CFP Screenwriter Pre-Production

Summary

Brainstorm with the team regarding IDEAS, GENRE, CONCEPTS, and GROUP INTENTIONS

IdeasInfluence from breakfast club, informed by our school experiences
GenreComing of age
ConceptAn unlikely group bonded by a common goal
Group IntentionsCreate a product we can be proud of, and will leave an impact on the viewers

Collaborate with the director on the VISION or CONCEPT behind the film and use this as a guiding point for all decisions

The director and I have discussed the vision and concept together and agreed that we want the film to have a strong coming-of-age theme and a through-line of a group coming together under unique circumstances.

Drafts of Script

Script

Characterization Development

TeacherAuthority figure, stable, bland
RebelContrarian, agent of chaos, ends sympathetic
JockEgotistical, but good at teamwork, pep talk brings people together
Popular GirlUptight, turns out to be kind
NerdEager, helpful in the search
GothCynical, ends up cracking mystery

Influences from Films

  1. Life Problem
    • Conflict with high-stakes
    • Relatable obstacles part of the human condition
    • Provide sympathy, make the audience care
  2. The Wrong Way
    • Incorrect way to handle problem
  3. Acceptance
    • Climax
    • Actual solution
Showcases people overcoming the stereotypes and labels placed on them.
Archetypes: The original version from which copies are made, characters, situations, or settings
The Initiation: Growth into adulthood
Setting: The small town
Characters
Fender: Bully
Claire: Damsel in Distress
Andrew: Hero
Allison: Outcast
Brian: Dreamer
Archetypes must deviate to subvert audience expectations.
Characters reject the task from their teacher and help each other grow.
Archetype = Starting point, Stereotype = Ending point
Works of fiction are not designed for realism, they tell stories and make points.
Unlearning stereotypes is important.
  1. Prison Camp
    • Characters captive
    • Ruled by authoritarian figure, ridicule him
    • Brutalist architechture of school
  2. Library
    • Symbolic piece of art in library, human transformation
    • Library goes from a prison, to a playground
  3. Freeze Frame
    • Symbolizes freedom
    • Honor “lower class” characters

5 Archetypes:

  1. Leader
    • Most generically hero
    • Structural center
    • Relationships with all other
    • One of the first members
    • Least likely to have a specialized ability
    • Conforms the least to trope
    • Balanced, strong fighter, can rally troops
  2. Lancer
    • Foil for the leader
    • Characterization based on leader’s characterization, opposites
    • Complicated relationship with the leader, jealousy, and/or respect
    • Often an audience favorite, more complex and can be more realistic
  3. Heart
    • Usually a girl
    • The emotional center of the team
    • Often a love interest of the leader/lancer
    • Keeps everyone else grounded
    • Most emotional and passionate, instincts can drive a group to intervene
    • Kind and compassionate, not always nice
  4. Big Guy
    • Bigger physically or metaphorically
    • Character largely undefined
    • Can be gentle giants, loyal, good friends
    • Can be given a random/quirky trait
  5. Smart Guy
    • Puts together plans
    • Not as good at fighting, but is usually able to avoid it
    • Can translate intelligence for the leader
    • If a girl is usually a tomboy and less attractive
    • Most likely to be given a disability
  6. Other archetypes
    • Sixth ranger
    • Tagalong kid
    • Mentor character
    • Hybridized tropes in roles

Origin:

  1. Mahabharata
    • Leadership/smart guy, lancer/overall powerhouse, big guy, support, sixth ranger, heart
  2. Journey to the West
    • Missing smart guy
    • 5 elements in Chinese Mythology, can correspond with tropes
      • Metal, big guy
      • Wood, most frequently dropped
      • Earth, big guy
      • Water, smart guy
      • Fire, lancer, leader

Pitch

Treatment

Working Title: “The myth of the Sycophant”

A rag-tag group of students are brought together in a group project where they have to work together to complete their assignment.

Modern high school, classic character archetypes but newer styles, goth/branded sportswear/Stanley cups.

Costume / Props that Help Characterization

Characters are dressed like their stereotype.

What I Learned

High School Student Fighting Depression Pitch

LOGLINE

Over the course of a week, a high school student falls into a deep depression.

