VCE Media Unit 2
Unit 2: Media production and the media industry

This unit will enable students to develop their understanding of the specialist production stages and roles within the collaborative organisation of media production. Students develop practical skills through undertaking assigned roles during their participation in specific stages of a media production and analyse issues concerning the stages and roles in the media production process. Students also develop an understanding of media industry issues and developments relating to production stages and roles and the broader framework within which Australian media organisations operate.

AREA OF STUDY 1

Media production

This area of study focuses on students producing a media product within a collaborative context and explaining the process undertaken. All media representations are constructed through a production process. Production is usually undertaken in stages, often grouped under the headings of pre-production, production and post- production, with segments of the various stages undertaken by specialist individuals or teams. The specialists perform specific roles in the development of a media product from its inception to completed production, distribution and/or exhibition. As each media product progresses through the various stages of production, the work practices and conventions of each specific stage help shape the final nature of the media product.

Outcome 1

On completion of this unit the student should be able to explain the media production process and demonstrate specialist production skills within collaborative media productions.

To achieve this outcome the student will draw on knowledge and related skills outlined in area of study 1.

Key knowledge

This knowledge includes

  • stages in the media production process from planning and/or pre-production to final audience reception;
  • the specialist roles in each stage of a media production within the context of the collaborative nature of media production;
  • production techniques, practices and conventions used to structure media texts and to engage audiences.

Key skills

These skills include the ability to

  • identify specific stages and roles in the media production process;
  • describe the collaborative nature of stages and roles in the media production process;
  • undertake specialist roles in media production and apply the relevant technical skills;
  • apply production techniques, practices and conventions in the collaborative production of media texts;
  • work collaboratively with others in the production of media texts.

AREA OF STUDY 2

Media industry production

This area of study focuses on Australian, overseas and/or global issues and/or developments in the media industry and their impact on media production stages and specialist roles within these stages. Media products are the result of collaborative and specialist production stages and roles. The degree of specialisation among production personnel may vary according to the production context. The many specialist stages and roles each require different skills and training. Work may be regular or irregular depending on the type of role and the funding for media productions. Issues or developments arise in the media industry in the production, distribution, exhibition and reception of media texts, both fiction and non-fiction. In this area of study, the term ‘media production’ can be understood as one or more media productions.

Outcome 2

On completion of this unit the student should be able to discuss media industry issues and/or developments relating to the production stages of a media production and specialist roles within the media industry.
To achieve this outcome the student will draw on knowledge and related skills outlined in area of study 2.

Key knowledge

This knowledge includes

  • characteristics of stages of a media production within the context of the overall production process of a particular media product; for example, marketing of a film, broadcasting a television program, post-production of a computer game, shooting a music video, newspaper layout, designing a website;
  • specialist roles performed and production skills applied in the stages of a media production by specific media personnel;
  • Australian, overseas and/or global media industry issues and/or developments relating to the stages of a media production and specialist roles; for example, production issues concerning the making of a film, program or other media text, training and employment pathways for specialist media roles, industry practices at stages of a production process;
  • media industry issues and/or developments and their impact on production stages and specialist roles.

Key skills

These skills include the ability to

•    describe characteristics of the stages of a media production within the context of the overall production process of a particular media product;
•    discuss the specialist roles and production work performed in stages of a media production process;
•    analyse the impact of Australian, overseas and/or global media industry issues and/or developments on stages of a production process and the specialist roles undertaken.

AREA OF STUDY 3

Australian media organisations

This area of study focuses on an analysis of Australian media organisations and the social and industrial framework within which they operate. Media products are produced within a cultural, aesthetic, legal, political, economic, institutional and historical framework. Their production, distribution and circulation is affected by law, self-regulatory codes of conduct, industry pressures and the practices of particular media organisations. Other factors (for example, sources of revenue, ratings, circulation, ownership and control) influence the nature and range of media texts produced by individual organisations. Consideration of the impact of these factors on media organisations and their products is important in developing an understanding of the production role of different Australian media organisations.

Outcome 3

On completion of this unit the student should be able to describe characteristics of Australian media organisations and discuss the social and industrial framework within which such organisations operate.
To achieve this outcome the student will draw on knowledge and related skills outlined in area of study 3.

Key knowledge

This knowledge includes

  • ways in which Australian media organisations produce and distribute media texts, for example, through film production, Internet programming, exhibition outlets, broadcasting sites, television transmission, newspaper and/or magazine production;
  • source(s) of income and/or finance of Australian media organisations; •    ownership and, where appropriate, patterns of ownership over time of Australian media organisations;
  • audiences of Australian media organisations and/or texts; for example, audience size and demographics, ratings or circulation figures;
  • the nature and range of media texts produced by Australian media organisations and, where appropriate, similar overseas organisations, which are distributed in Australia; for example, music and current affairs programming on radio, film production budgets and genres, commercial and non-commercial television station programming;
  • the relationship between the nature and/or range of texts produced by Australian media organisations and the funding and management of these organisations;
  • historical, cultural, legal, political, economic and/or institutional factors affecting the conduct and operation of Australian media organisations.

Key skills

These skills include the ability to

  • describe features of Australian media organisations;
  • compare the nature and operation of Australian media organisations; •    discuss the impact of the funding and/or management of Australian media organisations on the nature and/or range of media texts produced by Australian media organisations;
  • analyse the conduct and operation of Australian media organisations within the historical, cultural, legal, political, economic and/or institutional framework in which they produce, distribute and/or exhibit media texts.
 
Australian media organisations

Presentation

Duration: 5 minutes

Investigate one of the following Australian media organisations: Triple J, 774 3LO, ABC1, Channel 7, Channel 10, Channel 9, RRR, Channel 31, Nova, Radio National, The Age, The Herald-Sun, The Australian

You need to include the following information in your presentation:
• ownership of the Media organisation;
• a brief history of the organisation;
• circulation or ratings figures for the organisation;
• types of programs and/or content of the organisation;
• type of audience/demographic that the organisation attracts;
• code of conduct, vision statement or any other institutional.

As part of your presentation you must provide a one-page fact sheet covering all of this information for the class.

Triple J
Official Website
Wikipedia

The Age
Demographics

The Herald-Sun
Demographics

The Australian
Demographics

Useful Links

Australian Television Ratings
Melbourne Radio Ratings

 
Unit 2: Media production and the media industry

This unit will enable students to develop their understanding of the specialist production stages and roles within the collaborative organisation of media production. Students develop practical skills through undertaking assigned roles during their participation in specific stages of a media production and analyse issues concerning the stages and roles in the media production process. Students also develop an understanding of media industry issues and developments relating to production stages and roles and the broader framework within which Australian media organisations operate.

AREA OF STUDY 1

Media production

This area of study focuses on students producing a media product within a collaborative context and explaining the process undertaken. All media representations are constructed through a production process. Production is usually undertaken in stages, often grouped under the headings of pre-production, production and post-production, with segments of the various stages undertaken by specialist individuals or teams. The specialists perform specific roles in the development of a media product from its inception to completed production, distribution and/or exhibition. As each media product progresses through the various stages of production, the work practices and conventions of each specific stage help shape the final nature of the media product.

Outcome 1

On completion of this unit the student should be able to explain the media production process and demonstrate specialist production skills within collaborative media productions. To achieve this outcome the student will draw on knowledge and related skills outlined in area of study 1.

Key knowledge

This knowledge includes
• stages in the media production process from planning and/or pre-production to final audience reception;
• the specialist roles in each stage of a media production within the context of the collaborative nature of media production;
• production techniques, practices and conventions used to structure media texts and to engage audiences.

Key skills

These skills include the ability to
• identify specific stages and roles in the media production process;
• describe the collaborative nature of stages and roles in the media production process;
• undertake specialist roles in media production and apply the relevant technical skills;
• apply production techniques, practices and conventions in the collaborative production of media texts;
• work collaboratively with others in the production of media texts.

AREA OF STUDY 2

Media industry production

This area of study focuses on Australian, overseas and/or global issues and/or developments in the media industry and their impact on media production stages and specialist roles within these stages. Media products are the result of collaborative and specialist production stages and roles. The degree of specialisation among production personnel may vary according to the production context. The many specialist stages and roles each require different skills and training. Work may be regular or irregular depending on the type of role and the funding for media productions. Issues or developments arise in the media industry in the production, distribution, exhibition and reception of media texts, both fiction and non-fiction. In this area of study, the term ‘media production’ can be understood as one or more media productions.

