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The Sophie Lancaster Foundation's Final Feedback

Sylvia Lancaster OBE
The Sophie Lancaster Foundation

Sylvia’s enthusiasm and support have been very motivating throughout my project. I have previously blogged about her belief in the effective use of films to raise empathy levels amongst people and I was keen to receive her feedback on the final film. Being so tragically affected by the discrimination I was addressing, her views were particularly important to me, and in particular wanted assurance that I had dealt with such a distressing subject appropriately. 

“The film is a mature, unique reflection of the issues around isolation that leads to people becoming ostracised .. at the foundation we haven't often used that description as we work with younger people in education so I feel this film gives a new dimension and will speak to many, particularly creative people who are often the victims of what you are portraying.

The removal of 'She's' clothes but especially the eyelashes was quite disturbing and thought provoking. A truly artistic interpretation of the dismantling of someone's self expression. 

Thank you for your professional approach to this work and sensitivity in dealing with a highly emotional, real life case, the hate motivated murder of Sophie.”

I was both relieved and excited by this response. To have the foundation’s endorsement of my work was so rewarding, as my collaboration with the charity had become particularly important to me on both a professional and personal level; I could not help but be emotionally affected by the distressing story of Sophie’s murder and her mother’s strong response in her tireless work as a legacy to her daughter. I was particularly pleased that they thought this was a unique approach to the problems of discrimination which would ‘speak to many’ and that they felt I had worked with sensitivity, something I had been very aware of when considering ideas. This collaboration has definitely been a highlight of my FMP and really motivated me to push myself to achieve an outcome worthy of association with the charity. 

Feedback from Relevant Professionals

In addition to conducting focus groups, I contacted related professionals to gain further feedback on the relevance and effectiveness of my project. I thought it was important to receive advice from specialists in their fields but was quite nervous to approach them as I appreciated that they were busy with their own work. However, I was heartened that they took the time and trouble to review my project.

Scott Breckenridge
Freelance Video and TV Editor
(Currently working on Gogglebox and Great British Menu)

I had received feedback from Scott for my second year project and have kept in contact, knowing this was an area which interested me. I told Scott I was creating a film for my FMP and he was happy to give me feedback on my final outcome. 

"I’ve watched your film 5 times now. It’s got so much going on that I notice something different every time.
I think you’ve really created a piece of art that you should be very proud of. The story telling is clear - I can follow the protagonists journey from dark to light and the movements and sound effects really highlight an obsessive mindset and the destructive patterns that the mind can be trapped in.
I love the recurring visual motifs - the bars in the hair and the dresses - the way the shadows on the face at the start are mirrored in the hair styling later.
I love the way you’ve incorporated dance and rhythm in the simple repetitive movements that become more fluid towards the second half of the film.
From a technical point of view I think you’ve done great job - all the shots are nice and sharp, the lighting is striking and the soundtrack really works with the shots.  

I also think the website is excellent.

The only thing I would do is possibly do another colour grade pass on the second half of the film ( where the close ups of the hands on the body start ) This section could be brightened slightly but to be honest I think you could do that at a later date, it’s just me being picky! Also I did think that some of the sound effects could be slightly louder particularly the eerie sounds on the desk section.

Overall I think it’s really impressive piece of work and I can see a lot went into it. 
I don’t know if you’ve thought about exhibiting your work in a gallery?"

I was so excited to receive such positive feedback from a professional and really appreciated that he had put the time aside to watch the film a number of times to give such a considered response. I was delighted with his interpretation of the story, with the recurring visual motifs and emotional journey, and particularly pleased with his technical feedback from an editing point of view. I was excited that he suggested I exhibited my work in a gallery as I think it highlights how he thinks I should be very proud of my work. I appreciated the possible improvements he put forward, as I wanted to hear his honest opinion. I experimented with brightening the closeups of the hands on the body; however I felt that when I brightened it, it started to lose the sense that the hands were appearing out of nowhere because it revealed more detail in the background. I therefore decided to keep these scenes looking darker and more mysterious. Scott also suggested I made the eery sounds in the middle scene with the desk louder; however both Sharon and Sebastiane advised I lowered the volume of the background music to put more emphasis on the movement sound effects and so the music was not as dominant. I will therefore keep the music at the same level as I feel it gives a hint of a chilling and haunting sound, without it covering the sound effects on top. I felt so grateful that he had taken the time to respond in such detail.

