On Tuesday the 15th of September 2015, we were given an over view presentation on Soap Operas.
Soap Opera definition:
An ongoing multi strand narrative series, which focuses on a particular setting (e.g. East Enders - Albert Square, London), with realistic characters living their everyday lives. Each episode contains continuing story lines, with no closure.
There are a variety of themes incorporated into Soaps, such as Social class (I.e a characters life style and how they are brung up).
For example many of the characters in 'EastEnders', 'Coronation Street' and 'Emmerdale' are working class, as the majority live in attached houses, know everyone and spend a lot of time with friends and family at a pub.
Another theme includes Desire and Transgression. For example, a character in East Enders may have a desire to open his own business. Due to being desperate in wanting to earn enough money, he may turn to a loan shark, so he has enough money to invest in his business. However, as a consequence, he will owe the lone shark a lot of money.
He may not be able to pay it back and as a result may receive threats, be beaten up and loose his business.
Characters in Soap Operas often have a public 'self' (what they act like in front of friends or colleagues at work) and a 'private' self (who they act like, when they are on their own, or with close family members/ close friend).
There are also headline issues, from pregnancies, homelessness, domestic violence and adoption.
Narrative conventions:
Story arcs run sequentially, can cross over and develop into further story lines.
Story lines never reach a climax at the same time.
Each episode commonly ends on a cliff hanger (e.g. character finding out, his partner is pregnant).
Little reference to the outside world (e.g. East Enders - Trafalgar Square ).
There is never any closure.
After being informed about the conventions of a soap opera, we were given the task of conjuring a story idea, which needs to be:
Nationally relevant (Appeal to all different areas and people).
Include a variety of social issues and themes, relating to Youths in their personal and academic lives.
This includes bullying, exams, teenage pregnancies, sexuality (e.g. a homosexual youth) and relationships.
These are common issues, youths are able to connect with.
We started with 3 chosen themes, including teenage pregnancy, character with learning difficulty, computer hacking, or a student and teacher relationship (e.g. both plan to run away together).
One of the year 1 peers suggested 'Teenage pregnancy'.
To give the scenario a more distinct tone, I suggested the father could have some form of learning difficulty, such as Autism.
Below is our initial story line:
A 17 year old girl, finds out she is pregnant and has a mis carridge. Due to the boyfriends Aspergers, he has social anxiety and panics over the scenario of his girl friend being pregnant.
One of the other peers then came up with the clever scenario of the pregnant female having Aspergers. This would make her character very distinct, due to there being a very minor number of females with Aspergers.
Additionally, we decided that she would have had a previous baby with another male. Her most recent boyfriend however does not want anything to do with the second child.
We adapted the idea and decided the current boy friend was the one whom had another baby with the girl and forced her into giving it up for adoption.
Finalised idea:
In the end however, we decided that the girl should only pregnant for the first time, as by having previously conceived one, the idea of her having to give up on the baby is not as sad, due to us knowing the character has another baby. Therefore, having the girl be pregnant for the first time and being pressured by her boyfriend not to keep it, will create more of a pitiful response, as the character has never had a baby before. Thus audiences who may have little nieces, or nephews of their own will feel sorry for the character, knowing what she will potentially miss out on.
We also had the idea of her character having an ex boy friend, who she begins to bond with again. However, the current boyfriend begins to find out and the pair engage into some point of conflict (e.g. a fight).
How our idea meets a Soap Operas conventions?:
Using the theme of a teenage pregnancy is something, particularly female youths/even adult women will be able to relate to, or have a strong force of enticing a connection between the audience and girls character.
Additionally, the female character has a mild form of 'Aspergers syndrome', which not only educates audiences on the symptoms of Aspergers, but will make her character more distinct and intriguing.
The story involves the theme of pregnancy, relationships and character with a learning difficulty. All three of these are common themes, youths can connect with.
Below are the character profiles:
Sophies' character will intentionally represent a familiar portrayal of Asperger's' syndrome.
Particularly symptoms of social awkwardness and keen interests in various subjects and knowledgeable on various facts.
These traits are based upon personal knowledge of people with Asperger's, whom I know to be socially awkward around people they do not know and usually posses an obsession with an intellectually strong subject such as Science, History or Mathematics.
