Costume and Makeup

In this blog post, we have uploaded all photos we took during the preparation and filming process of our film opening Untamed.

Here is the final look for Caroline Herrington. We decided to draw on wrinkles around the eyes, mouth, neck and forehead to match the skin of a mother (40-50 years old). additionally, we used a dark powder to make the face look slimmer and lose the effect of a young face  

We also sprayed dry shampoo around the hairline to give the effect of grey roots to match the age. Overall, we used makeup to make the actress for Caroline Herrington look "like a mum".

For the protagonist, Aubrey Herrington, her character profile portrayed her to be a wild, reckless and rebellious teenager who had just been out at a party/concert with her other rebellious friends. to create this look, we did a makeup look with a bright lip to reflect her wild personality and black eyeliner to create a more "party time look" to show to the audience where Aubrey had previously been. We decided to smudge the eyeliner and lipstick to portray that she had just been on a big night out.

Furthermore, we made her hair look messy to match the character and the story line. 

Above is an image of the preparation process. Here the actor for Caroline Herrington is spraying the dry shampoo in her hair to create the look of grey roots coming through the artificial dye to give the effect of the actor looking older.

Above is an image of the protagonist having her makeup done during the preparation process.

Here is an image of the final costume and makeup choices for Aubrey and Carol Herrington.

We decided on ripped jeans and checked shirt on top of a tight striped vest top as it is a carefree, teenage look, fitting with the character profile. additionally, it is suitable dress code for the event she was previously at.

For the mother (Carol Herrington) we chose to dress her in pyjamas to emphasise she late hour which she came back home. She is wearing unfitted clothes to show her role of being a mother in her 40s-50s.

Official Risk Assesment

• Lighting the cigarette- lead to accidentally burning hands with the lighter


• Fast movements - lead to tripping over


• In road at night- lead to car accident


• Long grass/trees- lead to stepping on something unseen and dangerous

Risk Assessment

Risk Assessment

• Lighting the cigarette- lead to accidentally burning hands with the lighter
• Fast movements - lead to tripping over
• In road at night- lead to car accident
• Long grass/trees- lead to stepping on something unseen and dangerous

Title sequence UNTAMED

NIGHTTIME PRODUCTIONS presents

an Ellis production

a Dunning film

'Untamed' 

Lead cast- Holly Connell

                 Charlotte Ellis

Supporting cast- Aneka Williamson 

                         - Katie Dunning 

Casting director- Katie Dunning 

Music composer- Aneka Williamson

Costume designer- Charlotte Ellis

Associate producers- Holly Connell

Editor- Aneka Williamson

Production designer- Charlotte Ellis

Director of photography- Katie Dunning

Executive producer- Holly Connell

Producer- Aneka Williamson

Writers- Charlotte Ellis

            - Aneka Williamson

            - Katie Dunning

            - Holly Connell

Director- Charlotte Ellis

Moodboard

Moodboard

This is our mood board, this is a collection of photos from movies which are in our genre (teenage movies). These images are inspirational for how we would like our cinematography to look.

Props- Film Opening

The following items are going to be featured in our film opening to make the sequence seem realistic and give the best effect:

- Beer bottle
- Cigarette
- Phone
- Dry shampoo
- Wine glass
- Rucksack
- Clothes to put in the bag
- Lighter

costume -Film opening

The following costumes will be used in our film opening to portray the different characters realistically and make it clear to the audience what type of person they are:

- Denim shorts
- Plaid shirt
- Cropped top
- Superstars
- Dressing gown
- Slippers

Final Story Board

This is our Untamed storyboard.

Official Shooting Schedule

 

Filming went well. We ran into very little issues, only lighting issues and the camera battery dying - which was easily fixed. The filming process was very swift (overall, filming took 6 hours over the two evenings), mainly due to sufficient planning, such as scripting and having this shooting schedule.
Although, it could have gone better due to Katie being absent in the first filming day (25/11/16) due to a last minute inconvenience, therefore we had less help which prolonged the filming. Additionally, as it was our first time filming to a professional standard, it took us some time to figure out how to make the camera work as good as possible (lighting, settings, lens, zoom, panning, shots).

UNTAMED Script

SCRIPT

Aubrey is walking home from a party where the girl who she likes (Riley) just was. She seems absent minded due to being drunk still from the previous events but with a slight smile as she is reminiscing the enjoyable night she just experienced. Aubrey is seen stumbling and kicking puddles distractedly.