Scott has offered me work experience, which I am excited to arrange during the summer!


Rosie Gunn,
Course Leader – Digital Film & Screen Arts BA, University for the Creative Arts, Farnham

I made initial contact with Rosie when my project was still at its proposal stage and kept in touch throughout. I was delighted to have input from not only a university tutor but one leading a course on film. 

From first receiving my proposal, Rosie was confident her students would be interested by my project and was happy to see me if I felt I needed any advice. Her feedback on my final film was very positive, as illustrated by her comments below:-

“There are some really powerful images in your film. Well done for nice shooting and lighting. I thought the section near the beginning where the character is drawing and scratching, some of the dance duet, the highly stylized model undoing herself, the hands on the body were all particularly strong scenes. The ominous soundtrack is perfect to add atmosphere to the piece.”

Commenting on the ambiguity of the content to allow the audience’s own interpretation, she confirmed the usefulness of Ostracised “to start discussions with groups of young people about how the film itself may relate to the notion of ostracism”, but felt some guidance on interpretation would be helpful. This confirmed my idea of creating a brief project description to accompany my film to make it into a complete teaching resource package. Additionally, the dedicated website provides my contact details and an easy to complete form to give an opportunity to ask any questions.

Rosie was very helpful in giving feedback and made it clear she was happy for me to contact her again if I felt I needed any further guidance. This professional input was much appreciated.

Final Focus Group

Participants had a chance to view and consider the film prior to the meeting. Some reported that they tried to view the film on their phones; however the link to the film did not work. This is concerning as my target demographic tend to rely on mobile devices for information so I wanted this to be rectified for easy access. I therefore researched this problem online, however was disappointed to find I would have build the whole website again from scratch and apply a different format for it to work on a mobile device. I did not have time for this before my final deadline, but came up with the solution of including two possible play buttons for my film on the website, one suitable for a computer and one for a mobile device, which redirects the viewer to Ostracised on my YouTube account.

I arranged my final focus group to analyse the final draft of Ostracised and encouraged discussion based on the following questions. Some particularly relevant comments are below.


1. After reading the project description, did you find the film challenging as a viewer, or easy to interpret?  Did it keep your attention?

"The message became clearer as the film progressed although I was a bit puzzled by the white paper initially; however I realised it could represent the hope of self expression, indicating that individuals can express their own story and take control, even though they find it difficult and many seemingly futile attempts to be strong are made." 

"Certainly held my attention. Quite dark and oppressive."

"The element of uncertainty at points kept my attention as I wanted to fully understand the message within the film."

 "Some scenes are very clear on their meaning such as the beginning with the actress in the pyjamas, however some other scenes could be left to the viewer’s imagination. Watching the video it kept my attention enough that I wanted to know the ending."

"After reading the project description I did find it fairly easy to interpret and understand. It definitely kept my attention, it was incredibly engaging and very interesting to watch."

"I found it gripping and very hard to watch in the sense that it was very dark and scary. I was intrigued to see where each scene was going and I could really feel the raw emotions portrayed in this film." 

"Very attention-grabbing visuals and sound effects. The clearest element was the final scene when 'She' was stripped of her 'acceptance finery' and laid bare in her renewed isolation. The earlier elements were less clear and needed the description of the film to bring out the meaning."

The overall feedback suggested the film had kept everyone's attention throughout, though some found interpretation of parts easier than others. All participants were engaged enough to try to interpret the scenes, which was an objective of the film as I wanted to encourage its viewers to question the imagery and make their own interpretation. The variety of interpretations encouraged conversation about how the character was feeling in each scene and therefore how victims of discrimination would feel and how they felt they would feel in her circumstances, encouraging empathy with the victim. The pile of white paper became a main focus of our discussions, as it was one of the less clear reference points. It was very rewarding to hear how engaged my participants were with trying to understand each others viewpoints and I was delighted to hear that every participant found the film thought-provoking, encouraging appreciation of the victim's emotions.


