on the fourth page it shows the student walking towards the wall and sitting on the ground but it also has the 150 degree rule when the camera is following the teacher pointing at the wall.
When planning for what camera shots we were going to do we decided that we would start with a long shot, so that you can tell where the situation is being taken place, and so you can fully see the body language of the teacher, because he was waiting for the student, you can see both his face expression, and his body language, and seeing both of them you can properly see how he felt while waiting for the student,having it be a straight on, you can see more clearly how he felt.
On the second shot is a straight on of the clock, because the scene before was a straight on, you can tell that is what the teacher is looking at, and it makes sense that he is looking at the clock while waiting for the student.
Moving on to the third scene, you can see the student walking fast towards the door in a mid shot and having it as a mid shot and a straight on, you can see the body movements properly and at the same time you can see the students face, and you can see the students worried face expression, since he is late.
The next scene has a mid shot match on action by showing the student opening the door after he rushed to the door in the scene before, by having match on action it adds an effect that he is rushing and it adds excitement to the scene.
In the fourth scene there is more match on action where the student opens the door and having a long shot so you can see the expression the student had on his face and when opening the door you could tell that he was rushing since he opened it fast.
The fifth scene has the teacher looking angrily at the student and it has a long shot with a straight on so you can see the surroundings and the anger that the teacher had, and having a straight on you can see that, that was what the student was looking at, and it adds an effect that makes you feel like you are the student.
In the sixth scene is a two shot that has the teacher looking angrily at the student, by having a two shot, you can see both the student's and the teacher's face expressions and how they felt at that moment, having the teacher angry, and the student worried makes it clear what is happening in the scene.
The next four scenes has close ups because all four of the scenes have the student and the teacher talking to each other about the homework, and by using closeups you can clearly see the fear on the students face, and the anger on the teachers face, and you can see exactly how they are feeling during the scene.
In the eleventh scene has the 180 degree rule and it has a mid-shot of the teacher pointing to the corner of the room, sending the student there, by using the 180 degree rule, you can see where the teacher is actually pointing.The 12th scene has a close up of the student being shocked that he has to go the corner, again by having a close up, you can see how the student is feeling.In the last scene there is a long shot of the student walking to the corner then sitting down, having a long shot lets you know his surroundings, and when he actually sits down there is a high angle on him, to make him look weak at the end, and having him be in the corner makes it clear that he is sad at the end of the film.
The mise en scene we used in the film was used through the costume and the location, we made the student wear casual clothing so that he will look like an actual student and the teacher was wearing a shirt so that he actually looked like a teacher, having the costume helped the actors fit their roles better and you can tell who they are supposed to be, we set the scene to be done inside and outside a classroom, since being in a classroom fits the situation perfectly. Having the film be set in a school will make sense to the audience watching because if the film was going on in a place such as, in a park, it would confuse the audience. We chose to spend most of the film be shot in one of the media classrooms because the room was a perfect place to film since it had the right props in the right places, such as the boards and the tables.
The music I chose to use in this film was a piano cover of the "five nights at freddy's song by the living tombstone", the reason why I chose it is because it is a upbeat song that has a cheerful theme, having a cheerful song fits the short film, since the film is supposed to be humorous, having a happy song makes it more cheerful for the audience watching. When we chose to pick a song for the film, we decided that we should chose a piano song that had an upbeat sound to it so that there would be more for the audience to enjoy. When the film starts, the music will play but it will start two minutes and twenty eight seconds into the song, since that is when the upbeat part of the song begins, and the music fits the film perfectly since at the beginning the teacher is waiting and the music is not very upbeat at that moment but then it gets upbeat and at the same time the student is running, so the music fits the scenes perfectly.
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