Production Skills #2

This week we looked at sound and its importance. Sound is often recorded in 'bits'- the higher the bit rate, the softer the edges and the more info and layers. 16 bit is the standard we use. Cinema can offer a 24 bit sound. 

• Phantom power - power from another device, where power is transmitted through microphone cables to operate microphones that contain active electronic circuitry. The p+48 button on the camera.

http://dannyphantom.wikia.com/wiki/Cryokinesis

No not that kind of Phantom 'power'

Remember, if using phantom power, switch the mic on the camera off to save battery. 

XLR cables are a must. However, they are not always for sound, but can be for lights as well. They have three pins with male and female sides- the male goes into the female. 

http://oncemorewithextremeprejudice.blogspot.co.uk/2014/01/its-babble-fest.html

Always wrap the cable up properly so you are able to throw it in one go and for it to be flush on the floor, for quickness and ease. Do not wrap it too tight or it could damage the cable and be harder to gaffer tape down. Wrap it in nice, flushed circles. 

Watch out for electronic hum! This is the mobile phone feedback you hear in electronic equipment when you get a text message. Always switch phones off, not just on silent. 

The 'pistol grip' goes on the end of a boom pole and holds the microphone. When holding the boom pole, do not tap it and be careful and silent where you step. Be a ninja. 

If the camera/mic has a 'wind dampener' setting, do not use it. Use a muffer instead. The standard mic we use is the directional and omni. Levels should be within '12-9dbs'. Always note that headphone levels are different to what is being recorded. 

When using the Canon cameras, use 'imput 2' if you are using just the one mic. 

Record some 'atmos' at the start of a shoot. This is 30 seconds of conditions just in case the editor needs to cover up anything in the edit. 

When using the 'lapel mic' (the one that clips onto clothing), be careful when shooting a long shot so the sound isn't too loud and looks weird. When using this mic, also watch out for bra creek. Yes, that is a thing.

https://www.pinterest.com/pin/438819557415917839/

In the morning we did a 'wildtrack' activity where we had to record 10 different sounds and try to identify what they were. In the afternoon, we did another activity called 'a shot in the dark', were we did this narrative with a conflict using only sound. We used techniques foley artists do and use different objects for a different sound, e.g. our group used a set of keys as jingle bells. We could only use 10 words. We did a short story about Christmas and a young boy discovering his Mam having sex with Santa. HOWEVERRRR we recorded it all and it was great but when we played it back, there was nothing there. We have no idea what happened since we definitely pressed record and did a play. I think I prefer shooting with digital memory cards rather than a tape as FOOTAGE DOESN'T JUST RANDOMLY DISAPPEAR! ... Yeah that was depressing. 

http://www.reactiongifs.us/nooooooooo-elf/

Note to self: always use the record button on the side of the Canon cameras, NOT THE TOP ONE! And always film in digital. 

Study Skills #1

This week we looked at academic referencing. It all seems pretty straight forward and similar to the style of referencing i have used in A Levels. Figures (images) are references separately to the bibliography in a 'figure listing' at the beginning of the document. Long quotes are put on a separate line and indented (much like how I formatted the Exodus passage). Short quotes are inserted into a sentence and italicised. All of which still need a footnote. Sources in a bibliography are in alphabetical order with the author, date, title, publisher and place for books, and date accessed for websites. However, only 10% of sources can be internet based- if you have 10 books, you can only have 1 web source. Honest opinion, I really don't like this. Yes it shows you're well read, have done research and books are good sources, but so are internet sources! If a source goes on for two pages, you need to reference it as "p.p. 98-101". All of this and more can be found on the VLE/Moodle.

Visual Culture #2

This week we looked at 'Visual Language and Faith', with close reference to Christianity and Islam. And also how differently they interpret the following Bible passage:

"You shall have no other gods before me. You shall not make for yourself and image in the form of anything in heaven above or on the earth." - Exodus 20:3-6.

The Gothic church celebrates nature with its spectacle of colour and decoration. 

http://manapop.com/film/crimson-peak-2015-review/

Pagan celebrations turned Christian; the Pagan's 'midwinter' celebration soon evolved into Christian's 'Christmas'. Gothic churches also had various architecture of body parts as a test so people do not lust. It could also be meant as a joke. Christians found creativity in the religious doctrine and the Gothic to celebrate God ('iconistic'). Catholic cathedrals were built next to Mosques which were huge in comparison. 

Islam interpreted Exodus very differently and took it very literally. They did not use any images to convey the word of God ('aniconistic'). The conquering of the 'moors' which was nearly all Islamic, meant it was now nearly all Christian. The Muslims of Spain were called "An Andalus" who reintroduced Greek ideas of science and art. The Bible was read by the educated elite, where as the Qur'an was learnt by all. It is their duty to larn all things and how to read. They were encouraged to read everything, however to read anything other than the Bible was punishable by death in Christian Europe. 'Moorish' decoration was introduced with it's aniconistic an geometric patterns. They didn't include any icons to follow Exodus as well as for people to focus on God. 

In Dianne's session we looked at religion in cinema and our choice of film we put on the VLE. I chose three; Life of Brian, Horns and L'age d'Or (my focus film). 

 


L'age d'Or is particularly controversial especially the ending of Jesus and his disciples raping virgins. But there is also a seemingly random scene just before this where someone throws the Pope out of the window, suggesting the downfall of religion. 

Introduction to Film-making #2

In the morning session of Introduction to Film-making, we created synopsis' using 'story grids'. By picking coordinates at random, we were given a character, a place and a scenario. At first, we chose randomly. Then we did another but choosing our own. I found it easier to write a story when we chose them randomly. 

We then looked at Genre and Mise-en-scene. I learnt that in early cinema, there was two genres- documentary and drama. Later, drama evolved into melodrama but without sound. Then with the invention of sound in cinema, the musical was born. Genre's depended on social, cultural and economic factors in early cinema, for example, escapism from the war. Drama offered this escapism.

Genre is often a paradox as audiences want something familiar each time, but also something different so it is not just the same film. 

http://cleowho.tumblr.com/post/74527408418/you-step-on-a-butterfly-martha-asking

• Spectator- cinema watcher
• Viewer- other media

Mise-en-scene acts as 'foreplay'- before the real pleasure of the narrative. It should not draw attention to itself (unless it is a parody).