This document summarizes what was learned from constructing a media product. It discusses how techniques like jump cuts, 180 degree rules, and fragmented narratives were used. It represents a target audience of ages 12 and up without focusing on specific social groups. A small independent distributor would be most likely to distribute the product. The intended audience is from the UK due to language and themes. Elements like sci-fi concepts, genre, violence, and English themes were used to attract the audience. Learning included filming techniques, editing, use of effects, and applying theory to a real product through teamwork and time management.

1. MEDIA☢EVALUATION ;)
By Benner and Robertson

2. 1.In what ways does your media product use, develop or
challenge forms and conventions of real media products?
Flash forward (prolepsis) - The process of jumping forward in time/narrative to to fit more story in less time. The device
keeps the pace and consistency of the action in our chase scene.
Jump cut - In the editing of our media product, we used the media technique: jump cut. A jump cut is cutting to a scene that
is out of context to the narrative. This technique creates contrast, emphasising the action in our opening by cutting to a
peaceful scene after an heightened scene.
180 degree rule - We filmed and edited our footage to keep to the 180 degree rule. The rule helps the viewer determine the
relative positions of the characters on screen, thus interpret the opening more accurately.
Fragmented narrative - Our intro builds a fragmented narrative as the ending relates to the path/the story does not follow a
linear path.

3. 2.How does your media product represent particular social
groups?
Our media product doesn’t represent particular social groups, it’s target audience however is from the marketing audience
of class C2-A. There is some conventions of Sci-Fi in our film such as the use of time travel and life after death, this may
attract some social groups that interested in science fiction concepts also known socially as ‘geeks’. ‘Geeks’ range in age
from child to the elderly however are stereotypically related as shy and unconfident, being our most dominantly predictable
social group.
Our media product represents social groups as it appeals to many different ages, and has fragments of various genres
involved, therefore appealing to many different people and those social groups that they are associated with.

4. What kind of media institution might distribute our media
product and why?
A small scale media institution would possibly be able to distribute this product. A
large scale institution probably would not distribute this product as it would most
likely not produce enough gross income for it to even be worth it. For example, an
institution such as 20th Century Fox, could be approached to distribute this film,
but they would most likely decline it. This is due to the film possibly not being
made to their standards and especially to the storyline that they may not prefer. A
small company could distribute, and the smaller they are, the more likely to
distribute they are.

5. Who would be the audience for our media product?
The audience associated with our product would be from the age of 12, as the film
is not appropriate for younger audiences due to scenes of purposely induced
violence. The audience would generalize around teenagers and older years from
any social class. Due to language and traditional English conventions in our
product, the most suited audience are United Kingdom citizens, as they are more
likely understand and interpret the English conventions best.

6. How did we attract/address our audience
Concept - Our film has concepts of SciFi such as life after death. These concepts gain interest and
discussions through the internet etc.
Genre - The thriller genre of our product attracts movie thrill seekers. The product is designed to do this
especially by introducing the main character from the opening and building the relationship of the
main character to viewer throughout the film.
Violence - Action and violence is an attraction to those who seek it, this stereotypically revolves around
male viewers.
English film with English themes - The product and film is produced in England, attracting those of the
same nationality. Our product also induces English themes such as UK fashion and woods.

7. What have we learnt about technologies from the process of
constructing our product?
Filming:
Audio - We learnt how to build and work with audio recording devices such as a boom mic that was used to record our audio
Stability - How to keep the camera steady and always on focus to our subject (or just where it needs to be)
Teamwork - Team work has been essential for planning and organizing the way we use and plan to use our equipment
Equipment - Sufficient equipment is needed for media products like ours. We learnt how to deal with cameras, bipods and audio devices that we
previously had little knowledge on.
Camera Styles - Using a drone to film overhead and bird’s eye views to add contrasting shots to the end product.
Editing:
SFX - Sound effects where needed to create diegetic sound feels such as gunshots that promote the correlation of our narrative
Unrelated audio channels - We learnt that having audio channels separate to the clips filmed are useful for creating true immersive and high
quality sound.
Music based - We learnt how to edit media clips around a track of music (montage style).
Time - We became fond of proposing the length of each clips and committing lots of time to iron out small to large mistakes
Amount of edits - The completion of our media opening helped us understand the media product had to be edited and designed in several
different ways to find the most effective solution.
Practical effects:
Smoke - Finding a safe but realistic way to improve the aesthetics of the shooting of the Gun, rather than editing it in later.
Stunt fall tampering - We used methods of stunt traditions to allow our actors to remain unharmed from stunts such as falling.
Mic covers and deadening - We used effects such as covering the mic to create some differentiated levels for the channels such as increased
bass or lack of treble. This helped remove background noise or create background noise.

8. What we feel that we have learnt in the progression from our
preliminary task to the full product
We have learnt how to appropriately apply theory and media techniques into a real
media product. In greater detail, our group successfully managed to apply realistic
and professional media techniques in a set task of creating a media product.
The progression also taught us how to work in an effective team, manage large
products and deduce a media product around set boundaries and guidelines.
Having to film using different