12 rating
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The document discusses choosing a rating for a film certificate based on the British Board of Film Classification guidelines. The author looked at the guidelines and determined that a 12 rating would be appropriate for the film, as it will contain some swearing but no violence. This rating was selected to attract the intended audience.
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Response
The filmmaker received positive feedback on their short film from viewers who filled out feedback forms and from in-class responses. Some feedback noted that certain shots were unnecessary or too long, so the filmmaker decided to cut or shorten some clips to reduce the runtime and make the film more concise while still conveying the overall story. In the end, the filmmaker was pleased with how the edited film turned out based on the positive reactions.
Certificate ratings
The document discusses UK film ratings and which would be most suitable for a horror film. It analyzes the guidelines for U, 12A, 15, and 18 ratings. A U rating is ruled out as horrors contain violence and threats. A 12A is also ruled out as the film will include gore and high violence. Either a 15 or 18 rating could work, but the 15 is concluded to be best as it has fewer limitations than an 18 while still allowing the essential horror elements the film requires.
Certificate ratings
Certificate ratings are regulations set by the BBFC to classify films for different age groups based on their content. Films are viewed by two examiners who evaluate issues like language, sexual content, drugs, violence and assign a rating. The main ratings are U for ages 4+, PG for ages 8+, 12/12A for ages 12+, 15 for ages 15+ and 18 for ages 18+. The R18 rating is a legally restricted classification for explicit adult content.
Evaluation 3 - class feedback
Amelia O'Callaghan received feedback on her music video from classmates and teachers. The feedback highlighted things that worked well, such as her use of green screen and performance scenes, and areas for improvement like adding more variety of shots and improving lighting. She used the feedback to re-film parts to improve the narrative and add more shot variety. Additional feedback noted too many mid shots, so she re-filmed with more close ups and long shots. Overall, the feedback helped Amelia identify issues like lighting, hands disappearing on green screen, and lack of narrative, which she addressed to strengthen the music video.
Creating the poster
Amelia and Siobhan worked together to create a Digipak for a group called O.M.G on a tight deadline. Amelia had originally designed a poster that served as the basis for the Digipak design. This PowerPoint shows the process they used to collaboratively design the Digipak, which included researching existing Digipaks, creating mood boards, designing cover pages in PowerPoint, and selecting photos and fonts. The final Digipak designs followed conventions of the pop genre and were intended to appeal to their target audience of 11-16 year old girls.
Ancillary questionnaire results
Amelia O'Callaghan distributed a questionnaire to gather feedback on her ancillary tasks from her target audience of 11-16 year olds. She received positive feedback that indicated her tasks correctly used conventions of the pop genre, with a focus on the color pink, and that her theme of friendship came across clearly. She made adjustments like increasing the size of images and text based on the feedback. Overall, the feedback validated that her ancillary tasks were effective for her target audience.
Ancillary questionnaire results
This document contains feedback from questionnaires given to Amelia O'Callaghan's target audience about her ancillary tasks for a pop music project. The responses indicate that the genre was correctly identified as pop. Pink was seen as an appropriate color choice. Feedback suggested making the group name on the poster bigger. Respondents said the theme came across clearly and the colors worked well. This validated Amelia's design choices for her target audience. She made improvements like increasing the size of images based on the feedback.
Media evaluation question one
The document discusses a student's media project creating a music video and ancillary tasks for their pop group. The student analyzes how their music video and tasks both used conventions of real pop media products as well as challenged some conventions. They aimed to create media that was appropriate for their target younger female audience rather than revealing clothing typically seen. Their narrative, costumes, locations, shots and poster design both conformed to and developed conventions of the pop genre.
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Response
The filmmaker received positive feedback on their short film from viewers who filled out feedback forms and from in-class responses. Some feedback noted that certain shots were unnecessary or too long, so the filmmaker decided to cut or shorten some clips to reduce the runtime and make the film more concise while still conveying the overall story. In the end, the filmmaker was pleased with how the edited film turned out based on the positive reactions.
