Tag Archives: Editing

Final Cut Pro X

Emelia and I will be using Final Cut Pro X to edit our film opening. Here is what Emelia found out about this software…

“The software that we used to edit our film on is called Final Cut Pro X and it allows you to import and export video and audio clips and layer them to create a professional quality film.


Final Cut Pro X has many features such as:

  • Unlimited audio tracks – This feature allowed us to layer multiple pieces of audio in order to create the right atmosphere for our film.
  • Various editing functions – such as; standard ripple, roll, slip, slide, scrub, razor blade and time remapping.
  • Transitions –  We used several transitions in our final product in order to create a smoother running film and make it more aesthetically pleasing.
  • A variety of filters – We looked through several filters in order to find one that portrayed the correct mood at the correct time. We found this feature really interesting and useful.

One of the most useful things that we discovered on Final Cut Pro X was the stabilization tool. This allowed us to limit the shakiness of the camera which was especially helpful because the ground where we were filming was unsteady and the bike method that we used gave a little bit of shake. However this helped to make our filming look much smoother.”

Emelia and I used Final Cut Pro X when making our music video for GCSE and for the various Preliminary Tasks for AS Level. Because of this, many actions came back to us and so we managed to work quickly and efficiently with the programme. However, just before editing Emelia and I watched a short tutorial on how to use Final Cut Pro X in order to remind us of the key functions and how to use the software to it’s best capability…


Emelia and I have decided to try and create the dandelion ident first as we feel as though it will be the easiest to create. We have chosen to create the ident through animation. In order to complete this, we are using an application called Motion. Motion is used to create create and edit motion graphics, titling for video production and film production. Unlike Final Cut Pro, I have not used this software before and have heard that it is quite tricky to get your head around. Because of this, I have watched a couple of introductory tutorials in order to reduce the amount of time wasted in lessons. This will also hopefully help me to create our idents to the best possible quality. 

Lucky You: Our Attempt…

Similarly to before when we recreated the opening to Reservoir Dogs, we were once again given the task to replicate a movie scene from “Lucky You”. Rather than working as a class, this time around we were put into groups. I was put into a group with Emily Jackson, Kieran Cross and Emelia Rodgers.  Unfortunately, I was off school on the days where my group planned and filmed the recreation of this scene due to illness. However, I was back for the lesson that we were given to edit. In this lesson, I was partnered up with Kieran. We found the given time period of one lesson to edit extremely difficult as not only did we have to edit the footage, Kieran had to explain to me what was going on! When watching the final, edited piece of footage you can tell that we were extremely rushed as there are many problems and issues. Firstly, there are many issues surrounding the audio. When editing, Kieran and I found it extremely difficult to find the correct pieces of audio for the correct piece of footage. However, we tried our best in the given time period. Another problem is the positioning of Kieran’s eyes. I was told that when filming, the script was written on the board behind as a prompt. When I was told this, it became clear that Kieran was reading the script off of the board when filming. There are various other problems with this recreation, however, with more time I feel as though Kieran and I could have done a much better job…

Conventions of a Thriller

I created a Prezi presentation in order to display the various conventions for a film in the genre of Thriller. Click below, on the image, for the presentation…

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Emelia and I will use this research in order to create our own thriller as accurately as possible. We shall also keep these conventions in mind when planning how to film, edit and put together our film.


Section A of exam…

Discuss the ways in which the extract constructs the representation of sexuality using: Mise En Scene; Camerawork; Sound Design; and Editing… 

The television drama extract from ‘Fingersmith’ uses various techniques within: mise-en-scene; camerawork; sound design; and editing in order to represent the sexuality of the three different characters shown in the extract: Miss Maud; the servant, Sue Trinder; and the gentleman, Richard Rivers.

