Shoot 1 plan: Home

Who: Just myself, only me in frame and i’ll also be doing all camera work

Where: In my bedroom, mostly all on my bed with different shots of the rooms shown

When: When there is still natural light, so just after school

How: Using a tripod and other equipment to hold the camera still, with both views of me on my laptop etc, as well as first person view

Editing: These at home scenes will include basic editing, as well as some fade editing (created through either the certain shots or in post) to blend together ‘live’ filming and archived shots on the laptop screen

Shoot 2 plan: Field

Who: Only me, with a friend following me as the camera man

Where: In some fields and wooded lanes by my house

When: At sunset with a strong focus on its natural colours

How: Using a handheld stabiliser (called a Gimble) and held high to have a drone/from above type shot, having the camera follow behind walking through the field, skating etc.

Editing: These will be simply cut and edited together one after another, mixing between walking and skating shots.

Shoot 3 plan: Timelapse

Who: Me alone in forefront, with archived videos including friends in the back

Where: On my bed, with a constant forward facing frame of just the bed with me in the centre

When: After school, but overtime to begin with light and fall to dark. Is meant to give a day after day affect, but i will film it all at once to have the best stabilised shot

How: I will film short videos in different outfits and slightly shifted background items, and put them together to create a time-lapse. I will also find archived videos with friends, mostly from fun and happy times in the summer

Editing: This part will have a lot of specific editing, cutting together each time lapsed clip, at about half a second each, incorporating the ‘moving’ parts like picking up my phone etc. as seamless as possible. Ill then layer this on top of archived videos, smaller in the centre and cut it so it slowly rows to over the whole screen – and the videos in the back. The archived videos will keep their original audio, with music layered on top also, and have the last clips audio fade out on the last time-lapse scene to silence

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1. Research a film and describe its story – including subject-matter, genre and style etc.

Film research: Quarantine Perspective – amateur short film by Myles Dean

Student in the US describing the feelings of living through a pandemic, and quarantines link to technology and creative outputs. Follows a day in the life sort of style, with an audio recording throughout describing his experience, including tips on ‘how to survive/enjoy’ the quarantine lifestyle.

2. Who is the film director? Why did he/she make it? (intentions/ reasons) Who is it for? (audience) How was it received? (any press, awards, legacy etc.)

Video director: Student Myles Dean

He made this film in a documentary/self help style, to have a record of his experience as well as the video itself being a creative outlet and a way to occupy himself during the COVID-19 pandemic. The intended audience would be individuals similar to himself, other students perhaps struggling with isolation, and giving ways to cope. It is an amateur film, released on Deans YouTube channel, therefore did not receive much exposure with only 370 views, but did receive multiple positive comments from his viewers.

3. Deconstruct the film’s narrative, editing and sound, such as; scenes, action, shot sizes, camera angles and mise-en-scene (the arrangement of the scenery in front of the camera) from location, props, people, lighting, sound etc.

Dean uses a wide variety of different and beautiful shots, using overhead drone footage following him, as well as wide angle shots of different clearly carefully structured settings. He cuts these with close ups of skateboarding, driving and at home scenes, keeping with a day in the life narrative. He uses a peaceful backing track, with an audio recording throughout of him describing his quarantine experience, how it has affected his personal life, as well as globally, and ways on how to entertain yourself and better this world lived experience. He uses lighting well, going from day to night shots to follow the repetitive day after day nature of the pandemic.

Application to my own Project

I chose this video as it follows the topic and style i have built my project around, and has a variety of shots that i plan to incorporate into my film, such as the use drone-like shots for that overhead style with some skating and field scenes. I shall also include some of the techniques from his lighting choices, using a slow degrade to darkness during a time-lapse scene in my bedroom (inspired by another students amateur video called Numb by Liv McNeil). However, instead of following his day-to-day format, i will be using flashbacks and hyper-sped up scenes, creating the same documentary style through different techniques.

Student Inspiration:

sadie withers PD11

liv mcneil – numb

Tomfoolery -The Great Realisation

Myles Dean – Quarantine Perspective – Short Film

Artist references:

Nan Goldin

Erik Kessels

Photography idea – isolation 

Tripod end of bed quick scene of everyday same 

Mix in background archived videos from summer, getting louder speeding pace, near end layer tho show overwhelming loud 

Show laptop looking at old summer clips, Layer shots of picture in bed over summer clips  

Incorporate skating and possible drone footage? – ‘drone footage’ on gimble, all archived and new footage on iphone, tripod time lapse on camera

Start in bedroom, attempting work, phone alarms etc. on laptop message pop up from friend of summer clips REPLACE, open look through few videos. fall back. Cut to live filming, skating on lane, walks by the beach, drone footage? Show large scenes of freedom nature – all alone. Cut to look like just watched videos on laptop, use one of same clips fade through from live to laptop. Lean into next sequence. Use tripod scene end of bed layered on top in centre of summer videos playing with their sound in back. Switch videos with speed of inner scene that makes sense. Bring slight emotion into inner scene and slowly darken from day to night through clips, start layering sound of fun summer videos, building up to loud halt. Close laptop in hard scene scene which now full page. 

