TAUTOLOGY<br />The Evaluation<br />
CHARACTER  REPRESENTAIONS/EVALUATION<br />MURDERER<br /><ul><li>Male, lower class but intelligent
Sociopath as he hints to committing previous murders without remorse
Hair during interrogation could be seen as a disguise as in the flashbacks it’s long and unruly, interrogation shows some ...
Accessories to show occupation, vocabulary shows he is educated,
During interrogation seems neutral however shows some compassion towards Verity- doctors stereotypical characteristics.</l...
Verity means truth,
Wears white;
Innocent, young college student; educated,
Appears quite feminine- red nail varnish, however short dark hair implies strength of character in contrast to Sarah whose...
Mentally stable- doesn’t break down
Upcoming SlideShare
Loading in …5
×

Tautology Evaluation

473
-1

Published on

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
473
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
1
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Tautology Evaluation

  1. 1. TAUTOLOGY<br />The Evaluation<br />
  2. 2. CHARACTER REPRESENTAIONS/EVALUATION<br />MURDERER<br /><ul><li>Male, lower class but intelligent
  3. 3. Sociopath as he hints to committing previous murders without remorse
  4. 4. Hair during interrogation could be seen as a disguise as in the flashbacks it’s long and unruly, interrogation shows some mental disorder as he acts as if the murder was normal</li></ul>DOCTOR<br /><ul><li>Male, middle class
  5. 5. Accessories to show occupation, vocabulary shows he is educated,
  6. 6. During interrogation seems neutral however shows some compassion towards Verity- doctors stereotypical characteristics.</li></ul>Doctor wears blazer whilst murderer doesn’t, this appearance contrasts between class<br />Film shows male dominance<br />Males – Objects, Females – Subjects<br />VERITY<br /><ul><li>Female,
  7. 7. Verity means truth,
  8. 8. Wears white;
  9. 9. Innocent, young college student; educated,
  10. 10. Appears quite feminine- red nail varnish, however short dark hair implies strength of character in contrast to Sarah whose long blonde hair implies vulnerability
  11. 11. Mentally stable- doesn’t break down
  12. 12. Strong- points out the murderer</li></ul>SARAH<br /><ul><li>Female- long blonde hair, feminine, innocent and damsel
  13. 13. Although the audience see Sarah the least, it comes across that she is quite like Verity with them being friends, college students</li></ul>Sarah’s death represents her character as more innocent and weaker than verity – needs protection<br />
  14. 14. DEVELOPING/CHALLENGING FORMS AND CONVENTIONS<br />Sunlight – gives impression that nothing bad is going to happen, so adds ‘shock factor’,<br />Irony:<br /> murderer interviews innocent Verity about the murder<br /> although the film is male dominant, the audience can relate more to the female characters morals<br />Challenges binary convention as evil is never punished – the murderer is never caught.<br />MISE-EN-SCENE<br />Tape recorder & photographs– police interrogation, gives the impression that doctor and murderer are important police officers<br />Stethoscope – doctor prop<br /> Blazer – represents the change from interrogator to doctor<br />Set up of interrogation highlights dominance in a formal situation<br /> Blood & Knife – cause and effect of harm and danger, gruesome and painful death<br /> (same effect applies to sound when Verity hits her head)<br />Hospital gown – Verity taken from own comfort zone, audience engage in the same sense of confusion as they don’t know why her clothes have changed either<br />Kwiksave – abandoned, murderer hanging about on site, a red herring for danger<br />College – lockers, classrooms and accessories highlight place<br /> (separation of the two characters on the stairs foreshadows the future)<br />House – typical family home in a safe residential area - contrasts<br /> (murder in the kitchen – most dangerous room in any family household)<br />
