Lockdown Portfolio

7/31/2019 Lockdown Portfolio

1/17


2/17

Teachers NotesAssignment Bank 3: Moving Image

Project brief: Produce a 120 second trailer for a feature film aimed at a specificaudience.

Equipment and resources used: Apple Mac computer with iMovie and Garageband software (both are part of the iLife

bundle that comes free with the computer). Grab utility (free with the computer) to get the Universal screen from a video file. Video camera Tripod MP3 recorder and memory card reader, for videos that used a voiceover, although this

could be recorded straight into the computer if the room is quiet. Teaching Trailers from Film Education (annual free resource CD ROM of theatrical

film trailers for recent releases). Join their mailing list to be sent a copy each year.

The films are edited in iMovie, where sound effects, transitions and titles can be added usingthe same software. The films can be exported directly into Garageband which then allowsstudents to create and mix a movie soundtrack, using the original sound from the camera,added voices, music loops provided in the software, instrument sounds played using avirtual on-screen keyboard, or a further range of sound effects. Alternatively, students cancreate a piece of music in Garageband and then import it into iMovie, where it can be editedonto the track and the sound levels mixed in situ.

What we did: We started the project by watching film trailers. Students, in groups of 2 or 3, noted down the conventions they saw in the trailers. They created a basic week by week plan, covering planning, shooting and editing.

For home learning they had to watch films in the genre they wanted to work in, toestablish the conventions of the genre. They were encouraged to also watch trailers inthat genre from their own DVDs.

They devised and used questionnaires to find out who their target audience was, whatthey would want from a film of the chosen genre, and what aspects of a trailer woulddraw them to watch the film.

Back in their groups they discussed the narrative and conventions they would use. They created storyboards and scripts, and from these devised prop/costume lists. Some

went to the chosen locations (all in school, unless the students had cameras of their own) to take still images from their intended filming angles to check that they would work.

Students were only allowed to film when they could prove that they had plannedeffectively.

Most groups filmed and edited in alternate sessions, so that they could decide onrefinements as they saw their work on screen. The original CD ROMs we had watchedwere available every lesson, and students were encouraged to watch them if their ownwork wasnt fulfilling the conventions effectively.

Students were given an interim deadline on that day they had to screen their work for the rest of the class to see or for a couple of other small groups (usually just on themonitor theyd been working on). Those who were watching were invited to give twostars and a wish.

Students then completed their work following the criticism they had received. Many sawtheir own work in a new light anyway when they screened it, and were able to identifytheir own areas for improvement.

Students re-screened their finished work to the whole class (projected onto thewhiteboard) and listened to comments afterwards. They then wrote up their individualevaluations.

2


3/17

The following 12-page planning portfolio is a representative sample of 37 planning pages submittedto the teacher by the candidate. These pages included analyses of 6 film trailers in the same genre,replies to two different questionnaires, four drafts of a script and two complete versions of astoryboard with approximately 28 frames in each version. Significant changes were made to thescript and storyboard after audience feedback from a rough-cut version of the trailer. The evaluationis included at the end of the portfolio.

No more than 12 pages of material should be submitted for moderation as evidence of research and planning. The evaluation should be 700-800 words.

Below is an example of a completed Candidate Record Form for Assignment 3:

Assignment 3 Practical production and evaluation

Chosen topic Moving Image

All key concepts should be addressed.

Individual Responsibility Members of the production team and their responsibilities

The candidate stars in the film as 'Tom' (the bullied boy,who ends up under the table at the end). He filmed all theshots that he is not in, and also filmed the final shot,holding the camera pointed at himself. Tom carried outthe bulk of the editing, including the 'you will not survive'montage.

K and D - assisted with storyboarding and script-writing,filmed the shots with 'Tom' in, co-edited the openingmontage showing Tom being bullied.J - contributed ideas at all stages, co-wrote the first draftof the script, appeared as the boy dragged across thefloor.

Explanatory notes on marking (AO3, AO4)

AO3: Research, Planning and Presentation Level 6 Mark 14

There is a lot of material here and whilst some of it overlaps there is clear evidence of the candidate researching boththe horror genre and target audience. In doing so the candidate has used a variety of research methods and whilstthere is an opportunity to develop more overt links between research findings and decision making, there is anunderstanding of how the production needs to be shaped for an audience. The candidate uses conventions of storyboarding and script writing with confidence, demonstrating an excellent understanding of generic conventions.

AO4: Construct and Evaluate Level 6 Mark 29

This is creative work and the candidate has worked with flair and imagination to produce this two minute horror filmtrailer. There is an excellent understanding of trailer conventions as horror narrative is created and developed.Throughout the production a variety of camera shots are used which enhance and create tension. Visuals have beenskillfully edited and are integrated successfully with music, sound effects and dialogue.

The evaluation demonstrates understanding of key concepts and makes thoughtful and intelligent comments about theproduction process.

Turn over

3


4/17

4

Planning and research


5/17

5


6/17

6


7/17

7


8/17

8


9/17

9


10/17

10


11/17

11


12/17

12


13/17

13


14/17


15/17


16/17

16


17/17

17

Documents

Lockdown Portfolio