The exemplar of the student’s work is attached here. Feedback on the pre-production work is below.
For Excellence the student needs to produce a compelling design for a short film that meets the requirements of the brief. This student’s concept, treatment and pre-production activities demonstrate effective selection and application of design choices to command and capture audience attention.
· Includes a compelling plot synopsis and content details which the student links to shots in the storyboard: concept introduction (1) and plot (3)
· Includes reasonably compelling character details in terms of personality and role in the film and how these details will be translated in the film: extracts from character details (2)
· Justifies the subject matter in terms of how it will capture the audience’s attention in a way that is only just sufficiently compelling: Target Audience (5) and Purpose/Message (6)
· Considers several practicalities such as location, transport, talent choice and availability, props and the practicable timing of the shoots.
· explains the mood, structure and pace in a compelling way (Plot and Treatment extracts: 3, 7, 8, 9, 10, 11)
· demonstrates effective selection of various techniques such as the vox pops, fades and props to capture and command the audience’s attention (Treatment extracts 7, 8, 9, 10, 11)
· explains how the plot and character, and the selection of various conventions effectively meet the brief of ‘Light and Darkness’ (4) and how these will be applied in the film (3). See also excerpts in the Treatment section (7, 8, 9, 10, 11).
· included a detailed storyboard and script and a production schedule which shows significant refinement and reworking (not included with these materials)
· included location plans/photos, props list, crew and equipment details and wardrobe, including a comprehensive schedule as to which props and wardrobe are required for which shots (not included with these materials)
· included all talent permissions (not included with these materials).
To meet Excellence more securely the student could:
· refine the plot, particularly the motivation for Julia’s change and subsequent resolution to make it more compelling. For example, just turning down another invitation from her friends is not portrayed with enough conviction, in either the plot synopsis or in the storyboard, to have turned Julia’s life around (see plot extract (3) from shots 42 onwards)
· rework the script to contain more direction for actors’ performance and include further shots in the storyboard to portray the storyline in a compelling way (see above)
· justify the concept and design in a more compelling way in terms of how it will command and capture the attention of its specific target audience by developing the statement: “people in this 10 year age group may experience similar situations to the main character. This may include a social situation where one must try and figure out who is best for them to be with in either a class or just who to hang out with at break” (5) and linking it to the message that “balance is important in life”(6) which is relevant to this target audience
· provide a more detailed and in-depth discussion of the stylistic elements of the film in the treatment. The student has covered too many elements in the treatment too briefly. For example, the student needs to provide more detail on the close ups to be used, not just of objects but of characters’ expressions, and on the music which is mentioned as “happy, upbeat, lively music” (7)