Evaluation activity 8 - What targets will you set yourself for G324 next year - when you will make a trailer?

A target which I will set myself for next year's course (G324) would be to use a tripod when filming. This will help me to stabilize the footage, therefore making the film look more professional and the quality to improve. I think that by using a tripod would allow use to edit the film better as the footage would be still and clear meaning that we could try and eliminate the amount of jump cuts which we have. Also, by using a tripod we would be able to move it better without the footage becoming shaky and look out of focus the whole time.

I would also set the target of making sure to complete before it all gets to much as I found that we were rushing to get the film made this year and that we could have made it better having given ourselves more time. However, we had a limit because we wanted to film at our sixth form and the week which we were filming was the last week of school and so we did have to rush to finish it. We could have filmed more before this week but our characters in the film took different subjects and so during free's meant that filming was limited. This could also be another target of using actors who both have time on their hands to make sure that the filming could have been done over a longer period of time. This would allow us to actually have the time to sit and plan each and every shot we were using before going out and filming the part of the film. 

Also, I would set the target of making sure the lighting was correct in the camera before recording because it would allow us to not have to re-film other parts to fit in with other clips. If we had checked the lighting on the camera, we would have saved time in the filming process because we would not have to re-film any parts. We could also make sure the sound was correct in the camera before recording because we assumed that it was okay but when it came to editing, we found that the sound was much to loud and that it was hard to hear what the characters are saying. Having said this, the common room was quite busy and so we wanted the background noise to make it seem like it was a collage setting therefore suggesting why we left it in. We had to make sure that the soundtrack music was lower than the dialogue but in order to successfully do this, we had to lower the volume so it could barely be heard and then increase the volume of the characters speaking which made it seem like they were shouting and also the background noise in the common room was too loud. Next year we would make sure that the setting would be quieter and if we needed the added background noise we would add this as a voice over as it would mean we could control the volume of it. 

I would personally set the target of making sure I fully understand the editing software so it does not take as long to edit our film. We found that both of us were trying to figure out how to use certain tools in the first few hours of editing that we actually lost those hours of editing. As we have used Adobe Premiere Elements 10 this year, I think that when it comes to editing next year, I would know where tools are and the best layout for the editing process. I would also know how to fade sound in and out and also the best transitions to use so that our product looks theatrical and the best quality it can be. 

The final target which I would set myself for next year is to not over-complicate things. I think that some shots which we included was to complicated for the genre of a romance film. We could have eliminated some clips so that it suited better for the genre and also add in some different clips that conform to the conventions of a romance film. We confused ourselves a lot throughout the editing process and so by not making things complicated would mean that we would have an easier task when it came to editing. We would be able to make the film run smoothly without any jump cuts in the film. 

Evaluation activity 7 - Looking back at your preliminary task (the continuity editing task), what do you feel you have learnt in the progression from it to full product?

Having watched our preliminary task

I think that we have progressed as in this clip, it seems quite jumpy and also the sound isn't all that clear. Once we learnt how to increase the volume of the dialogue in our two minutes we found that it was easier to hear. Unfortunately, we also made the sound a little too loud in the opening two minutes so it also sounded quite fuzzy. We also didn't include a range of shots in this footage which I think we successfully done in our opening two minutes.

However, in this footage, I think the camera was a lot more stable because we made sure we held the camera completely still whereas in the opening two minutes, our clip contained moments where the footage was really shaky. This can be resolved next year by using a tripod.

The lighting in this footage is quite dull whereas in our film it was much brighter which also conforms to the conventions of a romance film. We found that by having a brighter light meant that it was clearer to see the characters. However, in some areas the light was too bright and made the footage look blurry. This can be resolved next year by making sure that the lighting is suitable before recording as if we done this we would not have the harsh lights in the background. It would also mean that we would not have to re-film any points of our film, potentially creating more jump cuts. These would become more obvious because the lighting between two shots would change. 