Usually characters with Aspergers' are represented as being highly unsociable and intellectually strong.
However, I will try to break this common stereotype, by giving 'Sophies' character a mild form of Aspergers, meaning she only conveys small traits of the diagnosis.
While breaking her presumed stereotype, it also serves as an educative value.
There are many kinds of traits in people with Aspergers. Some convey many signs of it, while others only have a few traits.
By having 'Sophies' character convey small signs of Aspergers Syndrome, audiences can be educated that not all autistic people are intellectually superior and that they are just the same as many other people.
In particular, they sometimes have difficulty understanding someone's tone of voice (for example, if someone sounds slightly irritated in asking for directions, they may not understand the person is in a rush).
They may not know when to end a conversation either. For example, going on about a subject and when someone conveys signs of boredom, they may not know the other person is loosing interest.
They can also have difficulty understanding jokes and metaphors.
They also have difficulty in making, or maintaining friendships.
To break this stereotype, Sophie already has a friend, named 'Chelsea', immediately conveying that autistic people are not always in-capable of forming friendships.
To ensure audiences are able to signify her character of having Aspergers though, I will convey brief moments, where her character is unable to understand jokes/metaphors used by 'Chelsea'. To add a humourous element, I may even incorporate dialogue of 'Sophie' justifying her metaphor/jokes in a literal sense. For example, if 'Chelsea' tells 'Sophie' there are plenty of fish in the sea, 'Sophie' may clearly state her dialogue to not make any logical sense at all, or even state a fact about the decreasing population of fish and correct her that there are actually not that many left in the sea.
Thus audiences would be humoured and familiarized with the logically, but socially unaware aspect of Aspergers syndrome.
I will obtain additional secondary research of 'Aspergers Syndrome', by reviewing clips of the character of 'Roy' from 'Coronation Street'.
Review on character:
'Roy' conveys many traits of Aspergers. He posses knowledge on a variety of facts, including in History and has a loving hobby with trains, as he commonly collects magazines/model trains.
Additionally 'Roy' does not always understand 'metaphors' or slang terminology. This could mainly be due to his age, but many autistic people, due to lack of social skills are likely not to be familiar with current youth language (I,e slangs and metaphors).
Additionally, those with a high intellect approach almost any scenario in a logical form and would there fore take metaphors literally (E.g a skeleton in the cupboard).
Sophies character:
To convey a mild form of Aspergers to 'Sophies' character, I will apply common fundamental traits, nearly all audiences are subjected to seeing in characters with Aspergers.
'Sophies character' will take some of 'Chelseas' metaphors and sayings quite literally, to apply the logical and rather socially absent personae.
Some people with 'Aspergers' can sometimes have a rather odd posture (e.g. always standing up straight). I will apply a considerable normal personae.
It is sometimes common for people with 'Aspergers' to not be able to look at people in the eye.
'Sophies' character may edge her eyes toward other characters, but not focus them fully. Or if she feels intimidated, she may frantically swing her head from side to side, with her shoulders slightly shaking.
Additionally, I may have her character go on a bit about various facts, but then be paused to stop by her friend 'Chelsea'.
'Kanes' character will be represented as a typical abusive groomer boyfriend.
This will be applied by him threatening and grabbing 'Sophie' and getting angry at seeing her with 'Charlie'. At the same, time, he will also be soft with her and act once more as a caring boyfriend.
Kanes possession of a tattoo and rather bulk size, will enforce a demeaning personae, as many Soap Opera characters wearing a tattoo and with bulk size are portrayed negatively.
However I may break the stereotype, by having 'Kane' wear rather casual but smart based clothing. This includes a casual T shirt and jacket as well as neatly combed hair.
This clothing is casual smart, which instantly leads away from the stereotype of an abuser wearing a hoodie and jogging bottoms.
This breaks the stereotype of hooded youths always being abusive. Despite it being common in real life for youths in hoodies and very casual clothing being commonly know portray violent acts, it is not always the case.
People whom dress and look smart can exhibit horrible actions, including murder, deceit and assault.
Therefore 'Kanes' dress sense meets a legitimate representation of an outgoing character. The mix of a casual T shirt and Jacket enables a challenging representation of whom violent abusive people look like, due to the smart jacket and yet the very casual T shirt underneath.
