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*MY BDAY WAS 2 DAYS AGO!
Monday, March 30, 2009We reviewed the last video from our previous project Film Noir today. This film was done by the last group - Julien, Chris, Raphael, Hannah and Jeffrey. This project started off with a surreal theme, where it portrays Hong Kong thirty years later, with a shrinking working force and ageing population. This catchy theme created atmosphere, and was a good arrangement to explain why cops like them are roaming around the dark city fighting crime.
After watching this production, we discussed on their cinematography techniques: how shots were planned, how lighting was achieved, the use of digetic and non-digetic sounds as well as the editing. We learned specifically about the 180 degree rule, where the camera cannot flip itself to the negative half of the screen and digetic sounds where the object producing the sound has to be on-screen. This allowed us to be more "knowledgeable" and better "communicators" in the IB learner profile since we are sharing ideas publically with our fellow schoolmates.
We were also briefed on the new procedures on equipment and shot log handling. Mr. Chang devised for us a new set of rules on borrowing equipment: where now a more tedious process including stating a reason for borrowing, signed by the teacher on the storyboard and handed in for reservation 3 days in advance. Many of us were shocked by this abrupt change in rules, but realized it was their last resort due to budgeting problems of IB Film. Another conformation was to expand on our shot log, where now we have to add short descriptions to each shot log, which will organize our work and ease the editing process. As editor of this project, I find this arrangment more ergonomically advanced for me. Facing the new changes, they challenge our "open-minded" skills in the IB learner profile.
During the rest of the lesson, we continued discussing our work with the storyboard completely finished. Mainly, we were planning on the setting for each shot, since we have to film before the end of the week. In our setting, we needed a dark room with a window, a rooftop, a chinese house, a ledge (jumping into the sea scene) and lamposts. Camille's aunts are restaurant owners, granting us access to the dark rooms. The restaurant can also be used as the "chinese house" scene, and her relatives are willing to participate as actors. Hence, this issue is solved. Alleys and lamposts were suggested to be shot in IFC during the night, since the setting fits our theme.
As for the dark room scene with a dangling lightbulb, Chris came up with a good idea of pasting newspaper all over the walls to create the creepy atmosphere, a scene used in the movie "R.E.C.". Throughout our discussions, we explored many areas in the IB learner profile: Knowledgeable by applying our knowledge into generating formitable ideas, Thinkers by looking for inspiration and solutions in our groups, Communicators by discussing our ideas, Open-Minded and Caring by listening to ideas and giving feedback and comments, Risk-takers by providing challenging ideas as well as Balanced by ensuring an equal distribution of roleplay and responsibility.
Wednesday, March 09, 2009Today as the main members of our group edited together, I stood beside them on a seperate computers as they edit while I looked for sounds. My aims for this lesson was to discover a range of sounds for our Film Noir Project so that the Film's atmosphere could be built up and make the tone more fruitful in general. I have came up with a list of sounds that I plan to incorporate into our footage:
- Heels Clicking and Walking Sounds (Diegetic)
- Gulping Sounds (Diegetic)
- Clock Ticking (Non-Diegetic)
- Heartbeat (Non-Diegetic)
- Metal Clanging (Diegetic)
- Leaky Tap Dripping (Non-Diegetic)
- Some Voiceovers (Diegetic & Non-Diegetic)
To gather the sounds for the walking, heartbeat and voiceovers, I went into one of the vacant music rooms to record them using the boom-mic connected to a camera. For the walking sounds, I basically placed the boom mic on one of the surfaces then walk past it. To recreate heartbeat sounds, I basically did some contractions with my throat to create a throbbing sound.
I also collected some mandatory voiceovers - which was the beginning scene where protagonist "Jackson" thinks in his head after waking up in confusion.
Wednesday, March 04, 2009Our group continued the tedious editing process - starting off by clipping the footage into digestible bits, referring to the shot log to remove outtakes after doing so. Each cut was made precise as we looked for each ending shifting through frame by frame. Elliot skimmed through the whole footage once, making cuts on each section of the storyline, then started the more precise ones for each take. I accompanied and assisted his judgment for the first half of the film session, making helpful pointers and suggestions for cuts, transitions, order and some sound assistance, for I am the sound editor. We explored techniques such as "match-on-action cuts" and "directional continuity". Working together as a group proved excellent "communication" skills, since we are discussing as a group, "open-minded" because we are allowing equal contribution and flow of ideas throughout, "caring" because we commit showing respect and compassion, as well as "balanced" so that we understand equal contribution.
Later, I isolated myself from the group and worked on another computer. My aims for this lesson was to find a suitable soundtrack and plenty of required sound effects for the Film Noir project. As thought of beforehand, I needed some sort of high heels clicking, shoes walking, gulping, heartbeat, clock ticking and water dripping sounds. I began by looking for free music in FreePlayMusic.Com, which took up the rest of my lesson's time. Themes of music for the ending scene I was looking for should allow suspense and deliver mystery. I specifically chose somewhere between the lines of "Moody/Dark", "Mysterious", "Simmering/Edgy" and mainly "Suspense/Terror". Looking for sources broadens the "knowledgeable" region in the IB learner profile.