Certificate ratings
The document discusses UK film ratings and which would be most suitable for a horror film. It analyzes the guidelines for U, 12A, 15, and 18 ratings. A U rating is ruled out as horrors contain violence and threats. A 12A is also ruled out as the film will include gore and high violence. Either a 15 or 18 rating could work, but the 15 is concluded to be best as it has fewer limitations than an 18 while still allowing the essential horror elements the film requires.
Certificate ratings
Certificate ratings are regulations set by the BBFC to classify films for different age groups based on their content. Films are viewed by two examiners who evaluate issues like language, sexual content, drugs, violence and assign a rating. The main ratings are U for ages 4+, PG for ages 8+, 12/12A for ages 12+, 15 for ages 15+ and 18 for ages 18+. The R18 rating is a legally restricted classification for explicit adult content.
Evaluation 3 - class feedback
Amelia O'Callaghan received feedback on her music video from classmates and teachers. The feedback highlighted things that worked well, such as her use of green screen and performance scenes, and areas for improvement like adding more variety of shots and improving lighting. She used the feedback to re-film parts to improve the narrative and add more shot variety. Additional feedback noted too many mid shots, so she re-filmed with more close ups and long shots. Overall, the feedback helped Amelia identify issues like lighting, hands disappearing on green screen, and lack of narrative, which she addressed to strengthen the music video.
Creating the poster
Amelia and Siobhan worked together to create a Digipak for a group called O.M.G on a tight deadline. Amelia had originally designed a poster that served as the basis for the Digipak design. This PowerPoint shows the process they used to collaboratively design the Digipak, which included researching existing Digipaks, creating mood boards, designing cover pages in PowerPoint, and selecting photos and fonts. The final Digipak designs followed conventions of the pop genre and were intended to appeal to their target audience of 11-16 year old girls.
Ancillary questionnaire results
Amelia O'Callaghan distributed a questionnaire to gather feedback on her ancillary tasks from her target audience of 11-16 year olds. She received positive feedback that indicated her tasks correctly used conventions of the pop genre, with a focus on the color pink, and that her theme of friendship came across clearly. She made adjustments like increasing the size of images and text based on the feedback. Overall, the feedback validated that her ancillary tasks were effective for her target audience.
Ancillary questionnaire results
This document contains feedback from questionnaires given to Amelia O'Callaghan's target audience about her ancillary tasks for a pop music project. The responses indicate that the genre was correctly identified as pop. Pink was seen as an appropriate color choice. Feedback suggested making the group name on the poster bigger. Respondents said the theme came across clearly and the colors worked well. This validated Amelia's design choices for her target audience. She made improvements like increasing the size of images based on the feedback.
Media evaluation question one
The document discusses a student's media project creating a music video and ancillary tasks for their pop group. The student analyzes how their music video and tasks both used conventions of real pop media products as well as challenged some conventions. They aimed to create media that was appropriate for their target younger female audience rather than revealing clothing typically seen. Their narrative, costumes, locations, shots and poster design both conformed to and developed conventions of the pop genre.
Media evaluation question one
The document discusses how a student's media products for an assignment on creating a music video and ancillary tasks either used, developed, or challenged conventions of real media. The student aimed to create pieces fitting the pop genre. While the music video and poster generally followed pop conventions, the costumes in the video challenged revealing norms to be suitable for young girls. Location and camera shots both used and developed conventions. The digipak resembled real products through its fun, pink theme and photos of the artists.
Media evaluation question one
The document discusses a student's media project creating a music video and ancillary tasks for their A2 Media Studies course. The student aimed to use conventions of real pop music products while also developing and challenging some conventions. They researched popular record labels, narratives, costumes, locations, shot types and camera movements in pop music videos to inform their own work. They believe their projects both conform to and advance typical forms and styles within the genre of pop music media.
Media evaluation question one
The document discusses how a student's media products for a music video, digipak, and poster used, developed, or challenged conventions of real media. The student aimed to create products in the pop genre. While some elements conformed to conventions like including a record label and using common shot types, other aspects developed or challenged norms like having a narrative not focused on the artist or avoiding revealing costumes. The student analyzed each component and compared their work to professional examples.