This can serve as an educative value in suggesting to audiences that not all violent people just dress casually. So while having some form of clothing, which audiences familiarize as a negative personae (e.g. Ripped jeans and smudged T Shirt), yet being challenged by a smart element (I.e buttoned jacket), which challenges our representation of abusively violent and controlling youths.
'Kanes' character communicates a desire, in wanting 'Sophie' to do as she says (e.g. getting rid of the baby). However his control over her transgresses, as she begins to spend time with 'Charlie'.
'Kane' then tries to resolve this transgression, by beating him up. Only this gets him into further trouble, as him and Charlie are taken to the heads office, presumably to face a punishment such as being on temporary leave or expelled.
Originally, I was going to have 'Charlie' convey a common stereotype of a scientific enthusiast. I will meet this stereotype by having him
However, he will not immediately convey our familiarisation of a character whom goes on and on about his favourite subjects and lacks interest in anything else. While being work dedicated, he was in a relationship with Sophie and hopes to try again with her.
Additionally, he has a modest down to earth nature, breaking the stereotype of a wildly excited person going on about his interests.
Chelsea character profile
'Chelseas (MAY CHANGE NAME!!!!) character forms the stereotype of a typical out going, highly sociable and gossping female youth.
To meet this stereotype, I have decided to apply a very joyful and excitable personae, to make her desires seemingly legitimiate correct, in line of her personality. One of the characters in another groups story arc, already has insecurity issues.
Therefore, I decided to give 'Chelsea' a more humorous approach, by applying an innocent, yet excitable personae.
For example, she may talk so much about her social life, but then be told to be quiet. Many of these characters are often signified as being rebellious to teachers and not wanting to learn.
However, by having her character trying to listen to Sophies advice on studying, it will break the stereotype that very socially enthused people are not always unfocused on work.
Sophies' character conveys a minor sense of desire to hopefully bond again with his ex boy friend. However, this desire, transgresses. As a result of 'Sophie' and 'Charlie' spending time together, 'Kane' finds out, resulting in a conflicting fight between the pair and the uncertainty of what punishment they will receive for fighting in the College.
Thus the storyline conveys a realistic tone, as the cliché romantic scenario of a female bonding with a more nicer male get disrupted with the consequence of the kinder male 'Charlie' possibly getting punished for the fight as well.
This enforces the realistic theme that happy endings (I.E. 'Sophie' and 'Charlie' getting together and away from 'Kane') do not always happen in real life.
Additionally, it allows audiences to wonder upon what will happen. Will Charlie not be suspended and go back with 'Sophie' or will the pair both be suspended or permantely excluded from the College.
Additionally, audiences will also wonder what will happen next with 'Sophie' and her unborn child. Will she get rid of it if 'Kane' gets suspended, or will she keep it otherwise.
Finalised change to story line
My Tutor looked at the story line and stated there needed to be a more specific storyline, relating to her characters mental disability.
The group suggested 'Charlie' could be the one with 'Aspergers' and Sophie became influenced under 'Caines' bullying, to bully 'Charlie'.
I suggested the idea of 'Sophie' maybe taking advantage of 'Charlies' intelligence to gain good marks in her exams.
In the end, we decided it might be difficult to convey her characters autism, due to the condition not being familiar enough for audiences to recognize.
Therefore, we decided to apply the idea of 'Sophie' stuttering.
This would enable for Caines character to take advantage of her inability to speak out her opinions, as well as being shouted at to speak up.
We kept the idea of Sophie befreind Charlie and confinding in him about Cains verbal abuse.
To shorten the story, we had Charlie warn Cain to back of, rather than get into a fight, as it would be too much action, and thus diffusing away the tense ending of Fridays episode.
Synching the narratives together
Soap Operas are a Multi strand narrative, meaning there are several story arcs occurring. Most of which over lap with others.
Below is each groups story line:
1. A female youth named 'Aleysha' is having a relationship with one of the Tutors 'Collin'. Her ex boyfriend 'Tom' soon finds out about this and in the end confronts Collin with a knife. Aleysha meanwhile reveals to be pregnant and tries to break up the conflict between 'Tom' and 'Collin'. However, she gets stabbed accidentally by 'Collin'.