I feel that we have both progressed far from what we were first producing. I think that what we were producing at the start of this course was more jumpy and not as stable as some of the shots which we have in our film. There is only one particular part in our film that is very shaky. We decided that by walking with the character the audience would understand more about the character, however we did not think of the consequences of the shaky footage. If we had used a tripod it would have improved the footage from the start. Also, the camera which we used in our preliminary task was a better quality as the one which we used for our actual film was an older version. We thought that because we already had a camera that going to buy another one would be not be necessary but in actual fact, it would have made the quality of our film better. We would have also made sure that the characters were not shouting to be heard as this made the sound become harsh and in the preliminary task, the sound was much better. However, the overall two minute footage which we created is something that we think we have achieved from progressing over the period of the course. 

We have also included some of the different types of editing techniques in our film which we also used in our preliminary task. We used shot reverse shot, match on action and also tried to conform to the 180 degree rule but in our actual film we ended up breaking this in one part. As the characters were leaving the common room we were one side of them and as they were outside the common room, the camera was on the other side. We did not notice this until we watched it back after editing the film. I think that because we successfully completed the preliminary task we were able to use the range of techniques in our film to make it more professional and also to make it look a better quality

 ty.

Evaluation activity 6 - What have you learnt about technologies from the process of constructing this product?

Adobe Premiere Elements 10
This is the software where we edited our footage. This was quite hard to start off with because we didn't know our way around the software meaning that editing our film took a while. We found that once we got used to it, editing became a lot easier as we started to become quicker and more confident in cutting certain parts and also adding in music. As we both had never used an editing software, we were both unsure of how this was going to go, but to our surprise the outcome turned out to be good. We do have a few jump cuts in the film due to not fully understanding how to move clips over. We found that lowering the volume was difficult and also making sure that the dialogue could still be heard over background noise. This did not really work because in our film, sound is probably the biggest issue which we faced. Once we found out how to lower volume and fade in music to make it seem more romantic, we found that it was easier to edit our film. We also had to apply different transitions to the film where we made the film look more theatrical. An example of this would be in our titles by using additive dissolve. We also had to use a fade to black shot as this helped to make it seem more like an opening rather than a trailer.

Photoshop

We used photoshop to create the black backgrounds for our titles. We found that this would be the easiest software to use for this particular task because we just had to select the paint bucket and the colour black and apply it to the background. We then saved this photo so we could add the titles in when we were in Adobe Premiere Elements 10. We also used photoshop to create the main titles 'The Lost Locket' because we thought that this way we could change the colour and the font more easily than we could in Adobe Premiere Elements 10. We added in the colours red and white as this was a common feature of the titles in romance films.



YouTube
We used the website YouTube to upload our clip and also some of the extra clips such as the diary of filming and the 'behind the scenes' type of films. These were only short but we created them so that we could explain what we were doing on the days which we were filming. We have both experienced YouTube and so uploading our film on there was not a hard task. It took some time in the process because beforehand we had to render the film on Adobe Premiere Elements 10 and make sure that the file we were saving the film in was compatible with YouTube. We did get confused at times because it took us a while to know what the file had to be saved in, but once we knew we uploaded it straight away.

 

Evaluation activity 5 - How did you attract/address your audience?

We added annotations to our opening to show the reasons behind each of our shots and to also highlight the key elements that were shown. This includes the sound, costume, camera composition and also some of the editing behind it. We highlighted the strengths and some weaknesses of the film such as the jump cut towards the end. This provides an overview of our film and also picks out key features which we thought worked well.

We decide to highlight a bad point as we thought that this was one area which we needed to improve. We think that by doing this we can look back at it next year to see the elements which could be improved. For example, editing the footage so there isn't as many jump cuts and also making sure the sound is not too harsh.

