Friday, 24 October 2014

Photoshop Lesson

Today in lesson I was taught some different photoshop techniques as well as the basics. The tools I learned to use included the lasso, layer styles, colour type etc.
The first task we were given to try was simple text with a dripping blood effect. Using the paintbrush tool to draw the blood drips, then using the thinning and bulging tools to make it more realistic.
This practice will help with my next project as it is connected to the horror genre.
The final task we did was to edit a face underneath another face that has been cut out. This also connects with horror and also helps with practice for designing posters.
Keep posted!
- Phoebe

Thursday, 23 October 2014

Horror Sequence

We were split into groups for our opening sequence project. We were given the task to create a short, roughly 30 second, horror sequence to give us inspiration and ideas about the horror genre. A lot of our influence is from horror films that we have seen.
The background audio seems to be missing from the file, but a track called 'Death' from Under the Skin was used. https://www.youtube.com/watch?v=xp0EW4ReZcA

Tuesday, 21 October 2014

Horror Films and Codes

Our group had a practise at making our own 30 second horror film introduction. This was to help us use the narrative and technical codes we have learnt in association to horror. These codes are used in most films. Certain codes are associated with different genres. Here are so horror genre codes:

Narrative Codes: Some common characters are the heroes/survivors, the killer/monster, the 'final girl' and other details such as children being used for sinister roles as they are innocent, this makes itmore disturbing. Horror films often have an equilibrium that is disturbed and is often resolved in some way at the end.

Technical Codes: Strange/crooked camera angles are used to create confusion and disturbance. Unnatural colours and dark lighting are often used to create the horror mood. This connects to the idea of the fear of unknown. The sound and score are often used to make the scenes uncomfortable or to build tension. Crescendos and loud noises are often used to create this mood.

All of these codes help the audience understand what genre the film is.

Monday, 13 October 2014

Narrative Theory in Relation to ‘The Fly’


  While watching David Cronenburg’s film ‘The Fly’, I considered several different narrative theories in relation to the film.  The Fly is a body horror film with hints of sci-fi.



 The first was Propp’s theory. Propp’s theory explains that there is a list of character types: The hero, the villain, the doner, the helper, the princess, the princess’s father, the dispatcher and the false hero.
Following The Fly’s story, many of the character tropes change in my opinion. At the beginning of the film, the two main characters, Seth Brundle and Veronica, are introduced. Seth seemed like the hero character since he was the first one introduced, with good intentions of his new invention. Veronica seemed to be the doner as she wants to write about him, or possible the helper as she supports his invention. However, early in the film, Seth plays the piano in a minor key and claims Veronica can’t leave. This gives the affect that maybe Seth isn’t as good as he seems and may be in fact a false hero or villain.
 When it is established that Seth and Veronica are in a romantic relationship, V. may seem to be the princess if it follows the stereotypical female trope in movies. However, as the article is what V. cares about, and her editor/ex-boyfriend competes for it, that may be the princess, the award at the end of the story, and V. is the doner of it. Her editor seems to be the villain of the story, as horror-esque music plays when he is in the scene, and since he still wants to be romantic with her, Seth is now emphasised as more of a hero. 
 When the monster of Brundle-Fly is created, Seth is seen as the villain is some parts and the hero in others. He realises his problem and tries to fix it, but ultimately embraces his change and becomes the monster, almost villain-like. In the final scenes, Brundle-Fly is seen to be dangerous, and, as he tries to save Veronica, her ex is seen as the hero. He may be a false hero as his overall character is viewed to be negative. Ultimately, I believe that Veronica is the hero using this theory as she kills the monster, but was also supportive and brave. "Be afraid. Be very afraid." shows that she is against the 'monster' that is Brundle-Fly.

Another theory is Torodov’s theory of Equilibrium and Disequilibrium. This theory is much simpler. It suggests that most films are based off of this pattern. A balance (equilibrium), the balance is disturbed (disequilibrium), then problem is realised and an attempt to fix it is made. Then there is a new equilibrium is made as the problem is solved. Following The Fly, this theory fits. The equilibrium is when Seth and V. are together and are developing the teleportation device. The disequilibrium is when the Brundle-Fly is created, this is only later discovered when he turns more into the monster that he made. Seth attempts to fix it, V. wants to help him and V. also wants to abort the baby she is pregnant with which is a creation from Brundle-Fly. The new equilibrium is when Seth wants to die and V. kills him. However, the film ends with questions such as what V. did with the baby. She is extremely upset by Seth’s death and the ending is rather sad, but the problem has been dealt with. The balance has somewhat been restored.

 Another theory is Barthes who explains that a film’s narrative is like a ball of string. How the text can be deciphered and how they were put together. A film may be Open, meaning there are some questions left unanswered, for example, a cliffhanger. If it is closed then all the questions have been answered by the end of the film. If the narrative is linear it is all in order, if it is non-linear then it is out of order and may use flashbacks. It may be single stranded with one storyline or multi-stranded with more than one.  The Fly has an open ending as you can still question what happens with the baby, it is also linear because it is in order of the events and is single stranded as it only has one storyline. An example of a non-linear, multi-stranded film is Pulp Fiction.
 Barthes broke down narrative into two codes: action, where the resolution is produced through action, and enigma, where the audience is teased by presenting a puzzle to be solved. The Fly uses action as there is a shooting that ends the problem.

