contents… · web viewmy project is going to be aimed at young people from the ages of 14-25....

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Department of Media and Communication

EXTENDED PROJECT PORTFOLIO

Academic Year 2016/2017

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Student NameYear 2 – Write the title of your

pathway Unit 13/14 – Extended Project

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CONTENTS

CONTENTS.........................................................................................................................................2

LIST OF FIGURES.............................................................................................................................4

LIST OF TABLES...............................................................................................................................4

DEFINITION OF TERMS...................................................................................................................4

Unit 13/14 - Project Proposal...............................................................................................................5

.......................................................................................................5

Project Action Plan and Timetable.......................................................................................................8

...............................................................................................................................8

CHAPTER 1.............................................................................................................................................9

Introduction..........................................................................................................................................9

..........................................................................................................9

The Background of my Project........................................................................................................10

Who am I?...................................................................................................................................10

What did I learn on my course?..................................................................................................10

What is my project about?.............................................................................................................10

Why my project is important?........................................................................................................11

My Research Plan............................................................................................................................11

.................................................................................................................11

CHAPTER 2...........................................................................................................................................13

Literature/Resources Review.............................................................................................................13

.........................................................................................13

Introduction....................................................................................................................................13

Practitioners Report........................................................................................................................13

CONCLUSION - Who/what was my inspiration? /Contextualisation of my study.....................14

CHAPTER 3...........................................................................................................................................14

Research Design..................................................................................................................................14

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....................................................................14

Introduction....................................................................................................................................14

Research Questions........................................................................................................................15

Research Design Evolution..............................................................................................................17

CHAPTER 4...........................................................................................................................................18

Research Findings...............................................................................................................................18

..................................................................................................18

Data analysis...................................................................................................................................19

Conclusion - How did the research help me with my project?......................................................19

CHAPTER 5...........................................................................................................................................19

My Project...........................................................................................................................................19

.................................................................................19

Introduction....................................................................................................................................19

Pre-Production................................................................................................................................19

Production.......................................................................................................................................20

Post-production..............................................................................................................................20

Presentation....................................................................................................................................20

CHAPTER 6...........................................................................................................................................20

MY EXTENDED PROJECT – FINAL PRODUCT........................................................................................20

..............................................................................................................20

CHAPTER 7...........................................................................................................................................20

Project Evaluation...............................................................................................................................20

..........................................................................................................20

APPENDICES........................................................................................................................................21

Extended project in creative media production Learning Outcomes and Assessment.................21

1. Be able to initiate and develop a creative media production project proposal.......................21

2. Be able to use research, analysis and evaluation to develop solutions for creative media production project.......................................................................................................................22

3. Be able to solve practical, theoretical and technical problems in a creative media production project.........................................................................................................................................22

4. Be able to plan, organise and produce a creative media production project..........................22

5. Be able to use practical methods and skills in a creative media production project................22

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6. Be able to use evaluative and reflective skills in the production of a creative media product.22

7. Be able to present a creative media production project..........................................................22

REFERENCES........................................................................................................................................22

LIST OF FIGURES

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Figure 1 High Angle Shot.....................................................................................................................12Figure 2 Low Angle shot......................................................................................................................12Figure 3 Blue and Red gels...................................................................................................................13Figure 4 Are you aware of what colour psychology is?........................................................................24Figure 5 Are you aware of how films use colours to enhance the audiences emotions?....................25Figure 6 What emotion do you associate with the colour blue?.........................................................25Figure 7 What emotion do you associate with the colour yellow?......................................................26

LIST OF TABLES

Table 1 - Project Proposal......................................................................................................................6Table 2 - Project Action Plan and Timetable..........................................................................................9Table 3- My research Plan...................................................................................................................11

DEFINITION OF TERMS

EP – Extended ProjectUAL – University of the Arts London

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Unit 13/14 - Project Proposal

Candidate Name Hannah Farrell BurkeCandidate Number

79220

Pathway Film and Television Production

Project TitleThe Happiest Colour

Section 1: Rationale (approx. 50 words)

My main area of interest is demonstrating my understanding of colour and mood in a short film. The story follows the emotions of one particular character, all while subtly changing the colour schemes in the film to fit the current mood. This is important because I think that every film maker (and viewer) should have an understanding of how important colour is in film as it can subconsciously change the way an audience views a character, scene or a film as a whole.

Section 2: Project Concept (approx. 200 words)

The aim of my project is to give the audience an understanding of how important colour is in both film and storytelling and why. I am doing this because I want more people need to take colour schemes in films into consideration when viewing (and also creating). I want to demonstrate how colour can really portray a mood. My main influence is the film We Need to Talk About Kevin (2011) and the cinematographer of the film, Seamus McGarvey. Another is Schindlers List (1993) and Janusz Kaminski who worked as the cinematographer of the film, as the use of colour

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in these particular films was incredibly significant and influential. I will research the link between colour and emotion and the use of colour in film. My target audience will be young people (ages 14-25) as this is often the age of young budding film makers and film students. My role in the project will be director, cameraman and editor, where I will be using Avid during post production to enhance some of the colour in my shots by using the Avid correction mode in order to proceed with colour grading.

Section 3: Evaluation (approx. 150 words)

During the production process, I plan on creating a blog post on Wordpress which documents my daily happenings whilst filming/editing. I will list everything that went well and talk about aspects that didn’t work out or difficulties that were encountered and how they were overcame by myself and my team. By doing this, I can make a useful note of what to do (and what not to do) in future projects and filming scenarios. This will give me a chance to reflect on my overall Extended Project and the process of creating it. I can also discuss any potential changes made to my project and compare it to how it was meant to be originally- it will be interesting to see the development.

Proposed Research Sources and Bibliography (Harvard Format)

Colormatters.com. (2017). Color || Symbolism. [online] Available at:https://colormatters.com/color-symbolism [Accessed 1 Apr. 2017].

Color-Meanings.com. (2017). Color Symbolism in Movies: What Do Colors Mean inMovies?. [online] Available at: http://www.color-meanings.com/color-symbolism-in-movies-what-do-colors-mean-in-movies/ [Accessed 1 Apr. 2017].

Film Directing Tips, Film Making Articles and Online Resources for the IndependentFilmmaker. (2017). 12 Colors and Their Meanings. [online] Available at:http://filmdirectingtips.com/archives/157 [Accessed 1 Apr. 2017].

filmschoolthrucommentaries. (2017). Color and the look of a film – Visual Analysis.[online] Available at:https://filmschoolthrucommentaries.wordpress.com/2012/12/30/color-and-the-look-of-a-film-visual-analysis/ [Accessed 1 Apr. 2017].

No Film School. (2017). How Color Has Become Such An Important Storytelling Toolin Cinema. [online] Available at: http://nofilmschool.com/2015/08/history-importance-color-cinema-storytelling-film-lewis-bond [Accessed 1 Apr. 2017].

No Film School. (2017). Watch: The Psychology of Color in Film. [online] Available at:http://nofilmschool.com/2016/06/watch-psychology-color-film [Accessed 1 Apr. 2017].

Palettes, H. (2017). How to Use Color in Film: 50+ Examples of Movie Color Palettes.[online] StudioBinder. Available at: https://www.studiobinder.com/blog/how-to-use-color-in-film-50-examples-of-movie-color-palettes/ [Accessed 1 Apr. 2017].