(Aubrey arrives home and drunkenly stumbles into the house)

Mum: Where have you been?

Aubrey: (drunkenly puts her hand over her head and sways whilst she speaks. Speaks slowly and stammers slightly. Says aggressively) I told you were I was. You know I had a party.

Mum: (speaks with an overall disappointed tone) I told you 11 at the latest. It’s 2am for goodness sake, what were you even doing?! (long silence, begins to speak slowly and sternly) You were with that Riley girl again, weren’t you?

Aubrey: who cares who I was with

Mum: I know whatever this is, is not just friends and I do not in the slightest approve of it. You are a child of God

Aubrey (Looks straight at mum, begins to answer but then gets cut off) it’s not what you think… and even if it was like that, I don’t see what’s wrong with it.

Mum: (tears in her eyes, straight face and stern voice) I’m sick of looking at you. Get out of my sight now.

(Aubrey storms up to her room. A short clip is shown of her packing her bag and slamming the front door.)

(Aubrey runs towards a field, wiping tears from her eyes)

(Upon arrival at the field, she slumps down to the floor and puts her head in her hands for 5 seconds. She then looks around in a distressed manner; she spots Riley walking towards her from the distance- long shot)

(Riley caringly approaches Aubrey, sits down next to her and grabs her hand – emphasis on this moment -)

Riley: (quiet and lovingly) I heard you slam the door.

Aubrey: (wipes tears from her face) Its nothing. My mum just doesn’t understand

(Riley lights a cigarette and has a puff, then passes the cigarette to Aubrey)

Riley: I understand, my dad doesn’t approve either

(long silence and stare longingly at eachother, background music builds up and gets louder, then stops all at once. Black screen with title shows (untamed))

shooting schedule

This is our groups shooting schedule for our final film task. We have drawn out a table to show where we have time to film and where our commitments are. We will stick to the schedule as well as creating an imessage group chat to arrange any other filming dates and last minute arrangements.

Institution for film

Night time Productions is the institution company we will be using to distribute our film.
We created this production as a group and will be shown before the opening to the film.

Film Opening Pitch

This is our emaze presentation we pitched to the class.
Feedback we received
For our film pitch we got many mixed reviews in the different categories. For the category 'clear genre, themes and messages?' we got 6 positive reviews and 1 negative. The majority of the statements said that the film had a clear narrative and was vey relatable to the target audience but the one negative comment stated that there is not much enigma to the story line.
The next category was 'interesting characters?' which we received 10 positive comments saying 'interesting and can relate to reality' and main character had an interesting back story and 3 negative comments stating 'not original and traditional characters' which means that the film opening could be seen as predictable to the audience.
 For the third category, 'is the target audience suitable' all 13 pieces of feedback were positive saying things such as 'the target audience is perfect for this film' and 'will relate to the target audience because it relates to teens. Overall, our film pitch received mainly positive feedback with a view negative comments. I believe that this is mainly down to the relatable narrative and characters.

Individual Film Pitch

As a group we discussed movie opening ideas, we decided on the idea of a teen drama film as we felt this was relatable and would therefore know our target audience very well.
We looked at other films such as Perks of being a wallflower and Fault in our stars for inspiration.
Here is our individual film pitches for the film opening...

Katie's film pitch: Young teenage girl struggles to fit into high school life and soon realises that her close friends  are not who they say are. A film about lies and mystery. A mystery/ thriller/ teen drama.

Charlotte's film pitch: Teenage girl fancies most popular boy in school, however he is also dating the most popular girl, little does she know he is gay and feels he's living a huge lie.

Holly's film pitch: Young rebellious girl runs away from home and experiences a life with no rules or a society to fit in to.

Anneka's film pitch: A young smart girl gets in with the wrong crowd at school she begins drinking and taking drugs it ends up with huge life changing consequences.

After hearing all of our initial ideas and feedback, we came up with a film opening that almost combined our ideas. For example we used a young teenage girl and incorporated the theme of rebellion with drinking/alcohol we also worked on the basis that our main character would feel excluded from society as she would be gay and feel tension and hatred within her family home life.

Marking film opening's

In todays lesson we have been looking at other student film opening's. I think this is a good idea as it will prepare us for our final film opening's, because we can study how the mark scheme works and what aspects of the film make it achieve a high level. Therefore we know what to incorporate into our own opening sequence and how it is overall graded.