The extract began with a short scene in a dressing room. Miss Maud is shown to be dressing and helping her servant. The scene uses a two shot in order to show the two ladies looking at their reflections in the mirror. These two characters have been positioned into the centre of the shot; this displays to the viewers that these ladies are the main characters but also portrays the close relationship between the two, which later is revealed to be closer than anticipated. The scene begins with a piece of narration from Miss Maud describing the beauty of the other female shown in the scene. The fact that Miss Maud speaks these opinions in a narration, not out loud, displays that these are the hidden and secret homosexual thoughts in her head that she can not expose. In this scene Miss Maud is shown to be wearing a white dress. The colour white is often thought as as the colour of innocence and purity. At the time that this television drama is set, the Victorian era, homosexuality of any form was seen as hugely immoral and a sin. Homosexual people were looked down on in society and because of this people often hid their sexuality and pretended to be heterosexual, pretended to be someone else. By wearing the innocent and pure colour of white, Miss Maud is shown to be encaging, restricting and covering up her true homosexual emotions. During this scene, positioning within mise en scene has been used in order to display how Miss Maud thinks of herself and her priorities. When the two women are shown stood in the mirror, Miss Maud is standing behind her servant, Sue Trinder. This could be seen as unusual because surely she should be seen as more important due to the social hierarchy of the time; however this displays how important Sue really is to Miss Maud and how much she admires, cherishes and arguably loves Sue. The positioning could also display that Miss Maud is not true to herself and does not respect herself due to her true homosexual feelings. The mirror is fairly dusty; this dirt on the mirror could represent the negative views of homosexuality of the time but could also portray that Miss Maud’s dream of having and loving Sue is distorted, unlikely and negative. During this scene the non diegetic, composed score is fairly graceful and buoyant. The sound design is used in order to show the audience how Maud feels when being herself and how happy and at home she feels with her love. This graceful music is contrasted to the exaggerated diegetic sound of the heavy breathing. The heaviness of the breaths indicates that Miss Maud is somewhat nervous around her lover and displays that Maud is scared of her true feelings and the consequences to them. However, the heavy breaths could also indicate the heart beating faster around Sue’s presence due to Maud’s admiration of her; this is because when the heart beats faster it needs more oxygen… meaning heavier breaths are required.

The programme then fades into the next scene; this transition could have been edited in in order to show that Maud can not live her life displaying her true feelings. She must fade out of her dream world and fall back into reality. The scene faded into shows Miss Maud in some form of dark office. The dark lighting to the room could display how gloomy Maud’s life is when she is trapped in her feelings and forced to live life as a different woman. This shorter scene shows the contrasts between Maud’s life when she is being herself and when she is hiding her true feelings. The contrast of lightness and darkness displays her two forms and how they make her feel. The simple, elegant and spacious room from before compared to the busy, smaller and murky room of this scene also displays the simplicity and joy of her life, compared to the complicatedness to a life made up on a lie.

The next scene is located in a bedroom. In this bedroom the two characters are shown to be in bed. The wide shot is used in order to display the two women’s full bodies in the bed and the connection between the two. The fact that the two are shown to be in bed together immediately gives connotations to sexual connection between the two characters. In the same shot, Miss Maud is then shown to almost touch the other female character in areas of the body often related to lust and sexual activity. The two characters are shown to be wearing white, thus displaying the cover up of innocence once again. Miss Maud’s hovering hand over the intimate areas of the other female is override by a white glove. The glove could be acting as a barrier in order to stop Miss Maud from releasing her secret to the world. The whiteness of the glove once again shows that Maud is covering up her, then seen, embarrassing and dirty secret by using an image of innocence and purity. The romantic, composed score playing in the background of the scene further displays the sentimentality between the two characters.

