1. +
Q4: How did you use media technologies
in the construction and research, planning
and evaluation stages?
Media Studies A2 Evaluation

2. Web 2.0 (theory) – ‘consumers can now become producers through modern technology’ is supported by
my production of media tasks; prior to the evolvement of accessible production methods, I would have
remained merely a consumer of other’s products rather than develop the creativity and versatile skills
that I have. Furthermore, at A’ level we produce films, magazine and music related products, but now at
Key Stage 2 primary children will develop such media products and programing of software as part of the
National Curriculum September 2014.
Curran and Seaton (1991, Power with responsibility) consider new technologies as essential to our future,
but with this comes an embodied responsibility for what we produce and the audience that receives it.
Traditionally, media production has been certificated for viewing under strict licensing laws and available
to consumers whom meet the required viewing criteria e.g. the screening of certain adult themes after
the 9:00pm watershed or certificated 18 for adult content on DVD, for example. However, with the
evolvement of media accessibility through smart phones and tablets it is now the responsibility of the
broadcaster to ensure that the media content is either fit for general consumption or is highlighted as
targeted for specific audiences. This knowledge has been the backdrop when applying creative skills with
the audience at the forefront of my mind; otherwise I would have become too involved with my own
ideas and not sufficiently versatile to apply other techniques, such as when responding to feedback.
I have learnt to use Final Cut Express to a useable standard, which has enabled me to produce the film. In
addition, I have increased my ability in Photoshop to enhance my media tasks to include more design
techniques, for example: the black and white poster with red coat. This use of technology during the
construction of my media tasks afforded me a level of confidence in the finished product, which has in
turn enabled me to evaluate my product more positively.
The disadvantage of the school firewall security is that whilst it protects my product from contamination
by virus and malicious spyware, it also prevented me from access to certain websites, such as
Dafont.com. This restricted my use of typography, which was a detriment to my product. However, I
overcame this by accessing the required sites by alternative mean (unrestricted user log-in) but wasted
time in having to bypass the system. The advantages, as outlined above, provide e-safety and are a
necessary precaution, however, with supervision during school lessons, it is a hindrance to progress.

3. + In Research:
Thorough research, using the internet and its wide range of websites, it has enabled me to
produce blog posts using print screens on relevant information such as, What is a short film?
Research into mental illnesses and textual analysis was undertaken and my ideas and
understanding broadened as a direct result of using the technology. Furthermore, I have
been able to grasp concepts more thoroughly by sourcing information from a wide variety
of web-pages each with a different focal point and taking my thinking to another level.
For target audience research, I used Wix, a website designer tool; it is a major part of my
research consisting of outlining my target audience and the audience consumption habits.
From this, I was able to develop my understanding of the audience behaviours and realised
from this research just how vast my potential audience would be.
In using Prezi, a presentational program for research, I was able to plan and to discuss
relevant theories and to show my understanding of them. This has helped enormously with
my evaluation and presentational skills but, whilst I found this tool to be useful, it was
immensely time consuming; developing the interactive tools to follow the correct paths
based on the text input is laborious.

4. + In Planning:
Software, such as, Photoshop enabled me to produce a layout for my film review, using the
feedback from my audience on the colour scheme. I was also able to produce a
production logo for my film, giving it a more realistic look; I initially drew the ‘F’ and then
edited this on Photoshop by scanning the drawn image onto the Mac.
Using a home camera, I took images of where I planned on shooting my film as well as the
layout and main image for my film poster; the images included plans for props, allowing me
to stick to the continuity and consistent house style between my film, film poster and review.
This was the beginning stage of developing a story board which became a film plan.
Creating a filming plan developed my organisational skills that I needed to understand
what, where and how I would be filming at each stage during the day. This was particularly
pertinent in the event of having to substitute the lead character actress at short notice; it
was then necessary to film around her availability as opposed to my time schedule and
that of the original actress, who was available when I was. The film plan also kept me on
track, having had to adjust my initial plans; normally it would have dented my confidence
and clear objectives but in the event I did not let this phase me as my structure was still
intact.

5. + In Production:
Having never used a video camera, I was able to understand how to use and film my
production, very well and I am pleased with the final outcome. My expectations were low,
as my ability was untried and untested. My preliminary run through was filmed by my peer,
with me taking the acting role; I was then able to structure the filming and editing from both
aspects of actor and director. It was a risk to then have the actual filming being my first
attempt; however, as I was prepared from the point of view of film plan and storyboard, I
was able to direct the actors in accordance with my needs.
Limiting technologies – I was unfamiliar with some of the effects on Final cut, which meant I
had to play around and try out certain concepts, thus decreasing the time I had available
to put my film together. I was unsuccessful in producing my intentional effect for the
flashbacks – monochrome due to limited availability of technology. This is a frustration, but
from the feedback and from my own point of view has not detracted from the narrative
and plot. I do think, however, that this aspect has detracted from the overall quality to good
from what could have been outstanding.
In reflection, of my AS production work, I have improved significantly. I have a better
understanding in using Photoshop and its many features, allowing me to do things with my
film poster and review that I was unable to perform last year, for example: editing the
image, this time not using filters as an affect but using a brightness/contrast tool for a more
professional touch.
Facebook was used as the initial area to receive my audience feedback; it is used by the
majority of my target audience and is relatively easy to upload my production work and
then in turn for someone to comment their feedback. This has been invaluable as the
feedback was instant and therefore caused the audience to respond more honestly, than if
they are given time to reflect and be ‘politically correct’.

6. + In evaluation:
I have utilised Wix (example below) to present the overall evaluation but I cannot
include question two’s Prezi; I am unable to include the code. To overcome this, I have
published question two, as a Prezi on my blogger, and thus will include a hyperlink to my
blogger page including question two as a post.