Joshua Jones: Television Production

major project, post-production

Major Project: Poster Design

An important part of any film production is the design of the poster.

POSTER DESIGN

Having already created a logo for 'Bobbie & Clive' earlier in the process, designing a poster wasn't going to take too long because we had something to work off. I completed some research into the heist genre and their designs for posters. Here are a few examples:

They all use a mixture of the colours red, white, and black. They also all have images of the main cast on the front in action style poses. As well as this they all have distinct logos and dark tones.

The poster for the original 'Bonnie & Clyde' looks like this:

Like the others it uses the colours red, white, and black and features the main characters in an action style pose. I like the tagline "they're young... they're in love... and they kill people". I think I might adapt that and use that for 'Bobbie & Clive'. I also like how the images on the poster are painted on, instead of just being printed photographs. This was a common style around the time 'Bonnie & Clyde' was released. I would like to use that style on my poster too.

For the 'Bobbie & Clive' poster I wanted to go for something that looked similar to our logo design. I also wanted to use some of the ideas shown in other heist film poster examples, and the 'Bonnie & Clyde' poster.

After messing around a bit in photoshop, using photos from our shoot, I came up with this:

I adapted the tagline from the 'Bonnie & Clyde' by rewording it to match our film. Bobbie & Clive are middle-aged, they are married and they do need cash. It follows a similar flow to the 'Bonnie & Clyde' tagline, but matches our storyline better. I have use the colours red, white, and black as they are common in this genre of posters. The red, yellow and purple are also the colour scheme established by the logo for this film. Overall I prefer the portrait poster more.

As a group we continued to work on this poster, making small changes to the layout and animated look of the image, and eventually this was our final design:

I think this final poster design represents our film very well. It stands out which is always good for a poster, and I think it will draw people in to watching the film. It follows the genre conventions of a poster and uses the correct layout for a film poster.

Wednesday, 18 April 2018

major project, post-production

Major Project: Credits Creation

I recently saw a film called Game Night which had an interesting credits sequence that'd I'd like to replicate and adapt for 'Bobbie & Clive'.

CREDITS CREATION

In the film 'Game Night' a group of friends accidentally end up getting involved in a kidnapping when they believe is it part of a game night game. It turns out that their neighbour had set the entire thing up as a joke because he never gets invited to the game nights. The end credits sequence details this neighbours plan for this set up. It does so by showing up a series of clippings and photographs all pinned to a pin board in his basement. It's a really interesting credits sequence that draws the audiences attention and makes them stay to watch. It also represents the style of the film really well.

This inspired me to do something similar for 'Bobbie & Clive'. I wanted the credits sequence to provide the audience with the details of Clive's plan for the heist to fail. I feel this will work well because the audience don't actually what Clive did to make sure it did fail. This will give the credits sequence some purpose and will prevent it from just being another generic white text on a black screen credits sequence.

I will create this credits sequence in Affect Effects and Photoshop. The background images of the information on the pin board will be made with Photoshop, and I will animate them and add text in After Effects.

I created a visual script for the credits sequence so I could work out what visual should go with each credit. Some of the visuals link to the credit. For example, for produced by I will create an image with a schedule for Clive's plan in it, as the producer creates schedules for the film production.

My next step was to create the background images in Photoshop. I want each one to look like a series of clippings pinned on to a pin board. Below are some of the images I created.

Next I put all of the images into After Effects, added the credits text, added some small movement to each one and created this credits sequence:

Overall I really like this credits sequence. I won't say it's unique because the idea for it comes from another film, however it does make our film stand out. It's something people will hopefully remember and hopefully people won't switch off before the credits finish. This sequence will be edited into the final cut of the film.

Monday, 19 March 2018

major project, post-production

Major Project: Footage Logging and Setting The Edit Up

Although we haven't finished production yet, I wanted to get an early start on logging all of the footage and sound as I know it will take a while.

