Eugenie Puype

MYP Design - Unit 4: Film

Ian Carr
30/01/2023 -12/05/2023
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Criterion A
Project Stimulus
Mind Map
Audience + Role of Film in 2023
Research Plan
Research Result
Design Brief
Criterion B
Design Specifications
Film Ideas
Storyboards
Final/Chosen Film + Justification
Screenplay
Criterion C
Credits
Resources
Decomposition
Time Planning (Gantt chart)
Call Sheet
Film Idea
Screenplay
Final Product
Criterion D
Test Screening
Test Planning
Test Outcome & Review Against Specifications
Suggested Improvements
Impact on Target Issue
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Criterion A
Project Stimulus
The project: research, design and create a short film on the theme of ‘Dreams’

Mind Map

Audience + Role of Film in 2023

Informative:
The informative aspect of film is very important for a variety of reasons. The informative aspect of
film can be used to educate the audience about historical events, scientific discoveries, societal issues,
and even cultural customs. Films can provide its audience with help - using different visual and
emotional factors - to understand complex concepts that might be difficult to comprehend in a
traditional education setting. An example of this would be the movies ‘The social dilemma’, and ‘The
Tinder Swindler’: these movies teach their audience a vital lesson regarding the dangers of social
media and talking with strangers online, however provide this information through an engaging and
entertaining manner.
Perspective:
The perspective aspect of a film is very important for a variety of reasons. The perspective aspect of a
film can be used to increase the authenticity of a film, as a film with multiple perspectives allows the
audience to see multiple sides to a story, which increases the authenticity of the film. By presenting
different perspectives, the film can create a complete picture of the subject matter. Another reason
why perspective is a vital part of film is the artistic expression of the film itself. By utilising different
camera angles, lighting types, sound effects/score, etc. directors can create a unique and memorable
visual and auditory experience for the audience. An example of this would be the film ‘Napoléon’, or
‘The Truman Show’, 2 undoubtedly very unforgettable movies due to their usage of perspective.
Inspiring:
The inspiring aspect of a film is very important for a variety of reasons. The ‘inspiring’ aspect of a
film can be used to provide hope and inspiration, reminding the audience that they can achieve
anything they set their minds to, no matter how challenging the circumstances may be. Such films can
motivate people to pursue their dreams, overcome challenges, and restore faith in humanity.
Examples of the ‘inspiring’ aspect in films would be the films ‘The Pursuit of Happiness’, starring
Will Smith, portrays the true story of Chris Gardner, a salesman who becomes a successful
stockbroker despite homelessness, and ‘A Beautiful Mind’, a biopic of mathematician John Nash,
shows his journey of overcoming mental illness and contributing to game theory. These inspiring
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films have become true staples in the film industry due to their ability to inspire the audience, even if
they have no actual connection to the characters or storylines.
Entertaining:
The 'engaging' aspect of a film is very important for a variety of reasons. The engaging aspect of a
film is crucial to its success as it determines the audience's level of interest and involvement in the
story. Engaging films captivate the viewers, keep them invested in the plot, and evoke various
emotions. The engaging aspect of a film can be presented in many different ways, such as with
humour, action sequences, aesthetically-pleasing visuals. thrilling action scenes, and/or tragic
romances. An example of the different ways a film can be made engaging is Baywatch, a 2017 action-
comedy film, and the Titanic, an epic romantic disaster film. Both films are incredibly engaging, yet
share very little in common. An engaging film can make a significant impact on the audience, create a
memorable experience, and distinguish itself from mediocre movies.

Research Plan
# What I need to find out Source How I will ensure the source is reliable Primary/
Secondary

1 Characteristics of successful, Analysis of 3 The films I will analyse have had successful Primary
effective films in this area different, rating, and have been available for 2+ years
professional I will conduct a quick, but efficient OPVL test on
made films my secondary sources.
The films I will analyse will be made by ISZL
students who have been taught and proof-watched
by credible design teachers.

2 Audience Google form The form will be sent out to all 10th grade high Primary
What properties of a film does my audience sent out to school students, to get an appropriate range of
need or want? ISZL students responses.
To what extent is the audience necessary in The form’s questions will be answered
the film-developing process?
anonymously, to ensure that there is no bias
present.

3 Storytelling/Script Online I will conduct a quick, but efficient OPVL test on Secondary
How do you structure a script? research my secondary sources.
What are the elements of a script?
What do good scripts have?
How do you develop a plot?
How do you develop a plot/script
corresponding to your genre?

4 Characters Online I will conduct a quick, but efficient OPVL test on Secondary
How do you develop characters? research my secondary sources.
To what extent is character development
necessary in film?
How many main characters should there be?

5 Colour theory Online I will conduct a quick, but efficient OPVL test on Secondary
How is colour theory used specifically in research my secondary sources.
film?
To what extent is colour theory necessary in
film?
Are there any connections between colour
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theory and characters?

How is colour theory used to advertise films?

6 Editing techniques In-class The information received in the in-class Primary &
What are the different editing techniques? demonstrations demonstrations will be from someone who has an Secondary
How are they used in film? Online enormous amount of experience teaching this
How do they collaborate/link to other research industry, and therefore is a trusted/credible source.
elements in film (film score, composition, I will conduct a quick, but efficient OPVL test on
etc.)
my secondary sources.

7 Sound in film Online I will conduct a quick, but efficient OPVL test on Secondary
What is the effect of sound in film? research my secondary sources.
To what extent is sound important in film?
What is ‘score’ and how is it used in film?
How are sound effects used in film?

8 Composition Online I will conduct a quick, but efficient OPVL test on Secondary
How is composition used in film? research my secondary sources.
To what extent is composition necessary in
film?
What is negative space?

9 Film grammar In-class The information received in the in-class Primary &
What are the different shot types? demonstrations demonstrations will be from someone who has an Secondary
To what extent are shot types necessary in Online enormous amount of experience teaching this
film? research industry, and therefore is a trusted/credible source.
What are the different camera angles? I will conduct a quick, but efficient OPVL test on
To what extent are camera angles necessary my secondary sources.
in film?

10 Lighting Online I will conduct a quick, but efficient OPVL test on Secondary
What are the different types of lighting used research my secondary sources.
in film?
To what extent is quality lighting necessary
in film?
How does lighting impact film - whether
good quality or not?

11 Filmmaking Practical research In-class The information received in the in-class Primary
What did we do? demonstrations demonstrations will be from someone who has an
What tools were used? enormous amount of experience teaching this
What problems were encountered? industry, and therefore is a trusted/credible source.
What things were learnt?

12 Filmmaking team Online I will conduct a quick, but efficient OPVL test on Secondary
What are the different roles in a filmmaking research my secondary sources.
team?
What are the different responsibilities in a
filmmaking team?
Aspects of a filmmaking team?

Research Result
1. Film Analysis:
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“Characteristics of successful, effective films in this area”

● Analysis of 3 different, professional made films

Lovely Bones Director: Peter Jackson (2009)

● What happens in this scene?

○ In this scene, Susie’s sister, Lindsey, finds evidence and discovers a hiding spot. She
finds a safe containing a receipt for a safe deposit box. When they retrieve the box,
they find an address book with the name "George Harvey" written inside. This
discovery eventually leads to the realisation that George Harvey was the man who
murdered her sister.
● Which useful camera shots did they use in this scene?
○ Close-up shots of Lindsey's face and hands show her growing sense of curiosity and
urgency. Low-angle shots of the safe and its contents show its significance, and an
overhead shot of the address book reveals the name "George Harvey," adding a
chilling atmosphere.
● How did the lighting affect the tone/mood of a scene?
○ The senses of mystery and tension are shown by the use of shadows and low
lighting. As the scene progresses and Lindsey's discovery becomes more significant,
the lighting becomes brighter, this shows the importance of what she has found. All
together, the lighting creates a suspenseful atmosphere, foreshadowing the darker
events to come.
● How will these factors help my project?
○ I was able to learn a lot from the camera shots as well as the lighting from this scene.
For example, I found that the close up shots can help amplify any emotions and the
low angle shots can really show how important something may be. In terms of the
lighting, I found that lower and dimmed lights intensify connotations of unease. This
film definitely helped me understand the impact of all of these methods.

Batman: Dark Knight Director: Christopher Nolan (2008)

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● What happens in this scene?

