Childrens film final

FILM:

Animation Dialogue

Animation Dialogue: 


The characters in this animation that will be saying something will be the stripe less zebra, the monkey king and the leader of the zebra pack. There will not be a great amount of speech, however we will have a narration over the top of the piece, as well as music.

The slight dialogue that will occur in this opening sequence is as follows:

*starting narration about the location and the situation*
The jungle is a big place, and there are many animals that live inside it, a few of these are giraffes, lions and zebra's. In this pack of zebra's, one of them gets bullied because he looks different.


The zebra's are in their pack and the stripe less zebra is slightly outside. 
Zebra pack: *laughs and sniggers towards the zebra that is alone*

Narration: The other zebra's do not like the zebra Stripes because he looked different and was just plain white. Whenever they go anywhere, they go as a pack but he is always outcasted and stuck at the end, even when they all come together as a kingdom they do not include him in their group.

When the scene has changed to when the whole kingdom has gathered:
Monkey king: *in a strong, orderly tone of voice* Karni, you and your zebra's need to have this rock moved immediately.

Narration: After the struggle the zebra's are facing moving the rock, they decide to head back to their king and tell him of their struggle. What they don't know is that the zebra they had all doubted, was actually the strongest and whilst they are all gone, he completes the task for them.

Soundtrack Plan

Our initial ideas for the soundtrack incorporated both diegetic, naturalistic sound relevant or associative with our setting of the savanna grasslands. As well as this, in order to engage children we must ensure we incorporate non-diegetic sounds which are reflective of the moods or emotions evident in the content of our film. For example, as the bright and vibrant location is introduced through our establishing shot, uplifting music is reflected in our soundtrack. Another example of our reflective soundtrack is the empathetic sounds as our main character is ignored and undermined by fellow characters.

Creating Our Soundtrack


In using garage band we can use a variety of different sounds to effectively create a relevant soundtrack. As well as the added sounds from different instruments or genres available on garage band, we intended to compile voiceovers for our characters using ourselves as the voices. Whilst getting the balance of sounds correct is difficult and time consuming it is a vital part of our film as it evokes certain emotions as well as entertains our viewers.

Plan For Children's Film.

Animation:
Although time consuming and particuarly difficult we have decided that an animated piece is the best way to emphasis our morales as well as be an entertaining and engaging opening for children. In order to ensure this we must accurately reflect the location of the Savanna as well as the conventional characters. As well as this we must show our main character and his particular differences which enforces the theme of equaliy.

Location:
The savanna grasslands, with emphasis on bright colours, naturalistic sounds mixed with non-diagetic sounds and conveying the hiuge range of different animals.

Acting:
Although our film is animated and therefore there is no need for acting, we must use voice overs from ourselves to represent the particular characters.

12Q1 10- Analysis.

In short, the opening sequence encorperates all the conventional elements of a childrens film opening sequence effectively, with ranging shot types, speed of editing and camera angles. The sound is applicable for children using both diagetic and non-diagetic sound. Wg=hilst the aspects could appeal to a large demographic, specifically the content and other aspects of the opening sequence target females, this is reflected in the predominantly female cast with an aray of colouyrs that you would conevntionally conote with young girls such as bright pinks and blues.

http://10longroadchildrensfilm10.blogspot.com/2010/11/childrens-film-task.html

Chicken Run

Chicken Run

1.    Who do you think the different target audience could be and why? 

The Primary audience for the film is certainly children aged between 5-10, however the comedic aspects as well as references to the ‘ Great Escape’ create a much wider demographic in terms of age.  Whereas the animation and slapstick comedy featured in the film appeals directly to children, the film incorporates aspects such as the fantasy of breaking away to freedom in order to reach a larger target audience which it successfully does.


 2. Would you class this as a children’s film? Why?

Overall I would class it as a children’s film as it is primarily aimed at children however to entirely label it as a children’s film would be incorrect as the other aspects of the film are applicable to a wider audience.  We can see how the film is mostly targeted towards children by analyzing the micro elements used. For example the vivid colors in the mise-en-scene are designed to appeal to children.


3. Research the institutional information for ‘Chicken Run’ and the inspiration behind it.

Chicken Run was released in 2000 and is a stop-motion animation created by Aardman Productions. The plot regards a group of chickens under the control of the Tweedy’s who keep them in restricted conditions and constantly attempt to develop new ways to make money out of the chickens. The focus of the film is the chicken’s attempts at escaping with the help of an American Rooster. However, it is the links to ‘The Great Escape’ that inspired the film such as escaping from capture and this is reflected in the target demographic.

