2B Arts Leadership Planning

Health & Safety Planning

What steps have you taken e.g. attend health and safety workshop, write risk assessment with teacher?

In order to prepare for undertaking my unit 2 project I spoke with the schools safeguarding officer in order to get some insight into health and safety which is a really important part of anything especially when you are dealing with younger children. I was aware of the safeguarding policy and working with young people safely policy document which I located online.

What is your role in emergency situations?

In emergency situations I am to lead the pupils out of the classroom with the nearest Adult (Miss Hobhouse is in the next room from where I will undertake my project). They will be escorted down to the school’s assembly point which is located in front of our main building on the lawn. All students, teachers and other staff come to here as well.

What is your emergency procedure at your school?

My emergency procedure at my school is when the fire alarm goes off (real or practice) everyone floods in single file with their current lesson teachers to the lawn where form tutors take over. Each part of the lawn is dedicated to different year groups and all 7 forms line up in the same order per year group (TWYFRDC) these are the first initials of each of the 7 houses which are prominent in every year group, they are all names of cathedrals throughout England.

2E Arts Leadership Project

What happened on your project? How did you share your skills? 

I worked with Josh and Amara to run the workshops for our silver arts awards. Josh planned and ran the screenwriting workshop. Amara planned and ran the cinematography workshop and I planned and ran the directing workshop. We stuck with the initial idea that we should run a series of workshops based on what our silver arts awards were or what previous experience we had. I chose directing but incorporated some cinematography as my area of interest and desired career lied in Directing.

For my project, I led a Directing Workshop focussing on the theoretical and practical sides of directing, as well as the importances of the director in being able to communicate and have basic knowledge in most major departments in the film industry.

I shared my skills by using my presentational skills which I have developed in front of a small group of Year 9 students in a media classroom as well as a PowerPoint Presentation to aid my presentation as a learning resource. I told them what I had done with the BFI Film Academy as well as what work experience I have done. I told them I was a runner and have worked with the likes of Channel 5, Bedford Park Festival Shorts and of course my work within our school’s news team / production team as well as freelance production work (Film, TV, Radio & Journalism) for our school; Twyford Church of England High School.

How did you fulfil your role?

I fulfilled my role as Lead Event Coordinator (booking the venue for all three sessions), Directing Workshop Leader and Advertising Coordinator by designating my time evenly in terms of planning and deliverance between the three.

I was able to identify if I have fulfilled my role in terms of the Marketing / Advertising side of the sessions by seeing how many people turned up to the sessions. As Directing Workshop Leader, the feedback I got was really helpful and it helped me realise if my knowledge in my fields of Directing & Cinematography through my presentational skills which I showed was conveyed to my audience, not in an uncomfortable or rushed way but a way that could make my audience well informed but also entertained as they wouldn’t want to listen and take in any information if it is uninteresting obviously. 🙂

What did you enjoy most? What did you find most difficult?

During Unit 2, I enjoyed delivering the workshop itself as here I could channel all my planning and time spent into creating the presentation and researching for it to actually delivering it which gave me a great sense of self-achievement.

I found the most difficult to be the planning stages of the event. I initially thought this would all be possible and I had to make a number of changes to first concepts that I planned with Amara and Josh as you can see below. I executed the idea of a large scale screening in our high-spec performance centre by talking to the head of the venue and he referred me to get an email request from Miss Hobhouse however this idea had to be abandoned after a week due to lack of communication. I think the weakness of my Unit 2 I will have to say was communication, not on my part – and that is why I profusely went to the relevant people to get them to communicate so we had to take the ‘safe’ option which was quite successful although not what was first conceived.

I also found it difficult with the workload as there was so much to organise and so little time, even though I planned this all 3 weeks before when it was going to be delivered, Amara and Josh unlike myself are A-Level Students and so had a lot to get on with in terms of school work and since I was anxious for time I had to undertake more than my role’s with, which proved strenuous but well worth it in the end, since I wouldn’t have to worry about having to communicate or chase up certain things from both of them as I had all the work in front of me.