Evaluation 3 - Directors Commentry

We based our directors commentary on the reading of our film. Below is the reading:

We introduce the opening to the lost locket by the production credit, which was called 'Cloud Productions'. It was then complimented by G321 FILMS as the secondary title, which was the image of an old camera from black and white, faded into colour. We used the transitions additive dissolve as we thought that this would be the most theatrical transition to use. We then added paired titles to introduce the films, which shows production credits and also who was behind the film in terms of editing and directing. We then had our main title introduced. This was just a black background and white and red writing. 'The Lost' was written in white to connote innocence and purity and 'Locket' was written in red to connote love and passion. We then had the soundtrack playing in the background at this point with the acoustic guitar. We faded the music in so it did not seem harsh or abrupt. Our next shot was of the female protagonist entering the shot. This started out as a medium shot but as she walked closer it turned into a close up shot. We thought that this way the audience gains a sense of what she is like by the way she dresses and the emotions she is showing through facial expressions. We then used a tracking shot of the female protagonist as she is walking down the road to school. We followed her from behind so that the audience could see where she was heading and the setting we would then later introduce. We then moved to the front of the female protagonist as she continued to walk. We thought that this would be effective because the audience would then also see or gain a sense of where she is going. At this point we started the voice over so that it seemed like the female protagonist was talking directly to the audience. We started it off with personal pronoun 'You' so that we related to the audience on a personal level. This would engage the audience more as they would feel connected to that character. Whilst the voice over was playing, we included a clip of where the female protagonist looks across the road to see the male protagonist. We then carried the footage to following the female protagonist using a medium shot. We cut to the female protagonist entering the school where she signs herself in. We used a close up shot so that the audience could clearly see what was going on. At this point the voice over is still playing explaining her situation. The camera then cuts to a scene of the female protagonist walking down the hallway of the school as she is taking in her surroundings. The voice over stops with the line 'trying to find my way around' which is what the female protagonist is showing in the footage. The female protagonist then enters the common room where the camera follows, using a tracking shot, her walking over to a table where she sits down by herself. The music is introduced immediately after the voice over stops, again being faded in. We then had to lower the volume of the music so that the when the friend of the female protagonist began talking it became clearer to hear. We used a tracking shot following the friend, Miranda, over to the female protagonist, Leola. The then used an over the shoulder shot to get Miranda in the shot as she began talking. We then used shot reverse shot to succeed the conversation. We then used a long shot to show both Leola and Miranda walking off to their lessons together. The camera tracks them as they walk from the table then cuts to as they are walking through the doors. We then used a low angle shot showing them walking upstairs and cut to a high angle shot as they were turning the corner. This proved very effective although we thought we should have used a different shot in between the two so that it didn't jump as much. We then used match on action to show Miranda opening the door to their classroom. We had some people in the background to make it seem more like a classroom. The camera then used a medium shot and tracked Miranda walking over to her seat and asking Leola to sit with her. The camera then shows Leola walking towards Miranda in a medium shot. The camera then cuts to the door again where, in a medium long shot, the male protagonist, Alex, walks in. The camera focuses on him looking over his shoulder. We then used a close up to show Leola looking over at him smiling. This shows her emotion through her facial expressions. We used this to create an enigma code for the audience as they will want to know if they enter a relationship or if they just remain friends. To end the opening, we used a close up of Miranda telling Leola his name and how everyone in the school admires him. We used this to suggest that Miranda may of had a past with Alex without telling anyone. The last line in the opening is 'Oh, you know him?' suggesting that Leola wants to know more about him and also leaves an enigma code for the audience. The music then fades out alongside the footage.


Here we have briefly explained what is happening throughout the film with a narrative over the top of the footage:

We have talked about the parts which we included and why and also talked about parts which we thought did not work as well. We cover all four technical areas by saying about sound, mise en scene, camera composition and also editing. 

