As media studies coursework film opening evaluation
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Tasmia Khan evaluates their film opening for a media studies coursework. It challenges romantic comedy conventions by using cliched lines to create comedy from romance and tragedy. It was inspired by "Friends with Benefits" and represents young women seeking independence from relationships. Dreamworks could potentially distribute it since they handle similar films. The target audience is 18-27 year olds. Tasmia learned filming and editing skills using various technologies and enjoyed creating an online blog for the course.
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Evaluation of my media text
The document discusses the evaluation of a media product created by the author for a media studies course. It analyzes how the product uses and challenges conventions of the psychological thriller genre. It represents lower-class teenagers and plays on current issues like gang culture and knife crime. The target audience is males aged 16-25. The author learned editing skills and how to use technologies like iMovie to construct the media product.
Evaluation
Thomas Graham summarizes what he learned from creating a media project about gangsters in London. He used stereotypes of different ethnic accents to portray Eastern European and East London gangsters. The Eastern Europeans were portrayed as coming out on top, reflecting a shift in criminal power. Graham learned that proper technology is essential for filmmaking and editing, and that his preliminary task taught him about issues like camera shake and background noise as well as how much editing impacts the final product.
Evaluation
Thomas Graham summarizes what he learned from creating a media project about gangsters in London. He used stereotypes of different ethnic accents to portray Eastern European and East London gangsters. The Eastern Europeans were portrayed as coming out on top, reflecting a shift in criminal power. Graham learned that proper technology is essential for filmmaking and editing, and that his preliminary task taught him about issues like camera shake and background noise as well as how much editing impacts the final product.
Media Evaluation
This document contains Macauley Evans' media evaluation of a psychological horror film product. It discusses how the film challenges horror conventions by using a male protagonist instead of a female. It also does not provide context clues about the danger to build suspense. The film represents a middle-class 17-25 year old male audience. Lionsgate or Warner Bros would be suitable distributors given their experience with psychological horror films. Filming techniques and editing software were challenging to learn but provided valuable experience. Setting the scene and smooth clip transitions are most important.
evaluation
The document discusses a student's media film project. It uses some conventional elements like an understandable plot and setting, but also challenges conventions by leaving parts open to interpretation and having no dialogue. The main character represents an average teenager to portray the risks of drug use. The film would likely be distributed online, targeting a 16-25 male audience who could relate to the themes. The student learned new computer and editing skills through creating the project and feels they improved in technical abilities and quality from their preliminary work.
Evaluation Q2-7
The media product is a low-budget thriller film that subverts some common thriller conventions. It features a female teenage killer rather than the usual male killer, giving the female character more power. The target audience is adults aged 15-30, especially those interested in thriller films. To attract this audience, the film leaves many plot points unanswered and uses social media to gather feedback on how to improve.
Evaluation of my media product
1) The media product is a psychological thriller film sequence that represents lower class 16-21 year old males. It shows a young, lower class teen brutally murdering another teen, playing on stereotypes of knife and gun crime among this group.
2) The film would likely be distributed by small, independent British film companies and funded through a grant from the UK Film Council. The target audience is males aged 16-25, from various ethnicities but generally lower-lower middle class.
3) Feedback from the target audience found the film interesting and entertaining, with most enjoying the sequence. The filmmaker learned about technologies like editing software and using the internet for research through making this product.
Evaluation- Mariyah
Our media product uses conventions of real thrillers such as contrasts between light and darkness, secluded locations for attacks, and serial killers. However, it also challenges conventions through an intentionally mixed and "awkward" camera style to make viewers feel uneasy. This independent style makes it suitable for distribution by independent film institutions to audiences aged 24-44 who appreciate psychological depth over Hollywood features. The process of constructing the product taught us about the capabilities of digital editing technologies and the importance of filming extra footage for flexibility in editing.
Recommended
Evaluation of my media text
The document discusses the evaluation of a media product created by the author for a media studies course. It analyzes how the product uses and challenges conventions of the psychological thriller genre. It represents lower-class teenagers and plays on current issues like gang culture and knife crime. The target audience is males aged 16-25. The author learned editing skills and how to use technologies like iMovie to construct the media product.