○ In this opening scene of "The Dark Knight," a group of robbers dressed in clown
masks break into a bank. However, the situation quickly escalates as the robbers
begin to turn on each other. The Joker, the mastermind behind the heist, eventually
kills off the remaining robbers and takes off with the money.
● Which useful camera shots did they use in this scene?
○ This scene used a lot of useful shots to help convey the chaos of the situation. For
example, the close up shots on the Joker’s face and hands as he manipulated the
explosives introduced an atmosphere of danger, the wide shots used of the bank
interior made the viewer see the scale of the robbery and the quick cuts also added to
the chaotic energy of the scene.
● How did the lighting affect the tone/mood of a scene?
○ The lighting in this scene also played a vital role. For example, the dimly-lit lighting
of the bank created an uneasy and tense atmosphere, the harsh lighting in the Joker’s
face added to his evil character and the contrasting light and shadow also helped to
build a feeling of suspense and danger throughout the scene
● How did the outfits influence the scene?
○ The masks used in this scene only added to the unsettling and strange mood. The
masks also allowed the robbers to conceal their identities, adding to the mystery
surrounding their motives.
● How will these factors help my project?
○ Through the process of analysing this scene, I am now much more aware of how
small details can heavily impact the whole atmosphere and vibe of a scene. I learnt
that camera angles are vital towards creating a certain tone in a scene, and I will
definitely make sure to remember this when I create my own film. Moreover, the
lighting can also tell a story and the outfits can be essential towards the characters'
morals and personalities.

The Shining Director: Stanley Kubrick (1980)

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● What happens in this scene?

○ In this scene the camera follows a young boy on his tricycle in a hallway.
● Which useful camera shots did they use in this scene?
○ There were many intentional shots used in this scene. For example, the long shot
was used to show the location and setting of the scene, the tracking shot was used to
follow the character's movement through the hotel, creating a sense of urgency and a
point of view shot was used to show the character's perspective as they explore the
hotel, putting the viewer in the character's shoes.
● How did the lighting affect the tone/mood of a scene?
○ The scene uses a mix of natural and artificial light sources, with many of the
overhead lights in the hotel's corridors turned off to create a sense of darkness and
isolation. The use of deep shadows and high contrast lighting helps to intensify the
sense of tension in the scene.
● How did the little sound affect the scene?
○ In the tracking shot scene there are little sound effects. I believe this has been done
to enhance the tension and unease that the audience feels. One of the notable sound
effects is the sound of Danny's tricycle wheels. I think that the sound of the tricycle
wheels is used to create a sense of rhythm and motion, which draws the viewer into
the scene and helps to establish a sense of never ending ness.
● How will these factors help my project?
○ I learnt a lot from this scene. Firstly, I found that the point of view shot was very
effective in including the viewer and making them feel one with the scene.
Moreover, I found that the little amount of sound heavily impacted the overall tone
of the scene and the lighting as well was used very effectively. All of these factors
should help me in making conscious choices for my project.

2. Audience
“What properties of a film does my audience need or want?”
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“To what extent is the audience necessary in the film-developing process?”

● Google form sent out to ISZL students
● Online research

● What have I found out?

○ The most liked genres of films/movies are:
■ Action films (accumulated 65% of votes (13/20 votes))
■ Comedy films (accumulated 65% of votes (13/20 votes))
■ Horror films (accumulated 50% of votes (10/20 votes))
● What will I do with this information?
○ I will incorporate the genre conventions of action, comedy, and horror into my short
film because these were the most popular choices collected from a survey of
unbiased and anonymous grade 10 students. To make sure that my film caters to
their preferences and therefore the preferences of the audience, I will ensure to
include key elements from each genre in a cohesive and engaging way in my film.
By combining together the excitement usually seen in action films, the laughter,
usual audience-engagement, fun moments in comedic films, and the chilling scares
of horror elements, I hope to create a memorable and entertaining film that will
appeal to all members of my audience.

● What have I found out?

○ The most liked length of a short film is:
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■ 4-5 minutes (accumulated 52.6% of votes (10/19))

● What will I do with this information?
○ After conducting a survey of grade 10 students to determine the ideal length for my
short film, I discovered that the majority of preferred films were between 4 to 5
minutes in length. Therefore, I have decided to make my short film fall within this
time frame to ensure that it meets the expectations and preferences of my target
audience. This will allow me to effectively communicate my message within a
reasonable amount of time and keep the attention of my viewers captivated, without
losing their interest.

● What have I found out?

○ Students prefer films with:
■ Dialogue (accumulated 84.2% of votes (16/19))
● What will I do with this information?
○ After conducting a survey of grade 10 students, I discovered that dialogue was the
most popular option for a short film, compared to a silent film. As a result, I have
decided to incorporate dialogue into my film in order to meet the preferences of my
audience, grade 10 students. By doing so, I hope to create a more engaging,
interesting, and relatable film that resonates with the audience and leaves a lasting
impact.

● What have I found out?

○ The most liked amount of sound in a film is:
■ A lot (accumulated 63.2% of votes (12/19))
● What will I do with this information?
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○ After conducting a survey of grade 10 students, I discovered that a lot of

music/sound effects/score/heavy audio was the most popular option for a short film.
Therefore, I have decided to incorporate a large amount of audio elements into my
upcoming short film. I believe that by using a diverse range of sounds, I can enhance
the overall viewing experience and create an immersive and engaging film for my
audience, and that by carefully selecting and implementing the right music, sound
effects, and score, I am confident that I can create an impactful, memorable, and
interesting short film that resonates with my audience.

● What have I found out?

○ The most liked type of colouring in a film is:
■ Full colour, and not black and white (accumulated 52.6% of votes (10/19))
● What will I do with this information?
○ After conducting a survey of grade 10 students, I discovered that a colourful film
and not a ‘black and white’ production was the most popular option for a short film.
As a result, I have decided to create my upcoming short film using a vibrant and
diverse colour palette. By using colours, I believe that I can create a visually
pleasing film that engages my audience and immerses them into my story. Colour
can evoke emotions and add depth and meaning to a film, and a colourful film will
not only capture my viewers' attention and keep them interested in the film, but will
also leave a lasting impression that resonates with them after the film has been
watched.

3. Storytelling/Script
“How do you structure a script?”
“What are the elements of a script?”
“What do good scripts have?”
“How do you develop a plot?”
“How do you develop a plot/script corresponding to your genre?”
● Online research

Source: What makes a great screenplay? | Film books | The Guardian

(screenshot from the website article)
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● What have I found out?

○ The Protagonist:
■ According to John Yorke, the best way to get the audience to love the
protagonist is for them to want to be them: “There is something immensely
attractive in living through a character who does obtain revenge, who is
proved to have value or [..] is finally proved right.”
○ The Antagonist:
■ Hitchcock says: "The more successful the villain, the more successful the
picture."
■ It is important for the protagonist and antagonist to be opposites, and as John
Yorke says: “All forces of antagonism embody the qualities missing in their
protagonist's lives.”
○ Desire:
■ In order for the character to not be passive, they have to want something.
Characters should be motivated by desire Aaron Sorkin says: "Somebody's
gotta want something, something's got to be standing in their way of getting
it. You do that and you'll have a scene."
● What will I do with this information?
○ When I write my own script, I plan to incorporate the research and knowledge I have
accumulated to create a more engaging and effective story. By using specific
storytelling techniques and setups that I have discovered through my research, I
hope to create a story that resonates with my audience on a deeper level. During the
writing process, I will carefully monitor and adjust the story as necessary to achieve
the desired effect. I will include an obvious protagonist, antagonist, and ‘desire’
aspect into my script, to create an interesting and appealing storyline, which will
incredibly increase the overall quality of my film. By leveraging my knowledge and
research about storytelling, I hope to create a more compelling, engaging, and
impactful script that leaves a lasting impression on my audience.

4. Characters
“How do you develop characters?”
“To what extent is character development necessary in film?”
“How many main characters should there be?”
● Online research

Source: Developing Characters for Your Short Film — CLINT TILL

(screenshot from the website article)
Eugenie Puype

● What have I found out?

○ “Give your characters clear and specific goals. What is it they really want?
Sometimes this is different from what they say they want.”
○ “Make it difficult for your characters to reach their goals. What else can go
wrong?”
○ “Make your characters learn something along the way; about their own lives, the
lives of others, or the world around them. How are they different at the end from
where they were at the beginning?”
○ “Develop a backstory for your characters. Obviously you won't have time to explore
every facet of their lives, but knowing where they came from and what got them to
this particular point will inform your writing.”
○ “Always ask "Why?" This will challenge you to create clear motivations for your
characters. When you write a specific action into the script, or a specific piece of
dialogue, always ask yourself "Why?" Make sure you understand exactly why your
characters are saying and doing the things that you're writing for them.”
● What will I do with this information?
○ When I plan my film’s storyline and therefore create the characters, I plan to
incorporate the research and knowledge I have accumulated about characters to
create a more engaging and interesting storyline and character group. By using
specific character values and techniques that I have discovered through my research,
I hope to create characters that resonate with my audience on a deeper level. During
the planning and creating process, I will carefully monitor and adjust the character
and their development arcs as necessary to achieve the desired effect. I will include
obvious goals, development, backstory, and ‘Why?’aspect into my character
planning, to create an interesting and appealing storyline and character group, which
will incredibly increase the overall quality of my film. By leveraging my knowledge
and research about characters, I hope to create a more compelling, engaging, and
impactful character group and therefore storyline that leaves a lasting impression on
my audience.

