Costume research

Video storyboard

Here is our storyboard talked through on a video.

Feedback of Film Pitch

The feedback that we received from our film pitch with both positive and negative. Some positive aspects were that our genre was quite interesting and suited the target audience, but our characters were not fleshed out enough to include a real in depth pitch.

Shot Diary

Here are each of the different shots that we will include in our film opening

·         Outside still shot of the garage door opening, members wait for the whole door to open (slow).

·         Cut to close ups of each person to give actor name and nickname.

·         Shot from inside the van (open doors).

·         Cuts to outside shot of the van, loading the van, pass the camera in (object).

·         Panoramic of van driving away.

·         shot of inside the van, corner shot (awkward silence).

·         Low shot of jumping out the van.

·         First person view of running into bank.

·         Pan across the bank

·         Close up of someone’s face.

Film Pitch

 Here is our group's film pitch. It includes inspirations for our genre and our target audience.

Title task

We were asked to choose a film title sequence and screenshot every job title in the order that they come in.

The first title is the directors which lasts for 3 seconds. 

Next was who wrote the screenplay which lasted for 5 seconds.

The novelist's name lasted for 3 seconds.

The producers title lasted for 4 seconds.

The executive producers title was also 4 seconds.

The director of photography slide was also 4 seconds long.

The production designer was also on the screen for 4 seconds.

The "edited by" title was 5 seconds long.

Costume designer was for 4 seconds.

5 seconds.

4 seconds.

3 seconds.

Cast lasted for 28 seconds.

4 seconds.

2 seconds.

2 seconds.

7 seconds.

G321 mark scheme

Level 1 0–23 marks The work for the main task is possibly incomplete. There is minimal evidence in the work of the creative use of any relevant technical skills such as:
• Producing material appropriate for the target audience and task;
• using titles appropriately according to institutional conventions;
• using sound with images and editing appropriately for the task set;
• shooting material appropriate to the task set; including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
• using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.

Level 2 24–35 marks There is evidence of a basic level of ability in the creative use of some of the following technical skills:
• Producing material appropriate for the target audience and task;
• using titles appropriately according to institutional conventions;
• using sound with images and editing appropriately for the task set;
• shooting material appropriate to the task set;, including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
• using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.

Level 3 36–47 marks There is evidence of proficiency in the creative use of many of the following technical skills:
• Producing material appropriate for the target audience and task;
• using titles appropriately according to institutional conventions;
• using sound with images and editing appropriately for the task set;
• shooting material appropriate to the task set; including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
• using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.

Level 4 48–60 marksThere is evidence of excellence in the creative use of most of the following technical skills:
• material appropriate for the target audience and task;
• using titles appropriately according to institutional conventions;
• using sound with images and editing appropriately for the task set;
• shooting material appropriate to the task set;including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
• using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.