Professional Audience Feedback

Soon in class we are going to have a visit from a professional filmmaker who is going to give us some professional audience feedback which should help us with our film making and help us improve with the constructive feedback he gives us. I shall write up his feedback so that I can prove what he said and what I changed because of it.

Yesterday in class we had a visit from a professional filmmaker Nick Peres who is a Video Producer for Mindmaker Productions. He individually watched our films so far and gave us feedback which would hopefully help us improve our film sequences.

We had feedback sheets so that we knew what questions we could ask him, with the hope of the receiving the best possible feedback. At the time he came to see my film, I had no sound and no narration and so it was a little hard for Nick to understand my film and so I had to enlighten him a little about the plot and the genre.

What part of the film was the sequence and how could you tell?

Nick said that he knew my film was the title sequence/opening because of the photo album and the memories. He said it was a good and classic way of showing the audience it was the beginning of the film.

Could you tell where the film was set in time and place? What made this clear (or confusing)?

He said that he could tell the film was set in modern times but that there was confusion in my opening sequence between the past and the present, with the past being shown as flashbacks he said that I could perhaps de-saturate the colour of the image a little which would define what was a flashback and what was in the present.

Who were the main characters and did you feel you could understand a bit about them? What technical or visual elements were most helpful for this?

He said that the guy was the obvious main character because his emotions were the focus of the sequence and what the audience would be looking at. He said that the fact that he was looking into the photo album and we were seeing his reactions that this also showed he was the main character. He said that we can understand his emotions because they are clear in his reaction to the photos and the letter.

Is the genre clear? How could you tell?

He said that the drama part of the film was clear with the emotion and the non linear narration but he also said that the romantic part of the genre was not clear and that I should perhaps add in some more romance establish that side of the film more.

How intrigued are you by the narrative – what makes you want to see the rest of the film?

He said that the audience would want to see the rest of the film because they would want to the guy’s plight, not only what happens in the end but how he got there in the first place which is created by the non linear narration.

In extra comments that he made, he said that I have too much movement in my shots and that perhaps I should reshoot some of them so that I have less movement which would make it more realistic. He also commented on the titles that I had just started when he arrived and so were not finished but he added that changing the colour of the titles adds character to them and this is something that I should consider doing.

The visit from Nick was very useful and he gave me some very helpful constructive feedback all which I have taken into account and have done what I can at this late hour in my film process to change and adapt as he knows what he is doing and so is most likely to be right. I have learnt from this that it is always good to get feedback from other people as what you see and what they see can be very different.

Audience Feedback

I am going to email people on my social networking site facebook my synopsis so that they can give me feedback on what they think of my film synopsis. Ths will help me understand what sort of people will watch my film and not watch my film and whether my narrative is any good.

As the only people that replied to my emails sent out were teenage girls, and the comments were positive I can safely say from this piece of work that my film synopsis would appeal to my target audience which is primarily female and mostly older teenager, to young adult. Unsucessfully the boys did not reply which didn't help me with the their constructive feedback but at least I got some.

Filming and Editing

The next piece of work I shall do is to write up the process of my filming and editing of my film opening and what I did in what order. This should give a clear order to my work and what I completed when.

I was one of the last people to start filming because I took a lot longer to finish my storyboard as I found it hard to visualise and draw my ideas but I eventually completed it and filming began. The issue that I had with filming was the availability of my two actors and after sorting out a day with my actor Callum, we did our first film session which took around 2 hours. I filmed each shot three times so that I would hopefully have a successful shot which I could use and I managed to get all the shots for what was going to be the first part of my film opening.

I took the pieces that I had filmed back to school and started to edit them straight away which wasn’t too difficult and I managed to edit together some match on actions and completed the editing for this part of my film within in a couple of 1 hour lessons. This was the easiest part of my film to complete.

My next piece to film was the flashback sequence which involved Jez and Callum and after arranging a convenient time for all of us we went of to film the flashbacks. The first part we filmed was them eating chips in the park which I filmed all of and edited it down later into the bits I needed. The other flashback was the walk on the moors one which we went and filmed and that completed what I thought would be all of my film. I took this film to school and started editing again moving the flashbacks around and deciding which ones would work the best. This took a lot longer and I spent many lessons trying to figure out what I needed. There were many shots that I deleted because they didn’t work but I managed to find some that did.