5. Colour theory
“How is colour theory used specifically in film?”
“To what extent is colour theory necessary in film?”
“Are there any connections between colour theory and characters?”
“How is colour theory used to advertise films?”
● Online research
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● What have I found out?

○ Colour theory can have a significant impact on the way a film is perceived by its
audience. By utilising specific colour palettes, schemes, and contrasts, filmmakers
can create a visual language that enhances the storytelling and evokes specific
emotions or moods in the audience
○ Warm colours (red, orange, yellow) = can create a feeling of warmth, excitement, or
danger,
○ Cool colours (blue, green, purple) = can create a sense of calmness, melancholy,
mystery.
○ Colour contrasts like (complementary colours/colour grading) can help differentiate
between different scenes or characters/emphasise specific elements of the story
● What will I do with this information?
○ When I create my own film, I plan to incorporate my knowledge and research about
colour theory to create a more engaging and impactful visual experience for my
audience. By utilising specific colour palettes, schemes, and contrasts that I have
discovered through my research, I hope to create a visual language that resonates
with my audience and enhances the storytelling. During filming and post-production
(editing), I will carefully monitor and adjust the colours as necessary to achieve the
desired, appropriate, and respective effect. By leveraging my knowledge and
research about colour theory, I hope to create a more immersive and dynamic film
that leaves a lasting impression on my audience.

6. Editing techniques
“What are the different editing techniques?”
“How are they used in film?”
“How do they collaborate/link to other elements in film (film score, composition, etc.)”
● In-class demonstrations
● Online research

Source: Film editing techniques for video creation - Storyblocks

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(image: example of a l-cut and j-cut)(for reference)

● What have I found out?

○ Different editing techniques:
■ Standard cut
■ L cut
■ J cut
■ Match cut
■ Cutting on action
■ Jump cut
■ Transitions
● Fade
● Dissolve
■ Parallel editing
■ Cutaway shots and cut-ins
■ Montage
● What will I do with this information?
○ When I create my own film, I plan to incorporate my knowledge and research about
editing techniques to create a more engaging and impactful visual experience for my
audience. By using the specific editing techniques that I have discovered through my
research, I hope to create a visual language that resonates with my audience and
enhances the storytelling. During the editing process, I will carefully monitor and
adjust the editing techniques as necessary to achieve the desired, appropriate, and
respective effect. By leveraging my knowledge and research about editing
techniques, I hope to create a more immersive and dynamic film that leaves a lasting
impression on my audience.

7. Sound in film
“What is the effect of sound in film?”
“To what extent is sound important in film?”
“What is ‘score’ and how is it used in film?”
“How are sound effects used in film?”
● In-class demonstrations
● Online research
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Source: The Importance of Sound – The Los Angeles Film School

(screenshot from the website article)

● What have I found out?

○ Films produced using three types of sounds:
■ human voices
■ music
■ sound effects
○ 3 types of sounds = crucial for film to feel realistic
○ Sounds and dialogue = must perfectly sync with actions in film without delay
■ If sound doesn’t match action on screen = action isn’t believable.
■ 1 way to achieve believable, high-quality sounds = use original sound clips,
don’t rely solely on sound libraries for sound effects
○ Another way to make a film more believable = incorporate asynchronous sound
effects
■ background sounds
■ do not directly correlate to action occurring in a scene
■ can bring film to life
■ (including sounds typical of a city or rural area = help make film’s setting
more realistic)
● What will I do with this information?
○ When I create my own film, I plan to incorporate my knowledge and research about
sound to create a more engaging and impactful auditory experience for my audience.
By using the specific sound techniques that I have discovered through my research, I
hope to create an auditory experience that resonates with my audience and enhances
the storytelling. During the filmmaking and editing process, I will carefully monitor
and adjust the sound techniques as necessary to achieve the desired, appropriate, and
respective effect. By leveraging my knowledge and research about sound techniques,
I hope to create a more immersive and dynamic film that leaves a lasting, auditory
impression on my audience.

8. Composition
“How is composition used in film?”
“To what extent is composition necessary in film?”
“What is negative space?”
● In-class demonstrations
● Online research
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Source: What Do Filmmakers Mean When They Refer to Composition?

(example of a rule-of-thirds composition tool)

● What have I found out?

○ Composition refers to: how elements on screen (actors, scenery, props, etc.) appear
in respect to each other and within frame itself
○ important = directs the audience’s attention
○ important = through composition you can create visually appealing images unique to
the director and DP’s style
○ guides audience to pay attention
■ one single person amidst crowd of people
■ single point in a busy frame
○ allows us to instantly convey information and subtext
■ controlling angles and distance between characters or significant props
■ instantly and intuitively clue our audience in on the deeper meaning
○ Basic Tools of Composition
■ Rule of Thirds
■ Light and Dark
■ Angles and Perspective
● What will I do with this information?
○ When I create my own film, I plan to incorporate my knowledge and research about
composition to create a more engaging and impactful visual experience for my
audience. By using the specific composition techniques that I have discovered
through my research, I hope to create a visual language that resonates with my
audience and enhances the storytelling. During the filmmaking process, I will
carefully monitor and adjust the composition as necessary to achieve the desired,
appropriate, and respective effect. By leveraging my knowledge and research about
composition, I hope to create a more immersive and dynamic film that leaves a
lasting impression on my audience.

9. Film grammar
“What are the different shot types?”
“To what extent are shot types necessary in film?”
“What are the different camera angles?”
“To what extent are camera angles necessary in film?”
● In-class demonstrations
● Online research
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● What have I found out?

○ Different camera shots
■ Extreme long shot
■ Long shot
■ Mid shot
■ Medium close up
■ Close up
■ Extreme close up
○ Different shot angles
■ Low
■ Eye-level
■ High
■ Worm’s eye
■ Canted
■ Bird’s eye
○ Camera and lens movement
■ Pan left → Pan right
■ Crab left → Crab right
■ Track out → Track In
■ Zoom out (lens) → Zoom in
■ Ped up → Ped down
■ Tilt up → Tilt down
● What will I do with this information?
○ When I create my own film, I plan to incorporate my knowledge and research about
shot types and camera angles to create a more engaging and impactful visual
experience for my audience. By using the specific shot types, camera angles, and
camera/lens movements that I have discovered through my research, I hope to create
a visual language that resonates with my audience and enhances the storytelling.
During filming, I will carefully monitor and adjust the shot types, camera angles,
and camera/lens movements as necessary to achieve the desired, appropriate, and
respective effect. By leveraging my knowledge and research about shot types,
camera angles, and camera/lens movements, I hope to create a more immersive and
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dynamic film that leaves a lasting impression on my audience.

● What have I found out?

○ Camera aperture = opening in the lens through which light passes to reach the
camera sensor or film
○ typically measured in f-stops
■ represent the ratio of the lens's focal length to the diameter of the aperture.
○ Smaller aperture (higher f-stop number)
■ let less light in
■ produce a deeper depth of field
■ more of the scene will be in focus
○ Larger aperture (lower f-stop number)
■ allow more light in
■ produce a shallower depth of field
■ only small part of scene will be in focus
■ rest will be blurred.
○ Aperture = also affects the exposure of the image
■ larger aperture allowing more light into the camera
■ smaller aperture allowing less light into the camera
○ Understanding aperture is essential in controlling the amount of light that enters the
camera and is one of the three factors that determine exposure, along with shutter
speed and ISO.
● What will I do with this information?
○ When I create my own film, I plan to incorporate my knowledge and research about
camera aperture to create a more engaging and impactful visual experience for my
audience. By using the smaller/larger camera aperture that I have discovered through
my research, I hope to create a visual language that resonates with my audience and
enhances the storytelling. During filming, I will carefully monitor and adjust the
camera aperture as necessary to achieve the desired, appropriate, and respective
effect. By leveraging my knowledge and research about camera aperture, I hope to
create a more immersive and dynamic film that leaves a lasting impression on my
audience.

