So here we are! We have come to the end of our Film project and this is officially the closing of my Foundation Portfolio Blog!!!
It has been a highly eventful journey and I have learnt so much! I hope this blog has helped you to gain an insight to the exciting worl of film making!
I have loved every second of this project, from our 'Stroppy Media Student' in the preliminary task to forty4 Productions' 'Blink Murder'!
Goodbye =[
Bisma (Hopefully, to working towards a future of award-winning film direction!)
Sunday, February 1, 2009
Saturday, January 31, 2009
EVALUATION QUESTION 2
2.
Our media product predominantly represents females in the current society. The approach we used involved building upon common stereotypes and archetypes with which society regards women at present.
Using aspects of our mise en scene (listed below), we were able to successfully represent two very different yet equally realistic stereotypes for women: The first is our main character and the murderer, and second her roommate who is an extreme opposite. Here is how we went about constructing our characters through what we revealed on screen.
Our media product predominantly represents females in the current society. The approach we used involved building upon common stereotypes and archetypes with which society regards women at present.
Using aspects of our mise en scene (listed below), we were able to successfully represent two very different yet equally realistic stereotypes for women: The first is our main character and the murderer, and second her roommate who is an extreme opposite. Here is how we went about constructing our characters through what we revealed on screen.
Evidently our product aimed to portray the duality of female representation with both, the murderer’s insecurity and yearn to be considered beautiful, contrasted with the room mate, a more motherly and caring character.
Levi-Strauss, a theorist, concluded that stories are organised into binary opposites. I believe this is a particularly useful theory to be considered in conjunction with our product. Examples of some of the opposites I came across are:
• Good and evil
• Beautiful and simple
• Normality and disruption
• Insecure and secure
• Discontent and satisfaction
Furthermore, with the realisation that our product would not only represent females, but also society in general, we discussed the benefits of casting an ethnic mix of actors. We believe, that with such diverse surrounding bringing together people from numerous different backgrounds, it was a good idea to let our product convey how we feel society has developed, and how that has changed the face of the media industry.
Levi-Strauss, a theorist, concluded that stories are organised into binary opposites. I believe this is a particularly useful theory to be considered in conjunction with our product. Examples of some of the opposites I came across are:
• Good and evil
• Beautiful and simple
• Normality and disruption
• Insecure and secure
• Discontent and satisfaction
Furthermore, with the realisation that our product would not only represent females, but also society in general, we discussed the benefits of casting an ethnic mix of actors. We believe, that with such diverse surrounding bringing together people from numerous different backgrounds, it was a good idea to let our product convey how we feel society has developed, and how that has changed the face of the media industry.
EVALUATION QUESTION 3
3.
Our film was a local production with no budget. We had limited locations at our disposal. Despite the vast amount of technology we were able to use, our finished product would not be likely to be distributed by main stream cinemas.
Films that are exhibited and distributed world wide are usually made with a huge budget (though, not in all cases) and take a long time to complete. An example of a film with a higher budget is; Gladiator, directed by Ridley Scott in 2000 had a budget of $103 million. Gladiator, in its opening weekend in the UK, made an incredible £3,555,446. Of course, such a high budget is not necessary to make a Block Buster. Another very successful film, with a much lower budget, is Daniel Myrick’s Blair Witch Project (1999). With a budget of just $22,000 U.S dollars, the film made $140,539,099 in its opening weekend.
However, there are some institutions by which it is likely that our product would be distributed. Examples are Arts cinemas and institutions specially established to exhibit student work; such as The Phoenix, an independent cinema in North London. In addition to this, websites for student and novice film maker’s and short film competitions may well show our product. I also managed to find a television channel that specialises in showing student work, Art House films and shorts called the Independent film channel; another medium through which our film would be exhibited.
Our film was a local production with no budget. We had limited locations at our disposal. Despite the vast amount of technology we were able to use, our finished product would not be likely to be distributed by main stream cinemas.
Films that are exhibited and distributed world wide are usually made with a huge budget (though, not in all cases) and take a long time to complete. An example of a film with a higher budget is; Gladiator, directed by Ridley Scott in 2000 had a budget of $103 million. Gladiator, in its opening weekend in the UK, made an incredible £3,555,446. Of course, such a high budget is not necessary to make a Block Buster. Another very successful film, with a much lower budget, is Daniel Myrick’s Blair Witch Project (1999). With a budget of just $22,000 U.S dollars, the film made $140,539,099 in its opening weekend.