2. How did you feel when watching the film?  Did you empathise with the main character's emotions and circumstances?

"The judgemental whispering coming from others, heard from her perspective was powerful.  But was some of the whispering the anguish in her own head?"

"I did empathise with the main character. She did not express any facial emotion, an indicator of inner turmoil when someone is putting on a face for the world."  

"The emotion was felt by the viewer through the laboured and stressed breathing."  

"While watching this film, I felt deeply involved with someone’s struggles with depression, loneliness and the feeling of having to do everything in a certain way – the way that society wants them to and could feel the frustration of attempting to achieve this." 

"It is a physical interpretation of what discrimination has had on someone’s mental health."

"The part as ‘She’ was at the desk with the man watching over her was also slightly haunting, which I related to way in which the worry of what society wants from people can be haunting to someone’s mentality."

"I could understand how they were feeling and in a way relate to wanting to fit in with society norms."

"Then watching ‘She’ being stripped back down after coming so far within society became emotional as a viewer as I felt I had followed a journey of acceptance and then watching this be stripped away created a sense of despair towards ‘She’."

"Internalisation, self questioning and self doubt." 

"It made me feel sad to see how she was being treated and how she must have felt. Especially with the bit where her hair has been styled to cover her face, she looked as though she felt trapped."  

"I cant begin to imagine how she must have felt with that sort of constant whispering going on. I definitely empathised with the main characters emotions and circumstances."

"I felt very scared as there were a lot of very sudden and sporadic movements which made me feel very uneasy and on edge. I think this was good as it made it very easy to share the emotions that a victim may feel and to really experience the emotions rather than just watch it. If felt very interactive." 

"I found that the character appears to be in quite a dark place in their life, the part where they removed most of the clothes and makeup, followed by whispering, I saw it has her feeling very naked and exposed to everyone talking about her and judging her."

"Where she was being undressed from being incredibly made up, to being almost naked, it made me think that she was wearing a facade to hide how she truly felt and who she was, in order to fit into society. The whole film shows just how vulnerable she is."

I felt extremely overwhelmed by the volume of positive feedback. I was delighted to hear that all my participants felt empathy towards the main character and how it made some of them reflect on their own feelings. I was pleased with the accurate interpretation of She's emotions throughout her journey and found it rewarding how connected the participants became to the character's fragile mental state. I felt this question was extremely successful as creating empathy was a main objective of the film. The last comment intrigued me, because her interpretation was not as intended. It was interesting how she viewed the removal of the blazer differently, but still concluded with the same message of She wanting to fit into society. I don't see this feedback as a negative, as individual interpretation is encouraged by the film. 


3. How does the content compare with other educational films you have been shown?  Have you watched an avant-garde educational film before?

"This educational film differs to others as it is only made with sound effects and not with songs, narration or text, which means that the viewer is able to interpret the film and messages portrayed for themselves." 

"It allows people the opportunity to relate it to themselves and can create feelings within that maybe they have not felt before. For example, I understand loneliness in my own head but watching the first part of this film it created feelings that were haunting and how loneliness can be a very haunting feeling for some people."

"I have never watched an avant-garde fashion film before." 

"I haven't watched any avant-garde educational films before and I think it's good as it leaves the viewer up to their own interpretation to some extent, of what is happening to this character. What I noticed was that it sparked real emotion in me while I was watching it." 

"I think it's good to hear about real life experiences and as much as they make you feel awful and very sympathetic I think this film really helped to see exactly how the victim may feel; trapped, uneasy, worried, anxious."  