Outcome 2

On completion of this unit the student should be able to discuss media industry issues and/or developments relating to the production stages of a media production and specialist roles within the media industry. To achieve this outcome the student will draw on knowledge and related skills outlined in area of study 2.

Key knowledge

This knowledge includes
• characteristics of stages of a media production within the context of the overall production process of a particular media product; for example, marketing of a film, broadcasting a television program,
post-production of a computer game, shooting a music video, newspaper layout, designing a website;
• specialist roles performed and production skills applied in the stages of a media production by specific media personnel;
• Australian, overseas and/or global media industry issues and/or developments relating to the stages of a media production and specialist roles; for example, production issues concerning the
making of a film, program or other media text, training and employment pathways for specialist media roles, industry practices at stages of a production process;
• media industry issues and/or developments and their impact on production stages and specialist roles.

Key skills

These skills include the ability to
• describe characteristics of the stages of a media production within the context of the overall production process of a particular media product;
• discuss the specialist roles and production work performed in stages of a media production process;
• analyse the impact of Australian, overseas and/or global media industry issues and/or developments on stages of a production process and the specialist roles undertaken.

AREA OF STUDY 3

Australian media organisations

This area of study focuses on an analysis of Australian media organisations and the social and industrial framework within which they operate.
Media products are produced within a cultural, aesthetic, legal, political, economic, institutional and historical framework. Their production, distribution and circulation is affected by law, self-regulatory codes of conduct, industry pressures and the practices of particular media organisations. Other factors (for example, sources of revenue, ratings, circulation, ownership and control) influence the nature and range of media texts produced by individual organisations. Consideration of the impact of these factors on media organisations and their products is important in developing an understanding of the production role of different Australian media organisations.

Outcome 3

On completion of this unit the student should be able to describe characteristics of Australian media organisations and discuss the social and industrial framework within which such organisations operate. To achieve this outcome the student will draw on knowledge and related skills outlined in area of study 3.

Key knowledge

This knowledge includes
• ways in which Australian media organisations produce and distribute media texts, for example, through film production, Internet programming, exhibition outlets, broadcasting sites, television transmission, newspaper and/or magazine production;
• source(s) of income and/or finance of Australian media organisations;
• ownership and, where appropriate, patterns of ownership over time of Australian media organisations;
• audiences of Australian media organisations and/or texts; for example, audience size and demographics, ratings or circulation figures;
• the nature and range of media texts produced by Australian media organisations and, where appropriate, similar overseas organisations, which are distributed in Australia; for example, music
and current affairs programming on radio, film production budgets and genres, commercial and non-commercial television station programming;
• the relationship between the nature and/or range of texts produced by Australian media organisations and the funding and management of these organisations;
• historical, cultural, legal, political, economic and/or institutional factors affecting the conduct and operation of Australian media organisations.

Key skills

These skills include the ability to
• describe features of Australian media organisations;
• compare the nature and operation of Australian media organisations;
• discuss the impact of the funding and/or management of Australian media organisations on the nature and/or range of media texts produced by Australian media organisations;
• analyse the conduct and operation of Australian media organisations within the historical, cultural, legal, political, economic and/or institutional framework in which they produce, distribute and/or
exhibit media texts.

 
Media industry production

The Film Production Process

The film production process can be divided into three stages: pre-production, principal photography and post-production.

Film Production Roles and Terminology

Ever wondered what the heck a Dolly Grip is? Ever wondered what's so great about the Best Boy? Filmmaking is a grueling process for those involved and, on most big budget Hollywood films, there are a lot of people involved in every stage of the production process. Read on to find a detailed explanation of these roles (courtesty of Wikipedia ). 

Actor: An actor is a person who acts, or plays a role in an artistic production. The term commonly refers to someone working in movies, television, live theatre, or radio

Assistant Director: Assists and collaborates with the director in the performance of his/her duties, may physically direct secondary scenes, extras shots, and substitute for the director in his/her absence on the primary shooting.

Best Boy: In a film crew there are two kinds of best boy; Best Boy Electric and Best Boy Grip. In the simplest forms, they are assistants to their department heads, the Gaffer and the Key Grip, respectively. On films with very small crews, the Electric (lighting) department often consists of only a Gaffer and Best Boy. The Grip department, only a Key Grip and Best Boy. On very large crews these numbers can hit up to 12 or 24 people per department (depending on the situation). As would be expected, the responsibilities of a Best Boy change depending on the size of the crew. On small shows, they simply place and operate the Grip and Lighting equipment and ensure its continuous and safe operation. On a large show, the Best Boy position at times can resemble more of a management position; often they hire the crew and do things like ensure that sets that are being pre-rigged for the Gaffer or Key Grip are ready. It also can entail many other responsibilities such as preparing weekly invoices that are handed over to production for their departments, ensuring that due over- time is paid and handling negotiations with the production team.

Boom Operator: The boom operator is an assistant of the sound engineer or "sound mixer." The main responsibility of the boom operator is microphone placement, sometimes using a "fishpole" with a microphone attached to the end and sometimes, when the situation permits, using a "boom" (most often a "fisher boom") which is a special piece of equipment that the operator stands on and that allows precise control of the microphone at a much greater distance away from the actors. They will also place wireless microphones on actors when it is necessary. The boom operator is part of the sound crew, who manages to keep the microphone boom, near to the action, but away from the camera frame, so that it never appears onscreen, but allows the microphone to pursue the actors as they move.

Camera Operator: As the head member of the camera crew, the camera operator uses the camera as coached by the director. They are accountable for maintaining the required action is correctly filmed in the frame, and needs to react instinctively as the proceedings take place.

Cinematographer: The cinematographer or director of photography regulate lighting for every scene, performs some frame shots, chooses the lenses to be used, decide on film stock and guarantee that the visual appearance of the project follows to the directors initial foresight. However, the cinematographer would usually not maneuver the camera on the set, as this is usually the exclusive role of a camera operator.

Clapper Loader: A clapper loader is part of a film crew, whose primary task is to operate the clapper board (slate) at the beginning of each take and to load the raw film stock into camera magazines.

Costume Designer: The costume designer makes all the clothing and costumes worn by all the actors on screen, as well as designing, planning, and organizing the construction of the garments down to the fabric, colours, and sizes. They greatly contribute to the appearance of the film, and set a particular mood, time, feeling, or genre. They alter the overall appearance of a project with their designs and constructions, including impacting on the style of the project, and how the audience interpret the show’s characters.

Director: A director orchestrates the artistic and dramatic aspects of a film. The role typically includes: defining the overall artistic vision of the film; controlling the content and flow of the film's plot; directing the performances of actors, both mechanically by putting them in certain positions (i.e. blocking), and dramatically by eliciting the required range of emotions; organizing and selecting the locations in which the film will be shot; managing technical details such as the positioning of cameras, the use of lighting, and the timing and content of the film's soundtrack; any other activity that defines or realizes the artistic vision the director has for the film. In practice the director will delegate many of these responsibilities to other members of his or her film crew. For example, the director may describe the mood she or he wants from a scene, then leave it to other members of the film crew to find a suitable location, or to set up the appropriate lighting.

Dolly: A camera dolly is a specialized piece of film equipment that looks like a little car. The camera is mounted to the dolly and the camera operator and camera assistant usually ride on it to operate the camera. The dolly is operated by a dolly grip who is a dedicated technician trained in its use. The camera dolly may be used as a shooting platform on any surface, but is often raised onto track, to create smooth tracking shots on horizontal axis. Additionally, the dolly usually has a hydraulic arm that raises and lowers the camera on the vertical axis. When a dolly grip operates a dolly on both axies simultaneously, this is known as a compound move. The skillful use of a dolly is a highly sought after talent that often leads to a long and fulfilling career working closely with a director of photography.

Dolly Grip: In cinematography, the dolly grip is the individual who places and moves the dolly track were it is required, and then pushes and pulls the dolly along that track while filming. A dolly grip must work closely with the camera crew to perfect these complex movements during rehearsals. For moving shots, dolly grips may also push the wheeled platform holding the microphone and boom operator. The dolly is a cart that the tripod and camera (and occasionally the camera crew) rest on. It makes the camera able to move without bumps and visual interruptions from start to finish while the camera is filming. It is commonly used to follow beside an actor to give the audience the sense of walking with the actor, or as the actor.