What was the feedback from others? What did you think about the feedback?

The feedback was mostly positive. The quantitative data showed that I had delivered content on an excellent level, as well as it being interesting and my skills of conveying it were great too. I also expressed a number of wider learning opportunities for the students there too! The qualitative data showed that the students present were really engaged and they had enjoyed the sessions. One student knew about everything I was talking about but nevertheless thought it was “inspiring” as quoted by him. The feedback has really made me think about how if I was to do the project again how would I improve and I think its more about how I deliver the presentation rather than what I’m delivering by the sounds of it. Which is really interesting!  Upon analysing the feedback from students who attended the series of workshops 90% of participants responded that they had learnt something from the workshops.
My feedback shows that I have achieved my aim to develop the filmmaking skills of students.

Was your event appropriate for the audience?

I think my event was very appropriate for my audience because the fact that it went on had a really positive impact for the 4 students which attended. 3 of the students were in Year 9 and one was in Year 12 (Amara). I specifically targeted Year 9 students as I know nearly all the students very well in this year group and I knew that a lot of them were involved in media, film and production one way or another. I run the school’s production company and news team which has places mostly occupied by year 9 students and some students from lower years too.

The event was appropriate because Year 9 is the crucial year where students make their transition from working at a National Curriculum Framework Level to GCSE Level and this directing workshop really broadened their opportunities in the creative sector where in Year 10 they could take up GCSEs such as in Art, Fine Art, Graphic Communications, Textiles or Media Studies. In fact some year 9 students, very coincidentally the lot that I had, can opt to do an Elective GCSE in Photography after school on a Tuesday which does involve a couple of units working with moving image and mixed media throughout the course. This is completed at the end of Year 10. A course which I did and found very helpful and inspiring! Though I think I want to stick to moving image now I’m firmly stuck with it already 🙂

Furthermore I have observed a handful of Year 9s are very confident in filmmaking and have already very successful channels on the popular video streaming service, YouTube. Some of these year 9s are also members of The Twyford Technical Team, in charge of catering for Twyford’s audio/visual needs and setting up/running live music events and theatrical productions.

How did you demonstrate… Planning

My project plan was effective because everyone was laid out effectively and everyone in the team, myself, Amara and Josh were fully aware of, comfortable with, and eager to perform everything that was written there. I chose to write the list of things to do using the project timeline template provided by Jo from Eastside and also put it in chronological order with dates provided. The first thing to do was written at the top of the list and the last thing to do, at the bottom of the list.

I also mapped out a simple bullet point list of what I wanted to achieve and the different things that had to be done to make that possible (or in other words lead up to that!)

… Communication Skills

Communication Skills were demonstrated by means of keeping in contact through phone calling one another, texting, facebook and via email. The most effective one was phone calling one another as I was sure I would either get an immediate answer or not one at all, however unfortunately it seemed to be latter. Therefore we all agreed and opted that our favourite form of communication was via email which was better than previously first thought.

… Working with others – teachers, friends?

Working with others didn’t prove a challenge at all when it came to the friends side of things. Miss Hobhouse and Miss Puddick were both very hopeful however sometimes when they were busy with work (which was understandable) it set me back a little bet and I had to plan around this and come up with quick solutions when these key people were not available. Communication between us three and teachers was difficult in terms of planning the event however during the promotion stage, the communication was nice and simple.

… Problem Solving?

My problem solving skills were tested quite a lot because I had to overcome some situations. I had troubles with embedding the video which I downloaded from YouTube about filmmaking tips. The video was there but wouldn’t play. I had to ask for technical support from the school’s I.T Management team who fixed the problem which was something to do with their system not being able to support the codec of the video. Other examples included actually booting up the teacher’s computer in the classroom I was teaching in, I discovered the power was off and was unplugged for no apparent reason. As well as this the remote control for the projector was missing from the classroom and I had to look for one in the classroom next door so I borrowed that one which was compatible with the projector I was using, yay! 😀

… Leadership Skills?