The focus group had little experience of avant-garde films and I am excited to introduce a wide range of students to this genre. The participants responded positively to the opportunity to interpret the story to possibly relate to their own feelings as opposed to when an educational film tells a victim's story, however feedback did suggest that there is a place for both types of educational film. I think my project offers both formats in that I am working with The Sophie Lancaster Foundation, which does offer a victim's own personal story, which is easily accessible through my website. The feedback that most participants were unfamiliar with the avant-garde educational format confirmed that my film is innovative in this sector, making it more intriguing and engaging as it has such a unique approach. I deliberately did not use narration, text or song lyrics in my film as I didn't want them to sway the viewers' interpretations; I was delighted to hear some participants thought the ominous sound effects aided their individual interpretation as a comparison.


4. Most educational films about anti-bullying/anti-discrimination have a victim talking directly to the camera about their experiences. Do you think this type of film would be well received by your age group as an alternative?

"I believe that Ostracised would definitely be well received by my age group as it conjures up feelings and questions for us to interpret and understand." 

"Throughout the film it allows the viewer to question themselves. Maybe society would change its view on what it can do to someone mentally not just physically."

"Every viewer becomes an individual by being allowed to interpret the film in their own way, without a narrator or words telling them how to interpret it."

"Because the model is anonymous to the viewers, she represents bullying as a whole rather than an individual victim. I feel that a victim talking directly to the camera may not be as engaging as a storyline/video, therefore more accepting for the age group that it’s aimed at."

"I personally think that listening to other people's stories provokes more empathy and feeling from the viewer, but saying that it can be quite boring just watching a person speak into a camera, I think it may depend on the person and their understanding of what the educational film means."

"I think it's a very useful tool but personally I would say to have as well as real life stories as examples."

"It's easy to hear someone say "it made me feel sad and alone" but this film really portrays the deep, dark and raw emotions that victims may experience and makes you really understand the emotions and question your own behaviour." 

I was eager to hear whether my participants thought this new format would be effective as an alternative to the more conventional style of educational film, as it challenges their expectations.
I was pleased that the majority of my feedback was positive, with most participants agreeing that this new format conjures up more emotion through interpretation. However, one participant preferred the traditional format, feeling it evoked more sympathy from the viewer to hear a real story, and a second felt a combination of film in both formats would be most effective. I feel fortunate to be collaborating with The Sophie Lancaster Foundation, as both these formats are therefore available, as watching my film will lead the viewers to being introduced to the charity and subsequently Sophie's story. I did not expect every participant to be completely accepting of this abstract approach. However, I hope to target a wide audience to make this format become more acknowledged as a successful tool.


5. After seeing the film, did you just dismiss it, or did some of the content leave a lasting impression on you?

"The self harming, hurting on the skin of herself and of others to her was shocking but the pummelling of others then turned to a message of support from others which is what victims of bullying and abuse need."

"The use of different age groups was great as abuse is not exclusively within the realm of the young." 

"There is no way to dismiss this film because the whole thing left a lasting impression." 

"Continual self-questioning and reflection were created throughout the film and even after watching it this continues." 

"The lasting effect of this film shows how overwhelming the feelings of being discriminated are and how someone’s battle with it can be frustrating and depressive."

"After having watched the film I feel sorry for the character and can feel empathy for her experiences. If I became aware that someone I knew was being bullied/feeling this way, I would be inclined to step in."

"I want to help the main character! I think it gives a great insight into the mental implications of bullying and discrimination that you don't really get from accounts as such." 

I think the ability for an educational film to leave a lasting impression is vital in changing people's attitudes and views. I was delighted to hear that my participants felt Ostracised had an profound emotional impact on them. The comment I was most proud of was when a participant said if she became aware that someone she knew was being bullied or felt this way, she would be inclined to step in. I felt this comment was very rewarding because the film had clearly made enough of an impact on her to change her views on discrimination and it motivated me to continue to circulate the film and produce further educational films on similar social issues. Another rewarding comment was the feedback that a participant wanted to help the main character as it confirmed that she had connected emotionally with the character and would therefore hopefully apply this empathy to other victims. An aspect that I think helped to create this lasting impression was the self-questioning and self-reflection encouraged from the audience.

I am so grateful to all the participants for their honest feedback. It helped me to determine whether my project's final outcome was successful in meeting my initial objectives.