Dubbing: In filmmaking, dubbing is the process of recording or replacing voices for a motion picture. The term is most commonly used in reference to voices recorded which do not belong to the original actors and speak in a different language than the actor is speaking, resulting in a mismatch of the words heard by the viewer and the movements of the actor's lips (especially when one acquires both the original and the dubbed version). Dubbing can also be used to describe the process of re- recording lines by the actor who originally spoke them. The process is technically known as automated dialogue replacement, or ADR.

Editor: The editor works in tandem with the director in editing the film that has been shot. The director has the ultimate accountability for editing choices, but often the editor has substantial contribution in the creative decisions concerned in piecing together a finalized product. Often, the editor commences their role whilst filming is still in process, by compiling initial takes of footage. It is an extremely long process to edit a television show, demonstrating the importance, and significance editing has on a production.

Focus Puller: In cinematography, a focus puller or first assistant camera is the member of a film crew responsible for keeping the camera's focus right during a shoot. Often this requires pulling the focus with a follow focus device during the take without looking through the camera (the camera operator is doing that), to compensate for camera or subject movement. The margin for error is often very small, as little as 1/4 or 1/8th of an inch (3 - 6 mm). Most people on the set will agree that the focus pullers job is the most technically difficult of any during production.

Foley artist: The Foley artist on a film crew is the person who creates and records many of the sound effects. Foley artists, editors, and supervisors are highly specialized and are essential for producing a professional-sounding soundtrack suitable for distribution and exhibition. The Foley artist also fabricates sounds that can’t be correctly recorded while filming, much like the sound editor does computer based.

Gaffer: The gaffer is the head electrician at the production set, and is in charge of lighting the stage in accordance with the direction of the cinematographer.

Key Grip: The key grip is the head grip on the production set. It is a grips task to create shadow effects with lights and occasionally maneuver camera cranes, dollies and platforms while receiving direction from the cinematographer. The term grip is used in slightly different ways in American and British or Australian film making. In the British and Australian film industries, a grip is responsible for camera mounting and support, which can include anything beyond a basic tripod. Lighting in British and Australian film-making is headed by the gaffer, who is also part of the camera department. Grips can also be the people that do the laborious work on sets. These type of grips push, pull, roll, and lift various pieces of equipment under the watchful eye of the director, producer, or art director.

Light Technician: Light technicians are involved with setting up and controlling lighting equipment. Toward this end, they will confer with the director and the cinematographer. Light technicans will also study the script to determine lighting effects required. They are responsible for the movement and set up of various pieces of lighting equipment for visual effects.

Post Production: Post production is the general term for the last stage of film production in which photographed scenes (also called footage) are put together into a complete film. Post production is in fact many different processes grouped under one name. These typically include: editing the picture; editing the soundtrack; writing and recording the soundtrack music; adding visual special effects, mainly computer generated imagery and digital compositing; adding audio sound effects.

Preproduction: During pre-production, the script is broken down into individual scenes and all the locations, props, cast members, costumes, special effects and visual effects are identified. An extremely detailed schedule is produced and arrangements are made for the necessary elements to be available to the film-makers at the appropriate times. Sets are constructed, the crew are hired, financial arrangements are put in place and a start date for the beginning of principal photography is set. At some point in pre-production there will be a read-through of the script which is usually attended by all cast members with speaking parts, all heads of departments, financiers, producers, publicists and of course the director.

Principal Photography: Principal Photography refers to the phase of film production during which the movie is actually shot, as distinct from pre- production and post-production. Principal photography is usually the most expensive phase of film production and generally marks a point of no return for the financiers.

Production Designer: The production designer is the person with the responsibility of the visual appearance of a production. They design, plan, organize, and arrange set design, equipment availability, as well as the on screen appearance a production will have. A production designer is often referred to also as the set designer, or scenic designer.

Production Manager: The production manager performs deals concerned with business about the crew, and organizes the technical needs of the production. This would involve many things ranging from gaining the correct equipment with the exact technical requirements; to arranging accommodation for the cast and crew. The production manager reports their expenses and needs to the line producer.

Publicist: A publicist, or advertiser has the task of raising public awareness of a production, and ultimately increase viewers and sales of it and its merchandise. The publicist's main task is to stimulate demand for a product through advertising and promotion. 

Screenplay: A screenplay or script is a blueprint for producing a motion picture. It can be adapted from a previous work such as a novel, play or short story, or it may be an original work in and of itself

Sound Designer: A Sound Designer, in the most general sense, is a member of a motion picture production crew responsible for some original aspect of the film's audio track. The title is not controlled by any industry orgnization, as with the title of director or screenwriter in the American film industry. A sound designer performs one of two jobs: In the original meaning of the title, as established in the 1970s by Francis Ford Coppola and Walter Murch, a sound designer is an individual ultimately responsible for all aspects of a film's audio track, from the dialogue and sound effects recording to the re-recording of the final track. The title was first granted by Francis Coppola to Walter Murch for his work on the film Apocalypse Now, in recognition for his extraordinary contribution to that film; in this way the position emerged in the same way the title of production designer came in to being in the 1930's, when William Cameron Menzies made revolutionary contributions to the craft of art direction in the making of Gone With the Wind.

Sound Editor: In radio, film, and television, the sound editor deals with the mixing, adjusting and fixing the soundtrack.Usually has a major decision-making and a creative role.

Steadicam: A Steadicam mounts the camera to the operator's body and provides him or her with a freedom of movement comparable to a hand-held camera. The Steadicam's armature absorbs the jerks, bumps, and other small movements of the operator, while smoothly following the broad movements needed to cover any given scene, such as moving over uneven terrain or through a crowd. The Steadicam was invented by American cameraman and inventor Garrett Brown in 1973. Steadicam is manufactured by The Tiffen Company and is a registered trademark.

Storyboard: Storyboards are illustrations displayed in sequence for the purpose of previsualizing an animated or live-action film. In creating a motion picture with any degree of fidelity to a script, a storyboard provides a visual layout of events as they are to be seen through the camera lens. In the storyboarding process, most technical details involved in crafting a film can be efficiently described either in picture, or in corollary notation. A storyboard in live-action film is essentially a large comic of the film or some section of the film produced beforehand to help the directors and cinematographers visualize the scenes and find potential problems before they occur. Often story boards include arrows or instructions that indicate camera movement. Some directors, such as Joel and Ethan Coen, storyboard extensively before taking the pitch to their funders, stating that it helps them get the figure they are looking for since they can show exactly where the money will be used. Other directors storyboard only certain scenes, or not at all.

Assessment Task: Film Production Stages and Roles

A short answer and multiple-choice test on the material mentioned above, focusing on the roles and stages in the film production process.

Assessment Criteria

• identify specific stages and roles in the media production process;

• describe the collaborative nature of stages and roles in the media production process.

Assessment Task: 'The Making of Jaws' Case Study

Date: Friday, June 19, 2008

Word Length: 700 words

Describe the roles and stages in the film production process using 'The Making of Jaws' as a case study. Answer the following questions in class as you are watching. These are to assist you when writing your case study, your work is not to be submitted in Q&A form.

1. Where did the idea for Jaws originate? How did it become a film? Who contributed to the screenplay? 
2. Why were particular scenes removed from the film? 
3. During the pre-production stage what sort of footage did the producers commission in preparation for the film? How was the script changed as a result of this footage? 
4. What was involved during the casting process? 
5. What is location scouting? Why did Steven Spielberg choose the locations for the film? 
6. Describe how actors contributed to the production of Jaws. 
7. What does a composer do? What considerations were taken into account when writing the music for Jaws? 
8. What did Spielberg do as a result of test screenings? 
9. What is a director of photography? How was the director of photography involved in the production of Jaws? 
10. What does an editor do? Who was the editor on Jaws and what was her responsibility? 
11. Based on the documentary, what are the responsibilities of a producer? 
12. What does the producer do once principal photography has finished? 
13. What did the production designer do on the film?

The Making of Jaws Transcript

Steven Spielberg: When I first hear the word 'Jaws', you know, I just think of a period in my life when I was much younger than I am right now. And I think because I was much younger, I was more courageous. Or I was more stupid. I'm not sure which. So when I think about Jaws, I think of courage and stupidity. And I think about both of those things existing under water.