10. Lighting
“What are the different types of lighting used in film?”
“To what extent is quality lighting necessary in film?”
“How does lighting impact film - whether good quality or not?”

Source: Film 101: Understanding Film Lighting - 2023 - MasterClass

(screenshot from website article)
Eugenie Puype

● What have I found out?

○ Importance of lighting:
■ Lighting tells the audience where to look: Guides to the eye to a specific
actor, prop, etc.
■ Reflects psychology/feeling of characters: Matches their emotions based on
harshness, colour, amount
■ Defines and supports the genre of film: Lighting is the tool that conveys
mood most clearly (ex. Bright and colourful = comedy, dark and eerie =
horror)
○ Lighting techniques:
■ Ley lighting: main and strongest light source in a scene/on the actor
■ Fill lighting: softens harsh shadows and adds dimension
■ Side lighting: lights side of actors, focuses on their contours → dramatic
effect
■ Practical lighting: Lighting part of the scene → adds ambience, sets mood
(ex. Candles, lamps, etc.)
■ Low-key lighting: Lighting aesthetic with lots of shadows → creates a
sense of mystery/suspense.
● What will I do with this information?
○ When I create my own short film, I plan to implement the research and knowledge I
have accumulated about lighting in film to create a more engaging and visually
striking experience for my audience. By incorporating specific lighting techniques
and setups that I have discovered through my research, I hope to convey the mood
and tone of my story much more effectively. I plan to create a lighting plan with
other members of my filmmaking team. This plan will align with my creative vision
and integrates the insights I have gained through my research. During filming, I will
carefully monitor and adjust the lighting as necessary to achieve the desired effect,
and to create a more immersive, engaging, and impactful film that resonates with my
audience.

11. Filmmaking Practical Research:

“What did we do?”
“What tools were used?”
“What problems were encountered?”
“What things were learnt?”
Eugenie Puype

● In-class demonstrations

● What we did:
○ We filmed a scene using the script from the film ‘Pulp Fiction’, from a scene set in
the fictional restaurant Jack Rabbit Slims.
● Tools used:
○ Camera
○ Tripod
○ Boom stick
○ Microphone
○ Clapperboard
○ Props (table, chairs)
○ Scripts
● Problems encountered:
○ At some points when editing, the camera seemed to be a bit tilted; this meant we had
to reposition the entire frame in IMovie for the frames to be adjusted the same
○ The actors had to be posed strategically: as we were filming the same scene 3 times
and using different clips from each filmed scene, the actor’s movements, speech,
tone, and facial movements had to be exactly the same 3 times for it to look good
once edited
● Things we learnt:
○ Filmmaking is a very time-consuming process, and you spend a lot of time waiting
around for each post to be ready for production
○ Holding the boom stick & microphone on your back and across your shoulders is the
most stable way to do it (Kaelyn)
○ I learnt how to edit with multiple media clips in IMovie (how to combine them
without it being time-consuming.

12. Filmmaking team

“What are the different roles in a filmmaking team?”
“What are the different responsibilities in a filmmaking team?”
“Aspects of a filmmaking team?”
● Online research
Eugenie Puype

Source: Roles in a Filmmaking Team - dummies

● What have I found out?
○ “Dirty work” roles
■ “Camera operator: The camera operator is responsible for filming and
setting up the camera shots for each scene.”
■ “Boom operator/sound mixer: The person responsible for holding the
microphone and recording sound on set. The boom operator also monitors
the sound during filming to check for volume levels and any sound issues or
background noises.”
■ “Gaffer: Gaffers work with the director of photography or camera operator
to set up lighting for each scene.”
■ “Key grip: Key grips are responsible for much of the equipment used in
filming, including tripods, dollies, cranes, lighting, and so on.”
○ “Creative processes” roles
■ “Props master: The person responsible for finding props needed for each
scene. Some props need to be designed and built for a scene and others can
be bought.”
■ “Writer: The person who writes the story and script for filming. The writer
is really involved at the start of the filmmaking process, but occasionally he
or she can be invited to be on set when filming.”
■ “Editor: Editors are responsible for placing the footage together in the
editing tool to tell the story. They often work to make sure the director is
happy with the final result.”
○ “Responsible” roles
■ “Producer: The person responsible for organising the production and
filming from start to finish. Some of the duties of a producer include
working with writers, the director, and the cast to prepare the script ready
for shooting; organising and managing the film crew; planning and
scheduling the shoot; reviewing the edits with the director; and organising
the distribution of the final film.”
■ “Director: Directors work with the actors and crew during filming to tell
the story and to get the best result for the audience. They also help to refine
the story and script before filming and review the edits during post-
production.
○ Actors: These are the people who play the characters in the film. They take advice
from the directors to bring the character to life using the dialogue written in the
script.”
● What will I do with this information?
○ When I create my own short film, I plan to implement the research and knowledge I
have accumulated about filmmaking teams to carefully create a productive
filmmaking filled with respect and honesty. By incorporating the specific roles that I
have discovered through my research, I hope to create a productive filmmaking
team, to ensure that the actual filmmaking process runs smoothly and with little
conflict. This is important as it will allow me to create a more immersive, engaging,
and impactful film that resonates with my audience.

Design Brief
Group Requirement Response Link to research

Function How will the film be shared The film will be shared in an MYP Design -
and used ISZL summer film-festival, Unit 4: Film
Eugenie Puype

and will be entered into a

grade-wide competition.
The film will be used to share
a storyline regarding the topic
of ‘Dreams’, and its function
is to engage its audience.

Performance How might the product work The film will be informative MYP Design -
- how will the film interest, towards the audience by Unit 4: Film
inspire, excite, inform the maybe including some aspects
audience? of historical events, scientific
discoveries, societal issues, or
cultural customs in its
storyline. This would greatly
inform the audience on
whatever aspect is included.
The film will be inspiring by
showing some sort of
development of the
protagonist. The protagonist
will have to endure some sort
of conflict, either moral,
mental, or physical. However,
they will then enjoy a
resolution. This process will
be satisfyingly inspiring to the
audience, as they’ve seen
someone go through
hardships, however gain good
karma and be able to live a
pleasant life.
The film will excite and
interest the audience by using
an engaging storyline,
engaging character group, and
engaging camera shots,
camera angles, camera lenses,
composition techniques, a
range of sound effects, and a
variety of editing techniques.
This range will create a film
surrounded by an entertaining
atmosphere, as there is such a
variety of each filmmaking
aspect.

Market Who will enjoy/understand My film will be planned, MYP Design -

the film (age, language, etc) produced, and edited in Unit 4: Film
English, as that is the
universal language used in our
school and the universal
language of my intended
audience. The film will mainly
be enjoyed by grade 10
Eugenie Puype

students, as they will be my

main audience because of the
grade-wide competition my
film will be entered in.
However, this film might also
be enjoyed by a large portion
of the ISZL community,
because if my film wins the
grade-wide competition, it will
be presented and played in
front of the entire ISZL
community at the ISZL
summer film-festival.

Is there competition/similar There is a large competition MYP Design -

products? and amount of similar Unit 4: Film
products. As mentioned
above, my film is going to be
entered into a grade-wide
competition, and will therefore
be competing against many
other grade 10-produced films.

Quantity How many will be needed? Only 1 short film will be MYP Design -
produced. Due to the time Unit 4: Film
frame and resources available,
it is not possible to plan, film,
and edit more than 1 film, and
have it be of high quality in
less than 8 hours.

Style What genre or genres will the My film will follow the genre MYP Design -
film belong to? conventions of ‘Action’, Unit 4: Film
‘Horror’, and ‘Comedy’. I
believe a mixture of these 3
genres will lead to an
interesting and engaging film.

How will it appeal to the To understand and know how MYP Design -
target audience? to make my film appeal to its Unit 4: Film
target audience (grade 10 MYP Design -
students), I sent out a form to Unit 4: Film
hear their opinions. My film
will appeal to the target
audience by including the
following factors:
- Genres: comedy,
horror, action
- 4-5 minutes in length
- Will be produced in
English
- Will be produced in
colour (not black and
white)
Eugenie Puype

- Will include dialogue

- Will include a large
amount of
music/sound
effects/score/heavy
audio
This is unrelated to my
specific audience (grade 10
students), however there are
some factors regarding
filmmaking that are essentially
for any audience, including:
- High sound quality
- High editing quality
- Reliable/trustworthy
editing
- High photo-image
quality
- High quality usage of
composition
- High quality storyline
(include set-up,
conflict, resolution)

Quality How will I ensure high I will ensure high quality in MYP Design -
quality in the product? this product by ensuring a Unit 4: Film
productive and good
filmmaking environment. I
will be doing this by putting
together a productive,
respectful, and appropriate
filmmaking team to ensure the
filmmaking process runs well,
ensuring a high quality
product.