Reading of our opening two minutes

We introduce the opening to the lost locket by the production credit, which was called 'Cloud Productions'. It was then complimented by G321 FILMS as the secondary title, which was the image of an old camera from black and white, faded into colour. We used the transitions additive dissolve as we thought that this would be the most theatrical transition to use. We then added paired titles to introduce the films, which shows production credits and also who was behind the film in terms of editing and directing. We then had our main title introduced. This was just a black background and white and red writing. 'The Lost' was written in white to connote innocence and purity and 'Locket' was written in red to connote love and passion. We then had the soundtrack playing in the background at this point with the acoustic guitar. We faded the music in so it did not seem harsh or abrupt. Our next shot was of the female protagonist entering the shot. This started out as a medium shot but as she walked closer it turned into a close up shot. We thought that this way the audience gains a sense of what she is like by the way she dresses and the emotions she is showing through facial expressions. We then used a tracking shot of the female protagonist as she is walking down the road to school. We followed her from behind so that the audience could see where she was heading and the setting we would then later introduce. We then moved to the front of the female protagonist as she continued to walk. We thought that this would be effective because the audience would then also see or gain a sense of where she is going. At this point we started the voice over so that it seemed like the female protagonist was talking directly to the audience. We started it off with personal pronoun 'You' so that we related to the audience on a personal level. This would engage the audience more as they would feel connected to that character. Whilst the voice over was playing, we included a clip of where the female protagonist looks across the road to see the male protagonist. We then carried the footage to following the female protagonist using a medium shot. We cut to the female protagonist entering the school where she signs herself in. We used a close up shot so that the audience could clearly see what was going on. At this point the voice over is still playing explaining her situation. The camera then cuts to a scene of the female protagonist walking down the hallway of the school as she is taking in her surroundings. The voice over stops with the line 'trying to find my way around' which is what the female protagonist is showing in the footage. The female protagonist then enters the common room where the camera follows, using a tracking shot, her walking over to a table where she sits down by herself. The music is introduced immediately after the voice over stops, again being faded in. We then had to lower the volume of the music so that the when the friend of the female protagonist began talking it became clearer to hear. We used a tracking shot following the friend, Miranda, over to the female protagonist, Leola. The then used an over the shoulder shot to get Miranda in the shot as she began talking. We then used shot reverse shot to succeed the conversation. We then used a long shot to show both Leola and Miranda walking off to their lessons together. The camera tracks them as they walk from the table then cuts to as they are walking through the doors. We then used a low angle shot showing them walking upstairs and cut to a high angle shot as they were turning the corner. This proved very effective although we thought we should have used a different shot in between the two so that it didn't jump as much. We then used match on action to show Miranda opening the door to their classroom. We had some people in the background to make it seem more like a classroom. The camera then used a medium shot and tracked Miranda walking over to her seat and asking Leola to sit with her. The camera then shows Leola walking towards Miranda in a medium shot. The camera then cuts to the door again where, in a medium long shot, the male protagonist, Alex, walks in. The camera focuses on him looking over his shoulder. We then used a close up to show Leola looking over at him smiling. This shows her emotion through her facial expressions. We used this to create an enigma code for the audience as they will want to know if they enter a relationship or if they just remain friends. To end the opening, we used a close up of Miranda telling Leola his name and how everyone in the school admires him. We used this to suggest that Miranda may of had a past with Alex without telling anyone. The last line in the opening is 'Oh, you know him?' suggesting that Leola wants to know more about him and also leaves an enigma code for the audience. The music then fades out alongside the footage.

Peer assessment of our film

Within this footage, our peers gave us feedback of what they thought was a good element of our film and also what one thing they would change.
We had a lot of positive feedback saying how we used a wide range of shots but the common feature that came up was the fact how we needed to stabilize the footage so that it was not shaky.

Some strengths which we received were:

• It was easily identified as a romantic film due to the looks over the shoulder.
• Camera work was very professional as there wasn't much jump cutting.
• The use of the cut when walking upstairs was good.
• Following the protagonist so the audience felt like they were there with her.
• The setting suited the film.
• The use of match-on-action was good. 
• The way we introduced the female character made it seem like she was lonely showing that the audience can relate when starting a new school.

