Janes Evaluation Media
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The document summarizes an evaluation of a film opening sequence created by the author for a social realism/teen drama/gangster genre film called "So Weak." The sequence follows the main character, Rukhsar, as he runs through working class areas regretting his past actions. It effectively uses conventions like music, cinematography, editing and location to represent teenagers and establish the intended genres. Feedback was positive about elements like the music, angles and pace, though one person disliked the music. Through creating this sequence, the author learned new skills with camera and editing technology.
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Question 1 slideshare
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Eval 1
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Question 1 Evaluation
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Q1
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How effective is the combination of my main product and my ancillary text?
The document discusses how the author developed the star image of an artist named D'artagnan through a pop music video, digital album packaging (digi pack), and magazine advertisements.
The pop video portrayed D'artagnan and others engaging in rebellious, chaotic acts of violence and destruction to establish an edgy, anti-authoritarian image. The digi pack used an unconventional dark aesthetic and quote to portray D'artagnan as insightful yet isolated. Both subverted expectations while drawing inspiration from similar artists like Justice.
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Powerpoint eval q 2
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Nick evaluation
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A2 media
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Eval q2 powerpint
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The document discusses the use of conventions in a media product. Specifically:
1) The music video uses conventions like flashbacks and a nonlinear narrative to illustrate the song lyrics, resembling other works. Close-ups and shots establish a relationship between the characters.
2) The digipak and advert aim to follow R&B conventions through costumes, fonts, and imagery like other artists' works. Close-ups and a stage setting portray the artist as a showman.
3) Combining the casual video and formal ancillary texts develops the artist's image as both contemporary and traditional within the genre's evolving conventions.
Q2. How effective is the combination of your main product and ancillary texts?
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The digipak and website were designed to represent the artist's character and rap genre through consistent font, photos, and references to London. While drawing on rap conventions like hoodies and locations, they also depicted the artist as humble and reflective rather than flashy.
The music video complemented the ancillary materials by featuring buildings from the background photo and sharing the same mood and themes of inner conflict. Overall, the combination of products was deemed effective by maintaining consistency in visuals and message across the artist's representation.
Evaluation question 1
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Media pres,task 5ghh
The film aims to attract teenage boys and younger men aged 16-30 by telling the story of an 18-year-old boxer from East London who is trying to make it in the sport. It represents the working class and hopes to serve as a role model for other young men from rough backgrounds. Close-ups, music, and editing techniques are used to convey the main character's emotions as he trains intensely for an upcoming fight. The filmmakers drew inspiration from other successful boxing movies like "Fight Club" to appeal to their target audience.
Evaluation - (Marialucia)
The document discusses a student film project titled "39 Weeks" about a teenage pregnancy. It uses drama genre conventions like realistic lighting and props to show the challenges of pregnancy. The protagonist is developed through close-ups and shots to show her difficult life experiences. The film challenges stereotypes by depicting a pregnant teen from a middle-class home who struggles despite her background. It represents teenagers in both stereotypical and nuanced ways through the protagonist's experiences. The film would appeal to teenagers and could be distributed by companies that handle similar films addressing social issues like Revolver Entertainment.
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Question 1 slideshare
The document discusses how the media product uses and challenges conventions of real media forms.
It summarizes how the music video uses settings like a house, park, and bedroom to tell the story of a deteriorating relationship, drawing on conventions from real music videos. It also discusses costume and prop choices meant to portray the characters and advance the narrative.
The editing, camera work, and visual style are described as conforming to or challenging conventions of real R&B music videos. Specifically, it challenges conventions by focusing on the female character and portraying her as strong and dominant rather than weak.
The magazine ad and album packaging are said to challenge conventions by not showing the artist's face and focusing more on his
R&b conventions for Q1
This document discusses codes and conventions of R&B music videos. It begins by outlining common conventions like sexualization of artists and emphasis on wealth and material goods. It then summarizes how the creator of this music video both used, challenged, and developed conventions. They challenged sexualization but used conventions like natural makeup, inclusion of a male singer, and studio/performance shots. They developed conventions by using red lipstick to represent love rather than lust and choosing modest, sophisticated clothing and accessories for the female artist. The document also notes the demands of record labels for close-up shots but explains their video focuses on the artist's full-body performance.
