Independent: Depict!

Project Design, Implementation and Evaluation – Criteria 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1 & 4.2

For this project, I require an external brief so I looked online for film competitions. My tutor told me to look at, an online competition where the only restriction was the finished video must be 90 seconds or less. This sounded ideal so I went online to look at the competition and the previous winners to see the sort of standard I would be up against. I read through the brief and it suited this task perfectly so I decided to go for it. This competition was much more feasible than GeneroTV or Mo film projects. The Mo film and GeneroTV briefs were all a lot more specific and complex and in terms of budget, time and available resources I think would have been too difficult to do to a decent standard. Personally I would rather attempt to create a video for the depict competition anyway because I like the idea that you can film anything provided its 90 seconds or less and the video must have been completed after September 2013.

Depict Competition


Because the brief states the video can be no longer than 90 seconds, I began to think of things that I could fit in to this time frame. I wanted something that would be simple and easy to film but that shows something interesting and unique at the same time. As I was trying to think of ideas, my brother asked me to help him take some photographs of his car which gave me the idea of creating a short film that shows why people take such pride in their cars. As he was cleaning his car, I got a few shots of him cleaning it and afterwards I asked him to talk about his car and why he loves it so much. I hoped that if I could get some good shots and some decent dialogue then I could create a short documentary style video in a short amount of time. This would be ideal because the filming process would be completed in a matter of a few hours. I wouldn’t have to travel anywhere for filming and as my brother would be the only one in shot, communication and monitoring the filming would be easy without the pressure of trying to direct lots of people or actors.

I used my 600D to film and as I was at home, I had access to all my equipment, lenses, tripods etc. This meant the only problem I had was a flat battery that I was able to replace within minutes. My brother was happy to help me out so didn’t mind me filming him or his car and was more than helpful when I asked him to talk about his passion for cars. I got as many shots as I could to ensure I had enough footage for a decent edit. I wanted the video to feel fluent and natural so I didn’t use a script, instead I just recorded a conversation that me and my brother had about his car and then edited out anything I didn’t want and took the best bits to add over the top of the video. The first time we tried to record the conversation, the camera was picking up a lot of noise from general movement so we tried again but sat still and spoke a bit louder which improved the audio. We finished our conversation when I thought I had enough to add to my video and I packed away all my equipment.

I began to put together an edit while all the shots were fresh in my memory. The first thing I did was get all the visual in place so I could then just drop the audio over the top. Most of the shots I got were good and useable so I put all the best shots together which gave me a 60 second video to work with. I then edited together the best bits of the audio and placed them over the top of the video but the voice recording on their own didn’t sound right so I added a ambient background which greatly improved the edit overall. By the end, I had a minute long video which I thought would be fine for the DepicT! competition as it met all the required criteria, so I uploaded it to the competition (Screenshot below)

Capture depict upload


The finished Video:


I enjoyed this project a lot overall. I really enjoyed having no set restrictions on what you can film and although the time limitation was something to think about, I don’t think it stifled any creativity. It was a relatively easy project to work on in the end, once I had an idea of what I wanted to film the filming and editing process flowed nicely. I like the overall look of the finished video, my only regret is that I didn’t make better use of the audio. I wanted the conversation to flow and sound natural so I didn’t write a script, and whilst the dialogue does sound authentic, I think it lacks substance, I would have liked a bit more in terms of detail about my brother and his feelings towards his car. But this is something I’ll definitely think about in future projects. I think I could have improved the film by recording the audio at a separate time in a more suited environment where the sound quality would be a bit better. I would have also given my brother a list of possible topics to touch upon but not a script, that way I could have more detail on what I wanted to hear but without the pressure of reading a script and it sounding forced.