The programme then transitions into a new scene, outside. The environment is displayed as sunny, bright and full of fresh green vegetation. Miss Maud is shown to be painting her lover whilst she sleeps against a boat. In this scene a new character is introduced, he is a male and is wearing dark and black clothes. These colours in contrast to the pure white colour of the women’s outfits display that he is in no way pure but rather dirty as the audience later learn. The mise en scene location of nature, which is displayed through the varying camera shots, alongside the nature related diegetic sounds, such as the chirping of the birds, suggests that Maud feels most comfortable, ‘normal’, and peaceful in her true feelings. The nature related noises also represent her mood as they increase in tempo when her fear increases but decrease in tempo as she becomes more calm and focused upon Sue. A close up shot of Miss Maud’s face displays her concentration upon the woman. Her eyes seem alive and located on the woman only; this in itself displays her romantic feelings towards the woman as she sleeps and is unaware alike everyone else. The camerawork then uses two close ups in a sequence of shot reverse shot in order to display to the audience the intentions and homosexual thoughts of Maud. The close up shots display the breast area of Sue and her hands in her lower region suggesting sexual tension. The close up shot of Maud’s reaction in-between the two displays her sexual intensions and what she wants. Maud is shown to be fixated by the body of the other woman, so much so that red paint falls from her paintbrush onto her skirt. The colour red symbolises love and lust; therefore representing the feelings Maud has towards her female associate. However, red can also be related to danger; this direct link to danger portrays how unsafe the sexuality of Maud is and how dangerous it could be for her secret to escape and her heterosexual act to fall just as the droplet of paint fell from the brush.The longer Maud stares at Sue with intimate intentions and admirations, the dynamics of the soundtrack increase. This could display that her feelings for Sue become stronger the more she attempts to suppress her true feelings. It could also indicate that she is scared of revealing her true self as the reaction of her loved one and others in society may be catastrophic. Towards the beginning of this scene the male character is positioned to be stood in the middle of Maud and Sue. This shows that he comes between the two, is what is keeping Maud away from her true love and displays a form of a love triangle. He is a physical barrier and is obtaining  accepted social views by doing so.  Miss Maud is shown to be sat in the shade, wearing a hat, under an umbrella. The shade represents the cover up of her secret… her life is dark when she is unable to be who she truly is and unable to be with the woman that she loves.It is then when the gentleman notices her intimate focus on Sue. At this point the tempo and dynamics of the composed non diegetic sound increases; this displays to the viewers Maud’s increasing fear as she realises that her secret has become exposed. As Maud notices that her secret has been revealed to the gentleman, the diegetic sound of deep breaths also increase as she is nervous of the upcoming reaction due to the taboo surrounding homosexuality in the Victorian era. Before Maud revealed her true feelings to gentleman Rivers, the length of shots was fairly long and slow paced; this reflected her comfort knowing that her feelings were a secret. However, from the moment where it is revealed until when gentleman Richard Rivers agrees to help cover up Maud’s secret, the length of shots become much shorter. There are also many more shots. This fast pace adds a sense of chaos and the contrast of editing displays Maud’s fear of her secret being out. As the male character approaches Maud with an aggressive trait, all sounds included in the scene are amplified in order to display her increasing fear. Maud is then pulled out of the shade by the gentleman and during this swift and aggressive action her hat falls off. This shows that as she is brought into the sunlight her and as her hat comes off her secret is now no longer a secret and so Maud is who she really is. The true Maud has stepped into the bright, real world. From here, the music stops. Silence can be very powerful and has been used within sound design to show that her secret is not now close to being revealed, it is revealed. The silence is also tense and so represents the atmosphere as no one knows how the upper class, Victorian gentleman will deal with a sinful lesbian. It is eery and produces a sense of discomfort. The two characters then share dialogue which displays the gentleman verbally attacking Maud for her feelings and referring to Sue as a “fingersmith”. A fingersmith is a thief or pick pocket. The use of this phrase to describe the love of Maud’s life shows the jealousy of the heterosexual gentleman who clearly is in love with Maud. It could be argued that he believes the fingersmith is stealing Maud away from him. The gentleman then drags Maud toward a tree, then holds her up against the trunk. The forcefulness could represent the strict rules, judgement and views of society in there Victorian era forcing women with theme emotions to act as ‘normal’, heterosexual. Shot reverse shot is used within camerawork in order to display the expressions of the two characters and to show the discomfort felt by Maud around Richard. This shot reverse shot also displays the two opposites of sexuality appearing in this scene. The heterosexual man is positioned to be higher up than the homosexual woman; thus displaying the views of the time as heterosexuals looked down upon homosexuals as vile and wrong. The silence is still present which adds further tension to the scene. This silence is then broken by an awoken Sue as she can not find Maud. The speech and diegetic sound of Maud suddenly becomes much more frantic as she is close to her lover finding out the truth. This is when the music begins again as the gentleman begins to smother Maud with his affection through sexually related acts. The composed score is eery, uncomfortable to listen to and fairly mysterious; this portrays how Maud is feeling through to the audience and allows them to feel sympathy towards her. Gentleman Richard Rivers is denied a kiss from Maud as her feelings for Sue are true and although she may be able to act heterosexual, this would be taking it too far. As he leans in for a kiss, the shadow of the gentleman covers Maud; this displays that she is once again retreating to her fake and dark life and keeping the secret hidden. The camera then changes to a mid shot revealing the males face infant of Maud’s middle section of body. This section reveals the areas of intimacy and the shot displays the face of the man focussed onto it; this displays the sexuality of the man as he forces himself upon Maud with determination to have her. An aspect of mine en scene that also displays the two sexualities is when Richard Rivers takes off the white glove from Maud’s fragile hands; this could show that he is now in control as he has removed her barrier and is able to control her sexuality of the real world as he wants her for himself. It also shows that he is taking away her innocence as he further carries out sexual related acts. He then licks the hand of Maud. Sound design uses an exaggerated diegetic sound in order to make this even more uncomfortable to watch; this represents the discomfort felt by Maud in the situation.

