2026 Screen Production 3

Class Activities

Week 1: Camera Exercise

In week 1, we were randomly assigned into groups and carried out an in-class filming exercise based on the topic of discussing our favourite films. The main focus was on becoming familiar with filming and audio recording equipment, working collaboratively as a team, and completing a simple individual edit afterward.

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Week 2: Chase Scene

The scene builds tension through two key transformations. The first occurs when the protagonist and his classmate walk in opposite directions, but she loops back and follow behind him. The second happens when the protagonist runs ahead to escape, yet the classmate arrives at the destination before him. The shooting style and editing create a retro comedic atmosphere. If there were more footage to develop a progression each time the two characters meet, the piece would feel more complete and engaging.

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Week 3: Lighting

We experimented with different lighting setups to create various visual effects and atmospheres. Later, I edited these experimental shots into a narrative: the protagonist is kidnapped and replaced by a clone. I distinguished the two characters by using mirror flips and separating clips of the actor having completely contrasting expressions. The protagonist’s inability to speak and the sense of helplessness, with no one to save them, is conveyed through silence and minimal dialogue.

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Week 4: Sound

This week, we focused on testing the recording performance of different audio equipment in the same location, as well as the performance of the same equipment across different locations. The filmed content consisted of a phone conversation between the protagonist and her mother. After shooting and recording, the footage was properly edited and combined into a single video, followed by audio editing (including volume adjustment, noise reduction, and creating a phone-call effect), and finally colour grading.

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Week 5: Blocking & Coverage

In this exercise, we worked as a team to create a dialogue-free narrative scene, using cinematic language and the actors’ performances to construct a meaningful story. The scene shows two characters playing chess; although their moves are chaotic and disordered, their expressions remain serious and focused. The edited video, combined with background music, creates a comedic tone piece disguised as a mystery.

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Week 7: Acting Exercises

As a group, we conceived and filmed three sequences, each focusing on a different objective: mirror imitation, subtextual silence, and objective-driven action. In post-production, I edited and colour-graded the three pieces with a consistent sunny, playful tone, accompanied by music to unify their atmosphere. These exercises challenged the actors’ use of facial expressions and physical performance, as well as the structuring of the narrative to effectively engage and influence the audience’s emotions.

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Week 8: Producing

The task this week was to complete a small but complete short film production, from pre-production through to editing and assembling the final video. During preparation, we created a simple storyboard while also revising the original script. In class, we worked as a team to complete the filming, and then each of us edited our own version at home. My version aims to create a humorous piece that emphasises the contrast between a serious, ordinary protagonist and the bizarre situation she finds herself in.

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Assessments

Assessment 1: Single Location Film/Scene & Exegesis

Delayed is a short film set in modern-day Sydney, following Cass, a 27-year-old woman during her morning commute to work. Written by Alexander Rawley, the story unfolds entirely in real time and is presented through a tense phone conversation with her mother. It explores themes of familial guilt and the struggle for independence from overbearing emotional attachments, using the bus as a metaphor for Cass’s stalled life and her delayed confrontation with personal problems. The film concludes with Cass hanging up on her mother and facing the ongoing bus delay, leaving the audience with a sense of unresolved tension.

In Assessment 1, we were assigned to focus on presenting one significant scene or demonstrating the overall concept of the film as a warm-up and preparation for the final assessment. The scene we selected depicts Cass waiting to board the bus and later speaking with her mother on the phone after getting off. Within our production team, each member had clearly defined roles. While fulfilling our individual responsibilities, we also remained attentive to one another’s progress, offering support, feedback, and suggestions when needed.

During the pre-production period, my main responsibilities were conducting aesthetic research, creating mood boards, and developing and preparing costumes and props. While working on these creative elements, I also actively sought and incorporated feedback from both team members and actors in order to achieve the best possible outcomes. On the shooting days, I was primarily responsible for lighting setup, as well as handling various practical tasks such as moving props, ensuring equipment was protected from the rain, monitoring nearby traffic, and assisting with equipment setup and packing. During post-production, I completed the rough cut and then added visual effects, transitions, colour grading layers, titles and credits, carefully considering the intended style and atmosphere of the film. Lastly, I created a poster to serve as the main visual representation of the work. Overall, I am very satisfied with the final outcome, and after watching other groups’ work and receiving feedback, I hope to further improve my editing for the full version of the project at the end of the term.