Filming Schedule

 This is my filming schedule for my tourism ad project. This was done by the whole group.

Filming Schedule

Scene	Day/Time	Location	People	Props	Equipment	Other
Scene 1: Airport	Friday, 30th August 2024 (*)	Airport (https://g.co/kgs/o5qcjNw)	Group + Tita*(cameraman)	Suitcase*, Sunhat, Sunglasses	Camera / Phone	Need all of us
Scene 2:  Monkey Forest	Saturday,7th September 2024	Monkey Forest Ubud (https://g.co/kgs/RBEx6fu)	Group	Suitcase*, Sunhat, Sunglasses	Camera / Phone	Need all of us
Scene 3:  Restaurant	Saturday, 31st August 2024	Ubud	Group	5 Food, 100k,	Camera / Phone	Does Not need everyone to come
Scene 4: Temple	Saturday, 7th September 2024	Monkey Forest Ubud (https://g.co/kgs/RBEx6fu)	Group + cameraman	Balinese traditional clothing (*)	Camera / Phone	Need all of us
Scene 5:  Beach	Friday, 30th August 2024 (*)	Discovery Mall Beach  (https://g.co/kgs/EdkNzK5)	Group + Tita (cameraman) (*)	Foods: Lumpia	Camera / Phone	Need all of us
Scene 6: Street	Saturday, 7th September 2024	Streets in Ubud	Group + (Cameraman)	Suitcase*, Sunhat, Sunglasses	Camera / Phone	Need all of us
Scene 7:  Classroom	Wednesday, 28th August 2024	Regents School Bali (https://maps.app.goo.gl/jEDnm2soj35dbDat7)	Group	Pencil case, Papers, Laptops, etc	Camera / Phone	Does not need everyone to come

Updates: (changes) (*)

• Cassie wasn’t available to film as she just remembered she has to go to Jakarta for a concert.
• Beach scene was filmed the day after Cassie got back from Jakarta, which was Monday, 2nd September).
• We did not end up bringing Tita (cameraman) with us for the beach scene.
• The suitcase was too bulky, so we didn’t end up using it.
• We did not eat lumpia, instead we ate bakso on the beach.

Change of BEACH LOCATION from Discovery Mall Beach to Pantai Seminyak       https://maps.app.goo.gl/J7MtsaGdzZoVPRBS7

Self Reflection: 

This filming schedule really made it simpler to visualize who was available and on what day. It was difficult to find time where everyone was able to film, so this filming schedule made things clearer and finalized our plans. We realized too late that we had little time finish the project and had to rush the filming, however we were all pretty busy and found it difficult to meet up. Next time, we will include scenes that do not require all 4 of us in them, so if one person is busy, they’ll be able to opt out of filming with little trouble. 

We made this filming schedule via google docs as it allowed us to make tables, allowed all of us to edit at once and it was easy to make changes to the schedule from anywhere. It’s a program we use frequently and are familiar with, and it definitely was convenient to use.

Classwork

This is the classwork I have worked on this term. 

Camera

We studied the significance of camera angles and movements, which not only convey what the author intends but also evoke specific feelings in the audience.

Camera Angles:

• Long Shot: Captures the entire body, setting the scene and showing context.
• Extreme Long Shot: Establishes location and surroundings, often conveying loneliness or isolation.
• Medium Shot: Focuses on gestures and emotions.
• Cowboy Shot: Suggests dominance or power of the character.
• Close Up: Highlights important details, like facial expressions.
• Extreme Close Up: Emphasizes minute details or intense emotions.
• POV (Point of View): Shows the scene from the character’s perspective, creating empathy.
• Over the Shoulder: Involves the audience by showing the scene from behind a character.
• High Angle: Depicts vulnerability or low power of a character, or can show someone reaching for something high.
• Low Angle: Creates an intimidating effect, making the subject appear powerful or threatening.
• Dutch Angle: Adds unease or a sense of disorientation.
• Establishing Shot: Indicates a change in location, setting up the new scene.

In class, we drew various camera angles, with Tisha and I focusing on the Dutch Angle.

Storyboard

In class, we are learning how to create a storyboard, which is a crucial skill for visualizing a project before filming begins. Storyboarding helps in planning each scene and shot in detail, allowing for a clearer understanding of the narrative flow and visual elements. This process involves sketching or outlining scenes in sequence, which assists in organizing ideas, ensuring that all key moments are captured, and coordinating the visual and narrative components of the project.

Here is the storyboard Kimora and I worked on in class.

Sound

In our lessons, we explored the crucial role of sound in video production, learning that while camera angles and movements create certain feelings, sound enhances these emotions and sets the mood for the audience. We discussed two main types of sound:

Diegetic Sound: This is sound that naturally originates from the world within the video. It is sound that characters or actors can also hear, adding realism and immersing the audience in the scene. Examples include footsteps, rustling leaves, or a radio playing in the background. This type of sound helps convey information and enhances the authenticity of the scene.

Non-Diegetic Sound: Non-diegetic sound does not exist within the world of the film and cannot be heard by the characters. It is added during editing for the audience’s benefit and is used to create or enhance the mood of a scene. Examples include narration, voice-overs, and sound effects. Non-diegetic sound intensifies the emotional impact on the audience.