Creating the poster.
As a group, Amelia and Siobhan created a poster to advertise a new album on short notice. They followed Amelia's original poster design, working together as a team. The poster features the band's name in large text, photos of the band members, the album title in a banner, and reviews from magazines. It incorporates elements common in music posters like the album cover to appeal to their target audience of 11-16 year old girls.
Creating the Poster
As a group, Amelia and Siobhan created a poster to advertise a new album on short notice. They followed Amelia's original poster design, working together as a team. The poster features the band's name in large text, photos of the band members, the album title in a banner, and reviews from magazines. It incorporates elements commonly found on music posters like the album cover to appeal to their target audience of 11-16 year old girls. In the end, Amelia was pleased that their collaborative poster design conformed to pop genre conventions.
Creating the digipak.
Amelia and her group decided to create a 6-part Digipak and divided it among the members. Amelia was responsible for the back cover and "Meet the Girls" page. She began by researching existing Digipaks and created mood boards to understand important features. Her final designs included a back cover with the group photo, song list, and production details. The "Meet the Girls" page introduced each member with their photo and interests to appeal to the target audience of 11-16 year old girls. Amelia is pleased that her designs conform to conventions of the pop genre and will attract their target fans.
Creating the digipak.
Amelia and her group decided to create a 6-part Digipak and divided it among the members. Amelia was responsible for the back cover and a page introducing the band members. She began by researching existing Digipaks and created mood boards. Her final designs included a back cover with the band name, album title, and song list. She also designed a page with pictures and profiles of each band member to meet the target audience of teenage girls. Amelia is pleased that her designs follow conventions of the pop genre and will appeal to fans.
Feedback 2
The document provides feedback on several music videos. It notes things that were done well such as green screen use, performances, editing, and syncing to music. Areas for improvement include needing more shot variety, fixing issues with hands disappearing on green screens, and adding more narrative context to make it clearer what is happening. Lighting is also listed frequently as something to improve. The conclusion says the creators will take the feedback to get a wider variety of shots, only use appropriate green screens, and film more to make the storyline and flow easier to understand.
Initial screening feedback
The document provides feedback on a music video project, noting positives like well-synchronized editing that suits the song and use of a green screen that adds creativity. However, it recommends reducing lip shots, adding more narrative clarity, and keeping examples of pop videos as references. It identifies tasks like changing the song's middle part, reducing lip videos, fixing disappearing arms in green screen clips, and completing the full song.
Research on existing digipak’s
The document provides an analysis of the design elements of several music album Digipaks. It discusses aspects like the use of color, images, fonts and placement of text/barcodes. Key points analyzed include themes represented by visuals, prominence of artist names, and how elements come together to appeal to audiences and represent the music. Overall the document looks at how Digipak designs communicate meaning through visual style and layout choices.
Abraham maslow’s hierarchy of needs
Little Mix promotes themes of friendship, financial success, and overcoming adversity to achieve fame in their music and media appearances. These themes relate to Maslow's Hierarchy of Needs, specifically the needs for love/belonging through friendship, and esteem through money and success. The band emphasizes how they have gained large financial rewards, support each other through friendship, and found success after facing bullying as solo contestants on The X Factor.
Comparisons between our music video and real ones
This document provides a list of different camera shot types that could be used to film a dance sequence, including mid shots, close ups, long shots, and extreme close ups. These shot types would allow a filmmaker to capture dancers and their movements from a variety of distances and perspectives.
Questionaire answers
Girls aged 15-20 enjoy pop artists like Jessie J, Little Mix, Stooshe and Katy Perry. Most respondents preferred music videos that tell a story or include a narrative. The questionnaire provided evidence on which genres different age groups like and their favorite parts of music.
Copyright letter
A media student named Amelia O'Callaghan wrote a letter to Mr. Parker at Syco Music requesting permission to use the Little Mix song "Wings" for a school music video project that will not be used for monetary gain and will only be viewed by her tutor and examiner. She clarified the video will later be uploaded to YouTube but not for profit. She asked Mr. Parker to inform her of his opinions on using the song for her school project.
