Friday, 28 April 2017
Tuesday, 18 April 2017
Thursday, 6 April 2017
Evaluation Question Six and Seven Script
6. What have you learnt about technologies from the process of constructing this product?
"Through the this process we have learnt an abundant amount of things. We learnt to edit on a MAC and to sequence small shots to create a flashback effect and fast pace. We learnt to pull focus on a camera by doing depth of field to help with our establishing shots and to make them better. We also learnt to use a tripod and to adjust the height to create different shots.
Because we filmed on multiple days, the saturation of the shots were different so we had to learn to colour correct it to make the continuity better."
7. Looking back at your preliminary task, how do you feel you have learnt in the progression from it to the full product?
"I believe we have developed a lot since our Preliminary Task. We learnt to film lots of the same shot so we had a lot more freedom of choice in the editing process. In our prelim, there were many shots of us laughing or having big grins on our face. We didn't want this in our actual product because it would reduce the quality of realism. There was laughing and buzzing in our prelim task so we learnt to reduce the white noise and prevent that.
We also only really had two shot angles which was long shot and mid shot whereas we were able to use more in our opening; extreme close ups, close ups, establishing shots, long shots, etc and we also developed how that could affect the mood of the opening.We also learnt that not everything had to necessarily be framed central to the shot which is why, when Zoe runs into shot, we have her running in the right third of the frame.
In the prelim, the editing was quite poor and we didn't have much shot variety, so I think that's where we developed most."
"Through the this process we have learnt an abundant amount of things. We learnt to edit on a MAC and to sequence small shots to create a flashback effect and fast pace. We learnt to pull focus on a camera by doing depth of field to help with our establishing shots and to make them better. We also learnt to use a tripod and to adjust the height to create different shots.
Because we filmed on multiple days, the saturation of the shots were different so we had to learn to colour correct it to make the continuity better."
7. Looking back at your preliminary task, how do you feel you have learnt in the progression from it to the full product?
"I believe we have developed a lot since our Preliminary Task. We learnt to film lots of the same shot so we had a lot more freedom of choice in the editing process. In our prelim, there were many shots of us laughing or having big grins on our face. We didn't want this in our actual product because it would reduce the quality of realism. There was laughing and buzzing in our prelim task so we learnt to reduce the white noise and prevent that.
We also only really had two shot angles which was long shot and mid shot whereas we were able to use more in our opening; extreme close ups, close ups, establishing shots, long shots, etc and we also developed how that could affect the mood of the opening.We also learnt that not everything had to necessarily be framed central to the shot which is why, when Zoe runs into shot, we have her running in the right third of the frame.
In the prelim, the editing was quite poor and we didn't have much shot variety, so I think that's where we developed most."
Evaluation Question Four and Five Script
4. Who would be the audience for your media product?
"The audience for our media product would be 15-30 year olds. As a group we decided that our certificate would be a 15 because of the strong language. Also looking back at my research questionnaire, 53% of people surveyed said they mostly watch 15 rated films.
My teacher Mr Mounsey brought up an interesting perspective, that though he would rather watch an 18, most films are rated 15 otherwise they wont sell enough tickets. Despite the strong language, our film wouldn't include any sexually explicit or pornographic content so it wouldn't need to be rated an 18. Therefore, our audience would be 15-30 year olds because a lot of people in that age bracket like gore and horror which may be included in our film."
5. How did you attract/address your audience?
"Our cast includes teenagers which makes the characters more relatable to the target audience we are looking at. Also, the film opening starts in the middle of the action so after, it goes back to what happened before and how it led to this situation. This left a lot of the audience discombobulated. In the showcase we received a lot of feedback of people being confused about what was happening but this is what we were aiming for. We were aiming to throw them off so that they would want to continue watching the film to find out exactly what happens next.
Also, the teenage generation nowadays tends to like the aesthetic of things. We really wanted to home in on the establishing shots and make them the best quality we could so attract this audience."
"The audience for our media product would be 15-30 year olds. As a group we decided that our certificate would be a 15 because of the strong language. Also looking back at my research questionnaire, 53% of people surveyed said they mostly watch 15 rated films.
My teacher Mr Mounsey brought up an interesting perspective, that though he would rather watch an 18, most films are rated 15 otherwise they wont sell enough tickets. Despite the strong language, our film wouldn't include any sexually explicit or pornographic content so it wouldn't need to be rated an 18. Therefore, our audience would be 15-30 year olds because a lot of people in that age bracket like gore and horror which may be included in our film."