Eval 1
The document discusses the creation of a music video that uses conventions of actual music videos. It is edited to fit the beat and timing of the song. Shots of landscapes and scenic views are also incorporated. The music video challenges conventions by using a narrative enigma rather than a straightforward story, aiming to capture youth and convey that time should not be wasted. It also aims to accurately represent youth in a fun, relaxed way rather than using stereotypical negative portrayals. Research into other music videos informed the creative choices for the video's props, costumes, digipak design, and magazine advertisement design.
Presentation evaluation of film opening
The document discusses how the media product challenges stereotypes presented in urban drama films. Typically, these films portray urban youths negatively as being involved in gangs and criminal activity. However, the media product subverts this expectation by showing an urban youth in a positive light at the end of the opening scene. Specifically, it shows that despite coming from an urban background, it is possible for someone to have a good job and make something of themselves rather than engage in stereotypical gang behaviors. The goal is to present an alternative to the usual negative portrayals and provide a more balanced representation of urban youth.
Presentation evaluation of film opening
The document discusses how the media product challenges stereotypes presented in urban drama films. Typically, these films portray urban youths negatively as being involved in gangs and criminal activity. However, the media product subverts this expectation by showing an urban youth in a positive light at the end of the opening scene. Specifically, it shows that despite coming from an urban background, it is possible for someone to have a good job and make something of themselves rather than engage in stereotypical gang behaviors. The goal is to present an alternative to the usual negative portrayals and provide a more balanced representation of urban youth.
Inquisition
The document discusses how the creators of a thriller film aimed at 15-30 year olds attracted their target audience. They decided to make the film similar to a high-concept film to attract mainstream cinema audiences. They chose a middle-aged rockstar as the lead to appeal to both young and slightly older generations. The film's young cast and their clothing aligned with the thriller genre to target 15-30 year olds. Pictures show the rockstar lead appealing to all ages as an iconic figure and a younger female lead appealing to audiences as a sexy young working woman.
As media presentation music magazine final draft
This document contains information about Chinedu Onyekwulu's media production project. It discusses the main task of creating a sentimental rap song by an artist named DEEDEE about relationship problems. It also includes two ancillary tasks - a poster and CD booklet promoting the song. Feedback was received from the target audience of 16-25 year olds which was mixed, with some finding the themes too sad. Images were altered using cropping and effects to fit the themes of pain, sadness, and depression portrayed in the song and tasks.
Media powerpoint evaluation final
Our media product was a 2-3 minute opening to a thriller movie. We tried to portray enigma through techniques like blue lighting, fast clips, sound editing, and flashbacks. The plot involves a teenage girl who meets an older boy online who turns out to be her abusive ex-boyfriend. We drew inspiration from movies like Abduction, Obsessed, and The Lovely Bones to develop suspense and intrigue in our opening. Our goal was to keep the viewer constantly wanting to know what happens next through clues and an unsettling atmosphere created by the visuals and audio.
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The document summarizes the learning and progress of a student who created a thriller film opening as a class project. In the preliminary task of remaking Napoleon Dynamite, the student gained experience using camera equipment but lacked organization. For the thriller opening, the student planned ahead, used more advanced cameras and lighting, and learned audio/editing skills. The process taught the importance of preparation and allowed the student to produce a higher quality final product compared to the preliminary task.
Question 1 Evaluation
The document discusses how the media product draws from conventions of the British social realism genre. It looks at similar films for inspiration on conventions to include. Non-diegetic music sets the tone at the opening, while diegetic sounds create atmosphere. The institutional logo of Film 4 was chosen because it funds similar independent films. Gritty locations like council estates make the film seem more realistic. Shot types like establishing pans help set the location. The storyline of a young drug dealer deals with modern social issues. Naturalistic lighting maintains a realistic feel, except for an automatic light. An opening montage introduces the main character's lifestyle through shots of him on his bike doing deals.
Q1
We researched conventions of female R&B music videos to inform our own video for Cassie's song "Me & U". We focused on a performance-based video rather than narrative. Close-ups, eye contact with the camera, glamorous locations, and emphasis on the artist's appearance and lifestyle were used to attract audiences and sell the artist in line with conventions. Some conventions like including a love interest or happy ending were omitted to focus on Cassie.