PICTORIALISM

Time period : 1880s-1920s

Key characteristics/ conventions :

New set of aesthetics to re-associate photography with art – Allegory style, dream world and spiritual ideas, with romantic ideals

Artists associated:

Abelardo Morell – modern contemporary. Uses old keyhole method to project outside scenes into rooms, no other interference so the light projects the image upside down. lengthy process

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The Vienna Camera Club (Austria)

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Photo-succession group – founded by Alfred Stieglitz

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The brotherhood of the linked ring.

Key works:

Alfred Stieglitz – New York in 1890 promoted idea that photography was a medium as capable of artistic expression as painting or sculpture, created photo succession group (important group in solidifying the pictorialist movement) Alfred used compositional choices and use of natural elements like rain, snow, and steam to unify components of a scene into a visually pleasing pictorial whole.

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Julia Michael Cameron – pre-Raphaelite style, fairy light, unfocused. Creates angelic scenes with woman, white clothing and soft finish to present innocence.

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Emerson’s Naturalistic Photography – promoted photography as art rather than science, natural and aesthetic depictions of (famously) wheat workers workers

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Methods/ techniques/ processes: Vaseline on lenses to have foggy smudged affect, and chemicals or scratches on developing negatives. Made the images look like paintings, with depth and sketchiness through human interaction, not just the mechanical use of the camera .

REALISM / STRAIGHT PHOTOGRAPHY

Time period: 1915

Key characteristics/ conventions : sharp shapes, realistic and clear view of reality, play with shadows. art made in initial framing not in post. Edward Western, Walker Evans.

Artists associated: paul strand creator. Edward Western, Walker Evans – wall street crash 1929 economic depression of workers.

Key works:

Methods/ techniques/ processes:

Fashion – the clothing choices will be the main representation of the idea of gender stereotypes, but incorporating colour as an aspect aswell. We are going to use white, typically feminine clothing such as a skirt and ruffled top for the scenes representing the female role, with the male character also wearing similar in the reversed scenes. Then for the male role it will be a black/dark suit or blazer, which the female character will also wear reversed.

We are also going to place blue objects in the background of the masculine scenes and pink in the feminine scenes to give a subtle nod to colours that have also been assigned to represent gender. Then in post, we will edit the sides of split screen to separate these two characters

Rolled words – Repetition, Everyday and Play

Gender Stereotypes

Snapshot through chronological order of the day with the female playing traditional female roles and male playing male roles

Visual – Use split screen, with female playing female role on left side – keeping the left side pink clothing themed, and then after male playing male role on right – keeping the right side blue clothing themed

Half way through film (45 seconds) do role reversal and have male playing female role still on left side, and then have the woman playing the male role on the right side – with both the outfit colours then also matching with the reversed roles

Audio – Using basic and somewhat plain background noises of what that specific scene would sound like – eg sound of tap running in a washing scene, and then when the scene cuts to short black screen the audio of the next scene then quickly blends into the upcoming scene

Title – ‘The elephant in the room’ relating to phrase of obvious point being ignored – the elephant being the role gender stereotpes still has in the modern day, the room as society.

Repetition – Use of snapshots following same format throughout with only slight difference of male/female actor

Everyday – following through a daily routine

Play – playing on stereotypes

Title –

Suffragette Movement

Suffragettes: an activist women’s organisations in the early 20th century who, under the banner “Votes for Women”, fought for the right to vote in public elections, known as women’s suffrage. Debated over several days, it was passed on 22nd May 1919 and entered into force on 12th July 1919. Although the movement started out peaceful they weren’t being listened to so they resorted to violent tactics, from smashing windows and arson attacks to setting off bombs and even attacking works of art – in attempt to highlight that there was more care over property than over woman’s rights. Which, was what helped them gain attention, but also brought up issues over police brutality, as seen again repeated recently.

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Emmeline Pankhurst: The leader of the suffragettes in Britain, Pankhurst is widely regarded as one of the most important figures in modern British history. She founded the Women’s Social and Political Union, a group known for employing militant tactics in their struggle for equality.

Emily Wilding Davison: Died at a horse race as she ran infront of the kings horse in protest for women’s suffrage. Although she gave no explanation of her plan on what she was trying to do at the race, many believe she was trying to hang a women’s rights banner onto the horse but other people think it could’ve been an accident, suicide attempt. Either way it resulted in a very historic mention for the suffragette movement.

Another example of a woman who risked her life for the suffragette movement was Mary Richardson. She was imprisoned for her protesting activities, so she continued her protest in prison by engaging in a hunger strike. She was forcibly fed in 1914.

“They fed me five weeks by the nose and at the end of that time my nose what they called ‘bit’ the tube, and it would not pass into the throat even though they bent it and twisted it into all kinds of shapes. Instead, it went up to the top of my nose and seemed to pierce my eyes… Then they forced my mouth open by inserting their fingers and cutting my gums… and the lining of my cheeks… when I was blind and mad with pain they drove in two large gags. Then the tubes followed and they pressed my tongue down with their fingers and pinched my nose to weaken the natural, and also the purposeful, resistance of my throat.” – Emily Richardson.