PROTAGONIST

The protagonist starts off as a normal, well-adjusted teenager. They seem to be doing well socially and academically. However, their mental state is fragile, as we see after their good mood is taken down by a failing grade.

PROTANGIONST CORE WOUND / MOTIVATION 

The protagonist gets a bad grade it sends them spiraling down.

GENRE

Drama

PLOT DESCRIPTION

Our protagonist is having a good day It gets worse and worse, and grayer and grayer, until it goes completely dark and they lose themselves completely.

TREATMENT

A typical situation for a high school student.

INFLUENCES and EXAMPLES

Anxiety Film

Melancholia

Editor Production Project

“Post-interview video editing with Final Cut Pro 应用Final Cut Pro软件对采访视频的后期编辑” by mobilechina2007 is licensed under CC BY 2.0.

SUMMARY

Role

Editor

Intention (SMART Goal)

As part of team 5 as EDITOR, I will have evidence of CREATING TENSION AND RAISING ANXIETY by following Premiere Pro Tutorial for Beginners 2023 – Everything You NEED to KNOW! (UPDATED) and How Do You Edit To Build Tension? – Lawrence Jordan for Session 1.

PRE-PRODUCTION – INQUIRY

Leader(s) in the Field / Exemplary Work(s)

0:17 Assess material, follow script, and assemble in most effective way possible

1:03 Let film speak to you, use instinct, experience, to make scene as interesting as possible

1:34 Music and sound effects are very important

2:07 Ask director for missing shots/components

Training Source(s)

  1. Create new project
  2. Name project
  3. Select project location
  4. Make folder for audio and video
  5. Drag and drop into folders
  6. Create sequence
  7. Name sequence
  8. Drag and drop video into timeline
  9. Adjust clips and use tools
  10. Selection: Moves things
  11. Razor tool: Cuts clips
  12. Shift delete: Ripple delete, gets rid of space
  13. Change speed in speed and duration
  14. Add transitions in effects
  15. Drag and drop audio into timeline
  16. Edit volume by moving white line or going to effect controls
  17. Create new adjustment layer (same settings as sequence)
  18. Drag and drop, make it cover media
  19. Switch to coloring workspace
  20. Change color grade in lumetri color

Evidence of Team Planning and Decisions

I wrote the script in a way that would help me with editing.

PRODUCTION – ACTION

The (FILM, SOUND, or GAME Creation)

Anxiety

Skills Commentary

Got pretty good at Premiere.

POST-PRODUCTION – REFLECTION

Reactions to the Final Version

Classroom: Peers gave positive feedback and enjoyed our portrayal of anxiety in a school setting.

Eric: Some cuts too long

Self-Evaluation of Final Version

I was really proud of the work I did, it was hard to edit that whole video but I did my job and I think I did it well. Obviously some things could be different but I was also trying to hit a timestamp.

Cinematographer Production Project

“Bertrand Tavernier, french movie director” by Jeanne Menjoulet is licensed under CC BY-ND 2.0.

SUMMARY

Role

Cinematographer

Intention (SMART Goal)

As part of team 5 as CINEMATOGRAPHER, I will have evidence of PORTRAYING A CHANGE IN EMOTION THROUGH LIGHTING AND CAMERA ANGLES by following HOW TO MAKE THE AUDIENCE CRY and How to Light for Darkness for Session 2.

PRE-PRODUCTION – INQUIRY

Leader(s) in the Field / Exemplary Work(s)

The Use of Zoom and Personal Shots in Gary Ross’ The Hunger Games Film

Training Source(s)

Evidence of Team Planning and Decisions

My storyboard, I’m not very good at drawing but it helped to have an idea of the shots we needed, as well as certain camera angels and lighting.

PRODUCTION – ACTION

The (FILM, SOUND, or GAME Creation)

Depression

Skills Commentary

I am really happy with the final product, my cinematic choices + the acting + the audio all worked together to really show the change in our protagonist, and the darkness of depression.

POST-PRODUCTION – REFLECTION

Reactions to the Final Version

Self-Evaluation of Final Version

Grammar and Spelling

Editor

A Day in My Life

Summary

For this project, I tracked a day in my life and then turned it into a film. Making the pie chart in Adobe Illustrator, finding pictures on openverse, and editing the film in Premiere Pro were the hardest parts of the assignment. Overall, it was enlightening and reflective to catalog my day and analyze it.

