8th and 9th June, editing/ talking/ FILM NIGHT

A lot has gone on, but I have very little time to update you. Mostly I just wanted to give a shout out to Miss Wong for being such a great teacher this year!

Thank you Miss Wong, I had a really great time during film, and I have now memorized the IB learner profile! 

27th May and 1st June, Planning and testing!

For the last two double periods we have been planning practicing different camera -related effects that we want to use. As we have not actually filmed anything yet, these classes can pretty much be grouped together, as they were both fairly uneventful. Last class we worked more on camera work. Primarily with attempting to under-crank, and with changing the picture to make it look like night. The under-crank was pretty successful, which was achieved by altering the shot rate. 

These skills are important for me to understand, as my role in the group has changed. Before I merely wanted to be the editor as that is the role that I have had for pretty much every project we have had this term, and I was comfortable doing so. However I decided to bite the bullet and ask to be cinematographer, like the risk-taker that I am trying to be (see below), as working behind the camera is not something that I have done much so far. Also, as Jeff has already story boarded, it means that there will be a basis upon which I have to work. That's not to say that I chose the role because I thought it would mean less work, but rather to give me a role that I can learn something from while still being able to do it; as editor, Jeff likes to take over sometimes. As it is his storyboard (primarily) I will have the freedom of the camera being in my own hands, while still doing it the way he likes it. Rest assured though, when I review the story board tomorrow, I will definitely comment on areas that I think could be improved (if there are any).

During these past classes, we have also accumulated an entirely new cast. Our actors are now:

Maggie - Valerie Tang

Tony - Charles Stone

Leslie - Henry Hsiao

This was due to the fact that none of our previously planned actors were available, and these ones are actually more Wong Kar-Wai. While planning we decided to split the days for filming into two, and have one extra day just in case of disaster. They are as follows:

3rd June (wednesday), 6th June (saturday), MAYBE 8th June (monday)

On these days we have to film in the following locations

WEDNESDAY

-Under the highway x2 (Pokfulam)

-Waterfront (Pokfulam)

SATURDAY

-Raphs apartment (Parkview)

-Phone booth (Parkview)

-Restaurant (Kowloon)

-Street (Kowloon)

-Taxi (anywhere)

MONDAY

Extra day for mistakes/ reshoots

 

As the end of school is fast approaching, we really don't have time to mess up. Cooperation is key, as is efficiency, so we are all going to have to step it up. We have decided to try to talk more, like the thinkers that we are (problem solvers!) because in the past, decisions have ended up mostly being made by Jeff....not anymore! I hope this works. 

Risk-Takers: Approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Thinkers: Excercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

25th May, WKW films!

Today we got assigned our new, and final, groups. This is in reference to the Wong Kar-Wai-esque/ montage filled films that we are supposed to be making. I am in a group with Julien, Raph and Jeff. Originally we were going to have Chris too, but as one group member had to be eliminated, he graciously volunteered to leave. We are using the screenplay that Jeff wrote. Conveniently, it has all been storyboarded and planned, so really all that we have to do is film it. Excellent! My role in the group is somewhat garbled; I am supposedly in charge of casting (although we already mostly agreed on that in class):

Maggie - Maragaret Kutt (Julien's mom)

Tony - Terence (Julien's mom's acting friend)

Leslie - (Julien's wakeboarding friend - unsure yet as to who -)

I am also going to be the semi- editor. I say semi as I am missing the last week of school (I am going to the Caribbean, and no I am not sorry - hahah-) therefore I will be unable to completely finish editing. Also, having Jeff in the group inevitably means that he is going to have a large say/ opinion about editing, therefore he will probably do some of it himself. 

Today, as well as getting into our WKW groups, we also received back all our grades regarding assessments. I was satisfied with how I have done in film overall, though of course there is room for improvement, as there ever is. It was mentioned that I should do more research into the work that I am doing, which is definitely what I have planned for this project. As I am not particularly familiar with WKW films and how they are edited (I have watched a couple, but I am still unsure about what makes them WKW), I will watch more of those to get more familiar with the style. I am aware that he uses under-cranking a lot, particularly in fight/important scenes, however to be perfectly honest I have no idea how to actually achieve that effect.  

