03
Findings
Video Voice
The videos below are from a cinematography workshop done by QFPC in which they hired a professional to come teach and help.
Here is some context about the videos to understand what is being researched.
In each video, different people are filming the same scene. The goal of the workshop was not necessarily to come up with the best story/scene, or to try various different scenes. Instead the goal was to try professional equipment and learn how to tell a story better.
Scene: The scene itself is of a class room in which two girls are talking loudly as someone tries to write on the board. Soon enough, the man writing on the board becomes frustrated with the talking, puts his marker down, and directly confronts the two girls by slamming his hands on their desks.
It is worth noting that having one scene to explore is easier for everyone to handle. To compare, the department's film 353 - Narrative Film Production class did a similar lesson by using scripts from well known movies and having students set up cameras/acting to try and film the story themselves. The difference is that the Narrative Production class used regular tripods/camcorders which students learned how to use in the previous year. QFPC through their cinematography workshop had students try filming a scene with a camera stabilizer. A tripod is stationary while a stabilizer is typically used for 'tracking' or moving shots, thus it is more difficult to use. In both instances, the workshop or the class, the lesson was to try and tell a story visually. The class used equipment students already knew how to work, and the workshop used equipment that the department does not offer, is more versatile, and more complex.
In order:
Video 1 - Behind the scenes style footage. This clip shows a member of the club holding the camera stabilizer with a DSLR camera on top. The member shoots the scene by approaching the man writing on the board, backing up as the man puts the marker down, and tracks (follows) the man approaching the two talking girls from behind. This video is meant to set up what the scene they are filming look like from a third-person point of view, as well as how a student member of the club approaches the task.
Video 2 - Shows what the camera on the camera stabilizer is actually shooting. This is another member of the club trying to film the same scene. This video shows the student failing to complete the scene twice. This video shows a first person perspective of what it is like to use a camera stabilizer to shoot a scene. Furthermore, it shows the challenge in completing a simple scene with difficult equipment.
Video 3 - Back to behind the scene style footage. This clip shows the professional cinematographer shooting the same scene as the other two people. This can be compared to video 1, and shows the differences between an amateur and a professional. Watch how the professional moves with confidence, and knows what he wants to do. Furthermore, the professional does not follow the actor from behind as he approaches the two girls, instead he follows the actor from the front (walking backwards). While this is a more difficult task, the professional does it in one take. It is noteworthy to point out that film is all about story, and the professional mentions that in the video as well. While shooting the scene from the front of the actor does not mean it will be better, it is better to be able to shoot both from in front and behind the actor, and let the editor/director choose which shot to use. Often in film making the same scene is shot in various different angles in order to capture many perspectives and tell a better story.
Video 4 - This is an edited video of the scene. This video shows how the scene could be edited together to tell a story, and also shows what the shot that the cinematographer took in Video 3 looks like on camera.
My Channel
My Channel
MVI_0911
MVI_0913
MVI_0918
Edit: Enjoy the chunk of slow mo at the very end that I forgot to edit out apparently. INDUSTRY PRO AMIRIGHT? Hey everyone! First of all thank you so much to everyone who attended my Cinematography Workshop last month! I had a blast with you all and
The videovoice research shows an unbiased view of how the club operates. A professional came into the workshop to teach students how to tell a story with new equipment.
Some people may prefer the class lesson of telling story in which they use equipment they already know how to use: tripods and camcorders. Thus allowing students to focus on the actual storytelling.
That being said, story-telling can be more effective when using a broader vocabulary. In the film-making world, equipment and cameras are our vocabulary. Learning how to expand our film-making vocabulary by trying to use new and more versatile equipment may in fact be worth it. As seen in the videos, it is not easy for everyone to do, and there are more effective ways than others in telling a story using the same equipment anyway. In that case, it may be concluded that using new tools while trying to teach about telling a story is a more effective way of teaching/learning. At the very least, some students may not use equipment such as camera stabilizers because they are too tricky for them to use. Another reason for not using camera stabilizers is because they are expensive, beginner versions are around $100. That being said, having an opportunity to at least know that you're not into using them, or having the opportunity to see if you like it enough to buy it is worth going to a workshop such as the one held by QFPC.
