Lost Time, my final production piece, is based on a girl named Ivy and what would've happened to her if she hadn't been killed in a car accident when she was younger. The film shows several different times in Ivy's later life (without her being hit by a car) and how she would've graduated from school, found a job, gotten married, had a child, basically live a normal life. An important part of the film is after Ivy is killed, the film replays and shows a different turn of events, inspired by my partners real life experiences.
Thursday, 14 January 2016
P5 CERTIFICATION CLASSIFICATION BASED ON FEEDBACK
Meaning and Purpose
Certification of films is put into place to protect the public, more more specifically children, from watching harmful content which could unsettle or disturb them. This is important to ensure that viewers understand what to expect before watching a film or video, to be able to judge in advance whether its suitable for them to watch or not. This is especially important for parents when judging what to let their children what or not, as many films will be inappropriate for children under a certain age to view. Therefore this warns parent before letting their children watch, telling them that it is probably not suitable for their children if they are under a certain age. If a film or video is given the wrong certifications, this could cause for serious commercial implications. If this is done wrong and underage viewers go to see films that are unsuitable for them, this could cause serious damage to them, potentially being very harmful, especially if the child is sensitive. Advertising the wrong certification for films would not warn people in advance the appropriateness of a film and therefore it wouldn't let them judge accurately whether it is suitable for them or their children to watch.
Questionnaire Responses
In order to gain more feedback, I decided to put together a questionnaire to ask a wider range of viewers what they thought my film should be classified as. This was very interesting to read these and discover what a variety of people thought.
Above, I have included a screenshot of the responses people gave as to why they chose the certification they did. This was to provide a clearer idea of why people who choose each classification, helping me to justify my point when I make a firm decision of which to certify my film as.
Overall, the results from this questionnaire suggests that a majority of viewers would find this film to unsettling for children under 8 yrs old. The results from this are very beneficial, as they help me to determine what the target audience would certify my film as, but also gives me an idea of what other people outside the target audience, helping me to gain a better perspective of what a majority of people think.
From my focus group and questionnaire feedback, I have been able to decide what certification I am going to give my film. I have decided to certify my film as a PG - Parental Guidance advised, as I feel that this would be too emotional for a children younger than 8 to handle. However for children 8yrs and above, I do think that parental guidance is needed as this could be quite upsetting, especially for sensitive children.
Now, I must send this letter off for acceptance to the British Board of Film Classification, to gain their approval for the classification I have chosen for my film.
BBFC
3 Soho Square
London,
W1D 3HD
To the British Board of Film Classification (BBFC),
I am writing to you to gain approval for the classification I have given my film for my Unit 41, media studies coursework.
From focus group feedback and data results from my questionnaire, I have decided to give my film the following rate of PG - Parental Guidance required. I learnt from my feedback that many people thought this film would be too damaging for children under 8 to view and would be quite difficult for them to understand. This is why I haven't rated my film as a U - Universal. I decided on PG as it was the most popular response from my primary data, but also because I felt that it may be unsettling for children as young as 8 to watch, without their parents' support.
Therefore I would like to conclude that I am requesting my film be classified as a PG, in order to prevent young children from being unsettled.
Thank you, I look forward to your reply.
Simone Moxam, Kent College.
Certification of films is put into place to protect the public, more more specifically children, from watching harmful content which could unsettle or disturb them. This is important to ensure that viewers understand what to expect before watching a film or video, to be able to judge in advance whether its suitable for them to watch or not. This is especially important for parents when judging what to let their children what or not, as many films will be inappropriate for children under a certain age to view. Therefore this warns parent before letting their children watch, telling them that it is probably not suitable for their children if they are under a certain age. If a film or video is given the wrong certifications, this could cause for serious commercial implications. If this is done wrong and underage viewers go to see films that are unsuitable for them, this could cause serious damage to them, potentially being very harmful, especially if the child is sensitive. Advertising the wrong certification for films would not warn people in advance the appropriateness of a film and therefore it wouldn't let them judge accurately whether it is suitable for them or their children to watch.
Questionnaire Responses
In order to gain more feedback, I decided to put together a questionnaire to ask a wider range of viewers what they thought my film should be classified as. This was very interesting to read these and discover what a variety of people thought.
These results show that everyone who answered the questionnaire believed that this would not be suitable for children under 8yrs old. This is a very influential statistic to have as it says that everyone believed that this shouldn't be rated a U. Therefore from this I will consider ruling this classification out, as the majority of people thought it would be inappropriate for children under 8 years old.
