Trowbridge College: Level 3 T.

V and Film
Final Major Project Proposal document
By Harry Burbidge

Product information:

Content outline - The story revolves around an abandoned toy

Dalmatian Puppy, who enters inside a nearby house. There he
befriends 3 other Puppy toys, attempting to defeat an evil snake
ruling the house.
Act structure:
Act 1 we see a small toy Dalmatian puppy, named Blue, lying
outside a house and in the pouring rain (depends on available
weather).
The sun comes out. Blue sees a cat walking into the house, via a cat
flap.
Blue copies this and finds himself in a kitchen.
Blue meets 3 red collared Dalmatian puppies. The leader of the 3
presents Blue with a picture of a big snake, which the others are
easily scared by.
Act 2:
Shortly they point to its evil lair, where the snake has small helpless
animals/other objects kept as prisoners.
Immediately audiences will dislike the antagonist. Thus having a
drive in wanting the antagonist to be defeated.
The 3 red puppies discuss a plan amongst each other. Blue tries to
join, but the 3 Red puppies immediately move to the lair.
One of the red puppies distracts the snake, while the others pull a
string attached to the gate. The gate crashes down and the
prisoners run away.
The puppies hide away from the snake. Shortly after the snake
moves elsewhere.
Blue calls the other 3 to attention and begins formulating a plan on
a white board.

This will show a transition of Blues character, from being scared, to

brave.
Act 3:
The snake prepares to grab an escaped prisoner. Suddenly, he spots
a toy mouse, which is pulled away and draws the snake to the
kitchen.
The snake comes across Blue, the dogs and other toys armed with
kitchen utensils.
A pen ruler (rule representing wings and pen for the body) is
catapulted into the air and flies over the snake, like a war plane.
The snake marches toward the army.
Suddenly they hear footsteps and all stand still, lying on the floor.
A cat enters the kitchen. It slowly walks among all the toys. When it
passes Blue, he wakes up and moves away.
The cat moves toward the snake. Suddenly the toy mouse appears
in front of the cat, which Blue uses to distract the cat away from the
snake and exit out from the kitchen.
The toys wake up. The snake and Blue shake hands. All the toys
cheer for Blue.
Credits roll.
ResourcesFor my stop motion, I shall require toy animal props, which are
thankfully already supplied at my Grandmas house.
These consist of four toy Dalmatian puppies and a toy snake.
I will require a camera, S.D card, Microphone from the college for
voice recording and a tripod to keep each picture secure and
consistent. This way, there is no risk of jittery movements in a
scene.
For the ruler pen plane scene, I would need a pen and ruler. To give
the impression of it flying, I would need a green screen, where I
could then stick the ruler pen plane onto, possibly using blu-tac and
move the plane bit by bit and then composite the green screen
images onto the kitchen scene.

For weapons in the battle scene, I may use wooden spoons, to be

held by some of the characters, as they can resemble swords,
creating ironic humor.
I will require a plant pot, which Blue hides under in Act one.
I will require a chair and bed sheet to reenact the snakes evil lair.
Ideally I need a narrow shaped chair, to convey an intimidating tone,
as a sharp and narrow edge is often associated with danger.
This enhances the snakes superior quality of being supreme,
hopefully biding a negative feeling toward the antagonist.
For the gate, I shall use a clothes airier, which has several metal like
bars, with very small gaps in between. It can be stretched to a very
wide and tall length. This gives a demeaning outlook to the villains
lair, with no chance of getting into, or escaping from the lair.
For the evil lairs exterior walls, I may incorporate a dark red bed
sheet, which is associated with danger and evil.
They are wide enough to imply an intimidating size of the lair.
I will use a dark red pillow for the chair seating too.
I will need a white board and pen, for when Blue decides to plan the
battle. I will need stationary sets, from pens, to rulers, which act as
war elements used in the battle scene.
I will need a prop toy mouse, string, piece of paper, pen, wooden
spoons, colliders (and other kitchen utensils which can be supplied
from kitchen), LEGO minifigures, toy animals (e.g. toy crocodile),
blue screen/towel, or sheet (to capture scenes of snake stood updue to snake being green) and blu tac to stick props (e.g. pen ruler
plane) onto the green screen.
I may require bendable lamps, which can highlight the characters
more, as well as giving a more colourful tone.