Some areas which needed improving were:

• A conversation so that the audience can clearly see the protagonist.
• If we used a tripod to stop the shakiness of the footage.
• Used more close ups and establishing shots.
• The background noise was very loud so it was very difficult to hear the conversations.

These are all points which can be improved next year as it will mean that we know what the weaknesses of this particular film were when it comes to what we are making next year. 

Talking about our film

This is our presentation which we talked about what happened in our film and the setting which was used. We then went on and talked about the strengths and weaknesses of our film and was asked the question about the favourite part of the film. We thought that by adding in how we followed the conventions of a romance, would suit this question because it shows we know what is included within the genre.

Evaluation activity 4 - Who would be the audience for your media product?

The target audience for our film is mainly aimed at a young teenage audience with the majority of them being female. As this being a collage setting, the audience of around 15-24 years old will probably relate to this film more with it being around the changes of new places. However, younger audiences such as 12 year old's may want to watch this film because they like to think of themselves being more grown up and wanting to go and watch something which they would consider being a mature film. As this picture clearly shows, most of these teenage girls are dressed like how we have shown our female protagonist. This shows that they can also relate to our film because of the similar way they are dressed.
Our target audience would probably like to go shopping in all the high end shops such as Topshop, New look and H&M. This is why we have put the female protagonist in clothes similar to what they sell in these shops. They like to keep up with trends and also like to be fashionable so that they feel confident and also comfortable. They may also like to go out with friends to watch a film or go shopping or even listen to music. Once our female protagonist has a friend at the new school, she already is more confident. This shows that once a group of friends get together they are much more comfortable and confident in themselves, again relating to the film.

Teenagers use social media everyday. Statistics have proven that 13% of teenagers and young adults are addicted to their phones suggesting that most of these use social media. This means that if our film was marketed, it would probably be promoted through social media because our target audience use it the most. Twitter is an example of a social media page which our target audience mostly use due to the interaction with celebrities.

Teenagers also have the change from secondary school to either a sixth form or collage. This means that our target audience will be able to relate to the film because they have experienced what our female protagonist is at the beginning of the film. This means that they possibly will enjoy the film better as they would have experienced everything that happens in the film before such as, finding love and starting a new school. This means that our film will appeal to this audience type.

Evaluation activity 3 - What kind of media institution might distribute your media product and why?

Production Company:
If a production company is funded they will usually be able to work with bigger companies allowing films to become well known.
The money from our film would be funded from a pitch we will produce trying to gain a company to distribute our film.

Our production company would be big in producing romance films. It would also be well known with a younger audience due to the target audience for the films produced. It may also be known for the similarity of Warner Brothers because of the representations of romance films. The name 'Cloud Productions' was created because of the way the white mark looked on the black background. We decided that this would suit the audience and the conventions of a romance film because of the colour white used to portray purity and innocence.



Warner Brothers are mostly famous for distributing some romance films. Some titles include; 'If I Stay' and 'The Lucky One'. They are a vertically integrated company as the own television shows, films and also musical entertainment. Warner Brothers also owns:

• Warner Bros. Pictures
• Warner Bros. Interactive Entertainment
• Warner Bros. Television
• Warner Bros. Animation
• Warner Home Video
• New Line Cinema
• Castle Rock Entertainment
• DC Entertainment
• The WB Television Network
• And half of The CW Television Network

If our film was being distributed, we would probably pick Warner Brothers to distribute the film due to their very successful history. They would be able to distribute our film because they usually distribute romance films alongside cartoons and some actions. 

Evaluation activity 2 - How does your media product represent particular social groups?