Reflective Learning Journal

Reflective Learning Journal:

For this task we were required to create a reflective learning journal that documents the task of filming from start to finish. I chose to write my RLJ on my Truman Show recreation project, I plan to write a short paragraph of what happened at the end of each day whilst it’s still fresh in memory. The journal should include any difficulties faced from day to day and how you overcame problems, along with a detailed reflection on the finished project. Our tutor recommended looking at Gibbs Reflective Cycle for guidance on how to critically reflect on our videos. Gibbs Cycle on Reflection is pictured below:

Gibbs Cycle of Reflection

Day 1 – Today we were all assigned a classic film scene from well known pictures and given the task of recreating it. I was assigned a scene from the 1998 Peter Weir film, The Truman Show which I was very pleased with because this film is a personal favourite of mine. The scene I would be recreating is the final scene where Truman, our protagonist finally talks with ‘the creator’ character. Shown Below



We were told that we would be working with the Performing Arts department and would be responsible for everything from pre-production and casting to the final edit. How we filmed our recreation is completely up to us, meaning we could either copy it word for word and shot for shot, or try to add some creative changes in scenario. The only restriction was that we could not change the script in any way. So at the end of the day, I went away to plan what I wanted to do with my recreation.

Day 2:

On day two of this task, the first thing I did was look online and see if there was a script I could download and fortunately there was so I downloaded the script and printed off a few copies for myself, crew and actors.

I realised early on that I wouldn’t be able to recreate the scene shot for shot as the original is shot on a boat in the middle of the ocean. So I set about thinking of alternate scenarios. I read through the script a few times to see if anything came to mind. In the end I decided to film suing a single lightly lit door that could represent the end of the earth as it does in Truman’s world. Fortunately the studio would be the ideal place to film this because lighting can be easily controlled and the black walls would highlight the door nicely. I’m pleased I have an idea in mind because tomorrow we would be talking with the actors and auditioning.

Day 3:

Today we were auditioning the actors for our scenes. And in the morning I realised that I hadn’t actually thought about how many characters I would need and who I’d want because I was concentrating on the story too much. But after I spoke to the performing arts students I decided that I would only need two actors and for the sake of diversity I would try to use one male and one female, the male to play the Truman character and the female to play the role of ‘creator’.

Day 3 Afternoon – After explaining my scene to the actors, I was based in C19 for auditions and I was pleased to have a good turn out of actors. We had a camera set up in the room and asked the students to read through the script as I read the other character. This process went very well and we had the chance to look at the audition tapes again to decide who we wanted. As the actors left I noted their names and phone numbers so I could let them know if I wanted them to come back.  By the time we auditioned all the actors and packed away the camera equipment it was the end of the day so I went home and looked over the tapes myself.

Day 4 –

Today I went through all the tapes again with a few friends to get a second opinion on actors and we all agreed who would suit the role so I looked through the forms the actors had filled out and got the phone numbers of who I wanted. I sent a text to Jordon Gunn who auditioned for the role of Truman and Sinead who auditioned for the Creator role. They both said they’d like to be involved so that was the casting done.

Day 5 –

On day 5 of this project I was having some doubts about the actors I had chosen, not because of them but after I watched the scene again I felt that both characters should be played by male actors, I just thought it suited the characters better. So I spoke to Sinead and told her what I thought, she understood and didn’t mind because she had another project she could work on. So now I had to find another male actor to play the role of the creator and fortunately Jordon’s friend Josh said he would happily work with us, and after he read through the script we were both happy to proceed.

Day 6:

No that I had all the actors I needed; I wanted to decide exactly how to film the scene. So today I looked around the film studio to see if we could film everything we need in there. It would make the entire filming process a lot easier if we could, because we could control lighting easily, the actors and crew wouldn’t have to travel anywhere and logistically, it would be the easiest place to get all our equipment. After looking around, we decided that we could film Jordon’s bit in one corner and Josh’s in another and film simultaneously.