Font

Color Palette

Pie Chart

Script

I’m Meredith Morgan, and this is my day on May 31, 2023. I woke up and got ready for school, drove to school, and spent 3 hours at school and then ate lunch. I then spent another hour at school, and afterwards spent an hour socializing. Then I had NHS induction, which I counted as an extracurricular activity, and after that I spent more time with my friends. I drove home and napped for an hour and a half, and then played with my dogs for a half hour. Then, I spent about 45 minutes texting people or going on social media. Next, I spent two hours studying, I had the SAT the following weekend. Then, I made my dinner and ate it in half an hour, and after that, I spent another hour studying. I was done for the night, so spent about half an hour showering, and getting ready for bed. Lastly, I spent about an hour texting people and going on social media and then went to bed. I spent 8 hours sleeping. It was overall one of my more chill days. 

Audio Editing

Storyboard

Video Editing

The Documentary

A Day In My Life

What I Learned & Problems I Solved

The most important things I learned were how I currently spend most of my days, and how I can spend my time more efficiently. I struggled with making the pie chart in Adobe Illustrator, but I got help from my classmates who understood the software better than me. I also made a mistake before I exported my film where I deleted all the pictures I had used, because my desktop was cluttered, which I now know I can’t do until after I’ve exported my film. Once I had fixed that problem with help from Leduc and I exported my film, it was only exporting one second. We had to do some googling and watch a few videos to figure it out but I was finally able to export the whole film.

IB Text Analysis: Boy

“Director/Conductor” by La Chachalaca Fotografía is licensed under CC BY-NC 2.0

Summary

A guide to planning, researching, and creating your IB Film Text Analysis

2022-23 Films (Pick ONLY One for your TA)

https://youtube.com/watch?v=oP05fUP9xAo%3Fstart%3D16%26feature%3Doembed

https://youtube.com/watch?v=Qf0JD0gBDMc%3Ffeature%3Doembed

https://youtube.com/watch?v=2VT2apoX90o%3Ffeature%3Doembed

Past Sample Student Work

Pan’s Labyrinth

Guidance for Your Work

“The TA is an exam. Failure to turn in the work within the 4 weeks, unless the teacher requests extenuating circumstances directly from the IB, should be considered a fail.” – IB Film

13.5 Hours To Complete

Step 1 – Preparation: Spend 2 Hours

Total Time: 1.75 hours

Date Complete: 6/4

Step 2 – Pick a Film, Watch It, and Write Notes: Spend 4.5 Hours

Total Time: 2.5 hours

Date Complete: 6/5

The goal of IB Film is to expose students to films from all over the world and to increase their critical and practical understanding of film as a creative art form and reflection of its time period, society, and political and cultural environment. As a result, this class requires the viewing of a wide variety of films. In some cases, these films may carry an R rating, or, in the case of films made before 1968 and some foreign films, will have no rating at all. Please be assured that all the films selected for this course have a high degree of artistic merit and that many have won numerous awards and are considered part of the film canon. However, if you object to any film shown that does carry an “R” rating, you will always have the opportunity to request that an alternative film be assigned, and/or be excused from class and not view the film.

  1. Watch the trailers and pick ONE of these films  (10 minutes)
  2. Review Drew’s TA Guide Sheet (he scored very high!) (10 minutes)
  3. First Viewing:Watch the film and record your reactions (2 hours)
    • Take notes (below in this post)
      • How does the film (various scenes) affect you?
      • Remember every scene is like a mini-movie
      • Pay attention to which scene best represents the film, for you
  4. Second Viewing:Notice the cinematography, mise en scene, actor movement, wardrobe, sound (diegetic, non-diegetic, music, etc.) choices (2 hours)
    • Review the Big List of Film Terms for cinematic elements, mise en scene (what’s represented on screen), and sound
    • Write notes (below in this post)

I first watched Boy about two years ago, and the initial reactions that I remember were 1) feeling very attached to the characters, more so than I’ve felt with most other movies, 2) feeling like my world is so different from Boy’s, and the life I live would be so foreign to them, 3) not knowing how to feel.