However, there are some institutions by which it is likely that our product would be distributed. Examples are Arts cinemas and institutions specially established to exhibit student work; such as The Phoenix, an independent cinema in North London. In addition to this, websites for student and novice film maker’s and short film competitions may well show our product. I also managed to find a television channel that specialises in showing student work, Art House films and shorts called the Independent film channel; another medium through which our film would be exhibited.
EVALUATION QUESTION 4
Our product aims to appeal to a range of audience; these being our core and secondary audiences. Our core audience would be teenagers in general. The reason for this is that we find slasher horror to be popular amongst teenagers. This was evident even on the basis of our Media class. We found that a significant majority of the class preferred horror to any other genre. This was also concluded from audience feedback from which we found that 14 out of 20 people had listed horror as their favourite genre. Furthermore, we can target our product at both genders as we have an appeal for both boys and girls.
Females: Given something to relate to. Have the ability to analyse the portrayal of their gender. Experience the convention break of conveying beauty in a negative way
Males: Stereotypically fans of horror/gore/violence; also able to experience an unusual break in horror movie conventions. Likely to enjoy a film in which the majority of the cast are attractive women.
The secondary audience refers to the people who may not want to watch the film, or at whom the film is not aimed, yet they still watch it as friends or boy/girl friends of the core audience.
Having listed the audience we had in mind, it is apparent that we have a broad audience. We hoped that our film would attract both genders and a range of ages, professions, nationalities and lifestyles. We wanted our film to have something to appeal to a higher number of people and I feel that is something we achieved. Feedback sessions were a success with both teenagers and parents.
Females: Given something to relate to. Have the ability to analyse the portrayal of their gender. Experience the convention break of conveying beauty in a negative way
Males: Stereotypically fans of horror/gore/violence; also able to experience an unusual break in horror movie conventions. Likely to enjoy a film in which the majority of the cast are attractive women.
The secondary audience refers to the people who may not want to watch the film, or at whom the film is not aimed, yet they still watch it as friends or boy/girl friends of the core audience.
Having listed the audience we had in mind, it is apparent that we have a broad audience. We hoped that our film would attract both genders and a range of ages, professions, nationalities and lifestyles. We wanted our film to have something to appeal to a higher number of people and I feel that is something we achieved. Feedback sessions were a success with both teenagers and parents.
EVALUATION QUESTION 5
5. The biggest part played in attracting an audience is through the narrative image that it is represented by. It is the narrative image that gives the audience their first impression of the film. It is developed through a trailer, poster, video releases and most importantly, word of mouth. Often, a marketing campaign is provided by the distributor. As we have noticed with other horror films, their marketing campaign aims to promote genre signifiers such as music, costume and characters, or promote something which makes the film different within the genre. In the same way, the narrative image of our film would probably boast the most unusual aspect of our plot – a young, attractive female antagonist.
We aimed to attract our audience by providing the kinds of pleasures one would expect from a horror film, but at the same time, offering an original and unusual (therefore even more frightening) plot using a female killer. The benefits of this were that we were widening audience appeal: making it possible to attract an audience of both sexes. Undoubtedly, females would be intrigued at the representation of their own gender and the unconventional way by which this was done. For men, there would be the same curiosity, but also the more obvious added appeal – sex appeal, as the story requires the use of attractive, female actors.
Furthermore, our product represents more sectors of society than the obvious ones. Other social representation in our film includes:
- White people and people of an ethnic minority.
- University students
- People of a middle-class background.
As a result, the product broadens its appeal further, as a range people are being portrayed on screen. (See Cast shown, below)
We aimed to attract our audience by providing the kinds of pleasures one would expect from a horror film, but at the same time, offering an original and unusual (therefore even more frightening) plot using a female killer. The benefits of this were that we were widening audience appeal: making it possible to attract an audience of both sexes. Undoubtedly, females would be intrigued at the representation of their own gender and the unconventional way by which this was done. For men, there would be the same curiosity, but also the more obvious added appeal – sex appeal, as the story requires the use of attractive, female actors.
Furthermore, our product represents more sectors of society than the obvious ones. Other social representation in our film includes:
- White people and people of an ethnic minority.
- University students
- People of a middle-class background.