FOOTAGE LOGGING

In this instance, when I say footage logging I mean watching back the footage and listening to the audio and logging everything so it's easier to sync up in post. To do this I will rename each clip using the slate information. By doing this when I'm editing I will be able to work out which clips I need to sync up just by looking at their file names.

Below is an example of what this looked like in the end:

The numbers mean:

6.9 (shot number) _6 (scene number) _1 (take number)

The sound files with the (2) are there because each take has two channels of audio in two separate files. The first is the boom mic and Clive's mic, and the second has Bobbie's mic and a blank channel. This means during the syncing process I will need to split the channels up onto three timeline tracks so I know which is which. By doing the logging now, that process will be made easier.

This was a long process, and I still have more to do after the third production day, but overall it will save me a lot of time during the editing stages of the production. Sitting and watching all of the footage and listening to all of the sound has also highlight a couple of issues, so we will need to reshoot some things on our third production day. I'm very glad I did this.

SETTING UP THE EDIT

To save myself more time in post, I have set my edit up already. This just involved configuring all of the settings, creating and organising all of my bins, and importing all of the renamed footage and audio clips that we have so far.

These are my sequence settings:

My research and own personal experience tells me these are the correct settings for our short film.

These are my bins:

I believe that by organising and setting all of this up now, as well as by logging all of the footage now, I will save a lot of time during post-production which is good as we already have less time because of shoot reschedules.

Sunday, 14 May 2017

Professional Practice: Project Evaluation

PROFESSIONAL PRACTICE PROJECT EVALUATION

PRE-PRODUCTION

I started this unit wanting to do a work placement with Trickbox TV as studio production is the area I would like to work in, in the future. These plans soon changed when I was chosen as the producer for the Studio Production Unit, and so I decided that doing a commission would be a more sensible idea as I would be able to put together my own schedule. Around this time a local secondary school contacted me about the possibility of producing a new film for them. I decided this would be a great comission for this unit and accepted the offer. Although I have a previous relationship with them, I would be working we knew people I hadn't met before.

I arranged an initial meeting with the school so we could discuss the film they would like me to produce. They decided they would like me to produce a teacher training film because they often get asked for advice from other schools, and they wanted something they could show them. The film's topic would be the use of questioning techniques in lessons. As this was something I knew nothing about, I arranged to speak to the teachers that would be featured, so I could learn more about their techniques. This also helped me think about the questions to ask in their interviews, and how I could go about filming their lessons. I also arranged to scout the locations for the lessons so I could look at the health and safety, and practically of them. This helped me produce my risk assessment and helped me think more about how I could film the lessons.

I conducted some research into teacher training films by watching three of them online. There are lots of training films out there, but you have to pay for them, so the three free ones I watched probably aren't the best examples. I found that they tend to be uninteresting, and that they're often very plain, and uncreative. I knew the school would like something different, and interesting so that people actually pay attention to it. I took this information forward with me during the rest of the planning process to ensure this film was interesting and creative.

Finally, I conducted some research into shooting interviews, as I wanted the interviews in this film to look slick and professional. You can see that research here. In summary I learnt about the use of three point lighting, using the rule of thirds to frame the subjects, and sitting the subjects far from the lens to create a blurred background.

Overall the pre-production process wasn't too bad. I spent most of it researching the techniques I would be featuring by talking to the contributors. This ensured I told the correct story on screen, instead of trying to guess how it should be told.

PRODUCTION

See more about the filming days here: Filming Days

The first filming day began with a lot of setting up. I had to set up the interview location, which included dressing the set, lighting the set, and setting up the camera. I started by positioning the interviewees chair as everything would be built around it. I then lit the room using the three point lighting set up, and finally I set the camera up and used a stand in to frame the shot, and set the mics up.

During the interviews I used a preset list of questions, expanding and re-phrasing when required. This ensured I got the most out of my interviewees, and got them to tell me information they had already told me before.