These are my notes for my second watch:

Step 3 – Choose Your Extract, Watch It, Write Notes, and Research: 2.5 hours

Total Time:

Date Complete: 

  1. Open your TA Bibliography Google Doc (In Your IB Google Drive Folder – Mr. Le Duc created)
    • You will add your MLA sources as you research
  2. Choose your 5-minute extract (scene)
  3. Re-watch this scene numerous times and write notes in the Task Analysis Guide (below) (15 minutes)
  4. Research to support your notes (1 hour)
    • Cultural context Evidence: Textual analysis and sources
      • Answer these questions:
        • To what extent do you demonstrate an understanding of the cultural context of the film text?
        • To what extent do you support your understanding of the cultural context with research from appropriate and relevant sources?
    • Add to your notes in the Task Analysis Guide
  5. Re-watch your scene numerous times and add to your notes (15 minutes)
  6. Research to support your notes (1 hour)
    • Re-readCriterion B Film Elements Rubric
      • Evidence: Textual analysis and sources
        • To what extent do you evaluate how the extract makes use of film elements to convey meaning in the chosen film?
        • To what extent do you support your observations with the appropriate use of relevant film vocabulary?
    • Write notes (below in this post)

Step 4 – Compose A Rough Draft within the Text Analysis Guide below: 2 hours

Total Time:

Due June 9 before class (Mr. Le Duc will look over your progress in class)

Date Complete: 

  1. WatchMr. Le Duc’s Convert a Table into Text with Editpad.org tutorial and do the following: (5 minutes)
    1. Copy and paste the two columns of your Text Analysis Guide notes (below) into editpad.org
      • This will convert your two-column table layout into a regular text document
    2. Copy and paste from editpad.org into your Google Docs TA Paper Template
  2. Thoroughly re-read and examine your work with the Text Analysis Rubric (PDF) (10 minutes)
  3. Compose your rough draft (1.75 hours)
    • Weave in your research the following
    • WHAT: Your observation about a film element in the 5-minute scene
    • WHY: Relate the film element to the shot or scene’s emotional or narrative importance
    • HOW: Explain how the film element works in the context of this scene
    • SO WHAT: Justify it with the cultural context, as needed

Text Analysis Guide (For your 5 Minute Scene)