Day 7 (Filming):

Today was the only day that all of the actors were available at the same time so we had to film it all in one day, the day before the deadline. But I managed to get some help from Jon Baines and Tom Wallbanks from the year above who offered to help me out with sound recording and camera operating. I booked out the studio the day before so had all day to set up so I began to set up everything first thing in the morning, giving us plenty of time to film in the afternoon. After we set up everything, I text Jordon and Josh and they arrived in the early afternoon. Setting up everything took longer than I expected so we were already quite pressed for time. But we got straight into it and tried filming the scene simultaneously but I didn’t think this worked well because I could keep track of how everything looked. So I said to concentrate on Jordon’s bit first and then we’d film Josh’s scene separately. I think this worked much better. We lit Jordon’s scene using white lights to try and portray an innocent character who just wanted to escape and to juxtapose this we lit Josh’s scene with red lighting, giving him a sinister, ‘bad guy’ look.

We faced a few technical problems during filming, not enough space on memory cards etc but nothing that wasn’t swiftly dealt with. The main problem we had was with recording, because were recording audio with the Zoom mic, we were picking up a lot of noise from a room crowded with people. So I politely asked everybody except the Jon Baines, who was recording sound, and the actors to leave so we could record without any interruptions. The recording sounded much better and before long we had everything we needed. I thanked everybody involved and began to pack away the equipment.

After packing away everything it was late afternoon but I decided to get on with the edit whilst everything was still fresh in memory and Tom agreed to help me out. We based ourselves in C20 and I got on with labelling the footage and deleting anything we didn’t need. Eventually we had a good EDL and could begin the edit. A couple of hours later I had rough edit in place, I just had to add the audio. When it came to adding the audio, I noticed there was a lot of noise and a slight hiss in the background so Tom helped me to get rid of that by adding effects and denoisers. After we applied these effects to all the audio clips it all sounded much clearer and made the whole edit better. We rendered out the edit and watched it through. There were a few areas that needed slight changes where the audio didn’t quite synch up but that didn’t take long to fix. So we finally had an edit in place but before we exported it and uploaded it, we wanted to get some feedback, so I got a few friends to watch it with me to see what they thought; I also got Jordon and Josh to watch it to see if they were pleased. Everybody who watched it seemed to like it and by this time it was gone 5pm and people had to leave so I exported it and uploaded it before I left.

When I got home I watched the final edit and was really pleased with it. It was a really good day’s work and I was pleased with the outcome.

Critical reflection:

I feel the project went really well overall and I was very pleased with the end result. It was good to work with new people and I definitely made some good contacts who I hope to work with again. It enjoyed experimenting with creative lighting to try and portray character and I think we pulled it off well. We did have a few technical problems as I mentioned but the way everybody dealt with them was great to see. Toward the end of the shoot I think everybody was getting a bit restless and eager to leave so I probably should have had a few short breaks to keep everyone focused but I think I was too in to filming at the time to realise. This is something I’ll definitely keep in mind for future projects, keeping cast and crew motivated and on task makes a big difference to the outcome of the project. Early on in the shoot everybody was working well together and communicating well but as time went on communications broke down which caused delays and problems with filming so I should have dealt with that better but on the whole, I still consider this project a success.

Film and Television Timeline

Film and Television Timeline

This project requires me to produce a timeline showing the progression of film and television. The historical timeline can be submitted as a written piece or as a short video with a voice over. I chose to submit my timeline as a written piece with illustrations so I could clearly structure it in chronological order.

The origin of film began with the persistence of vision. Persistence of vision is a phenomenon of the eye in which an after image, an image that continues to appear after it actually disappears. For example, when you look at the sun or a bright light and continue to see the glow after you look away. This is believed to persist for one twenty-fifth of a second on the human retina. This phenomenon founded the idea of the moving image, it was determined in the early days of film that a frame rate of 16 frames per second allowed the human brain to perceive motion, however motion is still perceive at a frame rate as low as 10 per second, this is well demonstrated by flipbooks which were one of the earliest inventions that showed apparent motion through lots of still pictures.

The first piece of film is widely recognised as Eadweard Muybridge’s galloping horse. In 1872 the governor of California, Leand Stanford hired Mr Muybridge, an English photographer living in San Francisco, to settle a $25,000 wager. Stanford stated that during a horse’s full speed run, the horse takes all four legs off the ground, as this was to difficult to see with the naked eye, Eadweard Muybridge was brought in to photograph a horse. Muybridge set up 25 cameras along a race track, each camera was triggered by a thread that would cause the camera to take a picture as the horse rode by. Upon inspection, Muybridge’s experiment not only proved that the horse does indeed take all four legs off the ground at full speed, but also created the blueprint for the moving image. When all the photographs were shown one after the other, Muybridge noticed that it simulated the illusion of motion, as shown below.



