Structure of 'V for Vendetta'

Act I
Set Up

• set in 2020, United Kingdom, the distant future
• ruled by a totalitarian government under the fascist Norsefire party
• main character, Evey Hammond
• Evey saved by Guy Fawks masked vigilante known as 'V'
• V takes Evey to a rooftop to watch the destruction of Old Bailey
• V takes over state television, exposing the lies of  Norsefire and urging the people of Britain to rise up against the oppressive government
• Evey helps V escape

plot point 1

• V brings Evey to his lair and urges her to stay in hiding
• upon learning that V is killing government officials, Evey escapes to a friend's house
• Gordon, the friend, satirizes the government on his comedy channel and is later captured and killed
• Evey is supposedly captured as well
• Evey is tortured and incarcerated for days for information regarding V
• Evey protects the identity of V till her supposed 'death'
• it is revealed that Evey has been in the lair of V all along, and that V has used this method to rid Evey of her deepest fears, freeing her

Act II

Confrontation (turning point)

• Evey initially hates V for what he did to her, but she soon realizes how much stronger and free in spirit she is
• V's various schemes cause chaos in Britain and the population grows more hostile towards Norsefire
• V takes preparation for the destruction of Parliament by handing our Guy Fawkes masks and rigging a train full of explosives

plot point 2

• V is wounded in a battle with Creedy, a member of Norsefire, and dies in the arms of Evey
• Evey then makes the decision to send the train rigged with explosives on its way
• thousands of Londoners, all wearing the Guy Fawkes mask witness the destruction of Parliament and Big Ben
• V is given a viking funeral

Act III

Resolution

19/9/11

We started off today's film class with individual presentations on the script ideas we had for our Film Noir unit. During the first half of the lesson, half the class presented their ideas to the rest of the group. Most of the ideas included classic Film Noir elements, such as the characters, plot, and genre. Most of the ideas presented focused on the theme of crime and thriller. Austin Wan's idea was especially interesting, presenting his working title 'The Spouse', which has a few twists in the story and also interesting character development.

We were then given a powerpoint presentation reviewing the genre and concept of Film Noir, along with an introduction of script writing and how a story is structured in a film. The basic structure of a film has a beginning, middle, and an end. The set-up includes the who and where of the story; the conflict includes the what (the obstacles the protagonist has to overcome); and the resolution includes the why (consequences are spelt out). Character development was also discussed in the presentation and we found out there were a few elements a character needed to be successfully conveyed in the film. Traits (the kind of person the character is); needs (what the character's problem is); and faults (what the character lacks). Without these elements in a character, there will be no story.

Miss Rosati then introduced us to a game in which the plot points and turning point of a story is revealed. 5 people were asked to sit in a row and tell the story of the '3 Little Pigs'. The person sitting at the beginning of the line would be asked to start off the narration of the story. Once reaching a significant point in the story, or a plot point, a transitional word would be used to transition into the next section. The person sitting in the middle of the 5 people would then reveal the turning point of the story. This exercise was particularly interesting as it revealed to the group a whole new concept in film and also revealed the hidden structure in a successful film. We repeated the similar exercise with the story of 'Little Red Riding Hood'.

Film Noir Brainstorm

Title: The Job

Plot Summary:

A detective comes out of a bar after having a drink and walks down the street at night. As he passes by an alley, he witnesses a woman being robbed by a criminal. Being a good samaritan, he rushes over and saves the lady. They share an intimate moment, the woman thanking the detective for rescuing her, then they go their separate ways. Further down the street, a car pulls up abruptly beside the detective and a few men overpowers him, knocks him unconscious, and throws him into the car.

The detective wakes up, sitting at a desk with his hands tied behind his back. A silhouetted face (The Boss) sits opposite him. They talk and it is revealed that the woman earlier was just a decoy, a test to see if the detective is up to the job. The silhouetted face then tells the detective that he has passed and he is then offered a job. The job is to assassinate a man(?). The detective is reluctant at first but the man persuades him(blackmail?bribe?reason?) and he agrees to the job.

The detective successfully kills the target and as he walks away, the lady that was seen in the beginning appears again. She is dressed like and has the air of the classic femme fatale and she raises a gun and shoots the detective.

-END-

Notes:

• black and white
• characters: detective, femme fatale, victim of detective, the boss
• ...

