Animatic Evaluation - Teacher Feedback

    Animatic Evaluation - Teacher Feedback


One issue the department had with our animatic sequence was the number and pace of shots; despite the images being photos and not moving, there were too few and they lasted too long on screen. This was unrealistic to what we would expect from a similar sequence in real media, or our envisaged final piece. Our shots also did not illustrate much movement, as our actor did not seem to be in a dynamic pose and instead looked static, which slightly confused the animatic amongst high tempo music. Although we did not have the location at hand for this part of our planning much of the action shots were taken in a straight corridor. It was difficult to work with the environment available in a school but changes in shot and direction may have needed implementing in order to be more like what we aim to achieve when we shoot our film intro. When discussing this it was made clear that mapping out a route to film in the actual location was something we needed to do, to plan more thoroughly in order to have a greater confidence in our shots.


Another imperfection fed back to us was the brief lapse in continuity between a small number of shots, such as where the protagonist opened the door - but this issue was very small as our experience of shooting and editing continuity is sufficient to make the sequence flow in film, as we worked hard on this during preliminary work. It was well pointed out that our dialogue requires some development as it appears to be filling the time fairly repetitively rather than contributing significantly enough to the narrative and establishing characterisation - but this is something not too difficult to appease as a group. More titles of accreditation were needed, for example one or two more actors' names and an executive producer included in order to be closer and more realistic to convention in films. As well as this, a working title of the film yet to be in place was a small issue, to which we added on 'Deception' at the end of the sequence to appreciate the potential impact a title has, regardless of whether we have to confirm ours at this stage in development. The teachers also felt that a second style of music may be needed for the latter part of our sequence (inside the house) as they felt the track's pace did not quite match anymore after the protagonist's running ends.

Overall the feedback we received from our teachers was constructive, and invaluable in helping us to move forward with our project. They fed back on technical and practical aspects that we may not have picked up on, but were happy with the animatic as a whole as it showed them our ideas could potentially work if we responded sensibly to their comments.