Ancillary: Newspaper Advert

Look at 4creative.co.uk
http://www.4creative.co.uk/

Codes and Conventions

• Shape, A4 landscape, this is a shape that can be scaled to different sizes including a billboard
• It is versitile
• It has to be one main image
• The image has to be striking and relevant to your programme, as well as attempting to sum up the programme in one image
• The text = slogan, title, scheduling and the TV company Logo

Here are a few examples:

Here are examples from ITV1 adverts: (the channel we're using)

Ancillary: Radio Extracts & Their Conventions

Weather Trailer
Content =
-Sound effects of different weather, sounded like he was there
-John Kettley BBC weatherman, voiceover
-Female Voiceover at the end, gave scheduling information. It was just the voice and no effects
-Humour in the script
-In the edit, the sound effect levels were loud in some points
-Average 30 secs

Queen
Content =
-Voiceover of man
-They made an inaccurate representation

Last Chance To See
Content =
-Music bed of piano, gentle and soothing
-Sound effects
-Male voiceover (Stephen Fry), talking about the subjects in the series, calm delivery
-Female Voiceover on it's own, with scheduling
-Juxtaposition, calm delievery and harsh story
-Average 41 secs

Speical Needs Pets (FOCUS ON THIS EXAMPLE!)
Content =
-Whistling, music bed, quirky music
-clips of people from the programme (VoxPop?), owners of pets, extracts
-Spund effects (dog, bell on collar, animal noises)
-Female Voiceover, scheduling information, music bed throughout, she speaks throughout intercutting between extracts. The Voiceover poses questions for the audience, intrigues them
- Average 30 to 40 secs

International Programme
Content =
-Music bed
-Voices, speaking different languages, links with narrative
-International
-Male Voiceover, English speaking at the end, gives scheduling
-Average 30 secs

Ancillary: Radio Codes And Conventions

Radio Trailer will promote our documentary, it may have a duel purpose and work as both a television and radio advert


• Extracts from the programme
• Voice over interact throughout
• Trailer should intrigue the audience - make them want to find out more
• Scheduling information at the end: sequence should be Title, Day, Time and then Channel
• Music bed should be used where appropriate
• Sound effects
• 30 - 40 seconds for our advert
• Include a slogan, that we can use on all 3 publications

Voiceover Recording

We recorded our voiceover in the school's recording studio. The person we chose to do our voiceover is a young, female English teacher from our school, Mrs Walton.

We chose her Mrs Walton as our voiceover because we feel that her gender, age and ability to speak clearly and enthusiastically will suit our documentary topic and intrigue our target audience.

We found using the studio was strange as it was the first time we have all used it together.

Following with our own printed copy of the voiceover, we advised the speaker to pause between the different voiceovers we had written.

Voiceover Script

Drafts

Voiceover Script

*Beginning - VoxPop*
63% of females and 81% of males hold a full driving license in Great Britain. This year that number is set to rise as there are at least 150,000 people currently learning to drive.

Every driver knows the dread of being stuck behind a Learner car when you have somewhere to be and they are stalling at the lights or driving at frustratingly slow speeds. (Over Learner Montage)

Learning to drive can be a very nerve-wracking and very expensive process, so it is important that you choose the right driving instructor. (Leading into Chris Kelly Interview)

Learning to drive is a lot more than just knowing how to bring your clutch to the byte and driving safely. The theory test is difficult enough but these days its all about knowing the ins and outs of your vehicle. So whatever age you are, learning to drive is a complex process. (Montage of car parts) (Leading into 3-way interview)

Young drivers are often stereotyped as being reckless. But is it really fair to judge all young drivers just because of this stereotype they’re stuck with. Is it really always them that cause the problems on the roads? (Montage of cars)

Editing: Music

We have spent time deciding appropriate music for our documentary.