Peter Benchley: I had been thinking for years about a story about a shark that attacks people and what would happen if it came in and wouldn't go away. I hadn't done anything about it, really. In 1964, I read a story about a shark fisherman off Long Island who caught a 4,550 pound Great White Shark off the beaches of Long Island. And I thought, "Wow. What would happen if one of these things came in and wouldn't go away." And, again, I didn't do anything about it until 1970 or 1971 when a publisher finally said, "That's an interesting story. I'll pay you a couple of dollars if you'll put it on paper." So that's how the idea began.

David Brown: Both Dick Zanuck and I saw or heard about the book at identical times. I heard about it from a small card in the fiction department of Cosmopolitan edited by my wife Helen Gurley Brown which gave a brief description of this novel by Peter Benchley and then said, "Might make a good movie."

 


Richard D Zanuck: We both read it overnight and got on the phone with each other the next morning and said, "Look, we don't know how we can possibly do it but we decided we must have this. Whatever it takes, this is the most exciting thing we've ever read and we'll figure out later how we can make it.

David Brown: Had we read it twice, in my opinion, we never would have made Jaws. Because anyone with a modicum of production knowledge would know there was no way to get a shark to leap on the stern of a small boat and swallow a man. How were we going to do this? Were we going to do it with animation? Who was going to do this?

Steven Spielberg: Coincidentally, the producers of Jaws had just been my producers on my first feature Sugarland Express - Dick Zanuck and David Brown - I asked them if this was something I could direct next.I just remember seeing a very large, you know, block of pages that said 'Jaws' on it. And I didn't know what that meant. Jaws. Was it, like, about a dentist? It was a kind of unusual word and I remember borrowing a copy to read over the weekend. I had no idea this was about to become one of the best selling books in the nation. And I read it and I suddenly said to myself, "Wow. This is just like a movie I just made about a truck and a hapless driver, called Duel. And, of course, you know, I'm young and I'm stupid. I'm saying, "Duel has four letters and Jaws has four letters and they're both about these leviathans preying upon every man." And I said to myself, "This is kind of the sequel to Duel, only it's on the water. Peter Benchley did a very good adaptation of his own novel. And then, Peter kind of turned it over to me and said, "Here it is and do with it what you want." And at that point, i didn't quite know what to do with it because it wasn't the movie I wanted to make next and I remember sitting down and writing the script myself and doing an entire draft myself from beginning to end. It was more an exercise for myself to become familiar with what I wanted Jaws to become. And it was an exercise that was very beneficial because I suddenly had a vision of the film, even though I didn't possess the skills to write it. David Brown suggested, and Dick Zanuck both suggested that I go to Howard Sackler who had written The Great White Hope.

David Brown: Howard Sackler specifically asked not to have credit. He only had a limited time to give to the film and therefore he said, "I don't want credit."

Spielberg: Sackler really broke the back of the movie and got me to say, "Yes, I'll make this movie next. I'm committing."

Brown: And then came something that has not been recorded in the history of Jaws. the screen actors guild contract was about to expire at the end of that year, it could have been 1973, perhaps, whatever the year was, and the studio decreed that no movie would be started that couldn't be finished by June 30th of that year because they didn't want to be struck, that is photography was completed. And Steven said, "I don't have a script yet. You're asking me to start this movie in April..." - whenever it was, I don't know, maybe this was February. He said, "I don't have a script." And I said, "Who can we get?" And he said, "There's a man name Carl Gottlieb. I'm thinking about him in the movie.

Carl Gottlieb: I was hired first as an actor because if I was going to be on the set, I could at least help in the improvisations and the crowd scenes, and finding stuff to do in the moment. That's how I was first on the picture, as an actor, then shortly after I was hired to do the rewrites. Peter Benchley's novel included too much. There was just too much story for the film that we were making that had to have a very direct through line. We thought we had a chance to make a great popular movie. So toward that end, we tried to make the characters more human and believable, the tension more unbearable and the suspense more frightening.

Quint: Mr. Hooper, that's the U.S.S. Indianapolis.

Hooper: You were on the Indianapolis?

Spielberg: The Indianapolis speech which, for me, is my favourite part of Jaws - the speech that Shaw gives about that. That was conceived by Howard Sackler, who only really wrote a short paragraph. One day I was talking to John Milius and I said, "Can you make this longer because I think it's a speech, not just a couple of short paragraphs?"

Quint: Eleven hundred men went into the water. Vessel went down in twelve minutes. Didn't see the first shark for about a half an hour.

Spielberg: That's when John sat down and he wrote page after page, in long hand, I believe. When Robert Shaw read it, Shaw said, "Let me have a chance at rewriting it." And then Shaw rewrote Milius who had rewritten Sackler and the speech in the movie is basically Shaw's version of Milius' version of Sackler's version.

Quint: You know the thing about a shark, he's got... lifeless eyes, black eyes, like a doll's eye. When he comes at ya, doesn't seem to be livin'. Until he bites ya and those black eyes roll over white. And then, ah then you hear that terrible high pitch screamin' and the ocean turns red and spite of all the poundin' and the hollerin' they all come in and rip you to pieces.

Zanuck: We thought, to legitimatise the movie, there should be some real shark footage.

Brown: Ron and Valerie Taylor were engaged in order to shoot real shark footage off of Australia, which they were well-experienced at doing.

Ron Taylor: Universal Pictures contacted Valerie and I and I said, "Yes, I think we can do the underwater shooting of live sharks in South Australia." So they flew me to America and I met Steven Spielberg and the production team there and I explained what I thought we could do with the real, live Great White sharks. But I explained that our sharks were only about fourteen feet long whereas Jaws was about twenty six feet long.

Speilberg: I had this idea of doing a miniature cage and putting a little person into a miniature cage. That would have effectively scaled the shark up and added another, you know, nine feet to the overall length of the shark.

Valerie Taylor: And Hollywood sent us this little man, he couldn't dive, he had spent most of his life riding horses, doubling for children in films like National Velvet, he'd doubled for Elizabeth Taylor. And, we had to take him out and stuff him into a cage and dangle him into the cold southern ocean. And have sharks - big, huge, monstrous sharks - swimming around him. And he was very much afraid and we had a lot of difficulty getting him into the cage which is probably quite understandable. We did have two little dummies because we were supposed to have somebody in the cage when the shark broke it up. But we had Carl, and he was much better, he looked better in the cage, he moved around a bit. We'd been working for about a week and we still hadn't got the shots of the shark attacking the cage. I mean, they don't normally do that. They'd rather attack a bait. One of them came in - and he was a big, strong shark - and he swam around and we had the small cage - the half-size cage - hanging on a bridle attached to a winch on the deck of The Skippy. And he swam over it and got his nose caught in the bridle, tried to swim forward and became trapped, and when a White shark is trapped, it goes crazy. And Ron was filming under water and, actually, that's how we got that footage. And they used it. They wanted someone in the cage at the time but there was nobody in the cage, so they changed the script to suit that particular sequence because it was so dramatic.

Ron Taylor: And it looked like the shark was destroying the cage, it broke it away from the small boat and the whole lot came tumbling past me and crashed down onto the bottom. The shark got out and swam away. That was the scariest thing I think I've ever seen under water.

Zanuck: Our philosophy was that the star was the shark. When it came to the casting of the picture we said we have our star already, we don't need to spend a lot of money, let's just get very good actors to play the roles.

Brody: Then why don't we have one more drink and go down and cut that shark open.

Ellen: Martin? Can you do that?

Brody: I can do anything. I'm the chief of police.

Spielberg: Roy Scheider was interesting, the story of how I cast him. Because here's a situation where I was going after other actors and I was having trouble finding a name that I liked and who would do it. I remember I was at a party one night -

Roy Scheider: And my agent brought me over to be introduced to him. And he was having a conversation with a writer called Tracy Keenan Wynn. And as I approached him, I heard a conversation that went something like this: "We're going to have to have this giant shark come out of the water and land on a boat and crack the boat in half." And then I was introduced to him, he said hello, he was very polite, very nice, very pleasant, and then, as I was walking away, they picked up this conversation again. And I remember saying to my agent as we walked away, I said, "Those people have got to be kidding. They've got to be kidding. A giant shark that cracks a boat in half?" I thought they were loony.