The extract then fades into the last scene which is located once again in a bedroom. It begins with the a mid shot displaying a topless woman with her back facing the camera. She is positioned in the centre of the shot therefore displaying that she is all that Maud thinks about and is also very important to her. Infront of her, but behind from the view of the shot, there is a burning fire. The fire is a producer of light and so this aspect of mine en scene could portray that being honest with this woman could lead her into the light, could lead her into having an improved life. On the other hand, fire is often related to danger and so this could once again be portraying that Maud’s feelings towards Sue are dangerous and would lead to unknown consequences. The scene has been edited so that it is in slow motion as Sue undresses. This shows how this is almost like a dream for Maud, it displays what she wants in her ideal world but what she can not have. How she can only have Sue in her dreams. On the other hand, the slight blur and slow motion of the scene shows the confusion of Maud surrounding her feelings but also how in the Victorian times homosexuality was seen as wrong and as a distortion that many could not understand. The final shot of the scene shows Maud laid in bed once again with Sue. However, this time she is positioned to have her back facing away from Sue. This could be due to her discomfort from her smothering of gentleman Richard Rivers or because she is trying to suppress her true feelings. On the other hand, a close up shot reveals the worried expression on Maud’s face as she holds the covers over her mouth; this could show that she feels ready to tell Sue about her true feelings but has the cover, representing society, acting as a barrier to stop her. The final part of the scene uses diegetic sound for a short piece of dialogue. The dialogue is muffled due to the cover being over her mouth;  however it could be argued that Maud mutters the words “tell me”; this selection of words could display that Maud is wanting Sue to share her secret love which displays that in the Victorian era many woman had to lie and lived different lives to the lives that their hearts desired. On the other hand, the use of a muffled diegetic sound rather than a clear one could represent how the judgemental restrictions of society muffled the lives of these homosexual women and made them too nervous to speak the truth and act upon it.

The television drama extract from ‘Fingersmith’ uses varying techniques in order to represent sexuality. Two forms of sexuality are displayed alongside one another as the male is in love with Maud due to his heterosexual desires whereas Maud is in love with Sue due to her homosexual desires. Mise en scene, camerawork, sound design and editing are all used in order to represent these two sexualities and the taboo surrounding homosexuality during the Victorian era. Homosexuality was seen to be a sin, not morally correct and looked down upon by the heterosexual people who were confused as to why people would want to be different.

Reservoir Dogs – A Class Task…

We were given a task as a class to remake a section of film from the opening of Quentin Tarantino’s film… Reservoir Dogs. Due to the small size of our class we worked together as one large group in order to try and re create it as specifically as possible.

Reservoir Dogs is a Quentin Tarantino film which was released on the 23rd of October 1992. It is an action thriller and created US$2.8 million in the box office. To start off with, we watched a portion of the film in order to get a sense of what it is about. We were then shown the part of the clip that we would be recreating. We would begin at the end of the scene in the cafe and finish at the end of the opening titles. Here is what we had to re create…


Firstly, we had to carefully plan out everything to do with our film as we would only have one lesson, 50 minutes, to film. We had to plan our roles within the video, the location where we would be filming, the positions we would have to stand in, the actions we would have to do, the camera shots and movements etc.

When watching the extract we assigned ourselves different tasks to carry out so that we would have as much detail as possible. We made storyboards, noted down the actions of the characters, noted the appearance of the characters, noted the script and of course planned out the camera shots and movement.

Next, we had to assign members of the class to different members of the Reservoir Dogs. To do this, we found out who would be willing to participate, looked at each character individually and matched a person to that character as best we could. The roles were as follows…

  • Mr White (originally played by Harvey Keitel) – played by Adam Zayee
  • Mr Orange (originally played by Time Roth) – played by Owen Timmins
  • Mr Brown (origionally played by Quentin Tarantino) – played by Me, Emilia Pearce
  • Mr Blue (originally played by Eddie Bunker) – played by Grace Clayton
  • Mr Blonde (originally played by Michael Madsen) – played by Katie Kitchen
  • Mr Pink (originally played by Steve Buscemi) – played by Kieran Cross
  • Joe Cabot (originally played by Lawrence Tierney) – played by Millie Stanbridge
  • ‘Nice Guy Eddie’ (originally played by Chris Penn) – played by Sean Stubbs