I demonstrated Leadership skills in my arts project by handling/organising everything to do as well as making sure all events were well documented and ensuring that the excellent quality of the sessions meant that the students participating learnt alot!

What have you learnt about your art form? What knowledge did you share with others?

I have learnt a lot about my art form from going to the BFI Film Academy, doing independent research and practising Cinematography and Directing on a regular basis on my own and in a team. From Unit 2 of the Silver Arts Award, I have learnt that my art form is more complex than I previously thought it was and that the extensive branches of each department relate with one another and that is why the departments of a film come together to create one thing. I shared knowledge on the various aspects of Directing – from writing script to screen, to working with the D.P (Director of Photography) or Cinematographer as well as the other departments. I also shared knowledge of what i’ve done in terms of experience and wider learning so I can inspire the next generation of filmmakers, which to me are the year 9s at Twyford! I will inform them for sure in a couple years time of the BFI Film Academy @ Eastside Educational Trust, presuming it will still be run!

What would you do differently next time?

  • Next time…
  • I would have had more time between the start of planning and the actual event.
  • A clearer outline of who is coming and a much larger audience.
  • More activities planned, making good use of specialist facilities/venues/spaces as well as equipment.
  • Making the advertising/marketing much more widespread, clearer so it can influence as many people as possible.

Photographs from Unit 2 Briefing – 25/01/14

Jo introducing us to Unit 2 of the Silver Arts Award with Ciara Brennan.

Jo introducing us to Unit 2 of the Silver Arts Award with Ciara Brennan.

Discussing unit 2 leadership project skills such as effective communication, flexibility, organisation, clarity and a plan b!

Discussing unit 2 leadership project skills such as effective communication, flexibility, organisation, clarity and a plan b!

Our list of things in which we needed to do to prepare for our unit 2 project!

Our list of things in which we needed to do to prepare for our unit 2 project!

Ciara talked to us more in-depth about unit 2 and each of us got the chance to share our ideas to one another

Ciara talked to us more in-depth about unit 2 and each of us got the chance to share our ideas to one another

The different roles of people involved in Unit 2 which we came up with.

The different roles of people involved in Unit 2 which we came up with.

Other essential people; Additional Help such as from teachers and classmates

Other essential people; Additional Help such as from teachers and classmates

I'm working with Amara Eno and Josh Gill (BFI Film Academy members too!) as well as sixth formers at Twyford!

I’m working with Amara Eno and Josh Gill (BFI Film Academy members too!) as well as sixth formers at Twyford!

Our aim

Our aim

Feedback questions which we should pose to the people who attend the sessions (whether it be classmates or friends) at the end of it all.

Feedback questions which we should pose to the people who attend the sessions (whether it be classmates or friends) at the end of it all.

Eastside's health and safety policy and procedure

Eastside’s health and safety policy and procedure

Eastside's safeguarding policy and procedure

Eastside’s safeguarding policy and procedure

Our planning, doing, and reviewing process of the project is underway!

Our planning, doing, and reviewing process of the project is underway!

Public speaking excercise

Public speaking excercise

While the person in front talked the person behind had to communicate hand gestures as often when we converse we use our hands to show assertiveness, persuasion and whatever we intend to convey to our intended audience.

While the person in front talked the person behind had to communicate hand gestures as often when we converse we use our hands to show assertiveness, persuasion and whatever we intend to convey to our intended audience.

2C/D Delivering My Arts Leadership Project

Risk Assessment

The first agenda for Unit 2C/D of the Silver Arts Award was to complete a risk assessment form showing the potential hazards in the environment in which I would lead the Arts Leadership session in. Myself, Amara and Josh (the two other BFI Film Academy participants from my school) worked together in order to identify potential hazards, who was at risk from those potential hazards as well as how to control these in order to prevent them (as best as possible) from occuring.