Cast and crew requirementsMy voice actors will need to be able to convey exaggerated and
comical tones to different moods, such as anger, happiness, bravery
and fear, which can be easily conveyed to audiences, in a rather
comical engaging way.
They will need to be able to create dog noises, such as barks and
whines. They will also need to be able to make funny random
noises, emphasizing happy, brave and scared moods.

Dogs are commonly symbolized as being full of energy and excited.

For the snake meanwhile, I will need someone, who can create a
rather high-pitched whispering tone of voice. Snakes are commonly
associated by children, with their hissing sound.
My crew meanwhile will need to have a lot of patience, as stop
motion can take a long time.
They will need to pay high attention to detail. For example, they will
need to accurately move a part of the toy characters position, to
make the frame rate smooth.
They will need to have a steady hand, when taking a picture on the
camera. Slight movements in the cameras position will result in a
blurred image, or inconsistency with the shot.
BudgetBelow is a hypothetical budget plan, if I were to hire a professional
cast and crew to make my stop motion.
This budget plan shows the total of each crew and casts payment,
based on the number of days, I would approximately need them for.

Project scheduleTo ensure I create a good schedule, I will finish my script and do a
story board. This way, I will know exactly how many shots there are
for each scene and what is involved in a shot.
From then, I will write a list of items I require and determine an
appropriate number of hours for each scene, as well as scheduling
appropriate days for filming.
I will need to consider how long it will take for me to set up for each
scene too.
This is necessary, for me to finish my FMP on time and to ensure
scenes have been filmed to an exceptional standard.
Schedule (may not be entirely accurate)
30th April 2015: Finish writing the script.
1st of May 2015: Draw out storyboard.
4th May: Organize resources, using a checklist for each scene.
5th May: Do green and blue screen testing.

6th May: Do test animations for dogs and snake character.

8th May: Film outside prologue sequence. (will need to ensure
weather is acceptable). Alternatively, Film kitchen scene.
9th May: Film evil lair break out scene.
11th May: Edit Act one outside scene filmed.
12th May: Film Blue proposing a battle plan scene and snake being
drawn into kitchen scene.
13th May: Edit the above scenes.
15th May: Film kitchen battle scene.
16th May: Continue filming kitchen battle scene.
18th May: Edit kitchen battle scenes. Voice recording session
19th May: Film cat scene with snake. Beforehand, perform a training
rehearsal with pet cat.
20th May: Edit cat scene.
22nd: Film end scene.
25th May: Edit end scene.
Critical Approaches:
InspirationMy stop motion was particularly influenced by a CBBC program
called Ooglies, which revolves around various inanimate objects
and food items coming to life. They talk in gibberish dialogue,
which I personally find humorous, due to it being a surreal form of
talking, in contrast to proper English.
It is also quick and easy for many audiences, especially young
children, to understand. Additionally, audiences do not have to pay
as much attention, due to no long forms of dialogue occurring and
feelings mainly implied through easy to read facial expressions.
This I find is a very humorous and engaging, format to attract young
audiences.
I also liked the surreal scenarios, such as chocolates having wars
with each other and cherries acting as paramedics and using an