Corresponding with the previous question, these responses show that a majority of people believe this film would not be suitable for children under the age of 4 years old. I actually agree with this majority as I believe that showing death in the way the film does, a very young children could find this upsetting.
These results show that the majority of people didn't find the language in my film offensive. I agree with this majority as I don't believe offensive language was used. This helps me to classify what film I should set my film at, as it rules out the option of giving it a 12 or above, as bad language was not used and therefore wouldn't be inappropriate for children under 12 to view.
These responses show that 100% of people thought this film would require parental guidance. This is very beneficial for me when determining what to certify my film as, as it shows that a majority of people believe that children younger than 8 should be accompanied by a parent when watching this film. This definitely influences my decisions when choosing a classification, as it suggests that this film should be rated a PG.
Concluding this questionnaire, I asked people what certification they would give this film and why. Nobody suggested that the film be rated over a PG, which suggests to me that this would be suitable for children under 12 to watch. However there is a slight contract between people who believe this should be rated a PG and others who this it should be a U.
Above, I have included a screenshot of the responses people gave as to why they chose the certification they did. This was to provide a clearer idea of why people who choose each classification, helping me to justify my point when I make a firm decision of which to certify my film as.
Overall, the results from this questionnaire suggests that a majority of viewers would find this film to unsettling for children under 8 yrs old. The results from this are very beneficial, as they help me to determine what the target audience would certify my film as, but also gives me an idea of what other people outside the target audience, helping me to gain a better perspective of what a majority of people think.
From my focus group and questionnaire feedback, I have been able to decide what certification I am going to give my film. I have decided to certify my film as a PG - Parental Guidance advised, as I feel that this would be too emotional for a children younger than 8 to handle. However for children 8yrs and above, I do think that parental guidance is needed as this could be quite upsetting, especially for sensitive children.
Now, I must send this letter off for acceptance to the British Board of Film Classification, to gain their approval for the classification I have chosen for my film.
Letter of Classification
BBFC
3 Soho Square
London,
W1D 3HD
To the British Board of Film Classification (BBFC),
I am writing to you to gain approval for the classification I have given my film for my Unit 41, media studies coursework.
From focus group feedback and data results from my questionnaire, I have decided to give my film the following rate of PG - Parental Guidance required. I learnt from my feedback that many people thought this film would be too damaging for children under 8 to view and would be quite difficult for them to understand. This is why I haven't rated my film as a U - Universal. I decided on PG as it was the most popular response from my primary data, but also because I felt that it may be unsettling for children as young as 8 to watch, without their parents' support.
Therefore I would like to conclude that I am requesting my film be classified as a PG, in order to prevent young children from being unsettled.
Thank you, I look forward to your reply.
Simone Moxam, Kent College.
P4 FOCUS GROUP SCREENING & FEEDBACK
Meaning and Purpose
In order to protect children from viewing inappropriate content in television, videos and films, classification has been put into place. This is used to advise consumers about particular films before viewing, so they can judge for themselves whether they see it suitable or not. This is also used to warn parents that they may not want their children under a certain age, watching specific films that are unsuitable for young children to see. The BBFC assesses and age rates films, videos and television before it is released for the general public to see. It is said that through this, the company "ensures the highest possible level of protection and empowerment." From this rating system, their are different levels at which a film can be certified as, falling into 1 of 6 categories, which include:
To gain audience feedback, we decided to do a group task of reviewing each others work and discussing what people through the negatives and the positives of the films were. The clip below shows the group discussion after watching my short film, demonstrating our focus group set up, and the feedback I received from the audience members.
In order to protect children from viewing inappropriate content in television, videos and films, classification has been put into place. This is used to advise consumers about particular films before viewing, so they can judge for themselves whether they see it suitable or not. This is also used to warn parents that they may not want their children under a certain age, watching specific films that are unsuitable for young children to see. The BBFC assesses and age rates films, videos and television before it is released for the general public to see. It is said that through this, the company "ensures the highest possible level of protection and empowerment." From this rating system, their are different levels at which a film can be certified as, falling into 1 of 6 categories, which include:
U
This U, stands for the word Universal, meaning if a film is given a U certification, it is suitable for viewers aged 4 and over.
PG
This PG rating stands for Parental Guidance, meaning that a film or video is suitable for general audiences, however some scene may be inappropriate for young children. Media products published at this rating should not harm a child aged around 8 or over, however parents are advised to consider whether the content could be upsetting for their children, especially if they are sensitive.