 Levi Strauss’ theory is that there is binary opposition in films. That there is a conflict between two qualities or terms, for example, good and evil. This is harder to connect to The Fly, but most probably the opposition to the ‘normal’ characters is the Brundle-Fly creation,

 The last theory I looked at was Carroll’s which is specifically for the horror genre. His theory is that there are 3 phases: Onset, Discovery and Disruption. The onset phase is when the monster or disorder is created. In relation to The Fly, this is when Seth creates the ‘Brundle-Fly’, however, you could say the monster creation is the teleportation device itself or its creator, Seth. The next is the discovery phase, where characters discover the creation of the monster/disorder. This could be when either Veronica finds the “not human” insect hairs on Seth’s back, or when Seth discovers what he is from his device-“FUSION” He realises he was fused with a fly. The last phase is the disruption phase, where the characters destroy the monster and restore normality. This would be when Veronica kills the ‘Brundle-Fly-Pod’ as the monster is destroyed, however, the ‘monster’s’ baby is still inside of her, suggesting not all of the normality has been restored.


This has helped understand some basic theories on how films are made and written.
Keep posted!
- Phoebe

Monday, 6 October 2014

Swede is Complete

 We have finally completed our swede of The Breakfast Club! Here's an overview of it:

 Our swede was of The Breakfast Club. We chose this because we are fans of the film and director, it was also very easy to shoot since we didn't need many props, costumes were normal clothes and the setting was in a school.
 We did encounter some problems with the technology, mostly with the camera. Since our group of 5 fit the cast perfectly, in some shots we were missing a cameraman. This was easily fixed when we had a tripod, but when one wasn't available we would have to choose an angle in the 180 degree rule that excluded the cameraman's character in that shot. Another problem we encountered was losing footage due to the stop/play button being confused, which meant we had to re-film. These difficulties have taught be solutions and gave me the idea of what making a film is like.
 During the project we used a handheld camera, a tripod, a mac and Final Cut Pro for the editing. This project has taught me how to plan a short film, working in groups and how to edit. I realised how in depth the process is and how there are sometimes many different shots in one scene.
I have learnt many skills in preparation for my foundation portfolio. I know what making a short film is like and understand the different roles involved. It definitely gave me enthusiasm to create even more.
Keep posted!
- Phoebe

Wednesday, 1 October 2014

The Making of The Breakfast Club Swede


Over the past few weeks, my group has worked on the production of our swede of The Breakfast Club. Now, we are almost finished, despite a bit of tweaking.
In the early stages, we started with making a storyboard of all the scenes we wanted to film, however, we couldn't visualise all the angles on paper as it would have taken too long. But we had our plan in mind. We decided the scenes would be:

  • The introduction which explains the setting of the film by showing Bender (Lou) entering the school and text to explain that it was Saturday morning detention.
  • The lunch scene in which there are a lot of comedic moments and introduces the character's personalities in what they eat.
  • The chase scene which includes changing shots between Vernon and our group running in the corridors.
  • The circle scene where some of the more deep themes are shown.
  • The dance scene as it is the most iconic.
  • The end scene in which Bender throws his fist into the air as the screen fades.
On our first day of filming, as we did not need any props, we wore outfits that were as close to our character's as possible (I played Claire) and filmed the lunch scene and started the dance scene. Our earliest mistake was in some scenes in the lunch scene including Claire's lunch. At some point, the pause, stop and play buttons were mixed up, causing us to end up with the footage inbetween the takes, meaning that in later days we had to re-shoot those scenes. However, this wasn't that difficult to do and didn't harm our time management. The dancing scene took longer as there were many different shots. We took the audio from the film which is the song 'We Are Not Alone' by Karla Devito, and used the song out loud as a reference to keeping in time. Shortly after this was finished we filmed the ending scenes on the field in which the famously know song 'Don't You (Forget About Me) by Simple Minds will play.
The next scene we filmed after school and it was the corridor chase scene as we could take advantage of the empty hallways. We used different angles from our tripod. One shot was filmed with us running towards the camera whilst it was pulled backwards, following us as we ran. Another was a low angle shot, showing our feet as we ran. We were able to feature our teacher Miss Eardley in it as the teacher, Richard Vernon. 
On a separate day, we filmed the circle scene, however, we shorted it a lot from our initial idea. We also filmed an extra whistling scene. We then filmed Lou entering the school and some still shots of us looking at the camera to use in the ending speech as we had not got enough footage to fit.
The last scene we shot was Vernon and Bender arguing over detentions. This was not in our initial plan but we deemed it necessary to add it near the start to establish that Bender is the rebellious character, and that Miss was the detention's teacher.
For most of the scenes we either took audio from the film, or used the songs from the film's soundtrack in the background. We uploaded and edited scenes along the way to ensure we had all the scenes we needed. It allowed to have a clearer idea of what we needed to do when we next filmed. Thanks to Gemma, all of the editing is complete, including rolling credits and background music. Some bloopers may be added as we were we left with some very funny clips.
The picture at the start of this post is our impersonation of the iconic Breakfast Club poster which we wanted to be at the end of the credits and also used in out twitter: https://twitter.com/theswedeclub
I felt our group was very enthusiastic about this project, from the dancing to the songs, we had a lot of fun making it.
Keep posted!
- Phoebe