Film Editing

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.


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

Enter the Pitch

Editing Criteria 2.1, 2.2 & 2.3, 3.1 & 3.2

Enter the Pitch is a competition where film makers can pitch an idea for a short film through creating a short trailer. The chosen trailer will then be given a sum of money to turn the pitch into a short film with the help of top quality help from industry professionals.

The short film had to last no longer than two minutes and have a biblical influence. This could be from a biblical passage, one of the ten commandments or anything found in the bible. After reading up on the rules I went away to look for a quote from the bible that could influence my pitch. The first thing i did was research bible quotes on the computer and after searching through pages and pages I found a quote that I liked. Although I looked at hundreds of quotes, the one I chose was simply ‘An eye for an eye’. After I decided this was the quote I was going to use, I went away and researched real life stories of revenge to get inspiration.  A few days later I had come up with a rough idea of the kind of story I wanted, I then discussed my idea with Joey and Evan, who I was working with, and together we altered, improved and finalised the story. We also decided on costumes, equipment, props and locations.

Costume wise, we wanted the character to look as ordinary as possible to not draw any attention away from the storyline so I asked Evan to dress in basic, one colour clothes.

Equipment list: 550D x 2, Joey’s 1.4 50mm lens, Giotto Tripod, 4 x Canon batteries, Camera mounted Light.

The only things we had to account for in a budget were petrol costs and food for the evening which all came to around £30 total.

The Script:

‘So, there it was. The 15 minutes that rendered my life pointless.

Everything I lived for and the only good things I had in my entire life now gone, taken from me by him. My mum had been knocked around by that son of a bitch for years. She never admitted it but she didn’t have to.

I knew what happened. He knew he could get away with it. I should have been there. I’m not a religious guy but an eye for an eye seems only fair.

I knew exactly what I was going to do.’

This was just an idea as to the kind of thing I wanted but after Evan read it out loud, it sounded good so we all agreed to stick with this as the voice over.

As the story was to be told by narration, the first thing we did was record Evan’s audio using Joey’s Zoom mic, we recorded in the sound booth to make sure we got the best quality sound possible. The recording went well but I still thought it wouldn’t be enough on it’s own so later that night I set about recording some music to accompany the narration. After all the audio was ready, I edited the audio and had that in place so we could just film the footage to match.

Locations: For the locations we decided to shoot the majority in and around Melton. As we were shooting at night time we would need as much light as possible so well lit areas were a must. We needed a park/wooded area, a car park, an alleyway and a busy main road so al these locations could be found around Melton. We also planned to shoot an an abandoned house a few miles outside of Melton, but when we got there it was too dark and we decided not to use this shot in the final edit anyway.

The Schedule:

There wasn’t much of a definitive schedule as such, we planned to meet at 8.30 in the evening and then film until we had everything we needed. Myself and Joey would spend the afternoon at college going over any final changes or alterations to the shot list and then hang around until we met Evan at around 8.30pm.

Although it meant traveling around a bit more, I decided to shoot all the shots in chronological order. I prefer to work this way so we know exactly where we are in the story line and to ensure we don’t miss anything. We filmed until just after 2.30am, by this time we had all the footage we needed and I was very pleased with the evenings work.

At the end of night we all reviewed the footage and all agreed it was a very successful night of filming. And with the audio already in place, the only thing to do was go home and edit the film ready for submission the next day. After hours of filming I had a finished product that I was happy with, I sent a copy to Joey and Evan to make sure they were also pleased with it and as they were, I submitted the video accompanied with the necessary entry form. Below are some stills taken from the night of filming:


The Edit:

I began the edit of this video as soon as I got home from the shoot. By this time it was gone 3am but I wanted to at least get started whilst all the shots were fresh in my memory. So the first thing I did was take all the footage and put it on my laptop. This took quite a while as there was a lot of footage but eventually all the files transferred and I was ready to begin. As pictured below, there were over 40 video clips to begin with so the first thing I did was go through all the footage and label them with a short title describing what they were, for example ‘car close up’ and for clips that I was already sure I would use i would add ‘_good’, such as ‘Evan driving_good’. Some of the clips were too dark and unusable so they were deleted straight away but I put all the other clips into a new file and then added a sub folder for the best clips entitled ‘Best’ (as pictured below), Apple Mac’s have a colour coding system which would have been better to use but as I was working on my laptop this was my only option. After all the files were labelled I imported them all in to  Premiere Pro so i could start an initial assembly of the clips and put them in chronological order, I like to work this way so I can get the storyline established ready to improve later. Pictured below is how my timeline looked after I had a rough draft of the story, but this was too long so I began to cut down the clips, cut some out all together and add some effects where I thought appropriate.