There are some similarities between these two shots. The one on the left is from our film 'The Lost Locket' showing our female protagonist, Leola. The shot on the right is the female protagonist called Mia Hall from the film 'If I Stay'. Leola is in the middle of walking down the school hallway and Mia is standing by the lockers, again in the school hallway. This shows that in typical romance films aimed at teenage and young adult audiences, using a school hallway is a convention of the genre. We have made Leola's shot a close up so that the audience can relate to her character. She has also just finished the voice over and so by her looking into the camera the audience can still relate to her. Mia is also shown in a close up to show her emotions. She is talking to the male protagonist, Adam, at this point and as this is their first conversation together the close up shot allows the audience to see the shyness and also the fearful emotion she is portraying. Another similarity between these two shots is that they are both wearing smart casual clothes. This suggests that most teenagers who attend a collage wear casual clothing. However, as Leola is wearing a thick coat and Mia is only wearing a cardigan, it could connote that Leola has a hidden personality which the audience is yet to fully see. Mia has a cardigan on suggesting that she is more relaxed and shows her personality more. Another difference between these two shots is that behind Mia there is a crowd of people and behind Leola there is only one person. This could suggest that Leola is shy and she also prefers to be on her own and Mia is more confident with a crowd around her. The lighting in the shot with Leola is quite harsh meaning that it is harder to recognize the setting which she is in due to the light highlighting her and not what is also around her. The shot with Mia shows that the lighting is gentle and subtle suggesting that she is an innocent character. It is also clearer to see the setting behind her. Another similarity which occur between these is that they both look around the same age of 17. This conforms to our target audience because they will be able to relate to the film better because the events happening throughout these films could happen to them. The events which we have placed in the opening is Leola trying to find her way around the new school as we thought this is an effective way for the audience to also gain a sense of where the film is set. I know from having previously watched 'If I Stay' this happens in the opening also suggesting that if a film is set in a school or collage setting, it will usually show the character walking around so that the audience knows the setting and sees at familiar if it appears at a later stage.

Evaluation activity 1 - In what ways does your media product use, develop or challenge forms and conventions of real media products?