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I graded this opening film as a high level 4 (56/57 out of 60marks), this is because there is 'evidence of excellence'(quoted from the mark scheme), the style and font of the titles are appropriate for the audience and task, as well as fitting into the theme and creating enigma. The editing has been executed very well, it's impressive how the titles move with him and his actions. The only slightly negative comments would be that there was no dialogue and perhaps it was a bit to long especially as the scene and location did not really change through out. But overall it was an excellent opening which included a wide variety of well focused shots and had a strong story line, which would make you want to continue watching.




I would give this opening a level 3, i think the general ideas of using props and objects to show the title sequence was a good creative well thought out idea. However the camera work was vey shakey and not of the best quality which made it very difficult in some parts to read the titles. I also feel that perhaps there was just too much enigma and that it was a bit chliche and easy. I gave this a level 3 because the titles were appropriately used and the producing material was aimed towards it's target audience. It also payed attention to miss en scene.




Personally i thought that this was an excellent film opening, and would therefore grade this at top of level 4. The reason for this marking would be the amazing steady camera work which consisted of a variety of good shots. I also felt that the plot was very original and stood out from the others i had seen, this makes it intriguing and makes me want to watch more, to find out what it's all about. The sounds in the background are very well chosen as they fit in with the theme which adds to tense and suspense atmosphere being created. The title sequence and style of the credits were appropriate as they suited the genre.

Title sequences

In today's lesson we looked at the opening's to films and how the title sequence works. We studied the timing the gaps between each title and the order of how it comes. This research will be very crucial when it comes to editing our final film opening, as we will need to know how long a gap we should leave and which titles should appear first.
Below shows the timings and order of titles to the opening scene of Captain America: Civil War.


0-4 seconds Directed by Anthony and Joe Russo

4-7 seconds Screenplay by Christopher Markus and Stephen Mcfeely

7-9 seconds Produced by Kevin Feige, p.g.a

9-11 seconds Executive producer Louis D'esposito

 12-15 seconds Executive producers Victoria Alonso, Patricia Whitcher

15-18 seconds Executive producers Nate Moore, Stan Lee

18-21 seconds Based on the Marvel Comics By Joe Simon and Jack Kirby

21- 23 seconds Co-producer Mitch Bell

23-26 seconds Associate producer Lars P.Winther

26-29 seconds Director of Photography Trent Opaloch

29- 32 seconds Production Designer Owen Paterson

32-35 seconds Edited by Jeffrey Ford, ACE Matthew Schmidt

36- 39 seconds Costume Designer Judianna Makovsky

39-42 seconds Visual Effects supervisor

42-44 seconds Visual Effects producer Jen Underdahl

44-47 seconds Music by Henry Jackman

47-49 seconds Music supervisor Dave Jordan

49-52 seconds Casting By Sarah Halley Finn, c.s.a

52-55 seconds Chris Evans

55-57 seconds Robert Downey  JR

58- 60 seconds Scarlett Johansson

60- 63 seconds Sebastian Stan

63-65 seconds Anthony Mackie

65-67 seconds Don Cheadle

68-70 seconds Jeremy Renner

Mark scheme

G321 mark scheme

Level 1 0–23 marks The work for the main task is possibly incomplete. There is minimal evidence in the work of the creative use of any relevant technical skills such as:
• Producing material appropriate for the target audience and task;
• using titles appropriately according to institutional conventions;
• using sound with images and editing appropriately for the task set;
• shooting material appropriate to the task set; including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
• using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.

Level 2 24–35 marks There is evidence of a basic level of ability in the creative use of some of the following technical skills:
• Producing material appropriate for the target audience and task;
• using titles appropriately according to institutional conventions;
• using sound with images and editing appropriately for the task set;
• shooting material appropriate to the task set;, including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
• using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.

Level 3 36–47 marks There is evidence of proficiency in the creative use of many of the following technical skills:
• Producing material appropriate for the target audience and task;
• using titles appropriately according to institutional conventions;
• using sound with images and editing appropriately for the task set;
• shooting material appropriate to the task set; including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
• using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.

Level 4 48–60 marksThere is evidence of excellence in the creative use of most of the following technical skills:
• material appropriate for the target audience and task;
• using titles appropriately according to institutional conventions;
• using sound with images and editing appropriately for the task set;
• shooting material appropriate to the task set;including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
• using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.