According to: http://www.imdb.com/Glossary/U

Undercranking is: The process of slowing the frame rate of a camera down, so that when the captured pictures are played at the normal frame ratethe action appears to be in fast motion. Historically, cameras were operated by turning a crank at a constant speed; hence "undercranking" refers to turning the crank too slowly.

Hmm..I am still unsure how the frame rate of a camera is turned down. I suppose that depends on the type of camera - note: must ask Jeff.

Anyway, so the new and improved me will research more and assert myself, particularly in this group. In fact I was a communicator today (see below), as when Jeff showed us the screenplay, I told him outright (but still politely!) that there were a few things I thought could use changing. So he sent me the screenplay and I altered it how I saw fit. Problem solved! Now I am happy with the screenplay (not that I was not before, but there were a few things that could have been better) and excited about the project. We are going to be scouting out locations on wednesday... hopefully all goes well!

Communicators: Understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

6th may, Viewing Blanche, feedback, montage and screenplay

Today we FINALLY got round to watching our film...except, it didn't go down as well as I had hoped. While watching today, I was not particularly impressed either, however I did not rate it as badly as everyone else seemed to. Even though it was a bit upsetting to see my groups' hard work be criticized so harshly, I think it was a good experience. Because of this, I think I was an open-minded learner today (see below), as I accepted that not everyone has the same opinions or likes the same things. It was interesting to see what things stood out to different people, and what other people liked or didn't like. See below for a summary of feedback.

Blanche

• Snappy, interesting beginning
• Appropriate music
• Slow pace during the chase scene
• Unclear plot
• Dragged on
• Obvious song loop (accidental double song)
• Good sound intensifying (getting louder)
• Strange transition between loud music and back to house scene - relevance unclear
• Bad ending shot
  

I think that honestly I have improved tremendously in film. Although people may not have thought this was as good as the last project that my group worked on, Plunge, Jeff was the 'initiator' of what went on during that film. This film was very much in Julien's and my hands. I am actually quite proud of myself. Of course it could have been improved, but I think it was a good effort. A note for next time; snappiness must be kept in mind at all times! I mentioned this in my last evaluation, and I tried to keep that in mind. However I think some of the scenes were storyboarded so that it was actually impossible to keep them snappy (not enough angles/footage to choose from). I think I should also keep in mind the time allotment. An issue with this film was lack of time. To be honest though, that is not a real excuse as we knew from the beginning how much time we were given. I was quite happy with the sound, as I was sound editor, (apart from that single ANNOYING added section that got into it), and I think that I did actually learn a lot from this project, even though I didn't manage to work on the sound on SoundTrack Pro properly.

After the film viewing, of which Blanche was the only film shown, we learnt a bit about our new project. Not only is it going to be focused around Wong-Kar Wai, but it is also going to include montage editing. Montage is a type of film style that is put in during post-production. The editor puts in certain shots after certain shots, so as to make the viewer feel certain things. These shots may or may not be events that are supposed to be happening at the time. There are 5 levels of montage:

Metric - Cutting is given a specified number of frames, and cuts to the next shot regardless of what is happening. This invokes the most primal emotional reactions in the viewers

Rhythmic - Cutting is also based on time, but it generally alludes to more complex meaning, and uses different shot speeds (i.e. sped up shots). Montage can also include audial elements (music, dialogue, sounds) - 'Rhythmic sound'.

Tonal - Rather than just having the film with metric and rhythmic cutting, other symbolic shots are put in to elicit emotional meanings more complex.

Overtonal - Overtonal montage is a cumulation of metric, rhythmic, and tonal montage to synthesize its effect on the audience for an even more abstract and complicated effect.

Intellectual - This uses shots which, combined, elicit an intellectual meaning. This also uses symbolic shots, but of a more powerful and metaphorical nature. The meaning can only be derived when these shots are juxtaposed with the original footage.

Eisenstein, Sergei; Jay Leyda (translator) (1942). 'The Film Sense'. Harcourt Brace and Company. OCLC 01289114.

Learning about these was actually very interesting, as although I never knew it was a type of editing style, I have seen in used many times. During class I was an inquirer (see below), because I remained focus and attentive throughout the presentation of the new topic that we were learning about. I was especially interested in the examples, of which there were several, and asked questions regarding what type of montage certain excerpts used.