Evaluation
Thomas Graham summarizes what he learned from creating a media project about gangsters in London. He used stereotypes of different ethnic accents to portray Eastern European and East London gangsters. The Eastern Europeans were portrayed as coming out on top, reflecting a shift in criminal power. Graham learned that proper technology is essential for filmmaking and editing, and that his preliminary task taught him about issues like camera shake and background noise as well as how much editing impacts the final product.
Evaluation
Thomas Graham summarizes what he learned from creating a media project about gangsters in London. He used stereotypes of different ethnic accents to portray Eastern European and East London gangsters. The Eastern Europeans were portrayed as coming out on top, reflecting a shift in criminal power. Graham learned that proper technology is essential for filmmaking and editing, and that his preliminary task taught him about issues like camera shake and background noise as well as how much editing impacts the final product.
Media Evaluation
This document contains Macauley Evans' media evaluation of a psychological horror film product. It discusses how the film challenges horror conventions by using a male protagonist instead of a female. It also does not provide context clues about the danger to build suspense. The film represents a middle-class 17-25 year old male audience. Lionsgate or Warner Bros would be suitable distributors given their experience with psychological horror films. Filming techniques and editing software were challenging to learn but provided valuable experience. Setting the scene and smooth clip transitions are most important.
evaluation
The document discusses a student's media film project. It uses some conventional elements like an understandable plot and setting, but also challenges conventions by leaving parts open to interpretation and having no dialogue. The main character represents an average teenager to portray the risks of drug use. The film would likely be distributed online, targeting a 16-25 male audience who could relate to the themes. The student learned new computer and editing skills through creating the project and feels they improved in technical abilities and quality from their preliminary work.
Evaluation Q2-7
The media product is a low-budget thriller film that subverts some common thriller conventions. It features a female teenage killer rather than the usual male killer, giving the female character more power. The target audience is adults aged 15-30, especially those interested in thriller films. To attract this audience, the film leaves many plot points unanswered and uses social media to gather feedback on how to improve.
Evaluation of my media product
1) The media product is a psychological thriller film sequence that represents lower class 16-21 year old males. It shows a young, lower class teen brutally murdering another teen, playing on stereotypes of knife and gun crime among this group.
2) The film would likely be distributed by small, independent British film companies and funded through a grant from the UK Film Council. The target audience is males aged 16-25, from various ethnicities but generally lower-lower middle class.
3) Feedback from the target audience found the film interesting and entertaining, with most enjoying the sequence. The filmmaker learned about technologies like editing software and using the internet for research through making this product.
Evaluation- Mariyah
Our media product uses conventions of real thrillers such as contrasts between light and darkness, secluded locations for attacks, and serial killers. However, it also challenges conventions through an intentionally mixed and "awkward" camera style to make viewers feel uneasy. This independent style makes it suitable for distribution by independent film institutions to audiences aged 24-44 who appreciate psychological depth over Hollywood features. The process of constructing the product taught us about the capabilities of digital editing technologies and the importance of filming extra footage for flexibility in editing.
Evaluation -Mariyah
Our media product uses conventions of real thrillers such as contrasts between light and darkness, isolated locations for attacks, and serial killers. However, it also challenges conventions through an uneven camera style and "raw" feel to draw in audiences interested in narratives over visuals. An independent film institution would likely distribute our product to its target audience of middle-class adults aged 24-44 interested in psychological themes. We have focused on appropriate themes and locations to attract this audience. The digital technologies used made the product possible and easy to edit on a limited budget. Overall we have learned to film more footage and be creative with effects.
Evaluation
The target audience for the student's media project is 18-28 year-olds. Through research including questionnaires and focus groups, the student found that this age group is most interested in drama films and representation of adolescents. The combination of the student's teaser trailer, film poster, and magazine cover effectively promoted the film to this target audience by maintaining consistency in message and featuring the main actresses. However, feedback indicated the teaser trailer was longer than typical. For future projects, the student would improve time management and reduce excess footage during filming.
Evaluation
The target audience for the student's media project is 18-28 year-olds. Through research including questionnaires and focus groups, the student found that this age group is most interested in drama films and representation of adolescents. The combination of the student's teaser trailer, film poster, and magazine cover effectively promoted the film to this target audience by maintaining consistency in message and featuring the main actresses. However, feedback indicated the teaser trailer was longer than typical. For future projects, the student would improve time management and reduce excess footage during filming.