After Muybridge’s accidental discovery became acknowledged, scientists and inventors began researching and developing single cameras that could continuously shoot instead of multiple cameras capturing single images at a time. By 1897, Thomas Edison had developed the Kinetograph, the first camera to ever use 35mm celluloid film, thought to be inspired by Muybridge’s invention of the zoopraxiscope which is considered to be the first ever film projector.

1902 saw the first science fiction film in history when French director Georges Melies created ‘Le Voyage Dans La Lune’ (‘A Trip to the Moon’), a short silent film inspired by Jules Verne’s novels ‘From Earth to the Moon’ and ‘Around the Moon’. The film features a group of astronauts being launched into space by a bullet-shaped capsule in an attempt to explore the moon. Melies is credited as the first filmmaker to use special effects such as slow motion, sounds effects and explosions, as seen in this iconic piece of film:



In 1903, Edwin S Porter created ‘The Great Train Robbery’. This iconic film was the first ever to use cross-cutting in editing to show different things happening simultaneously and this made the film much more visually interesting and was therefore a huge success. The film was chosen to be shown at the opening of the first ever Nickelodeon theatre in 1905.

Russian filmmaker Lev Kuleshov took inspiration from the likes of Edwin S Porter to create another new editing technique that would later be referred to as ‘The Kuleshov effect’. This video demonstrates how we can depict emotion through certain images. The video features a short clip of a man initially showing little emotion; however when the clip is combined with the image of soup, the man appears hungry. The same clip of the man was shown combined with a child in a coffin and again with a posing woman. When the clip was combined with this series of different images, despite the fact that his facial expression does not actually change, different meanings were deduced, thus proving the effectiveness and power of suggestion in film editing. Many other filmmakers have used this technique since and arrived at the same conclusion, hence it is still commonly used in today’s cinema.


In the 1930’s America was suffering from the great depression period and the films from this decade reflected the hardship that the country was going through. Notable films such as The Wizard of Oz and Alice in Wonderland used themes of escapism and fantasy which allowed the audience to experience a sense of relief, away from the current economical crisis. This was also the decade that is sometimes refereed to as Hollywood’s ‘Golden Age’. Film’s like ‘The Jazz Singer’ were taking leaps forward in terms of cinema release, with full length, synchronised dialogue that would influence future productions known as ‘the Talkies’ that would all have fully synchronised dialogue throughout, essentially ending the reign of silent movies. This was a hugely important era for film, not just for the industry but for the public too, films were a great way to escape from harsh times in countries affected by World War I and or with damaged economies.


This decade is now seen as an influential time in film history because this was the time of French New Wave, a bold new form of film making pioneered by French film maker Françis Troufault. This movement came about after Troufault wrote an article about the state of cinema at that time in a French magazine. The aricle, entitled ‘A Certain Tendency in French Cinema’ stated in no uncertain terms that French cinema was dead, lacked creativity and was too scrip lead. Troufault aimed to change things in cinema by filming the exact opposite of what he had criticised. His films had no script, no professional actors, no artificial lights, and no rehearsals and there were no plot-lead stories, thus separating film from any other art forms like stage performances. The most notable film from this era is ‘Breathless’, a 1960 film directed by Jean Luc Goddard about a criminal going on the run after killing a police officer. The techniques that were used in this era are still used in film today, techniques like breaking the fourth wall by looking or talking to the camera can be seen in films like Ferris Bueller’s Day Off and Fight Club.

1960 was the year of arguably the most famous film of all time, Alfred Hitchcock’s Psycho. The story follows a female secretary who steals $40,000 from her employer’s client and goes on the run. She checks into a remote motel run by a young man who is controlled by his mother. At the time of release, Psycho really pushed the boundaries of film and what was shown to the audience. The famous scene in which the female character is stabbed in the shower was a shocking, brutal and controversial viewing that was the first of its kind.