Editing in a Specific Genre

Assessment Task 2 – (Criteria 1.3)

Critically Analyse how Editing Practice is used in a specific Genre

As film and editing have evolved, editing techniques have become not only an essential part of almost all films, but also a useful tool that can be used to portray emotion, tension and emphasis. I will be looking into the effects that different editing techniques have on certain genres of film, specifically horror.

The main role of editing in horror films is to create an atmosphere. Most horror films use lengthy, static shots or shots with little movement and very few or no cuts in order to represent calm and a safe situation, thus lulling the audience in to a false sense of security. When any movement is introduced, the audience become unsettled and suspicious of the environment, making the viewer very susceptible to fear and surprise.

Shown above is a clip taken from the 2012 film Paranormal Activity 3. The clip is an excellent example of how a seemingly normal environment can provoke fear and anticipation to viewers without using cuts or transition in any way. The story follows a family that have set up cameras in their house and in order to get a wider view, the camera is attached to an old fan stand that slowly moves from side to side. This slow and gradual movement of the camera combined with the silence of the house is the perfect set up for an unexpected turn, in this case the sudden appearance of a ghost. This film is also a very good example of how the mere suggestion of fear is a much more powerful tool than showing a physical being to be afraid of.

Even though the lack of cutting can create a frightening atmosphere, other cutting techniques are also employed in horror films. A commonly used technique is cutting rhythm; this refers to the speed and frequency of the cuts. Tension is created as the number of cuts increase throughout the scene. The rhythm of the cuts can control the pace of the scene and in some cases suggest the increased adrenaline or heart rate of the characters, for example as the heart rate of the character increases, the cuts will become faster and more frequent to portray their fear or apprehension. One of the best known examples of this technique comes from Alfred Hitchcock’s iconic 1960 film ‘Psycho’ (Shown Below). The three-minute scene in which Marion is stabbed in the shower features 77 different camera angles and uses 50 cuts, this is a perfect example of how effective the cutting rhythm technique can be.

Another editing technique commonly found in horror films is parallel editing. This is where a film cuts between two scenes that are happening at the same time, usually resulting in the two scenes meeting or crossing over in some way. This can be an extremely effective technique in horror as the two scenes are usually the ‘good’ entity and the ‘bad’ entity. A good example of this technique being used is in Stanley Kubrick’s 1980 film ‘The Shining’ (below). The scene where Jack Nicholson’s character Jack Torrance is chasing his son Danny through a maze demonstrates how cutting between two scenes can build suspense, tension and fear in the audience. Although in this particular scene the two characters don’t meet, the minds of the audience are influenced into thinking the worst through the power of this suggestive editing.

The Development of Film & Editing

Assessment Task 1 – (Criteria 1.2 & 1.2)

A Critical Review of the Development of Editing Practice, Theories and Practitioners.

Since the invention of the video camera in the late nineteenth century, film and editing has developed and evolved a substantial amount and this ongoing development in the film industry has enabled stories to be told in new and exciting ways. I will be discussing the development of film and editing and how actualists, storytellers and expressionists have aided this development throughout the years.

Auguste Marie Louis Nicolas and Loius Jean Lumière, more commonly referred to as The Lumière Brothers, are widely recognised as the earliest filmmakers in history. Practitioners between the years of 1885 and 1903, such as The Lumière Brothers, are known as Actualists. The Lumière brothers were known for filming ordinary everyday behaviour such as workers leaving a factory and people boarding trains and although by today’s standards this sounds mundane, at the time this was something never before seen so was both exciting and frightening. One of the Lumières most famous contributions to film was the ‘Arrival of a Train at La Ciotat’ (show below), a short and simple film dating back to 1895 showing the arrival of a train at a station. This film caused great controversy because people had never seen a moving picture before and many people believed the train was going to come out of the screen and crash in to them.