electric whisk as a helicopter. The ideas behind these scenarios,

such as props representing other items, were inspirational and gave
a very imaginative and fun feeling response to me.
I would like to hopefully convey this feeling to my target audience
and inspire their creativity.
GenreA light-hearted adventure comedy drama animation.
My stop motion is classed under the format of animation. It will also
feature a battle scene and chase scenes, giving it an action
classification, as the main characters will often find themselves in
peril, from the villainous snake.
My stop motion will involve rather humorous characters, who scare
easily, toys having battles and cute puppy toys with serious roles.
This classes it under comedy, as these elements can create ironic
humor, due to the scenarios not being realistically dramatic and the
characters creating humorous expressions.
The main character has a sad back story, as he has been left
outside, open to the elements, resulting in audiences having an
empathetic connection to him. Thus incorporating drama as
audiences could find the protagonists scenario, somewhat relatable.
Codes and ConventionsMy stop motion will use the concept of surreal scenarios, which shall
engage audiences. Young audiences have a high amount of
imagination, in which they find elements of real life rather boring.
Therefore watching content where elements of reality are defied,
can assist in their intrigue toward the program and give them
escapism from their world and become embroiled into a new one,
where imaginative ideas and stories exist.
Various elements of life skills are incorporated into T.V programs
also. This includes friendships, kindness and respect towards
each other.
These elements can be difficult for young audiences to be able to
understand and therefore must be simplified in a fun and
engaging way for them to establish.

I will incorporate these elements in a simple form, followed by

humor, to engage audiences attention to subtext messages (e.g.
always be respectful toward your friends).
The characters moving the spoons like swords can create ironic
humor, as they are using something, not considered so dangerous.
This can satisfy the male desire for action, but at the same time not
being presented with something so graphic, that it upsets them. For
example an actual sword cutting the snakes head off.
Very bright tones of colours are used, including green, blue and
yellow, which are associated with joy.
Practical jokes, clumsy accidents and comical sound effects are used
to enhance a humorous atmosphere, and enable young children to
easily interpret their meaning. Additionally, their sounds have a
surreal quality, compared to how they sound in reality. For example,
a bong like sound would not occur after someone tripped over.
Instead it would sound more of a bang.
Many locations take place in the characters home. For example
Shaun the Sheep takes place in the barn Shaun and his friends live
in.
Ooglies meanwhile takes place in different rooms of a house.
My stop motion takes place in a house, which the protagonist enters
into.
Common camera movements include quick zoom in shots, used in a
suspenseful scene, or when the antagonist first appears. This
creates humor, due to it creating a melodramatic mood and its
speed is quick and captivating for young children especially to be
engaged by.
Shot types include close ups of characters for suspense. Wide shots
are commonly used to establish a setting or character on its own.
Stop motions usually have basic shots, including close ups and wide
shots, as stop motion has a static movement. This makes it difficult
to achieve complicated movement in a camera (e.g. quick zoom
INS), as you have to pay attention to the character and lenses
position.
Target audiencesMy target audience is young children, aged 7-10, whom will typically
watch Kids T.V programs with light-hearted humor. They also love
animals and usually like to play with toys. They have a high amount
of imagination and will be engaged into the idea of toys coming to
life.

Audience responseChildren, aged 7-10 mainly responded.

They preferred animation/stop motion videos incorporating action
and humor.
They find accidents, practical jokes and objects and animals acting
like people humorous.
They like evil genius, strong villains and the bad guy to turn good in
the end.
My target audience prefers animals and LEGO characters
They prefer brave and silly personalities.
In further comments, they stated they like to see the hero succeed
and cartoons incorporating animals.

Market fit
My stop motion makes use of toys and inanimate objects coming to
life. My target audience usually have a high amount of imagination.
Hopefully the plot of toys and other things coming to life, will ignite
their imagination into wanting to play more with their toys, create
interesting stories, battles or even making new toys with objects
they would usually consider boring. For example stationary sets
with pens, rubbers and rulers.
The protagonist is small in size and considerably weak and
powerless. Young children are typically small in size too with some
desire to be as big as grown-ups. The plot sees this small and
inferior considered protagonist taking charge in defeating the evil
snake, which he eventually succeeds at.
Seeing this small character take on a large character that is
considered un-defeat able, can help to encourage audiences that no
matter what your size, you can achieve big challenges.
My target audience can sometimes have so much imagination that
they believe in elements of life, which do not exist today (e.g.
dinosaurs) or things considered irrational. For example they may see
a footprint in the woods and believe it to belong to a bear/dinosaur.
My stop motion will most likely use a 5, 10, or 15 rate of frames per
second. This involves quicker motion. Young audiences have a short
attention span. 24 frames per second communicates realistic
movement, which is too slow and dis engaging for audiences to
want to see.