1970 saw the introduction of VHS (Video Home System) that allowed people to record live TV from their own homes for the first time ever. This technology also allowed people to buy their favourite films and watch them over and over again. This was game changing for the entire film and television industry, the success of productions could now be measured and enhanced by the release of video tapes.

The 70’s also saw the release of many significant films. The Godfather, The Exorcist, Jaws, Star Wars, Alien, Rocky, Monty Python, Airplane and The Texas Chainsaw Massacre are just some of the successful productions that made this decade renowned for new and exciting films for all genres.

The 1980’s continued the rise of Hollywood films. The focus switched from disaster and action movies to teen comedies such as, personal favourites of mine, The Breakfast Club and 16 candles. The films from this decade were influenced by the political and social issues and target audiences.

The 1990’s saw a rise in both independent cinema and studios such as Lions Gate, and the use of CGI technology in films, notably Jurassic Park and Titanic. It also saw a rise in popularity within the home media market, although the introduction of DVDs meant VHS sales dropped dramatically as the DVD was more compact, of better quality and significantly more durable.

In recent years the sales for DVD’s have dropped significantly due to the advancements in technology that allow online streaming of films and TV series through online services like Netflix, NowTV and Amazon Prime.

Research, 5 Year Plan & CV

Career Development Task 5 – Criteria 4.1 & 4.2


After a quick search online, I found an array of film and media related job openings. Pictured below are a couple of screen grabs of what I found. The jobs vary a lot in salary and experience but there are jobs out there so I plan to keep an eye on these websites after I complete the course to see if anything suitable becomes available.

These job adverts were taken from The Guardian website and

5 Year Plan:

Year 1 & 2 – The first two years of my plan are solely dedicated to completing the college course and getting the HND under my belt. I hope to get a good understanding of the the media industry that can prepare me for work after the course is finished. I hope hat the HND course will continue to teach me a wide variety of skills so that at the end of the course I can make an informed decision about which area I would like to pursue as a career. I plan to enter competitions as part of the course and in my spare time and hopefully create films that I am pleased with.

Year 3: Provided that the HND course goes well, I’m hoping to get on the BSC course so that I can continue to learn more about film making and the media industry. The BSC is very important to me because I think a degree will be very useful to have on a CV for potential future employers. A BSC degree will hopefully separate me from other candidates should I go for a competitively sought after job. Over the course of my time at college, I hope to have developed a website that showcases my work so that I am able to show potential employers if they want to see what I can do.

Year 4: Year 4 of my plan is dependent on how well the college course goes. With a BSC degree under my belt I would feel confident in going for a job in the media industry. However, I would like to have a project that I can call my own, so after the BSC I would really like to create a film from start to finish. I think just after finishing my course would be an ideal time to do so because I will probably have enough spare time to really commit to it, if I had a job then I would probably not be able to spend as much time on it.

Year 5: By this time I hope to have established myself as a film maker. I really hope that I can continue to work in the film making industry and put my degree to good use. By year 5 of this plan, I hope to have a career at least lined up. Although, jobs in the film making industry are almost non-existent in and around Melton so I would probably have to move away to somewhere with a bigger film industry like London in order to find a job that offers what I want, which I am prepared to do. If I don’t find a job that I want then I plan to carry on doing what I do now but on a larger scale. Over the past couple of years I have acquired some useful contacts and worked for some businesses that were pleased with my work so I would continue to do filming and editing work for companies in the local area.


Gareth Skinner – 15/01/1993

My name is Gareth, I’m a 21 year old student currently studying an HND in Film making and digital media at Brooksby Melton College. I have 12 GCSE’s at grade C and above, including Maths, English, French and Science.After studying for the past 4 years, I hope to find employment in the film making industry. My website showcases my previous work, including the video projects I have done for my course. Click here to see my Video Projects page. I enjoy working on film sets on my own or with a team and welcome the opportunity to enhance my experience on productions. I also enjoy photography in my spare time and have had a number of photography jobs for local companies that have been a success. I live in the Melton Mowbray area but enjoy traveling to wherever work takes me so please contact me if you have a project that I can work on.