2. A girl named 'Lauren' is speaking to a man named 'David' online. They have not met and are arranging to do so. 'David' however is actually a girl, wanting to bully 'Lauren'.
3. A girl named 'Rachel' tries to get with one of her friends 'Bradely', who is homosexual, but does not want to tell her. 'Bradelys' friend wants to tell the other guys about what 'Bradely' and 'Rachel' did. However, 'Bradely' confesses his sexuality to 'Rachel' and incidentally so does 'Bradelys' friend, who intends to tell his other friends.
4. Many of our stories have a dark tone to them. Therefore, we needed to come up with a more light hearted story Arc. One member of our group came up with the idea of two students trying to make a prank video and gain loads of views on 'YouTube.'
This scenario is a common theme, as many people upload random stunt or prank videos online.
To add the humour factor, they decided that for each time they did the prank, they would fail it, with consequences. (e.g. putting an embarrassing picture of the teacher onto his lesson computer - accidentally putting a picture of themselves onto the computer).
During the afternoon, we were informed by our Tutor that we needed to decide where each scene in the story was going and how they could connect with another story line.
Initally, there was no connection with mine, so we decided to have our story arc kept separate from the others. However, this is acceptable as there are a few story lines in soaps which do not always connect with others.
The group decided to set the first scene with the character of 'Kerry' being sick in the toilet. Another female named 'Aleysha notices a pregnancy test and remarks. We decided to convey a sense of mystery, as to whom the pregnancy test belonged to.
The group decided to have our character 'Sophie' quickly go into the toilet, having forgot her pregnancy test. This would fit as the suspenseful moment in the end of episode one, as the audience would discover it was neither Kerrys' or .....
However, this would be quite controversial in conveying a surprise moment, as we were not pre introduced to 'Sophies' character.
Another member of the group then suggested 'Sophies' character could briefly appear in the toilet scene, claiming to want to tell something to her friend 'Chelsea. Thus audiences will know something is going on, but yet be caught by surprise when finding her take the pregnancy test from the bathroom.
For Story 1, the group felt this story arc to be suitable for a tense ending. They decided to have Tom confront Collin, with a knife and for their fighting to end up killing one of them. However, to create a further twist, they decided that 'Aleysha' could try to stop the fight but then get stabbed as a result.
Our Tutor stated our story arcs to all have too dark of a mood and that we needed something light hearted to comically relief audiences.
One of the group members came up with the idea of two students trying make a prank video, to gain loads of views on 'Youtube'. This scenario is relatable with Youth society, due to there being many prank/stunt videos made by youths.
In the end, during our group discussion, we decided it would not be relevant for Sophies character to be pregnant, as it would diswade audiences away from her condition.
Therefore, I have decided that Sophies character could be trying to study for her History exam. Caine however intimidates her and decides. To add the humorous factor, the group decided that their prank could fail, by either them being injured or humiliated (e.g. putting embarising picture of Tutor onto lesson computer - accidentally put on an embarising picture of themselves, which the class then see).
For the fight between 'Caine' and 'Charlie' we decided to have this placed into Friday originally. However, this would be too much conflict for the final episode, diffusing away the final climax of 'Aleyshas' death.
Therefore, we decided to have my story arc end on Thursday.
For the beginning, I will instead, have Sophies character revising for exams. Caine will then tell her to go to the pub, wanting to impress his mates, with his girlfriend (I.e Sophie), At first Caine will use sign gestures to indicate drinking, which Sophie will not understand.
Sophie will then state she has to revise. She also states her schedule and that she has to stick with it. Caine denies it stating he is not asking him.
Sophie hesitantly follows him, feeling rather intimidated.
Below is the timeline plan for episode one:
Below is the completed time slot plan for each episode in the 'College Road' series.
Our group were assigned to produce episode 2 of the 'College Road' series.
Our episode contains 4 story arcs going on. Our Tutor stated each story arc need to be quick and 'punchy', to keep within the episode duration of three minutes.
In order to give a realistic quality and tone to the characters and scenarios, we needed to consider what we would say in these characters positions (due to characters being the same age as us).
