2. In what ways does your media
product use, develop or challenge
forms and conventions of real
media products?
(a) discuss in what ways your sequence looks like
other films from within your chosen genre and in
what ways it is different to them. You should refer to 2
or 3 films from within your chosen genre.
6. YOU MUST
Narrative: Mise-en-scene
Similarities: ‘Mean Girls’ is about female high school COSTUMES: At first we tried to exaggerate the status of
social cliques and how they operate. Our film is also set in our popular characters through mise-en-scene but then
a high school, which is similar to Mean Girls. This is decided not to make their characters look too
because our target audience are probably in school and stereotypical. For example ‘The Plastics’ from Mean Girls
go through the same experiences as the characters. and Cher Horowitz from ‘Clueless’wear pink and very
Differences: Our film is different because everything is stereotypical clothes to portray the characters as shallow.
filtered through Nathan; which is the character that films We decided to show that not all popular girls have to
everything. Also some characters do not convey as the wear pink to be shallow. Brittany is a dense character
stereotypical views that people have of social and although she is shallow she doesn’t wear the
cliques/gender/sexuality. Although Ashley is popular she stereotypical popular high school girl clothing.
doesn’t want to give in to her boyfriends pressure to
have sex. Some boys enjoy going to drag parties but
won’t admit it.
Camera Work Editing
Our opening sequence mostly consists of POV shots Transitions, titles and the news report sound were added
which makes this different to most teen comedy films. to fit the blog video theme. It helped it seem more tacky
POV was used to help the audience feel as though they and unprofessional.
are a character in the film. POV shots instantly creates a
personal connection with the audience & the characters
because the characters of the film notice the audience.
The camera is unsteady to help portray the scene as an
amateur report.
Sound SFX
We chose not to use music because we wanted the We used transition effects to keep the calm feel until the
opening sequence to look like an amateur had tension between Ashley and the new girl started.
filmed/edited it. So we tried to make the sound seem
very unprofessional.
7. 1.In what ways does your media
product use, develop or challenge
forms and conventions of real
media products?
(b) discuss why you have kept to the conventions of
the form (how your film looks / feels / behaves
similarly to professional films)
8. YOU SHOULD
Narrative
Social cliques are present in our film. We did not exaggerate status but we kept
some conventions of a teen comedy film. The codes and conventions we kept in
our film consist of social cliques, high school, parties, sex and relationships. Most
professional film have more than one of these codes/conventions in order for their
film to fit into the teen film genre. This is because these certain aspects appeal to
the teen film target audience.
Mise-en-scene
We used everyday high school equipment in order to set a mood and try to make
the location more apparent to the audience. Backpacks, books, pencils.
Classrooms, desks etc were used to show the audience that the film is set in a high
school.
Camera Work
Use of low angle mid shots of Brittany shouting at her tall boyfriend for looking
‘fat’ show her as superior or stronger than her boyfriend. Although she is stupid
and shallow her views count and are important because she is popular.
Professional films do try to show that popularity has a huge impact in high school.
9. 1.In what ways does your media
product use, develop or challenge
forms and conventions of real
media products?
(c) discuss ways in which you have challenged the
conventions of the form.
10. YOU COULD
Narrative
Most teen comedy films seem too unrealistic. So we decided to break the
convention by bringing real high school life situations but add humour
Mise-en-scene
We used everyday high school equipment in order to set a mood and try to make
the location more apparent to the audience. Backpacks, books, pencils.
Classrooms, desks etc were used to show the audience that the film is set in a high
school.
Camera Work
Use of low angle mid shots of Brittany shouting at her tall boyfriend for looking
‘fat’ show her as superior or stronger than her boyfriend. Although she is stupid
and shallow her views count and are important because she is popular.
Professional films do try to show that popularity has a huge impact in high school.
11. 2.How does your media product
represent particular
social groups?
(a) discuss at least 2 social groups (such as teenagers,
older adults, males, females, a range (or not) of people of
different ethnic origins) are featured in your sequence
and how you have chosen to represent these groups.