5. How did you attract/address your audience?
"Our cast includes teenagers which makes the characters more relatable to the target audience we are looking at. Also, the film opening starts in the middle of the action so after, it goes back to what happened before and how it led to this situation. This left a lot of the audience discombobulated. In the showcase we received a lot of feedback of people being confused about what was happening but this is what we were aiming for. We were aiming to throw them off so that they would want to continue watching the film to find out exactly what happens next.
Also, the teenage generation nowadays tends to like the aesthetic of things. We really wanted to home in on the establishing shots and make them the best quality we could so attract this audience."
Evaluation Question Three Script
3. What kind of media institution might distribute your media product and why?
"If our opening was a feature length film, I think it would be distributed by a small company such as Sony Pictures. As exemplified in the first two minutes, our film would contain a lot of strong language meaning our audience would be a lot narrower. Films containing a lot of strong language tend to be distributed by small companies which is why I think ours would as well.
Our opening is an action/thriller which is also often distributed by small companies, an example of this is Drive (2011) which was distributed by FilmDistrict.
Big companies such as Disney tend to have larger audience brackets so strong language and gore tend to be avoided, therefore I think our media product would be distributed by a small company such as Sony Pictures or FilmDistrict."
"If our opening was a feature length film, I think it would be distributed by a small company such as Sony Pictures. As exemplified in the first two minutes, our film would contain a lot of strong language meaning our audience would be a lot narrower. Films containing a lot of strong language tend to be distributed by small companies which is why I think ours would as well.
Our opening is an action/thriller which is also often distributed by small companies, an example of this is Drive (2011) which was distributed by FilmDistrict.
Big companies such as Disney tend to have larger audience brackets so strong language and gore tend to be avoided, therefore I think our media product would be distributed by a small company such as Sony Pictures or FilmDistrict."
Evaluation Question Two Script
2. How does your media product represent particular social groups?
"Media coverage of teenagers is unrelentingly negative and portrays teenagers as toxic towards society. We wanted to challenge this by making our protagonist a teenager to show that not all teens are 'scum' and some actually try do something positive for society by relieving her sister of this crime and try to find out who the actual perpetrator is.
We decided that our protagonist should be the only character shown on screen throughout the two minute opening, this challenges the stereotype that women are weak and shows that she is an important character."
"Media coverage of teenagers is unrelentingly negative and portrays teenagers as toxic towards society. We wanted to challenge this by making our protagonist a teenager to show that not all teens are 'scum' and some actually try do something positive for society by relieving her sister of this crime and try to find out who the actual perpetrator is.
We decided that our protagonist should be the only character shown on screen throughout the two minute opening, this challenges the stereotype that women are weak and shows that she is an important character."
Evaluation Question One Script
1. In what ways does your media product use, develop or challenge forms and conventions of real media products?
"Our media product challenges forms and conventions of real media products as the protagonists in films of the genre action/thriller are usually male and middle aged such as Bruce Willis' character in Die Hard (1988). Females tend to be represented as weak and dependent on men so despite this, we decided to challenge this stereotype and made our main character a young teenaged female.
However, we followed the convention of high key lighting being cast upon our protagonist to highlight her position as an important, positive character in the opening, alike Albus Dumbledore in the Harry Potter series.
The absence of dialogue follows the reality convention of thriller/action movies. Realistically, you would not talk aloud to yourself while in our protagonists situation so our choice of only having one line of dialogue "shit", which is a reaction, emphasizes the quality of reality.
Also, the use of flashbacks follows the thriller mind and perception conventions; of a view of the world around him/her and his/her conscious, mind and thought likewise shown in The Unusual Suspects (1995)."
"Our media product challenges forms and conventions of real media products as the protagonists in films of the genre action/thriller are usually male and middle aged such as Bruce Willis' character in Die Hard (1988). Females tend to be represented as weak and dependent on men so despite this, we decided to challenge this stereotype and made our main character a young teenaged female.
However, we followed the convention of high key lighting being cast upon our protagonist to highlight her position as an important, positive character in the opening, alike Albus Dumbledore in the Harry Potter series.
The absence of dialogue follows the reality convention of thriller/action movies. Realistically, you would not talk aloud to yourself while in our protagonists situation so our choice of only having one line of dialogue "shit", which is a reaction, emphasizes the quality of reality.
Also, the use of flashbacks follows the thriller mind and perception conventions; of a view of the world around him/her and his/her conscious, mind and thought likewise shown in The Unusual Suspects (1995)."
Sunday, 2 April 2017
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