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  1. 2. We chose the story idea written by our very own Simon Hill. His story is an idea of a corrupt government controlling the nation by the use of CCTV, our story focuses on one particular story of 4 friends at school. We chose Simon’s because he used the location of a school and since we only had the college to shoot our film location finding was easy. Simon took the role as director; he took the main role of production because he had the vision of how the films final edit would look. Kate and Katie took the main roles in acting, contributed to camera work and location finding. They were very helpful with the artistic side of film production. Mathew dabbled in acting but really shined in the editing process.
  2. 3. <ul><li>REALISM: </li></ul><ul><li>We created realism by sticking to conventional clothes that people at this time would wear. </li></ul><ul><li>In addition we decided to use contemporary political issues, which was to do with knife and gun culture. This added to the affect of realism. </li></ul><ul><li>We found it hard though in filming how to portray the affect on the actors and the sound of the gun shot. This is why we used the editing system to create the desired affects. </li></ul><ul><li>We also thought that our location was brilliant choice because the stark brick walls and room signs convey a strong sense of realism. </li></ul>
  3. 4. Representation of social groups <ul><li>We represented the social group in our production as English speaking school children. The choice of our location and the mise-en-scene in our production helps the audience to understand where our production is taking place i.e “a school” </li></ul><ul><li>The two male characters where portrayed as stereo typical males, we did this by specifically choosing the language and lexis in which they used, as well as the clothes they wore and they have “laddish” conversations' about girls, the weekend and drinking. To represent our female character we tried to portray them as typical girly girls, in the use of language. They characters were chatting in the back ground and giggling. </li></ul><ul><li>In addition to this we could have made the representation of the social group we were trying to portray by dressing the characters in a specific uniform to add to the mese-en-scene of a school. </li></ul>
  4. 5. Distribution <ul><li>Obviously as we had limited resources, money and time to make our production so we didn’t get the “Hollywood” effect that would have been desired. We would have ideally wanted to have our product distributed in Art house cinemas, and distributed electronically via such sites like YouTube. Also our product wouldn’t be Hollywood based as our equipment wasn’t of high quality. </li></ul><ul><li>Large media institutions such as News Cooperation owns 20 th century Fox which are conglomerates have the resources to produce and market their larger budget products as the majority of audiences prefer Hollywood style films. </li></ul><ul><li>If our film was to go into media production it would be more likely to be accepted by smaller independent companies such as figment films and film four production company. </li></ul>
  5. 6. Target Audience/ drawing audience in <ul><li>Through research we found that the target audience where students aged 16 to 25 as this range involves the people who would most like to see our film. </li></ul><ul><li>Our film is based in a school and so this will appeal to students as they would be interested to see a murder occur in a school environment as they feel that this deals with current media and politcal issues to do with knife and gun culture. </li></ul><ul><li>In addition by bringing up the issues of gun and knife culture this can start a debate which will allow young people to express their views on what they think should be done about this dilemma this also draws in the audience as it engaging their interest. </li></ul><ul><li>We added a humorous element to our film, in the context of one of our main characters tripping up and falling over. As we had a storyline within our main storyline, it distracted the audience from the main focus, and at the ending it makes you snap back to the seriousness of the product. </li></ul>
  6. 7. Technology <ul><li>Editing – we used the premier pro elements 4 </li></ul><ul><li>Problems </li></ul><ul><li>Hand held camera and its affects … used it for affect of CCTV, and POV shots </li></ul>
  7. 8. Skills/Knowledge Progression <ul><li>We learned a lot of useful skills in putting this production together. To start with we learned how the position and the way we used the camera affect the way in which characters or a mise-en-scene could be portrayed. For instance we used a low angle shot of when we first see our main characters to portray to audience the importance of those characters. </li></ul><ul><li>We also learnt that by filming a scene over and over again we could attain the desired affect that we longed for when editing. For example we filmed girl 1 falling over a number of times and at different speeds so that we could create a good shot when editing. </li></ul><ul><li>we learnt how to use the camera, when filming etc </li></ul><ul><li>We also learnt how we could edit a film etc </li></ul>
  8. 9. Film Product <ul><li>We believe that the opening sequence was very successful as it draws in the audience by giving them a contemporary political issue to think about and discuss which is gun and knife culture. </li></ul><ul><li>Our opening sequence also gives the audience a sense of what is going to happen in our production. </li></ul><ul><li>The use of the high angle shots and its grainy filming gives the impression of a CCTV camera in addition to this the clock that is slightly wonky and spinning disorientates the audience which gives the audience suspense and the sense of the unknown. </li></ul><ul><li>Our establishing shots of the school building and the clock lets the audience know where our production is shot which is in a school. </li></ul><ul><li>The soundtrack adds an overall affect </li></ul>
  9. 10. THE END Thank you Kate, Simon, Katie and Matt