How effective is the combination of my main product and my ancillary text?
The document discusses how the author developed the star image of an artist named D'artagnan through a pop music video, digital album packaging (digi pack), and magazine advertisements.
The pop video portrayed D'artagnan and others engaging in rebellious, chaotic acts of violence and destruction to establish an edgy, anti-authoritarian image. The digi pack used an unconventional dark aesthetic and quote to portray D'artagnan as insightful yet isolated. Both subverted expectations while drawing inspiration from similar artists like Justice.
The products worked together to promote D'artagnan's rebellious image through different mediums and attract different audiences, developing the paradoxical qualities that theorists say
Powerpoint eval q 2
This document discusses the ancillary tasks of a magazine advert and digipak that were created alongside a music video production. It aimed to maintain consistency across all three pieces by using similar themes, color schemes, and conventions. The digipak and magazine advert featured enticing photos and incorporated elements from the music video, such as effects and shots. Research was done on how established pop artists market themselves to minimize risk and appeal to target audiences. Close-up, seductive photos were used to draw readers in, representing the artist consistently across pieces.
Nick evaluation
The document discusses the film production's use of form and conventions to make the media product realistic. Costume, sound, lighting, editing, and visual effects were focused on to mimic real films. Costumes differentiated characters and ranks. Editing used typical Sicilian music to set atmosphere. Lighting changed colors between real life and acting scenes. Technology effects created a clean, professional company logo. Overall the production strived to be believable and "movie like."
A2 media
The document discusses how the music video for an R&B song by Tavonga conforms to, challenges, and develops conventions of the R&B genre. It uses typical R&B settings like an urban brick wall backdrop but also challenges conventions by filming in a house. Costumes conform to trendy urban styles but challenge conventions through Tavonga's glasses. Props like phones conform but a motif of a rose challenges conventions. Camerawork mainly conforms to typical R&B performance shots but challenges conventions through a time lapse. The digipak and magazine ad conform through layouts but challenge conventions through font, color scheme, and synergizing pieces through a rose motif.
Eval q2 powerpint
This document discusses the ancillary tasks of a magazine advertisement and digipak that were created to accompany a music video production. It summarizes the conventions and criteria that were considered for these ancillary pieces, such as enticing visuals, track listings, and consistency with the theme and color schemes of the music video. Examples from real artists' albums, like Rihanna and Taylor Swift, helped inform the design decisions. Research into target audiences also influenced the style and content of the ancillary works. Consistency was maintained between all three pieces through similar visual elements and representation of the artist.
Media evaluation powerpoint
The document discusses the use of conventions in a media product. Specifically:
1) The music video uses conventions like flashbacks and a nonlinear narrative to illustrate the song lyrics, resembling other works. Close-ups and shots establish a relationship between the characters.
2) The digipak and advert aim to follow R&B conventions through costumes, fonts, and imagery like other artists' works. Close-ups and a stage setting portray the artist as a showman.
3) Combining the casual video and formal ancillary texts develops the artist's image as both contemporary and traditional within the genre's evolving conventions.
Q2. How effective is the combination of your main product and ancillary texts?
The document discusses the effectiveness of combining a rap artist's main product (a music video) with ancillary texts (a digipak and website).
The digipak and website were designed to represent the artist's character and rap genre through consistent font, photos, and references to London. While drawing on rap conventions like hoodies and locations, they also depicted the artist as humble and reflective rather than flashy.
The music video complemented the ancillary materials by featuring buildings from the background photo and sharing the same mood and themes of inner conflict. Overall, the combination of products was deemed effective by maintaining consistency in visuals and message across the artist's representation.
Evaluation question 1
The document discusses how the media product adheres to or challenges conventions of real media. It generally follows conventions through its use of locations and inexperienced actors. However, it challenges conventions through its music choice and portrayal of the working class. While trying to realistically portray social issues, it risks reinforcing stereotypes and should have further challenged dominant ideologies around social class.
What's hot (19)
How effective is the combination of my main product and my ancillary text?