It further enhances a surreal environment, which young audiences

will want to feel part of.
So far, my stop motion includes chases and battles, appealing to
boys, who like seeing action based animation.
To appeal to females, I may have the main character as a female
role.
Usually, a male role occupies the lead character in childrens
programs, including Shaun the Sheep.
Seeing a female character managing to battle with the villainous
snake though, should entice a greater female gender into watching
the stop motion. They may hopefully feel more positive and take
more pride in their gender.
It conveys to both genders that the lead role does not always have
to be a male and that females can be just as good.
Audience classificationWorking class and high working class are likely to be in possession
of good quality entertainment systems. Parents of this class though
are very busy with work, meaning they do not always have enough
quality time with their children.
In effect, young children would have to entertain themselves, by
watching T.V programs, which would usually occur after school, or
during the weekend, when they want to relax, after being at school
for the whole week.
It is beneficial in educating young children about messages, vital for
self-awareness on subjects including friendship and bullying.
RepresentationMy project revolves around animals and inanimate objects, which
are not people. Therefore, I do not have to worry about giving the
animals particular characteristics, which would implement a bias
representation toward us.
For example, if the protagonist asked a brown mouse toy to move
away from him, it would not represent racial discrimination, as a
mouse/other rodents are usually associated with their brown fur
color.
My protagonists, the dog characters, are representative of real
animals of course.
The protagonist, who is found abandoned in the beginning, can
represent dogs who are abandoned by their owners.

Showing the dog come into a new home and being welcomed by his
new friends can represent dogs who are given a new home and
treated kindly.
This makes audiences more aware of dogs that are constantly
abandoned, but can be given new homes.
Thus being more aware of how they should be caring a lot more for
their own pets.
Using toy dogs to represent, does not make the abandonment
scenario too upsetting, but will easily relate the scenario to actual
dogs.
Blue is smaller than the other 3 dogs and has a blue collar, while the
others have a red one.
However when the others accept her, it proves Blue and the others
to be the same, despite differences, (e.g. gender and appearance).
The dogs should be able to convey common traits my target
audience is familiar with.
For example, I shall have the dogs wag their tails whenever they are
happy.
They may also whine when upset and bark when angry.
The snake meanwhile, will slither in a slow and mysterious manner. I
will have the snake curled up, when remaining still, as snakes are
usually seen being curled up.
By having the characters perform their represented traits, the
audiences will be more convinced the toys are actual animals, thus
displaying more of a fondness toward them.
I will also have the snake strike forward, at the characters, many
times, to give a dangerous personae.
Social issuesThe main protagonist is found abandoned outside; conveying
messages about neglect of toys and other items. The intended
empathetic connection from the audience to the protagonist can
implement to them that un-wanted toys should not be thrown
outside.
When Blue enters into the house, he makes new friends, who show
respect to him, after he defeats the villainous snake.
Blue was originally represented as an abandoned toy, thought to be
non-worthy of anything. However, seeing this character later
manage to take on the evil snake, despite his small size and rather