Since I was responsible for the logistics, locations and overall event coordination for each of the sessions it was my responsibility to ensure the people who I chose to be in different roles performed their job well (efficiency and effectiveness were both extremely important factors). I asked the Head of Media & Photography in my school, Miss Nicola Hobhouse, if she could be incharge of distributing the relevant equipment for our sessions. The Cinematography workshop (the second in the week) was the most practical based whereas my session (Directing) and Josh’s (Screenwriting) was more theoretical. The equipment itself consisted of Tripods, Dolly Wheels, Camera Stabilisers as well as cameras themselves of course. Miss Hobhouse was in charge of making sure these pieces of equipment were used safely and being a teacher, she is also qualified for child safeguarding and protection, so she and the Assistant Head of Media Miss Emma Puddick, could watch over the sessions as they took place in order to be 100% sure that everything was safe, sound and super!

Risk Assessment Form

Health & Safety Planning

This is our school’s safeguarding document. We need to have understood this and have this in order to refer to so that we can correctly work under the school’s policies and procedures when working with young people.

http://www.twyfordacademies.org.uk/documents/recruitment/1-safeguarding-policy.pdf

Evidence from My Project

On one of the days at Eastside, Ciara led a presentation workshop in which she taught all of us (including myself) how to deliver our Unit 2 of the Silver Arts Award, through how we communicate to our target audience and how we make it engaging but informative at the same time. We also had a chance to develop our public speaking and presenting skills through working in pairs and in a small group.

Ciara talked to us more in-depth about unit 2 and each of us got the chance to share our ideas to one another

Ciara talked to us more in-depth about unit 2 and each of us got the chance to share our ideas to one another

Jo introducing us to Unit 2 of the Silver Arts Award with Ciara Brennan.

Jo introducing us to Unit 2 of the Silver Arts Award with Ciara Brennan.

Our aim

Our aim

Other essential people; Additional Help such as from teachers and classmates

Other essential people; Additional Help such as from teachers and classmates

The different roles of people involved in Unit 2 which we came up with.

The different roles of people involved in Unit 2 which we came up with.

Public speaking excercise

Public speaking excercise

Photos of project taking place

photo 3 photo 4 photo 5

Documents used 

I created the majority of material in order to promote the three sessions (led by each of us), apart from their PowerPoint presentations that is – in which Amara and Josh used to present their classes as well as myself.

In order to promote the event, I sent an email to my form tutor in order to request that he send a group email to all the Year 9 Form Tutors so they could each individually tell their tutor groups about it. I felt this would be the most effective way of marketing it, less time consuming for us so we could spend more time on the planning process and we would use less of the form groups time during morning registration so the form tutor for each form could decide how long he/she would want to talk about it. (Photo below shows email I sent to my form tutor, then sent off to the head of Year 9 who in turn sent it round to all form tutors in Year 9) – this form of promotion targeted approximately 180 students (as there are about 30 in each of the 7 classes).

Email evidence to Richard Smith

Presentation Material

In my session which was all about Directing, I used a PowerPoint Presentation which I created and put together lots of my research for it into a fun, engaging but informative presentation.

Click below on the blue hyperlink titled “Directing Film” top open up the presentation up.

Directing film

I also used a video embedded in the presentation from BBC’s Hackney Academy (top tips videos) so my class members could gain some insight from a professional filmmaker. If the video doesn’t work in the above presentation – click here to open up the youtube clip where I downloaded it from.

Leaving a mark on the Media Department

I asked Miss Hobhouse if we could use one of the old noticeboards that will still be used by the, now non-existent, Food Technology Department. Myself and Amara stripped the old noticeboard, designed the new one, put it together with slides from my presentation about Directing as well as Wider Learning / Extra-Curricular opportunities for students to be involved in Film inside and outside of Twyford. Here’s how it turned out;

DSCF2214 DSCF2217 DSCF2219 DSCF2220

Feedback from my Project

I really wanted the content to be delivered to a small group of people who I knew from my school who had a genuine passion for film and wanted to pursue a career in it. Delivering a presentation to do with Directing really made it clear to everyone that directing is really important but it is also a challenging industry so it might be strategic to head to other departments (either different or lower down) before establishing connections in the industry and working your way, as I’ve learnt through my time at Eastside – that is what its all about.