Througout the lesson, I built a list of the possible soundtracks that my group members would find exciting and suitable for the context. After generating the list, I invited my group members to listen to them one by one towards the end of the lesson. Soon, we all decided on a slow drumming techno-piano piece because it had some bar music elements within it and fully expressed the dark and mysterious side of Film Noir.
Overall, I was considerate and helpful througout this lesson. I have provided suitable ideas as a group and individually as my sound director role. I was a good "risk-taker", because I looked at many different themes of music offered, as well as experimented with the presence of sound effects.
Monday, March 02, 2009We filmed over the weekend in Hugo Lam's house becuase he had a mini-bar in the basement - which was the perfect scene we needed. This was done along with actresses Michelle Lai and Valerie Chiu. We came back during lesson with completed footage on the tape. Immediately, we imported our clip into Final Cut Pro, so we can start our editing process.
We have recorded an abundant amount of clips into our shot log, ending up with twenty minutes of raw, unedited footage. As Elliot and others began editing the footage straightaway, while I supervised some of the action along with planning the sounds I intend to add in. Throughout, I helped synchronize the scene where the glass bottle lands and the "clink" sound occurs. Since they were recorded seperately, we had to drag a seperate bar of background noise into one of the tracks, and stretch it. The clink was placed in the middle of the background noise, making this transition fluent and flawless. I also made a list of sounds I need to record: high heels clicking, shoes walking, gulping sounds, heartbeat and clock ticking. I used my "thinkers" and "knowledgeable" skills in the IB learner profile because as we scroll through the footage, I am generating suitable ideas based on experience and knowledge.
The high heels clicking and walking sounds were fundamental, since they convey methods of movement and emphasis on background tension as each click is broadcasted. Heels clicking was also significant, since the elegance of the sound elevates the femme fatale's status in sex and mystery, and adds to the touch of seduction. During the night when we filmed, sounds were not precise in front of the boom mic, hence I decided to re-record these sounds to increase the pressure in the atmosphere. Other sounds include gulping sounds, because Elliot did not drink the "wine" due to hygiene purposes (which was grape juice in reality) since it was contaminated during the shot. At last, we continued this action by showing him putting the glass down, emptied. To make this more convincing, I needed to record gulping sounds.
Clock ticking and heartbeat are also used to add to the atmospheric details. I plan to record the heartbeat from performing some rapid contraction with my windpipe, and clock ticking perhaps from a real clock. These will appear during the the intensive regions of the footage, when the protagonist wakes up in a midst of confusion (clock ticking can be used as an effect to create time distortion) as well as scenes of him being seduced. These add up as proper characteristics of Film Noir, and such rules state the "principled" factor in the IB learner profile.
Throughout this editing and brainstorming process, my active group members and I were being great "communicators" for exchanging ideas, "knowledgeable" and "thinkers" for generating ideas, "open-minded" and "caring" for respecting each other and giving each other the opportunity to express themselves and contribute to the work, moving towards the goals of IB learners.
Wednesday, February 25, 2009We had a double-lesson to work on our storyboards, the rest of the group focused on shots and editing techniques while I focused on the sounds. Many of the shots were very basic - since there are not alot of suitable angles that we can explore and use. Even though "risk-taking" plays a huge role in our IB learner profile, I find that we cannot express all elements of Film Noir with the sophisticated series of dialogue scenes. To make this more interesting, it is up to the sound effects and the depth of script lines.
To dramatize certain aspects of our film and inherit characteristics from Film Noir, we started the first dialogue with the narrative voice of our character - Jackson. After the establishing shot and the bottom to eye-level profile shot (increase in volume and lighting), our character Jackson slowly wakes up and thinks to himself to show his confusion, passing this trait on to the audience at the same time. The narration will be re-recorded separately, with a boom mic in a soundproof room later so that the sound quality is high and no background noises will be recorded. This relates to being "knowledgeable" and "thinker" aspect of the IB learner profile, since I am using related techniques to tackle a problem.
Furthermore, I decided to add one of my trademark techniques into the eye-to-eye shot. This was learnt during the "continuity editing" session, where cuts are made between two footage and are switched from one to another continuously. Our first footage will be a zoom-in on Jackson's eyes, and the second footage will be a zoom-in on Natalia's eyes. This will add to the atmospheric details of Film Noir - to increase tension between our two characters - Natalia and Jackson. My idea was widely accepted by my "open-minded" group members.
We each contributed a fair, equal amount because Louise suggested that we alternate between group members to sketch and write down shot and lighting details on the storyboard as we generate ideas. This way, we enhanced many of the IB learner profile skills: we were very "principled" since each of us got a fair amout of contribution and benefit, "balanced" because we are distributing work load and maximizing commitment, as well as "communicators" because this activity promotes exchange of concepts and methodology between group members.