Does the target audience To understand and know how MYP Design -
have any special to make my film appeal to its Unit 4: Film
requirements? target audience (grade 10
students), I sent out a form to
hear their opinions. My film
will appeal to the target
audience by including the
following factors:
- Genres: comedy,
horror, action
- 4-5 minutes in length
- Will be produced in
English
- Will be produced in
colour (not black and
white)
- Will include dialogue
- Will include a large
Eugenie Puype

amount of
music/sound
effects/score/heavy
audio

Time When will the product be The product will only be MYP Design -
used? Reused? entered into the grade-wide Unit 4: Film
competition once, and if
admitted to the ISZL summer
film-festival it will only be
presented and played to the
audience once. As this film’s
topic is going to be about
‘Dreams’, as this is the theme
for this years summer film-
festival, the theme for next
year’s summer film-festival
will be different, meaning it
would no longer be
appropriate for the film to be
played at the festival.
However, if my film has great
success, it may be played in
front of future tenth graders as
an example of a film they
could produce.

How long do I have to make I will have 3 weeks to make MYP Design -
it the film (3 hours each week = Unit 4: Film
9 hours total to plan, film, and
edit.)

Impact What could/should be the The product should have an MYP Design -
impact of the product on the impact on the user. This Unit 4: Film
environment and the user? impact should be interesting,
inspiring, exciting, and/or
informing

Criterion B
Design Specifications
# Specifications: Why this is needed How will I measure this?

1. The film will be 4-5 This is needed because it will I will measure this by timing
minutes long. make my film appeal to the the length of my film with a
audience. In a google form sent
Eugenie Puype

out by me, 52.6% of votes (10/19 timer

people) voted for the length of I will also ask my audience
my short film to be 4-5 minutes if the film had an enjoyable
MYP Design - Unit 4: Film length - if >80% agree, then
the criterion has been
successfully completed.

2. The storyline of my film This is needed because it will I will ask my audience if the
will follow the format of a make my film have an ordered film had an obvious 3-part
3-part structure narrative and complete storyline. This will structure narrative - if >80%
‘exposition, climax, make my film much easier to agree, then the criterion has
resolution’. watch and understand, and will been successfully completed.
overall increase the quality of
my film.
MYP Design - Unit 4: Film

3. The film will include This is needed because it will I will ask my audience if the
dialogue, and will not be a make my film appeal to the film had an obvious dialogue
silent film. audience. In a google form sent - if >80% agree, then the
out by me, 84.2% of votes of criterion has been
votes (16/19 people) voted for successfully completed.
my short film to include dialogue
MYP Design - Unit 4: Film

4. The film will be in colour, This is needed because it will I will ask my audience if the
and will not be in black and make my film appeal to the film was in colour - if >80%
white. audience. In a google form sent agree, then the criterion has
out by me, 52.6% of votes (10/19 been successfully completed.
people) voted for my short film
to be in colour, and not in black
and white.
MYP Design - Unit 4: Film

5. The film will follow the This is needed because it will I will ask my audience if the
genre conventions of an make my film appeal to the genre conventions of the
‘action’, ‘horror’, and audience. In a google form sent film were obvious - if >80%
‘comedy’ film. out by me, the most liked genres agree, then the criterion has
of films/movies were action been successfully completed.
films (accumulated 65% of votes
(13/20 votes)), comedy films
(accumulated 65% of votes
(13/20 votes)), and horror films
(accumulated 50% of votes
(10/20 votes))
MYP Design - Unit 4: Film

6. The film will include a lot This is needed because it will I will ask my audience if
of music, sound effects, make my film appeal to the they believed there was a
score, and heavy audio. audience. In a google form sent large amount of music,
out by me, 63.2% of votes sound effects, score, and
(12/19 people) voted for my heavy audio in the film - if
short film to include dialogue >80% agree, then the
 Eugenie Puype

MYP Design - Unit 4: Film criterion has been

successfully completed.

7. The film will have no It is important that the film does I will ask my audience if
continuity mistakes. not have any continuity they noticed any continuity
mistakes, as continuity mistakes mistakes - if >80% say ‘no’,
make your film unreliable, and then the criterion has been
allows the audience to simply successfully completed.
not believe the actions in your
film
MYP Design - Unit 4: Film

8. The film must have at least It is important that the film I will ask my audience if
5 different types of shots. includes at least 5 different types they counted 5 or more
of camera shot types as a variety different types of camera
of shot types is necessary to keep shots - if >80% say ‘yes’,
an audience engaged, and to then the criterion has been
correctly portray the storyline successfully completed.
MYP Design - Unit 4: Film

9. The film must include at It is important that the film I will ask my audience if
least 5 different editing includes at least 5 different types they counted 5 or more
techniques of editing techniques as a variety different types of editing
of editing techniques is techniques - if >80% say
necessary to keep an audience ‘yes’, then the criterion has
engaged, and to correctly portray been successfully completed.
the storyline
MYP Design - Unit 4: Film

10. The film includes numerous It is important that I have a I will ask my audience if
characters that vary in terms variety of characters in my film they believed there was a
of gender, personality, as a variety of characters will variety of characters in the
physical appearance, and allow me to create an interesting film - if >80% agree, then
voice (accent/tone) and appealing storyline, which the criterion has been
will incredibly increase the successfully completed
overall quality of my film.
MYP Design - Unit 4: Film

11. The film is going to be It is important that my film is I will ask my audience if
edited, directed, and edited, directed, and produced in they could understand my
produced in English. English as the universal language film’s language - if >80%
of my audience is English. say ‘yes’, then the criterion
MYP Design - Unit 4: Film has been successfully
completed.
Film Ideas
Title Set-Up Conflict Resolution

Cell The story begins with Dr. She begins talking to the first 2 murderers, The story ends as Sally
Dreaming Sally, a ditzy psychiatrist who introduce themselves, their stories, wakes up gastfully in a
who is fascinated by the and although not exactly telling her what bright, white room, with
psychology of murderers. made them ‘tick’, give her enough to be her hair cleanly done,
 Eugenie Puype

She is determined to find satisfied. However, as Sally talks to the and in a simple white,
out what makes the third murderer, she begins to feel uneasy. clean dress (symbolising
murderers tick and what The murderer's story sounds eerily the afterlife). The shot
drives them to commit such familiar and she realises that he is ends with her realising
heinous and distasteful describing the night of her own murder. that she was actually
crimes. Sally arranges to Suddenly, Sally is transported back killed by her boyfriend
visit a maximum security (flashback) to that night. She finds herself and was simply reliving
prison and talk to three running down the hallways of her house, her murder in a dream to
different murderers, to with her boyfriend chasing her crazily give her ghost clarity,
gather research for her with a knife. and for her to finally rest
findings. Sally relives the terrifying moments of in peace.
being chased and cornered by her ex-
boyfriend. Unfortunately her boyfriend
corners her, tackles her to the ground, and
stabs her in the heart with a knife.

Spying on The story follows a skilled Once the spy finds the files, they begin to In the final scene, the spy
the spy who has been tasked read them. However, as they read on, the is so extremely shocked
Simulation with breaking into a high- spy is horrified to discover that the files and baffled by the
security company to suggest that life is nothing more than a realisation that
retrieve confidential dream. The spy begins to question everything is a dream.
information. The spy has everything they know about reality and They are too stunned to
been meticulously trained to begins to doubt their own existence. properly think, and let
complete the mission with As the spy grapples with this shocking their earpiece fall down
precision and stealth. revelation, they hear voices in their to the floor. The spy then
The shot begins with the earpiece, reminding them of their mission leaves the room
spy entering/infiltrating the objective. The spy knows that going peacefully, ignoring the
company. Intense action against orders could have serious safety protocols they
sequences follow, of them consequences, but they can't shake the were meant to
dodging lasers, evading feeling that what they've read is too undermine, and walks
guards, and hacking into important to ignore. into the distance,
security systems. The realising that reality, and
confidential building is all the meaning of life, is
very structured and white, pointless.
with no colourful details or
anything life-like.
Eventually, the spy makes it
to the location where the
confidential files are stored.