Taste of Cinema - Movie Reviews and Classic Movie Lists. (2017). 20 Great MoviesThat Make Masterful Use of Color. [online] Available at:http://www.tasteofcinema.com/2015/20-great-movies-that-make-masterful-use-of-

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color/ [Accessed 1 Apr. 2017].

Table 1 - Project Proposal

Project Action Plan and Timetable


Week Date WeekBeginning

Activity / What you are intending to do - including independent study

Resources / What you will need to do it - including access to workshops

1 13th March Complete the Observation exercise. Go around Canterbury taking photos for research purposes. Analyse this on Wordpress later.

Access to camera (will bring my own).

2 20th March Complete my location recce. Go out into Canterbury and scout out the best and most appropriate locations for my

I will create notes on my phone about the locations I will be filming in. Once this is

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production. Come in to college and fill out the location recce.

done, I will require access to a college computer.

3 17th April Complete my risk assessment. Analyse any potential hazards in my filming locations.

I will require a college computer as I will be completing this whilst at college. I will also have notes on my phone regarding potential hazards in filming locations so I can write them out into my risk assessment.

4 24th April Coming to college, making sure all pre-production work is complete.

I will require access to a college computer as I will be catching up and perfecting my work.

5 1st May Film the first half of my production in location 1 with one of my actors.

I will have my own equipment (camera and microphone).

6 8th May Film the last half of my production in locations 2 and 3 with both of my actors.


7 15th May Edit my project using Avid Media Composer in college.

I will require access to a college computer.

8 22nd May Edit my project using Avid Media Composer in college.


929th May

Work on finishing my Extended Project Portfolio.


Table 2 - Project Action Plan and Timetable

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CHAPTER 1

Introduction

Introduction to the Chapter

This portfolio is a report of my Extended Project for my second-year UAL Extended Diploma in Film

and Television Production. My Extended Project is a short film which demonstrates my

understanding of the link between colour and mood. The story follows the emotions of one

character and subtly changes the colour schemes in the film to fit the current mood that is being felt

at the time.

This first chapter of my portfolio will be about the background of my project. This will include my

inspirations for my idea and what I have learnt on this course (skills, techniques etc). I will also be

discussing practitioners that I have researched and why they are influential to my project.

Furthermore, this chapter will include information about myself and my the importance of my

extended project idea.

The Background of my Project

I was originally interested in lighting and did a lot of research into how important lighting is in any film, and how effectively it can change any scene. From this, I began considering the importance of colour in film- the psychology of colour being something I have always had an interest in. I looked at examples such as We Need To Talk About Kevin (2011) and Schindlers List (1993) as these are both films which include strong usage of colour to bring meaning to a scene. As I have always been intrigued by the way filmmakers use colour psychology to subconsciously alter the emotions of the

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audience (e.g. using the colour red in a scene to provoke feelings of anger, violence or passion) I have decided I want to try this out myself using narrative to portray the link between colour and mood.

My chosen discipline is cinematography, which is the art of camerawork and photography in film production. I have been doing a lot of secondary research lately on cinematographers such as Daniel Landin for his visually stunning work on Under The Skin (2013) and Vilmos Zsigmond, cinematographer of Close Encounters of the Third Kind (1997) which sparked my interest in focusing on the design, lighting and colours used in films and other media products.

Who am I?

https://hannahfarrellburkefilmandtelevision.wordpress.com/2017/01/19/personality-test-myers-briggs-unfinished/

What did I learn on my course?

Over the past two years, my knowledge on film and television production has vastly widened and increased. From learning how to edit using Avid Media Composer to analysing the lighting in a film scene to recording audio with a zoom mic, I can now say I am fully confident in my media production capabilities.

When we were first taught about camera settings, I was clueless. I was unaware of how to alter the settings on the camera to change the exposure or shutter speed, but after two lessons on this topic I realised how much of a change this knowledge had on the way I was taking photos. Another valuable lesson was on the topic of camera angles, techniques which I still use to this day. We were taught about high angles, low angles, close ups, medium shots etc. We were also taught about the importance of knowing when to use certain angles. For example, if in a shot or a photo, someone has authority you would use a low angle to give off the illusion that you as a viewer are being looked down upon. Vice versa, if someone is to be portrayed as small and weak, using a high angle shot would portray this person as being small and inferior. Here are some of my examples of this.

Figure 1 High Angle Shot

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Figure 2 Low Angle shot

Learning about sound has also been incredibly interesting. When I first enrolled on this course, I didn't know how to record my own sound professionally and sync it up with footage in post production, but once we had been taught, I discovered it was a very easy task to do with the right sound equipment. I am now familiar with how to use a Boom mic, Zoom mic and how to record Foley sounds (a personal favourite, I thoroughly enjoyed all lessons learning about Foley).

Linked below is my Wordpress blog post in which my team and I recorded Foley sounds for a short production we filmed. We recorded the sound of footsteps on concrete and grass, the noise of a generator and the sound of someone texting. We replaced the audio from the footage with the audio we recorded and from the video it is evident that from this task, we all have grasped a firm understanding of how to create Foley sounds- a skill that will be very useful for future filmmaking.

https://hannahfarrellburkefilmandtelevision.wordpress.com/2016/11/09/foley-project/

Although at the start of the course I struggled with using Avid Media Composer (the editing software we have been using throughout these two years) I managed to master it a few months into the first year. All of my projects and short videos have been edited using Avid. I am going to continue using this software for future projects as being able to use it is highly admired in the film industry.

Another piece of knowledge I will be taking away with me in the future will be everything I have learnt about lighting, as the lessons on lighting are what gave me inspiration for my extended project. I will be using three-point lighting in future films as knowing about the importance of the key light, fill light and back light should be crucial for any film maker, as this method of lighting can have a strong effect on the subject on the camera. I believe that once you understand three-point lighting, you can understand all other methods of lighting. I also enjoyed using different coloured gels to alter the colour of the scene or image. Here is an example of this that I took when experimenting with colour and lighting (using red and blue gels).

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Figure 3 Blue and Red gels

Overall, studying this course over the past two years has given me so much knowledge and taught me many skills that I know I will be able to take with me into future careers and projects. I am confident in my abilities as a budding filmmaker and am looking forward to demonstrating and furthering them once I have left college. Comparing my media based knowledge now to when I first started studying on this course, I know I have been constantly improving my work- in terms of both practical and theory.

What is my project about?

I have been observing how the use of colour in a media project can impact the emotions of an

audience. Colours are linked to mood (e.g. blue can be related to sadness, yellow is viewed as a

happy colour etc.) and therefore seeing a certain colour can sometimes subconsciously effect the

way someone views a character, location or event. My Extended Project will be a short film focused

on the changing emotions of one particular character, whilst colours are changing around him (and

subtly becoming more visible to the viewer) to match his mood. I think that the use of colour in films

is incredibly important (and often overlooked) so I have decided I want to use narrative to portray

how colour psychology effects everyone, whether they are aware of it or not.

Why my project is important?