These youtube links show the choice of songs we have:

http://www.youtube.com/watch?v=mqFLXayD6e8 - Shania Twain - That Don't Impress Me Much

http://www.youtube.com/watch?v=1k2D90QtZeE - Roll Deep - Greenlight

http://www.youtube.com/watch?v=faP-B_gEElE - Madness - Driving in my car

http://www.youtube.com/watch?v=H8pCgJAWvOI - Black Eyed Peas - Pump It

http://www.youtube.com/watch?v=vY5bWOQzko0 - Yello - The Race

----------------

We had to have permission in order to use any of the music above. We sent emails to each of the people, using YouTube Messages.

Editing: Further Corrections

These are screenshots of corrections we have made to our project.

We looked at making a car-part montage and a collaboration of shots of vechicles. This was in addition to the learner cat montage.

We have rearranged our documentary so it sort of follows a pattern of: VoxPop, montage, interview, montage, interview, montage.

Editing: Checking Work

We needed to check our work with our teacher, to look to see if anything needed to be changed. We have been advised to redo our VoxPop again because several of the answers are not great because the eyeline of the people is not right. However, we found that even though we positioned the interviewees in the right place, they looked all over the place even though we all stood on the opposite side to them.

Also, we have decided to alter our music bed so that they flow better and reflect the topic of our documentary. I have downloaded some new music using iTunes that we can use on our opening sequence.

We need to add a few cutaways into the 3-part interview so that the audio and video can be broken up more. As well as altering the order of the Chris Kelly interview. We will move the jingle to the beginning to introduce the interview and following this will be the jingle answer.

Also, as archive material we have used the video only out of this youtube clip to accompany the Chris Kelly jingle as well as a shot of the outside of his store.
http://video.yell.com/Media.aspx?key=6ADFB1E2D3CC33D6&type=video

Also, we filmed some more L plates and learner cars to make the montage at the beginning more effective and relevant to the topic of the documentary.

Taking the camera out, we decided to film in different angles, parts of a car including the sound of the engine revving. For example: window wipers, mirrors, wheels and radio.

Editing: Making it 5 minutes

We had two lessons today where we edited the three interviews with Angie, Laura and Charlotte. We needed to make sure that the answers made sense. Because Laura repeated the questions more clearly on each answer, we used her as the first person to answer. Following, her answer would be one from Angie and then Charlotte. We found that Charlotte just simply answered the questions and didn't really repeat the questions. But as a group we feel that we altered the editing to make the interview make sense.

We continued with focusing on this 3-way interview, as we put in cutaways and deleted video footage so that the audio remained with archive or stockfootage for example. As a group we feel that this is the most creative interview because of the juxtaposition of the interviewees, answers and positioning. We positioned Angie to the left of the frame so that when Laura and Charlotte's interviews are wedged either side of her answers, the framing will switch and suggest that she is different compared to the other two, who are positioned to the right.

Charlotte and Laura are fairly new drivers, and Angie is the most experienced driver, we wanted to show this using cross-cutting between each shot.

We stayed behind after lesson to complete the 5 minutes, however when we went to piece the whole thing together. The Chris Kelly Interview's sound stopped working and so we have had to use the original-captured version and re-edit the interview including the cutaways.

Editing: Neaten the Interviews

We neatened the interviews by altering sound levels and making sure each shot was cut at the right point. The music had to be adjusted and we took time to decide whether to use instrumentals or normal music for underneath the archive footage. We also had to double check the cutaways.

Editing: Interviews etc

I wasn't in the lesson because of a subject trip, but my group continued working on the Chris Kelly Interview. They cut the answers so that they were relevant to the cutaways they had refilmed and recaptured. Shots had to be cut preciscly to the second and they used video transitions such as cross-dissolve and dip to black to link the cutaways and footage.

Editing: The Chris Kelly Interview

The Chris Kelly is about five minutes just by itself. The first thing I did was cut out the interview questions, and cut out the part of the interview where the telephone rang. The majoirty of questions make sense on their own, but as a group we will have to agree on which questions will be used. I attempted to cut out the ringing noise in the background, and piecing together a sentence about his first and present car. However, it jumped too much, didn't look professional and was not suitable. I have kept in the first part of the answer but cut out the last bit.