This was when after a discussion with my teacher I decided to add in another shot at the beginning of my film of Olivia writing the letter. I filmed this myself by using my table in my kitchen to film what is meant to be Olivia’s hand but is actually mine to get the beginning shots of my film opening which once I edited it into my film looked a lot smoother and made the narrative clearer to the audience. After this last piece of filming it was all down to the editing stage. Even though the basic editing did not take long at all once I had my basic film opening the most time was spent moving little bits around and changing things in detail so that the film could be improved even more.

After I had edited my film all that was left was for me to add titles, music and narration. The titles took no time at all and I managed to complete them in one lesson, the music was easily put onto my film but the hardest part was finding a piece of music which fitted into my film and sounded right. After a lot of searching I found it. The narration also wasn’t easy, I knew what was being narrated but finding someone who could narrate what I wanted with the right emotion was difficult but I found a friend called Jess Batten who did it wonderfully. Once this was completed all that was left was to adjust minute details in my film, make sure all the music was in the right place at the right volume and make sure the narration fitted with the shots perfectly. Once this was done my film opening was completed.

I did face some difficulty in making my film opening but everything worked out in the end and I managed to find a solution to every problem such as keeping the music under the narration but getting rid of the vocal which I managed to find a way to do.  

 This piece of work shows what took longer, what was easy and what was hard. It gives a clear view as to how my film took shape and in what order. It allows me and the reader to understand how I shaped my film opening and what troubles I had.

Settings, props and costumes

Same as the actors profiles, I also need to present images on my settings, props and costumes which I shall do as a powerpoint uploaded to my blog as images. This will allow me to present why I chose the settings, props and costumes.

This piece of work allows me to present the reasons for my choices in my film, after I have filmed it which alows me to look back and say what was good and not so. The main aim of these images was to present the reasons for all of my choices.

Actors profiles, permissions and filming

I need to create a profile for my actors and also display for evidence for my permissions and a little information about my filming process. I will present this in a powerpoint uploaded onto this blog which should show why I chose these actors and why they are good for the job.

 Click on the slide to see evidence bigger

This piece of work helped me present the reasons why I chose my actors and also what the process of my filming was like. I have also included my permissions for the photographs which is important because it proves that I did ask permission before using them.

Narration script

I don't have a script for my film because there is no dialogue but there is narration involved of the letter that Henry finds, so I have to have a scrip for that and that is what I am writing next. This will not only give me a prop to us in filming but a basis of knowing what is going to be said when we record the narration.

This is the script for the letter that we see in my film opening. The letter is going to be narrated over the top of some of the film, so that the film opening and what the letter says can be understood. The narration is going to be recorded by Jess Batten another close friend and A level Drama student so she will be able to capture the emotion through her voice like is needed for my film.

“I don’t know how much time has passed between me leaving you and you reading this letter but I’m hoping not long as our daughter needs her father.

The reason I wrote this letter is to try and make you not blame our daughter for my death it wasn’t her fault. Giving birth and holding our little girl made me the happiest woman alive and to have risked dying and not feeling that love would have left my life incomplete.

I would love to believe that after my death you changed your mind and took our baby home with you but I know you better than that, you’re stubborn and your looking for someone to blame. Please Henry, our darling baby girl has already lost her mother don’t make her lose her father as well.

Love always

Olivia”

This took me a few copies to write as I felt that I needed to get it right and i was difficult to know what would have been said in an actual situation like this, which obviously I have never been in but now that I have written this narration/letter it feels right and I think this will be the final copy that I use in my film.

Storyboard of my film opening

The next thing for me to complete in this project is a storyboard of my proposed film opening. Even though I have the film synopsis, I need to have visual images of every shot that I am going to film, so that when I go out with a camera I know exactly what I hope to achieve. I don't have to stick with the storyboard that I create and I can make changes, but it is there as a basis.

Storyboard of my film opening from Yasmine Rich on Vimeo.

I chose to present my storyboard on here as a video created using a webcam to create a video uploaded onto Vimeo and embedded onto my blog as it seemed better than scanning in the paper copy of my storyboard.  It took me a long time to create my storyboard for my film opening as each shot needed careful consideration and I changed many shots numerous times before coming up with the final plan. Having a paper copy of a story board will help me greatly because I can take it out filming with me and I will have a firm basis and knowledge of what I am planning on filming even if I do make more changes.

The Notebook Textual Analysis with screenshots

The next piece of work that I am going to complete, is a textual analysis of the Romantic Drama film, The Notebook with screen shots of the film. I am going to watch the film opening a number of times so that I am familiar with the film opening and can analyse what happens in each shot, including camera shots, mise en scene, music, characters and setting. I am then going to write down notes for each shot and screenshot the picture which matches with the shot so that it is easier to see what I am talking about. I am hopeing that this exercise will hep me again as with the Lamb storyboard to understand how a film opening is constructed and why, with what intentions.