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The reason I wanted to do this project was because I think that the use of colour in films is vastly overlooked by many viewers, and I want to create a video that portrays how many filmmakers use the link between colour and mood to give off a certain feel and use this to manipulate the audiences emotions. I have always found colour psychology very interesting, whether it be in a media product or not. I am aiming my production at young people from ages 14-25 as I understand that this is generally the age of film students and people beginning to take an interest in film theory and film creation. I have never seen a film which portrays colour psychology through story and thought that representing colour through narrative would be more entertaining that a simple informative video, especially for young people.

My Research Plan

Table 3- My Research Plan

EXTENDED PROJECT - RESEARCH PLAN No of Words

Interest/Topic/Theme 150I will be creating a short film portraying the significance of colour and mood throughthe use of narrative. I will be following one main character throughthree different emotions, portraying these using three specificcolours- red, blue and yellow. Why is it important? - Importance 100

Colour plays an incredibly important part of film, as many filmsinclude colour schemes to portray a certain mood- sometimessubconsciously, sometimes not (e.g. We Need to Talk About Kevin(2011) with its strong use of the colour red to represent themes ofdanger and determination). Colour schemes in films can affect andchange the way we as an audience view a character or a scene,and as a film maker, I would like to experiment with and explorethis more in my own work.

My research question(s) 100

The main questions I am trying to find the answers to are:

Does the use of colour in film really have a subconscious effect onhow we view characters/scenes?Do people understand the significance of colour and mood?Which colours represent which moods/emotions and why?

Research Design 100

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Primary research

Showing various people a colour and asking what mood or emotion they think of when they see itUsing colour schemes in photography for research purposes

Secondary research

Researching the use of colour in cinematographyResearching the link between colour and emotionLooking into/watching certain films that include strong elements of colour in them and finding out why they have used the colours they have

Literature (Proposed Sources – Harvard Format)

Colormatters.com. (2017). Color || Symbolism. [online] Available at:

https://colormatters.com/color-symbolism [Accessed 1 Apr. 2017].

Color-Meanings.com. (2017). Color Symbolism in Movies: What Do Colors Mean in

Movies?. [online] Available at: http://www.color-meanings.com/color-symbolism-in-

movies-what-do-colors-mean-in-movies/ [Accessed 1 Apr. 2017].

Film Directing Tips, Film Making Articles and Online Resources for the Independent

Filmmaker. (2017). 12 Colors and Their Meanings. [online] Available at:

http://filmdirectingtips.com/archives/157 [Accessed 1 Apr. 2017].

filmschoolthrucommentaries. (2017). Color and the look of a film – Visual Analysis.

[online] Available at:

https://filmschoolthrucommentaries.wordpress.com/2012/12/30/color-and-the-look-of-

a-film-visual-analysis/ [Accessed 1 Apr. 2017].

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No Film School. (2017). How Color Has Become Such An Important Storytelling Tool

in Cinema. [online] Available at: http://nofilmschool.com/2015/08/history-importance-

No Film School. (2017). Watch: The Psychology of Color in Film. [online] Available at:

Palettes, H. (2017). How to Use Color in Film: 50+ Examples of Movie Color Palettes.

[online] StudioBinder. Available at: https://www.studiobinder.com/blog/how-to-use-

color-in-film-50-examples-of-movie-color-palettes/ [Accessed 1 Apr. 2017].

Taste of Cinema - Movie Reviews and Classic Movie Lists. (2017). 20 Great Movies

That Make Masterful Use of Color. [online] Available at:

http://www.tasteofcinema.com/2015/20-great-movies-that-make-masterful-use-of-

color/ [Accessed 1 Apr. 2017].

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CHAPTER 2

Literature/Resources Review

Introduction

In this chapter, I will be reviewing and revisiting previous work and reflecting on how it has influenced my idea for my extended project, such as my Practitioners Report.

Practitioners Report

https://hannahfarrellburkefilmandtelevision.wordpress.com/2017/02/27/practitioners-report/?frame-nonce=cb0433d8fd

In this report, I researched two cinematographers (as my chosen discipline was cinematography) and talked about their work, their personal life, awards etc.

I began this report by researching Vilmos Zsigmond, who is mostly famous for working on films such as The Deer Hunter (1978) and Close Encounters of the Third Kind (1997). Zsigmond was a Hungarian-American cinematographer who began his life in film by studying cinema at the Academy of Film and Drama in Budapest and went on to receive an MA in Cinematography. After this, he spent five years as the Director of Photography in a feature film studio in Budapest. During the Hungarian revolution as he was fleeing the country, Zsigmond managed to capture some of the events of the revolution on 30,000 feet of film. Some of this footage was used in the opening segment of the 2009 documentary No Subtitles Necessary: Laszlo and Vilmos- a documentary on Laszlo Kovacs (another cinematographer) and Zsigmond himself. The documentary focuses on their impact on American film and cinema.

Zsigmond concentrated very much on lighting and believed that in modern Hollywood, not enough time is allocated to creating a mood visually and focusing on lighting and too much time is focused on the stars and making them look good. Zsigmond talked at film seminars for young budding filmmakers and made sure to teach them mainly about visual moods and effect, as he believed they were some of the most important elements in film making. Some awards that Zsigmond won consisted of an Oscar for Close Encounters of the Third Kind in 1997 and a BAFTA Award for Best Cinematography in 1978 for The Deer Hunter.

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Secondly, I went on to research British cinematographer Daniel Landin. The reason I wanted to research this man was because of one of Landin's most visually stunning films, Under the Skin (2013). I looked into the cinematography used in this particular film. A lot of the lighting was natural and Landin didn't have to enhance what was there already- but in some scenes he made small adaptations. In scenes shot in somewhere like a house, Landin focused on the character living in that setting and adapted the lighting to how he thought the character would like it. When shooting in a nightclub, Landin and his team re-lit the club using their own lighting and when shooting in a council estate, they had to recreate the lighting of a street lamp- although this was only because the actual streetlamps had been vandalised so much they didn't work anymore.

Another classic that Landin did the cinematography for is Full Metal Jacket (1987).

CONCLUSION - Who/what was my inspiration?/Contextualisation of my study

There are a number of similar media products which have influenced my idea. Examples of these include We Need to Talk About Kevin (2011), Schindlers List (1993) and American Beauty (1999) as these all use very inspiring examples of colour. My first example includes an interesting use of the colour red which adds to the existing themes of violence and danger in the film. These are not themes that will be included in my project, but I found the use of colour in this film subtle yet effective. My second example in particular uses the colour red very cleverly, as almost the entire film was in black and white except for one scene in which a little girl runs out amongst the soldiers in a bright red coat. The colour red portrays themes of strength and bravery which are very well represented in this scene and the entire film.

From watching my first example of a similar media product (We Need to Talk About Kevin (2011). I first discovered that I was interested in the use of colour in film. I had to watch the film multiple times to work out that colour was purposely being used to provoke emotion in the audience, but once I worked this out, I began researching other films that used colour in a similar way. I found the other two after looking into films that had a significant usage of colour and used this to alter the audience’s emotions.