TASK COMPONENTS (INQUIRY)NOTESWRITE NOTES IN THIS COLUMN
The extract may be up to five minutes in length and must be a single, continuous sequence of the film
Time of 5-minute clipPLACE 5-MINUTE TIME INTERVAL HERE…
PART 1 –  The film, your scene, why it is of interest, and how your scene relates to the whole film.
Brief Summary of ExpositionWriter, Director, Producer, studio, year released Main characters, conflict, identify the genre. Identify the aspect ratio.
Context of Extract in Film – briefly describe the sceneAt what times does your scene occur, how it begins, and how it ends. Do not describe it further. The judges have seen the movie.
The Rationale for Selection – relation to the entire movieWhy is it interesting and why does this scene best illustrate the themes of the whole movie?
PART 2 – Remember to integrate the Director’s intent with each of the following areas in this section
Narrative
Script – Not just dialogue but in terms of being the spine of the storyExplain how this scene advances the plot. How do the events of this scene clarify/complicate matters? How does this scene affect/cause future events? What new information is revealed or suggested about a character? Is there anything deliberately withheld? Is anything unusual in the dialogue? Word choice? Delivery? Accents? Repetition?
Cinema Photography
a) Camerawork – describe shots in specific termsShot size: ELS, LS (stage), full shot, MS, CU, ECU. Camera angles: bird’s eye, high angle, eye level, low angle or Dutch (oblique), camera movement: pan, tilt, dolly or tracking, handheld, Steadycam, or moving crane. Invisible V conspicuous. Are tracking shots motivated by character movement?
b) CompositionOpen/closed composition, aspect ratio, rule of thirds, Kubrick single-point perspective.
c) Depth of FieldConsider foreground, mid, ground, and background. Deep focus is associated with wide-angle lenses. Could be flat. Narrow ranges of focus may be the result of telephoto lenses.
Mise-en-scene – The overall look and feel of a movie
a) Position of characters and objectsIdentify the dominant, does movement guide our focus, character proxemics patterns (intimate,  personal, social, and public distances). How does the director add meaning to these choices? Is one character encroaching on another’s space? Watch for space being used to portray relationships/changes in relationships. Watch for windows, doors, and parallel lines that frame people or objects.  Entrapment. Look for actor placement. Front – actor facing camera, greatest intimacy. One-Quarter Turn – very popular. Profile – character lost in the moment, a bit more distant than the previous two. Three-Quarters Turn – useful to convey anti, socialness, Back of Head, most anonymous shot.  Creates a mystery or feeling of alienation.
b) LightingLow or high key. How does the director use light to focus our attention? The Key light, fill light, and backlighting. What is the source of lighting in the context of the scene?
c) Color schemeHow does the director use color and what is the director’s intent for doing so? Look for color symbolism or color associated with characters. Color to suggest a mood. Color as foreshadowing. Contrasting colors ( the monolith v white room)
d) Set/location/propsSet design. Studio or on, location, describe props, scenery, what was the Director ́s intent for using them? How dense is visual information? Stark, moderate, or highly detailed?
e) Costume, hair, make upPeriod, class, gender (emphasize or diminish), age-appropriate, silhouette (close-fitting or baggy), fabric (plain, sheer, rough, delicate), accessories. Color is very important in relation to character.
f) Acting/body languageActing style, body language, blocking, period, or contemporary. Individualized (Joker), Stylization. Look for subtext (the character says one thing but means something else). Consider typecasting as a shortcut to characterization.
Sound – watch scene w/o pictureLive sound, sound effects, and music. Sound can be diegetic, meaning characters would hear it, or non, diegetic, meaning that characters would not hear it, such as narration or music over the credits. Explore the relationship between diegetic and non, diegetic sound when appropriate.
MusicIs the music telling you what to feel?  Music can be used as a counterpoint to the action.
EditingEllipsis (time compression) and cross-cutting, fades, dissolves (fades between scenes), wipes,  matching cuts, straight cuts, dialogue overlap, and sound bridges. Consider how long each shot lasts.
Part 3: Analyzing the Film as a Product
Sociocultural ContextIn what way was this movie a product of its time? What does the audience learn about the culture or historical context of the film?
Target AudienceTeens/adults or male/female age group, college education art crowd, liberal, conservative, Christian
Generic Expectationshttp://www.filmsite.org/filmgenres.html Also research  http://tvtropes.org/pmwiki/pmwiki.php/Main/Tropes
ThemesMan V Man, or one of the others, is this film an allegory?
Motifs/SymbolsWhat specific devices support your definition of the theme? Look for recurring elements.
Film CriticismBoth contemporary and current. Use brief quotes from two different sources. Record the details:  reviewers’ names and publication names/dates
TASK COMPONENTS (ACTION)
Compose Paper
Part 4: Sources
Source 1
Source 2
Source 3
Source 4
Source 5
Source 6
Source 7
Source 8
Source 9
Source 10
TASK COMPONENTS (REFLECTION)
Revision 1Proofreader:
Revision 2Proofreader:
Revision 3Mr. Le Duc

Step 5 – Get Draft Peer Reviewed: 30 Minutes

Total Time:

Due June 12 before class (we will be peer reviewing in class)

Date Complete: 

  1. Get it peer-reviewed with the TA Worksheet (PDF)(30 minutes)
    • Peer Reviewer: Look for evidence of each section of the document
    • Look for WHAT, WHY, and HOW for each statement in the paper
      • There should be at least one WHY or HOW or every WHAT statement
    • Look for cited research to support statements, where it makes sense
    • Write comments to help the author
      • Add them as “Add Comments” on the side, so you do not add to the word count of the document

Step 6 – Revise: 1 Hour

Total Time:

Date Complete: 

  1. Revise your draft (1 hour)

Step 7 – Get Feedback from Mr. Le Duc and Revise: 30 Minutes

Total Time:

Due June 13 before class (Mr. Le Duc will have feedback by June 16)

Date Complete: 

  1. Get feedback from Mr. Le Duc
  2. Make final revisions and check format (30 Minutes)

Step 8 – Finalize Paper: 15 Minutes

Total Time:

Date Complete: 