12A and 12
Films or videos set at these rating, involve content that is not particularly suitable for children aged under 12. The rating 12A, no one younger than 12 may see a media product at this level, unless they are accompanied by an adult.
15
When a film is rated 15, it means that no-one under this age is allowed to see the film at the cinema or buy/rent it, (unless they are over 15.) Media products rated 15 are inappropriate for children under 15 years of age to see.
18
If a film is rated 18, it means that it is only suitable for adults. No-one under 18 is allowed to see films certified at this age at the cinema or buy/rent it. These rated films are not suitable for children to view.
To gain audience feedback, we decided to do a group task of reviewing each others work and discussing what people through the negatives and the positives of the films were. The clip below shows the group discussion after watching my short film, demonstrating our focus group set up, and the feedback I received from the audience members.
To gain more feedback from an audience perspective, I put together a focus group consisting of people in a variety of ages. This focus group was intended to gain the opinions of what people thought my Unit 41 certification should be. To do this, I showed the focus group the film I had made, to then after, ask them the following questions to gain a better perspective of what I could certify my film as. Below, I have included the recording of this group to demonstrate what the conversation consisted of, as well as stated the question I asked.
Questions
1. Do you think this film would be upsetting for children under 8yrs?
2. Would this film be appropriate for a child younger than 4yrs to watch?
3. Do you think any language used in this film could be seen as offensive?
4. Do you think the message of this film is appropriately told for children as younger as 4ys to view?
5. Out of the below options, which would you say is the most suitable age rating for this film?
U - Universal.
PG - Parental Guidance required for children under 8.
12 - Not suitable for children under 12yrs.
12A - Parental guidance is required for children under 12yrs.
15 - Not suitable for children under 15yrs.
18 - Only suitable for adults.
Audio recording of focus group
This discussion group was very helpful in determining which rating to give my film. The general feel of the group says that this would be too harmful for children under 8 to watch, especially without parental guidance. In this focus group, I decided to ask a variety of ages what they thought to get a wider range on opinions. This was so I would be considering all age ranges opinions, in order to get the best possible responses I could to get the most accurate results to base my certification on.
P3(D) LINKING AUDIO TO VISUALS AND APPLYING AUDIO EFFECTS
Within this section, I will be discussing the audio effects of my short film and the additional sound effects I included to improve the quality of my film. To show evidence of this, I will be including screenshots that demonstrate the effects I have added. These screenshots will be from the document in ADOBE PREMIERE PRO that I used to edit my film together.
In my planning, I decided there was going to be a voice over in my film, spoken from Ivy's point of view. To do this, I was required to record a monologue external to the document, which could then be imported to the application once completed. I did this by recording the speech with Zoom H4-N Handheld digital recorder, then removed the memory card from the device and inserted it into the computer. The card then came up on the desktop of the computer which I then clicked onto to come to to the recording on the card. I then dragged the recording file from the card to the computer, in a folder made specially for my work. From this, I then brought up the Premiere Pro application, went to file - import - then it came up with the options which I could import. I selected the recording file which then imported it onto the document, which then meant it could be used within my film. The screenshot below shows the recording which I added to my edit in the timeline. I placed it during the car crash scene right after we saw Ivy's character about to be hit by the car. This was done to enhance the 'dramatic' genre of the film and to give a brief description to viewers what the main theme of the short film would be.
Above, I have shown a screenshot of the recordings I took for the monologue for the beginning of the film. It was important to take many variations of these speeches, to allow myself a variety of options to choose from when deciding which recording I would use. If I only took one recording but it didn't turn out right, I would only have that individual file to choose from. However, having many of the same, I was able to listen to each one and decide which one I thought sounded best. This was helping in giving me options to choose from so i wasn't suck with one recording that may not have been very good.
Background music was also an issue I had to resolve as I wanted to add this to create a more 'dramatic effect' through some of my clips, especially during the flower scene, where it was supposed to be the most sad. To do this, I decided to play something on the piano which I could record and include in my film. I did this by holding the Zoom H4-N Handheld digital recorder over the piano whilst playing. This then gave me the file which I then imported onto my work and added to the timeline in each place that I decided. Below, I have included a screenshot of the piano recording I played.
