Baby on Board Draft

Link to Baby on Board Draft

 

Title sequence and sound timeline

0s-4.24s - Premium Films proudly present...

5.17s-8.04s- CRC Productions logo

15.20s-20.4s - Edited by Courtney Holdaway
                              Costume by Rachel Patterson
                              Music by Adam Michaels

21.06s-24.20 - Directed by Chloe Faris

28.07s - 32.08s - starring Courtney Holdaway

32.14 - 35.06 - Baby on board

35.08 - 39.19 - with... Rachel Patterson

36.08 - 38.21 - Arrow

45.03 - 49.24 - with...Chloe Faris

46.00 - 48.23 - arrow

1.06.11 - 1.10.12 - with...Danny Barnett

1.13.14 - 1.17.15 - and Ellen Ryan-Gill

SOUND

0s -1.25.50 - loving everything I find - adam michaels

21.29 - 28.21 - Voiceover -"Ive always had a perfect life. Great friends, plenty

32.10 -41.00 - Vo

45.09 - 52.15 - vo

1.03.07 - 1.12.03 - vo

1.12.07 - 1.17.13 -vo

1.21.10 - 1.25.18 - vo

1.25.50 - 1.41.03 - love song in my mind - adam michaels

Baby on Board - Shotlist

Long shot - Courtney walking

Mid/long shot - Courtney walking past the door

Zoom into door

Long shot - Courtney walking to and opening the door

Mid shot - Courtney walking through door

Mid shot - Walking past 6th form and blue board

Zoom to blue board, close up and hold

Close up - classroom door

Mid shot - Courtney walking and opening door

Over shoulder, tracking - follows Courtney into classroom

Two shot - Courtney and teacher as Courtney sits down, teacher addresses class

Long shot - whiteboard with edited title on it

Pan - around class hold on geeks (Rachel), chavs (Chloe)

Close up - Ellen flicking hair and reading the note

Mid shot - Courtney looking up, zooms in to close up

High angle - party, Danny walks towards Courtney and Ellen

Extreme close up, low angle - Danny taking Courtney's hand

Long shot - Danny and Courtney walk away together

Close up - Ellen's face, shocked

Baby on Board - Filming

When it came to film Baby on Board, we ran into a few problems.

The first of these was that the actor that played the main character wasn't initially in school on either day of filming. Luckily he turned up on day 1 in time to film the party sequence. On the second day however, he didn't turn up. At this point in the filming,  if we were to find a replacement to play his part, we would have to re-film everything we had done the previous day. For this reason, we chose to instead change the script so that it made sense that he was not in school.

Another problem that we encountered was that we were not entirely sure what we were doing I'm regards to what the actors were asked to do. When we planned the storyboards we knew what camera angles and where the music would fit, but we didn't have a clear idea in our heads of what we wanted from the actors. This meant that in the filming it was difficult for us to explain to them what we wanted them to do, making it harder to get the footage we needed. We put this right by shooting the scene a few times in different ways.

From filming Baby on Board,  I have learnt to that we need to plan every last detail of what will be seen on the screen, including what's needed from the actors. We should also have back up actors in case some can't turn up on the day.

Evidence of preparation and planning

 Above is the printed copy of the Baby on Board title. I made this so that we could annotate the ideas we had and what changes were to be made before we put it into the film sequence.

This is the original plan of the shot list for Baby on Board. We used this so that we knew in detail what we were filming when it came to the production days. We drew diagrams of the classroom to show who would sit where, so that the scenes look like they are in a structured school setting. This also meant that we were more organized and prepared, and could easily vision what we wanted the final product to look like.




These are the storyboards we used in the planning stage. They are based on the shot list that we created, and show that we know what we want the sequence to look like. This means that we could plan our film with much more detail, down to the dialogue, editing and shot lengths we required.

Risk Assessment

It is important to carry out a risk assessment so that we can make sure everything is safe as it possibly can be for the people involved in the film. This is the risk assessment we carried out for our film.

Risks to consider:

• Tripping/falling over
• Breaking lights in party scene
• Equiptment damage
• Computer damage (viruses)
• Copyright issues

Ways to prevent them:

• Hold equiptment with care
•  Only use checked usb sticks to transfer files
• Walk slowly and with care
• Only use lighting we know exactly how to use

Baby on Board - Presentation

We decided that our teen angst film for our media coursework will be called Baby on Board.

 

We chose this name as it is a typical sign for a parent with a baby in a car, and we felt it would be relative to the film produced.

The unique selling point of Baby on Board is that it is a British, low budget film, set and filmed in the UK. It has a twist on typical teen angst films as it portrays life accurately, as it is based on characters that are realistic and that you could meet in your school or in the street.

The target audience of Baby on Board is teenaged girls aged 12-18. We chose this target audience as it involves our age group, ad so it will be easy to make the film appeal to them.

The main character, Jessie, is played by Courtney. She is the most popular girl in her school and has a perfect life, until she gets pregnant and loses it all.

 Her boyfriend Jake is to be played by Danny Barnett. He says he will always support Jessie, but will that change when he finds out he’ll be a father? 

Jessie’s best friend Emily is played by Ellen Ryan-Gill. She has always had an eye for Jake, and would do anything to get with him. 

Other than the three main characters, there are other social groups portrayed throughout the school, such as the chavs including Bianca, played by Chloe, 

and the geeks such as Gertrude, played by Rachel. 

Also there is a teacher who will be played by Mrs Twydell.

The plot outline of our film is that the most popular girl in school, Jessie, gets pregnant at the hottest party of the year. When she comes to tell her boyfriend, Jake, he gets mad and breaks up with her, leaving her with nobody to support her with the child. She loses her friends and family on a downward spiral through the schools social groups, going from the very top to the bottom. Her back-stabbing best friend Emily gets together with Jake, leaving her with nobody in the world. Even the geeks are above her. She quits her school, not being  able to bare going back there again. At her new school she meets Robbie, a new, nice guy who makes her feel special. They get together and the baby is born, and they all live happily ever after.

The generic conventions of a teen angst film we have are:

• ·        “Evil” female character
• ·        Different social groups
• ·        Set in a school
• ·        Girl as the main character
• ·        Party scene involving alcohol and sex
• ·        Teenagers as the main focus
• ·        Theme of growing up and betrayal

We also included some conventions of a film opening sequence such as: 

• ·        Voiceover
  ·        Introduction of characters
  ·        Girl main character
  ·        Titles edited to fit in with the scene and camera movements
  ·        Layered sound

For the party sequence we decided to use fast, upbeat music to fit the stereotype of a teenaged party, and to show that the teenagers are living fast paced lives. If we choose to use music underneath the voiceover in the title scene, then it will be slow, calm music to connote stillness, and create a vast change in mood between the classroom and the party. We chose to use our Media classroom and D2 as the settings for our film. This is because the settings fit the purpose of the film, and are easily recognizable as the rooms they are supposed to be.

We presented the above information for the class and the feedback we got was:

• Don't read as much from the paper
• Use more media terminology
• Go into more detail about certain aspects of the presentation such as generic conventions.