  15. 15. WHO WOULD DISTRIBUTE OUR FILM? WHY?<br />Low budget independent<br />No major stars involved<br />Aimed at specific audience; looking for quality in storyline rather than in famous actors<br />Challenges idealisms of the police force, government and society<br />Cliff hanger with added mystery<br />not an escapist film – more realistic <br />Working title work alongside film4 in some productions, already have a working relationship; even if film doesn’t show in cinema, most likely to be shown on film4 – still generating a profit<br />Working title more known for distributing films that aren’t mass market<br />POSTER<br />Would be seen in film magazines such as ‘Sight & Sound’ and around the cinema’s where the film would be shown, such as Art House cinema’s in the North-West; more local<br />RADIO<br />More likely to be heard on radio cinema programs, for example; Rock FM 7-8pm film cinema hour – more local.<br />
  16. 16. Film critics – writers for film magazines due to it being a short film produced by an independent company<br />Poster and Radio would attract the niche audience as it wouldn’t be played in primetime/shown in mainstream magazines. As well as the young and unknown actors<br />Film students and a general younger audience due to the part college setting and young actors<br />ATTRACTING OUR AUDIENCE<br />Title will attract middle class, more educated audience will understand the second meaning of the word and how it links to the film<br />People who enjoy mystery films – thought provoking<br />
  17. 17. WHAT HAVE WE LEARNED ABOUT THE TECHNOLOGIES USED<br />- Air conditioning – sensitive to camerasand can causeproblems withcontinuity inediting<br />ADOBE PREMIER PRO<br />[film editing] – we have learnt how to use more effects usefully and more variety<br />[radio editing] – we learnt how to set up and edit for our radio<br /><ul><li>Learnt how to use</li></ul>a Voice Recorder<br />in order to<br />AUDICITY<br />We learnt how to set up and record sounds for the radio advert<br />create sound<br />effects<br />JASC PAINT SHOP PRO<br />We learnt how to use different effects within the program to create our poster<br />Learnt the effect of the ‘clapper board’ and why it is used in multi camera shooting<br />
  18. 18. WHAT HAVE WE LEARNED ABOUT THE TECHNOLOGIES USED<br />Research<br />We used the internet for our research, using sites such as YouTube, where we found the short film ‘Black Button’ . This was basic inspiration for our film<br />http://www.youtube.com/watch?v=QrKnhOJ-R80<br />We also used the Rock FM website and listened to radio film trailers to help gain a basic idea of how to make ours.<br />We kept up to date blogs, recording what we had done, the progress we had made and what we were planning to do.<br />http://winstanleymediabev.blogspot.com/2009/11/over-half-term-we-have-finished-our.html<br />
  19. 19. Meeting Up Outside Of College<br />When meeting up in our own time to produce the video, we made sure we kept in contact by exchanging phone numbers and e-mails so that we could easily contact each other and organise meetings in and outside of college. This enabled us to capture film for the final product as well as finishing the poster. <br />
  20. 20. WHAT HAVE WE LEARNENED SINCE OUR AS COURSEWORK TO NOW?<br /><ul><li> Better skills with programs used to edit
  21. 21. Better camera skills
  22. 22. Better organisation:</li></ul> - Writing a script beforehand<br /> - Problems solved more efficiently<br /> - More experience so better use of time<br /><ul><li> Better quality blogs; more photo’s and more specific
  23. 23. More quality in representations and key concepts
  24. 24. Better understanding in what we’re doing
  25. 25. More interactive evaluation, as feedback helped</li></ul>Overall<br />Improvement on Quality of Work<br />
  26. 26. AUDIENCE FEEDBACK<br />We have addressed the audience feedback in our blog:<br />http://winstanleymediabev.blogspot.com/2010/01/feedback_15.html<br />
  27. 27. How Our Main Product Links To Ancillary Texts<br />Poster<br />The same people on the poster are the main characters in our film. We have also used a re-occurring theme of red to convey danger. The mist and darkness alongside the hooded figure’s face being hidden link into the mystery genre of our film. We added a darker tint to add a gritty, realistic feel to the poster.<br />Radio<br />We used the same music on our radio as we did in our film as the music added a dramatic and mysterious effect to both projects. We also used dialogue from the actual film in the radio. The narrative dialogue on the radio project linked to the storyline in the film and enforced the idea of mystery. <br />
  1. A particular slide catching your eye?

    Clipping is a handy way to collect important slides you want to go back to later.

×