Evaluation
The document evaluates the media product by discussing how it uses and develops conventions of the horror genre through quick cuts and a suspenseful soundtrack. While it contains typical horror aspects like ghosts, it also challenges conventions by featuring young actors rather than adults. It represents lower class boys and suggests they would accept desperate jobs. It would likely be distributed on public sites like YouTube rather than in cinemas due to its low budget. The target audience is seen as teens and young adults who would relate to the teen characters and content. Horror elements and advertising could attract this audience. Through constructing the product, the creator learned about editing software, camera angles, and film conventions. They also improved their skills in areas like location selection and splitting capabilities
Drews Movie Evaluation
The document discusses the process of creating a horror film for a class project. It begins by outlining how the film follows some common horror conventions like using silence and music to build tension. It then describes some of the less conventional aspects, like filming at night with ambient noise. The document reflects on lessons learned from creating a preliminary project and improving upon it for the final film, particularly in planning shots, exploring different techniques, and taking more time to edit professionally. Overall, the author feels they gained valuable experience and learning about filmmaking and technology through completing this project.
Evaluation
My media product is a thriller film that incorporates conventions from other genres such as building tension with mysterious music and angled shots. It challenges conventions by changing them throughout and using no dialogue to focus on sounds. The film represents typical social groups for the genre like teenage girls and develops conventions by keeping the plot simple. A major Hollywood studio could distribute it online since it is similar to other popular films in its conventions and techniques. The target audience is 12-25 year olds of both genders as the characters and style would appeal to them. Various camera techniques like point of view shots keep the audience engaged. Through the process, I learned how to use equipment and editing software effectively to create visual effects that add suspense and mystery.
Evaluation – media
The document provides an evaluation of Josh Fry's media project. It discusses how the project uses and challenges conventions of real media through its title placement and camera techniques. It compares the stalker character to the film "The One Hour Photo" and discusses differences in their stalking styles. The project would likely be distributed online given its low budget and target 15+ age rating. The target audience is teenagers who would enjoy the implied tension, and the project aims to appeal to them through use of a younger cast in a relationship. Josh has learned about using technologies like Mac, video cameras, and editing software through constructing this project.
Evaluation
The media product represents unconventional social groups by featuring a female teenager as the killer, challenging typical thriller conventions. It would be well-suited for distribution by Icon Film Distribution UK, a British company known for horror and thriller films. The target audience is primarily adults and older teenagers, as the R-rated film has inappropriate content for younger viewers. Feedback on specific elements was gathered through surveys shared on Facebook to engage the target audience.
Planning brief
The planning brief outlines a documentary titled "Love @ First Click" about online dating. It will be 5 minutes long and examine both the pros and cons of online dating through interviews with people who have used dating sites. The target audience is ages 15-55. Areas of research include how online dating works and statistics on its use in the UK. Testing will involve a post-questionnaire and uploading the documentary online to assess feedback. Time management and availability of equipment and interview subjects are noted as potential resource constraints.
Creative critical reflection aslevel
The document discusses the process of creating the opening scene for a suspense film project. It describes conducting research on popular film genres and choosing to focus on suspense. Details are provided on conventions used in the opening, such as quick cuts, non-diegetic sounds, and black and white flashbacks to build suspense. The target audience is described as ages 16-30. Skills learned through the project included using camera techniques, editing software, and researching online resources.
Media Evaluation Work
The document discusses the distribution and release of a film. It describes how films are typically released through one media channel at a time through "release windows", while a simultaneous release makes a film available on multiple channels like cinema and the internet at once. It also discusses the target 15-21 year old audience for a teen drama/thriller film similar to "Elephant" and the plan to first release it in cinemas and on DVD, then online if it sells well.
Evaluation
The document summarizes the evaluation of a media product created by the student. The student aimed to challenge conventions by creating an ambiguous teaser trailer that leaves viewers guessing. While the trailer follows some conventions like the "final girl" theory, it also challenges conventions by not fully revealing the plot. The student created an interactive film blog that is more viral than a traditional website. Feedback was gathered throughout to improve the products. A variety of software like Final Cut Pro and Dreamweaver were used.