12. YOU MUST
Ethnic Groups
Unlike most teen films there were no Caucasians in our piece. We didn’t want ethnicity to
be the key aspect so we casted who we could find. Our cast consisted of Asians, Arabs,
Blacks and even Bi-racial. There were interracial relationships to show that in high school
race doesn't matter. We chose to represent all ethnic groups as equals and that ethnicity
doesn’t effect the role you play.
Gender
Our main characters are all females. Despite their ability to not see below the surface of
things their popularity makes them important and powerful in high school. Females are
represented negatively because it agree with stereotypes like females are not as clever as
men and females are shallow.
There are a lot of male characters some are represented as negatively; some otherwise.
Bryan is represented as effeminate because his feelings were hurt when Brittany called him
‘fat’. Jake on the other hand is represented as the stereotypical male that only thinks about
sex. This agrees with the stereotype therefore representing males in a negative light.
Teenagers
There is a varied representation with in the teenage age range. We tried to show the many
different types of people you could find in high school. The nerd, the outcast, the school
diva’s and the jocks etc. We did this so our target audience can relate to it because social
cliques are common in high schools.
13. 2.How does your media product
represent particular
social groups?
(b) discuss use of positive and negative stereotypes
where they occur in your work.
14. YOU SHOULD
POSITIVES NEGATIVES
•All ethnic groups •Males only think about
represented as EQUALS sex; in a relationship
• Insight into both sides •Females are shallow
to females and males and only care about
•Females have power popularity
and males are not always •Females are not clever
dominant. •Teenagers are obsessed
•Males are represented with social cliques
as fragile
15. 3.What kind of media institution
might distribute your media
product and why?
(a) discuss what media institution (major or
independent) might distribute your product.
16. YOU MUST
WORKING TITLE
This institution has distributed many successful films such as Billy Elliot, Nanny
McPhee and recently Les Miserable. Although most of the films they’ve
distributed are not within our target audience age range, I personally think that
our piece will not only appeal to teenagers but will attract an older audience and
with the help of Working title I think we can achieve this.
Universal Pictures
This institution has also distributed many successful teen films e.g. The Breakfast
Club, Sixteen Candles and Kick Ass. Despite collaborating with ‘Working Title’, they
distribute similar films like ours. I think they might distribute our film because
wanting to work with ‘Working Title’ and also to have a major institution help
distribute our teen comedy film may help with reaching our target audience.
Paramount Pictures
This media institution has distributed other teen films e.g. Mean Girls. Clueless. I
think our product would fit best with this institution because it has distributed
similar products. Also it is a major institution which means the film will look more
professional and appropriate to be distributed.
17. 3.What kind of media institution
might distribute your media
product and why?
(b) consider whether this product would be
distributed in Britain only or might be distributed
internationally.
18. YOU SHOULD
ONLY IN BRITAIN
POSITIVES NEGATIVES
•Cheaper to make digital copies of films •Limits options for sales
so smaller business’s can thrive.
•It is cheaper to produce digital films
and digital films can be produced on
smaller, cheaper equipment so this will
encourage new talent to make films.
•Could help combat piracy.
INTERNATIONAL
POSITIVES NEGATIVES
•Looser options for sales •More expensive
•If successful, increase in profit.
19. 3.What kind of media institution
might distribute your media
product and why?
(c) consider what the best means of distributing your
product would be – cinema first, TV first or internet.
20. YOU COULD
CINEMA
Our film should be able to the public through cinema, this is because
the public enjoy watching films through a cinema screen because of
the quality. I think cinema will be the popular ways of viewing our
film.
INTERNET
Our film is aimed at teenagers that most likely go to school so I think
we should have the film available to them through the internet for
download. This is firstly to avoid piracy. Some people like to watch
films in the comfort of their home so they illegally download new
releases. If the film is released on the internet for a small price at the
same time as the cinema viewings release I think this will be one way
to reduce piracy.
TV
I don’t think this film should be immediately released on television
because the film will instantly be labelled as a TV movie and not a
BLOCKBUSTER.
21. 4. Who would be the audience
for your media product?