This was a second chance for me to analyse in detail another film opening but this time of a film of my chosen genre - Romantic Drama. I have leanrt from this piece of work that the film opening doesnt strictly need to tell people the narrative or even introduce the characters by name. The music in this film opening tells the audience that this film is of a romantic drama and that this film is most likely going to be a sad film which is similar to my film. From this I have concluded that my film, even though similar to this film in the genre, is going to introduce the characters, and introduce the narrative but with a sense of mystery to the story before as both my film and The Notebook have a non linear narrative and the film starts almost with the ending to the film. So the narrative after the opening goes back to the past before the ending. This is something in common between these two films.

My Film Synopsis

My next task is to write a film synopsis for my film. Even though I am only going to film the opening of my film, I need to know the whole of my story so that I can film my opening in context to the complete film. This is essential for my planning and will hopefully make the narrative a lot clearer for my filming, so that I am ready to go out and film.
My Film Synopsis

[Henry is sat looking through a photo album. We see images of him and a woman we later find out to be Olivia. A letter is at the back of the scrapbook, and a woman’s voice reads the letter out, as Henry subsequently has a flashback of his and Olivia's relationship before the baby.] - Film Opening

Olivia and Henry, meet fall in love get married. Meet at 16, marry at 18. Whirlwind romance, reflected in fast paced editing of their love.

We then see Olivia and Henry in a doctor’s office, the doctor tells Olivia that she is pregnant but she has cancer. She can’t be treated for the cancer because she is pregnant unless she has an abortion. This means that she may not survive the length of the pregnancy and even if she does, she may not survive the labour. Olivia and Henry argue, he thinks she should have an abortion, she doesn’t want to kill a/her baby even if it kills her. She tells Henry it’s her body, her life and he should support her in whatever she chooses. Henry breaks down and says he doesn’t want to lose her. He agrees to support her in her decision to keep the baby and tells her he will make the next nine months the best in her life.

We see a fast paced, edited sequence of Olivia’s pregnancy, Henry takes her on holiday, buys her presents, treats her like a princess, but as the pregnancy develops she becomes weaker and weaker. Henry is strong and composed in front of Olivia but by himself he breaks down and is a mess.

Olivia goes into labour and gives birth to a baby girl, both Olivia and Henry are ecstatic as Olivia survived, momentarily they forget about the cancer. Olivia is very weak and dies during the night, taken aback and full of grief Henry can’t even look at the baby and even considers smothering her but stops himself after seeing the resemblance of Olivia in their daughters face. He gives the baby to Sarah’s mother to look after and sinks into deep depression and turns to alcohol. Henry decides to move away from the painful memories but whilst cleaning out he discovers a letter obviously written by Olivia before she died. The letter tells Henry not to blame the baby and to look after her as she knows that he would blame her for her death.

Henry realises that he should never have given his daughter away and decides to clean up his act, stop the booze, clean the house and decorate a nursery. He decides to stay in the house because he wants to keep the good memories.

Henry is sat looking through his and Olivia's photo album. We see images of him and Olivia, the letter is found and read out by Olivia while Henry has his flashback.  We obviously know that Olivia is no longer around.

The scene goes back to Henry where the camera widens out and we see a women walking towards Henry holding a young baby sleeping on her shoulder. Henry tells the woman he is ready and takes the baby from her, who awakes and smiles straight at Henry. Although no dialogue we can see a deep connection and the love felt by Henry towards this little girl.

This piece of work, made the narrative of my film solid in my head, so that I know what is going to happen in my film and what I need to storyboard for the actual film opening. This work was really important as I now know exactly what I am going to do. I now also know that I am not going to have a chronical narrative for my film. I am going to film the opening where Henry finds the letter in the photo album and has flashbacks of his relationship with Olivia.

Regulatory research of the BBFC

The next piece of work that I have to complete is some regulatory research on the British Board of Film Classification, so that I can understand what the regulations for films are, so that I can include the appropiate themes and elements into my own film. I am going to go onto the BBFC website to do the research in the hope that I can understand what film classification my film may be.

