding him, showing that he is in the same place as he was before with regards to the objects surrounding him.

We then see a cat multiple times. The cat does not move, staying on the corner of the street as the wizard, again in the same position for a number of shots as he takes out a lighter-like object, clicks out the street lights, despite the camera moving around him as he does it. When he turns to his right, in the next shot, he is facing the same direction as he just turned.

In order to emphasise the fact that Professor McGonagall turned from a cat into a human, there is the use of shadows. We only see the figure's shadow as she makes the transition and we also see that she has walked forwards. This is then established by the fact that she walks into the shot from the same place as she was before.

Professor McGonagall then walks over the the wizard - Professor Dumbledore - and stands to his left. Throughout the next shots, she is continually on the left side of him and the objects in the background pass, showing that they are moving. The 180 degree rule is followed as, although during their conversation, the camera goes from one side of them to the other, it is continually showing their faces instead of going behind them, which would be confusing for the audience during their conversation.

Only when a light appears in front of the two does the camera show them from behind in a mid shot. Both characters turn around, which is shown in this shot by the fact that McGonagall is now on the right side of Dumbledore, as opposed to the right as she was in the shots before.

There is then a low angle mid close up, which shows either McGonagall's or Dumbledore's point of view and enables the audience to take in the new character, Hagrid, as well as showing that he is taller than the other two. The action is again matched when he swings his leg off the bike and, in the next shot, his leg is in the same position in the air as it was at the end of the shot before.

Accident Sequence Analysis

In media, my group and I were given the task of creating a short film in which an accident takes place. In order to do this, we chose two members of our group to be actors and came up with a story for our accident sequence. During this activity we were not allowed to re-take shots, the purpose being to get us to plan our shots beforehand.

In order to make our sequence believable, we used techniques such as the use of a long shot in order to establish the distance between the two characters and set the scene. We then moved onto mid shots and followed by a close-up of the character who gets punched as he slides down the wall. This helped as it meant that we did not confuse the audience by switching from a long shot to a close-up immediately whilst also avoiding the jump cuts that would occur if we were to keep the camera in a similar position.

We used a point of view shot as the victim slides down the wall, which shows how the scene looks from the attacker's point of view, so this shot ended high angle. This juxtaposed with the next shot, which was in the point of view of the victim as he was on the floor, meaning it was low angle.

In addition, we matched the action from the shot in which the victim gets punched to the shot where he slides down the wall, which means he hit the same point of the wall at the end of the first shot as he was at the beginning of the second. It is also shown by the fact that the two actors are in the same place in relation to their surroundings unless they physically step elsewhere to change their position. This helps to improve the continuity and makes the scene continuous.

However, we did not stick to the 180 degree rule when we filmed the shot of the attacker saying "what are you doing?" This meant that he came in from the right side, but was on the left side. This may be disorientating for the audience and spoils the illusion of the two facing each other as the audience is then unsure of the position of the attacker.

If we were to re-shoot this sequence, I would focus on the 180 degree rule, meaning I would not shoot from the other side of the actors after I have chosen the side in the establishing shot in the beginning, which would improve the continuity and make the cuts seem "invisible".

Art of the Title Grid Activity Analysis

Our film, "The List", is a psychological horror in which the protagonist has a list of people who he would like to kill. In the opening of "The List", a dead body is dragged into a workshop and lifted up on the workbench. The killer then chooses a saw and cuts off the limbs of his victim before crossing off her name on the list he has on his board.

This was a significant film opening as it sets the atmosphere with the dark tone of the images and the close up shots of the objects around the room. The audience is introduced to the violence that will continue in the film immediately and information about the location of the opening is given subtly as more of the room is revealed as the opening goes on. It is not until the fourth still in the grid does the audience see the whole room, yet the background is blurry and the camera is focused on the murder weapon. The close ups on the objects such as the vice and the saw give indication of the genre and the location of the opening and information about the name of the title is given at the end of the sequence.

The name "The List" has been kept true to the horror genre as it is simple yet mysterious, which gives the audience a sense of unease. It will stay in their mind and links directly to the themes in the film. If we had given the film a longer name, it would have ruined the illusion of a horror film and created a more light-hearted tone for the film.The font itself, while simple, is also eerie and the dark against the light also help to indicate the genre.

By the end of my opening, the audience should be feeling uneasy and tense and be aware that many people will die. They should be horrified by the events which occurred during the opening sequence and, hopefully, on edge, ready to be frightened later on in the film.

It was important that our film opening was in chronological order to enable the audience to gain an understanding as to why the protagonist commits the murder, as well as to reveal information gradually. As we were limited in our choice of location, the green tone of the lighting was also important to create the tension needed for a horror film whilst also being in a room with many windows during daylight. If we did not use this particular effect, we would have had to darken the room. However, we soon found that we could use the lighting to our advantage, as shown in the second still on the grid. A third vital part of the opening was our use of close ups. The audience never fully sees the protagonist's face, which creates tension, yet using close ups enabled the audience to gain information about the character using the objects around him.

I feel that our film opening was extremely successful, as the use of close ups, lighting and eerie title font helped to create the tense atmosphere needed for a film in the psychological horror genre and also reveal information in a quick, efficient way.