In order to make this file suitable for Premiere Pro applications, I firstly imported it to GarageBand. This allowed me to cut and edit any sounds that I didn't want, but also improve the quality and change the volume through different periods of the piece. From this, I then saved the file and imported it to my film document, which I then added to the different places I wanted it in my film. This piece of music was included in a several parts of my film. I did this to make this piece more of the theme music to the film, to maintain the 'dramatic' genre of the piece.
During the car crash scene, I was required to add a crash sound to the scene in order to make the film feel more authentic. As I couldn't use a real sound of the character being hit by the car, I had to search on the interest for sounds of car crashes. This was quite difficult, as finding an authentic sounds was fairly hard to find. However the sound I have used, is the closest effect to what I think a real crash would sound like. In order to include this sound effect once added, I needed to download it from the internet, then import it onto the Premiere Pro document. From this, I then added to it my timeline. The effect did require editing though, in order to help it flow smoothly with the film. The screenshot above shows the document in editing, where I added short fade in and out effects to help the sound flow better in the scene.
P3(C) APPLYING VISUAL EFFECTS AND TRANSITIONS
For this section, I will be commenting on the visual effects that I added to my offline edit, when using the Premiere Pro application. In order to create smooth transitions from each scene, I used a fair amount of visual effects in order to produce a link between these clips.
To do this, there were and series of steps I had to take to add each effect to each clip. The process was fairly simple, however choosing the correct effect for the transition took detailed thought in order to ensure it looked right on the picture. Firstly, I needed to cut the clips together in order, to ensure I knew which transitions were which. Then I clicked to the 'visual effects' option on the bottom left corner of the document, which then took me to a series of visual effect options that I could decide from.
Above there shows a screenshot of the timeline from the document I edited my short film in. The first bar on the timeline shows purple blocks spaced throughout the duration of the edit. These purple block demonstrate the titles I added to these clips. I used these to state the time period of how long Freddie and Ivy had been together throughout the montage I created in the editing timeline shown. The second bar of clips shows the visual clips that I captured by camera, in the order of scenes I decided for my film. Each of this clips had to be cut determined by what the next shot added would be. For many of these clips, I have added visual transition effect to them, to create a smooth flow from each scene to the next. This is not made clear with this screenshot as it does not show them clearly, but they can be very thinly scene on many clips, the purple blocks in between a number of clips. The transitions I used mainly consisted on the 'cross dissolve' effect, where with each transition merging with the other at a certain point before the previous clips fades out. I used to this to create a more effective montage scene that flowed more with itself. With each clips fading in to the other, this created a more present representation of the scene, especially for the marriage scene outside the church, which I have demonstrated with a screenshot shown below.
This screenshot above shows the 'cross dissolve' effect I have added to many of the shots. As you can see this shows two shots in one frame. This particular shot shows the transition from the engagement scene to the marriage scene at the church. I felt that this was an accurate representation of how the time flowed, as it showed many shots of the "happy couple" at the church, enhancing to audience members the atmosphere of their relationship. Using a montage with this transition almost created a photographic atmosphere to the scene as it is showing many of the same shot of them standing together at the shot. This was sued to take audience members through a quick time period of their marriage and relationship after, but which still flowed well.
This screenshot shows the beginning of a shot transition within a montage of when Ivy and Freddie are first together. When I found this transition, I thought it brought quite a positive atmosphere to the montage, one of the reasons why I included it. This was a good way to let the film flow more and allowed me to cut clips after each other very closely, without overlapping.
The screenshot below shows the credits I edited in the film once I had finished all the editing. At first, the credit left the page very quickly therefore, this took adjusting as I had to change the timing of how long the credits should stay on the frame. I decided to slow these credits down so it would be easier for viewers to read the positions of everyone involved in the film.
To do this, there were and series of steps I had to take to add each effect to each clip. The process was fairly simple, however choosing the correct effect for the transition took detailed thought in order to ensure it looked right on the picture. Firstly, I needed to cut the clips together in order, to ensure I knew which transitions were which. Then I clicked to the 'visual effects' option on the bottom left corner of the document, which then took me to a series of visual effect options that I could decide from.
