Week 2: 20/1/20 – 26/1/20

Film Project:

I have joined two more groups with their pitching process. Firstly, I am developing Kirsty’s script idea which is a surprisingly personal dialogue piece based on the large-scale premise of the Edinburgh vaults collapsing. I think this script has a lot of potential and we have talked through a few visual ideas. Next week, we will aim to find a director to pitch the project with us and brainstorm visual references.

I have also joined Cones and Rod as a producer although I hope to do this role alongside a cinematography project, focusing more on logistics than creative producing. This group are quite far ahead so there is already work to do regarding scheduling, risk assessments and kit bookings.

There has been little progress with Moonboy as I have been struggling to find opportunities talk to Jude and Andrew about their visual ideas for the film. I will try hard to meet with them this week and get some concrete ideas down.

I also spent this week preparing for the in-class ‘cinema’ visual exercise. I found this surprisingly challenging as it has been a while since I have had to find visual references for a fiction shoot but I feel well prepared for the shoot tomorrow.

Work Related Learning:

We were visited by Toby from HeeHaw who gave us a good overview of what is expected of us on our work experience placements. It was interesting to note that the filmmaking roles seem much less defined in a commercial environment with camera operators and producers often acting as directors and creative leads while most sound design is carried out by the editor. They seem to be looking for good people skills over technical skills (although these are also important). In the next week, I need to develop my CV and cover letters and make contact with potential case studies.

Dreams and Visions:

This week we focused on childhood and the ways in which the idea of youth is used to represent adult concerns. We examined how the modern concept of childhood arose in the mid 18th century alongside primary education. We also saw the similarities between representations of childhood and dream states – both are based in real experiences which are collectivised by cultural codes and representations of childhood can be easily applied to Schmitt’s theories of dreams and belief systems. In the next week, I need to create a personal reading list and begin researching my seminar topic.

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