Sunday, September 11, 2011

Broadcast Fall -- New Psychology Course

We came up with the idea because I was interested in taking the psychology course myself last year. However, I did not want to give up my IB Film course so I decided to just learn about what the course would have been about if i had taken. Also i wanted to let others know what it was about since it is a new course at Capuchino. It was very easy to find interviewees because there was a plentiful amount of people that were taking the course that i knew. Our interview questions allowed the interviewees to answer personally instead of objectively so that our audience could truly feel whether or not they would be happy taking the course. The questions directed towards the teacher were more about the course itself so that our audience could know what they could expect to learn in the course. We did envision something special for the piece which was the format that we asked our questions. We incorporated unique camera techniques such as whip pans to make the piece more interesting to the audience.

In conjunction, our audience would be more interested in taking the course which was after all the goal of our broadcast.

Production: Quality:
We chose to film the teachers' responses in their classroom since that was where the psychology course takes place. The students we interviewed we filmed outside of the classroom and in various places to make our piece less repetitive. Unfortunately, when we filmed the teachers there was construction work occurring in the back ground and some of that noise was picked up by our mic. Fortunately, the noise was less apparent when we added a soundtrack to our piece. Our B-Roll typically matched what the interviewees were saying, however, at times we ran out of ideas for B-roll so we just showed the interviewees. Our most creative shots were the ones with the questions. This is because they were a bit surreal which made them very interesting and funny. We did take note of the background objects in our shots and we tried to avoid having anything very distracting in them. Also, because we filmed mainly on sunny days we had to continuously change the exposure settings to get a pleasing shot.

Our audio overall came out well because we used a boom mic. However, the final audio clip came out very strange for some strange reason. We could not refilm it because our actor became busy. Still, the audio was not too horrendous.

Our voice over leaded into our topic and it provided for easy transitions between interviewees. To grab our audiences attention we used interesting shot transitions, but to keep our audiences attention we kept our questions short and simple. Our segment was informative because it outlines what the course was about and it gave detail of how students were reacting to taking the course.

Our final closing voice over added humor to keep with the tone of our piece. Additionally, this gave our audience more reason to take the psychology course, or to at least research it more so that they can decide if the course is right for them.

Our B-Roll accurately reflects the audio in our voice overs and SOT's to add coherency.

We did use transitions between shots so that our piece was fluid. The opening sequence of our piece involved the use of the application "Motion" because i wanted to create an animated sequence of words connected to psychology. We also used lower third titles to give our interviewees names and small back ground info [i.e. teacher or student]. The only effect that we added to our piece was a bit of color correction to the teacher interviews because the original footage came out a bit dull. So i added color correction in order to make the footage more exciting and alive.

There were no jump cuts in our piece because all of our interviews were taken in one take.

I like the entire piece as a whole a lot. I think our interviews are really informative and I love the transitions that we used because they are creative and it took me and my partner a good amount of time to come up with different ideas. The only flaw in our project was one interview with one of the teachers because she was not facing directly towards the camera. It did look awkward when she was looking to the side of the camera. This interview could serve as a lesson for our next piece because now i can see how important it is to guide the interviewee's eyes.

Character in Time

Age 1: Girl is sick. Parents cannot afford to buy her any medicine and the mother is panicking because she does not want her only child to perish. Late at night the mother whispers to her sick baby "one day someone will come to us and help us. I promise". The mother says this as her tears fall on the tiny girl's forehead and cool her body. The following day the baby girl awakes healthily.
Age 2: Girl is learning how to walk. The mother is teaching her meanwhile the girl's father is in a factory working in grueling conditions making pennies an hour. In the afternoon, as the men are away working the girl's village is raided. The mother clutches her little girl and they hide in a small trench. The mother tells her daughter to stay calm . . . that everything will be alright. The mother's tears of fear hit the girls forehead. The girl remains silent and the invaders leave their home untouched. That cannot be said for some of the other villagers.
Age 4: Little girl is helping her mother find vegetables in the fields. It is a tedious task but it has to be done so that the mother can make a complete meal for her small family. The mother and girl look up to see foreigners in large cars drive to their villagers. They claim to be anthropologists and they ask the mother several questions. The little girl keeps wondering if this is the day that someone will help them. The anthropologists ask to take the little girl's picture. The mother says yes and she receives a few cans of food. The girl's eyes stare through the camera to see the anthropologist's eyes. It appears that they will not help her. The little girl's eyes become filled tears, yet the anthropologists ignore her and return to their large cars. The little girl turns to her mother is walking back to her. The little girl realizes that only they can help each other. The mother and daughter return to picking villages in the hot fields.