Above there shows a screenshot of the timeline from the document I edited my short film in. The first bar on the timeline shows purple blocks spaced throughout the duration of the edit. These purple block demonstrate the titles I added to these clips. I used these to state the time period of how long Freddie and Ivy had been together throughout the montage I created in the editing timeline shown. The second bar of clips shows the visual clips that I captured by camera, in the order of scenes I decided for my film. Each of this clips had to be cut determined by what the next shot added would be. For many of these clips, I have added visual transition effect to them, to create a smooth flow from each scene to the next. This is not made clear with this screenshot as it does not show them clearly, but they can be very thinly scene on many clips, the purple blocks in between a number of clips. The transitions I used mainly consisted on the 'cross dissolve' effect, where with each transition merging with the other at a certain point before the previous clips fades out. I used to this to create a more effective montage scene that flowed more with itself. With each clips fading in to the other, this created a more present representation of the scene, especially for the marriage scene outside the church, which I have demonstrated with a screenshot shown below.
This screenshot above shows the 'cross dissolve' effect I have added to many of the shots. As you can see this shows two shots in one frame. This particular shot shows the transition from the engagement scene to the marriage scene at the church. I felt that this was an accurate representation of how the time flowed, as it showed many shots of the "happy couple" at the church, enhancing to audience members the atmosphere of their relationship. Using a montage with this transition almost created a photographic atmosphere to the scene as it is showing many of the same shot of them standing together at the shot. This was sued to take audience members through a quick time period of their marriage and relationship after, but which still flowed well.
This screenshot shows the beginning of a shot transition within a montage of when Ivy and Freddie are first together. When I found this transition, I thought it brought quite a positive atmosphere to the montage, one of the reasons why I included it. This was a good way to let the film flow more and allowed me to cut clips after each other very closely, without overlapping.
The screenshot below shows the credits I edited in the film once I had finished all the editing. At first, the credit left the page very quickly therefore, this took adjusting as I had to change the timing of how long the credits should stay on the frame. I decided to slow these credits down so it would be easier for viewers to read the positions of everyone involved in the film.
P3(B) PRODUCING AND REVIEWING AN OFFLINE EDIT
For this section, discussion on producing an offline edit will be included. This requires notes on what I did when editing my filming together, before additional effects were added to the sequence in the timeline section of ADOBE PREMIERE PRO. Below, I have inserted a screenshot of the sequence of my edit, before I added the extra effects to the film. These effects include titles and transition options. However, because I like to work on adding the effects as I go, I found it quite difficult to add the additional features of the film after all the clips had been edited together.
This is a segmented screenshot from my timeline, showing the clips I added to the sequence before the special effects were added. For most clips, I wanted to include a transition effect to help the film flow more smoothly.
As there is a specific order these clips needed to be dragged to, I had to refer to a piece of work which I could look at to see which clips came after the other. The storyboards were very helpful in deciding which clips I needed to edit and cut next, especially during an offline edit where special effects where not yet added. Below is a demonstration of the storyboards I created to refer to during both the production and post-production process.
From my point of view, the storyboard shown above was the most helpful out of the ones I produced. This provided the clearest idea for which shot to capture next when filming, but also when editing in the timeline. I think this was because these draft are the clearest images I drew out of the rest of my storyboards and I felt these were the most reliable blocks to refer to. However, I still needed to refer to the additional storyboards as they helped me to determine which part of the story I was at, therefore which clips needed to go next. Never the less, the storyboard I have inserted above, I found the most helpful when editing, as it is the clearest draft and showed me in more detail about what the next shot needed to look like when editing.
If I were to make a change, I would've drawn the other storyboards in more detail and made more in-depth notes for each shot, so when editing I would have a more specific idea of what I wanted to film to look and flow like.
Here is another screenshot demonstrating the timeline I put together for my edit. I assembled this timeline using the clips I imported from the card we filmed with. This was put together by selecting each clip that I wanted, then dragging it onto the timeline and editing it into place. This involved a lot of cutting and moving around, to ensure the timing of the film worked out accordingly. To construct meaning in my timeline, I used a couple of techniques to create the effect I wanted from my film. Montage themed scenes was a fairly dominant subject in my film, therefore in order to create these montages, it meant I had to include a lot of clips and cut them down fairly short. As shown in the screenshot above, I included a lot of short clips within my timeline. This was to create the montage meaning to demonstrate to viewers a variety of shots within the same scene, to show different within the montage of 'what could've happened.'
P3(A) LOGGING RUSHES AND CREATING EDIT DECISION LIST
Meaning and Purpose
This section includes what I did with the clips I captured after the production process. From these shots, I then had to upload them onto my computer and re-name them, so I had a clear idea of which clips was which. This enabled less time wasting during the editing process as I didn't have to click on each clip to know which scene it was as I had already named them so I knew which one was which. This process was called logging rushes, (the clips being rushes.) Referring to my shot list, having the named rushes along with the list of shots really helped me to stay organised with which clips was supposed to go after the other. Below I have included a screenshot I have taken of the rushes I logged.