As a result, the product broadens its appeal further, as a range people are being portrayed on screen. (See Cast shown, below)
EVALUATION QUESTION 6
6.
A combination of high quality, high-technology hardware and software were used to complete our products. Below is some more information, uses and things I have learnt about each piece of technology I used.
Despite having an HD (high definition) camera, we chose not to shoot in HD because the tapes needed in order to do this are very expensive. Also, as HD is a very large medium, it tends to slow down the computers making simple and usually quick processes, such as rendering, take a lot longer. However, I am hoping that for our next practical project, we will be able to shoot in HD as it is something that I would like to try.
Post production was a big part of our project and a lot of time was spent editing. I think that I achieved most and, no doubt, learnt most whilst in the edit suite. Adobe Premier Pro gave us the opportunity to be able to carry out non-linear editing. This made re-ordering clips very easy as we could just drag and drop footage in which ever order we preferred. This was most useful when we deviated from the original storyboard and decided to change the order of footage; (i.e. moving around footage of the ‘Emma getting ready’ scene.) The ability to edit on different tracks was also helpful. In total we used 3 video tracks (this was useful for diagonal editing and effects such as ghosting and dissolves) and 4 audio tracks (this enable us to layer diegetic and non-diegetic sound.
Editing between tracks was also a technique we were able to take advantage of. This allowed us to organise footage efficiently and methodically, and practice or experiment with clips we wanted to use.
More techniques we used involved:
• Capturing
• Non-linear editing
• Using the razor tool (cutting clips)
• Adjusting colour/contrast
• Rendering
• Brightness alteration
• Linking/Unlinking clips – When using Foley, the sound had to be unlinked from the images.
• Transitions – Fades and dissolves at the end and after the main title.
• Changing audio settings (treble)
• Layering shots
• Ghosting – Opening shots of Mia’s eyes.
• Solarizing – Flashing effects at the beginning
We did face some issues when it came to technology, particularly with sound and lighting. Though it seemed like we were shooting in a perfectly well-lit house, on screen the footage looked dull and flat. We managed to overcome this problem by altering the contrast and colours on some of our clips, but re-shot others using the Studio Lighting kit. Getting lighting to match was a difficult job, but could be done using the settings of Premier Pro. The other problems that we experienced were with sound. On all of our dialogue shots, the camera seems to generate its own sound. Luckily, we were able to experiment with audio settings using premiere software and improve the sound to some extent. We did this by lowering the ‘Treble’ on all the shots in which the whirring sound was most audible. However a low sound is still audible on many shots.
Our camera did not give us any problems. It was user friendly and top-loading, which meant we could change the tape without having to disassemble the tripod each time. We learnt to perfect shots which we had practiced in class or during the Preliminary shoot. These included pans, zooms and cranes. We also learnt the best time to use each of these shots and when to avoid them. For example, we decided the idea of opening with a pan was not going to be effective for a fast-paced opening like ours.
The microphone was such that it sat on top of the camera and did not need any cables. This made it easy to assemble and reduced health and safety risks when moving around.
Effects shown are Ghosting (left) and solarizing (right)
A combination of high quality, high-technology hardware and software were used to complete our products. Below is some more information, uses and things I have learnt about each piece of technology I used.
Despite having an HD (high definition) camera, we chose not to shoot in HD because the tapes needed in order to do this are very expensive. Also, as HD is a very large medium, it tends to slow down the computers making simple and usually quick processes, such as rendering, take a lot longer. However, I am hoping that for our next practical project, we will be able to shoot in HD as it is something that I would like to try.
Post production was a big part of our project and a lot of time was spent editing. I think that I achieved most and, no doubt, learnt most whilst in the edit suite. Adobe Premier Pro gave us the opportunity to be able to carry out non-linear editing. This made re-ordering clips very easy as we could just drag and drop footage in which ever order we preferred. This was most useful when we deviated from the original storyboard and decided to change the order of footage; (i.e. moving around footage of the ‘Emma getting ready’ scene.) The ability to edit on different tracks was also helpful. In total we used 3 video tracks (this was useful for diagonal editing and effects such as ghosting and dissolves) and 4 audio tracks (this enable us to layer diegetic and non-diegetic sound.
Editing between tracks was also a technique we were able to take advantage of. This allowed us to organise footage efficiently and methodically, and practice or experiment with clips we wanted to use.