Furthermore, we have generated a prop and equipment list: Basics like camera, camera stand, tape, boom mic, earphones, boom mic pole, batteries, Props like apple and grape juice, beer mugs, wine glasses, ashtrays and lighter. Actor Elliot will be dressed up as protagnoist Jackson in a collared shirt and tie, with a coat in dark colours to show that he is scruffy and ungroomed. Actress Ashely will be dressed up as femme fatale Natalia in a thin and short-skirted black dress in heels to express her inner lust. The bartender will be dressed in a white shirt and vest (possibility of a bow-tie) to look typical bartender. The setting will be in Hugo's house, since he has a nice contemporary bar in his basement. This way, we can film for as long as we needed to compared to if we filmed outdoors.
With equipments borrowed, scripts and props set, we plan to film before our next film class so we can edit straightaway.
Monday, February 23, 2009We started film early this morning, continuing on our storyboard. This time, Ashley conducted an improved version of our script - as well as added names for our character - Natalia (after a model) and Jackson (out of imagination, aka randomness). This script is much more detailed, and delicately crafted. Ashley explored more vocabulary in the script, as well as phrases that emphasizes the tone and attitude. Our script became lengthier, which meant that our storyboard also required more depth and detail, as well as more scene changes to compensate with the script's length. Hence, we started off with the first few scenes: featuring many point-of-view, wide angle, dutch angle as well as mid-range to close-up shots. I thought of the introductory scene - where it brightens in terms of lighting, as the camera is being lifted from the dark table-bottom to the brighter table-top. I am also planning to make the background bar music gradually increase in volume as this shot is continued, as the sounds director. Providing ideas to the group regarding roles of other team members required the "caring", "knowledgeable" and "communicators" skill in the IB learner profile. This is due to the fact that I need to be intellectual in many different skills and need to care and communicate with other members of the group.
This is continued by a series of carefully planned scenes by Louise, Ashley and Elliot respectively, by planning shots that include point-of-view, to show inebriate vision at empty beer mugs, as well as adjusting focus to show the character's vision. As they planned their scenes, I looked for opportunities to incorporate my sounds as the sounds director. Firstly, I established the background noises: having digetic and non-digetic sounds. In the bar, I assume the clashing of glassware, girls talking and laughing loudly, some soft catchy bar music and perhaps footsteps (mainly the significant high-heels). These ideas were based from experience and observance, hence we were being "knowledgeable" and "thinkers" of the IB learner profile.
By the end of today's lesson, we have planned a suitable amount of our shots. We collaborated well, planning in a "principled" manner in the IB learner profile. Constantly, we were "risk-takers" for planning some of the tricky shots, and we were "open-minded" to ideas in our discussions.
Wednesday, February 18, 2009At the beginning of the lesson, we started by getting into our groups - Elliot as editor, Louise as camera person and Ashley as writer. Basically, this lesson was an exchange of words - an engaged and intense discussion on a script generated by Ashley. Ashley's script is a fine piece - portraying a mystery regarding the protagonist's past, which features temptation, untamed lust and thrilling action. The script was still at a rudimentary stage and is not written in an official scripting format, hence we spent rest of the lesson making edits to it. As communicators of the IB learner profile, our discussions were fruitful and commendably constructive.Basically, we started with the story being the protagonist half-sobered with alcohol in the bar, offered a conversation by a mysterious lady. At first he shows no interest, however she starts abruptly with a line "Have you wondered how your father died?", which peaked the anticipation of the theater.
From Ashley's script, I can already think of a few significant sounds that can express the pressure of the scene's atmosphere, and the hunger for curiosity and lust. Firstly, the background noise of the bar, which is karaoke music - with loud, echoed microphone tuning. Even though this noise would be loud in reality, but I will tone it down by making it a separate voice clip in the footage and reducing the sound levels, rather than blandly capturing the background noise. This is performed since plot progression is more important in Film-making, allowing the voices of dialogue to have major priority. Secondly, the classique ice-jiggling-in-the-beer noise, where the sound of ice clicking past each other as the drinker swirls the beer bottle is amplified. This particular sound is used in many adultery scenes where alcohol and seduction is involved. Hence, I am going to adapt that. Planning ahead applies the "knowledgeable", "risk takers" area of the IB learner profile. Modifying the script together also enhances "caring", "open-minded" and "communicators".
As for the seduction parts, I have also thought to myself the clicking of high-heels to show feminism, and soft sexy licking close-up(with sound) to express to further seduce the audience. As mentioned beforehand, seduction plays an important part in Film Noir. Juicing out all the knowledge I can offer as a sound director enhances my "thinkers" skill in the IB learner profile.
Our group is heading onto the right path - the path of success. Even though Ashley and I have very different views, I try hard to listen and interpret her ideas, and expand on them using my vast stronghold of experience and knowledge. This alone proves that we are becoming more "balanced" IB learners.
*MY BDAY WAS 2 DAYS AGO!