Regulatory Research

The BBFC (British Board of Film Classification) is an independent body, which classifies films to help the audiences of films to easily recognize what is or isn’t suitable for them to watch. It was originally established by the film industry in 1912, when local authorities had the responsibility of classifying films, but they easily accepted and followed the BBFC’s decisions. The benefit of having one independent body classifying films is that there is consistency around the country and one board to take the responsibility. However local authorities can still overrule the BBFC and are legally responsible for what is shown in cinemas under the licensing act of 2003. It was only in 1985 after the 1984 Recordings Act that the BBFC became the statutory authority for classifying videos/DVDs.

These are the main issues that the BBFC look for when they are classifying a film:

Drugs
• No work taken as a whole may promote the misuse of drugs and any detailed portrayal of drug misuse likely to promote or glamorise the activity may be cut. Works which show drug misuse while emphasising the dangers may receive less restrictive classifications than works that present drug misuse in a neutral manner. Where smoking, alcohol abuse or substance misuse feature to a significant extent in works which appeal to children, this will normally be indicated in the Consumer Advice and/or Extended Classification Information.

Language
• Many people are offended, some of them deeply, by bad language. This may include the use of expletives with a sexual, religious or racial association, offensive language about minority groups and commonly understood rude gestures. The extent of that offence may vary according to age, gender, race, background, beliefs and expectations brought by viewers to the work, as well as the context in which the word, expression or gesture is used.
• For these reasons, it is impossible to set out comprehensive lists of words, expressions or gestures which are acceptable at each category. The advice at different classification levels, therefore, provides general guidance taking account of the views expressed in public consultation exercises.

Sex
• The portrayal of sexual activity can range from kissing and verbal references to ‘making love’, to detail of real sex. This is reflected in the classification system, in which progressively stronger portrayals are allowed as the categories rise.
• Sex works (works whose primary purpose is sexual arousal or stimulation) are likely to be passed only in the adult categories. Sex works containing only material which may be simulated are generally passed ‘18’. Sex works containing clear images of real sex, strong fetish material, sexually explicit animated images, or other very strong sexual images will be confined to the ‘R18’ category. ‘R18’ video works may be supplied only in licensed sex shops which no one under 18 may enter.
• ‘R18’ films may be shown only in specially licensed cinemas.
• These Guidelines will be applied to the same standard regardless of sexual orientation.

Violence
• Violence has always been a feature of entertainment for children and adults. Classification decisions will take account of the degree and nature of any violence in a work.
• Works which feature the following are likely to receive more restrictive classifications: portrayal of violence as a normal solution to problems, heroes who inflict pain and injury, callousness towards victims, the encouragement of aggressive attitudes, and content which depicts characters taking pleasure in pain or humiliation.
• Sexualised violence or works which glorify or glamorise violence will receive a more restrictive classification and may even be cut.
• A strict policy on sexual violence and rape is applied. Content which might eroticise or endorse sexual violence may require cuts at any classification level. This is more likely with video works than film because of the potential for replaying scenes out of context. Any association of sex with non-consensual restraint, pain or humiliation may be cut.

Taken from the BBCF website – http://www.bbfc.co.uk/classification/guidelines/main-issues

The certificate that I have chosen for my film is a 15 mainly because of the mature theme of my film, which I do not believe to be suitable for younger teenagers/children, also because after looking at similar films of the same genre (such as the Notebook) and with the same themes, this seems to be the classification given to them.

Discrimination
The work as a whole must not endorse discriminatory language or behaviour.

Drugs
Drug taking may be shown but the film as a whole must not promote or encourage drug misuse. The misuse of easily accessible and highly dangerous substances (for example, aerosols or solvents) is unlikely to be acceptable.

Horror
Strong threat and menace are permitted unless sadistic or sexualised.

Imitable behaviour
Dangerous behaviour (for example, hanging, suicide and self-harming) should not dwell on detail which could be copied. Easily accessible weapons should not be glamorised.

Language
There may be frequent use of strong language (for example, ‘fuck’). The strongest terms (for example, ‘cunt’) may be acceptable if justified by the context. Aggressive or repeated use of the strongest language is unlikely to be acceptable.

Nudity
Nudity may be allowed in a sexual context but without strong detail. There are no constraints on nudity in a non-sexual or educational context.

Sex
Sexual activity may be portrayed without strong detail. There may be strong verbal references to sexual behaviour, but the strongest references are unlikely to be acceptable unless justified by context. Works whose primary purpose is sexual arousal or stimulation are unlikely to be acceptable.

Theme
No theme is prohibited, provided the treatment is appropriate for 15 year olds.

Violence
Violence may be strong but should not dwell on the infliction of pain or injury. The strongest gory images are unlikely to be acceptable. Strong sadistic or sexualised violence is also unlikely to be acceptable. There may be detailed verbal references to sexual violence but any portrayal of sexual violence must be discreet and have a strong contextual justification.