More techniques we used involved:
• Capturing
• Non-linear editing
• Using the razor tool (cutting clips)
• Adjusting colour/contrast
• Rendering
• Brightness alteration
• Linking/Unlinking clips – When using Foley, the sound had to be unlinked from the images.
• Transitions – Fades and dissolves at the end and after the main title.
• Changing audio settings (treble)
• Layering shots
• Ghosting – Opening shots of Mia’s eyes.
• Solarizing – Flashing effects at the beginning
We did face some issues when it came to technology, particularly with sound and lighting. Though it seemed like we were shooting in a perfectly well-lit house, on screen the footage looked dull and flat. We managed to overcome this problem by altering the contrast and colours on some of our clips, but re-shot others using the Studio Lighting kit. Getting lighting to match was a difficult job, but could be done using the settings of Premier Pro. The other problems that we experienced were with sound. On all of our dialogue shots, the camera seems to generate its own sound. Luckily, we were able to experiment with audio settings using premiere software and improve the sound to some extent. We did this by lowering the ‘Treble’ on all the shots in which the whirring sound was most audible. However a low sound is still audible on many shots.
Our camera did not give us any problems. It was user friendly and top-loading, which meant we could change the tape without having to disassemble the tripod each time. We learnt to perfect shots which we had practiced in class or during the Preliminary shoot. These included pans, zooms and cranes. We also learnt the best time to use each of these shots and when to avoid them. For example, we decided the idea of opening with a pan was not going to be effective for a fast-paced opening like ours.
The microphone was such that it sat on top of the camera and did not need any cables. This made it easy to assemble and reduced health and safety risks when moving around.
Effects shown are Ghosting (left) and solarizing (right)
EVALUATION QUESTION 7
There were 3 stages which both the preliminary and the main tasks entailed. I have chosen to consider these areas and make my comparisons and conclusions as to what I have learnt, having done this. There is no doubt that the journey from the preliminary to the main task has been one where I have learnt a huge amount of skills. I found the following method to be the most efficient in showing this as part of my evaluation. The 3 stages are:
The Brief
Production stages (pre-production, production, post production)
Reflection/Evaluation
THE BREIF
There were many differences between the briefs for both tasks.
Although the main task was an opportunity to show our creative skills, the lack of specific demands made the process of getting started a lot more difficult, with so many decisions to be made. However, the main task provided the chance to interact with the group and brainstorm a lot more. This was difficult with the preliminary task as the time constraint was so tight.
As a result of group interactivity, we came to the conclusion, fairly quickly, that the best genre, by which we could exhibit all that we had learnt so far, was horror.
The time limit also meant that we did not have a huge option of locations in which to shoot the preliminary sequence. As a result, we took advantage of the numerous location possibilities for the main task and explored as many as we could; (Cinema car park, alleyway, school grounds, and our chosen set – Mia’s house).
Furthermore, there was a lot more to think about for the main task in terms of sound, costume and make-up. The preliminary sequence did not present the opportunity to use non-diegetic sound. However, this was essential for atmosphere and ambience for the main task.
STAGES OF PRODUCTION
Pre Production
Pre-production for the preliminary task had to be quite limited, and as a result of this, we really saw the benefits of standard pre=production processes when it came to the main task. (This included storyboards, shooting scripts and location reccies).However, there is a limit to how useful these processes would have been during the preliminary sequence. They were much more helpful during the main task when we were working within a specific genre and to a target audience. Pre-production for the main task was much more careful and detailed. It was absolutely essential for us to spend time researching and blogging anything we found useful in terms of conventions for opening sequences and different genres. The research we did helped us to make crucial decisions like, which genre to choose, where to shoot, and what shot types would best fit in our sequence.
The key to success in our main task, we soon came to realise, were simple processes such as story boarding and using a shooting script. If we had planned out using a storyboard, we would know exactly what we had visualised when planning the shot in question. A shooting script would have made it easier to shoot without having to keep changing locations and moving equipment. The shoots would have been overall less challenging, and the need for re-shoots would be eliminated.
Production
Overall, the preliminary task was almost a clear-cut path for us to take. The main task, on the other hand, involved a lot more flexibility when it came to production, with many more opportunities to make choices. Though we did not use it, we had the chance to use actors from outside the group. In addition, equipment was a lot more essential, we found, in shooting the main task. We had a selection of sound and lighting kits which had not been necessary when shooting the main task.