To film the actuality I used a multi-camera setup. This allowed me to vary my shots sizes, and gave me a wide shot to cut to when I needed to cover up repos on my handheld camera. For the handheld camera I attached a Sony PMW to a shoulder rig, which helped to prevent strain and made it easier to keep the camera stable. For the secondary camera, I set a Canon EOS M1 up on a tripod and positioned it at the back of my locations.

I found the four filming days pretty easy. It was very similar to filming the documentary unit. Because I was prepared and always turned up early, I was ready for every challenge. I found filming the actuality to be quite a strain on my back and arms. Holding a camera up for 30-45mins was a challenge, and I think without the shoulder rig it could've been even worse.

POST-PRODUCTION

I started the post-production process off by watching the interview footage back and using timecodes to create an A/V script I could use to edit the film together. I found this made the editing process easier because I already had a transcript for the sections of the interviews I wanted to use. I also watched the actuality footage back and made notes on shots I liked and wanted to feature in the final film.

I also produced a set of branded content for the film, which included a lower third template, background image, and logo end card. I planned to use all of these in the film to give it an overall King Ethelbert School look.

Editing the film together was a long process, mostly because for each actuality sequence I was working with a multi-camera set up, which meant I had to watch through both 30-45min shots for each lesson and cut them together. Cutting the interviews together was a lot easier because I had the A/V script.

Once the assembly cut was ready, I fine tuned it, added the text and lower thirds, colour corrected it, and leveled all of the sound. Once that was complete, the rough cut was ready. My commissioners loved the rough cut and gave no negative feedback. As no changes needed to be made, I removed the timecode, and fine tuned some of the cuts, and exported the final film. I then sent it off to my commissioners along with the branded material I had produced.

OVERALL EVALUATION: CRITICAL REFLECTIONS

Strengths-

I beleive my main strength during this project was my general filmmaking ability. I was able to produce a good film that my commissioners loved and made no changes to. I was able to shoot nice interviews and good actuality, something I've learnt is no easy task.
Another strength was my organisation skills. I was able to organise the filming of 5 interviews, and the filming of 4 actuality based multi-camera sequences. In addition to this, on the filming days I filmed at least 10 more interviews with students. It took time to organise, but because I did it all early in the production, filming wasn't too difficult.

Weaknesses-

My main weakness was the relationship I already had my commissioners prior to this unit. Although I did not know everyone I worked with, I did know the headteacher, and the deputy headteacher, who were my main points of contact. This did make organisation a lot easier, and I feel that prevented me from getting the full experience, and coming across most of the usual challenges that come with being a freelance filmmaker.
I also feel I could've spent more time researching teacher training films. Although I spent time research the teachers I would be featuring, I didn't spend a lot of time research teacher training films as a whole.

Possible Developments- What did I learn?

I learnt that building a good rapport with your contributors and commissioners is the key to creating a successful film where everyone looks like they want to take part. This allowed me to get the best out of my contributors.
If I were to do this again, I would:

Try to get a commision from someone I didn't already have a relationship with.
Spend more time researching the genre I was working in.
Work on my techniques for shooting interviews. Although I did the correct things, the shots did not look as good as I had hoped they would.

CONCLUSION

Working on this unit overall was not too difficult. I enjoyed creating the film, and I think this camera across in the final edit. I tried my best to make the film interesting and creative, and I others will agree that it is. I also hope the school use the film for years to come, and lots of people get to see the work I have produced. I learnt a lot on this unit about interviewing and shooting actuality using a multi-camera setup, and I hope I can take all of this information forward with me, and apply it to future projects.

Saturday, 13 May 2017

Professional Practice: Feedback & Editing Fine Cut

Once the rough cut was complete, I showed it to my commissioners for feedback.

FEEDBACK

Overall the commissioners were very impressed and had no suggestions for changes.