Next, we had to plan what we would be wearing. In the film, the characters are mostly wearing black blazers, white shirts, black trousers, a skinny black tie and some wear sunglasses. To achieve this, we wore black trousers/jeans, our school white shirts, skinny black ties, and a males blazer from school. The characters that needed to also brought in sunglasses. The character of Nice Guy Eddie however does not wear this. Because of this, Sean had to buy a blue jacket and a gold chain. He paid close attention to the small details and also drew on chest hair! The character of Joe Cabot also did wear the classic black suits in the film. In order to fit the scene as close as we could, Millie Stanbridge wore a polo neck and high waist trousers. Obviously, quite a few of the roles were being played by females and this is not accurate or similar to the film. In order to get over this as best we could the girls who needed to drew on moustaches and beards. They also tied their hair up in order to best fit the authentic footage.

In the film footage some of the characters are seen to be smoking. As we were on school grounds, we could not re create this as effectively. Emelia Rodgers managed to acquire a cigar; however, she was absent due to illness on the day of filming so we had to improvise and roll up some brown cardboard. We also did this to recreate the cigarette as we could not smoke in real life.

Next, we scouted for a location best fitting the location of the film. When exiting our school grounds there is a section which contains two brick walls and a road. For the beginning of our remake we were able to film in the school canteen. These two locations were good as we could easily move the dolly and camera; however, in the driveway of the school we were often interrupted by cars entering and leaving the school which meant that we had to move our filming equipment.


Arguably, the filming aspect of the task is where we let ourselves down. Initially, we were only meant to film during one lesson; this is a 50 minute time space. However, we were unable to complete the task in this time frame and so we had to film over another lesson as well. We had to get changed, draw on beards, set up the cameras, be in the correct positions and obviously film in the short time frame. This mixed with people disagreeing with aspects to the filming led to the time being pushed.

Firstly, we decided to film the scene in the canteen. We decided to do this part first as the canteen would have been used by other students in the school later on. We also began with this scene as it was arguably the easiest scene to get right. We camera did not need to be moved and the positioning was fairly simple. We all agreed on the positioning and actions straight away and carried out the first scene fairly well and accurately.

Next we filmed the scene of the Reservoir Dogs walking against the brick wall. We carried this out in our first session by using a dolly and crab shot. This is where we all began to disagree. The people who had originally noted down the positions and actions left their notes in their folders in the media room. Because of this, we had to position ourselves using a clip of the opening titles on Millie’s phone. The first time we filmed this, we changed positions a lot. We all got in our positions and began to walk, Emily then moved the dolly with the camera facing us as a crab shot. This resembled fairly closely how the scene took place in the opening scene. However, we soon realised that it would be much more practical for further filming if we filmed from the other side of the pathway. By doing so this would match the scene from the film much more accurately also. We knew that we would have to film the scene again. We did the same as before but from the other side of the pathway.

The next aspect of the scene to film were the various close ups. This is where we let ourselves down the most. As people had varying opinions on how to film, we ended up filming with the camera on a tripod rather than a dolly. Because of this, the close ups were not as close to the shots from the film as it was clear that the characters were not actually walking in ours. We did this to save time; however it would have only added a few minutes to get it right. We had the camera on a tripod infant of the characters. During the shot, the characters waled on the spot to make it look as if we were walking. This looked unrealistic and somewhat reduced the accuracy of our film. We focused on the positioning and managed to get the correct characters in each shot just like the original close ups; however on a couple of the shots we characters were on the wrong side and so I had to flip the shot in editing.

The final piece of the opening titles needing to be recorded was the end where the Reservoir Dogs are shown to be walking away from the camera. For this part of the scene we focused on the positions and managed to fit them fairly well. We placed the camera on a tripod behind us in the driveway. We then walked into the distance as a group like in the film.


The editing aspect to the task is the part that took me the longest. It was also our last chance to get our footage to match the footage from the film as accurately as possible. To edit we used the software, Final Cut Pro X. We have used this before and so I was comfortable with using the software once again and rediscovered aspects, such as the marker,  from when we edited our music videos for GCSE.