Thomas Edison is also a core practitioner of this era. In 1896, Edison directed a piece called ‘The Kiss’,  (Video) a 47 second clip originally projected in West End Park, Ottawa,  in which a couple are seen hugging and kissing. This depicts the first ever on-screen kiss. In 1899 Thomas Edison employed Edwin S Porter and not long after, he took charge of motion picture production at Edison’s New York Studios, directing many films and collaborating with many other filmmakers. After 10 years of directing and camera operating at Edison’s studios, Edwin S Porter established himself as the most influential filmmaker in America and even today, is still regarded as one of the most important filmmakers of all time. Porter is credited as the inventor of many alternative transitions that we still use today such as dissolves, fades and wipes as well as parallel editing as opposed to simple abrupt cuts. These revolutionary transitions can be seen in Porter’s 1903 films ‘Life of an American Fireman’ and ‘The Great Train Robbery’ shown here:



The life of an American fireman is a six minute film by Edwin S Porter. It depicts the rescue of a woman and child from a burning building by combining actors in set-up scenarios with footage of genuine fires to create a dramatic yet real story. The Great Train Robbery, a 12 minute film, follows four criminals and their attempts to rob a passenger train that ends with all of the bandits being shot. It is because of this visionary introduction of editing, shown in films like these, that film evolved into the art form it is today and why Edwin S Porter is now referred to as ‘The Father of Film Editing’.

These films demonstrate the changes that took place in film making during the early 1900’s. With the introduction of new editing techniques such as split screen and fades, Edwin S Porter was able to tell the story of ‘The Life of an American Fireman’ through new means and it is because of this that practitioners of this time are known as Storytellers.

One of the most successful storytellers of this era was French filmmaker George Melies , director and writer of the well known 1902 film Le Voyage dans la Lune or ‘A Trip to the Moon’, the first ever science fiction film. 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.

Between 1915 and 1928, film and editing techniques developed even further. The practitioners of this era are known as expressionists because filmmakers of this time were able to convey meaning and emotion by joining seemingly unrelated clips to form one piece of film that portrays a single story. 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.


As technology has progressed throughout the years, the theory behind filmmaking has developed immensely as well. Since the earliest times of actualists such as the Lumière Brothers, storytellers such as Edwin S Porter and expressionists such as Lev Kuleshov, editing has become an essential part of film making and helped film in general establish itself as an art form within a relatively short period of time. The techniques that have been mentioned still feature heavily in the vast majority of films today, thus proving that without the work of pioneers such as the Lumière brothers, Thomas Edison, Edwin S Porter and Lev Kuleshov, the film industry would not be where it is today. Although there are still experimental filmmakers and creatively different films being produced every year, I personally don’t think there will be anything as substantially significant in the film industry as has already been implemented by these actualists, storytellers and expressionists.

The Edge

Assessment Task 2 – (Criteria 1.1 3.1 & 3.2)

‘Macbeth’ Trailer – Provoking a Response: The Signification of Technical Codes.

The Edge

For this project we were asked by Level 3 Performing Arts to make a cinematic trailer for their forthcoming production of Shakespeare’s Macbeth. We would be working closely with Jon Holmes and the Performing Arts students for this assignment so we decided to work as one group to put our knowledge of film codes and conventions to practical use over a two day shoot. To begin with, we had a group discussion to decide locations, style and the general look we would be going for in the trailer and after a few days of brainstorming, we were all happy with what we were aiming for, a eerie and atmospheric tone to portray one of Shakespeare’s darkest works. The trailer was to last only 90 – 120 seconds and in that time we wanted to use experimental film techniques that we had previously learnt in film studies.

We chose to film the trailer in the college’s boiler room which is located by our classroom. The boiler room is downstairs and underground so the lack of natural light was perfect for the mood we were going for and being placed by our class room was very useful for securely storing equipment and allowing people to take breaks when needed. The boiler room, pictured below, is a dark, dusty and metallic looking location which made for an ideal scene when combined with our choice of lighting, two 350w lights and one 650w key light. The room provided us with fantastic looking shadows and gave off an atmospheric feel which showed up nicely on camera.  The majority of the trailer was filmed using the Canon 7D and the Carl Zeiss lenses which gave brilliant detail and depth of field for close ups of the actors and actresses and provided a great professional filmic look. We also used my 550D for some of the other shots. Whilst some of the group were filming and setting up in one section of the boiler room, some of us went to explore and see if we could pick up any interesting looking shots that could contribute. Frankie, Joey and I as well as a few others came across a doll and some other interesting items and decided to try and pick up some filler shots using the glide track, my camera and the light from an iPhone, these shots came out very nicely and fitted well with the other pieces of film. Throughout the day we all worked together and everybody helped out with the filming, lighting, music and communication with other students. After two hectic days of solid filming, we had collected enough footage for our edit so proceeded to pack away the set which, again was made easier by everybody working well together. After a collaborative effort on the edit, we were all pleased with the footage we acquired. The location mixed with the lighting, costumes, make up and performance of the students made for a very professional looking finished product that we were all delighted with. We used a collection of different editing techniques, including colour effects, focus pulls and clever transitions to create the surreal and almost disturbing look we set out to achieve.