- Branding looks amazing.
- Edited together very well.
- Picked the right sections from each interview. Story is told very well.
- Footage from lessons looks nice and is shot well.
- Overall very impressed and no changes need to be made.

EDITING FINE CUT

As no changes were suggested, I just went back through the video and fine tuned it a bit more. Once that was done, the final film was complete, and I handed it over to the commissioners, along with the raw files of the additional branded content I had produced.

Professional Practice: Editing Rough Cut

Once all the filming was complete, and the A/V script had been produced, I began to edit the rough cut together.

EDITING ROUGH CUT

I began this process by importing all of my footage into Adobe Premiere Pro. I used bins to organise the interviews, actuality, music, titles, images etc. I also created a series of sequences for the final cut, the multicams, the interviews etc.

My bins

Next I watched back all of the footage and began to create in and out points on my interviews using the timecodes I had noted down whilst creating the A/V script. I also created in and out points on my actuality footage so I could being storing shots of what my interviewees were talking about in their interviews.

Assembly

The hardest part of the assembly process was going to be editing the multicam footage, so I did that first. I used the timecodes on my footage to sync the cameras up for each lesson I filmed. I then used Premiere's built in multicam editor to watch through the footage and choose which shots I wanted and when I wanted to cut to them. It works a lot like vision mixing, but using pre-recorded footage instead of live feeds. I did the same process for each lesson I filmed. What I like about using this set up is that the cuts are not permanent, instead Premiere creates a sequence, meaning you can go back and adjust cuts if need be.

Editing multicam footage in Premiere

Next I began transferring all of my interview footage into one IV sequence, using the in and out points I had created earlier. I then watched through each clip and cut it down even more if I needed to. I did this because on second viewing I noticed small things I didn't like and wanted to remove, like bad camera adjustments, or unneeded dialogue.

Then I began putting the final video together, starting with the opening title screen, and the headteachers opening dialogue. I worked through the sequence, assembling the interview footage for each section, not worrying about covering any edits with actuality just yet.

Fine Tuning

Once I was happy with the assembly cut, I watched back through the film and started inserting actuality at points when the interviewees mentioned it, still not worrying about covering edits yet. I then used additional actuality to cover edits in the interviews.

Finally I fine tuned some of the edits and added the logo end card.

Next I added all of the lower thirds. These were important as the told the audience the relevant information about the person speaking on screen. I used the information given to me by each interviewee at the start of each interview, and the lower third template I had created in photoshop as part of the branding process. I didn't need to position the lower thirds as I had already done that in photoshop using a 1920 x 1080 pixel canvas.

One of the final lower thirds

Sound Design

As this film was a documentary type production, it didn't require a lot of sound design, but I did need to insert some music and level the sound. I also had to blend any cuts in the sound I had made whilst cutting the interviews together.

Once all the sound had inserted and edited together, I used the track and clip mixers to level everything until I was happy with how it sounded.

Using the track mixer

Colour Correction

The final stage of the edit was to colour correct all of the footage, especially the multicam footage as the two cameras produced slightly different looking images. I started this process by first correcting the footage using the Lumetri Scopes and the RGB curves. I went through each shot and balanced the RGB levels, and the black and white levels, by adjusting the shadows, midtones, and highlights. Once I was happy with it, the edit was complete. I corrected all of the footage so it would look nicer, more natural, and more professional, something I thought the commissioners would appreciate.

Colour correcting the footage

Using the Lumetri Scopes

The process of editing involved a few smaller details than mentioned here, but they're so minor they didn't need to be mentioned. The final step was to add a timecode so I could reference any feedback given to me during the rough cut viewing.

A screenshot from the timecoded video

Below is the final timeline for the film:

The final timeline

Professional Practice: Branding

In preparation for the edit, I produced some branded content I could use to give the film an overall King Ethelbert School look.

BRANDING

I felt having branded content was important so it would be very clear who this film is about, made by/for, and owner by. To brand the video I produced:

- A background image to be used for title cards
- Lower thirds
- A logo end card

The logo for the school is purple, navy blue, and white, so I used these three colours in each item of branding.