In order to film my media project, there isn't much I will need in terms of equipment, props etc. The main aspects of the production that will be the most important will be the actors and the locations in which I film. My filming locations are going to have to be very specific, as I need places which include certain colours (as my film is essentially going to revolve around the use of two main colours- red and yellow). Aside from this, I will need a camera, a microphone and some different coloured gels (preferably yellow, red and blue) for the enhancement of certain colours. I will make sure to bring my experimental photos and videos out with me so I can recreate everything I did whilst practicing techniques for my Extended Project.

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CHAPTER 3

Research Design

This chapter will give an informative overview on the design of my methods of research, which methods were used and the evolution of my research design.

Research Questions

There are three main questions that I want to answer when preparing and completing my project. These are:

Does the use of colour in film really have a subconscious effect on how we view characters/scenes?

Do people understand the significance of colour and mood? Which colours represent which moods/emotions and why?

These are all related to the same topic (colour psychology) and as my Extended Project is focusing solely on this particular topic, I think that with the research I am planning on carrying out I will be able to get the answers I need.

Research Design Evolution

I have created an online questionnaire on Survey Monkey to find out about peoples knowledge on the topic of colour psychology. I have put four questions in the survey, which are:

Are you aware of what colour psychology is? Are you aware of how films use colours to enhance viewers emotions? What emotion do you associate with the colour blue? What emotion do you associate with the colour yellow?

Although I did not include many questions in my questionnaire, I believe that I will be able to gain some helpful answers from just these four questions. The first two questions will determine whether people are aware of the term "colour psychology" and what it means and the last two questions will hopefully prove to me that people can instinctively link an emotion to a colour.

• Target audience

My project is going to be aimed at young people from the ages of 14-25. I decided to aim it at this particular age range as this is generally the age of budding film makers, students and people trying to learn about films and create their own.

• Skills and techniques

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In preparation for creating my project, I plan on practicing some skills and techniques required for the filming of my production. The main thing I want to practice with is using gel filters. The use of gels is something I would like to try out as I want to include as much use of colour as possible. I have experimented with using different coloured gels to create a mood before and managed to get some fantastic results. I have also been researching more about the psychology of colour so I have more of an understanding of how to subtly include colour in my film to alter and manipulate the emotions of my audience.

• Production research

My production requires only two other people besides myself, my two actors. I will be able to be in constant contact with them during the production process, using the method of texting, calling or Facebook messaging to contact them when needed. Production roles in my project will consist of actors, director, cameraman and sound recordist. I am taking on the role of director, camera man and sound recordist.

I have created a production schedule for organisation purposes. This can be found at the beginning of this portfolio, titled Research Action Plan and Timetable.

For this project, I will not require a large budget. I already own the props and filming equipment needed, so I will not need to make any purchases. Travelling to the filming location will be the only thing I will need to spend money on (my actors own bus passes so are able to get there for free). Although my budget is realistically very minimal, I will be creating a sample of a hypothetical budget for the purpose of this portfolio. This will show how much my budget would be if I had to hire actors, buy equipment and sort out travel for myself and two actors.I have found a website called Rent an Actor which allows you to hire London based actors. This website has a price range of bookings up to 2 hours at a time in length start at £80 with a £20 deposit. For three two hour sessions for two actors, this would come to £300.Paying for two actors to travel from London to Canterbury (and back again) on the train would cost £74.80 (not off-peak travel times). For three sessions, this would cost £224.43.For myself, three journeys to Canterbury would cost £28.80.Lunch for myself and two actors would come to £20 in a local restaurant.If I were to buy all the equipment and props I needed, it would come to £379.(Sony DSLR camera- £300, Zoom H1- £79.00)

My three filming locations will be Westgate Gardens in Canterbury, Canterbury High Street and the Student Union in Canterbury College.

I have filled out three Health and Safety assessments for all three of my locations.

Westgate Gardens, CanterburyHazard Ref. Potential

EffectExisting

Controls in Place

ScoreLow/Medium/High

Risk

Further Controls

Required?

Example7.6

1.7 Slip/trip/fall

hazardMake sure crew are wearing appropriate footwear.

Low Make sure crew are being sensible at all times whilst

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filming. 5.8 Separation

of group members

Make sure group stick together at all times.

Low Have phones on us at all times in order to contact each other if needed.

Canterbury High Street, Canterbury

Hazard Ref. Potential Effect

Existing Controls in

Place


Risk

Further Controls

Required?

OFFICE USE

Who By

OFFICE USE

Target date

6.11 Lack of cooperation within group

Make sure all crew members are familiar and happy with the tasks given.

Low Find a way to help crew members if they are struggling.

6.15 Aggression from public

Deal with this maturely. Walk away if needed, discuss the situation with member of public if needs be.

Low

1.7 Fall hazard Make sure all crew members are being sensible, picking up equipment after them etc.

Low

Student Union, Canterbury College, Canterbury

Hazard Ref. Potential Existing Score Further OFFICE USE OFFICE USE

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Effect Controls in Place

Low/Medium/High Risk

Controls Required?

Who By Target date

1.7 Fall Hazard

Make sure to not leave bags or equipment on the floor for crew or passers-by to trip on.

Medium Be sensible whilst filming.

Other than all my filming equipment, there is only one piece of equipment I will need. I will be using a red liquid lipstick to imitate the look of paint on my main characters hand. I have tried it out and the liquidity of it is a fantastic substitute for fresh paint. I am using this as I am unable to access red paint and will not be able to in time for my filming.

In terms of post-production and editing, one particular thing I have researched is how to master the colour correction tool in Avid. After speaking to my tutors about my production and stating that I want to enhance some of my shots in terms of colour brightness, I was told to colour correct them. I was not familiar with this term, but after finding an informative website on Avid colour correction by VideoGuys, I began to understand it. This video has taught me how to manipulate contrast and enhance colour with a colour wheel. I will definitely be experimenting with this in my post production process.

In terms of primary research, I created mood boards and an online questionnaire. As I am studying colour psychology, I wanted to know just how aware of the effect colours have on the brain people are. To determine this, I took some photos of objects of two different colours- yellow objects and red objects. I placed these into two mood boards and asked people which mood sprung to mind when looking at each. This determined that people were able to link a colour to a mood, further proof of the power of colour psychology.

My questionnaire was another experiment to see just how much people knew about the topic. In this survey, I had people write which mood they thought of when they thought of certain colours. I also asked if they had ever heard of the term "colour psychology". My logic was that if anyone answered with "no" but could still link a colour to a mood, it would mean that the link between colour and emotion is entirely instinctive.

My secondary research simply consisted of a lot of online research into the topic of colour psychology. I looked mainly into the scientific side of it, thinking that if I could understand that then the entire concept would make a lot more sense to me.

In the next chapter I will analyse the findings of the research, discuss what I learnt and how I will apply my findings to my project.

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CHAPTER 4

Research Findings

Data analysis

In this chapter, I will be analysing all my primary and secondary research and discussing how it will relate to my final product. Throughout this chapter, I will be analysing a mixture of both textual and non-textual elements to answer my research questions.

Starting with my primary research, I went out and took some experimental photos. As my short film is based around colour psychology, I took photos of both yellow and red objects/buildings/places and created mood boards. I have been trying to find out whether people understand colour psychology, so I started my primary research by showing people these mood boards and asking which mood/emotion they thought of when looking at each board. This research was highly successful, as my results determined that the majority of people I asked were able to relate each coloured board to a mood instantly. I asked six people from ages 18-20 to look at my mood boards, and all of them had the same answers. For example, when presented with the yellow mood board, everyone instantly said they thought of happiness. Two people also said they related the yellow mood board with feelings of being calm. In addition to this, when showed the red mood board, everyone stated they were thinking of anger. One person also said they thought of passion when looking at the colour red.