(a) identify the demographic groups you are seeking to target as
your primary audience– is this for teenagers, older adults, all
ages, is it for males or females or both? Is it all for all
teenagers or just for some?
(b) consider psychographic factors such as what tastes in films
and popular culture are. Does your audience feedback
suggest you have produced something that would attract
this target audience?
(c) identify secondary audiences for your product and discuss
how you would reach these secondary audiences.
22. YOU MUST
AUDIENCE
•Our primary audience are teenagers from ages 14+. This is because teenagers
are most likely to be able to relate to the film.
•I personally think our film will appeal to girls rather than boys.
•Our film’s secondary audience will be most likely be women ages 21-35. This is
because through research we found that Mean Girls and Clueless where highly
popular within women of this age range.
•I don’t think the film is for all teenagers because some teens have different tastes
in films but I think our film will appeal to teens who enjoy watching teen
comedies.
• Our audience feedback suggest that the film will probably be popular within
young females.
•In order to reach my second audience we will probably have ads on the television,
radio and the internet (e.g.(banner)YouTube )
23. 5.How did you attract/address
your audience?
•discuss how the mise-en-scene should be appealing to
your target audience.
•discuss what your audience feedback reveals – did your
decisions help the audience to engage as you wanted?
24. YOU MUST
MISE-EN-SCENE
•Outfits were to help increase the status of the character
but not to look too stereotypical.
•Loud corridors too help portray school atmosphere.
Teenagers in school can relate which makes this appealing
to them.
AUDIENCE FEEDBACK
•Teens can relate to characters
•Comedy appeals to teens because the film because more
enjoyable.
•Teens enjoy looking at fashion trends through mise-en-
scene
25. 6. What have you learnt about
technologies from the process of
constructing this product?
(a) discuss what you have learnt about how to use the camera, how
to work in front of the camera and what you have learnt about
how to use the Mac and iMovie to edit your work.
(b) discuss how your skills in production work have developed since
the start of the course.
26. YOU MUST
WHAT I’VE LEARNT DURING PROJECT.
Directing was quite difficult because I didn’t know how to
direct, until after a few practice runs. At first, I didn't know
what to do so I just made them(actors) read out their lines.
I researched a bit more into directing and came to the
conclusion that directing is making the actors be the way
you see the characters in your head. I instructed the actors
to act in the ways I thought the characters would behave.
My directing skills have improved.
Camerawork was also new to me. In our first rough draft
the camera came out unsteady. This made the sequence
look amateurish which wasn’t good. So I decided to take
care a become more aware of how I want to portray the
character and I expanded my use of different shots and
angles.
27. 6. What have you learnt about
technologies from the process of
constructing this product?
(c) consider what you need to improve upon with regards to use of
technologies in production work.
28. YOU MUST
WHAT I COULD’VE IMPROVED ON.
I could have improved my directing skills. I could’ve instructed
the actors to act the way I wanted the characters to look.
My camerawork could have been improved immensely. The
quality of the camera wasn’t the best but also I haven’t quite
got the hang of using the camera to the best of it’s ability. I
could have expanded the use of my shots with tracking shots
and close-ups etc.
29. 7. Looking back at your preliminary task,
what do you feel you have learnt in the
progression from it to the
full product?
•Discuss how you have (or not) made your planning and
preparation for shooting more effective than was the case with
the prelim task.
•discuss how you have(or not) improved the quality of the
footage shot (using tripods, different angles, filming several
different good takes from different positions).
• discuss how you have (or not) improved the quality of the
edited piece – more use of features within iMovie, use of music.
30. YOU MUST
For a starters we made a shooting schedule and a shot
listings. This was made to help with our time management
and it made things seem easier. We analysed every moment
so we would know what we were doing at all times. This had
a positive impact on our work because it made things easier
and less time-consuming.
Our footage improved as well. The unsteady camerawork
didn’t happen because we used a tripod. The hand held
camera shot was only used to only when necessary. I also
tried to take shots from different positions but I decided not
break the 180 rule.
Editing has improved immensely because Fatha now used
sound effects/music and became aware of them and used
them to our advantage.