BACKGROUND IMAGE

I didn't want the branding to be over the top and excessive so I kept it simple. For the background I brought the logo into photoshop. I then added a white background, and lowered the opacity of the logo so it appeared as watermark. Finally I placed it in the bottom right hand corner so the center was free from distractions for text to be overlaid.

The background image is simple, fits the schools brand, and can be used in video productions, presentations etc...

Here is the final background:

LOWER THIRDS

To create the lower thirds I started by setting up a 1920 x 1080 pixels canvas in Photoshop. This would allow me to create and position the lower thirds so I could see how they would look in the final video production.

I create a white rectangle, and placed the logo onto it as a watermark to follow the theme set by the background image.

Finally I added a text layer for the title, and subtitle, using the schools font and colours. Below is the final design used in the video:

LOGO END CARD

I thought it was important that the film had a logo end card because it would act as a sign of copyright on the video. It would also feature the schools logo, and website address.

I started by bringing the logo and background image created earlier into After Effects. I split the logo into small sections on different layers so I could animate each bit independently. I then added a few position key frames and animated each section so it came onto screen in an engaging manner. Finally I added the website address and copyright information using the schools font and colours.

Below is the final end card used in the film:

The school loved my branded content and have asked that I provide them with it so they can use it in other video productions, something I'm happy for them to do.

Professional Practice: A/V Script for Editing

After I had finished all of my filming, I watched my footage back, and created an A/V script to use during the editing process.

A/V SCRIPT

I decided to produce this because I thought it'd save time during the editing process because I had already planned it out, word for word, on paper. On a separate piece of paper I kept notes on timecodes so I could easily find the sections of dialogue I had written into the script. If I was working with an external editor, they would need this script to understand what I want, and don't want, from the interviews, and how I want it to be cut together.

Below is the final A/V script:

Thursday, 13 April 2017

post-production, studio production

Studio Production: Project Evaluation

STUDIO PRODUCTION PROJECT EVALUATION

PRE-PRODUCTION

I started this unit with a few clear ideas. I wanted my final idea to be chosen, but initially I was unsure on whether I actually wanted to be the producer or not. After much thought I decided to further develop two of my four ideas in an attempt to become the producer.

I spent the beginning weeks of this unit developing ideas for two different game shows, and I ultimately ended up pitching The Big Movie Quiz to the panel. For my pitch I tried to work out as many of the details as possible (format, questions, style, set design, script, etc...) to prove to the panel that I was ready to do this, and that my idea would be a success. I beleive the panel enjoyed my pitch and in the end my idea was selected as this years studio production.

As producer, my role was mostly pre-production. I knew I was going to spend a lot of time working out the small details, sending lots of emails, completing lots of paper work and attending lots of meetings. I'll admit I did not enjoy having a more hands off experience on this production, in terms of the technical side. I was a big learning curve for me at the start but I got used to it eventually and got on with it.

I wanted this show to be a success and I felt a big part of this would be ensuring everyone was on the same page. I tried to check in with everyone as often as possible to see if things were on track and looking great. I feel I should've spent more time with the VT team during the development stages, as they had to reshoot, and this may have been partly because I hadn't explained what I wanted clear enough. This delayed us.

When it came to scripting I used examples from real TV shows, and information from relevant resources to ensure each script was correctly formated and up to the standard the industry expects. It was noted by Del during our first rehearsals that this extra time spent on the script actually helped in putting us ahead of schedule. I often found it difficult to get the contents of the script right. Every new draft received a lot of feedback, and once we started rehearsing lots of changes were being made almost every day. I was able to keep up with these changes, and although I found the idea very daunting, I was able to make almost every change that was suggested.