I also asked these people if they had ever heard of the term "colour psychology". Only half claimed to have heard of it- the other half had no idea what it was. This proves that although some people may not know what colour psychology is, they all have a subtle understanding of the link between colour and mood. These were the results I was hoping to achieve from this piece of research.

Secondly, I created an online questionnaire to find out and analyse people’s knowledge on colour psychology. I asked four questions, which were:

Are you aware of what colour psychology is? Are you aware of how films use colours to enhance viewers emotions?

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What emotion do you associate with the colour blue? What emotion do you associate with the colour yellow?

Figure 4 Are you aware of what colour psychology is?

"Are you aware of what colour psychology is?"

Everyone answered "yes".

Figure 5 Are you aware of how films use colours to enhance the audiences emotions?

"Are you aware of how films use colours to enhance viewers emotions?"

Everyone answered "yes".

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Figure 6 What emotion do you associate with the colour blue?

Figure 7 What emotion do you associate with the colour yellow?

"Sadness" and "being calm" were answered when asked what emotion was associated with the colour blue. "Happiness" was answered when asked what emotion was associated with the colour yellow.

By viewing these results, I can see that those who completed my survey are all aware of what colour psychology is and how it works. This is slightly different in comparison to my other piece of primary research, where only half of the people I asked knew what it was.

Comparing both pieces of primary research, there are multiple aspects I find satisfying. The first one being that whether these people were familiar with the term "colour psychology" or not, they all had an understanding of it. Everyone was able to put a mood to a colour, as the psychology of colour is something that a lot of people have a subtle understanding of, whether they know it or not. Secondly, most people had the same answers to my colour and mood questions. Everyone thought

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of the same moods when looking at certain colours. This proves that colour psychology is a universal reaction.

Moving on to my secondary research, I looked online for hours at various colour psychology websites. Firstly, I looked into the scientific side of colour psychology. I thought that if I could understand the science behind it, I could understand the topic more as a whole.

Colour psychology is not heavily influenced by gender, culture or social aspects as is thought by many people. The psychology which allows us to group together a colour and a mood is actually effected by electro-magnetic radiation of light on human behaviour. As previously stated, colour psychology is a universal reaction. Colour has a proven physical effect on us and one way to prove this is by looking at seasons and the weather. When the sun is out in the warmer months, everything looks brighter. This encourages waves of productivity, happiness and liveliness. This being said, when skies are grey, many people aren't as motivated or happy. (From colour-affects.co.uk/how-it-works)

After continuing my research, I discovered that there are four main psychological colours- blue, green, red and yellow- all primary colours. These particular colours link with the body and mind, and each have psychological properties. Here are examples of some positive and negative psychological properties for these four colours.

The colour red can be linked to strength, survival, energy and physical courage. These are some of the more positive properties. Some negative ones consist of anger, aggression and defiance. Red is seen as a strong and powerful colour, as it is the longest wavelength.

The colour yellow is seen as an emotional colour. Positive properties include trust, calm, happiness and serenity. Negatives include emotional fragility and irrationality. Yellow is seen as the strongest colour in a psychological sense. Certain shades of yellow, too much yellow or the wrong tone can cause us to feel confidence, or anxiety and lowering self-esteem.

Blue is related to intellectualism. It can cause us to feel calm, trusting and coolness or depression, fear and irrationality. Blue is usually seen as a soothing colour. In comparison to the colour red, blue affects us mentally rather than physically.

Lastly, the colour green relates to balance. Examples of positive properties include harmony, refreshment and peace, whereas negative properties include boredom and enervation. The reason this colour is seen as tranquil and calming is because it requires no adjustment for the eye when viewed, so is therefore a restful colour. Many relate the colour green to nature and therefore are immediately calmed when looking at it.

Both my primary and secondary research have been incredibly useful to me. I stated previously in my research plan that I had three research questions, and I have managed to answer all of them in this chapter.

Does the use of colour in film really have a subconscious effect on how we view characters/scenes?

Yes. Colour psychology is used in films purposely to manipulate the emotions of the audience.

Do people understand the significance of colour and mood?

The majority of people understand the significance of colour and mood even if they aren't aware of it. If you show someone the colour yellow, chances are they will think of moods such as happiness,

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joy, being calm etc. If you show someone the colour red, they may think of anger, passion or aggression. This is scientific, effected by wavelengths and electro-magnetic radiation.

Which colours represent which moods/emotions and why?

There are multiple different properties which are linked to certain colours. As explained earlier, this is due to wavelengths and radiation. Examples of these include the colour red being linked to passion, yellow to trust, blue to being calm and green to balance.

This research will certainly impact the way I film my extended project as it has taught me a lot about my chosen topic. I have learnt about why colours affect us the way they do, which colours are linked to which feelings and emotions and that colour psychology is more powerful than many people think, which is why filmmakers are often so keen to include it in their work.

CHAPTER 5

My Project

Introduction This chapter will include a pre-production portfolio to demonstrate and show the planning that went into my production. I will also be analysing who my target audience is.

Pre-Production

RISK ASSESSMENTS

Westgate Gardens, CanterburyHazard Ref. Potential

EffectExisting

Controls in Place


Risk

Further Controls

Required?

Example7.6

1.7 Slip/trip/fall

hazardMake sure crew are wearing appropriate footwear.

Low Make sure crew are being sensible at all times whilst filming.

5.8 Separation of group members

Make sure group stick together at all times.

Low Have phones on us at all times in order to contact each other if needed.

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Canterbury High Street, Canterbury



Place


Risk

Further Controls

Required?

OFFICE USE

Who By

OFFICE USE

Target date

6.11 Lack of cooperation within group

Make sure all crew members are familiar and happy with the tasks given.

Low Find a way to help crew members if they are struggling.

6.15 Aggression from public

Deal with this maturely. Walk away if needed, discuss the situation with member of public if needs be.

Low

1.7 Fall hazard Make sure all crew members are being sensible, picking up equipment after them etc.

Low

Student Union, Canterbury College, Canterbury



Place


Risk

Further Controls

Required?

OFFICE USEWho By

OFFICE USETarget date

1.7 Fall Hazard

Make sure to not leave bags or equipment

Medium Be sensible whilst filming.

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on the floor for crew or passers-by to trip on.