Firstly I had to download the footage, I then opened this footage in Final Cut Pro X. I then found the original part of the film that we were re creating. I needed this to use as a guideline as I wanted to get my version as accurate as possible. With help from Bryony Grant I opened up the original opening titles alongside my version on the viewing screen in Final Cut Pro X. This was really useful as it meant that I could fit the two versions as exactly as I could. Next, I began to find the correct footage and crop it down to fit. To get the exact footage was hard as ours was of varying length and accuracy to the film. I found it hard to find the correct pace of slow motion and whenever I changed my mind and changed the speed this of course altered the rest of my footage and where it is placed. I also had to flip a couple of pieces of footage as the positioning was not correct. Although this somewhat distorts the geography and location of the shot, so far no one has noticed! I then had to add in the transition of darkness from the canteen scene to the walking scene. I also had to add a black screen for the credits. Once I had matched all of the footage up, I muted all of my footage so that it would not effect the soundtrack from the original. The music helped edit as the different shots often changed with the beat of the song and so it ended out more accurate.

The trickiest part of editing for me was when we had to add the text for the credits, titles and names of actors. In order to get this as accurate as possible I researched the font which is… Garamond and Palatino. I then had to find the perfect colour. To do so, I used the tool that allows you to use the colour of a selected piece. I used the original footage to select and so the colour is as similar as possible. I then had to use shadows and text outlines in order to get it the same as the original one. I also found it difficult to get the end titles to rise to the correct positions.

Finally, I had to select the correct options so that ,when playing, my footage would be shown but the original soundtrack would play. Here is my final artifact…

We encountered various problems with this task. Firstly, we were working in one large group and so there was a huge mix of opinion which led to disagreements. This also caused chaos and a lack of organisation. Another problem was that we did not film the shots for long enough, if we had then we would have had more freedom with the editing. When filming in the driveway, cars kept on driving in and out of the school; this meant that we were constantly moving all of the equipment. When filming the close ups, it is obvious that we are walking on the spot, if we were to do this again we could put the camera onto the dolly and move with the characters to improve this. If we were to film this again, we would also have tho focus on the continuity of our filming… In this version our characters are shown to be walking one way in the opening scene yet walking the other way at the end! Although there are many negatives to our remake, I am happy with my version and had a lot of fun making it!




Holmes Under The Hammer

Discuss the ways in which the extract constructs the representation of ability/disability using the following: 

  • Camera Shots, Angle, Movement and Composition
  • Editing
  • Sound Design
  • Mise-En-Scene

In order to answer the statement, we watched the first 2/3 minutes of the first episode (Study in Pink 01×01, 2010) of the BBC drama Sherlock.We were put into groups of 4 and we all shared our ideas with each other.


The extract that we were shown is of Dr. John Watson (pictured above on the left, played by Martin Freeman) dreaming about his past in the SAS. He is shown to be distressed by these flashbacks which suggest some sort of mental disability such as Post Traumatic Stress Disorder. He then wakes up and is shown to have a walking stick; this displays the physical disability that he has gained from his experiences in the war. We then see Watson with a therapist who suggests to him to write a blog about what occurs to him in his everyday life. John Watson sees this as pointless because “nothing happens to [him]”. However, this is ironic as this then leads to the first episode where he meets Sherlock Holmes, played by Benedict Cumberbatch.

Camera Shots, Angle, Movement and Composition

There are various ways in which the extract uses camera shots, angle, movement and composition in order to portray ability/disability.

The extract begins with a dream/flashback of John Watson fighting in Afghanistan in the SAS. This dream is displayed by using point of view shots. By using this type of shot, the viewers can see and experience what John had previously experienced with his time at war. The shot also displays that this part of his life is still present in his mind and he is unable to disconnect himself from this part of his life. He is unable to leave the soldier part of himself behind and experiences PTSD firsthand as a result of this. For the duration of the dream, lens flare emphasises the hardships and reality of war that is constantly replaying in the mind of Watson. The flashback scenes are filmed using a handheld camera; the unstableness of the camera represents how unstable Watson is mentally… his mind is all over the place.

After the dream, the extract cuts to a birds eye view shot of Watson in bed. The shot enables the viewers to be looking down at Watson. The composition of the shot shows him in the centre, these two features put together display his vulnerability to the ‘real world’. The shot could also be viewed as fairly voyeuristic; this also backs up his vulnerability. The audience then see John Watson sat upright on his bed in his dull bedroom. The shot shows Watson isolated in the dull room, this displays his isolation and vulnerability from the outer world. It also displays that he is separated and unable to connect to anyone. The camera then dollies out in order to display the rest of the room. This is when viewers learn that Watson is not only disabled mentally, but also physically. As the camera dollies out, a walking stick is shown. The walking stick is positioned to be across the room to Watson; the fact that he has it placed away from him shows his reluctance to help and to accepting that his life in the SAS is over. Following this scene, the walking stick is somehow shown in each camera shot. This reoccurrence displays the importance of the walking aid to Watson’s life and so emphasises his disability which was presumably gained from an accident in Afghanistan.