In terms of casting, I let the assistant producer take the lead, and I came in during the audition stages to help make the final decision. We originally cast two male contestants but this was quickly shut down, so, with the help of our tutors, we found a female contestant, meaning we had a balanced show. I understand why this was originally an issue. If we'd had a female contestant to audition, then I definitely would've chosen them, but initially we didn't.

Set design was important to me. I felt an amazing set design would make our show amazing. Initially I found my contact on the set design team a bit difficult to communicate with, but this was soon rectified when I started to email a different team member. All of our design requests were met, and in the end the set looked fantastic and really helped sell the idea that this was a high budget production, rather than a student production.

PRODUCTION

See more about show day here: Dress Rehearsal & Show Day

During the production stages I took a backseat and let the Director take the lead. My job was mainly to keep track of and make script and format changes, and to keep the presenter happy. In rehearsals I was either in the gallery or on the studio floor helped everyone understand how the show works. The Director would then help everyone understand how the show looks. I was constantly keeping notes on any changes and ensuring the scripts were updated as often as possible.

When it came to the actual show my role was mostly over. I sat in the gallery and spoke to the presenter through an earpiece, feeding him information like scores. Initially I was also keeping track of scores but I found it difficult to do both things and so I gave that job to our gallery runner. This allowed me to concentrate on the presenter and ensure he could do his job well.

On the morning of the show a change to round 4 was suggested. I beleive this new idea was a good idea, however I ultimately had to make the decision not to make it. My reason for doing this was mostly because we didn't have time to do script rewrites and format changes. This changes would've affected every department and we wouldn't have had time to rehearse them. This was not a risk I was willing to take, and in the end I think the team appreciated me not making that change so close to the record.

I was and am very happy with how the actual production (record) of this show went. I beleive I did my job well and when I watch the show back I am extremely happy with it. The show is exactly 30 minutes long which is fantastic.

POST-PRODUCTION

As this show was recorded live, there isn't a lot to say about the pre-production stages. We have edited the show slightly by correcting a few minor mistakes and fixing the sound levels. The director, vision mixer, and I agreed that these small changes needed to be made to ensure our viewing audience at home can get the same experience the people in the studio on the day of the show had, without any distracting mistakes.

OVERALL EVALUATION: CRITICAL REFLECTIONS

Strengths-

I beleive because I was very prepared from the start, we were able to just get on with creating the show. Nobody had to wait for me to write the first script because I had already produced one for my pitch. The graphics team had my example graphics to work from. The VT team had my story outlines to work with. The sound team had my example music tracks to use. I think if I wasn't as prepared as I was, we may not have been ready to rehearse as much of the show as we did on our first rehearsal day.
As producer it was important that I was able to communicate well with everyone, both on the course and off the course (like the set team). I beleive I was able to do so. I received feedback from one person who said they appreciated how professional I was over email as it made them feel less like they were taking part in a student production, and more like they were working on a real TV show.
I am a perfectionist, and I beleive this helped ensure we produced an amazing show. I always had feedback for everything everyone showed me, and I tried to be as constructive as possible, whilst ensure the high standard I wanted the show to be at was still being met. In the end I think we had a very slick and professional looking show that had a clear style and tone.
During the show I think my calm manner over talkback helped our presenter get on with his job better. He told me he liked it when I spoke to him and gave him positive feedback during the show because it made him feel more confident.

Weaknesses-

I feel my main weakness was my team leading skills. I feel at times I wasn't always able to maintain a good level of leadership. There were many conflicts, which can be expected from a group of students with clashing personalities and opinions, and I feel at times I was not able to manage these carefully. In the end the conflicts did not affect the final show, but I still wish we could have avoided them all. I could've and should've been a better team leader.
At first I found it hard to accept feedback and make changes to the show, but over time I learnt that for the show to be a success, I had to. The show was my idea, and I guess I just found it difficult to transform it from what it was, into something else. In the end however, I am very happy that I began to listen to everyone because it made the show 10x better than it would've been. I think from the beginning everyone knew they'd probably find it difficult to get through to me, even the tutors did, but eventually I listened, considered, and made changes.