Jon Holmes comments on ‘The Edge’:

HND students and Level 3 Acting students have been working collaboratively to create a short promo for the forthcoming, self-devised Acting Performance of Macbeth, called ‘The Edge’.

The shoot was a short, but very intensive day; in very hostile working conditions in a Bolier Room. The performers not only had to adapt to the conditions, but also stay focused on character and theme when called upon. As with all shoots of this type and quality, there were numerous takes needed from varying angles. Each set-up or shot would take 30 mins to an hour to compose and light, which required focus and dedication from the actors to produce when called upon; not one of them found wanting.

Additionally, the film was shot on Film Standard Prime lenses. This gives the promo that “filmic” look, but also gave the performers another, added restriction to their performances, namely: shallow depth of field. On all shots, the performers had little or no room for error having to work within a very confined focal range of 5 – 10 mm, which meant that the students had to hit their ‘Marks’, or they wouldn’t be in focus. This calls upon multi-stranded concentration –   using physical memory and procedure – whilst staying true to the core of their characters and physical performance.

The HND Moving Image students worked very hard to not only preserve the inherent themes of the brief/adaptation through the aesthetic of the piece, but also to work within very tight and filthy conditions. This was a real test to not only light a shot for aesthetic, but also to work with limited power requirements and space. Again, like the actors, all students were very professional in their approach and produced very professional results in a relatively short space of time.

Moving Image students commented on the fact that this was only made possible by working effectively and positively as a team across both the other moving image students and the actors alike. They said that the focus and the commitment of the actors made the project possible and without the performers’ dedication to the shoot and to the process of filming, it wouldn’t have worked.


Client Work – BMC High School Musical

Assessment Task 2 (Criteria 2.1 & 2.2)

On May 20th, myself, Joey, Frankie, Jordan and Andrew volunteered to film our college’s performance of High School Musical in the theater. The showing would be performed by the first year performing arts and musical theater students.

Before the show, everybody booked out and gathered the equipment we would be using for the night. The equipment list consisted of:

  • 4 x Cannon 550d’s with a spare battery for each camera. (All with SD cards)
  • 2 x 32gb SD cards 1 x 64gb SD card and 4 x 8gb SD cards
  • 3 x tripods
  • 2 x mic stands with road mics with 2 XLR cables
  • 1 x zoom microphone

Our original plan was to ask the theater technicians to record the audio as we have asked them to do on previous projects, however when Joey and Jordan asked we found out that it wouldn’t be possible due to technical difficulties. Our plan B was to use two microphones, located at the side of the stage, to capture the audio. A friend from the BSC, Nick, suggested using the zoom microphone in the center of the stage whilst using the Rode microphones at the side of the stage in order to capture the audio from three different places. We proceeded to use this set-up and although it wasn’t as clean sounding as the technical recording we had planned first, it was still usable for post-production.

After we sorted out the sound recording issues, we decided where we would all be sat for the filming process. Joey was located center stage, below the boards at the front for central views and close ups. Myself and Frankie where located at either side of the stage to get establishing/cross shots. And Jordan and Andrew where located at the back of the theater to get wide angle shots.

The show began and we stated to film. As the show went on, we all encountered a few problems. There were problems with the camera focus from Jordan’s camera, which was sorted out quickly. Mid way through the first half my battery power began to die, but fortunately we had put a spare on charge by me in case so that was also changed quickly. Frankie and I were also both short on memory from the memory cards, so we selectively chose which bits to film between ourselves. After a short interval, we continued the film the second half of the show with little trouble.

Overall, I feel this production was a success. Although we all had problems to deal with, I think everybody performed well under the pressure. I would be happy to work with the same people again, in the same conditions. However this did teach us all to thoroughly prepare and double check all aspects of the camera, including memory and battery life.