How effective is the combination of my main product and my ancillary text?
Q2. How effective is the combination of your main product and ancillary texts?
Q2. How effective is the combination of your main product and ancillary texts?
Similar to Janes Evaluation Media
Media Studies AS Evaluation
This document contains Mohamed Bushra's reflections on their media studies coursework. They explain that they are resubmitting because they can now better link their research and planning to their final film product. They then provide responses to questions about how their film uses and challenges conventions of real media products, how it represents social groups, what type of media institution might distribute it, who the target audience is, and how they addressed this audience.
Media pres,task 5ghh
The film aims to attract teenage boys and younger men aged 16-30 by telling the story of an 18-year-old boxer from East London who is trying to make it in the sport. It represents the working class and hopes to serve as a role model for other young men from rough backgrounds. Close-ups, music, and editing techniques are used to convey the main character's emotions as he trains intensely for an upcoming fight. The filmmakers drew inspiration from other successful boxing movies like "Fight Club" to appeal to their target audience.
Evaluation - (Marialucia)
The document discusses a student film project titled "39 Weeks" about a teenage pregnancy. It uses drama genre conventions like realistic lighting and props to show the challenges of pregnancy. The protagonist is developed through close-ups and shots to show her difficult life experiences. The film challenges stereotypes by depicting a pregnant teen from a middle-class home who struggles despite her background. It represents teenagers in both stereotypical and nuanced ways through the protagonist's experiences. The film would appeal to teenagers and could be distributed by companies that handle similar films addressing social issues like Revolver Entertainment.
Evaluation
1) The document summarizes what the student has learned from constructing a media product from preliminary task to final product.
2) They learned skills with cameras, editing software, and the blogging process. Their filming, editing, and use of technology improved.
3) Comparing the preliminary and final tasks showed higher quality filming, better acting, and more sophisticated editing in the final product.
Evaluation
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Evaluation2
Our media product uses conventions of the action genre in its opening sequence, such as typical shots, titles and editing, to engage audiences familiar with the genre. However, we also challenge some conventions, like using a rock music track instead of typical choices. As the sequence continues, the tone shifts from a typical action opening to one with mysterious, psychological thriller elements. The initial representations of characters in the sequence portray some stereotypes, like the female being naive and the male taking control, but the full film was planned to subvert some of these expectations. We aimed to attract teenage and young adult audiences of both genders by making the female protagonist a stronger character and the male appealing to both genders. Through characters and an attention-
Task 2
The document discusses the representation of characters in a film product. The female characters represent young, lower-middle class British teenage girls who socialize together. The male character is meant to be disliked as the antagonist and his face is hidden to add mystery. Close-ups were used with the female characters to engage the audience but the male character's face was hidden. Props like drinks and cigarettes help convey the idea of the teenagers being naughty. The characters generally reinforce social stereotypes but some changes were made to suit the target age group.
Media Evaluation
The document discusses the process of creating a thriller opening for a class project. It describes how the group researched different thriller genres and films to understand conventions and aesthetics. They examined physiological, supernatural, and neo-noir thrillers. Based on this research, the group decided on the name "Remember Me" for their thriller. They used techniques like non-linear storytelling with flashbacks. Camera angles, lighting, and editing styles were adapted from the researched films to set mood. Through the process, the student learned about filming, editing, and technologies used in media production.
Media Evaluation
The document summarizes the research and development process for a student thriller film project titled "Remember Me." The students examined physiological, supernatural, and neo-noir thrillers to understand conventions of the genre. They focused on camera techniques, music, and portraying a troubled teenage girl protagonist and her dysfunctional family relationships. The goal was to create an artistic thriller that could appeal to teenagers and be distributed through independent film festivals and art house cinemas. Social media would be important for marketing to younger audiences.
AS Media Evaluation
The document discusses the student's crime thriller media product titled "In The Frame". It summarizes how the student used, developed, and challenged conventions of the crime thriller genre in their product. Specifically, it discusses how they used conventions like dark colors, mysterious music, and not showing the antagonist's face to create ambiguity. It also explains how they challenged conventions by having the setting in a normally safe and busy area rather than a dark alley. The student reflects on what they learned about camerawork, editing, sound, and other technologies through creating this product. They felt they gained skills and understanding of the filmmaking process.