Spielberg: I told him the entire story. At the end of the story, he said, "Wow, that's a great story. What about me?" I looked at Roy and I said, "Yeah...you know, you'd be a great Chief Brody." 'Cause I'd loved Roy from The French Connection. And that's how that came about.

Brody: What are you doing out there? These are your people, go and talk to them!

Hendricks: Those aren't my people! They're from all over the place! What happened to the extra help we were supposed to be get?

Brody: That's not until the fourth of July! Between now and then it's you and me!

Hooper: Ah, you know those eight guys in the fan-tail launch out there?

Brody: Yeah?

Hooper: Well none of them are going to get out of the harbour alive.

Spielberg: I cast Dreyfuss because basically I loved American Graffiti and I had seen him in that and George Lucas was the person who sort of said to me, "Why don't you cast Ricky? Ricky Dreyfuss. He'd be great.

Dreyfuss: And he told me this movie he wanted to make. It was really a shocker. Even as he was telling it to me as a tale, it was a great, exciting story. And I said, "Well, this sounds like it's going to be a great movie. I'd rather watch this movie than shoot it because it's going to be a bitch to shoot. Then a few months later I went to see the opening of a film that I had done in Canada called The Appreticeship of Duddy Kravitz. And I saw myself, really, for the first time and I had a heart attack. I had a total nervous collapse. I thought I was awful. And I figured I'd better get a job really soon. So I called Steven and I said, "If you still want me to offer that job, I'll take it." And he said yes. So in essence, I came crawling to Martha's Vineyard.

Quint: Gamin' fish eh? Marlin? Stingray? Bit through this piano wire? Don't you tell me my business again!

Spielberg: My first choice to play Quint was Lee Marvin but Lee Marvin wasn't interested. My second choice was Sterling Hayden who I thought would make an amazing Quint. He couldn't do it, either - actually I forgot the reason he couldn't do it. And then, Dick Zanuck and David Brown suggested Robert Shaw. He was their idea.

Quint: -- Son of a bitch! Goddamn women today, they can't handle nothin'. Young girls just quite as smart, like their grandmother's...[Continues his ranting]

Ellen: That's got to be Quint.

Brody: Colourful ain't he.

Ellen: He scares me.

Brody: Don't use the fireplace in the den because I haven't fixed the flu yet.

Ellen: What am I going to tell the kids?

Spielberg: The first person I cast for the movie, in fact, was Lorraine who I'd loved in a TV movie I'd seen her do called The Marcus-Nelson Murders starring Telly Savalas and herself, I believe as Telly's wife in that and thought she was a very natural actress, almost improvisational in her style and she brought a realism to the movie, a real realism to that family which I wanted in the film.

Lorraine Gary: Roy was wonderful in that scene. He just brings tears to your eyes. And, uh, seeing Roy work the child and Steven allow the child and Roy to flow as organically as they did, that added so much to this movie. It was an extraordinary touch.

Brody: Come here. Give us a kiss.

Sean: Why?

Brody: `Cause I need it. Get outta here.

Gary: Ellen is very clear to me and always has been. Roy Scheider's character feels guilt because of the children. I'm a mother, I'm a wife and I'm Jewish. You know, what could be clearer to me than to make somebody feel guilty? This is something I've done in my sleep, that I've trained for and I have two sons just like Ellen Brody.

Brody: Do you want to take him home?

Ellen: Back to New York?

Brody: No. Home here.

Spielberg: Murray Hamilton I'd just been a big fan of from The FBI Story with James Stewart. And, I always just wanted to work with him, I don't know, I was just a big fan of his and saw him instantly as the mayor of Amity. So, for me, I didn't have to go through nine actors, he was the first choice for that part and I was lucky enough to get him.

Vaughn: But as you see it's a beautiful day, the beaches are open and people are having a wonderful time. Amity as you know means friendship.

Zanuck: When it came down to where we would shoot this film, we sent Joe Alves, our production designer out with a team to give us some ideas and some photographs and pictures of where this town should be shot. And, one of the places, was the island of Martha's Vineyard which, believe it or not, had never been photographed by a feature film before. They had very strict rules and regulations there.

Brown: Martha's Vineyard didn't particularly care for a movie invasion. They didn't like to see an artificial shark parked in a channel where their homes faced it.

Spielberg: The real attraction of Martha's Vineyard, you couldn't see with the naked eye. It was the fact it was the only place on the east coast where I could go twelve miles out to sea and still have a sandy bottom only thirty feet below the surface of the water for the shark sled so the mechanical shark could function. It was very important that no matter what direction my cameras turned, I didn't want to see land. My fear was, the minute the audience saw land, they'd say, "Look, this is getting pretty intense out here, just turn the boat around and go towards that land that we keep seeing in your movie. I wanted the audience to feel very cut off, like they couldn't just run back to shore because there was no shore to run back to.

Quint: Get me right up along side of him!

Hooper: I can't rev it up that high! It's not gonna take it!

Spielberg: A lot of things, you know, forced me to make certain decisions that did not involve the shark because the shark was not working for a long time while we were on Martha's Vineyard in production. But that particular scene was conceived, because even in the book, the book does describe the shark before you see the attack. I thought that what would really be scary was to not see the shark, just seeing the water because we are all familiar with the water, very few of us have been in the water with a shark. But we've all gone swimming. And the idea of this girl going swimming and the audience going swimming with her , it would have been too extraordinary if like a leviathan, the shark had come out of the water with its jaws agape and come down on her. It would have been a spectacular opening sequence to the film but there would have been nothing primal about it, it would just have been a monster moment we've all seen. And, I really wanted to do it without seeing the shark in that case and I wanted to violent jerking motions to just start to trigger our imaginations into either thinking about what's happening below the surface of the waterline or blocking what was happening below the surface.

Susan Backlinie: The first jerk down, Steven did. He had a cable that came to the front of my stomach and went to an anchor that was laying on the bottom of the ocean and then, he just sat and when he wanted that pulled, he just would pull. He wanted to put me on an electric winch and I wanted to have more control so we used man power. They put cut-off Levis on and had cables running from me out to the side to two pilings and then all the way into the beach. And, what they would do is, we put marks on the beach and the guys - we'd have five or six guys on each line - and they would run back and forth from mark to mark. So, I didn't have the hard work to do. I just kind of sat there and got pulled around. The guys were running back and forth on the beach. Any time during the scene, if I got in trouble, I could pull one of those strings and I was clear and free and could come to the surface because, how would anyone know if I was hurt or I needed anything, I'm out there screamin' like a fool.

Carl Gottlieb: In 1975, no one had seen a big shark like that in a movie - ever. And we could hold it back and show the evidence of his strength and the blood and the death that he caused.

Alex Kintner: Mom, can I get my raft and go back out in the water?

Mrs. Kintner: Lemme see your fingers. Alex Kintner they are beginning to prune.

Alex: Just lemme go out a little longer?

Mrs. Kintner: Just ten more minutes.

Alex: Thanks.

Spielberg: The death of the Kintner boy and all of the paranoia and the tension and the suspense leading up to the attack when he's out on the raft, I - in my mind - wanted to do it in one shot. And, in trying to figure out, you know, in a perfect world how could i have done that in one sustained shot, I came up with the idea to have bathers, with different coloured bathing suits, walking in front of the camera that would wipe off Roy Scheider and the same colour in the reverse, moving - certainly in the other direction - would wipe on what he's looking at which, even though it wouldn't be one shot, would give more of a seamless feeling and much more of a clear point of view, that you knew who was looking at who, that all of this must be happening from the police chief's point-of-view. The scene's about him, it's about his reaction, it's not about the Kintner boy being killed, it's about the chief of police, his fear of the water, his chief responsibility to protect the public, his fear that there is a shark out there and he knows it's out there and these people are going swimming anyway.

Brown: Filming the beach scene on The Vineyard - called Amity in the picture - was difficult. The waters of the North Atlantic are extremely cold and people, as a rule, do not go into the ocean even in the summer, until very late in the summer. And this beach panic scene was very difficult to film, all of the children and everything else was extremely well orchestrated, took a lot of time and a lot of doing.

Spielberg: Right, there's a shark in the water, he's been killing people, legs have been bitten off and there's blood all over the place. ACTION!

Brown: This is when, being in the height of summer, helped us. Because there were a lot of locals there from all parts of the country. I shouldn't call them locals, I should call them civilians.