Editing Process of Ostracised

Having some basic experience of editing in Premiere Pro, with my makeup tutorials on YouTube and working on my Year 2 film, I decided to take this on myself to extend my knowledge. My cameraman, Harrison, had shown some interest in helping me edit my film; however after experiencing how unreliable he was, I decided against that option so I could edit it whenever suited me best.

When I initially received the test shoot footage from Harrison, I was concerned that the colours looked muted and unrealistic. He said I would need to colour correct each clip individually which felt intimidating as I had never done that before; however after doing research on YouTube I discovered quick and easy ways to make adjustments to the exposure and saturation etc. I originally wanted to have the first two scenes in black and white film, to reflect her depression and anxiety, and then the final scene in colour, to reflect her freedom and grown confidence; however I realised this was too cliche and obvious. I also felt the black and white footage would not give me the opportunity to express my makeup and styling ability as I would feel limited. I therefore decided to keep the colouring of my film predominantly neutral and dark, but still allow me to add colour as emphasis, for example, the red around She's tired eyes.

I was already confident with many aspects of editing, including fading and blending footage, synchronising music and cutting clips to size. However during this process I learnt many new techniques, including how to make the footage shake, blending additional layers over my footage to create effects like electrical disturbance, adding credits and how to zoom in. I found YouTube tutorials extremely helpful when discovering new techniques. However, I found it frustrating when some tutorials only worked if you purchased their packages, as I was not willing to do this. I enjoyed researching methods and found I was able to implement these new skills within my own footage successfully and efficiently.

There were a couple of effects I wanted to include which did not have tutorials, so I booked a tutorial with Ken Stuart. He gave me footage of electrical interference that I would have to add sound effects to, which I was able to layer over my footage to create my desired effect. This is an example of the type of package I would have had to purchase from a business providing tutorials online for Premiere Pro. To create masks around a moving subject we studied an online tutorial together and my third query, achieving a more subtle shake on the screen, was unfortunately outside the abilities of the Premiere Pro programme.

An aspect of editing I particularly enjoyed was combining the music and sound effects I had created with the footage, especially the sound effects in scene 2, where they emphasise She's movement. I found it extremely rewarding to synchronise my model's movement to the accuracy of 0.01 of a second as I wanted to make them visually as realistic as possible and discovered that even 0.01 of a second could make a real difference to the final outcome.  When I first edited my original footage, I was pleased with the story I had created, but it was exciting to see the film develop by adding both sound and visual effects; it was very rewarding to see so many small adjustments work together to bring atmosphere and drama to the footage. For example, I thought adding the sound effect of electrical interference throughout my film was very effective in adding atmosphere, but adding shaking visuals as well emphasised the effect even further.

On a few occasions when I was editing on Premiere Pro it seemed to suddenly shut down and lose my work which was extremely frustrating! Thankfully Premiere Pro automatically saves your work periodically so I never lost all my work, but I lost edits I had been working on for the past 30 mins to an hour, which was demotivating. I was particularly worried because I was unsure why this was happening, so I just had to make sure I kept saving my work so I did not lose anything when it happened again. Another thing I found frustrating was that I couldn't keep my footage on an external hard drive because when I unplugged it, the programme would not be able to film the clips and would therefore not work. This meant I had to keep all the footage in specific folders and I could not move them from their location. This was frustrating because I did not have enough storage on my laptop to keep importing more footage; I therefore had to move the majority of my other work to an external hard drive.

Editing was one of the challenges of my project I found most enjoyable and rewarding. It was a time when I saw all aspects of my film, including lighting, makeup, model movement and sound effects, all work together cohesively to produce an outcome derived from months of planning and experimentation. I was delighted that my editing turned out successfully and how I had envisaged, as I felt it was vital in producing a professional and effective outcome. I enjoyed it so much that I am now considering applying to do a Masters in Film and have already been offered work experience in this field. I am grateful that this opportunity to edit my film has led me to pursue a possible career path that had not previously been obvious to me.