Possible Developments- What did I learn?

I learnt that teamwork makes the dream work.
If I were to do this again, I would:

Work more on developing my team management skills and work to gain the respect of my team a lot earlier into the production.
Prepare myself straight away for possible changes and developments.
Spend more time with the VT team to ensure the vision is on the right track and the relevant skills are being applied.

CONCLUSION

Producing this show has taught me a lot about the work that producers put into making a TV show. I learnt a lot about myself and the way I handle stressful situations. At the start of the production if I didn't like the way the show was going I would just say no to every idea. I quickly found that that wasn't the best way to do things and by the end of the production I considered every idea carefully before I made a decision. Even during the dress rehearsals, I was still being given ideas on how to improve the show, and if I'd had the time, I would've put those ideas into action.

Producing is all about having ideas, being creative, being confident, being able to manage a team well, and being able to stay calm in every situation. I feel that by the end of production I developed each of those skills to a high level. I enjoyed working on 'The Big Movie Quiz' and although Producing is not my first career choice, I will never turn down the chance to produce another TV show. I am very proud of what we have created and of everyone in the team for helping me bring my creation to screen.

Sunday, 11 December 2016

Fiction Adaptation: Fine Cut Feedback

After I had finished editing the fine cut, I showed it to Helen and Sam for some feedback.

FINE CUT FEEDBACK

We watched through the film again, and then afterwards I went back through and pointed out where I had made changes. Feedback was mostly positive, however Sam mentioned how I could slightly adjust the positioning of the opening shot, however, Helen liked it as it was. I mentioned how I would like to change the unit intro music as I don't feel it matches my film, Helen and Sam agreed.

To form the final cut I will:

- Change the unit intro music to something that matches the tone more, maybe a radio static sound effect I have used later in the film.

Overall they are very happy with the film, and no other changes need to be made.

Thursday, 8 December 2016

Fiction Adaptation: Editing Fine Cut

To prepare for the fine cut feedback, I have re-edited my film

EDITING FINE CUT

I began my removing all of the text, apart from the title, as this was the main suggestion after the rough cut viewing. I also changed the fonts.

Next I removed all of my ambience audio, as I personally didn't like how it sounded. I then downloaded some artificial ambience from the YouTube Audio Library and placed into the timeline, replacing all of the original ambience.

After this I started working on some of my cinematic hits and impacts, as during the rough cut viewing, it was discovered that they were hard to hear without headphones or good speakers. I went through the edit, and replaced all of them with new hits and impacts, checking that you could hear them through the mac speakers, instead of through my headphones.

Next I went through the edit and re-fine tuned some of my cuts, to fit all the new sound effects. And finally, I added a new recording of the poem, which I had recorded whilst it was playing out of the speakers of a car. This helped to sell the idea that it was playing out of the radio during the scene. To build onto this, I added in a few extra sound effects that related to the poem, to ensure it didn't get lost in the film.

I am very happy with the new fine cut, and I'm glad I made the suggested changes.

Fiction Adaptation: Rough Cut Feedback

After I had finished editing the rough cut, I showed it to Helen and Sam for some feedback.

ROUGH CUT FEEDBACK

We watched through the full film once, and then went back through it slowly, to highlight any good or bad areas. Feedback was mostly positive, and there are not many changes that need to be made. They like the cinematography, colouring, and sound design. They also thought it worked really well as a short film, and could stand alone without the poem.

These were the changes they suggested:

- Change the titles font to something a bit simpler, and less show offy.
- Work on the sound design as some sounds were hard to hear.
- Try to add more poem related sounds to ensure the poem doesn't get lost.
- Think more about how I can incorporate text into the film.
- Try recording the poem playing out of a car stereo, and see how that sounds.

I will now work on making these suggested changes, and form a fine cut.