PhotoVoice
Picture taken by QFPC.
Picture taken by QFPC.
Along with workshops focusing on actual film and story telling, QFPC offers its members chances to do more of the basics.
Lighting is a very important aspect of film. Original cameras with physical film worked by letting light hit the film, thus creating a chemical reaction and preserving an image. Nowadays, digital cameras allow light to hit their sensors to create an image. Without light there is no film.
Thus it is important for any film maker to understand why and how to light a scene. Lighting not only allows for film to be created, but lighting can be part of the creative aspect as well. In other words, lighting can affect the mood, tone, emotion, and feel of a scene.
In terms of what QFPC have provided with the photos they take, it can be noted from a film student/researcher perspective that the lighting workshop focused on using gels and taking pictures from one angle in front of the subject. It is also obvious by looking at the shadows on the subjects, and the reflection in the background, that only one light was used for this workshop.
Comparing to class
Both in a second year production course and in the third year production course, lighting was the focus of at least one full class. Students were taught how to set up lights, handle lights, and take lights back down. The class also involved a description of how light and film work, such as white balancing. If one is filming at different times of day, or in different locations (such as indoor/outdoor) it is important to white balance. This is adjusting your camera's settings to let it know what true 'white' is. The shade of white looks different in varying settings. A white sheet of paper is a different shade outside at noon than it is at a different time of day, or inside. If white balancing is not done correctly, the camera thinks other colours should look differently/have different shades than they actually are and the transitions between scenes in your movie may look jarring.
Students were also taught about the storytelling aspects of light. For example, to create a night time scene, one does not simply not use lights. Instead, one uses blue tinged light to create the sense of night time.
Of course it depends on where you are and what the scene requires, but the class taught how to use 'three point lighting' which is simply using three lights at varying angles and intensities to properly light a scene. A 'key' light is the primary light, and provides most of the lighting. The 'flood' light fills in the shadows, thus usually is positioned mirroring the key light. Finally, the 'back' light is positioned to light behind the subject to fill in the spots that the front facing lights cannot get.
With this information, it can be seen that the class version of a lighting workshop has more lights, more academic teaching, and more complexity compared to QFPC's workshop. This differs from the video aspect. A pattern can be seen in which the film department does a good job of teaching the basics of film production such as using a tripod, lighting, and camera. Meanwhile, it also provides a great way of understanding why film-makers use certain tools, and how they do so.
The difference is that QFPC takes anyone in, not just film students as film production courses do. With this in mind, it is acceptable to only show members how to use a single light and a single gel (colour). For members who are not passionate about film, or are learning through the club, a small workshop like this can peak curiosity/interest in film while teaching an essential part of it. Those who are in film receive a full fledged workshop from class time, and in a scenario like this the club and class work perfectly together to handles both sides of the coin.
Interviews
In order to be unbiased, here are what the president Mackenzie Parrot, and member Peter O'Donnell have to say about QFPC
MACKENZIE PARROT
When was the club formed?
QFPC was formed in 2012 by Erik Bayley and Ciarán Meyer. They noticed the lack of production opportunities in film classes and wanted a space for students to make their own projects.
What is the goal of the club?
The goal of the club is to make movies outside of class and gain production experience so students can create content they’re proud of. We run workshops that teach fundamentals of filmmaking, provide advice for those more experienced, as well as provide a networking platform for students.
Who can join the club?
The club is open to absolutely anyone. We’re AMS sanctioned so it’s specific to Queen’s Students, but we’re open to every faculty and experience level. Most of the people who come to our workshops are first years, exchange students, and people who aren’t even in film. Even I’m not a film major!
Why did you decide to become a manager?
In my first year, I was really involved in Film Club so when Exec hiring came around, the incoming presidents came to me and asked if I would be interested in an Exec position. I didn’t really know what it would entail so they asked if I could use photoshop and then I became the marketing manager. I was marketing for both my 2nd and third year and then took over the club in 4th year
What are your responsibilities?