The first frame which is shown is our title of the film. We decided that we would use a bold white font to show the innocence of the female protagonist but also use italics and the colour red to highlight 'locket' to show that this would be the main focus of the film and to have the red to represent romance and love. Whilst we were planning the titles, we looked at some titles within the romance genre and this was a common way in which the titles where written throughout. This shows that we are conforming to the conventions of the romance genre. We chose to use a black background so that the titles would stand out.
The next frame which is shown is the back of our female protagonist as she is walking down the road. This is because the audience can relate to her journey to school and also see where she is heading. The location which we chose to use was the road leading up to the school because it is a familiar setting. We also used our sixth form common room and a study room so that the opening would have a collage type feeling to the audience allowing them to relate and understand the film better. The camera composition used for this is a over the shoulder shot but also a close up which allows the audience to feel connected to the protagonist. We also used this shot so that the audience can see the props used, mainly a school bag, so that they understand what the setting is and what the protagonist is doing.
The frame after is of the female protagonist walking down the road but from a side angle. This is because the audience will be able to see the protagonists outfit and the props used yet gaining an idea of where the character is heading. We have also conformed to the 180 rule whilst filming this particular scene because we filmed the female protagonist walking on one side of the street and only slightly turned to film the male protagonist who looks across at her. At this point the sound is a voice over so the audience can connect to the character more, gaining knowledge about her past.
The next frame is the titles of the film. We have used the same font as the main title of our film so that it still fits the romance conventions. We have kept the black background so that there is no jump cuts in the opening. The colour remains white to show the naivety of the female protagonist. This still conforms with the conventions however, we think that we should have used red for one of the titles so that it still shows the romance genre through the titles
The frame after is the production credits which were made by ourselves using Photoshop. We did this by adding a black background with a white line through the center. We then used the blending tool to make it look like a cloud. This is why we called our production line 'Cloud Productions'. We thought that by using white it still adheres to the expectations yet being creative. The production line was one of the first things which we created leading up to the making of our film. We found that having previously looked at production credits, we had to create something different in order to make it interesting.
We then chose a frame from when the female protagonist enters the school. We thought that this would make it seem more of a collage feel because of the close up shot of the protagonist signing herself into the school. The close up was effective because the audience can clearly see what the protagonist is doing whilst relating to her when they are having to sign in. By putting this frame near the beginning of the film, we thought that the audience would definitely gain a sense of the setting if they had not already known. You can still clearly see that this is at the entrance of the school building because of the desk in the background and certain items on the desk.
The next frame is of the male protagonist looking over his shoulder. This is when he notices the female protagonist is in the room. This made it more effective from being a medium shot because of how he walks in and places his things down and then looks over at her. This is effective because it conforms to the conventions of a romance with the male having to look for the female. The medium shot also enables the audience to gain a sense of what the stereotypical teenage boy is like from the clothes which he is wearing. Although we have already shown the male protagonist, the costume is still hard to see whereas when he walks into the room he is clearly presented laid back and also scruffy looking. As he looks over his shoulder the camera cuts to the female protagonist as she also looks over her shoulder but in a close up angle because this shows her emotions and also the way her hair is positioned suggesting that she might be hiding herself in shyness from the male protagonist.
The frame after is of the female protagonist right at the start of the opening showing her walking around the corner. This is the first time we are introduced a character. We chose to do this because the audience immediately meets the main character and also gains knowledge of what she might be like from the outfit which she is wearing. We still have happy music in the background mainly played by an acoustic guitar. This could also conform to the conventions of a romance with the non-diegetic happy yet relaxing music. The medium shot into a close up shows the character in different shot suggesting that this is the character the film will be following. The audience will relate to the main character because of the similar clothes which the typical collage girl would wear.
Finally, the last frame shown is where the female protagonist and her newly formed friend are walking to their lesson. This is one of our favorite parts because of the way the camera shot goes from behind them to above them in a high angle shot. This was really effective because of the way it goes together. The camera follows the up the stairs and around the corner. This suggests that the protagonist might have been befriended in the sense that the friend could be the antagonist. The shot can also clearly identify the outfits which each of the characters are wearing, again conforming to the conventions of a romance film. The audience will be able to relate to both character with what they are wearing because teenage girls usually like to put effort in what they are wearing.

Day 9 of editing

During day 9 of editing we re-filmed the voice over but with another persons voice, so that it wouldn't clash with another characters voice. whilst filming the voice over again, we had to film it a few time as some of  pauses were either too quick or too long, so we had to film it a few times, so that it would fit well with the opening. We filmed the voice over on a voice recorder, then uploaded the footage onto our email and downloaded it onto the computer then onto the film. After we uploaded the footage, we then had to decide where to put the voice over, in which will fit with action shown in the film. we decided to put the voice over when Bronte is on her way into school and stops just before the closeup shot of her walking down the corridor. However putting the voice over  does making the timing out of place, because as Bronte introduces herself, she walks along out of the shot too quickly, losing focus on the interaction between the female character and the audience. Also the timing in which Oliver enters into the shot, the voice over doesn't really connect with the male protagonist as shown, and this will make the audience bit confused on what to focus on. However the voice suited as the she started to talk about starting her new school, and this is complimented by her signing in, by writing her name in the book, and as she explores the displays shown on the wall, showing her interest. Also we had to put our non diegetic soundtrack in as well so that it wouldn't overpower the voice over, by this we kept the soundtrack playing, all throughout the opening and just adjusted the volume so that the voice over and the dialogue could be heard at the same time. To adjust the volume of both soundtrack and voiceover, we had to go on the side with icon where next to the where the soundtrack and the voice over was place in order a yellow line to appear which helps to control the volume levels of the soundtrack and the voiceover. so in this we made the voice over really loud, so that it would be the main focus could be on the introduction on the female protagonist, and the non diegetic sountrack would be complimenting it at the same time.