We also learned about subcategories of diegetic sound, such as:

- Melodic: Sounds that have a musical quality or contribute to the melody of the scene.

- Discordant: Sounds that are jarring or unsettling, adding tension.

- Contrapuntal: Sounds that contrast with the visual elements, creating a complex emotional effect.

Mis-en-scene

We focused on Mise-en-scene, engaging in activities to better understand its components. In one activity, our teacher assigned scenarios, and our group worked together to illustrate them. Tisha and I handled most of the drawing, while Kimora and Eileen contributed descriptions and notes alongside the drawings. We had the job of illustrating a group of teenagers entering an abandoned haunted house.

In another activity, each student received papers featuring characters or scenes to label the Mise-en-scene elements and analyze the feelings these elements evoke. 

To reinforce our learning, we also watched a video that reviewed the concepts discussed in class and provided additional insights.

 

Edit

We also learned about editing, which is one of the four main structures in film. Our teacher introduced us to different types of cuts, grouped into Continuity Editing and Non-Continuity Editing. 

Continuity Editing helps maintain the flow and logical progression of the story. Some examples include:

- Straight Cut

- Eyeline Match

- Shot/Reverse Shot

- Cutaway/Insert

- Match Cut

Non-Continuity Editing is used to break the normal flow, creating a more disjointed or abstract effect. Examples include

- Cross Cut

- Flashback

- Flash Forward

- Jump Cut

- Match Cut

We also explored how different takes affect a film:

- Long Take: Slows down the pace, building suspense and making the scene feel more immersive.

- Short Take/Quick Cut: Increases the pace, creating excitement, action, and focusing on details.

In one activity, we worked in groups of three (Me, Tisha, and Kimora) to create a timeline edit based on the scenario: "A killer is loose in the house. The victim doesn’t know anything is wrong.” (Optional: A detective has just learned the identity of the killer)." This helped us apply our understanding of editing to a practical scenario.

This activity was surprisingly fun!

Self Reflection:

All these assignments helped me deeply understand and implement what we learnt in class into fun mini projects. I really enjoy this hands on style of learning rather than just staring into a powerpoint presentation for the whole lesson. This also ensures students understand the material. Overall, these are extremely useful and this classwork serves as a test run before you actually implement your knowledge and skills into the tourism ad project.

Storyboard

 This is the storyboard for my tourism ad project. The storyboards themselves were made by Tisha and I (Cassie), however the text, explanations and reflections were done individually.

We decided as a group that we would not have any voiceovers or narration in our tourism advert. Therefore, we have no script.

Storyboard

A storyboard is a visual representation of a film, video, or advertisement that outlines each scene or shot in sequence. It typically consists of a series of drawings or images with accompanying notes that detail what happens in each part of the story, including camera angles, movements, dialogue, and other elements.

Overall, a storyboard is a valuable tool for translating your ideas into a concrete plan, ensuring that your tourism advert is well-organized, visually compelling, and effectively communicates your message.

Here is our initial storyboard, which we created to help visualize how our tourism advert might turn out. Tisha and I brainstormed and threw out all our ideas, resulting in a rather messy and incomplete storyboard. This rough draft served as a starting point, but we realized it would be challenging to communicate our vision to the rest of the team with this version. To address this, I created a clearer and more detailed storyboard, which is shown below. This updated version aims to better convey our ideas and provide a more structured plan for the project.

After creating the storyboard, we were excited to see our ideas coming to life and had a solid framework for how our tourism ad should be filmed. However, we realized that the storyboard was still a work in progress. We needed to incorporate several important details to complete the plan.

Specifically, we had to include the camera angles and movements that would best capture each scene. Adding this information would ensure that we frame our shots effectively and achieve the desired visual effects. It would also simply be easier to film the advert efficiently with the angles and movements all planned out. Additionally, we needed to specify the sounds that would be used, including diegetic sounds like background noises and non-diegetic elements like music, to enhance the mood and atmosphere of the advert. We also needed to determine the duration of each shot to maintain a smooth flow and keep the audience engaged.

Moreover, including a detailed description of what is happening in each shot would provide a clearer picture of the narrative and help ensure that every scene aligns with our overall vision. While the storyboard gave us a good visual idea, these additional elements are crucial for making our advert more dynamic and immersive. 

Above is our final storyboard made by Tisha.

Self Reflection: 

The storyboard was a helpful tool that allowed us to focus during filming, providing less room for error. However, it was rather time consuming and required a lot of work just for a storyboard that we might not follow perfectly based on unforeseen circumstances. Next time around, I think creating a less detailed but more straight forward storyboard would be a better choice as the main purpose of a storyboard is to get ideas across clearly. 

We definitely made many changes and didn’t follow the storyboard preciously. We didn’t use certain shots like mentioned in the storyboard because it either wasn’t turning out as expected or we had better ideas when we actually arrived in the location. For example, the scene where we wanted to burst through the restaurants doors had to be change, because the restaurant we went to was semi-outdoors and didn't have a door. However, the restaurant unexpectedly had a cat, which we filmed (with the owners permission) and might put into our video. Next time around, we won’t waste too much time trying to make the storyboard so detailed, as it is a big hassle.