Media Evaluation ‘ Behind Closed Doors’ Katherine Vargas
In what ways does your media product use, develop or challenge forms and conventions of real media products? There are many ways in which we used forms and conventions to the best of our ability and we made sure that we were able to look and plan carefully so that our final media product was creative and well planned out. Location: The location was based in both a school and on the street. This created and reinforced what genre we were basing our opening scene on (Physiological Thriller). It also means that we would be creating a verisimilitude opening sequence that would create enigmas for the audience as well as present our narrative and scenario. Plot: The plot helps the audience follow the storyline/narrative and also helps create enigmas as well as building up tension. As our media product is a physiological thriller, it means that we had to make it scary as well as tense and exciting and so we developed this with filming and editing. Characters: Our main character was mentally disturbed, and so this fit the genre well and helped maintain that scary feeling of a thriller. We also made sure that the Hannah (main character) acted strange as well as acting strange. Camera work: Camera work was essential because it would help create a good opening sequence. Close ups, High angle shots and more helped show vulnerability in our character and create scenes that made up good continuity and an understandable narrative.
How does your media product represent particular social groups?
With the outcome of our work I think that the main social group that is
represented in teenagers. We see this through many concepts, and one of the
main ones being through the mise-en-scene. It becomes obvious to the audience
that because the setting is based in a school that its related to teenagers, and
this allows the audience to get into a bit more depth of what the storyline could
be based around.
Another aspect that reinforces the teenage social group is the characters and
sound. The main character for our media piece is a 15-year-old girl and so that’s
obvious evidence that our media product is teen related. Although there isn’t a
lot of dialogue used, there is one scene where the audience watches Hannah
getting beaten up by another group of teenagers who are shouting and
swearing at her and the way they speak shows a sense of teenage life and how
they relate to these situations.
Whether the audiences are teenagers or adults, they are all placed in a different
position when watching our media piece. Teenagers may sympathies more with
the characters where as adults may be more opinionated about the situation and
narrative of the story.
What kind of media institution might distribute your media product and why?
I think that if our media product was made to be a bigger production then, the
media institutions such as touchstone or paramount motion pictures would
distribute our media product, but because we have made our media product as
a small production then it would be distributed by a small independent
company. It also means that the company would promote the film to a small
audience – national instead of international.
Who would be the audience of your media product?
Our audience was aimed at the ages of 15+ and I think that after watching out
final media product, that it definitely continues being this age group. The reasons
we made our media product is a 15+ was mainly because there was scenes of
violence and some swearing throughout our media product. It also meant that
teenagers would relate a lot more to this media product as our storyline was
based around this age group.
How did you attract/address your audience?
To attract our audience we made sure that our media product was exciting,
interesting and had an understandable narrative. It was important that we made
our opening scene easy to follow but we also wanted to create enigmas for our
audience, and I’m sure that by doing this it made it a lot more interesting to watch.
We also got our audience Involved by producing questionnaires for them to answer
and help us with coming up with ideas around what they would like to see in the
outcome of our media product.
What have you learnt about technologies from the process of constructing this
product? (Make sure you focus on how technology affects meaning).
Throughout the course of this project, we were able to use different types of
technology. Using the camera with filming was an interesting process as it
allowed me to learn new camera skills, including learning new camera
techniques. Using the camera had a lot of advantages, as we could use camera
shots such as close ups to create meaning in our video.
Its also meant that we could re-take shots just incase we weren’t happy with the
other shots we had taken earlier on, and this showed me that we could allow
time to have a good outcome to our final product.
When it came to using the laptop to edit the shots we had captured on camera, I
found this a very time consuming process. It was a lot harder to pick up on the
skills on the laptop than it was on the camera as there were more stages to
create a good outcome. Even though it was difficult getting use to this
equipment, it also had advantages in which we could edit our shots and create
good continuity. As a group we became more aware of how we could make our
final product more appealing and more eye catching, especially when it came
We were able to add a different transition such as ‘Fading out’, which added a
sense of a ‘thriller’ movie and that’s exactly what we were trying to achieve. We
also used all the researched we prepared before we started filming. We looked
back at the research we did on the web about different physiological thriller
storylines, which helped us, make sure we were going on the right track. Our storyboarding
helped us make sure each shot was accurate and our planning made sense. I think that
when we looked back at our storyboard, it allowed us to properly visualize an outcome
that we really wanted to have.
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product? When I look back and compare my preliminary task and my full product, I can see big changes in progression. I think that there has been major improvement with both the practical work and the editing work. When it came down to planning, I think that it was a lot more detailed the second time round, because we had experience and had more of a sense of what we were doing. I think that our practical skills with the camera were also a lot better because we had more experience with the tripod which allowed us to have more steady and professional looking shots. This then allowed us to edit our shots with more accuracy and we had more knowledge on how to use ‘video editor’. I also think that because there was more time, we were able to experiment with a lot more things. An example of this is when we used video editor and learnt how to use different transitions to add better continuity. Timing also helped because we were able to plan things out a lot better and prepare ourselves for what we would be doing each day. I think that group work was also a good aspect from the preliminary task to the full product. We all shared an equal amount of responsibilities as well as communicating and sharing ideas with one another. Overall I think that the main thing I have learnt in the course of this project is that creating a good full product involves a lot of practical work as well as being able to think of arrangements and then producing an eye catching final product, and looking our work now I can defiantly say that it was successful.