Evaluation of the film nikita
This document summarizes the evaluation of a media production project. It discusses how the project used conventions of real media products through its narrative structure, character and setting introductions, mood, titles, and music. It also addresses how the project represented a social group, the type of media institution that might distribute it, its intended audience, how the audience was addressed, and what was learned about technologies through creating the project.
Question 2
The document discusses how a media product represents social groups. It notes that the film introduction uses a familiar teenage situation and location to represent teenagers well by making it relatable. However, an older audience may not relate as well since they have forgotten their teenage experiences. The filmmakers tried to challenge conventions to make it interesting for other groups like adults, though this carries risks. Stereotypes are both followed and subverted throughout the film to represent social groups and keep audiences familiar with the narrative or surprised by subversions. Teenagers are portrayed as lively but also irresponsible by consuming a lot and passing out at the party.
Yr12 Foundation Portfolio (Evaluation)
1. The document describes a film opening created by students for their media portfolio.
2. The intended audience is teenagers and young adults as the thriller genre and mysterious opening would appeal most to them.
3. Independent film distributors like 20th Century Fox or Film4 would be suitable to distribute the film as they target similar audiences.
4. The opening uses conventions of the thriller genre like darkness, screams and a victim to create suspense and intrigue for the audience. It represents gender and age stereotypes commonly seen in real media.
AS Coursework Film Evaluation
This document summarizes a student's media production project that uses conventions of British social realism. It represents teenage characters, including a teenage single mother portrayed positively. The intended audience is 15-24 year old females, and the film would be distributed in art house cinemas. Feedback on a test screening was positive about the editing techniques and representation of motherhood. The student learned filming techniques like different shots and editing for pace and mood. Comparing to an earlier version, the student learned to spend more time editing and use a wider range of shots.
Evaluation Of Media Coursework
The document provides an evaluation of a media coursework project created by three students. It summarizes the key elements of their film including:
1) The film title "Only Chance" and how it intrigues audiences and emphasizes the band's seriousness.
2) The setting of a stereotypical college which immediately establishes the genre and features noticeable props.
3) The introduction of the two main characters, Chesky and Megan, who have contrasting costumes reflecting their different personalities.
4) The film's representation of teenage social groups and characters that break stereotypes.
5) The targeted audience of 14-19 year old teens and how genre conventions and music were used to attract this
Evaluation of media coursework
This document summarizes and evaluates a student media project. It discusses how the film uses conventions of real media through its title, setting, costumes, and camera work. It represents social groups through its characters and their similarities to other media portrayals. The best institution to distribute the film would be Touchstone Pictures due to its target teenage audience and genre. The target audience is males and females aged 14-19 due to the film's themes of music, friendship, and stereotypes. It attracts this audience through fulfilling genre conventions and the use of popular rock music. The students learned skills using programs like Adobe Premiere, Photoshop, and YouTube to construct the media project.
Meida evaluation
The student evaluated their group's media coursework project of creating an opening sequence for a supernatural thriller film. They felt the final product looked professional due to the use of different shots, editing effects, and acting. While there were some challenges around scheduling and limited resources, the student was overall very pleased with how the film turned out and felt it accomplished the goals of an opening sequence by introducing characters and leaving on a cliffhanger.
Meida evaluation
The student evaluated their group's media coursework project of creating an opening sequence for a supernatural thriller film. They felt the final product looked professional due to the use of different shots, editing effects, and acting. While there were some challenges around scheduling and limited resources, the student was overall very pleased with how the film turned out and felt it accomplished the goals of an opening sequence by introducing characters and leaving on a cliffhanger.
Evaluation fitness for purpose
The documentary evaluates crimes in the Redbridge borough of London. It was created for the Borough of Redbridge to raise awareness of local issues. Research found anti-social behavior, vandalism, and acid attacks were most common, so the documentary focuses on these topics and domestic violence/burglary. Interviews with victims and a police officer provide first-hand accounts. Reconstructions, music, and graphics of crime statistics aim to educate and impact the audience about these problems in Redbridge. Overall, the documentary successfully raises awareness of key issues as requested by the brief.