Therefore, we applied slang terminology and shortened words.
Feedback on script: Below is my Tutors improvement annotations for the first draft of episode 2.
Changes applied to my story arc.
To convey a more stronger representation of females youths in the Soap Opera, I may have Sophies character stand up to Caine instead of Charlie, as many of the story arcs are orientated at females being dominated by males (I.e collins controlling relationship over Aleysha).
Thus It would also connect to her stuttering condition, as she begins to stammer less and manage to state her opinions more.
Writing the first draft
Below is the final shooting script
Pre production planning
Sophies costume:
Sophie conveys a rather introverted personae. Therefore, she would not wear any bright attractive based clothing due to not wanting to stand out or seek any attention from people.
Charlies costume
Kanes costume:
Kanes character is intimidating and an extrevert.
I will incorporate ripped jeans, to enforce a rough out going personae.
I will also apply an orange hoodie with the hood usually up to convey a trouble making nature.
Additionally, I will apply a plain white T shirt. It could be one with some text saying 'I rule' or 'Shut up and listen' to enforce a demeaning personae to his character.
Below are pictures of these costume elements
Locations and reasons for choice
Reception room: Laurens freind Stacey finding out about her freind 'David'
The reception area is a busy place, with people walking around. Additionally the waiting chairs in the common room are a common place for some people to usually sit about and be on their phones, messaging someone, or listening to music.
While maintaining the generic busy vibe of a college environment, the waiting chairs have a rather secluded tone, as Lauren and Staceys' character are both separated from each other, while people around the reception hall just walk past without taking any notice.
Below is a picture of the location:
Cafeteria: Charlie sitting down with Sophie.
The cafeteria is a place where youths go to socialise with each other, as well as eat and drink.
Therefore, it would emphasise Sophies isolation when seeing her alone, in contrast to all the other people sitting next to each other socialising.
Additionally, the use of a busy environment with loads of people would make Sophies out burst slightly more unsettling and dramatic, with the fact that loads of people would hear and be watching Sophie.
Common Room: Tom and Aleysha
The common room is a place where many youths go to hang out during lunch time.
Therefore it would be a likely place for Tom and Aleysha to meet up.
However we decided to film at an earlier time, when there would be less people.
As well as ensuring cleaner dialogue quality, it would make more logical sense.
Tom being caring about Aleysha, would naturally not want all the youths around college to know about her relationship with the teacher Collin, being respectable of how she would feel.
The scene was originally going to take place by one of the chairs in the common room.
Below is a picture:
We decided to film the scene in the up stairs section, as there are more people typically spending time down stairs, making the up stairs area the more isolated section (with exception to early lunch time).
Therefore it serves still as a legitimate place for where Tom would like to have a private conversation with Aleysha.
Corridor hall way and stair area: Bradley confesses to Lauren he is gay and his freind Sam over hears
The corridor is a legitimate location for people to walk around.
There is a stair way between it and another corridor.
The other corridor serves as a good place for Sam to listen in on the conversation as he can peer behind the double doors, while Bradley and Lauren speak in the stair area.
It legitimately serves for the next episode, as Sam walks out of the door, before Bradley and Lauren are able to go through the second corridor (where Sam was listening to their conversation).
Below are images of the location:
Props and Equipment
Scene one: Lauren and Stacey
Camera:
Spare battery
S.D card
Tripod - large one to be able smoothly achieve tracking shots
Phones x 2: For Lauren and Staceys' character
Phone: To send message to Lauren. To achieve this effect I can get the N.O from Laurens character. Create a contact on my phone, known as 'David' and then send a message to her phone.
Boom pole and Microphone/Road Microphone
Scene 2: Sophie and Charlie
Tablet - can be borrowed from the Library computer
Camera
Spare battery
S.D card
Tripod - Large and secure one for smooth tracking
Purse/bag for Lauren (when putting tablet into bag)
Possibly a bottle of water, to convey a sensible personae to Lauren in understanding the necessity of drinking fluids.