Comparisons between r’n’b and pop
The document compares characteristics of music videos in the R&B and pop genres. It provides examples and screenshots from music videos by Beyoncé, the Spice Girls, Rihanna, Katy Perry, Alicia Keys, and Stooshe. Key differences noted between R&B and pop music videos include use of color, locations, costumes, camerawork, and focus on individual artists versus groups. The document concludes by stating the author's group chose to make a pop music video so they could be more creative with scenes, angles, and inclusion of all group members.
Genre Research (POP)
The document analyzes and summarizes the music video for "Push the Button" by the Sugarbabes. It notes that close-ups are used to establish each singer at the beginning and that the setting is shown. Throughout the video, the singer of the current section is the focus, whether it is Heidi, Keisha, or Mutya. New characters are also introduced to enhance the narrative of the song. The video has a consistent story of each singer meeting a guy in a tall building.
Amelias genre research
The document analyzes and summarizes the music video for "Push the Button" by the Sugarbabes. It notes that close-ups are used to establish each singer at the beginning and that their individual sections are emphasized through close-ups of the singing member. Mid shots and long shots are primarily used throughout, along with some establishing shots and close-ups. Each singer also has their own colored background to show their individuality when singing solo parts.
Associated instituions
Warner Brothers Entertainment was chosen to represent and be associated with the film "Memory Lane" over three other institutions. While the other institutions were well known, Warner Brothers was felt to be most known in the film industry and therefore would best advertise and promote the film.
How did you attractaddress your audience
The document summarizes feedback from two 17-year-old girls on a film opening targeted at women aged 17-27. Both girls enjoyed the romantic genre film opening and felt the target audience was appropriate. One suggested improving the American accent while the other felt filming in more locations could strengthen it. Both expressed interest in watching the full film to learn more about the couple and why an old woman was looking at a scrapbook.
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Media evaluation question one
The document discusses how a student's media products for an assignment on creating a music video and ancillary tasks either used, developed, or challenged conventions of real media. The student aimed to create pieces fitting the pop genre. While the music video and poster generally followed pop conventions, the costumes in the video challenged revealing norms to be suitable for young girls. Location and camera shots both used and developed conventions. The digipak resembled real products through its fun, pink theme and photos of the artists.
Media evaluation question one
The document discusses a student's media project creating a music video and ancillary tasks for their A2 Media Studies course. The student aimed to use conventions of real pop music products while also developing and challenging some conventions. They researched popular record labels, narratives, costumes, locations, shot types and camera movements in pop music videos to inform their own work. They believe their projects both conform to and advance typical forms and styles within the genre of pop music media.
Media evaluation question one
The document discusses how a student's media products for a music video, digipak, and poster used, developed, or challenged conventions of real media. The student aimed to create products in the pop genre. While some elements conformed to conventions like including a record label and using common shot types, other aspects developed or challenged norms like having a narrative not focused on the artist or avoiding revealing costumes. The student analyzed each component and compared their work to professional examples.
Creating the poster.
As a group, Amelia and Siobhan created a poster to advertise a new album on short notice. They followed Amelia's original poster design, working together as a team. The poster features the band's name in large text, photos of the band members, the album title in a banner, and reviews from magazines. It incorporates elements common in music posters like the album cover to appeal to their target audience of 11-16 year old girls.
Creating the Poster
As a group, Amelia and Siobhan created a poster to advertise a new album on short notice. They followed Amelia's original poster design, working together as a team. The poster features the band's name in large text, photos of the band members, the album title in a banner, and reviews from magazines. It incorporates elements commonly found on music posters like the album cover to appeal to their target audience of 11-16 year old girls. In the end, Amelia was pleased that their collaborative poster design conformed to pop genre conventions.
Creating the digipak.
Amelia and her group decided to create a 6-part Digipak and divided it among the members. Amelia was responsible for the back cover and "Meet the Girls" page. She began by researching existing Digipaks and created mood boards to understand important features. Her final designs included a back cover with the group photo, song list, and production details. The "Meet the Girls" page introduced each member with their photo and interests to appeal to the target audience of 11-16 year old girls. Amelia is pleased that her designs conform to conventions of the pop genre and will attract their target fans.
