Editing and creating the soundtrack

Within the next 3 lessons we dedicated our time in editing the opening sequence and creating the soundtrack. We all decided that during the titles we wanted a soundtrack that represents the genre and also the idea of spy's. This idea was influenced mainly by the Kim Possible theme tune. The editing was quit easy due to the fact we had already storyboarded our opening sequence so we just had to spend the time creating what we had planned and developing our use and knowledge of the software.

First of all Sami imported the footage we filmed while I started on creating the soundtrack. We spent all of the lesson focusing on our own tasks, but we swapped tasks the next lesson so Sami was then doing the soundtrack while me and Steph started to edit the footage. This enabled all of us to use all the different software and contribute to all aspects of creating the opening sequence.

First filming lesson

In today's filming lesson we managed to film all the footage we needed for our opening sequence. We also managed to find a classroom to film in rather quickly too which enabled us to start filming more swiftly.

We used a science lab to film and the people we were going to film was all rather keen to get started. We worked well as a team so the filming was done quickly.

We stuck to our filming plan though by filming all the scenes with the extra classmates in them then after we had finished that we then filmed the scenes with just the two main characters. Overall, this worked well and enabled us to finish all the footage in that one lesson.

We included all the shots we had plan to use and all the characters worked well as well as the use of location and all the probs.

As we have finished filming our footage this lesson, next lesson we are going to concentrate on editing the clips in the correct chronological order and also to keep up to date with the blog.

Planning the filming lessons

We have overall 3 lessons to film our material for our opening sequence. 

In the first lesson we will try and shoot all the footage located in the classroom and the shots that include the extra classmates. This is due to the fact we have 3 extra people helping us out in their free to play the class mates and they are only available this lesson which means all the shots in the class have to be finished by this lesson. In this session we will be located in a free classroom. Most of the props we need will already be located in the classroom such as the white board, tables and chairs. The extra props we need to supply are text books, coats, bags and books for the school classmates. We also need to supply a watch which is our main prop.

In the second lesson we will concentrate on shooting the two main characters in the beginning scene such as them running down the corridor. Both of the main characters are free on our second filming lesson which enables us to use them and concentrate on these specific shots as we don't need the extra characters. We are planning to shoot in the same classroom as the first filming lesson and also one shot will be located in a corridor. The same props will be used as before too. 

Pictures of our storyboard, timeline and shot list.



Storyboard- Page 1





Storyboard- Page 2





Timeline of our opening sequence.




Shot list









Inspector Gadget Opening Credits

Inspector Gadget opening is created using CGI animation. This makes the audience wonder what the film will be like. The animation is of metal springs, cogs, springs and other things related to machinery. As the sequence progresses the animation shows the letter G for Gadget.
The soundtrack used is upbeat which lets the audience identify the genre of the film which is adventure and action. The lyrics within the soundtrack are the title of the film and the main slogan ( Go Gadget Go )
The credits are presented in this way because then the audience can relate the main characters with the metal and gadgets shown in the  opening sequence almost immediately and they will draw the audience in from the beginning because of the mystery of the cogs and springs and how they will link in with the film. 

Analysis of Childrens Film Opening

The first thing we hear is quite upbeat music which could be identified with adventure as it gets more intense as it progresses. From this the audience automatically guess that the film is going to be an adventure. The use of the black background and white text for the opening credits gives the audience time to think about what the music means and which character they're going to meet first. As the opening scene progresses the music cuts out once the title of the films is shown, this builds tension for the audience about what will happen.
Once we meet the main character, the dalmatian dog, a different sequence of music starts. The music is upbeat and light. The music plays as the dog is going around the house doing chores for his owner. The music almost shows the smartness of the dog and also the loyalty he has for his owner. We are introduced to the dog's name as he turns the computer on.
The dog's bark shows us that it is his name. The atmosphere created by the sounds and music is happy and before watching the rest of the film the audience could identify that the film will be an adventure about the dog. 

BBFC Requirements

Definition: 
No special effort is made to make the film appeal to other audiences.


- Does this happen less nowadays?
            - Yes, because in films like "Shrek" aim some jokes to the parents and adult that may
               be watching with children. 




Children: Under the age of 12
- Teens have different tastes
- The films need a U or PG


U = Universal: 
- Suitable for all over the age of 5
- Positive moral framework
- Offer reassuring counter balances to any threat / horror / violence
- Suitable for children to view above


NO: 
- Bad language or discrimination
- Drugs (unless educational)
- No emphasis on realistic or accessible weapons
- No sexual content - kissing & love


PG = Parental guidance:
- Suitable for 8 or above, parents should consider if it's suitable for younger
- Discrimination only for educational purposes
- Drugs must carry anti drugs message
- Horror - short & not intense


Some mild bad language. More grown up themes
eg. Domestic violence - will be strongly negatively portrayed