Watson is then shown to make what is presumably his breakfast. He brings out an apple and a mug of coffee. The camera has a shallow focus on the mug; this brings the audiences attention to the army logo on the mug. It also links back to the dream of life in the army that was previously shown and tells the audience that his mind is trapped in that way of life and he cannot let go of that lifestyle.

The scene then changes, Watson is now in a therapist’s office getting help for his mental disability. In the shot showing Watson sat down in the therapist’s office he has been positioned in the rule of thirds so that he seems to be separated from the surroundings; this shows how detached he is from the ‘real world’ and how he can not snap back or adjust back into reality. The shot is also filmed from a higher angle meaning that as the audience, we are looking down at him slightly; this allows him to seem more vulnerable and weak due to his mental and physical disabilities. It also suggests that this is how people in society view others with disability, society looks down on, judges and pities the vulnerable. When the camera dollies into Watson towards the end of the scene the audience are drawn in to focus on him and his emotions. The audience feel a sense of sympathy towards him and focus on him as he is the main character in the shot and scene.

Here is the mind map that my group produced in order to come up with analysis for camerawork…



The scene begins with the dream of Watson at war. In order to display how hard, fast pace, energetic, chaotic and active this event was, fast pace editing has been used. The more frequent shots match how chaotic and frenzied the war was and could also represent the mind of Watson now because of it. Watson is meant to be sleeping, the fact that his dreams are this upbeat and active whilst he is meant to be calm and relaxed show how much the war has effected his mentality. In contrast to this, slower editing pace is used to show the life of Watson in present day. This could suggest the slow pace of him adapting back into the normal world but cold also represent how before he was always active, running and never standing still compared to present day where he can barely walk to his walking stick; this shows how the disabilities from war limit him in his everyday life.

When dreaming of his lifestyle back in the war, cross cutting is used to show how distressing Watson finds these flashbacks and memories of his past. The scene displays footage from the war and then cuts to Watson breathing very heavily. This shows that even in his new life, flashbacks often trigger a sense of panic, horror and trauma showing that he is not coping with the terrorising images in his mind.

When Watson is shown to be on his laptop trying to think of something to blog, the audience can see his face in the screen. However, this then fades out into the next scene in the therapist’s office. Not only does the fade display the slow passing of time in his life now that he is disabled and alone, but it shows his lack of enthusiasm into attending the session. This reluctance displays his shame of his own disability and how he feels as though he needs to cover it up. The fade also shows his isolation from the outer world.

When Watson is shown to be in the therapist’s office, shot reverse shot is commonly used; this allows the audience to see the reactions of both the therapist and John Watson. The facial expressions of Watson display his discomfort and lack of social skill when trying to adjust back into civilised life. Even though both characters are shown through shot reverse shot, the therapist seems to have much more screen time then Watson. This shows viewers that she is comfortable in this situation whereas Watson is not as he is embarrassed by his disability and his mental disability is stopping him from opening up and becoming comfortable in the situation.

Here is the mind map that my group produced in order to come up with analysis for editing…


Sound Design

During the war dream there are many exaggerated sounds such as gunfire, shouting and screaming. These sounds display the chaos in Watson’s mind and the loudness could represent how much he wants his old life back. These sounds can be classed as diegetic sounds because even though they are being presented in a dream, they are meant to be purporting from the world of the film. Also in the dream there are a stream of echoes at the beginning; this displays the distortion and trauma of war and also show the echoes in his mind on a daily basis. Eery echoes are also often associated with being haunted and so it could be argued that Watson is being haunted by the echoes of his past. When the stress of the dream becomes too much for John Watson he suddenly awakes. As soon as he does this the extract goes silent. This noticeable juxtaposition displays the mundaneness of his life that his mental and physical disability has brought upon him. The clear difference also shows the contrast between his old and new life. When waking up from the dream, Watson is shown to be in a state of shock and relief. This is shown through the diegetic, exaggerated sound of his heavy breathing. The heavy breaths show the stress and horror of Watson’s past creeping up on him. This is the first moment in the extract where the audience sense a form of PTSD within Watson. On the other hand, the heavy breathing could be displaying how scared he is of adapting and adjusting to his new life. As soon as Watson awakes there is a slight, high pitched ringing sound, non diegetic, being played. This adds discomfort to the scene which shows the audience how he feels in his new life and within his own mind.