In the end I only managed to deliver the event to one year 9 student (but Amara came too for support and to learn some things as well!) which was at first a little shock to me as I realised the lack of impact the advertising and promotion of the event had but that made me reflect on what I could of done better after the workshop had taken place.

I designed the template to the Feedback Forms which were used for each of the workshops as well as coming up with the questions and details too!

Click > Feedback Form to view the Workshop Feedback Form Template

Adam Carruthers – Workshop Feedback  (the participant had to leave in a rush to go to afternoon registration as the workshop overran so he said he would skype me the feedback to me which he did), you can view that here. > image

Amara also did some feedback, except she did it on the sheet, very good Amara! (see below)image (1)

2A My Arts Leadership Project

Introduction

My project is to deliver a handful of intensive and intuitive workshops aimed at developing filmmaking skills for KS3 students (Years 7-9) as well as delivering a Screening & Q&A session showcasing my short film as well as demonstrating how we have utilised a number of different skills within the film industry into a 4:40 minute piece of work, Half Minded. After the screening I will talk to students about what they thought regarding the film, as well as receiving feedback, and answering questions discussing what they thought about particular aspects of my film as well as film related knowledge.

My Role In The Project

I am in charge of delivering the Directing workshop (as I am working with two other BFI Film Academy participants who also go to my school – Josh Gill, Screenwriter of Half Minded and Amara Eno, Cinematographer of On The Shelf).

As well as this I am also in charge of the Logistics of all 3 of our’s Unit 2 related projects (the workshops and the Screening / Q&A). This encompasses organising venues, equipment and facilities to use as well as creating and maintaining adequate documentation of the events and scheduling. I will also be running the Screening / Q&A alongisde Amara and Josh.

The three different areas of our project which us 3 have mutually

All three of us (Amara, myself and Josh) are each taking responsibility for running one workshop in the series. I have also taken responsibility for the organising stage of all the workshops alongside Amara.

Amara’s responsibility is People, mine is Logistics, and Josh is Marketing. However most of what we’ve done has cross-referenced into other areas so really we’re all working together to achieve a common goal.

Participants

The participants are 15 KS3 students (5 from Year 7, 8 and 9).

I know of a small number of Year 9 students who form part of our school’s Media Organisation in charge of promoting, documenting and producing events at our school and I think (as a member myself) it would be beneficial for them to come in order to increase their skills in effective team leadership and event management as well as learning new skills and revising upon existing skills within the main the areas of practice myself, Amara and Josh will deliver – Directing, Cinematography and Screenwriting.

Resources

In order to deliver the workshops I will use; – Physical Resources

  • SLR Cameras
  • Tripods
  • PowerPoint – to deliver presentations / lessons
  • Dolly (Wheels)
  • Camera Stabilisers / Additional Support Systems
  • iMac Computers – to edit with
  • iMovie HD
  • Final Cut Pro
  • Paper & Pens – Screenwriting & Storyboarding
  • Projector / Interactive Whiteboard
  • School Safeguarding children & young people safeworking practice documentation

Human Resources;

  • Myself, Amara, Josh – Project Leaders
  • Miss N Hobhouse – Head of Media Studies / Photography Depts
  • Miss E Puddick – Media Studies Teacher
  • Ushers
  • Technicians
  • Members of staff to accompany group practicals
  • Child Safeguarding Officer

Support

I will be helped by my media teachers in order to organise the groups and make sure the project is carried out effectively. They will be inside the classroom / on-site to ensure that young people safe working environment as well as project deliverance is carried out accordingly.

Contingency

I am currently in the process of making a Plan B in case if something goes wrong. If something fails technologically, such as the computer to deliver the powerpoint I have backup lesson content in the form of theory through books and worksheets as well as just simply talking and conversing the content in as simple of a way as possible.

Also as well as the use of the interactive whiteboard if that doesn’t work, I can use the main whiteboard and write with pens.