‘IF’ Competition

Fiction Task 4: Criteria 2.2, 2.3, 3.1 & 3.2

For this task, we were asked to create a short film, lasting no longer than 3 minutes, for the IF competition.

I was in a group with Joey, Vicky, Craig and Pete. We all sat down for a meeting to discuss ideas. After a short discussion we had all agreed on what we wanted to do so Pete went away and produced a script and storyboard. Pete also took charge of acquiring the three actors we needed so everything was in place and ready to film in good time.

The Treatment:

Jess is a young mother. After having a child at around 15, Jess left the father and took the child with her. We find Jess at the start of the film at her kitchen table. She is opening a letter and at the top we read ”notice of eviction.” She turns to Liam and smiles at him as if nothing is wrong. He carries on playing with his toys. short fade to black.

Fade in to a knocking at the door. Jess opens it and a smart man in a suit is standing there. He shows her his identification. He is from Social Services. They sit down at the kitchen table and begin talking. She begins calm but progressively gets more upset and distressed as the conversation continues. She glances at liam throughout the conversation as he still plays with his toys. The man in the suit stands and she starts to panic and reaches for Liam but the Social worker already has him and is turning to leave. Jess starts to shout and anger builds and she follows him out of the door, screaming and grasping for Liam, he reaches back but the social worker continues on. She falls to the floor sobbing. Short fade to black.

Fade in to Jess in an office. The Man opposite hands her a piece of paper. It reads ”Application for housing” and at the bottom is a big red word. Denied. She tears up the paper and leaves the room. Fade to black. Fade in to the exterior of a car. Inside the car we see Jess alone. Filling the car are many black bags, some overflowing with clothes. Jess cracks and bursts into tears. We start to pull back away from the car as she continues to cry. The camera moves back slowly for 20-30 seconds and fades out to black.

Life in a Day: Critical Evaluation

For this task, I have to critically review and evaluate my ‘Life in a Day’ video project that I did for Task 4. In order to get a true reflection on my video I need to get the views of other people who can offer an honest opinion. Because my video was finished late (due to first edit being deleted), my video was not showcased with others in class, which meant I could not get feedback from others in the class. So I had to show my video to people at a later date when my video was complete.

After I completed my edit, I showed the final video to Jordan, Frankie, Pete and Paul who gave me some valuable feedback. The overall feedback was good and people seemed to enjoy the video but there was some critical points that people raised. Jordan and Frankie both said that they enjoyed the video and thought it went well with the music but thought it got slightly repetitive after a while, this was probably down to only using certain people footage. After Paul watched the video he said the editing was fine but the video was more of a music video rather than a documentary style video. I completely agree with the comments I received from Frankie, Jordan and Paul. I would have liked the video to be similar to the original Life in a Day film rather than a montage/music video and to begin with, that is what I was doing, but after my original edit was deleted I chose this style because it was easier and quicker to complete in limited time.

If I were to do this project again, I would definitely try to make my video similar to the original film as appose to a music video style. My video lost a lot of detail by having music playing over the top. People’s conversations and activities throughout their day were lost and the final video did not make much sense, it was just random clips compiled together, not what I set out to achieve. I would also try to do a better job of filming my day as I didn’t have much footage to contribute to the project. On reflection, this project has taught me some valuable lessons for both filming and editing techniques that I hope will improve my future projects.

Life in a Day

Film Editing Task 4: Life in a Day. Organisation/Proxies/Logging/Labeling of Edit: Criteria: 2.1, 2.2 & 2.3

Assembly and Edit of Footage: Criteria: 3.1 & 3.2

For this task we were told to produce a ‘life in a day’ style video similar to the 2011 documentary we watched in class. For the original documentary, people from across the world were asked to film their day on July 24th 2010, the clips would then be edited together to show how different people’s everyday lives are. There were over 80,000 videos submitted for the making of this film which came to over 4500 hours worth of footage from 192 nations, a hugely substantial task. Fortunately, we didn’t have to sit through hours worth of footage for our task, each of us was simply asked to film our day on 7th November, we would then, individually, create an edit that would show the differences in our daily routines.