Taken from - http://www.bbfc.co.uk/classification/guidelines/15-2

Suggesting a classification of a 15 certificate for my movie, means that I can include any theme as long as I keep it appropriate for 15 year olds, I also can include sexual activity without strong detail.

Reading the guidelines laid out on the BBFC website has helped me with the content of my movie by making me aware of what is allowed and not allowed for each classification of a film. It has also made me aware that there are only small differences from each classification but by making my movie a 15 rather than a 12 means that I can make the film a little more mature and include a theme that is possibly not suitable for children of 12 and above. My film would not include violence, horror or imitable behavior, but it would include, bad language, sex scenes and limited nudity included in the sex scenes. By basing the film as a 15, it gives me as the filmmaker a little more freedom in how I express what is happening in the narrative.

*Any text in Italics is not my own work but taken from the web address as stated.

I have learnt from this piece of work that the BBFC has an enormous role in the film classification world in allowing certain things into films of certain classifications and I never realised how important this individual company is. This work allowed me to have a much clearer understanding of what is allowed to be shown in each classification and what classification my film ought to be. In conclusion to this piece of work, I think that my film if completed would be given a classification of 15. If my film is classified as a 15 then, I can include sexual and nude content in context with my movie, I also know that drug use is allowed and no theme is prohibited.

Reverse storyboarding of the opening of the film Lamb

The next task I am going to do is a reverse storyboard for the film Lamb, which includes sketches and written description of shots. This will be another chance for me to analyse a film opening in great detail and understand what the director has included and why, so that I can hopefully pick out a few things that could be used in my own film, or just give me some ideas.



Reverse Storyboarding of the film Lamb from Yasmine Rich on Vimeo.

I learnt from this reverse storyboard that everything that is included in a film, is all purposely done nothing is done by accident and every little detail is thought about.  This piece of work made me think about all the detail I need to included in my film and how much detail I have to think about, whether the setting to the camera shots to the music. It also showed me how effective the first two minutes of a film can be and how I need to make sure my own film opening is effective and correct for my film.

Film Synopsis: Remember Me

The next task that I need to complete is to write a film synopsis for an already released film of my own films genre so that I can see how much detail is needed for me to write my own film synopsis for the film that I am planning. The film that I have chosen from the Romantic Drama genre is Remember Me, a relatively new film which has an interesting narrative that I am going to synopsise as oart of my planning.

The film begins with 11 year old Ally Craig witnessing her mother’s death on a New York subway platform. The film then jumps to ten years later, where Ally is studying at New York University and lives at home with her overprotective detective father Neil. We then meet Tyler Hawkins a 21 year old, who has no ambition or direction in life, and is auditing classes at New York University and working in a bookstore. He lives with his best friend Aiden. Tyler has a strained relationship with his father Charles since his brother Michael’s suicide. He is very close to his younger sister Caroline.

After a night out, Tyler and Aiden get in trouble with Neil, after intervening in a fight that started between a group of strangers. Not long after Aiden sees Neil dropping Ally off at university and persuades Tyler that he should extract his revenge on Neil by going out with Ally and then dumping her. Tyler agrees, and asks Ally out on a date to which she eventually accepts.

Tyler and Ally spend a lot of time together, discovering about each others losses and begin to fall in love. Ally then gets into a fight with her father after she spends the whole night at Tyler’s flat which ends with Neil hitting Ally. Ally moves in with Tyler and Aiden.

 Neil desperately tries to contact Ally to no prevail until one of his detective colleagues recognises Ally on a train when her, Tyler and Aiden are on their way back from a beach holiday with Tyler’s family. Neil breaks into Tyler’s apartment to confront him and Tyler ends up confessing to Neil about his original intentions towards Ally. Tyler then confesses everything to Ally, who walks out and moves back into her father’s home. Tyler and Ally remain apart, until Aiden visits Ally at home and tells her that he was the one who planted the idea of using her in Tyler’s head and that Tyler does actually love her. Tyler and Ally are then seen reunited, walking through the park with Tyler’s younger sister Caroline. Later Caroline goes to a birthday party where she is bullied and her hair is cut off by the other girls at the party. Tyler goes to Caroline’s school, where after witnessing the girls taunting her gets angry and ends up in prison again.