Ted Grossman: I was going to be a victim in the estuary. I'm in a boat, in a little row boat, and the way they shot it the first time, where I'm in the shark's mouth, with a blood pack in my mouth, going under water, on top of the water, and then I see Roy's son staring at me and as a last ditch effort, I make a move to grab him and then I let him go and I go under the water and disappear. What would happen in that scene is, it was so violent and so horrendous, they couldn't use it, it was just too violent, period. I was in this little bucket seat, strapped into it and the shark fin was behind me on a sled. I had the kid in my arms and I was going to take him under water, and then I let him go and the sled went underwater.

Spielberg: That's much more horrible than what I had done, you know, in the first third of Jaws. I just didn't like it, it was too bloody and I thought it was in bad taste, so I cut it out.

Gottleib: You didn't see the shark until the movie was half over. And, when you do, it's a stunning reveal and - even better, for a screenwriter - it happens on a joke. There's a laugh that precedes the shark's appearance. And it's that laugh that relaxes the audience to a point that, when the shark's head appears out of the water and takes a bite of the chum, it's triply startling.

Brody: Slow ahead! I can go slow ahead! C'mon down and chum some of this shit! You're gonna need a bigger boat!

Gottlieb: One of the most remembered and oft-quoted lines in the movie, is Roy Scheider saying, "We gotta get a bigger boat" which he improvised on the set and, I acknowledge that as a writer, I'm pleased that he said that.

Schieder: The line "We're going to need a bigger boat" which has become part of the language for people who are faced with an insurmountable problem.

Hooper: That's a twenty footer!

Quint: Twenty five! And three tons of him!

Joe Alves: I wasn't having any luck. Everyone was telling me it can't be done, you know, it'd take three years of development. And, I heard about this guy that had been retired for some time who did the giant squid for 20,000 Leagues Under the Sea. And, his name was Bob Matty. And so, when I met Bob, I didn't get the usual pessimistic attitude that you can't do this, you know, you can't make this full sized shark and shoot it in the real life ocean. And, instead, I got this very enthusiastic yes we could do anything. We assembled this team and they started on the frame of the shark. So we were working, like, from the outside in and the inside out. We were separately modelling the shark and, at the same time, they were making the skeleton and we hoped they would all fit together.

Spielberg; We had a number of different shark components. We had the full shark which I called the Great White Turd which, kind of, you know, we pulled along in the water and it was often on this huge gantry like a crane arm. When the crane arm was tucked all the way at the thirty foot bottom, you couldn't see the shark. As quickly as they could blow the ballast, and force the arm out of the water, the shark would rise out of the water, the shark could be gimballed separately on the arm to have an attitude change at the top of it. We had just a fin that was pulled through the water. We had a left-to-right shar and a right-to-left shark. And the left-to-right shark, of course, had no left side, it was all scooped out and vice-versa for the other shark.

Alves: We built and tested the shark dry. And it worked fine dry. So we said, "Ship it back to New England and we'll do the water testing there." That's where we ran into the problems.

Scheider: The ocean was brutal on the mechanics, all the pneumatic tubes, all of that special equipment was being dashed and brutalised by the ocean every day.

Spielberg: That's a much maligned shark and I'm kind of responsible for creating a lot of the bad mouthing about the shark, because the shark was frustrating, it didn't really work all the time, it didn't work hardly at all.

Brown: I remember in particular, being on our barge, watching the first shark test at which time the shark simply sank to the bottom of Nantucket Sound and we felt that our careers in motion pictures had gone with it. Frogmen were delegated to recover it and bring it back to the surface. Everything that could go wrong with the shark, went wrong with the shark.

Dreyfuss: Where ever you were on the island, you could hear the radio mics and they were always say, "The shark is not working. The shark is not working. Repeat. The shark is not working." No matter where you were and for months.

Scheider: We just waited around. We just waited and waited and waited.

Spielberg: And I remember every day, about the fiftieth or sixtieth day of shooting, the crew would come over to me and they'd all ask me during the day, "When are we going to be done with this movie?" And I would honestly say to them, with complete sympathy for the question, "I don't know. I don't know when we're going to finish this movie. We could finish it if I get fired and dragged off the movie, then somebody else could come in and finish it quickly. Maybe they'll shut us down.

Brown: Dick and I, battle scarred veterans of the movie wars, knew that you never take the film out of the camera because they may never let you put it back in, particularly with a movie like this. Even if we got one sixteenth of a page of script a day, you kept moving.

Zanuck: That whole system with the barrels kept the shark alive. When those barrels came up, the shark was there. And, that really saved us. It saved us, or we'd still be there waiting for the shark to work, really.

Alves: Finally, after all of this - it was, maybe, September - we got the shark to raise out of the water and that was the one shot with Roy Scheider. And it just barely worked.

Dreyfuss: And, then, one day, you heard this: "The shark is working. Repeat. The shark is working."

Spielberg: The shark worked well enough that, for a while there, we had the biggest hit of all time. So, I really owe the shark a lot more than I want to take away from it right now. And I owe Bob Matty and his team a lot as well.

Dreyfuss: We were shooting about, I don't know, seventy five yards of the coast of Chapaquitic Island. Robert, Roy, myself and Freddy Zendar, the boat wrangler and an ancient sound man with a Nagra.

Spielberg: What happened was, we were pulling one of the barrels away from the boat. They had put a little eye hook into one of the boards just below the surface, just below the waterline, like shiv so the rope would go through the shiv and it would seem to pull the barrels towards the Orca, as if the shark was heading towards the Orca. The problem was, the motorboat went so fast that it pulled the shive and the planking out from the hull of the Orca and, of course, the water rushed in.

Dreyfuss: And, we started to sink. water started to rush into the boat, Freddy Zendar jumps up from the hold, cursing and screaming in Austrian and starts to power the boat as fast as he could towards the beach of Chapaquitic Island hoping to be able to ground the boat before it sinks and we have no Orca. In the meantime, we're in six foot swells and Steven Speilberg is trying to send safety boats to get us transferred off the boat. "Get the actors off the boat! Get the actors off the boat!"

Spielberg: I remember John Carter, who won an Academy Award by the way for Best Sound for Jaws, he picked up the Nagra, he was on the boat, and held it over his head and said, "Fuck the actors, save the sound department!" And I have this image to this day of John sinking, holding the Nagra over his head, the water up to John's ankles, up to his knees, boats scrambling to pull everybody off the sinking Orca and John with his Nagra going under.

Dreyfuss: There was a certain level of executive indifference to the sound department's life span. "Get the actors off the boat!" Ahh, it was funny. We lived.

Spielberg: We had lost the camera, the camera was on the boat, too. It went under water and Bill Butler said, "You know, the developing solution we use is a saline solution. And I think this film is going to be okay if we can rush it to the lab.

Bill Butler: We got on an airplane with a bucket of water and the film in it and took it to New York and developed it. And, didn't lose a foot.

Spielberg: Bill Butler created equipment just to make Jaws. He made a camera platform that according to the tides, or where you wanted to be with your lens, could go just below the surface of the water or way above the surface of the water. He reconfigured the water box so it was easy, so you could get your hand in there to pull focus, and still have the water lapping the lens.

Butler: When it came time to do Jaws, I chose to handhold the camera. And, when Steven heard about this he was rather shocked because he didn't really want a handheld picture. But he didn't realise I didn't really mean to do a handheld film in the terms they then used or thought about handheld on land but rather to use the knees and the body to take the roll out of the film. So we gave that a try and it worked very well and, after he saw a demonstration, he decided that was the way to do it. And, as a matter of fact, Jaws became a film shot mostly handheld.

Brody: You're gonna need a bigger boat, right?

Quint: Gotta get to work.

Brody: How do we handle this? How do we handle this?

Hooper: Martin, I need you. He's circling the boat! The size of him!

Gottlieb: In both the book and the early versions of the script, Quint is harpooning the shark, his leg gets caught in the rope, he gets dragged over the side to his death where he drowns and it probably bitten, too. He dies the way Ahab dies in Moby Dick. It always seemed to us that if Quint is going to die, he should be bitten. The best thing would be if he could go mano-e-mano and stab the shark, which he does, and his formidable human talents are no match for the formidable shark talents of the fish. So we chose the ending which we have in the movie which is, he slides into the great jaws of the fish and gets chomped. And, Scheider sees it and is terrified.