The fact that we had more time with the main task allowed us to shoot a variety of footage from different angles, distances and lighting effects each time. This provided us with more options when it came to post-production. Having already used the camera and audio equipment for the preliminary and other school tasks, we were confident when it came to experimenting. Time also allowed us something which the group could not have done without – Re-shoots! We learnt that though a shot may look perfect on the camera, there is a chance that it will look amateur at the edit suite.
Possibly one of the most significant differences between the productions of the two tasks was distribution of duties. For the preliminary, the time constraint meant that it was nearly impossible to switch during the shoot without wasting time. For the preliminary shoot, I was appointed camera woman. However, the main task was an opportunity to divide duties fairly. Every group member was given the chance to film, work on sound, organize lighting and direct.
Post Production
Like all other stages in production, post-production had to involve fast yet sensible decisions. Due to lack of specific genre, there was no need for special effects or a non-diegetic sound track. So, one could say, there was less need for a long editing process.
However, as a result of this, we yearned for perfection when editing the main task. The main task also required credits throughout the sequence, so using Mac software, we tried to produce the best possible titles, which also took up editing time. This was not necessary for the preliminary sequence. Time was also spent attempting to ‘brand’ our film. Specific music, effects and fonts were needed to clarify to an audience that our product was a horror sequence. This could only be done during post production.
However, we aimed for perfect matches on action, neat continuity and a seamless sequence for both tasks.
One thing probably more relevant to our group than to any other was that post production often revealed the necessity for re-shoots. It was during an editing session that we realized we had broken the 180degree rule. If this rule is broken, a shot-reverse-shot can look very clumsy as the characters appear to be facing the wrong directions.
Also, the preliminary did not require any images to be altered. We only used the basic editing techniques such as capturing, using a razor tool to cut clips, and re-ordering. The main task was the first time we experimented with effects and colour contrasts.
REFLECTION/EVALUATION
Unlike the preliminary task where we were only required to submit individual evaluations, the main task benefited from group discussions and contributions from everyone. This evaluation also used more theory, and we attempted to incorporate the work of theorists into our narrative.
In addition to this, the main task was screened to different audiences to gain as much feedback and ideas as possible. Our audiences were:
Our colleagues in the media department
Family
Non-media students
It was important to get feedback from a non-media eye to be able to conclude how an audience would receive our film. The feedback session was highly useful and told us that our film was well received and interpreted in the way which we had hoped. (RE: blog post labelled ‘Audience Feedback.’) We found that the themes interpreted by our audience are those which we expected; hatred, murder and jealousy. Furthermore, 100% of the audience concluded that the film was horror/thriller and that it was an opening sequence. Thus, it is evident that we were successful both in using and challenging genre and opening sequence conventions.
Of course, the main thing to mention here is the mistakes we made during the preliminary task, and how they helped us when it came to the main task.
We realized having edited the preliminary, that there was too long a gap between each line of dialogue. So, to make the main task more fluid, we edited very tightly
Small continuity errors were impossible to fix. It was important to make sure everything remained in place in terms if mise en scene.
A shooting script was necessary to get all the necessary footage in good time.
It is a good idea to test or walk through a location, so as to spot any impracticality with shooting there.
The Brief
Production stages (pre-production, production, post production)
Reflection/Evaluation
THE BREIF
There were many differences between the briefs for both tasks.
Although the main task was an opportunity to show our creative skills, the lack of specific demands made the process of getting started a lot more difficult, with so many decisions to be made. However, the main task provided the chance to interact with the group and brainstorm a lot more. This was difficult with the preliminary task as the time constraint was so tight.
As a result of group interactivity, we came to the conclusion, fairly quickly, that the best genre, by which we could exhibit all that we had learnt so far, was horror.
The time limit also meant that we did not have a huge option of locations in which to shoot the preliminary sequence. As a result, we took advantage of the numerous location possibilities for the main task and explored as many as we could; (Cinema car park, alleyway, school grounds, and our chosen set – Mia’s house).
Furthermore, there was a lot more to think about for the main task in terms of sound, costume and make-up. The preliminary sequence did not present the opportunity to use non-diegetic sound. However, this was essential for atmosphere and ambience for the main task.
