'Playground' evaluation

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'Playground' evaluation

  1. 1. Before  we  made  our  film  we  researched  other  opening  sequences  to  get  an   idea   of   what   genre   we   wanted   to   do.   Whilst   researching   we   found   the   opening   sequence   of   “Tormented”   which   is   a   teen   horror.   Our   opening   sequence   is   similar   to   “Tormented”   as   we   have   created   a   similar   female   character  in  a  similar  loca>on  which  is  a  secondary  school.      
  2. 2. To  create  our  >tles  we  used  ‘final  cut  pro’.  We  decided  to  make  our  >tles  a   simple  white  font  which  is  unlike  the  bold,  colourful  >tles  from  Tormented.    We   decided  that  it  would  not  be  relevant  to  our  opening  sequence  to  include  bold   >tles  as  the  tone  of  our  opening  sequence  appears  to  be  slightly  more  serious/ drama>c  than  Tormented.    
  3. 3. We  decided  not  to  use  school  uniform  for  our  opening  sequence.  This  was  partly   due  to  the  fact  that  our  opening  sequence  it  set  at  a  small  private  school  whereas   Tormented  is  set  at  a  larger  school.  Our  costume  at  the  beginning  of  our  opening   sequence  is  dark  and  ripped  to  show  that  the  girl  has  been  in  danger.  In  terms  of   mise  en  scene  our  opening  sequence  is  unlike  Tormented.  
  4. 4. Our  media  product  is  conven>onal  in  terms  of  our  edi>ng.  We  have   edited  our  opening  sequence  in  a  con>nuous  way  which  is  similar  to   ‘Tormented’.  
  5. 5. In  our  opening  sequence  we  used  jump  cuts  to  create  tension  similar  to   ‘Tormented’.    
  6. 6. For  our  opening  sequence  we  chose  a  similar  style  of  music  to  ‘ Tormented’.  We  used   ‘Garage  band’  to  find  a  creepy/dark  sound  to  create  tension  at  the  beginning  of  our   opening  sequence.    
  7. 7. Our   film   represents   teenagers   and   the   conflicts   which   can   occur   between   that   schoolgirl  image  and  the  reality  lurking  underneath.  The  scene  showing  interac>on   between   three   schoolgirls   in   deten>on   also   depicts   an   undercurrent   of   tension   between  one  character  and  the  supervising  teacher  -­‐    crossing  the  boundaries  of   authority   and   social   conven>on   by   hin>ng   at   an   inappropriate   connec>on   between  them.    
  8. 8. Our  media  product  presents  school  teachers  in  a  nega>ve  way   sugges>ng  that  they  are  ‘perverted’  or  ‘interested’  in  young  school   girls.  We  have  also  suggested  that  school  teachers  are  of  a  lower   class  as  our  teacher  is  reading  ‘ The  Sun’  newspaper  which  ironically   implies  that  he  is  not  well  educated.  This  differs  from  other  media   products  where  teachers  are  presented  as  kind  and  sensible  people.  
  9. 9. We  have  presented  teenage  girls  in  a  nega>ve/stereotypical  way  as  we  imply   that  young  girls  are  weak  and  vulnerable  and  we  suggest  that  they  would   “run”  off  with  a  teacher  without  thinking  twice.  We  also  see  at  the  beginning   of  our  opening  sequence  that  the  girl  has  been  physically  damaged  which   further  implies  that  young  girls  are  physically  weak.  However  this  is  unlike   ‘Tormented’  as  the  teenage  girl  appears  strong  and  confident.    
  10. 10. • Tormented,   a   film   with   the   same   target   market   as   ours,   was   distributed   by   Warner   Brothers.  Warner  Brothers  is  one  of  the  five  largest  distribu>on  companies  in  the  world   and  therefore  had  the  ability  to  release  films  on  a  large  scale.     • We  would  like  Playground  to  be  released  in  this  way,  across  a  large  number  of  screens   na>onwide,  as  its  content  will  appeal  to  all  teenagers  no  maMer  what  part  of  the  country   they  live  in.   Distribu>on  companies  that  we  would    like  are  film  to  be  distributed  by:  
  11. 11. In  order  to  aMract  a  young  audience,  we  cast  young   teenagers  to  act  in  our  opening  sequence.  This  would   therefore  aMract  young  teenagers  to  watch  our  film.    
  12. 12. We  aCracted  our  audience  by  selecDng  a  genre  which  is   popular  with  teenagers.  This  genre  is  ‘teen  horror/thriller’   and  we  knew  that  it  aCracted  audiences  based  on  Tormented   which  is  of  the  same  genre.    
  13. 13. We   have   learnt   a   lot   about   technologies   since   we   started   making  our  film,  also  it  has  allowed  us  to  be  more  crea>ve  with   our   ideas,   such   as   using   a   film   camera,   edi>ng,   sound   and   conver>ng   our   film   into   a   DVD.   As   well   as   using   YouTube   to   distribute  our  film.    
  14. 14. Catrin   George-­‐Carey:   ‘Looking   back   at   the   preliminary   task,   I   realized   that   I   had   no   clue  on  how  to  use  a  film  camera  nor  how  to  edit  the  film  together.  From  making  this   two  minute  film,  I  have  learnt  a  lot  more.  I  now  know  how  to  make  a  scrip  in  proper   format  also  using  the  different  edi>ng  techniques  and  making  >tles  and  music.   Bianca   Goldman:   Since   making   my   preliminary   task   I   have   learnt   many   skills   such   as   how   to   construct   a   sequence   of   different   shots,   how   to   create   an   interes>ng   script,   how   to   use   a   digital   camera   and   how   to   edit   a   film   using   sound  and  other  effects.  It  has  been  a  very  posi>ve  experience.     Elysia   Polin:   I   feel   that   I   have   become   more   confident   in   using   a   digital   camera  and  edi>ng.  Before  I  did  this  task  I  didn’t  know  how  to  make  a  film.  I   feel  I  have  really  learnt  a  lot  in  this  task.  This  task  and  the  technologies  have   let  me  be  more  crea>ve  in  the  work  I  have  been  doing.      

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