Spielberg: The second Orca that was constructed was build just to sink, and then pump air back in the ballast and it would come up for take two and then sink a second time or as many times as we had to sink it. And that was, of course, for the shot where the boat starts to sink and Roy Scheider has to climb out the flipping window and climb the mast as the boat goes down and he only has one final opportunity to succeed.

Benchley: The most interesting conflict as far as I am concerned happened between me and Steven when it came to a discussion of the ending because he said to me, "The ending of the book is a downer. The shark gets stabbed with a harpoon, can't hold the barrels and eventually drowns, spins slowly to the bottom and the story ends, if you will, the characters are saved. That is not a big, rousing ending and I need a big, rousing ending." So he said, "Here is what I propose to do." And he told me the ending he had in mind. And I said, "Steven, that is completely unbelievable. It can't happen. A shark does not bite down on a scuba tank and explode like an oil refinery." He said, "I don't care." He said, "If I have got them for two hours, they will believe whatever I do for the next three minutes because I've got them in my hands and I want them on their feet screaming at the end, 'Yes! Yes! Yes! This is what should happen to this animal.'"

Brody: Smile you son-of-a-bitch!

Spielberg: In Duel, you hear the sound - in fact, it was a dinosaur growling from an old B dinosaur picture - when the truck went over the cliff, 'cause I had always imagined the truck to be a bit like a T-Rex, chasing a car. And I used the very same sound effect in Jaws, almost as a bit of a reminder that there was a kinship between both stories. After the shark is sinking to the bottom of the ocean, after it's been exploded by the compressed air.

Zanuck: There was a million ways to put the film together. Verna Fields made an incredible contribution with the editing of the picture.

Spielberg: Verna was great. We used to call her, our affectionate nickname for Verna Fields was 'Mother Cutter'. It was frustrating for Verna, she never had enough film to cut because I was only getting, on a good day, I'd get give shots. On a good day at sea, five shots. Verna didn't have the film until we finished the movie. That's when Verna's work got started and Verna and I worked every day on the picture at her house, in her little cutting room by the pool. And, she did a great job.

Brown: My recollection is that we showed the cut version of the film with one big sequence missing, without Johnny William's music in a projection room at Universal Studios. And, when the lights went on, there was no reaction at all, as I recall. Well, of course there was no reaction. It didn't have Johnny William's music, it didn't have some major underwater stuff that we shot in the tank at MGM Studios, in order to get very close angles underwater. So the reaction was, "Go get the rest of the movie."

Richard Warlock: Well, when they came back from Martha's Vineyard, they realised they didn't have the footage - as I understood it - that they needed of Hooper and the shark together in the cage. So I was called in and we went down to Culver City to MGM Studios and shot it in a tank down there.

Spielberg: There were three intercuts for the sequence where the shark attacks the cage. One, of course, was Dick Warlock who was the stunt person inside the cage subbing for Richard Dreyfuss. The second was the shoot with Ron and Val in Australia. And there was Frank Sparks whose eyes I actually used to sub for Richard Dreyfuss' eyes because Richard was unavailable upon shooting the inserts, so when you see the Richard Dreyfuss scream, that's not Richard's face, those aren't Richard's eyes, that's the guy named Sparks.

Warlock: Down in the tank was a metal apparatus that the shark was attached to where it could move forward and backward, sideways, up and down. So it had pretty good movement. Mr Spielberg was around the other side, looking at it from another perspective, he was looking at the shark coming directly towards the cage.

Spielberg: I had always wanted to be in business with John Williams. All my life. And, when he said yes to Sugarland and we became friends and, obviously, I wanted him to do every picture I ever made. Jaws came second. When he finally played the music for me on the piano, he previewed, the main Jaws theme, I expected to hear something kind of weird and melodic, you know, kind of tonal but eerie, of another world, almost a bit like outer space inside inner space, under the water. And, what he played me instead, with two fingers on the lower keys was dun-dun-dun-dun-dun-dun-dun-dun. And, at first, I began to laugh. He has a great sense of humour, I thought he was putting me on. And he said, "No! That's the theme to Jaws." And I said, "Play it again." He played it again, and he played it again and it suddenly seemed right. And John found a signature for the entire movie.

John Williams: One could alter the speed of this ostanato...it could be note-note, note-note. Any kind of alteration to speed, from very slow to very fast, very soft, very loud,

Spielberg: Part of the genius of John Williams is how he spots music and how he places music in a movie. John did not want music to celebrate a red herring, he only wanted the music to signal the actual arrival of the shark.

Williams: There were opportunities in the movie to advertise the presence of the shark with the music. There were also opportunities where we don't have the music and the audience has a sense of an absence. They sense the absence of the shark because they don't hear the thump-thump, because we've conditioned them to do that. But then you may go one step further and we know now that the shark really is there but we haven't advertised it with music, so his attack comes out of silence. Now because you've been conditioned to have the music every time and you don't, when the shark arrives it's even more terrifying. It's one of the beauties of the film medium that it's the combination of the visual, this being the shark or the knifing scene in Hitchcock's Psycho combined with the notes, that combination of sound and image forming a memory.

Spielberg: I think the score was clearly responsible for half the success of that movie.

Brown: The first test of Jaws took place in Dallas in a shopping centre. Dick Zanuck and I were extremely nervous. Would the shark get laughs? Everybody knew, had read in the newspaper, it was not a real shark. And so, we went and had a very stiff drink, we went into the theatre and the screams started and they never stopped. And we were pinching each other, it was incredible.

Spielberg: And it made me greedy. I got so greedy because earlier in the movie, when they find Ben Gardner's head in the boat, I hadn't timed it right and Richard turns around, this is where the head is already there and there was no reaction from the audience there at all. I said, "There's one more scream we can get in this movie if I can figure out this thing with Ben Gardner's head."

Brown: Part of that scene was the famous reshoot which, now it can be told, was done in Verna Field's swimming pool.

Spielberg: It was simply a matter of timing. And the moment that works the best, which is the moment in the movie, is the moment where he gets to the hull, and then the head comes out, there's just a bit of a pause.

Zanuck: Jaws went on to become the biggest picture of all time, at that time, surpassing the hundred million dollar mark which had never been done before.

Steven Spielberg: Every time I fell asleep, I dreamt I was on the third or fourth day of shooting, I'd wake up with an electrical explosion in my brain, my heart beating, can't catch my breath, looking around the room, "Where am I?", disoriented. I calm down, get a glass of water, go back to sleep again. Same dream, I'm on the fourth day of shooting. And I know I've got a, you know, hundred and forty-six days left. And I wake up again, same thing. And this thing was haunting me all night long, until I didn't get any sleep. So, you know, Jaws was a fun movie to watch, not a fun movie to make. Under the worst of conditions and, sometimes, very sweet conditions, but most of the time under the worst conditions.

Long before a film has been completed, advertisers and marketers get to work promoting the film and creating buzz before its release. The movie business is just that. Films have to compete for audience share.

Stages and Roles in Advertising

Advertising campaigns are the end result of a process, involving a number of specialised roles. For a list of roles involved in the advertising production process - including production managers, copy writers, creative directors, strategic planners, account executives, account directors and more - you can visit the Gruen Transfer website.

Issues Influencing Advertising

Advertising agencies are trying to find new ways of engaging consumers who are becoming increasingly desensitised to traditional forms of advertising, such as print, radio and television. In a recent report, titled 'The End of Advertising as We Know It', IBM recently predicted big changes in the advertising industry as consumers spend less time watching television and more time online:

"The report observes four change drivers tipping the advertising industry balance of power: control of attention, creativity, measurement, and advertising inventories. As shown in IBM's global digital media and entertainment consumer survey released in August, consumers' attention has shifted, with personal Internet time rivaling TV time. Consumers have tired of interruption advertising, and are increasingly in control of how they interact, filter, distribute, and consume their content, and associated advertising messages. IBM's survey findings demonstrated that half of DVR owners watch 50 percent or more of programming on re-play, and that traditional video advertising doesn't translate online: 40 percent of respondents found ads during an online video segment more annoying than any other format. Amateurs and semi-professionals are increasingly creating low cost advertising content that threatens to bypass creative agencies, while publishers and broadcasters are broadening their own creative roles."