BUDGET

For this project, I will not require a large budget. I already own the props and filming equipment needed, so I will not need to make any purchases. Travelling to the filming location will be the only thing I will need to spend money on (my actors own bus passes so are able to get there for free). Although my budget is realistically very minimal, I will be creating a sample of a hypothetical budget for the purpose of this portfolio. This will show how much my budget would be if I had to hire actors, buy equipment and sort out travel for myself and two actors.I have found a website called Rent an Actor which allows you to hire London based actors. This website has a price range of bookings up to 2 hours at a time in length start at £80 with a £20 deposit. For three two hour sessions for two actors, this would come to £300.Paying for two actors to travel from London to Canterbury (and back again) on the train would cost £74.80 (not off-peak travel times). For three sessions, this would cost £224.43.For myself, three journeys to Canterbury would cost £28.80.Lunch for myself and two actors would come to £20 in a local restaurant.If I were to buy all the equipment and props I needed, it would come to £379.(Sony DSLR camera- £300, Zoom H1- £79.00)

LOCATION RECCES

REMOTE SURVEY CHECKLIST – LOCATION RECCE SHEET 1

Date of Survey 01/06/17Location Westgate Gardens, Canterbury

Day of Shoot 29/05/17 Time of Shoot 14:00Production Contact

Power AvailableQuantity

No power available

Extension Cords

AC Outlets Quantity None- filming outside.

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Obstructions blocking camera viewOther people blocking the camera view is my main concern as we are filming in a busy location.

Sprinkler SystemNone

Sun Location

View from inside looking outFilming outside.

External Surroundings (noise interference) People talking would be the main noise interference.

Type of FloorGrass and concrete.

Type of WallcoveringFilming outside.

Ceiling HeightFilming outside.

Width of hallwaysFilming outside.

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Width of Doors – for room dimensions, door and window locations (see attached diagram)Filming outside.

Permits/Clearances Police Parking Fire DeptNames of Contacts for Permits/Clearances

Special Props NeededNone.

External Filming – Source of Power available?No source of power will be available.

External Filming – road accessWe will not require road access in this scene as we will be filming in a park.

External Filming – public interference There is potential for public interference.

Any Additional Location Specific Information/ObservationNo additional information.


Date of Survey 01/06/17Location Canterbury High Street, Canterbury

Day of Shoot 29/05/17 Time of Shoot 3pmProduction Contact

Power Available None- we are filming outside.

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Quantity

Extension Cords None.

AC Outlets Quantity

None.

Reflection Interferences

Obstructions blocking camera viewPeople passing by may block the camera view.

Sprinkler SystemNone.

Sun Location

View from inside looking outWe are filming outside.

External Surroundings (noise interference) We will be filming in a busy location. There will be potential for a lot of noise interference from people and traffic.

Type of FloorConcrete

Type of WallcoveringNone.

Ceiling HeightNone.

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Width of hallwaysNone.

Width of Doors – for room dimensions, door and window locations (see attached diagram)None.

Permits/Clearances Police Parking Fire DeptNames of Contacts for Permits/ClearancesNone.

Special Props NeededLiquid lipstick as substitute for paint.

External Filming – Traffic NoiseThere is potential for traffic noise.

External Filming – Source of Power available?No power available.

External Filming – road accessWe will not be filming in a road.


Any Additional Location Specific Information/ObservationNo additional information.


Date of Survey 01/06/17Location Student Union, Canterbury College

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Day of Shoot 29/05/17 Time of Shoot 4pmProduction Contact

Power AvailableQuantity

4

Extension Cords None

AC Outlets Quantity

Reflection Interferences

Obstructions blocking camera viewOther people may block the camera view as the student union is often busy.

Sprinkler SystemNone.

Sun Location

View from inside looking outOther buildings within the college.

External Surroundings (noise interference) Other people talking.

Type of FloorLaminate flooring

Type of Wallcovering

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Paint

Permits/Clearances Police Parking Fire DeptNames of Contacts for Permits/ClearancesNone.

Special Props NeededWet wipes.

External Filming – Traffic NoiseNone.

External Filming – Source of Power available?Yes.

External Filming – road accessWe do not require road access.


Any Additional Location Specific Information/Observation

I found an article from The Guardian called “The future of marketing according to youth: what 16-24s want from brands”. Regarding my target audience (young people from ages 14-25) I thought this would help me in terms of research. The article states that “young people are key to numerous markets, from mobile, fashion and technology to alcohol, snack foods and entertainment” which is true. Young people in this age range are an analysed demographic in terms of marketing, as young people tend to spend more money on things such as technology and media products. The article says that the average student will take around £2000 worth of technology to university with them,

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e.g. laptops, tablets and smartphones. Young people around this age are very media-orientated, meaning they are more likely to pay attention and take an interest in films. Therefore, I wanted to make a short film for people in this age range-they will take it all in and educate themselves as they will be willing to learn. I chose to create my video as a story rather than an educational video as this will be more stimulating for young people.

Article found here: https://www.theguardian.com/media-network/media-network-blog/2012/oct/25/future-marketing-youth

Production Here is a copy of my team and I’s production schedule. This gives an insight into all the days we filmed on.


Week Date WeekBeginning

Activity / What you are intending to do - including independent study

Resources / What you will need to do it - including access to workshops

1 13th March Complete the Observation exercise. Go around Canterbury taking photos for research purposes. Analyse this on Wordpress later.

Access to camera (will bring my own).

2 20th March Complete my location recce. Go out into Canterbury and scout out the best and most appropriate locations for my production. Come in to college and fill out the location recce.

I will create notes on my phone about the locations I will be filming in. Once this is done, I will require access to a college computer.

3 17th April Complete my risk assessment. Analyse any potential hazards in my filming locations.

I will require a college computer as I will be completing this whilst at college. I will also have notes on my phone regarding potential hazards in filming locations so I can write them out into my risk assessment.

4 24th April Coming to college, making sure all pre-production work is complete.

I will require access to a college computer as I will be catching up and perfecting my work.

5 1st May Film the first half of my production in location 1 with one of my actors.


6 8th May Film the last half of my production in locations 2 and 3 with both of my actors.


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7 15th May Edit my project using Avid Media Composer in college.


8 22nd May Edit my project using Avid Media Composer in college.


929th May

Work on finishing my Extended Project Portfolio.


The 1st May and the 8th May were the days I filmed my production with my actors. We met at 12pm on May 1st to film my first scene which was shot in a park. I knew I would have to film my second scene hours later so I made a note of potential weather changes in the area as I didn’t want any continuity errors. We managed to film the scenes an hour apart so I managed to avoid any weather-related continuity issues. On May 8th, the weather was completely different to the weather in the first two scenes. Thankfully this didn’t matter as we were filming indoors for the last scene.

I was glad that we encountered no public interference when filming. This was something I expected as all my locations were busy places.

All in all, I would consider my filming process a success. We managed to film all the scenes within a matter of hours over two days and I got all the footage I required. My team were reliable, stuck to the timetable and were punctual- all contributing factors to a successful production.

Post-production

I didn't encounter as many problems as I thought I would during post production as all my editing was relatively simple and straightforward. I managed to enhance the brightness of some of the colours in some shots in order to create a clearer representation of what my project is really about and so the audience would be able to really focus on the use of colour. My main issue, however, was the audio. In the first and last scenes of my film, the audio was noticeably poor. This is due to losing the audio during the post production process. I can notice a drastic difference when comparing the scenes with good and bad quality audio. I added two pieces of music into my film, one for the beginning credits and one for the end credits- both happy sounding compositions

Overall, the editing took only two days to complete, and I'm pleased with the final product.

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CHAPTER 6

MY EXTENDED PROJECT – FINAL PRODUCT

This is my completed final product- The Happiest Colour. Besides from the audio problems and amateur directing, I am pleased with the outcome as I managed to film the project exactly as I had originally planned. I have shared it with my peers in my class and have received some positive feedback, e.g. on my use of colour and storyline.