We were also given a task to complete for next class; to find and draw inspiration from a picture for a Wong kar-Wai-esque screenplay. The picture that I have chosen is the following:

http://images-2.redbubble.net/img/art/size:large/view:main/567607-3-memory-does-not-make-films-it-makes-photographs.jpg

I like this photo because it is very sparse, and although usually a photo like this would be boring, there is something about the colors and atmosphere that I really like. I plan to write a screenplay about someone falling in love on public transport. I know that doesn't sound particularly Wong Kar-Wai like, yet, as I have not watched enough of his films, again 'yet', however it will hopefully work. It will be a very 'mundane' sort of screenplay, with little dialogue, and hopefully lots of scenery- and montage, of course. I think I will settle for the most simple type of montage, 'metric'

Inquirers: Develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Open-minded learners: Understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

4th May, Viewing films, feedback

Today we finally got round to viewing the films. Unfortunately, even though I was clearly very excited, we watched every film but ours. Although I was quite upset about that, it was still a very entertaining experience. While watching the films I tried to pick up on things that I thought were done well, and what could be improved, both as a sound editor and as a film student.

Through this exercise, and during the commenting (after the films), I was a reflective learner, a thinker and a communicator (see below). I was reflective in the fact that I noted in other films the parts that I had found particularly difficult (such as color correction), which I will at some point ask the group who made the film about. This will aid me in supporting my own weakness(es) by doing something about them. I was a thinker because I was quite critical of other films, and using my own creativity and reasoning gave constructive criticism that could be of use were the groups to edit the films some more. Finally, I was a communicator because I was able to get my ideas and thoughts on the film across both politely and loudly, through words and hand motions (another 'mode' of communication...body language!). During the films I took some notes, and I took noes on what others fed back on during the commenting period. Below is a summary.

Say Cheese

• Comical music at the beginning takes the edge off and gives it the wrong 'feel'
• Strange/ unrelated beginning... made me confused later on as to Sarah's part in the film
• Fast paced music, but too fast before action catches up
• Sometimes unclear what is happening
• Some interesting/original shots i.e. 'eye' opening and closing and running into camera
• Not enough portals
• Background 'buzzing' ambient noise obvious at some points
• Suspenseful ending
• Nice idea that could have been expanded

Babooshka

• Well-done, suspenseful beginning
• Obvious red-tint; camera alteration and editing obvious
• Continuity sometimes disregarded; person is in one place, then another withOUT portals
• Nice parallels between music and visuals (i.e. when Xiang yi jumps and the heavy music starts)
• Music is not a clear indicator as to what is going on - strangely heavy
• Mostly good background sound, until running on courts and footsteps
• End is unclear as to what happened

Wabbit Hunt

• Nice beginning music
• Very good idea - although not 'original', very good choice for portal project, and they made it their own
• Tastefully done transition between speaking and no speaking - appropriate
• Some obvious sound input (editing obvious)
• Very loud scream - a bit distracting and out of place
• Funny playground scene, but it goes on a bit too long
• Running sounds where previously there was not supposed to be any diagetic sound
• Strange transition to bus out of school - obvious change in pace that ruined the illusion a bit
• Dragged on slightly
• Very funny and entertaining

High Octane

• A bit quiet
• Some obvious sound editing - creaking noises put it
• Some nice angles - feet running away on steps
• Very nice 'sped up' style (from brick)
• Strangely comical fight scene - bit inappropriate (sped up style made it funny and weird)
• Music a bit strange for content - made me unsure what to feel
• Very high production value - a pleasure to watch

Reflective learners: Give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

Thinkers: Exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators: Understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Film Review: As tears go by

As tears go by
- a film by Wong Kar-Wai

Directed By: Wong Kar-Wai

Written By: Wong Kar-Wai

Released in: 1988

Starring: Andy Lau and Maggie Cheung

Genre: Crime/ Drama

The story follows a Kowloon-dwelling triad brother, Wah, inn his day-to-day life that consists mostly of bailing his 'little brother', Fly, out of trouble with the big guys. Amidst this temperamental scene, Wah's cousin comes to stay, and they in turn fall into a love affair complicated by Wah's triad life.
She has the power to change his life, but after Fly's promise to assassinate a squealer to up his rep, Wah has no choice but to leave his cousin forever and help his friend once and for all.