Future Trends in Advertising

JWT talks about advertising having to move beyond an interruptive medium (for example, an ad that interrupts someone's TV program or magazine reading. They believe that the great brands of the next twenty years will be brands that create ideas that people want to spend time with, that they actively seek out and participate in and pass on. The chief of JWT, wrote this about the direction of advertising: "Our job is not to polish the windows on brands, but to create doors that let people inside and to invite them in to continue the conversation and get them interacting and involved. As the old adage says, “Tell me and I forget, show me and I remember, involve me and I understand.” When people come through the door, we must give them an experience that’s deserving of their time. It can’t be the same-old-same-old with a fresh coat of polish; the product and the brand experience need to be rich, relevant and multifaceted."

To engage cynical consumers, many advertising agencies are starting to experiment with viral marketing campaigns. Read the article The Fascinating Plague of Viral Marketing Campaigns and answer the following questions:

1. What is viral marketing?

2. How is viral marketing different to traditional forms of advertising on television or in print?

3. What is an 'active' audience?

4. Describe the viral marketing campaign for The Blair Witch Project.

5. Describe the viral marketing campaign for The Dark Knight.

Viral Marketing Case Study: The Hire

In an early example of viral marketing, BMW created a series of short films featuring their cars. The Hire was a series of eight films made by some of the most famous directors in the world, including John Woo, Guy Richie, Ang Lee, Joe Carnahan and Tony Scott. Each of the films starred Clive Owen as 'The Driver' who became embroiled in often dangerous situations transporting passengers from place to place.

BMW was spurred to create the campaign after discovering that approximately 85% of their customers researched the vehicles on the internet before purchasing them. According to an article by Tom Hespos, the films were the basis for an extremely successful viral campaign, almost all of the people who downloaded the movies recommended them to other people. The Hire was one of the earliest and most successful examples of a company embracing the potential of internet video to market its products.

The first series was created by David Fincher's production company Anonymous Content whereas the second series was made by Ridley Scott's company Scott Free Productions.

Links

BMW: The Hire

BMW Drives Online Film Traffic

BMW Films: The Ultimate Marketing Scheme

Viral Marketing Case Study - BMW Films

Culture Marketing Media Virus

That's Advertainment!

Viral Marketing Case Study: The Dark Knight

The release of The Dark Knight was preceded by an intense, interactive online viral marketing campaign which involved legitimate looking Gotham City website which were hacked by the Joker, Joker cards turning up in random comic book stores scrawled with cryptic messages and a string of online clues that interested fans could follow.

Links

The Gotham Times

Gotham City Rail

Gotham National Bank

The Dark Knight's Joke Strikes

The Dark Knight Viral Campaign

The Dark Knight's Viral Campaign Kicks Your Viral Campaign's Ass

The Dark Knight Viral Campaign: Worth the Effort?

The Dark Knight Viral Campaign: A Summary

The Dark Knight's Viral Campaign Gets Very Real

 

Viral Marketing Case Study: Cloverfield

The release of Cloverfield also involved a range of viral videos, Myspace pages for the film's main characters and cryptic clues about the origin of the creature and a sinister Japanese oil drilling organisation. 

The Despoiler: Cloverfield

Video Footage of Cloverfield Monster Destroying Chaui Station

Cloverfield Clues 

 

Assessment Task: Advertising Roles and Viral Marketing

Date: Monday, 15th September.

Duration: 50 minutes

Format: Short Answer Questions

A short answer and multiple-choice test on the above material, focusing on the roles in the production of advertising campaigns and viral marketing.

 
Outcomes

AREA OF STUDY 1

Media production

This area of study focuses on students producing a media product within a collaborative context and explaining the process undertaken. All media representations are constructed through a production process. Production is usually undertaken in stages, often grouped under the headings of pre-production, production and post-production, with segments of the various stages undertaken by specialist individuals or teams. The specialists perform specific roles in the development of a media product from its inception to completed production, distribution and/or exhibition. As each media product progresses through the various stages of production, the work practices and conventions of each specific stage help shape the final nature of the media product.  

Outcome 1

On completion of this unit the student should be able to explain the media production process and demonstrate specialist production skills within collaborative media productions.  

Key knowledge

This knowledge includes

• stages in the media production process from planning and/or pre-production to final audience reception;

• the specialist roles in each stage of a media production within the context of the collaborative nature of media production;

• production techniques, practices and conventions used to structure media texts and to engage audiences.
 

Key skills

These skills include the ability to

• identify specific stages and roles in the media production process;

• describe the collaborative nature of stages and roles in the media production process;

• undertake specialist roles in media production and apply the relevant technical skills;

• apply production techniques, practices and conventions in the collaborative production of media texts;

• work collaboratively with others in the production of media texts.

AREA OF STUDY 2

Media industry production

This area of study focuses on Australian, overseas and/or global issues and/or developments in the media industry and their impact on media production stages and specialist roles within these stages. Media products are the result of collaborative and specialist production stages and roles. The degree of specialisation among production personnel may vary according to the production context. The many specialist stages and roles each require different skills and training. Work may be regular or irregular depending on the type of role and the funding for media productions. Issues or developments arise in the media industry in the production, distribution, exhibition and reception of media texts, both fiction and non-fiction. In this area of study, the term ‘media production’ can be understood as one or more media productions.

Outcome 2

On completion of this unit the student should be able to discuss media industry issues and/or developments relating to the production stages of a media production and specialist roles within the media industry.

To achieve this outcome the student will draw on knowledge and related skills outlined in area of study 2.

Key knowledge

This knowledge includes

• characteristics of stages of a media production within the context of the overall production process of a particular media product; for example, marketing of a film, broadcasting a television program, post-production of a computer game, shooting a music video, newspaper layout, designing a website;

• specialist roles performed and production skills applied in the stages of a media production by specific media personnel;

• Australian, overseas and/or global media industry issues and/or developments relating to the stages of a media production and specialist roles; for example, production issues concerning the making of a film, program or other media text, training and employment pathways for specialist media roles, industry practices at stages of a production process;

• media industry issues and/or developments and their impact on production stages and specialist roles.

Key skills

These skills include the ability to

• describe characteristics of the stages of a media production within the context of the overall production process of a particular media product;

• discuss the specialist roles and production work performed in stages of a media production process;

• analyse the impact of Australian, overseas and/or global media industry issues and/or developments on stages of a production process and the specialist roles undertaken.

AREA OF STUDY 3

Australian media organisations

This area of study focuses on an analysis of Australian media organisations and the social and industrial framework within which they operate.

Media products are produced within a cultural, aesthetic, legal, political, economic, institutional and historical framework. Their production, distribution and circulation is affected by law, self-regulatory codes of conduct, industry pressures and the practices of particular media organisations. Other factors (for example, sources of revenue, ratings, circulation, ownership and control) influence the nature and range of media texts produced by individual organisations. Consideration of the impact of these factors on media organisations and their products is important in developing an understanding of the production role of different Australian media organisations.

Outcome 3

On completion of this unit the student should be able to describe characteristics of Australian media organisations and discuss the social and industrial framework within which such organisations operate.

To achieve this outcome the student will draw on knowledge and related skills outlined in area of study 3.

Key knowledge

This knowledge includes

• ways in which Australian media organisations produce and distribute media texts, for example, through film production, Internet programming, exhibition outlets, broadcasting sites, television transmission, newspaper and/or magazine production;

• source(s) of income and/or finance of Australian media organisations;

• ownership and, where appropriate, patterns of ownership over time of Australian media organisations;

• audiences of Australian media organisations and/or texts; for example, audience size and demographics, ratings or circulation figures;

• the nature and range of media texts produced by Australian media organisations and, where appropriate, similar overseas organisations, which are distributed in Australia; for example, music and current affairs programming on radio, film production budgets and genres, commercial and non-commercial television station programming;

• the relationship between the nature and/or range of texts produced by Australian media organisations and the funding and management of these organisations;

• historical, cultural, legal, political, economic and/or institutional factors affecting the conduct and operation of Australian media organisations.

Key skills

These skills include the ability to

• describe features of Australian media organisations;

• compare the nature and operation of Australian media organisations;

• discuss the impact of the funding and/or management of Australian media organisations on the nature and/or range of media texts produced by Australian media organisations;

• analyse the conduct and operation of Australian media organisations within the historical, cultural, legal, political, economic and/or institutional framework in which they produce, distribute and/or exhibit media texts.

 
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