STAGES OF PRODUCTION
Pre Production
Pre-production for the preliminary task had to be quite limited, and as a result of this, we really saw the benefits of standard pre=production processes when it came to the main task. (This included storyboards, shooting scripts and location reccies).However, there is a limit to how useful these processes would have been during the preliminary sequence. They were much more helpful during the main task when we were working within a specific genre and to a target audience. Pre-production for the main task was much more careful and detailed. It was absolutely essential for us to spend time researching and blogging anything we found useful in terms of conventions for opening sequences and different genres. The research we did helped us to make crucial decisions like, which genre to choose, where to shoot, and what shot types would best fit in our sequence.
The key to success in our main task, we soon came to realise, were simple processes such as story boarding and using a shooting script. If we had planned out using a storyboard, we would know exactly what we had visualised when planning the shot in question. A shooting script would have made it easier to shoot without having to keep changing locations and moving equipment. The shoots would have been overall less challenging, and the need for re-shoots would be eliminated.
Production
Overall, the preliminary task was almost a clear-cut path for us to take. The main task, on the other hand, involved a lot more flexibility when it came to production, with many more opportunities to make choices. Though we did not use it, we had the chance to use actors from outside the group. In addition, equipment was a lot more essential, we found, in shooting the main task. We had a selection of sound and lighting kits which had not been necessary when shooting the main task.
The fact that we had more time with the main task allowed us to shoot a variety of footage from different angles, distances and lighting effects each time. This provided us with more options when it came to post-production. Having already used the camera and audio equipment for the preliminary and other school tasks, we were confident when it came to experimenting. Time also allowed us something which the group could not have done without – Re-shoots! We learnt that though a shot may look perfect on the camera, there is a chance that it will look amateur at the edit suite.
Possibly one of the most significant differences between the productions of the two tasks was distribution of duties. For the preliminary, the time constraint meant that it was nearly impossible to switch during the shoot without wasting time. For the preliminary shoot, I was appointed camera woman. However, the main task was an opportunity to divide duties fairly. Every group member was given the chance to film, work on sound, organize lighting and direct.
Post Production
Like all other stages in production, post-production had to involve fast yet sensible decisions. Due to lack of specific genre, there was no need for special effects or a non-diegetic sound track. So, one could say, there was less need for a long editing process.
However, as a result of this, we yearned for perfection when editing the main task. The main task also required credits throughout the sequence, so using Mac software, we tried to produce the best possible titles, which also took up editing time. This was not necessary for the preliminary sequence. Time was also spent attempting to ‘brand’ our film. Specific music, effects and fonts were needed to clarify to an audience that our product was a horror sequence. This could only be done during post production.
However, we aimed for perfect matches on action, neat continuity and a seamless sequence for both tasks.
One thing probably more relevant to our group than to any other was that post production often revealed the necessity for re-shoots. It was during an editing session that we realized we had broken the 180degree rule. If this rule is broken, a shot-reverse-shot can look very clumsy as the characters appear to be facing the wrong directions.
Also, the preliminary did not require any images to be altered. We only used the basic editing techniques such as capturing, using a razor tool to cut clips, and re-ordering. The main task was the first time we experimented with effects and colour contrasts.
REFLECTION/EVALUATION
Unlike the preliminary task where we were only required to submit individual evaluations, the main task benefited from group discussions and contributions from everyone. This evaluation also used more theory, and we attempted to incorporate the work of theorists into our narrative.
In addition to this, the main task was screened to different audiences to gain as much feedback and ideas as possible. Our audiences were:
Our colleagues in the media department
Family
Non-media students
It was important to get feedback from a non-media eye to be able to conclude how an audience would receive our film. The feedback session was highly useful and told us that our film was well received and interpreted in the way which we had hoped. (RE: blog post labelled ‘Audience Feedback.’) We found that the themes interpreted by our audience are those which we expected; hatred, murder and jealousy. Furthermore, 100% of the audience concluded that the film was horror/thriller and that it was an opening sequence. Thus, it is evident that we were successful both in using and challenging genre and opening sequence conventions.
Of course, the main thing to mention here is the mistakes we made during the preliminary task, and how they helped us when it came to the main task.
We realized having edited the preliminary, that there was too long a gap between each line of dialogue. So, to make the main task more fluid, we edited very tightly
Small continuity errors were impossible to fix. It was important to make sure everything remained in place in terms if mise en scene.
A shooting script was necessary to get all the necessary footage in good time.
It is a good idea to test or walk through a location, so as to spot any impracticality with shooting there.
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