Each rush could be logged very simply using finder. To do this, it required me to upload the clips from the camera's memory card and insert this into my computer, which then allowed me to drag the clips from the card into a folder on my laptop. From this, I then clicked on each clip and pressed "enter" which highlighted the text on each rush which I then deleted and renamed. Saving this, I logged onto ADOBE PREMIERE PRO and imported the clips from my finder. This then copied the clips from the folder onto the Premiere Pro document, which then allowed me to edit then together in the timeline. During this editing, I found it so much easier how I knew which clip was which my naming them. This resulted in less time pressure as I didn't have to go through each clip every time I wanted to drag a rush to the timeline, which allowed for less wasted time watching clips.
Above is a image of the icon the represent ADOBE PREMIERE PRO, the application I used to import my rushes onto, which I eventually edited my entire piece on. Deciding what to edit and in which order took in-depth organising, to ensure I knew the story of my piece and understood which clips needed to go after each other in the editing process. As this was so important to get right, I created a shot list and storyboards to refer to, not just for the production process, but also for the post-production editing.
In order to demonstrate how I set up the file I used for this short film edit, I have taken screenshots showing the step-by-step process of how the file was created and what settings needed to be chosen.
This screenshot shows the opening window that shows when ADOBE PREMIERE PRO is opened. As demonstrated, the application gives you a number of options when first opening the programme. The project I was beginning was new, therefore I selected the 'NEW PROJECT' option shown in the bottom left corner of the window.
Finally, the application then took me to this window, demonstrating the different mediums I could select to edit my film in. I decided to go with the HDV 1080p editing mode to ensure that the picture came out in the same format as what we filmed in, High Definition (HD). This mode stopped the picture from turing out square in the frame, as this may have cause some of the shots be be cut out.
I have included a screenshot of the shot list I constructed, to give a clear idea of what I used to base my editing order on.
This section includes what I did with the clips I captured after the production process. From these shots, I then had to upload them onto my computer and re-name them, so I had a clear idea of which clips was which. This enabled less time wasting during the editing process as I didn't have to click on each clip to know which scene it was as I had already named them so I knew which one was which. This process was called logging rushes, (the clips being rushes.) Referring to my shot list, having the named rushes along with the list of shots really helped me to stay organised with which clips was supposed to go after the other. Below I have included a screenshot I have taken of the rushes I logged.
Above is a image of the icon the represent ADOBE PREMIERE PRO, the application I used to import my rushes onto, which I eventually edited my entire piece on. Deciding what to edit and in which order took in-depth organising, to ensure I knew the story of my piece and understood which clips needed to go after each other in the editing process. As this was so important to get right, I created a shot list and storyboards to refer to, not just for the production process, but also for the post-production editing.
In order to demonstrate how I set up the file I used for this short film edit, I have taken screenshots showing the step-by-step process of how the file was created and what settings needed to be chosen.
This screenshot shows the opening window that shows when ADOBE PREMIERE PRO is opened. As demonstrated, the application gives you a number of options when first opening the programme. The project I was beginning was new, therefore I selected the 'NEW PROJECT' option shown in the bottom left corner of the window.
From selecting 'NEW PROJECT,' the application then took me to a following window, where capture format was required to be determined, to identify the medium the film would be shown in. Due to this, I selected the 'HDV' capture format, to allow for a 1080p editing mode.
Finally, the application then took me to this window, demonstrating the different mediums I could select to edit my film in. I decided to go with the HDV 1080p editing mode to ensure that the picture came out in the same format as what we filmed in, High Definition (HD). This mode stopped the picture from turing out square in the frame, as this may have cause some of the shots be be cut out.
I have included a screenshot of the shot list I constructed, to give a clear idea of what I used to base my editing order on.
When dragging clips into the timeline for editing, this shot list was very useful in determining which clip needed to be cut next, and edited into the main piece. Having named rushes was very beneficial for this case as well as I could simply scroll down the rushes list and select the name of the clips that needed to come next. However, even through this shot list was very helpful, because some clips where added to the film, I couldn't refer to this shot list to decide which clip went next. Due to this, I was required to use my imagination for some of the editing, which I will be more aware of next time as I know that it is vital to note every shot I intend to do, so I can remain organised with shots and order of editing decisions.
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