  1. Clear Title of the Film & Timecode (5-minute film extract)
  2. Sans serif 12 point font
  3. In-text citations
  4. Less than 1,750 words maximum

Step 9 – Finalize Bibliography and Check Format: 15 Minutes

Total Time:

Date Complete: 

  1. Update your TA Bibliography Google Doc (In Your IB Google Drive Folder)
    • Finish and check the format of your MLA sources as you research

Step 10 – Upload to Turnitin.com: 10 Minutes

Total Time:

Due June 20 before midnight

Date Complete: 

  1. Upload your TA paper (from Your IB Google Drive Folder)
  2. Upload your TA Bibliography Google Doc (from Your IB Google Drive Folder)

External Assessment Criteria SL and HL

Peer Review Checklist

C-A-P-I-T-A-L Screenwriter Post-production Journal

Summary

I helped the editor make decisions about what to keep in the film and what to cut out. We made some last-minute changes but I was happy with the final product.

Evidence of Further Input

Collaborating with the editor on further audio.

Sri and I talked quite a bit about what to do with the film, mostly in person. Since we had issues with missing footage we had to alter the story and she consulted me as the script was written by me. I made decisions with her about how we wanted the final progression to end, and it was a valuable experience as the abstract and concrete aspects of film making came together.

Evaluation of Script

I was proud of the script, I thought it worked technically and flowed well. It is probably my favorite script I have written this year as it was a very original idea. There are some lines that make pretty much everyone laugh, and if/when executed correctly, it can actually be a feel-good underdog story. I could’ve improved aspects of the script such as the technical directions, or including body language/tone in dialogue.

How I Could Have Improved The Film

As a screenwriter, I could’ve improved the film by making the script shorter and easier to execute. There were multiple specific locations required, such as a stage for a spelling bee, and an office-type building for the closing scene. While both of these sets were attainable, it made the process somewhat more difficult. I could’ve written the script to be entirely in the school hallways or a classroom setting, which would’ve made filming easier.

What I Learned

I learned that it’s important to look ahead to scheduling complications, as Charlie and Nathan, half the team, were gone for IB testing. I also now know the importance of having enough time to upload so that we don’t lose footage, but it’s not usually my job to upload. Even though not everything I wanted was included, the end product was still something that I could be proud of.

Weekly Work Log 5/8

Session Number 5
Week Number 6
Total Estimated Hours Contributed this Week: 3 hrs
What was your overall goal for this week? Finish Post-production

Work Tasks 

Date Task Description Time Spent Was this a Best Practice? 
5/8ADR30 minsYes and no, we should have had it done but we were still able to get it on time for the film
5/9ADR30 minsSame as before
5/10Collaborating with editor1 hrI helped finalize the film with my original vision in mind
5/11Watching films1 hrYes, it was our assignment
5/12Absent0 hrNo

C-A-P-I-T-A-L Screenwriter Production Journal

Summary

Through shooting, I was in the film so many of the changes I made with the script were live and just were about what felt right. It worked well for me as the screenwriter to be the main actor, as I understood how I wanted my lines to be read.

Contribution to the Shooting Script

We decided to get rid of one scene that we didn’t mean because it would be too complicated to film.

Challenges Faced During Shooting

We faced technical challenges as well as scheduling, and I think next time we could have a better shooting schedule to avoid some continuity problems.

On-site Re-writes During Production

Seen above.

Assistance Given to the Director

Being in the film, I assisted the director by following directions.

What I Learned

I learned that test shoots and practice shoots are important to having smooth filming.

Weekly Work Log 5/1

Session Number 5
Week Number 5
Total Estimated Hours Contributed this Week: 4.5 hrs
What was your overall goal for this week? Finish production

Work Tasks 

Date Task Description Time Spent Was this a Best Practice? 
5/1Filming spelling bee scene1 hr Yes, we planned out supervision to film in the lecture hall and shooting when smoothly
5/2Absent0 No, I had a prior commitment so I couldn’t come to class, but my team wasn’t able to film
4/26Worked on other classwork1 hrNo, but it was a short day and we didn’t have time to film
4/27Filming hallway scenes1 hr Yes, we did what we could with the time we had
4/28Worked on Production Blogpost1 hr Yes, our cinematographer was gone so we couldn’t film