Creating the digipak.
Amelia and her group decided to create a 6-part Digipak and divided it among the members. Amelia was responsible for the back cover and a page introducing the band members. She began by researching existing Digipaks and created mood boards. Her final designs included a back cover with the band name, album title, and song list. She also designed a page with pictures and profiles of each band member to meet the target audience of teenage girls. Amelia is pleased that her designs follow conventions of the pop genre and will appeal to fans.
Feedback 2
The document provides feedback on several music videos. It notes things that were done well such as green screen use, performances, editing, and syncing to music. Areas for improvement include needing more shot variety, fixing issues with hands disappearing on green screens, and adding more narrative context to make it clearer what is happening. Lighting is also listed frequently as something to improve. The conclusion says the creators will take the feedback to get a wider variety of shots, only use appropriate green screens, and film more to make the storyline and flow easier to understand.
Initial screening feedback
The document provides feedback on a music video project, noting positives like well-synchronized editing that suits the song and use of a green screen that adds creativity. However, it recommends reducing lip shots, adding more narrative clarity, and keeping examples of pop videos as references. It identifies tasks like changing the song's middle part, reducing lip videos, fixing disappearing arms in green screen clips, and completing the full song.
Research on existing digipak’s
The document provides an analysis of the design elements of several music album Digipaks. It discusses aspects like the use of color, images, fonts and placement of text/barcodes. Key points analyzed include themes represented by visuals, prominence of artist names, and how elements come together to appeal to audiences and represent the music. Overall the document looks at how Digipak designs communicate meaning through visual style and layout choices.
Abraham maslow’s hierarchy of needs
Little Mix promotes themes of friendship, financial success, and overcoming adversity to achieve fame in their music and media appearances. These themes relate to Maslow's Hierarchy of Needs, specifically the needs for love/belonging through friendship, and esteem through money and success. The band emphasizes how they have gained large financial rewards, support each other through friendship, and found success after facing bullying as solo contestants on The X Factor.
Comparisons between our music video and real ones
This document provides a list of different camera shot types that could be used to film a dance sequence, including mid shots, close ups, long shots, and extreme close ups. These shot types would allow a filmmaker to capture dancers and their movements from a variety of distances and perspectives.
Questionaire answers
Girls aged 15-20 enjoy pop artists like Jessie J, Little Mix, Stooshe and Katy Perry. Most respondents preferred music videos that tell a story or include a narrative. The questionnaire provided evidence on which genres different age groups like and their favorite parts of music.
Copyright letter
A media student named Amelia O'Callaghan wrote a letter to Mr. Parker at Syco Music requesting permission to use the Little Mix song "Wings" for a school music video project that will not be used for monetary gain and will only be viewed by her tutor and examiner. She clarified the video will later be uploaded to YouTube but not for profit. She asked Mr. Parker to inform her of his opinions on using the song for her school project.
Comparisons between r’n’b and pop
The document compares characteristics of music videos in the R&B and pop genres. It provides examples and screenshots from music videos by Beyoncé, the Spice Girls, Rihanna, Katy Perry, Alicia Keys, and Stooshe. Key differences noted between R&B and pop music videos include use of color, locations, costumes, camerawork, and focus on individual artists versus groups. The document concludes by stating the author's group chose to make a pop music video so they could be more creative with scenes, angles, and inclusion of all group members.
Genre Research (POP)
The document analyzes and summarizes the music video for "Push the Button" by the Sugarbabes. It notes that close-ups are used to establish each singer at the beginning and that the setting is shown. Throughout the video, the singer of the current section is the focus, whether it is Heidi, Keisha, or Mutya. New characters are also introduced to enhance the narrative of the song. The video has a consistent story of each singer meeting a guy in a tall building.