Tyler is bailed out of jail by Charles who asks Tyler to visit him the next morning at his office. Tyler goes to his father’s office where Charles phones him to tell him that he is taking Caroline to school and that he will meet Tyler there. In Charles’s office Tyler is shocked to see his father’s screensaver to be pictures of him, Caroline and Michael when they were younger.

We then see Caroline in class where the teacher writes the date on the board, as 11^th September 2001. Tyler is then shown looking out of the window at New York from his father’s office which is located in the World Trade Centre. The 9/11 attacks take place and we see the aftermath with screaming and burning buildings. We see the area where the World Trade Centre was and we are aware that Tyler died in the attack and all that is left is his journal in the rubble.

The film then skips to sometime in the near future where we see that Charles and Caroline have a healthy father and daughter relationship. Aiden has a tattoo saying Tyler on his neck and is working hard at school and Ally takes the subway for the first time since her mother’s death.

I learnt from this piece of work, that film synopsis's need to be detailed and cover the whole of the films narrative, in whatever order the narrative plays in. By writing this synopsis for a film I already knew I learnt how well I needed to know the narrative of my film and how I should structure my synopsis. This piece of work acted as a stepping stone in the process of writing my own synopsis and really helped me with the process of writing my own.

Film conventions of the Genre

The first piece of work that I need to complete to start off my task making a film genre is to research the conventions of the romantic drama which is the genre of the film I am making. I have some ideas of what is included in a romantic drama film, but I need to do this research so that I can cement these ideas and conventions into my head and confirm it with research and evidence from movies and articles about movies from this genre.

Romantic Drama

This is a list of conventions that I have discovered about the Romantic Drama genre:

Characters

• Male character
• Female character, often of a different social status than the male character
• Family members, in-laws
• Other partners, past exes or future boyfriend/girlfriend.

Settings

• Beaches, beach houses
• Small towns, villages possibly cities
• Can be more than one place if the male and female lead characters live in separate places or even countries
• Romantic places, beaches, by the sea, meadows. Places where the couple can be alone/isolated

Storylines

• Reach deep into the emotions of normal people, makes people ask big questions about the way they are living their lives
• Often, not always have a tragic or painful ending, although tragic can sometimes be happy in a way
• The meeting of the two lead characters, and the development of their love, deep love/passion/romance
• Often an obstacle gets in the way of the love, social status, moving away, family, illness
• The love is often resolved, although ending may not be happy

Props

• Outdoor clothing chunky knitwear and scarves
• Sometimes a photo album, a lot of memories could be anything from photos to ornaments.

Cinematography and editing

• Not always linear can be flashbacks, often the tragic event, ending happens at the beginning and we find out why and how it happens, with a series of flashbacks and narration from one of the lead characters.
• Use of slow paced editing, focusing on the two main characters to show the love they have for each other
• Other characters, exes, family are often introduced in more of an action scene, wedding or fun fair, where fast editing is used
• Very light often filmed mostly outside, in big open areas, with only the main characters around.
• Often the camera shots have both the male and female lead in them, especially when the couple are together, when the couple are apart, temporarily or permanently the shots of the leads are separate and often one after each other

Sound

• Romantic slow, music often hinting on sadness and separation
• Limited dialogue, especially when the couple are alone in their isolated areas, but very poignant when used
• More dialogue in busy scenes with more characters and a specific event or situation, e.g. Funfair, wedding.
• Parts of film can be narrated often first person, by the female character although sometimes by the male. Sometimes explain what’s happening in the film

Comment

• It was useful to research the conventions of this genre, so that I can understand fully what the audience would expect to see in my film opening. Also so that my film opening is easily recognisable as a Romantic Drama.
• I have learnt that Romantic Dramas nearly always feature, one male and female lead character that at some point in the film fall in love and are separated again. Also that Romantic Dramas do not always have a happy ending and can be told using flashbacks. These has taught me that in my Romantic Drama film opening, I should feature at least one of the lead characters and possibly have some introduction to the story, maybe via the ending first

I have learnt from this piece of work that every genre has quite strict conventions which are often but not compulsory to follow in the film. For my genre of the romantic drama I have learnt that my film should include a male and female lead and the whole narrative should be about the development of the love between the two lead characters and the obstacles they have to face to resolve this love, not necesarily in a happy way but by the end of the film the love is resolved. The film may not be in a linear sequence but there can be flashbacks used and romantic dramas often feature tragic events. In conclusion this piece has shown me what features or conventions my film should included so that it can be classified into the Romantic Drama genre. I also now think that I know what I need and want to include into my film opening, and in the film as a whole such as a non linear narrative and a resolved love that isn't strictly a happy ending.