When carrying out actions such as getting the mug and apple in the scene, the sounds are exaggerated hugely; this shows that these are the most exciting things happening to Watson now that his life has been limited due to his mental and physical disability. They also emphasise how lonely he is and contrast to the previously exaggerated sounds in the war zone in order to show how his life has changed so dramatically. Whilst sitting on his laptop with the mug and apple, there is a distant car horn. This shows how isolated he now is and how disconnected he is from the ‘real world’. He then opens his laptop onto an empty blog page. In this same shot we hear the therapist speaking for the first time;this is a sound bridge and connects this scene into the next whilst showing that the two are connected and the blog will be vital to Watson’s recovery.

When in his therapy session there is no music in the background, there are also many pauses and silences. The silence gives the scene a very awkward and uncomfortable tone; this represents how Watson feels when talking about his mental and physical disability as he feels embarrassed and ashamed by them. The silence also adds to the reality of his disability. The therapist is shown to be starting conversation, asking questions and trying to prevent the silence. Dr John Watson seems reluctant to talk which further proves his shame of his disability and how uncomfortable he feels connecting to others as he has felt isolated for so long.

The music played in the background throughout is very mellow and minor; this mirrors the mind of John Watson and helps to portray to the audience how his disabilities make him feel. However, the mellow music is then hugely juxtaposed by the upbeat, forte, composed theme tune. This juxtaposition displays how John Watson’s life was before he managed to get over his sense of isolation and dis communication and before he became an associate to Sherlock Holmes.

Here is the mind map that my group produced in order to come up with analysis for sound design…



At the beginning, in the dream of Watson fighting back in Afghanistan there are many props to set the scene including: guns; army, camouflage uniforms; helmets; tanks; run down houses; camouflage netting; plus much more. The lighting is bright and all characters are shown to be active. All of this allows the flashback to seem not only chaotic, but exciting and adventurous. This is then juxtaposed as the audience see John Watson’s apartment for the first time. The room that Watson is shown to be in is dim coloured, plain, dimly lit and very simple. The contrast shows how his disabilities have taken the excitement and purpose out of his life and how he is so drained of energy that he does not bother to brighten up where he lives and decides to lead the most simple lifestyle that he can. When the scene shows the whole room, two bottles of pills are shown to be in the front centre of the rooms. This shows that these pills dictate his new life, just like his disability controls what he does, who he sees and how he sees life. The colour palette of the room is simple and somewhat depressing; this shows how the disabilities that he obtained from the war have made him feel.

When sitting in bed, Watson is displayed with a plain black background behind him. The background is representing how his life has turned upside down and is now dark and plain everyday. The bed that he is shown to be sat on has been neatly made; this is a common trait of army personnel and shows that there are some parts of his past life that will never leave him. The army and his disability will always be a part of him, he just has to learn to find a way to adapt and adjust back into normal life. The scene then pans to reveal the walking stick on the opposite side of the room. By using the rule of thirds, the audience are drawn to see it and the eyeliner between Watson and the walking aid shows how much he relies on it in his new life. The walking stick is from then shown in almost every shot. This constant appearance shows his dependence on the stick and how this is now a part of him that he will have to learn to live with.

When Watson takes an apple and a mug with the SAS crest on it, there are various ways of reading the items and how they present the disability of him. The two items contradict one another, the army mug is a souvenir of his past, exciting and adventurous life, whereas the apple is showing his new simplistic life he must lead due to his disability. The two together show that both sides of his life are constantly playing in his mind. Another way to view it is that the apple is used in order to relate to Biblical terms.The apple could be perceived as the fruit of life showing that Watson wants his old, fuller life back. Also, the dreams,flashbacks of war in Afghan and PTSD could represent the devil tempting him just like the devil tempted Adam and Eve in the garden of Eden with the apple.

Watson then goes into his draw in order to get out his laptop to try and blog due to the advice of his therapist. When taking the laptop out, a gun is revealed below it. These two objects show the two sides to his life. The laptop represents his new life as it directly links to his therapy sessions due to his disabilities, whereas the gun links back to his old life in the army and shows how he can not let go of his dreams and enter reality. They juxtapose the two lives that he is replaying.

Here is the mind map that my group produced in order to come up with analysis for mise-en-scene…


Here is the trailer for the episode displaying much of the scenes that I have mentioned in this post…