If for some reason a workshop is shortened or cut off for some reason half way through or at any point, the next person to deliver the workshop will finish it off (if we decide each workshop will have the same 15 participants).

Feedback

I will collect feedback by hard copy rather than electronically as that way I can be 100% sure that there are no errors in being able to receive the documents. I have had time to weigh up the pros and cons of collecting feedback electronically versus paper and paper seems to be much more effective. Also we can use quantitative and qualitative as well as closed and open questions to vary the feedback responses as well as give us a much more in-depth account of what my participants have thought about the various different sessions.

I will know if the project has worked as I will be able to see that people have come to workshops perhaps knowing a bit or even nothing and them walking away with lots more knowledge that hopefully they will then be able to pass on to whoever they like.

Evidence

I will collect evidence by having someone filming parts each workshop as well as having someone with the film camera to interview participants and get feedback through that vocal/visual form. As well as this someone (possibly the same person) will be photographing each workshop. Additionally a review will be posted in the school’s termly magazine which is distributed to each student in the school and their family in print and digital form, therefore reaching a target audience of 1,500+ people.

Finally myself’s, Amara’s and Josh’s work will also occupy one of the main Media department’s noticeboards so it will stay up for the duration of the rest of the year.

My Short Film – “Half Minded”

  • BFI Film Academy UK Network Presents / An Eastside Production
  • “Half-Minded”
  • CREW
  • Director: Max Ellis
  • Screenwriter: Josh Gill
  • Director of Photography: Louis Holder
  • Editor: Elaine Mukooza
  • Team Mentor / Sound Recordist : Emily Bailey / Caroline Bacle
  • CAST
  • Jack – Josh Gill
  • Daniel – Luke Hamlin
  • Attractive Girl – Grace Lee

Audience Feedback from Screening at Rich Mix:

–          Witty, good cinematography , storyline and script writing

–          Very good intro credits

–          This film had good flow and shows real technical skill

–          Good script and style. The way the film managed to move from one shot to another was engaging 

Career Pathways In The Film Industry

For Unit 1D of my Silver Arts Award, not only do I have to interview, get feedback from or discuss ideas with a number of professionals within the film industry, I also have to undertake some independent research into career pathways in the film industry. One, a university course and Two, a place in which I can get work experience – for example a film company or television company that has a work experience programme.

The first university course that I researched is the one that I would most like to enroll into. Anglia Ruskin University offers an undergraduate course (a university course for students who have just completed Sixth Form) in Film and Television Production. It is a BA (Hons) Award with Intermediate awards being a CertHE and a DipHE. It is a full time course that covers all areas of the film industry during the 3 year course. I would be most

There are core modules in Years 1, 2 and 3 – but also optional modules in each year of study too. In Year One, you study Editing and Structures, Factual Programming, Screen Drama and TV Studio Practices. In Year 2, you study Documentary, Short Fiction Film and Debates & Practices. Finally in Year Three, as a student you embark on a Major Project, Specialised Practice in Film and Television Production and finally a Research Project. The course may describe itself as study but in all honesty the course is very practical and hands-on however there is also sufficient theory for everything they do that is practical.

This is an advantage to students as they will be able to understand the reasons why certain things happen within Film and the effect of the presence/loss of it in any film or television production.

http://www.anglia.ac.uk/ruskin/en/home/prospectus/ugft/w612.html

Pinewood Studios offers work experience for students who are aged 16 and above but must be studying A-Levels (or an equivalent level 3 course). The work experience course is 5 days in length and offers its ‘shadow scheme’ placements in a number of different areas such as TV Operations, Drapes, Energy and Environmental Services Department, IT Department and Health & Safety Department. The short but intensive course is a very exciting opportunity as Pinewood Studios is the home of many of British Cinema’s epic motion pictures including the James Bond Films, shot at their very own James Bond Stage within the grounds at Pinewood.

http://www.pinewoodgroup.com/our-studios/uk/about-us/careers

Action Plan Review

I have followed my Action Plan mostly in terms of the planning and post-production stages however during production we had to overrun with shooting as on some of the occasions actors were either late or weren’t available on the day of shooting. Although we got what we wanted to shoot done in the end which was great, this impacted the amount of time we had to edit was disrupted slightly.  To combat this, Max and Elaine came an extra day by themselves to edit which helped the group meet the deadline.