The next step will be deciding the cutaways with my group so that the answers refer to something. My group decided that we should re-film and capture more footage of the Chris Kelly leaflets, archive material and instructor manual so that they will be effective cutaways between answers.

As one of our cutaways we may use the Chris Kelly jingle because we ask a direct question which includes him talking about why he chose that jingle. I have downloaded it off the Chris Kelly website, which you can see in the screenshots below.

Editing: The Beginning and VoxPop

We began editing this week. We have captured all of our work, and at the moment we do not think that there is anything else to film as of yet. We have realised that we will not be able to complete our editing just using lesson time, so as a result I have and will continue to take time out of my free periods, lunchtimes and breaktimes to do some small bits of editing. Hopefully my other group members will do so as well.



Following the edit decision list is helping a lot because the editing seems quicker when we can go straight to a section, using the cursor. This screenshot shows us skipping through stockfootage to find the motorway shots.







Unlinking audio and video lets us delete the sound of the shot so music can be used. We will wait until the final stages of filming to alter the sound levels in the interviews and VoxPop.






Using our mindmap from our planning, we have downloaded numerous sounds and sound effects for our opening sequence. This screenshot shows me importing a song.




We want to mess round with the transitions to see which ones suit the documentary and don't look unprofessional. We want to dissolve a clip of the gearstick with the title of the documentary as well as fading to a black background. These effects can be seen in this screenshot.




This is our editing page so far, with the VoxPop together, parts of stockfootage and the end of the title sequence. We need to tidy this up and then move on to the next 2 and half minutes of the documentary.

Video Production: Edit Decision List

The Edit Decision List is a sheet that we can structure our documentary, we can use the counter numbers to go directly to the part of the take that we want to use. This will be the hardest part because we have to look through all of our footage and work out which parts, as a group, we wish to use. Agreeing on the final shots maybe difficult but I feel our group will manage it because we have so much variety to choose from we will end up combining ideas to create interesting shot types and a successful sequence.

This is our Edit Decision List:
(at the early stages)

Video Production: Logging Sheet

Throughout the filming process of our video production. We have noted down everything we have filmed including additional bits of information like the dates of when we went and where we went to film.

In additon, to add more information we included the counter number and shot length so that it would be easy to rewind to on the camera when we needed to capture.

There is a column in the sheet given asking whether or not it was a good take or not, and instead of just writing yes or no, we added information about whether we decided to retake the shot. One or two of the takes had good and bad parts to it, so we identified them on the logging sheet so when it came to editing we can easily and quickly cut the parts that are not usable and are not very good.

This is a picture of our logging sheet:

Filming: Interview with Charlotte West (driver)

Charlotte West passed her test in October 2010. She is a relatively new driver and so this interview contrasts a lot compared with Angie and Laura. We decided to use similar framing of Laura's interview when filming Charlotte, however we positioned her in the drivers seat with her body facing towards the camera. Her eye line is three quarters the way down the screen and the frame is in a medium shot. We had to place the camera legs in and out of the car to try and successfully create a good mise-en-scene. We struggled with the unsteady tripod legs, and resorted to holding the camera to steady it.

The interview itself is good, but she does not repeat the answer in her questions and therefore it would not make sense on its own. We plan to cross cut between Laura's, Angie's and Charlotte's answers so that there is a flow of answers all connected to the same questions. Even if this does not pan out, then in our evaluation we can discuss that if we had the opportunity to film again we would ask Charlotte to repeat apart of the question in her response.

The pictures of this interview were also lost. Here is a screenshot of the framing in her car.

Filming: VoxPop - audio only

Due to weather conditions, we decided to conduct a VoxPop that could potentially be used for the audio only. However, forgetting that VoxPop's purpose is for the audience to see the interviewees this clip may now not be used. The other VoxPop we have has over ten good and usable answers for the beginning of our documentary.