Media Studies AS Evaluation Questions 3,4,5
Mohamed Bushra resubmitted their AS media studies coursework to achieve a higher grade by better linking their research and planning to their final film product. Their film represents teenagers and young adults, particularly males, through its genre, characters' clothing and language. It will attract this audience as comedy provides escape from real life problems. The film would be distributed by Channel 4, Film 4 or ITV to advertise to its target C2-DE social class audience in the UK. The target audience is teenagers and young adults aged 12-25 who enjoy comedy films. The film aims to attract this audience through identifiable characters, conventions of the comedy genre, and an upbeat soundtrack.
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Janes Evaluation Media
- 1. Evaluation
- 7. When Ruhksar has the flashbacks, and he is shown stealing and walking around like he is about to have a fight, he is shown with his hair with shaved patterns, wearing big earrings and has a angry face. This representation lives upto the stereotype that boys with that sort of hairstyle and boys with diamond earrings are gangster/thugs. We used these elements of Mise-en-Scene to indicate he (in the past) was a bit of a thug because we know that people would pick up on the stereotype and know that that is what Rukhsar was like.
- 10. Function in Narrative The way that Rukhsar is shown looking scared and regretful when he is shown thinking back to good and bad memories represents how young people get themselves into bad situations and have regret in everyday life, this is done to again establish the genre social realism and teen drama. It also represents how it can be hard being a teenager.
- 11. Settings The locations were just normal ‘working class’ areas nothing ‘posh’, this again was to relate to the group who are being represented, teenagers. A lot of teenagers in Britain today can relate to the sort of areas Rukhsar is shown in.
- 13. Another example were teenagers are being represented as confused is when Rukhsar is shown in a high angled shot, this represents him as been weak and vulnerable, again another feeling which teenagers encounter in Britain today.
- 20. How did you attract/address your audience? In our feedback, the audience commented on aspects they liked and didn’t like. What they did like was the music, angles and the editing. However one member of the group didn’t like the music but said it went well with the pace of the scene, so I think he just doesn’t like the type of music that we used. Generally our feedback was good, we wanted to get the audience hooked and the music to kick in straight away like in ‘Trainspotting’ our ‘inspiration film’ and for the audience to want to carry on watching, which was what happened. http://www.youtube.com/watch?v=vmzaBvKzrZI We also did what we set out to do which was set enigmas for the audience, we knew from our own experiences in watching films that to be attracted to a film, enigmas have to be there, wanting to know what happens next etc, this happens in our opening because we don’t giveaway what happens and end with Rukhsar’s eyes scowling as he thinks <-- Eg of popular films, which we picked as our ‘Inspiration film’.
- 22. When Rukhsar is running he look scared and weak, when he is having his flashbacks he is shown walking about as if he is ten men, this ‘binary opposition’ contrast in behaviour by the same character sets off enigmas, and anticipation to find out why and what Rukhsar was like, which is a good way in which we thought we could attract the audience. Again to use our audience’s feedback, they commented on how they liked the sequence because they want to find out what happens and keep watching. So we did attract some people from the group as they wanted to keep on watching the film. Which is a success.
- 24. For our audience feedback we filmed a group of people aged 16-18 years old in a classroom. I feel like this was a good thing to do as it was done using my new skills at filming. It also made the questionaire more informal and useful in my opinion because I got to find out more information and why they thought what they did, and also defend our sequence. Also…
- 25. Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product? In our preliminary task we just filmed in pretty much one angle just three people communicating. Our final product ‘So Weak’ is a lot better. As it has a story in it, music, different angles, enigmas and effects i.e black and white. This comparison shows how mine and Rukhsar’s filming skills improved in the space of a few weeks. It also proved that you need to put in more time and effort to make a product look better.
- 26. Conclusion Our overall feedback on things which were good and aspects of our sequence which should be different based on our analysis and our audience’s feedback: Flashbacks Storyline Shots Weaknesses Strengths
- 27. Overall I’m pretty happy with our opening film sequence. I like the pace of it and the order of it. The music also fits well with the editing. If I could start again I would want to do different flashbacks, however I really enjoyed doing it and working with Rukhsar.