Amelias genre research
The document analyzes and summarizes the music video for "Push the Button" by the Sugarbabes. It notes that close-ups are used to establish each singer at the beginning and that their individual sections are emphasized through close-ups of the singing member. Mid shots and long shots are primarily used throughout, along with some establishing shots and close-ups. Each singer also has their own colored background to show their individuality when singing solo parts.
Associated instituions
Warner Brothers Entertainment was chosen to represent and be associated with the film "Memory Lane" over three other institutions. While the other institutions were well known, Warner Brothers was felt to be most known in the film industry and therefore would best advertise and promote the film.
How did you attractaddress your audience
The document summarizes feedback from two 17-year-old girls on a film opening targeted at women aged 17-27. Both girls enjoyed the romantic genre film opening and felt the target audience was appropriate. One suggested improving the American accent while the other felt filming in more locations could strengthen it. Both expressed interest in watching the full film to learn more about the couple and why an old woman was looking at a scrapbook.
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留信网认证的作用:
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2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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The Unbelievable Tale of Dwayne Johnson Kidnapping: A Riveting Saga
Introduction
The notion of Dwayne Johnson kidnapping seems straight out of a Hollywood thriller. Dwayne "The Rock" Johnson, known for his larger-than-life persona, immense popularity. and action-packed filmography, is the last person anyone would envision being a victim of kidnapping. Yet, the bizarre and riveting tale of such an incident, filled with twists and turns. has captured the imagination of many. In this article, we delve into the intricate details of this astonishing event. exploring every aspect, from the dramatic rescue operation to the aftermath and the lessons learned.
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The Origins of the Dwayne Johnson Kidnapping Saga
Dwayne Johnson: A Brief Background
Before discussing the specifics of the kidnapping. it is crucial to understand who Dwayne Johnson is and why his kidnapping would be so significant. Born May 2, 1972, Dwayne Douglas Johnson is an American actor, producer, businessman. and former professional wrestler. Known by his ring name, "The Rock," he gained fame in the World Wrestling Federation (WWF, now WWE) before transitioning to a successful career in Hollywood.
Johnson's filmography includes blockbuster hits such as "The Fast and the Furious" series, "Jumanji," "Moana," and "San Andreas." His charismatic personality, impressive physique. and action-star status have made him a beloved figure worldwide. Thus, the news of his kidnapping would send shockwaves across the globe.
Setting the Scene: The Day of the Kidnapping
The incident of Dwayne Johnson's kidnapping began on an ordinary day. Johnson was filming his latest high-octane action film set to break box office records. The location was a remote yet scenic area. chosen for its rugged terrain and breathtaking vistas. perfect for the film's climactic scenes.
But, beneath the veneer of normalcy, a sinister plot was unfolding. Unbeknownst to Johnson and his team, a group of criminals had planned his abduction. hoping to leverage his celebrity status for a hefty ransom. The stage was set for an event that would soon dominate worldwide headlines and social media feeds.
The Abduction: Unfolding the Dwayne Johnson Kidnapping
The Moment of Capture
On the day of the kidnapping, everything seemed to be proceeding as usual on set. Johnson and his co-stars and crew were engrossed in shooting a particularly demanding scene. As the day wore on, the production team took a short break. providing the kidnappers with the perfect opportunity to strike.
The abduction was executed with military precision. A group of masked men, armed and organized, infiltrated the set. They created chaos, taking advantage of the confusion to isolate Johnson. Johnson was outnumbered and caught off guard despite his formidable strength and fighting skills. The kidnappers overpowered him, bundled him into a waiting vehicle. and sped away, leaving everyone on set in a state of shock and disbelief.
The Immediate Aftermath
The immediate aftermath of the Dwayne Johnson kidnappin
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留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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https://www.theurbancrews.com/celeb/matt-rife-cancels-bloomington-show/
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- 1. Certificate Rating When considering how to attract the audience it was important to think of what rating the film would be given. Therefore I looked at the British Board of Film Classification (BBFC) guidelines. Amelia O’Callaghan
- 3. • From looking at these guidelines I think that a 12 certificate be given for this film. I chose this due to the fact that throughout the film little swearing will be used and violence will be non-existent. Amelia O’Callaghan