9/9/11

FILM NOIR

Analysis of Noir clip watched in class THE MALTESE FALCON

• Black and white
• Low key lighting, creating dark shadows on one of the sides of a character's faces, when a character points a gun at another character and shoots him, making them appear sinister and gives a feeling of macabre, very dark contrast
• Characters revealed, a detective, a detective who dies, a woman who needed help, the woman's female accomplice 
• Filmed in the genre of crime, drama, mystery, thriller
• Ominous soundtrack plays throughout the movie to convey suspense
• Filmed at a low angle
• Silhouette

Analysis of Noir clip watched in class TOUCH OF EVIL

• Shadows, especially when the bomb is planted in the car
• Whole first scene was completed in a single shot
• Conveys racial discrimination and injustice throughout the story
• A lot of background noise throughout the film, to further express the fast paced, hectic atmosphere
• Many shots were filmed at low angles

Analysis of Noir clip watched in class SIN CITY

• 'Sin City / Pleasantville' effect used, where only one color is accented in a scene and the rest of the scene is in black and white. An example would be the woman in the red dress and red lipstick standing on the roof of the building whilst everything else is in black and white
• Sounds of sirens and gunshots can be heard throughout the clip, which conveys the theme/genre of crime/thriller, which is a key factor of film Noir
• Made use of the inverted graphic silhouette effect

6/9/11

In film class today we continued on the editing of the challenge shoot. Having completed the basic assembly edit last class, all we had to do this class were to edit the cuts and dialogue to a finer point, overlap audio to create a better sense of continuity, add background music, and text like the title and the credits. The process of creating a finer edit of the film took most of the lesson to do. There weren't any real obstacles that we faced as the footage were all shot correctly, making it easy and straightforward to edit. However, one of the smaller problems that we faced were that during the production stage, we would film a certain shot a couple of times and Alastair and Riley would occasionally change their dialogue in the different shots that we did, making the editing stage of assembling the clips together a little strenuous. However, we played around with the audio and overlapping the images so that with good editing, we bypassed the obstacle and the continuity of the film turned out quite well. To further enhance the suspense in our film, we picked out a suspenseful soundtrack from YouTube and applied that to our film. We reviewed our film a couple more times to check for any errors, and we were done.

The group was satisfied with the final product as there were some great cuts and there was good continuity throughout the film. Also, the fact that the dialogue was edited so that it overlapped one another, also helped to hold the suspense and keep the audience on the edge of their chairs. One thing that we could have done to improve out film would be to have chosen the HD quality memory-based camera, as it would have significantly changed the quality of the image we shot.

1/9/11

Today was the day of the challenge shoot. The challenge was to be able to complete filming a scene of a student cheating and another student accusing him, along with generating a simple assembly edit within the time period of one class. We were given brief instructions as to what the dialogue was and which shots to utilize in this short scene. Then we set of to do the filming.

The first thing we had to do, after gathering all necessary filming equipment, such as the camera and the tripod, was to find a suitable location. We first scouted around the literature floors but we were denied access to any of the classrooms as the teachers feel that we may be disruptive to their classes. Our group finally settled down in the library. We thought this was a good filming environment as the area was quiet and calm, so that we would be able to hear the dialogue of the actors clearly. After establishing the filming location, we set up the equipment to film. This was when we encountered another problem. We have discovered that we took the wrong camera, which was the cassette tape based camera, instead of the memory based camera. However, we decided to bypass this issue as the time limit was tight and we did not have time to go back and swap the camera. As two members in our group has had previous filming experience, the shoot went smoothly and successfully. There weren't any major disagreements on the setup of the shots and we worked cooperatively to get the job done.

Once back in the multimedia lab, we imported the footage captured in the camera into the computer via firewire cable. As we have been using the cassette based camera, the importing process took longer than if it were a memory based camera, and we discovered that the video resolution was SD, instead of the HD quality that the memory based camera offers. Once we had all of out clips imported into the computer. We scrubbed through the whole sequence and isolated the takes that were the most suited for editing, and getting rid of the excess takes. We then used the basic tools in Final Cut Pro of cursor and razor to cut and assemble a basic assemble edit in which we completed right before the lesson ended.

I thought this was a productive class and we have spent our time wisely in organizing the time we spent shooting and the time we spent editing. We have also been very cooperative and that has made the process a lot more efficient. However, we could improve on being more responsible in a sense that we would double check that we have the correct equipment before setting out to film. Something to keep in mind for the future.