Final Tutorials with Sharon and Sebastiane

Prior to final submission, I had meetings with Sharon and Sebastiane for final feedback. Neither teacher had seen my final film, so I was anxious but excited to hear their thoughts and suggestions for improvement. I was very aware that I was working towards a deadline, however I would do my best to incorporate any suggestions where possible.


Sharon

I was delighted with Sharon's positive and enthusiastic feedback. She was pleased to see I had taken on and developed any previous suggestions, to push myself to achieve a film we were both proud of. I found it very motivating to hear that she felt I was talented in a variety of areas, including editing, styling and makeup, making me consider applying for a Masters in either Creative Direction or Film.

Sharon suggested I removed the clips representing She's flashbacks, because they looked very out of place, as they were the only clips filmed outside the studio, with bright lighting, and she didn't feel they complemented the studio's dramatic low lighting. I had initially wanted to include these to show She looking back at how incidents of discrimination in the past to fuel her frustration at her unfair treatment. However, I felt the bright lighting indicated they were positive flashbacks, which I was concerned the viewers would find confusing. I therefore decided to remove all the flashback clips.

Sharon showed me an extract from the stop motion Alice by Jan Svankmajer (1988) to illustrate the use of sound effects to emphasise the movement of materials and objects. She felt this would complement the controlled and slow movement of the models in the final scene by adding an organic sound to contrast with the surrounding silence. I was excited to experiment with recording these sound effects to add to my film as I thought it would make my models come to life.

(Svankmajer, 1988)

Three other suggestions Sharon made were to add a subtle hum in the background of the opening scene to eliminate the stark silence; add a close-up of Natalie's face (She) in the slow initial dance scene to draw attention to her crisp and minimalist makeup; and increase the whispering to a crescendo in the very last clip of She, as she felt without this it was an anti-climax, as she was left waiting for something to happen. I could understand Sharon's rationale for all the changes and implemented these improvements.

Finally, Sharon gave me feedback on my 300 word descriptive statement. She suggested putting more emphasis on working with The Sophie Lancaster Foundation, explaining more clearly why I had chosen my age demographic and condensing my film synopsis, leaving the audience to discover more of the meaning for themselves.


Sebastiane

Sebastiane was particularly pleased with the strong imagery and the effective use of sound, including the clapping in the final scene, which he felt was reminiscent of Steve Reich's Clapping Music, and electrical interference in the first scene. He felt I should continue the use of electrical interference, through both visuals and sound, to continue the feeling of being watched by a camera and for an unsettling element to keep the viewers engaged and on edge. He suggested including these in the final scene, however this scene was intended to reflect She's freedom from being watched, as she feels accepted by a member of society, and I felt the absence of these electrical noises would mirror her more relaxed and unrestricted state. I did feel their inclusion would work in the second scene and also in the end clip of the final scene, when She reverts back to feeling judged and being watched, and added the interference to these sections.

Sebstiane was concerned the music in the second scene was too dominant, taking away from the scene's emotion and putting it in a music video context. He said he felt the strong regular beats in the music gave stability and would make the viewer feel more relaxed, losing the model's sense of frustration. He suggested I used the same technique of emphasising the sound of the model's movement, as it would give a more organic sound, as if it were coming directly from the footage rather than the music being artificially laid on top. I was concerned that only using sound effects throughout would not heighten the escalating sense of frustration in the scene. Therefore, after discussing with Sharon, I decided to lower the volume of the background music and reduce the strong beats to only leave the unsettling ticking and whining, and then layer exaggerated material sound effects on top to continue the avant-garde feel. I am excited to experiment with recording these sound effects and combining them with my updated music.

Sebastiane's final suggestion was including intermittent flashes of She in her final white caged styling in the second scene to help the viewers link the two characters as one. He said he felt the last scene was too separate and it wasn't clear enough that it was a progression of the same character, which I understood, and therefore will rectify. I also felt that quick flashes of She imagining herself as accepted and confident during her frustrated state led well to the subsequent final scene of her free and welcomed by society.

References:
SVANKMAJER, 1988. Alice [viewed 27th April 2017]. Available from: https://www.youtube.com/watch?v=h2y0Vu-Yq1U