On 8th November we all swapped footage with each other and began our individual edits. The first thing I did was create a folder and sub-folders to label whose footage was whose. I then went through everybody’s footage and deleted the clips I knew I wouldn’t be able to use and labelled the footage so I would remember what the clips were when it came to my edit. I then opened Premiere Pro to begin my edit and imported the labelled footage. The editing process was much easier with footage that was already named as I could drag the footage on to my timeline knowing exactly what it was, for example dragging ‘Frankie_walking town’ is much better than dragging ‘’ and scrolling through the footage to see what it is. There was a slight issue with the different types and style of how people filmed their days. Some of the footage was in a different format to others so had to be converted using mpeg Streamclip, but the software is very useful so this issue was resolved quite easily. Some of the footage was also shot in landscape mode on a phone so did not sync up well with the other footage, I chose not to use a lot of the footage for this reason.

For my project, I began to edit together the footage in chronological order starting from when people woke up in the morning. I wanted a similar style to the original film where you see the difference in what people do but at roughly the same time of day. I edited roughly half of my footage together and left it to finish at college the next day, however when I went back the footage was missing and presumably deleted so I had to start again. It took a long time to put all my footage together so I was quite annoyed when I had to start again, but this time I decided to do more of a montage/music video style edit. After starting my edit again, this was my finished video by the end of the day:


The Making Of Documentary – Media & Make Up

Film Editing Criteria 1.1, 1.2,3.1 & 3.2

On 12th March myself, Frankie, Craig,  Andrew, Vicky and Sam were asked to film a ‘making of’ style video for the Media Make-Up Department as they helped out the BSC students with a short, zombie based film. We arrived in the morning and began to shoot straight away. Throughout the day we followed the media make up students as they prepared actors and got them looking the part. In the afternoon we focused more on the behind the scenes action of the BSC students as they shot the film.

The day was a great experience and I enjoyed helping out. It was a useful insight in to how the BSC students shoot their films compared to us and it was nice getting to know some of the Media Make-Up students.

Below is a screenshot of the editing process after I had acquired all the footage we had. There was an issue when Sam’s video footage went missing but we had to just use the footage we already had and stills.

Screen Shot

Here is my final edit of the day:

Client Video: ‘Single Ladies’

The Performing Arts department wanted a few of us to film a spoof of the ‘Single Ladies’ video by Beyonce so Richard, Ed and myself volunteered to film and edit it for them.The video would be very similar to the original video but with three guys doing the dance instead of three girls. So on the morning of the 18th March, myself, Richard and Ed met up and went to the theater to get started right away. Originally, we wanted to use the jib so we could get the fluid movement like the original video but we were unable to get it so we just used handheld shots and tripod shots. The filming process went very well and the shoot was complete in just over an hour, so with the rest of the day free, we decided to get straight on with an edit. We used Premiere Pro CS6 (pictured) and the edit was complete by the end of the day. We put together all the shots and added a black and white colour effect to mimic the original video.


 CS6 - Single Ladies

A Practical Guide to Finding Employment in the Moving Image Industry

Career Development – Task 4 (Criteria 2.1 & 3.1)

This guide will take a look into the moving image industry and see how difficult it is to find employment. It will also look into ways you can improve your chances of finding employment.

Roles: There are many, many jobs in the film and TV industry, from pre-production, to post and beyond. A film or TV series requires an immense amount of work from all areas, from initial script-writing, to camera operators or to editors for post production. The point being there are plenty of roles to go for. Lighting and sound design are both huge employment areas in their own respect but also sought after in the film industry, all professional film or TV requires a sound department and a lighting department. Higher up roles are usually much harder to come across in terms of looking for employment. Directors and producers for example are often personally tracked down based on the merit of previous work, especially in high profile productions. Having said that, it’s not unusual for companies to put out job adverts for directors or producers.