1B: Report on my Arts Challenge

My Arts Challenge was Cinematography. I have achieved my arts challenge of Cinematography as I have demonstrated the skills of a professional cinematographer as well as being able to use a professional industry-grade camera, the Sony-HXR-NX70. Such skills include framing and composition rules, monitoring sound levels (and adjusting where necessary) as well as setting up the technical aspects of the camera such as Iris, Exposure and Zoom.

I could develop my skills further by looking at some of the other facilities within the Camera’s interface, perhaps aspects which I have been aware of but not used fully in the shooting process in order to know a lot about how to use it.

As Director of Photography, most of the production process which is what I was involved with mainly went very well. I was able to liaise and agree upon most of the shot types and other aspects such as Framing and Composition very well with our Director; Max Ellis. This was helpful as we were quite short for time and it was crucial for everyone on set to get along (which was the case luckily) so we could shoot a lot – as well as lot of different shots of the same segment of action; for coverage.

I found that the one thing that couldn’t go as planned was a few of the shots (of coverage / or of my own creative suggestion) were cut or shortened due to last minute narrative changes. This wasn’t due to any decisions on behalf of film personnel but rather just how the edit panned out.

I would improve my control over the edit next time in my role. Even though I felt I had a sufficient say in the edit in terms of the overall vision of the project I could have made my opinions more specific in order to make the film much better.

Feedback from Emily Bailey – Group Mentor

What you did well:

You were very enthusiastic and keen to learn as much as you could – great skills for any filmmaker! You were also flexible and worked well with the team. You were confident with using the camera and had a good eye for framing shots.

Future improvements:

This will come with practice and as you develop but an area you could improve upon would be understanding what you can do but knowing when to use it. It’s tempting to try out all the creative techniques you know about when you’re starting out but knowing when it’s appropriate to use different techniques and what’s going to work to make the idea really come to life is what will make you a great cinematographer. I would suggest filming as much as you can, trying out different techniques and getting a solid understanding of the camera and it’s capabilities now and then when you begin filming your next film you’re have such a pool of knowledge to hand, you’ll know what to apply when and how it will enhance the scene.

I feel that Emily’s comments were really positive and very constructive in the further improvements section. I agree with Emily’s comment on the fact that I should be understanding more about how the camera works and applying that to make a film really come to life. From reading Emily’s comments thoroughly I would say that I have made very good progress and that I need to know more about when it’s appropriate to use different techniques.

I have met my goal to create a short film. In my opinion, the film is not how I would of first imagined it. I was also Locations and Admin Manager, which Elaine did a bit of as well with me during the planning phase, so the overall vision was quite a bit based on the location and we were very lucky to find such a convenient location so nearby even after researching numerous adequate locations many miles out from Eastside.

I most enjoyed the shooting process of the film. I found it a bit difficult to endure the extremely cold weather, especially when standing around waiting for creative decisions (that didn’t involve myself) or problems with actors to happen. The most difficult part of the whole process was issues with actors, either turning up very late or not at all which happened on a regular basis and did get on most people’s nerves, particular that of the director and myself as key people in the film process.

I have learnt more about my art form particularly in the meaning of different shots and what different angles and shot sizes imply about different characters – their statuses and intentions as well as creating a sense of tension or suspension. This was something I really had to delve into and apply for my short film.

As Cinematographer I would improve by using different cinematic techniques with the aid of cinema-grade equipment such as Camera Jib or Dolly in order to dramatically increase the value of the short film. Working in a different genre may have meant that the techniques I would use as cinematographer would have to change in order to follow the codes and conventions of the genre. For example a Horror Film would have a lot of handheld shots (therefore a lack of supported shots by means of Tripod/Dolly/Etc) in order to create suspense and immense the viewer in the situation.