2. TARGET AUDIENCE
• With my film having the topic of exchange students I am going to target my short
film to teenagers around the ages of 14-19. this is because many people move to a
new country while they are in school. So I feel like I should target my video to these
age group to see if my short film sends the message I want.
• The short film will be for both people who are exchange students and people who
are not. The purpose will be to show them what an exchange student could go
through and see if it can help make things easier for not only them but also people
who are new to London.
• I want my target audience to help make a change and help people who are new to
London adjust to the environment and see that London is a very diverse and
positive place to be.
3. • I am hoping that the message I am trying to send through my short film is clear to
my target audience and will help make new people to London feel more or welcome
or feel like they are actually being listened to with the struggles of moving form
their home. I also want to help show their view which is a view I have never
experienced myself but also a view I want to understand.
5. WHY I CHOSE THIS PRODUCT
• I chose this product because even though it also seems like a romance film this film
still gives the concept of someone getting used to a new environment and
surroundings.
• This helps me with my short film idea of someone new to London and showing how
they initially adjust to their new environment. This film will help me with ideas of
complications or ideas for the plot of my short film. I will be looking at the more
important aspects to me of this film that shows the exchange student trying to
adjust.
• Through analysing the product I will note what would be useful for me and my
project. I will also be looking at the technical side as well such as shots and angles.
6. SUMMARY
• This is film about a French student that gets awarded to go study abroad on the
united states but has a difficult time initially fitting in and getting used to the
surroundings. Until two girls come into his life.
• In this film the French student Philippe Leclerc must adjust to his new surroundings
such as education, sports and social groups. This film also shows racism among
black and white people so I believe that this film helps me think of a plot without
the racism though.
• Philippe also falls in love with a black girl named April
7. ANALYSIS OF FILM
• This film has a voice over that at points tells the story of the boy from his older adult
perspective. This makes the film seem like it is being told as a story from the
exchange student as an adult. This is a film made in the 1990s so it has old style
music compared to the music now.
• The voice over helps give a description of some iconic characters in the film that
help make the story. As well as note some key points in the boys life that shows how
he may be adjusting to life in America.
• In this film Philippe seems to make friends within his new school and even manages
to win the American football game even though he doesn’t know anything about
the game and doesn't play it much.
8. ANALYSIS CONTINUATION
• Even though in the end Philippe seemed to be on bad terms with both girls that had
interest in him he still manages to make a friend with one of the guys on the
American football team before he leaves to go back to France and that the love of
April will always be his.
• Philippe even realised that the only thing he needed to be accepted by the school
was win a football game. However he also realised that to have April accept him it
wouldn’t be that easy.
• This film uses a lot of close ups and mid shots to show expression. During the
football game the scene is slowed down to show intensity at the final leg of the
game and the voices of the players calling for the ball are echoed.
10. WEEK 1 VIDEO ANALYSIS
• This vlog is made by a girl named Ali Freie
• This vlog starts in the girls home as she has nearly finished packing. The video is
with music that is a remix of Alan Walker's faded. The first day there they went to
explore the city and showed a few quick clips of locations and food that she and her
friends are trying. Ali seems to like the honey in London better than her home
country. This helps me see that it is mostly common for someone new to an area to
get to know the surroundings first and explore the local sites and attractions.
• Every new day that is started during the week starts with Ali giving a brief
description of what will be showed during that day such as activity, sights etc. The
first week was manly shots of seeing the locals sights and clips of Ali and her friends
trying different foods at different restaurants.
11. WEEK 2 VIDEO ANALYSIS
• The vlog of the second week is more focused on trying food at the start and seeing
more of the iconic sights such as the London eye, Big Ben and more. Again just like
the first weeks vlog this one includes quick snippets of free movements shots with
music playing in the background.
• There is nothing too complicated with the filming of these vlogs it is all rather
simple however it showcases what is needed. However Ali and her friends were let
down suddenly because they wanted to eat falafel after sight seeing but where they
went did not sell it.
12. WEEK 3 ANALYSIS
• This is the final week that Ali and her friends spend in London. For this vlog they first
go to a café then plan to do some shopping for some holidays they have coming
up. The group also goes to this restaurant that sells Indian food. The also explored
more parts of London.
• They also went to buy cakes and go on the London eye. After going on the London
eye they went and had drinks at they shard and went and had dinner at another
restaurant. The place they went they enjoyed their food. They went to church on
Easter Sunday and had something to eat afterwards.
• This week is more focused on doing everything they can do before they leave such
as a tour at St Paul's cathedral. Ali was kind of freaked out about seeing a rate at
that underground. As a souvenir they got t-shirts of the underground logo with
‘mind the gap’ on it.