scruffy appearance, helps demonstrate that toys/other abandoned

items are still worthy of being kept and should not be discarded.
Another possible social issue, is bullying. The snake is of a large size
and uses it to make others work for him. He usually picks on those
smaller than him.
This can convey about how some bullies pick on people due to their
size.
The ending shows Blue saving the snake from a cat and in the end
they both befriend each other. This enhances childrens awareness
about getting along with anyone and trying to be kind no matter
what.
The snake turns nice in the end, from Blue saving him. This conveys
that some people may seem horrible, but deep down may want a
friend, or to be cared for.
Legal and Ethical requirementsVarious elements of life skills are incorporated into T.V programs
also. This includes friendships, kindness and respect towards each
other.
These elements may be difficult for young audiences to understand
and therefore must be simplified in a fun and engaging way for
them to establish.
I will incorporate these elements in a simple form, followed by
humor, to engage audiences attention to subtext messages (e.g.
always be respectful toward your friends).
However, I will not present messages such as bullying, or neglect in
a graphic way, such as Blue being thrown outside and covered in
mud, as the visual content would be too upsetting and stressful for
young audiences to handle.
Alternatively I shall present it as something, which conveys the
protagonist as being lonely, but not something too visually
upsetting, with an impact likely to upset. For example, I may show
outside raining and then Blue hiding in a bush and whining. These
elements can convey a rather sad atmosphere but will not be too
upsetting for audiences to not want to watch, as no violent or
disruptive actions are conveyed toward the protagonist, which only
adult and teenage audiences would be able to handle, due to more
awareness.

Young children though, should not be seeing violent/disruptive

content as it can be something new to them, which triggers
negative reactions.
Some of the content though could be slightly scary, such as the
antagonist. Children can fee slightly frightened by the snake.
However, my stop motion must follow a common rule. The hero
must always win over evil regardless, as the villain winning would
convey negative responses and messages to my target audience.
The characters in my stop motion are toy animals, which shall bear
no relation to humans. The main character in my stop motion is
found abandoned, without a home and covered with dirt marks.
However, this does not represent lower class people, as dogs are
found abandoned outside too.

My stop motion cannot incorporate pre made music, for

entertainment purposes, as this breaks copyright (using another
persons content without giving due credit). To prevent this, I shall
use royalty free music, from a website called Kevin Macleod. This
site distributes music, created for people to use in their films. As
long as credit to the site is given.
Alternatively, I may use a music creating software called Garage
band. This way there is no risk of being sued for copyrighting, as
the music was created by myself.
Audience Response:
Preferred- Audiences shall become very influenced to want to play
with their toys and conjure up imaginative story lines.
Audiences will accept that your size does not limit your capabilities.
Audiences will also have a desire for the puppies to want to defeat
the snake, due to snake originally being represented as very cruel.
Audiences will agree to hold onto old toys of theirs and to take
special care of their pets.
Negotiated- Audiences will find the idea of toys coming to life
exciting, but will not become as influenced to want to play with their
toys.
The audience may accept, or refine the message of size not
mattering. However, this agreement/disagreement, will have been
formed from previously held opinions.
For example, they may agree with some elements of the message,
but not all of it.

Audiences may want the puppies to defeat the snake, but maybe in
another way, which is perhaps not as violent.
Oppositional- Those who think more rationally, may consider the
idea of toys coming to life, to be considerably silly.
Audiences will be able to understand the message, about size not
mattering, but may reject it. For example, they may think that a
character, like Blues size may not have been able to achieve
particular actions, such as fighting with the snake.
They may also oppose the idea of Blue trying to befriend the
snake, due to how he treated his friends earlier.

Production Management:
Time frameAccording to my schedule; my approximate time frame is 12 days
for filming and editing my stop motion.
It may need to be extended, to allow for scenes to be filmed more
effectively.
Contingency plans for staffing and resourcesFor casting, I may ask my friends to act as voice overs. During spare
time, I shall ask for them to attend to small recording session, with
the microphone.
Most of the resources are supplied at the location. This includes the
toys (e.g. dinosaurs, dogs and snake), materials (e.g. bed sheets),
stationary sets and kitchen utensils (e.g. wooden spoon) and other
props (e.g. chairs)
For any additional props and materials, I can look at my mums
house, or look in different shops, specifying in D.I.Y and furbishing
products, as well as those specifying toys. For example Argos,
The camera and microphone meanwhile are supplied at the college,
via the equipment store room in the editing suite.
I am already in possession of a tripod at my home. However, if I do
require a larger and more stable tripod, I can acquire one from the
colleges equipment storeroom in the editing suite.
For crew members, I may ask my grandma, grampy, or local friend,
to assist in taking a photo for each frame, or moving one of the
characters.