http://shangols.canalblog.com/images/As_Tears_Go_By_Aff3.jpg

A brilliant piece of cinematography. This was my first proper experience of a 'Wong Kar-Wai' film, and although I am not completely familiar with what makes it unique (yet!), I have to say that I thoroughly enjoyed it, despite the language divide. At first glance, the characters are shallow and meaningless, but through great shots and interesting occurrences, they turn out to be captivating. As aforementioned, the shots and filming style added a lot to the film. Though they sometimes seem unconnected, such as the first shot of the film with the rows of television screens, they help to set up the correct atmosphere to put the viewer into the right frame of mind. Harsh, abrasive colors gave me a sense of what triad-strewn Kowloon might have been like, whereas the disjointed cuts (point of view, thoughts, where character is) show what the character is thinking and feeling while keeping up the interest of the viewer.

While watching this film I noticed a number of cinematography styles, and I learnt some new ones. One of these was a type of montage, where clips that were not necessarily related, or in the same vicinity, are linked together to create a certain feeling. This was especially the case when Wah dies at the end, and he gets a flash from the past of the phonebooth kissing scene with his cousin. This was really effective at making the audience sympathize with him, as they are reminded that he is human. It also let them know that he was definitely dying, as that could have been a cause for confusion. Another style of film that I noticed was where the scene was slowed down. However it was not only slowed down, as that is simply slow-motion; it had a certain, strange, quality to it. Julien told me that this is something called undercranking (I think that is what it is called), where the film is captured at a slower frame rate, so that it looks slower, but sped up. This method was used a lot, particularly during the fight scenes. This really have the viewer time to pay attention and realize what was going on, while at the same time be able to fully take in all the action. I really liked this, as while it maintained the illusion of belief, it 'mixed it up' and kept the viewer interested.

Overall, a very intriguing film.

29th April, Not viewing the films, Closer (!) and editing!

Today was a very special class. Originally we were supposed to be viewing everyone's 'twilight zone' films, however the year 12 theatre class were putting on a production of Closer so we watched that for the double period instead. Initially I was a bit upset, as I had been looking forward to seeing the films (and seeing what people thought about ours!) however by the end of the play, that feeling was totally gone! Although I have not actually seen the film version with Natalie portman (it's on my to-do list now), I thought it was amazing. Honestly it was the first play that I have enjoyed without forcing myself to stay focused. 

The plot line was what did it for me. Of course it was based around a pretty x-rated theme (sex mostly, and love) which I suppose kept the audience intrigued, but it was also the witty, snappy banter that was kept up through most of it. The pace was amazingly quick, but not too fast that it left the audience confused. While watching the play I tried to relate aspects of it to film, like the reflective learner that I am (see below), because I find that the best way I learn is to try to see what it is that I am learning outside of the classroom (as in real life examples). The snappiness of the play and the good reaction from the audience were aspects that I can relate to film making, as they play a part in the success of the film; holding the audience's attention/ suspense. Overall I thought it was a very enjoyable experience indeed.

Aside from having a great time in the play, the not-showing-of-the-films gave me time to edit the film some more, in particular the sound(!!) I think I used the extra time provided very well, and right now I am actually almost completely happy with how it all goes together. We also decided to change the film title to 'Blanche', which is the feminine word for 'white' in french, as we felt that 'Nettle' was too vague and sounded a bit weird. During editing I listened through the film and altered the sounds that didn't quite fit or were too quiet. I think my sound editing has gotten more comprehensive during this project. I did not really alter different sound waves (as in, getting rid of background noise) but I worked a lot more with making the whole thing mesh together and relating the background music and sound to the picture. Julien and I also worked on some editing of the actual film; we shortened up several of the clips and sped up some scenes to make the film more 'snappy'. I am actually quite happy with our final product now! Of course it could always be improved, but I think I have it my all. If people don't like it, well I can't do much about that.

Reflective learners: Give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.