Fatherless The story follows Emily, a One night, Emily's nightmare takes a In the final scene, Emily
dreams young woman who has strange turn. Instead of just running away wakes up from her dream
been plagued by recurring from the man as all of her other feeling conflicted but
nightmares for years. In her nightmares have gone, she suddenly also a bit relieved. She
dreams, she always sees the makes the realisation that she can confront realises that her recurring
same man, who appears to him. As she approaches him, she realises nightmares were a
be chasing her. Despite her that he looks exactly like her estranged manifestation of her
efforts to shake off the father, whom she ‘ghosted’ decades ago unresolved feelings
nightmares, (visiting due to unresolved family issues. Emily is towards her father. Emily
therapists, neurology confused, tormented, and scared but decides to reach out to
appointments) they only decides to keep going. him and arranges a
seem to be getting worse. The man (Emily's father) tells her that he meeting.
The film is constantly wants to apologise for leaving her and her
evolving in-and-out of her mother when she was a child. He admits
Eugenie Puype

dreams, to demonstrate the that he made a mistake and that he wants

massive effect of the to make things right. Emily is torn
dreams on her life, and how between anger and forgiveness, and she
they have completely doesn't know what to do.
overruled her conscious
being.
Eugenie Puype

Storyboards
Eugenie Puype

Final/Chosen Film + Justification

# Design Specification: How the final film allows this to met:

1 The film will be 4-5 minutes According to my assumptions and storyboards, my

long. chosen film allows this specification to be met because of
this time planning: Set-up (2-3 minutes), Conflict (2-3
minutes), Resolution (<1 minute). As seen in my
storyboard, there is no frame detailed for the resolution.
This is because the resolution is very small, and consists
of only a little number of video/script. This small
resolution allows for me to distribute a greater amount of
time to the set-up and conflict, which is necessary for the
storyline to develop well.

2 The storyline of my film will As seen in the table above, my chosen film has a clear
follow the format of a 3-part set-up (exposition), conflict (climax), and resolution
structure narrative ‘exposition, written.
climax, resolution’.

3 The film will include dialogue, As seen in my storyboards (and made obvious in my film
and will not be a silent film. idea planning), there will be dialogue between my
characters in this movie. This includes (but is not limited
to): the psychiatrist preparing herself to meet the
prisoners and is speaking to herself, the psychiatrist
conversing with the prisoners, the prisoners talking
amongst themselves (witty side comments, etc.). These
conversations between the characters (and themselves)
allows there to be dialogue in this film.

4 The film will be in colour, and As seen in my storyboards (and made obvious in my film
will not be in black and white. idea planning), this film is meant to represent a real-life
situation, and is meant to be as realistic as possible in
order to be respectful of the storyline. Therefore, it is
necessary for the film to be in colour.

5 The film will follow the genre The concept of my film follows the concepts of a horror
conventions of an ‘action’, and action film, as it displays a pretty gruesome story
‘horror’, and ‘comedy’ film. following prisoners and murder. My film will display the
genre conventions of comedy with the dialogue used,
specifically the dialogue shared between the psychiatrist
and the prisoners, and the dialogue amongst the prisoners.

6 The film will include a lot of As my film follows 3 different genre conventions that
music, sound effects, score, and vary greatly, it gives me a lot of opportunity to
heavy audio. incorporate a large amount of music, sound effects, score,
and heavy audio. This film specifically includes a lot of
different atmospheres/atmospheric tensions, as the
storyline is very unique, and the characters are quite
diverse. This also allows me to incorporate a large
amount of music, sound effects, score, and heavy audio.

7 The film will have no continuity There is no way to determine this by my film idea, as this
mistakes. is something completely dependent on the filming
Eugenie Puype

process.

8 The film must have at least 5 As seen in my storyboard, my film will have at least 5
different types of shots. different types of shots, including close-ups, long shots,
low shots, left-pans, medium long shots, etc.

9 The film must include at least 5 There is no way to determine this by my film idea, as this
different editing techniques is something completely dependent on the editing
process.

10 The film includes numerous As seen in my storyboard for this film, there are 5
characters that vary in terms of different characters: the main protagonist (woman,
gender, personality, physical cheerful, perky, psychiatrist), the main villain (man,
appearance, and voice dangerous, creepy, un-groomed), side characters (men,
(accent/tone) prisoners, witty/dangerous, etc.), and a security guard
(man again, but well-groomed, professional, respected,
etc.) My storyboard allows there to be numerous
characters that vary in terms of gender, personality,
physical appearance, and voice (accent/tone), simply
because of the nature of the storyline and the dialogue.

11 The film is going to be edited, There is no way to determine this by my film idea, as this
directed, and produced in English. is something completely dependent on the filming
process.

Screenplay
Script Design G10 Unit- Film.pdf

Criterion C
Credits
Director - Celena
Nurse - Milly
Eugenie Puype

Cyrus - Julius
Owen - Jayden
Camera woman - Alicia
Camera woman - Ines
Sound boom holder- Kaelyn
Sound checker - Isabel
Clapper- Eugenie
Score - Milly

Resources
Hardware

Item How it will be used Key features

Sony 4k To record the film and clips we need - Has magnifying focus
digital video to see if your subject
camera is focus
- Manual zoom
- Manual control for
focus and exposure
- Connect external
microphone and
headphones
- HDMI feed - Works
like a webcam
- 4k resolution

Tripod Will be used to keep the camera stable when - Can be placed in any
filming shots where the camera does not move. setting
- Portable
- Light and easy

Boom It will be used to hold the microphone stable whilst - Light

filming scenes, it will also allow us to be able to - Portable
bring the microphone closer to the cast without the - Records sound well-
microphone being shot. stereo sound

Headphones To listen to the sound while filming and used when - Jack connection to
editing connect to audio
system
- Sound cancelling/
foam to increase
audio playback
quality

Laptop To edit the movie - Compatible with

iMovie and able to
download google
- Keyboard to use
keyboard shortcuts

Mouse To assist the editing process - Sensitive mouse for

accurate cuts
Eugenie Puype

Microphone Will be used to capture the voices of each character - Small and won’t be
when filming each scene. seen on camera
- Good sound quality
- Stereo sound

SD card This will be used to transfer the videos from the SD - Fits with the SD card
reader card that stores our footage when recording, to the and computer we will
computers so that we can edit the footage. be using

SD card Used for saving footage filmed on camera. - Fits the audio
recording device and
also into the SD card
reader

Props

Football For the two brothers to play with - Makes the story work
From the gym - Easily accessible -
group members have
it at home

School Bus - To film to imply that Owen is run over - Large and would
Dion have the ability to run
over a person

Syringe Used as the needle to inject the old man - Needle that pulls out
from science and goes back in
department when pressed into a
surface

Photo frame To show the audience how his brother was dead - Fits with the storyline
with photo and they were very close - doing something silly in
of Jayden the photo to show childishness
and Julius as Alicia bring in
“children”

Photo to Show the audience that brother survived - Fits with storyline
swap out - Can be easily taken
with Jayden and printed out at
and Julius as school
men

Costumes

Regular man For the audience to see that the character is a - Can also be brought
clothes grown man in from home
- Will film all given
scenes in one day for
continuity

Normal teen For the flashbacks when both brothers are younger - Can be brought in
clothes easily from home
- Will film all given
scenes on one day for
Eugenie Puype

continuity

lab coat x2 For the people putting the old man to sleep - Look surgical
- Easily accessible

Software

Item How it will be used Key features

iMovie It will be used to edit the movie and is able to cut - Precise cuts
and add sound to our movie - Transitions
- Audio compatibility
- Titles

Google Docs Will be used as a planning document for important - Collaborative

information. - Store our ideas

Google Will be used to plan and to store all the information - Collaborative
Drive

Locations

Item How it will be used Key features

Nurses It will be used for the scene of in the hospital - Hospital bed
Office - Blood pressure checker
- Needle
- Looks like a genuine
medical situation
because it is

Bus stop The road is where the brother will get hit by the - By a road
road by the bus - No genuine risk of
Harley being run over
Davidson
building

Decomposition
Level 0: Producing a short 6 minute film called “The Last Wish” about a man who goes back in time
at the end of his life to save his brother.
1. Source Props
1.1. Make a list of the needed props
1.2. Ask group members if they have necessary props
1.3. Email/Talk to Ms Allen for permission for props that no group members have
1.4. Collect props from group members and Ms. Allen
1.5. Store props outside of filming - if they are yours, just bring them in on the day.
1.6. Email/talk to Dion about the filming him driving the bus
1.7. Take pictures of Jayden and Julius
1.7.1. Take one childish photo one day
1.7.2. Take one adult photo in other clothes on the other day
2. Find locations
2.1. Make a list of necessary locations
Eugenie Puype