Working Patterns: Working patterns vary depending on the job. Directors will be expected to be present on the set every day during the filming process, whereas an editor for example might not be present until the filming process has finished and simply work from home, because an editor is not usually required on set. Working hours also vary immensely depending on the production, the hours may be unsociable because of filming times. If a film is being shot in the middle of the night then the crew will be required to be present whatever time it is, it’s just part of the job. However this might be completely opposite to other crew members roles. In some cases, such as editing, there might be no set hours of work and just a turnaround date that the edit needs to be completed by. It all depends on the type of company or production you are working for and what you are contracted to do. Freelance workers contracts may differ from those if you are working for a production company.

Financial: The financial side of matters also depends on the type of employment and the type of production. Your working position will dictate how much you get paid. If you’re working for a production company for example then you will be paid a salary based on your position, whereas the self employed will be hired for a pre-agreed price.

Training: Training for a job in the film and television industry is quite a well populated area, there are colleges and universities nationwide that offer film and television courses. Apprenticeships are also available when you look in the right places, after a quick search on the Skillset website I found a page of apprenticeships in the media industry (pictured below). Some of the training courses can be quite expensive, for example college courses can be up to £9000 per year but the experience and knowledge you gain by completing a course is almost essential for finding work in the industry.

The digital media and film making industry is a very difficult industry to find work in, especially in small towns and cities. The vast majority of major companies involved with film making are based in London and other major cities across the world, most notably Hollywood, Los Angeles. LA is well known for its film making culture, with renowned places like The Los Angeles Film School, Universal Studios, Sony Pictures Studios and many many more. However, finding work in film making in the UK is a little different. If you want to work for a film making company, you’re probably going to have to move to where the action is, most likely London. London has many film companies and studios that will obviously lead to a higher demand for people involved with film making then anywhere else in the UK, whether it be for camera operators, runners or even general admin. Pictured below is a list taken from Wikipedia showing the most notable Film Studios in the UK and the majority are located in London and the surrounding areas. Having any position with a film company can be a very useful tool for climbing the employment ladder however, with many companies recruiting internally for new positions. The BBC for example often recruits for new positions internally rather than externally, which means you could have any position at the BBC and be considered above many others purely because you already work there.

There are a number of websites that can help people find employment in this industry, The Guardian newspaper has a section online that is dedicated to job hunting, although the jobs may not be exactly what you’re after it is worth looking through to see what’s available. There are also specialist websites that are solely for people looking for jobs in the film industry such as and to name just a couple.

Although finding employment is difficult in this industry, there are plenty of roles to choose from, camera technicians, sound and lighting technicians, editors and many other roles will always be needed by somebody, somewhere. With this in mind, it is very useful to have a show reel or website that demonstrates your best work, if you produce good stuff and have something to show for it then somebody will notice your talent eventually and with a strong online presence you can build a good reputation for yourself through YouTube, Vimeo, Twitter, Facebook etc. Websites can be a great way of attracting interest from everywhere, nationwide or even worldwide.

I think by picking a specific subject you want to work in and producing high quality productions is a great way for potential employers to notice you. For example if you wanted to be a director, film as much as possible and show your finished pieces on websites as much as you can. Employers will want to see what you can do. The same applies for people who want to work in post production, lighting or sound design.

With jobs few and far between in this industry it is becoming more and more common for people to set up businesses on there own. Starting your own business by yourself does have significant advantages, freedom to control your own workflow and having total control is an appealing thought to many, along with keeping the majority of the money you make. However, there is also a considerable risk with being self employed, for many business owners there is not the security of working for a company. Although having total control of your business can be a big plus, it also carries big responsibility with it, you are responsile for any failures, debts and legal issues should they arise. Despite all this, I do believe setting up your own business is a very good way to go in this industry because it gives you a chance to prove what you can do. If done well it can also get your name out there, if you do your job well then it significantly improves your chances of being noticed by employers elsewhere.