Monitoring and reviewingTo ensure each shot runs to my expectation, in terms of desired
frame rate and gestures being correctly addressed, I will review
each frame, after the shot is taken to see if it is effective or not..
This way I can determine whether a particular frame, or the whole
scene needs to be re shot.
I shall also import recently collected frames onto Final Cut Pro and
determine if the scene looks good with my chosen frame rate and
whether re shooting is required.
Problem solvingTo assure any fixing of errors, I will make sure to allow myself
enough filming time for each scene. This way, if I feel something
needs to be re shot, I shall have plenty of time to re shoot it.
To enable plenty of time, I may stay over at my Grandmas house,
during weekends and free college days (I.e. Tuesday), to ensure I
have enough time.
If there is a lack of material/props, I will try to improvise with shops
around the location, which is conveniently in a town, as well as in
the house.
PrioritizationI need to carry out test animations for my characters, to ensure I
know how they will be moved.
I will also create mood boards for elements such as the villains lair,
research shops, where I can buy additional items, such as toy
mouse, string and a blue screen possibly.
I need to finish my script and storyboard.
To find suitable actors and actresses to play each character. Commit
rehearsal schedules.
Quality control
I will carry out character movement test shots, to assure I know
exactly how I will move the toy characters.

I will also do tests of the characters moving their paws up and other
gestures, to ensure their gestures are easy to read.
I will also test it with my decided frame rate and see whether it
works.
Thus I can make a better judgment of whether or not I should
change the way I can move and position my characters.
I will ensure this by allowing myself plenty of filming time.
I will take pictures of the location and use color corrector (via Final
Cut Pro), to see if my setting meets a colorful and joyful tone, to
meet my target audience requirements.
I will ensure my resources are placed into one, or several boxes with
labels, so they do not get lost.
I will make sure to set up my filming equipment, so it duplicates the
shot in the storyboard.

Meeting submissions dates

I will make sure to regularly check the current date and submission
date (8th of June), to see if I am on track for finishing my F.M.P.
Destinations:
E.g.
Films festivals My project can be entered toward Devizes Film
Festival, which
Incorporates fiction genres, including animation.
It can be downloaded into playable formats for Windows and Mac.
It allows separate age groups to 17 years (and under) and 18 years
(and over) to enter, which is ideal for us, being between these age
ranges.
Formats, from Mpeg4, to wmv and mov are acceptable formats for
submitted videos.
The submitted video must be strictly 15 minutes or below. This
complies with my video, which has to be 5 minutes long.
Bath Film Festival is also suitable, as its submission duration is 10
minutes and under, and accepts a variety of films made all over the
world.

Walthamstow International Film Festival allows short films to be

submitted. Categories include animation and Drama, among others.
Cinema Monster Film and Animation Festival allows people from all
over the world, to submit their films, including animations. It
encourages young filmmakers to take part too.
Emerging technologies It can be posted to YouTube and
Vimeo, which a wide variety of audiences, including young ones,
use today.
Thus it has more chance of reaching my target audience.
I can also attach the video to tags. Tags allow you to connect your
video to others, similar. For example, I may create a tag, called stop
motion. People who type in Stop motion onto YouTube will then be
more likely to find my video.
Websites etc. I can post the video onto social networking sites,
including Facebook. Young children do not use these sites, due to
safety reasons. Their parents however, are very likely too. This
enables them to view the program and determine whether it is
acceptable for their own child/children to view.