2.1.1. Ask other team members to make sure that all locations are safe
2.2. Email/go and talk to Nurse about permission to use the Nurse’s office
3. Prepare for filming
3.1. Plan a call sheet of what people, props and locations we need and when
3.2. Create a group chat so that we can plan who wears what on which day
3.3. Actors (Milly, Jayden and Julius) learn their lines at home! Very important!!!
3.4. Coordinate with Dion for outdoor filming
3.5. Coordinate with Nurse for Nurse’s office filming
4. Film scenes
4.1. Record both flashback outdoor scenes
4.1.1. Set up cameras and boom outside the BIXE building, on the Harley Davidson
road
4.1.2. Jayden and Julius wear childish clothes/ sports clothes/ normal clothes
4.1.3. Film Dion’s two scenes - one where he hits, one where he doesn’t
4.1.4. Film dialogue and actors
4.2. Film scenes in Nurses office
4.2.1. Get lab coats from science labs
4.2.2. Set up cameras and boom in Nurse’s office
4.2.3. Milly wears lab coat
4.2.4. Film dialogue and actors
5. Edit material
5.1. Upload all material at the end of each filming session to the google drive
5.2. Download material to desktop
5.3. Import into imovie
5.4. Cut out unimportant sections and choose favourite shots
5.5. Add transitions
6. Add sound
6.1. Source sound effects
6.2. Record sound effects that we don’t have yet
6.3. Add finished music made by Milly in music class
6.4. Equalise volume and listen through for good volume
7. Render finished video
7.1. Add titles and transitions
7.2. Add final touches - any final problems, fix them

Time Planning (Gantt chart)

Design Gantt Chart

Call Sheet
Scene Props needed Location needed People needed What order will
number we film it in

1 - Car (school bus) The harley -A random driver First

- Football davidson road -Jayden getting hit
-julius playing with
the football before

2 - Syringe Nurses office - Milly (nurse) Third

- Lab coat - Julius (Cyrus)
- Bed
- Clipboard
- Computer
- White sheet
Eugenie Puype

3 - Car The harley -Julius and Jayden Second

- Football davidson road -Random car driver

4 - Sound - heart Nurses office Julius, Nurse Fourth

monitor beeping
(dead sound)
- Bed = mats with
wheels
- White sheet

Film Idea
Setup: (Set in the future where people live for so long that they all have to die after a certain age). A
dying man is lying on his deathbed. On the bedside table are photos of his family, in one of them is a
frame of his younger brother and a text suggesting that his brother died at a young age. The procedure
is to give the man an injection to make him hallucinate/dream and see whatever he wants for the last
hour. The man chooses to relive the moment his brother died in hope that he could prevent his death.
Reality in black and white.
Conflict: In the dream he tries to save his brother and it works. Dream in colour.
Resolution: Everything goes black in the dream. The dream stops. In the present the man is wheeled
away. Camera pans to the olds man's bedside table and a photo reveals that the brother is alive.

Screenplay
https://drive.google.com/file/d/1vLVu08CBJI4DXZubXXccujxTfScq2bRi/view?usp=sharing

THE LAST WISH

SCENE 1: FLASHBACK - EXT. ROAD - AROUND MIDDAY

CYRUS and OWEN are playing football by the road. OWEN accidentally
kicks the ball onto the road.

CYRUS
Oh my god Owen! That's the third time
today.¨

OWEN
I'm sorry, ok! Why do you always get so
mad.

CYRUS
Because I keep having to go get it.
You do it this time, go on.

OWEN
What about the cars on the road?

CYRUS
The cars? I don't know, avoid them.

OWEN
Avoid them?
Eugenie Puype

OWEN mimics CYRUS and makes a face at CYRUS. His back is to the oncoming cars
so he doesn't notice the bus coming at full speed.

CYRUS
Owen! OWEN!

OWEN
What? I can't hear you.

CYRUS is yelling at the top of his lungs and is pointing at the bus. OWEN makes a
confused face. Bus runs OWEN over.

Everything goes black.

SCENE 2 REALITY - INT. HOSPITAL, MIDDAY

CYRUS as a middle aged man is lying in a hospital bed, a NURSE approaches. He is

about to die as the world is overpopulated. As part of the assisted suicide, he has the
option of dreaming/reliving a moment in his life. Close up of the image on CYRUS
bedside table - it is himself and OWEN as young children.
2.

NURSE
Cyrus, it's time for the process now
ok?

CYRUS
Hmm. It doesn't hurt does it? Anyways
it doesn't matter

NURSE smiles empathetically and opens the computer.

NURSE
No, I promise you it's a painless
process. Try not to think about that
ok? Let's talk about your wish
instead. What would you like to
experience.

CYRUS
I want to relive the day my brother
died.

NURSE looks up from the computer with a confused face.

NURSE
Are you sure that's a good idea? The
process is the last thing you will
ever experience...why don't you pick
something more joyful.

CYRUS sighs and closes his eyes.

Eugenie Puype

CYRUS
I'm the reason he isn't here today, the
least I can do to pay my respects is
to relive it.

NURSE
Don’t confuse dreams with reality, be careful

CYRUS
No I know that, but maybe... look just
let me have my last wish ok.

NURSE nods, finishes typing on the computer. NURSE gets hallucination equipment
ready. NURSE starts hallucinations.

CYRUS slowly falls asleep.

SCENE 3 - FLASHBACK- EXT. ROAD MIDDAY

CYRUS and OWEN are playing football by the road. OWEN accidentally
kicks the ball onto the road.

CYRUS
Oh my god Owen! That's the third time
today.

OWEN
Im sorry ok, why do you always get so
mad.

CYRUS
Because I keep having to go get it.
You do it this time, go on.

OWEN
What about the cars on the road?

CYRUS
The cars? I don't know, avoid them.

OWEN
Avoid them?

OWEN mimics CYRUS and makes a face at CYRUS. His back is to the cars coming
so he doesn't notice the bus coming at full speed.

CYRUS
Owen! OWEN!

OWEN
What? I can't hear you.

CYRUS
Eugenie Puype

Owen! You're going to get run over!

CYRUS runs towards the road, rams into OWEN and pushes him into the opposite side
walk. They both fall. The car speeds past.

OWEN
What the hell was that for?

CYRUS
You were standing oblivious on the
road. Cars were coming at full speed.
You were going to die.

OWEN
So what if I died Cyrus, it's not like
you would even care.

CYRUS looks at OWEN and stays silent.

CYRUS
Often you don't realise how much you
value someone until they are gone.

OWEN
What? What on earth are you talking
about? How would you know?

CYRUS
It's rather complicated.

CYRUS hugs OWEN. OWEN looks confused. Everything goes black.

SCENE 4 - INT. HOSPITAL MIDDAY

The NURSE wheels CYRUS away. A white sheet lays over him. Camera turns over to
the bedside table. Photo has changed - it is now a picture of CYRUS and OWEN as men.

Final Product
The Last Wish.mp4

Criterion D
Test Screening
Question: Person 1: Person 2: Francisco . Person 3: Leo
What emotions did I felt very h I feel quite a bit of I felt emotional?
you feel while emotion when he is about
watching the film? to die i felt quite sad
Can you summarise The film is set in a There is a guy that wants This guy relives the
the story? dystopia where people to relive the moment of moment that his
Eugenie Puype

are put down at the age his brothers death so that brother dies because
of 150. They get a he could possibly save he got run over by
final wish to relive in him car while getting the
their final moments, ball from the road.
and a man wishes to
relive the moment of
his brother's death. He
manages to change the
memory, and his
brother lives.
Did you find the Yes, it was very Yes i found the movie Yeah it is an
film interesting? interesting and had a interesting and it had an interesting movie, but
fast pace so there were interesting story line it’s a bit fast paced
no moments of
boredom.
What would you I would put in an extra I would explain further I would’ve had more
change about the scene to explain the why he wanted to relive scenes to make the
film if you could? concepts a bit further. his brothers death story line clear
Did the editing yes Yes Yeah
productively
contribute to the
storyline?
Did the added sound yes yes yes
productively
contribute to the
storyline?
Test Planning
Specification Test description Expected outcome Notes

The plotline of my 5 different unbiased G10 The expected outcome for N/A
film should follow students will carefully watch this test is that the plotline of
setup, conflict, my film, and will tell me what my film should follow setup,
resolution. they think the setup, conflict, conflict, resolution.
and resolution of the film is.
If 80% of students give me the
right answer, the specification
has been completed.