We are happy to use the original VoxPop in the opening sequence, we recorded a randomly selected person to repeat the question "What do I think of young drivers?". But it did not flow at the beginning of the documentary so even though it was a good idea, it will not be used.

Filming: Interview with Laura Woods (driver)

We followed our original sketches of the framing of Laura's interview. We created a mise-en-scene inside of her car, with her facing towards the passenger seat and sitting in the drivers seat. Her arm is placed on the steering wheel to add variety to the frame.

Her eyeline is three quarters of the way down the frame, and her positioning is correct and is opposite to the interviewer.

We advised Laura to repeat the question in her answers so that her answers would make sense after editing the questions out later on.

We were happy with this interview because she gave varied answers and was enthusiastic to help us.

However a negative point maybe that there is natural light in the background but we had to film during midday because if we would have waited till after school it would have been completely dark. Also, because of the wind the air freshener is blowing slightly, but we wanted to include this to improve the mise-en-scene and feel of the car being hers.

The pictures taken where lost because they weren't uploaded right away, but here is a screenshot of the framing of the interview on Adobe Premiere.

Filming: Sound interview with Millie

The sound interview of Millie is good, the answers are slightly short and may not make sense on their own. However, we plan to cross cut answers between all the interviewees ( to do with the 5 driving questions) , so we could find a way to incorporate her short answers.

We decided to just make this a sound interview so that our stock footage and archive material can be used as the overlapped imagery and video.

Filming: Interview with Glyn the Workman (take2)

We were stuck for creating another mise-en-scene for Glyn, which could make this interview appear really effective. We decided to use a variety of techniques and therefore we have filmed him in darkness, so that we can use the audio only.

We may cross cut between questions asked on the original interview that are suitable, and link the cutaways of his van and tools so that the speech would be anchored.

Filming: Archive material (leaflets,provsionals)

We have collected Chris Kelly leaflets and information booklets. As well as, managing to get hold of the generations of provisional licenses. I searched for my grandad's provisional from the 1970s and my nan's booking sheet for her test in Wallasey test centre. We also filmed, my own provisional along with a railcard and disabled persons railcards.

Wanting to make sure we had a lot to choose from, the provisional and railcards were filmed purely to have extra archive material that we could slot in as quick cutaways if any of the interviewees mention learning to drive or if they drive for a profession.

The Chris Kelly material has some good shots and some bad. The zoom on some is not perfect and the surface that the leaflets etc, were placed on wasn't well thought about. However, we plan to use snippets of each zoom to create a mini montage of leaflets and primary research.

Filming: Chris Kelly Interview

We originally wanted just a driving instructor for an interview. But when ringing up 'Chris Kelly Driving School' to reschedule an interview made for after 3.20pm to earlier in the day. We managed to get the interview with the directer of the company, Chris Kelly himself. He was very friendly and enthusiastic about our documentary. We asked him an avergae of ten questions because we thought that he would supply us with a lot of interesting information as well as advice. In our group, two of us have not started driving lessons but after this interview he persuaded us to look into driving with his company.



The questions had detailed answers which will give us plenty of footage to cut from. The mise-en-scene of the interview was at his desk with his name plaque in front of him. It was a simple background but effective and we were pleased with the interview.

The only negative aspect was that during the interview, the shop's telephone rang and disrupted part of a comical answer to do with the price of his first car compared to his brand new, expensive car now.

Filming: Interview with Angie (take2)

This is the second attempt of Angie's Interview. We decided to change the positioning of the camera to being placed on the passenger seat. The mise-en-scene was the same and the framing was improved. However, even with the light on in the car, the background shows the time of day being at night. This is a way we can compare both takes and later choose which one to use in the opening five minutes.

The eyeline is on the same level which shows that we have improved and learnt from the mistake in the first take.