I do everything. I plan the meetings, run the workshops, plan the events, organize and approve social media posts form our marketing team, track equipment and organize socials. We’re all students and really busy so I tend to help out the other exec with their tasks if they need it.
What have you learned / gained from the experience?
From my time at QFPC I’ve definitely learned more about myself as a leader and filmmaker. I also have definitely honed my organizational skills and creativity on a time limit having to come up with new events and workshops each week.
What do you want to keep the same?
In the future, I hope the QFPC stays as a resource for students to learn filmmaking, make friends, and network within the Queen’s community and with club Alumi who are already out and working in the field.
What do you want to change?
If I had to change anything, I would push us more as an equipment rental service. We have a small bank of equipment that we offer to rent for a small club fee, but its not very well advertised. It just can be a good option if you can’t get something from the film department. I think I would also want to increase our actual production as a club. We mostly just give people tools to make their films on their own time, because it can be difficult to organize a film outside of class with a large group of club members, especially when we only have a classroom booked for an hour every week. But I think a nice goal would be to try push the equipment rental more and to get more content out of the club itself.
Peter O'Donnell
Your name/Year/Program:
My name’s Peter O’Donnell, I’m a 4th year COCA (Computer and the Creative Arts) student
When and why did you join?
I got involved with the club at Queen’s in the Park in September 2016
I started going to the meetings immediately after that, because I wanted to get more experience in video production and meet people I could work with in the future.
What have you learned?
Through the club, I’ve gotten very comfortable with audio equipment, in particular the Zoom mic. Additionally, I’ve learned a lot about lighting and the etiquette/vocabulary of being on set.
Have you met anyone you want to keep working with outside of the club?
Since then, I’ve worked regularly with the execs, and occasionally make posts in the QFPC Facebook group when I’m looking for people to work with.
Will you keep coming back to the club next semester/year? Why or why not?
I’m graduating next year, so I won’t be participating, but I hope the club maintains its success in the future.
What does the club do well, and what can it improve on?
If there’s a problem with the club, it’s that they sometimes struggle with organizing certain parts of production. Last year, they shot everything they planned in Fall semester, but they struggled to get ahold of their editor, and I believe their projects never released.
Would you recommend people join? Who?
I’d recommend it to students who want to work in a creative industry, it’s one of the best resources on campus to get that kind of experience.
How does it differ from film classes (production or not)? How is it the same?
The meetings at the club have much more focus on the practical side of things. Even the production courses spend a lot more time on theoretical stuff.
Overall do you think the club is beneficial to students? (consider those who are not in film, and those who are in film but are more on the academic and not production side, would it still be worth it for these people to look into the club?)
It’s very beneficial to the Queen’s community. Not everyone who’s interested in film wants to pursue a degree in it, and it’s great that people in other faculties aren’t locked out of participation in this kind of work.
Conclusion
QFPC is true to its name. It is a production club. The interview with Mackenzie gave some insight into how challenging it is to maintain a club, as well as the state of the club itself: not having too much equipment for a production club (Mackenzie has had to resort to using her personal camera) and relying on each other to learn.
Peter also gave useful information regarding organization, again pointing to the fact that organizing members and running a club is a difficult task. He also praises the club for its ability to teach production and provide a network despite the challenges.
Both interviewees make sure to point out that the club is beneficial in some way regarding film production. But is this a biased view?
From looking at the photos provided of the one-light lighting workshop, along with the interview points about equipment and organization, it may seem that the club does not have enough profile/equipment to get a worthwhile experience. However when looking at the videos of the cinematography workshop, one can see a stark difference between amateur and professional, and how the workshop provides first hand experience with mentoring. Sometimes just getting people into a room and trying things out they can't do otherwise is just the right amount of organization. The workshop also provided insight into why equipment is scarce: its expensive and sometimes very difficult to use.
From the perspective of film students, some of the workshops and perspectives turn us away from wanting to be involved, while others make us wish we had joined sooner. The club is not perfect, but neither are the classes. Thinking about how they compliment each other, or how a simple lighting workshop may benefit someone who knows nothing about film lighting also helps our critique.
Our question is does QFPC benefit the Queen's Community? And the answer is yes.