Must be roughly 6 I will watch the film, and see The expected outcome for N/A
minutes long. if it is around 6 minutes in this test is that my film is
length. roughly 6 minutes long.

I will have at least 4 5 different unbiased G10 The expected outcome for N/A
types of shots in my students will carefully watch this test is that I will have at
film. my film, and will tell me how least 4 types of shots in my
many types of shots are in my film.
film. If 80% of students tell
me that there are more than 4
types of shots, the
specification has been
completed.

Must be in the genre 5 different unbiased G10 The expected outcome for N/A
 Eugenie Puype

of horror, comedy, students will carefully watch this test is that the film
thriller or action. my film, and will tell me what follows the genre
genre convection they think conventions of horror,
my movie follows. If 80% of comedy, thriller or action.
students give me the right
answer, the specification has
been completed.

No continuity 5 different unbiased G10 The expected outcome for N/A

mistakes. students will carefully watch this test is that the film has
my film, and will tell me if no continuity mistakes.
there are continuity mistakes
in my film. If 80% of students
say that there are below 3, the
specification has been
completed.

I will film in I will view the information for The expected outcome for N/A
resolution 1080p and the finished video file, and this test is that the film has a
in a 16:9 aspect ratio. will check the dimensions to 1080p resolution and 16:9
ensure the resolution is 1080p aspect ratio.
and aspect ratio is 16:9. If the
finished video file information
says that it is, the specification
has been completed.

The film should not 5 different unbiased G10 The expected outcome for N/A
be suitable for 12 students will carefully watch this test is that the film
years old and my film, and will tell me if the should not be suitable for 12
younger. (Not over 12 film is not suitable for 12 years old and younger.
in that sense) years old and younger. If 80%
of students say that it is not
suitable for 12 years or
younger, the specification has
been completed.

I will use the rule of 5 different unbiased G10 The expected outcome for N/A
thirds to create a good students will carefully watch this test is that the film uses
composition. my film, and will tell me if the the rule of thirds to create a
rule of thirds has been used to good composition.
create a good composition. If
80% of students say that it has
been used to create a good
composition, the specification
has been completed.
Test Outcome & Review Against Specifications
Celena’s Design Test description Outcome Review on the Ach-
Specifications Specifications ieved?
 Eugenie Puype

The plotline of my 5 different unbiased G10 I believe that this ✅

film should follow students will carefully watch specification has been fully
setup, conflict, my film, and will tell me completed, as >80% of
resolution. what they think the setup, students gave me the right
conflict, and resolution of the answer for what they thought
film is. If 80% of students the setup, conflict, and
give me the right answer, the resolution of the film was.
specification has been This can be seen in the test
completed. outcome data to the left.

Must be roughly 6 I will watch the film, and see I believe that this
minutes long. if it is around 6 minutes in specification has not been
length. fully completed, as my film is
not roughly 6 minutes.
This can be seen in the test
outcome data to the left.

I will have at least 5 different unbiased G10 I believe that this ✅

4 types of shots in students will carefully watch specification has been fully
my film. my film, and will tell me how completed, as >80% of
many types of shots are in students stated that there were
my film. If 80% of students more than 4 types of camera
tell me that there are more shots in my film. This can be
than 4 types of shots, the seen in the test outcome data
specification has been to the left.
completed.

Must be in the 5 different unbiased G10 I believe that this ✅

genre of horror, students will carefully watch specification has been fully
comedy, thriller or my film, and will tell me completed, as >80% of
action. what genre convection they students stated that there were
think my movie follows. If more than 4 types of camera
80% of students give me the shots in my film.
right answer, the This can be seen in the test
specification has been outcome data to the left.
completed.

No continuity 5 different unbiased G10 I believe that this ✅

mistakes. students will carefully watch specification has been fully
my film, and will tell me if completed, as >80% of
there are continuity mistakes students stated that there were
in my film. If 80% of less than 3 continuity
students say that there are mistakes in my film.
below 3, the specification has This can be seen in the test
been completed. outcome data to the left.
 Eugenie Puype

I will film in I will view the information I believe that this ✅

resolution 1080p for the finished video file, specification has been fully
and in a 16:9 aspect and will check the completed, as my film was
ratio. dimensions to ensure the filmed in resolution 1080p
resolution is 1080p and and in a 16:9 aspect ratio.
aspect ratio is 16:9. If the This can be seen in the test
finished video file outcome data to the left.
information says that it is, the
specification has been
completed.

The film should not 5 different unbiased G10 I believe that this ✅
be suitable for 12 students will carefully watch specification has been fully
years old and my film, and will tell me if completed, as >80% of
younger. (Not over the film is not suitable for 12 students stated that my film
12 in that sense) years old and younger. If was not suitable for ages 12
80% of students say that it is and under.
not suitable for 12 years or This can be seen in the test
younger, the specification has outcome data to the left.
been completed.

I will use the rule 5 different unbiased G10 I believe that this ✅
of thirds to create a students will carefully watch specification has been fully
good composition. my film, and will tell me if completed, as >80% of
the rule of thirds has been students stated that my film
used to create a good used ‘rule of thirds’ to create
composition. If 80% of a good composition.
students say that it has been This can be seen in the test
used to create a good outcome data to the left.
composition, the
specification has been
completed.
Suggested Improvements
1. The next time I make a film, I will pay more attention to the audio quality and balance
between the left and right channels. To achieve this, I will invest in high-quality microphones
and sound equipment to capture clear, crisp audio during filming. I will also record separate
audio tracks for each actor to make it easier to adjust the volume and equalise the sound
during post-production. By improving the audio quality and balance in my next film, I will
enhance the overall viewing experience for my audience and create a more immersive and
engaging story.
2. The next time I make a film, I will pay closer attention to the exposure and lighting in each
scene to ensure consistency throughout the film. I will make a conscious effort to monitor the
natural light source and use appropriate artificial light sources to maintain a consistent
exposure level. In addition, I will take note of the weather conditions during filming and
adjust the lighting accordingly to compensate for any changes in the natural light source.
During post-production, I will use colour grading techniques to adjust the exposure levels and
colour balance of each scene to achieve a more uniform look and feel. I recognize that
inconsistency in exposure can be distracting and take away from the overall viewing
experience. By maintaining consistent exposure and lighting, I can create a more seamless and
engaging film that will captivate my audience from start to finish.
3. The next time I make a film, I will invest in professional editing software that provides a
wider range of editing tools and special effects. While iMovie is a great entry-level option, it
Eugenie Puype

has its limitations, and I found that it hindered my ability to fully realise my creative vision. I
recognize that incorporating special effects and advanced editing techniques can significantly
enhance the visual appeal and impact of my film. Therefore, I will take the time to research
and invest in a more powerful editing software that offers a wider range of features, such as
Adobe Premiere or Final Cut Pro. I will also take the time to familiarise myself with the
software and its capabilities so that I can fully leverage its potential to enhance my film. By
utilising more advanced editing tools, I can create a more polished and visually stunning film
that captivates and engages my audience.

Impact on Target Issue

My film has the potential to educate and inform the audience on the concept of limited lifespan and
the impact it can have on an individual and their family. By presenting a future world where people
have to die after a certain age, I am raising awareness about the idea of mortality and how it affects
those left behind. The film explores the emotions and thoughts of a dying man and his desire to relive
a past moment. Through this character's experience, the audience can gain a better understanding of
the importance of cherishing the time we have with our loved ones. My film presents the issue of
mortality from a new and unique perspective. By setting the story in a future world where people have
to die after a certain age, I am presenting an extreme version of the reality we face in our current lives.
The film explores the emotions and thoughts of a dying man and his desire to relive a past moment.
By allowing the audience to experience the character's journey, the film presents a fresh perspective
on the fragility of life and the importance of cherishing the moments we have with our loved ones. My
film has the potential to evoke strong emotional reactions from the audience. The story deals with
themes of mortality, loss, and the importance of family, which are all topics that can resonate deeply
with people. By immersing the audience in the character's journey, I hope to create a powerful and
emotional experience that can leave a lasting impact. The film's resolution, where the character
discovers his brother is actually alive, can provide a sense of hope and relief, which can leave the
audience with a positive emotional state. My film has the potential to inspire the audience to create
their own films or to reflect on their own lives. The story deals with universal themes that can be
relatable to people from all walks of life. By presenting a unique perspective on mortality and the
importance of family, the film can inspire the audience to reflect on their own lives and the
relationships they have. Additionally, the use of dream sequences and black-and-white
cinematography can serve as an inspiration for budding filmmakers, showcasing the power of visual
storytelling and creative storytelling techniques.