CHAPTER 7

Project Evaluation

My project is a short film which portrays the way films subtly use colour psychology in order to change or intensify the audiences emotions. Using narrative, my production focuses on one main character throughout a change of emotions, represented and enhanced by the colours around him.

List five strengths and five weaknesses in your final design

Five strengths

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My final product was well assembled and went exactly as planned. I didn't have to change anything whilst filming or editing which made the entire process easier and my final design more organised.

The storyline was simple enough for my target audience to follow easily. I thought the concept was an original one as I have never seen a film created solely for the

purpose of illustrating the connection between colour and mood. The metaphorical scenes were subtle yet powerful. For example, one scene shows the main

character's love interest removing red paint from his hand- this represents the love interest taking away the anger that had previously inhabited the main characters mind.

The usage of colours was also subtle, yet powerful. The red in the second scene depicted the characters anger and the yellow in the last scene depicted the main characters sudden happiness and calm mood.

Five weaknesses The quality of the audio in the first and last scenes was very poor as I lost the original

recording. The microphone doesn't pick up the characters voice as well as I wanted it to. Some of the scenes are slightly shaky as I thought my project would look better without

using a tripod and holding the camera myself instead, after trying both methods of filming. In the scene in which the main character gets "paint" on his hand from touching a wet wall, I

used red lipstick as a substitute for paint, which I fear does not look convincing enough as the lipstick was darker than I anticipated (although I enhanced the brightness in post-production to make it match the colour of the "painted" wall.)

Although I am happy with the simplicity of my final video, the story wasn't as engaging and gripping as I thought it might be.

The filming in the last scene seemed amateurish and slightly messy. The camera angles were disjointed and not sequenced well.

Themes for design ideasMy overall theme was colour and colour psychology. All my research revolved around how colour effects the brain and can manipulate mood. The reason I chose this idea was to inform viewers about the topic of colour psychology (especially in film) and the subtle way it can alter your emotions and cause you to feel a certain way towards a character or scene. I chose to do this using narrative as I thought that a simple informative video explaining colour psychology to the viewers would not have been as interesting to watch.

What experiments and exploration did you do (what happens if) How did it affect your development? My entire project was experimental. There were many things I wasn't sure about doing, but tried anyway. These lead to my project being what it is and I am very happy that I stepped out of my comfort zone to explore and experiment. I experimented with various locations for weeks until I found the ones that I ended up using in the production. The reason I chose the locations I did was because they weren't overwhelming with the amount of colour, but you can also notice the colour in the scenes. They are subtle yet still noticeable, which is exactly what I wanted.

Find a similar type of design publication - place it next to your own - what comparisons/difference can you identify? I recently found an article on an autistic man from San Diego named Jeremy Sicile-Kira who paints the colours of the emotions he feels. I read about an art exhibition he put on, showcasing his work. I

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will be comparing my work to the work produced in the exhibition by Sicile-Kira. He stated "I see people's emotions translated into colour when I look at them" which I found deeply interesting regarding what my entire project is about.

“When [someone] laughs I see blue. When they are sad, I see red. My favourite colour is green, the colour of calm.” And the colour of happiness? Yellow: “a good colour of people to have around me.” - a quote from Jeremy Sicile-Kira.

I can relate both my short film and a lot of my previous research to this one quote (and the artists entire art exhibition). This man has created art in the form of different colours to express a mood, which is what I have done with my video. Sicile-Kira has created the art for his exhibition for the purpose of making people stop and think about colour, which is the same reason I came up with a similar idea for my production.

One small difference I can identify is the colours Jeremy associates with certain emotions are different to how I would associate these colours. For example, I would not link the colour blue to someone laughing, like this artist does. This proves that people may have different experiences with different colours, meaning they view them differently to someone else.The article can be found here.https://creators.vice.com/en_uk/article/pgq8eg/autism-awareness-week-synesthetic-aura-portraits

What were the key areas of development in this project?I experimented with trial and error a lot throughout this project. For example, it took me two weeks to find the perfect locations to film in. I was planning on filming in five other areas before I decided on the ideal settings. The reason I chose the locations I did was because some other areas had too much colour, some other areas too little. The filming locations in my production were ideal because the colours were subtle yet noticeable (yellow room, red wall etc.) Another key area of development was my story and the way my project was filmed. Originally, I wanted the entire production filmed in one continuous shot, all taking place in one location. I tested this multiple times with my main actor before realising that filming in various locations would look more visually pleasing and add more depth to the story.

Review your proposal - what changed, what developments did you make, did you manage to complete everything you set out to achieve?Overall, I think I managed to achieve everything I included in my proposal. I developed my ideas slightly throughout the process (e.g. trying different camera angles, experimenting with ways of telling narrative) but I didn’t make any substantial changes or alterations to my original idea. I also managed to answer all of my research questions, which lead to me having a greater understanding of my extended project as a whole. I am pleased with this as it means I can set myself a target and then achieve that target with no major problems.

What did the client think of your concept? How did that make you feel?My client described my concept as “imaginative, creative and powerful” which made me feel confident and proud of my work. I was pleased with my concept but hearing that my client enjoyed my film and the idea behind it gave me a sense of accomplishment and achievement.

What could you do to adapt the work produced to improve and develop it?

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To improve my work, I would adapt the storyline. This would make the entire production better as a whole, as I think my film was lacking a gripping story. In the future, I will be writing more engaging scripts to capture the attention of the audience. The story in my film was very simple, and although many may enjoy it I think that most of my viewers would have preferred to see a short film with more suspense and excitement included.

Reflect on your pitch to the board; how did you feel about it before? Did it go better or worse than you expected? What was the feedback from the client/lecturer? What do you think you could improve next time?

The pitch to the board went better than I expected. The lecturers I was speaking to were intrigued about my idea and wanted to know more about why I had chosen this topic and what had inspired me to come up with my idea. They also had some suggestions on how I could film certain scenes, which I was very grateful for. I think that although my pitch was successful, I would make sure to be more organised next time. I was asked some questions by my lecturers about my idea that I didn’t have an answer to at the time, so in the future I will have to be more prepared before I pitch an idea to the board.

Did it go better or worse than you expected?Despite some issues with the sound and the camera angles, I would say it went better than expected. I barely ran into any problems whilst filming or editing and the entire process was incredibly easy to complete. My actors were punctual and took to their roles well which was the biggest help.

What was the feedback from your lecturer?I received a mixture of both positive and negative constructive feedback from my lecturer. Firstly, I was told that my idea was original and the subtle metaphors in my film were clever. I was also told that my story flowed well. In terms of constructive criticism, my lecturer stated that my audio was slightly hard to listen to at some points due to the poor-quality recording (although I was aware of this already). Adding to this, it was pointed out to me that my production could have been slightly longer and that it ended rather abruptly. I will make sure to take all this feedback into consideration when filming my next production.

What do you think you could improve next time?Although I am pleased with my outcome, there are a few points that I would be sure to improve next time. I would make sure to record and include better audio for my next production, as I am aware that the quality of the audio in my final project is poor. I will also make sure to record with a better microphone in the future to ensure the quality is as professional as it can be. I also want to take the time to create a more engaging and gripping storyline. I want to improve my narrative creating skills so that my future films are more exciting and engrossing for my audience.