Research & Planning

We have decided upon themes, settings, locations and  characters for our childrens film which will promote the idea of equality in an applicable and enjoyable way for children to comprehend. In doing this we must ensure that our mise-en-scene is firstly an accurate relection of the location which is the savanna grasslands. Furthermore, we must ensure that our characters are well illustrated and detailed. Our film is an animation therefore we must incorperate aspects of the location into our illustrations. In order to understand and develop ideas we will conduct research of appropriate costumes and props for the mise-en-scene of our opening sequence.These will include bright and colourful props in order to keep childeren interested and engaged.

As the main character in our opening sequence is not your typical Zebra, we must show the conventional Zebra in the natural surroundings yet enhance these in order to engage children.



The outcast Zebra who is our main character will look relatively similar to this one. The fact that he has no stripes causes problems for him as he is not accepted by his fellow zebras, in hsowing his lonliness we will emphasize the importance of equality in an entertaining fashion.





Although we would like to further colour and brighten this scene to make it more appealing, our central location will be vastly similar to that of this scene. With emphasis on the freedom of the grasslands.



In conclusion, the overall intention of the props, mie en scene and images is to illustrate equality in a way that is made appealing for childeren to understand and learn from whilst enjoying the story.



Back To The Future Task.

our task was to watch the opening sequence of the film Back To The Future whilst making notes on the framing, shot types, sound and mise-en-scene before storyboarding certain shots, the information about them and there purpose.  The differing sounds and shot types are indicative of the genre as well as potential plot. In Analysis the opening sequence of the film we have gathered ideas about how certain shot types and sounds can be indicative of genre and plot, as well as the conventional elements reflected in a children's film opening sequence.

Below is our storyboard we drew on Back to the Future.

We have included each individual shot to make the writing more readable and the pictures clearer.

Home Alone

Classification Judgements: 
After discussion, we came to conclusion that this movie was a PG as it refers to mild use of weapons and violence when the gun is being used to shoot down football figures and also on the movie when the man was shot, this was followed on by a reaction shot showing the shock on the child's face, ensuring that the children watching realise this is bad.

At the beginning of the clip, slight tension was built as the fireplace in the basement turned on by itself, the child then continued to reassure himself this was his imagination and as he ran away it turned back off again.

Shortly after, the audience are reassured that being home alone actually wasn't that bad and they then got to laugh at the child taking full advantage of this. This follows the regulations as violence was reassured and also the slight horror and tense.

Actual Classification:
After researching the film the actual classification was PG, suggesting that the mild sexual references, violence and possible scary themes were reviewed and the criteria from which the BBFC work were applied correctly. This is what we suspected and the research shows our assumptions were correct.

BBFC PG and U evaluations.

Universal:
A movie with the classification U, is suitable for everyone to watch. It is said to be suited for ages four and over, this means there will be little or no violence and horror, if there is, violence must be mild and have a reassuring ending. Themes may be problematic yet must be appropriate for children.
Sexual behaviour must be mild, nudity must be natural and not in an explicit way, if anything sexual is brought up, it must only be referred to not screened. If any discriminatory behaviour occurs, this must only be in disapproval, never supporting it. There may be no misuse of drugs, if they are brought films have to encourage children that drugs are bad.

Parental Guidance: 
This should be suited for any child above the age of eight to watch alone as this should not disturb them, however any child under the age of eight should be accompanied by an adult to reinforce the positive aspects. Discriminatory behaviour should not appear and if it does it should be mild and of an educational purpose. Any aspects that may scare or upset a child should happen quickly and not be prolonged. No glamourisation of potentially dangerous behavior which children are likely to copy. Natural nudity with no sexual content is allowed and sexual references may only be taken as far as inuendos. Only mild bad language may be used and should not be condoned or encouraged. Themes of a more seriouis nature such as domestic violence may be featured but not prolonged and must not condone or give false impressions of unacceptable behaviour.

BBFC roles:
The BBFC must ensure that all films are classified accurately and do not involve any unsuitable material. This is a legal responsibility and they may run the risk of prosecution. Most of the time, the classification of the film is judged by the expertise of of regulators. In the accusation of legal issues such as violence, drugs and discrimination the BBFC will review this and research further with expert opinion. However, this can sometimes be lacking therefore could then mean that films are showing more than they are actually allowed to.