Charlie costume: Red checkered buttoned shirt and yellow trousers and grey dap shoes. Sophie costume:
Props for two youths to eat: Sandwich X2 (can be made at home) for youth 1 Sausage roll X1 for youth 2
Scene 3: Tom and Aleysha
Camera
Spare battery
S.D card
Tripod- tracking
Purse-Aleysha
Tom-man bag
Scene 4: Sophie and Charlie continued
Tablet
Camera
Battery
S.D card
Tripod
Purse
Bottle of water
Charlie: Checkered red buttoned shirt, yellow trousers and grey dap shoes.
Scene 5: Bradley, Rachel and Sam
Camera
Tripod
Ruck sack/man bag x 2 (for Sam and Bradly)
S.D card
Spare battery
Costume:
Sam: Light grey hoodie
Location reconnaissance and risk assessment sheets
Photo story boards
My Tutor stated I needed to convey a busy vibe to the cafeteria setting as it is a social place people go to sit with their friends and eat. Thus appealing to the target audience.
I considered the idea of doing a mid shot of two pupils sitting and eating their lunch. This would convey the social tone to the setting and the camera would slowly pan to Sophie stood on her own at the table.
This would create a contrast between the regular social youths and then the isolated Sophie.
My Tutor recommended the idea of defocussing the background of people around the back ground.
This activity was recommended by our Tutor. The use of photo story boards give a visual mood board for how we may want the cinematography of our scenes to be achieved.
Story board (included annotations of shot type effectiveness
Story board feedback
My Tutor stated a lot of the scenes featured characters sitting down ( with exception to the corridor scene). This would give a boring tone to the episode, wheares' seeing characters stood up would create more dramatic tension for the audience.
I decided this would be appropriate for the scene between Aleysha and Tom which is tense due to Tom trying to persuade her to leave Collin and that he will tell someone about it if she continues the relationship.
I considered a variety of places around the common room which would be suitable, from the snooker table which could contribute a cutaway of a student playing snooker for visual interest and to easily establish the setting.
In the end however I went with the upstairs balcony which is high up and more isolated.
Schedule:
One of the peers in our group suggested tying in scenes in the same location into the same slot.
This would quicken filming times and enable us to all help each other out.
Below is a rough plan
We listed the locations needing to be filmed and then annotated their available filming times (e.g. cafeteria would more likely be people free during lesson times).
Next, we listed how many scenes needed to be filmed in each location. In the cafeteria, there were only my two scenes with Charlie and Sophie in episode 2.
Casting
Below is the casting template one of our group members very kindly created:
Reasons for choice:
Emma Louca as Sophie:
Sophies character is rather quiet and shy. Emma is reasonably quiet too enabling for her character to be portrayed more convincingly.
Callumn as Charlie:
Charlies character is rather modest and kind. Callumn has a reasonable down to earth quality, but can be humorous too, enabling for a vague cheeky nature to be easily projected for when he says the line 'Unless you're seeing Kane later'.
Nathan as Kane:
Nathan has a blonde hair style and neat comb too, conveying he likes to look very smart and is sociablly out going.
However he is also very tall in comparison to Sophie, implying a slight demeaning quality to his character.
Talent release forms
Creating an intro sequence
On Wednesday the 16th of September 2015, we met up with our Tutor, who set a task for us to create a new opening, for the beginning of each 'College Road' episode.
He suggested for us to include high and low angles of different parts of the college and the various events occurring (e.g. playing at the games room/working in class).
We took a camera each and set about.
I decided to film a cut in shot of a student (I.e my peer) gripping at his ruck sac. This would convey a rather optimistic/nervous personae, familiarising audiences with when they were nervous starting College.
Additionally, I filmed a low angle of a set of double automatic doors opening.
I decided to film a long/wide shot of a student walking through the spinning door and back the way they came.
Next, I filmed two close ups of a 'No Smoking sign' and 'Exit this way sign' which are common elements youth audiences will most likely be familiar with.
During post production, I began with the shot of the student gripping his ruck sack.
Next I filmed a scene of a low angle P.O.V of a student passing across ceeling lights.
I also filmed a high angle close up of a students feet walking through a corridor.
I filmed a wide shot panning left, from a tree out side to the college building. This would serve as an introductory shot in revealing the location.
My Tutor stated the video did not include many shots of multiple students around the college. This would give the busy vibe to the setting and of course appeal to the target audience (I.e. youths).