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APPENDICES

Extended project in creative media production Learning Outcomes and Assessment

1. Be able to initiate and develop a creative media production project proposal.

1.1. Use critical and contextual perspectives to initiate a creative media production project proposal.

1.2. Use analysis and evaluation to clarify and develop ideas for a creative media production project proposal.

2. Be able to use research, analysis and evaluation to develop solutions for creative media production project.

2.1. Use research to support the development of a creative media production project.

2.2. Use analytical and evaluative skills to develop creative solutions to realise a media production project.

3. Be able to solve practical, theoretical and technical problems in a creative media production project.

3.1. Solve practical and technical problems within a creative media production project. 3.2. Solve theoretical problems within a creative media production project.

4. Be able to plan, organise and produce a creative media production project.

4.1. Demonstrate the ability to plan, organise and produce a creative media production project within an agreed timeframe.

5. Be able to use practical methods and skills in a creative media production project.

5.1. Demonstrate the exploration, adaptation and application of practical methods and skills in the realisation of a creative media production project.

6. Be able to use evaluative and reflective skills in the production of a creative media product.

6.1. Maintain evaluative and reflective records of the development and production of a creative media project.

6.2. Use evaluative and reflective skills to make decisions for a creative media production project.

7. Be able to present a creative media production project. 7.1. Explore strategies to present a creative media production project.

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7.2. Present a creative media production project to a specified audience.

REFERENCES

Make sure you use Harvard referencing. The bibliography should be continuously updated as the project progresses.

Chapter 1 / 2

Colormatters.com. (2017). Color || Symbolism. [online] Available at:https://colormatters.com/color-symbolism [Accessed 1 Apr. 2017].

Color-Meanings.com. (2017). Color Symbolism in Movies: What Do Colors Mean inMovies?. [online] Available at: http://www.color-meanings.com/color-symbolism-in-movies-what-do-colors-mean-in-movies/ [Accessed 1 Apr. 2017].

Dusca-Meisan, M. (2014) Full metal jacket - cinematography. Available at: http://allaboutfilm123.blogspot.co.uk/2014/10/full-metal-jacket-cinematography.html [Accessed 5. March 2017].

Film Directing Tips, Film Making Articles and Online Resources for the IndependentFilmmaker. (2017). 12 Colors and Their Meanings. [online] Available at:http://filmdirectingtips.com/archives/157 [Accessed 1 Apr. 2017].

filmschoolthrucommentaries. (2017). Color and the look of a film – Visual Analysis.[online] Available at:https://filmschoolthrucommentaries.wordpress.com/2012/12/30/color-and-the-look-of-a-film-visual-analysis/ [Accessed 1 Apr. 2017].

No Film School. (2017). How Color Has Become Such An Important Storytelling Toolin Cinema. [online] Available at: http://nofilmschool.com/2015/08/history-importance-color-cinema-storytelling-film-lewis-bond [Accessed 1 Apr. 2017].

No Film School. (2017). Watch: The Psychology of Color in Film. [online] Available at:http://nofilmschool.com/2016/06/watch-psychology-color-film [Accessed 1 Apr. 2017].

Palettes, H. (2017). How to Use Color in Film: 50+ Examples of Movie Color Palettes.[online] StudioBinder. Available at: https://www.studiobinder.com/blog/how-to-use-color-in-film-50-examples-of-movie-color-palettes/ [Accessed 1 Apr. 2017].

Productions, M. (2008) No subtitles necessary: Laszlo & Vilmos. Available at: http://www.laszloandvilmos.com/ [Accessed 28. February 2017].

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Taste of Cinema - Movie Reviews and Classic Movie Lists. (2017). 20 Great MoviesThat Make Masterful Use of Color. [online] Available at:http://www.tasteofcinema.com/2015/20-great-movies-that-make-masterful-use-of-color/ [Accessed 1 Apr. 2017].

Unknown (no date) Close encounters of the Third kind Screencaps gallery - full movie (1977). Available at: http://screenmusings.org/movie/blu-ray/Close-Encounters-of-the-Third-Kind/index.htm [Accessed 28. February 2017].

Unknown (no date) Under The Skin: Cinematography. Available at: http://www.film4.com/special-features/interviews/under-the-skin-cinematography [Accessed 5. March 2017].

Unknown (1930) ‘Vilmos Zsigmond’, in Available at: http://www.imdb.com/name/nm0005936/ (Accessed: 28. February 2017).

Unknown (2017) ‘Vilmos Zsigmond’, in Wikipedia. Available at: https://en.wikipedia.org/wiki/Vilmos_Zsigmond [Accessed 28. February 2017].

Vidani, P. (2013) Steven Spielberg: CLOSE ENCOUNTERS OF THE THIRD KIND (1977). Available at: http://directorsseries.tumblr.com/post/57014280749/steven-spielberg-close-encounters-of-the-third [Accessed 28 February. 2017].

wolfcrow (2016) Understanding the cinematography of Vilmos Zsigmond. Available at: https://www.youtube.com/watch?v=dgKGwHB1Pq4 [Accessed 5. March 2017]

Chapter 3

Angela Wright. (2008). How It Works - Colour Affects. Available: http://www.colour-affects.co.uk/how-it-works. [Accessed 2nd June. 2017].

Angela Wright. (2008). Psychological Properties Of Colours. Available: http://www.colour-affects.co.uk/psychological-properties-of-colours. [Accessed 2nd June. 2017].

Avid Screencast. (2015). Color Correction in Media Composer – The Complete Guide. Available: http://avidscreencast.com/color-correction/. [Accessed 2nd June 2017].

None. (2014). Rent an Actor. Available: http://rentanactor.com/. [Accessed 2nd June 2017].

Sami Emory. (2016). Autistic Artist Paints the Colours of Emotion. Available: https://creators.vice.com/en_uk/article/pgq8eg/autism-awareness-week-synesthetic-aura-portraits. [Accessed 2nd June. 2017].

Chapter 4

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Angela Wright. (2008). How It Works - Colour Affects. Available: http://www.colour-affects.co.uk/how-it-works. [Accessed 2nd June. 2017].

Angela Wright. (2008). Psychological Properties Of Colours. Available: http://www.colour-affects.co.uk/psychological-properties-of-colours. [Accessed 2nd June. 2017].

Kendra Cherry. (2017). Color Psychology: Does It Affect How You Feel?. Available: https://www.verywell.com/color-psychology-2795824. [Accessed 2nd June 2017].

Chapter 5

Luke Mitchell. (2012). The future of marketing according to youth: what 16-24s want from brands . Available: https://www.theguardian.com/media-network/media-network-blog/2012/oct/25/future-marketing-youth. [Accessed 2nd June 2017].

Chapter 6

None

Chapter 7

Sami Emory. (2016). Autistic Artist Paints the Colours of Emotion. Available: https://creators.vice.com/en_uk/article/pgq8eg/autism-awareness-week-synesthetic-aura-portraits. [Accessed 2nd June. 2017].

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contents… · web viewmy project is going to be aimed at young people from the ages of 14-25....

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