Monsters Inc. Opening Sequence Evaluation.

The film starts with happy, cheery music setting a happy scene straight away. This shows the focus on monsters because they are coming out of the doors at the beginning. The plot is outlined almost immediately, the monsters need to scare the children in order to get their screams however they cannot touch children, this contradicts with the stereotype of children being scared of monsters. They should not leave the doors open, as was mentioned in the film, the fact that this was outlined suggests this will happen later on in the film and will cause an issue.
This film is a pixar film, suggesting good quality. The title and characters are bright and colourful, this intrigues the audience as it something good for children to look at. The difference in all of the characters allows children to evaluate them and choose their favourite, there is a monster for everyone!
All young children think that there is 'a monster in the closet', so the fact that a monster pops out of the closet, contradicts with this.
The pace is not too fast, which makes it easy for children to follow and as there is no major edits the film runs through smoothly. The dialogue is clear and is spelt out for the audience making it easy to understand.
The genre is fantasy and also adventure making this a hybrid genre.

The Lion King Evaluation

The moral of The Lion King is to teach the audience about friendship, family and togetherness. There is uplifting music in the opening sequence as well as the introduction of key characters and themes. This automatically makes the audience want to watch more and from the very beginning you are intrigued to find out what is going to happen later on. 

The plot is introduced by the lifting of main character, Simba, therefore we know this will be about the growth of Simba and his journey to dominance, showing that one day he will be king. Also, this brought the whole kingdom together showing equality between all animals and how they all worship their king. 

The title of the film is clearly displayed in a bold, colourful way to engage the audience, mainly being children therefore this will attract them further. 

This image shows the key moment at the very beginning of the film in which the future king, Simba, is christened and immediately worshiped by fellow Savannah creatures because of his future role. 
Class is shown at this time through a low angle shot, also a P.O.V shot of the other animals. The fact that he is towering over the other animals immediately suggests power. 

Preliminary Task

This test has helped us to learn how to use all of the different programs and has broadened our understanding in media. At the beginning of this task, we did not put in our full effort however when it came to the editing we did the best we could to make this whole scene flow and look as natural as possible.   We feel we will benefit a lot more in our actual children's film due to this task.

Continuity Task.

The scene will start with an establishing shot showing the surrounding area of which the clip is being filmed in. It is situated in a corridor leading up to a door at the end. There will currently be no dialogue as the man is alone however you will hear the sound of footsteps as he walks, these will be quite loud as the corridor is quiet. This shot will continue as he walks up the door and then there will be 180-degree turn to face the other way, and will then zoom to the door handle.

Once the 180degree shot has occurred, the image the audience can now see is the man opening the door to the office. This will happen quite slowly to build tension and allow the audience to have time to figure out where the man is heading and why. When the door handle is being opened, we need to try and create a diegetic squeaking sound to show the silence has been broken. This will then lead onto a later image, which is a reaction shot of the person the other side of the door once they have heard it being opened.

This image is now the other side of the door, which is a match-on-action shot. This has taken the audience from being in the position of the man leading up to the door, to the lady being on the other side of the door facing it as it opens. This helps continue the flow of the scene and shows the position of more than one character.

This image will be carrying on from when the door is opened, however this time showing the reaction of the lady sitting in the office rather than the man opening the door. This makes the scene flow a lot more for the audience and makes it look as though they are actually in the same space. The reaction on the woman's face will portray a sense of shock and show she may not have been expecting somebody to walk into the room at this time.







This next scene will be zoomed out further than shown in this image and will be a long shot reflecting on the conversation between the two people who are now both in the office. This is when diegetic sound starts to pick up and dialogue is now involved.
The character will barge in with some breaking news. The first thing that will be said is by the man. Dialogue based on what is written below:
Man:  Can I have a word.
Woman: Of course, sir. What can I do for you?
Man: You need to pack up your belongings right away, and make sure this office is clear by noon.
Woman: W-why? Have I done something wrong, sir?
Man: Of course not, your being promoted to my secretary, you will now be moving into the main office.

During this conversation, the scene will switch to shot-reverse-shot, following the conversation of the two people.












Once the promotion is announced, the scene will fade out and the clip will finish.