Media evaluation
Jasmine Williams evaluated her A2 media project short film and ancillary texts. She was inspired by films like "Meet the Parents" and "500 Days of Summer" but her film took on more of a "video diary" feel. Feedback from audiences and tutors helped improve the film during the editing process when files were corrupted. Mac books and software like Photoshop, Final Cut Pro, and Tumblr were used extensively in the research, planning, filming, and editing stages. Overall, Jasmine is happy with the project and feels she has gained valuable computing and media production skills over the past year.
Trailer evaluation
The document discusses audience feedback from a film trailer created by the author. A questionnaire was used to collect feedback from 56 viewers. The main findings were that the trailer appeared confusing, with 21 viewers claiming confusion. However, the majority (35 viewers) said they would be interested in watching the full film. Most viewers identified similarities between the author's trailer and the films "Taken" and "Taken 2". The author concludes the trailer was partially successful in generating interest in the full film.
Final Cut On The Run Evaluation
Sarah-Jane Creek evaluated the viewing of the opening sequence of her film "On The Run" by having two people, Gracia and Ashley, watch it. She observed and recorded their facial expressions and reactions. Gracia and Ashley seemed to enjoy the opening sequence, laughing at parts intended to be comedic. Sarah-Jane used this viewing to get feedback on how the target teenage audience responded to the opening of her comedy/action film about three teenage boys who rob a bank.
Evaluation
The document discusses a student film project that aims to depict the comic adventures of girls unable to stay away from boys. The messy opening titles are meant to suggest the story will be chaotic. Stereotypes are used to represent how people initially prejudge those they do not know personally. The film is aimed at teenage audiences to potentially send positive or negative messages. Screen Gems is proposed as a suitable distributor as it has released similar romantic comedies in the past. Through constructing this project, the student has learned editing skills, how to use cameras and computers, and researched using the web. Continuity editing skills have also improved from preliminary tasks.
Final Piece Evaluation
Our media piece uses some conventions of thriller films like having a dark antagonist but also challenges conventions by having a female protagonist. It represents both male and female genders but not a wide range of social groups. The piece could be distributed by independent film festivals or distributors due to its low budget. The target audience would be both men and women between classes B to E who seek escapism. We promoted it through social media and targeting film festivals. Through making this piece, I learned new filming and editing techniques like color correction and using a camera stabilizer. My skills in directing, planning, and organizing production improved from the preliminary task.
2010 evaluation questions
This document outlines the seven evaluation questions for an AS film studies assignment. The questions examine how the student's media product compares to real films in its use of conventions, representation of social groups, target audience, and how it attracted audience attention. It provides examples of the type of responses expected for each question, including analyzing shots, comparing characters, explaining distribution choices, and demonstrating technical skills progression. The assignment also requires adding audience feedback and reflections.
Evaluation AS Media
Nathan Doherty evaluated his opening sequence for a romantic comedy film. He aimed to follow genre conventions but also make it unique. He included realistic credits and establishing shots of the landscape. By analyzing other rom-com openings, he was able to create a conventional opening himself. The sequence represented teenage girls and couples as the target audience. Elements like a love song, strong female character, and pink/red colors appealed to this group. Nathan believes cinemas, DVD/streaming services, and sites like Netflix would distribute the film. Teenage girls and couples are the target audience. Bright colors and music in the opening grab attention. Through this project, Nathan learned new editing skills in iMovie like crossfading and adjusting
Media cw 2
The document discusses the production of a psychological thriller media product called "Ellipsis" created by the author and their group for their media studies evaluation. Some key points:
- The product challenges conventions by starting in the middle of the story to create intrigue rather than a standard beginning, middle, end structure.
- The target audience is older teens aged 16-17 to match the characters and subject matter. However, it may also appeal to adults interested in the genre or understanding youth.
- Filming taught the author new skills with technology like iMovie and Canon cameras. Blogging and online research were also learning experiences.
AS Media Studies. Movie Evaluation- Foundation portfolio
1) The document discusses the film opening created by the author for their creative portfolio. They aimed to develop and challenge conventions of the horror thriller genre while also using established conventions.
2) To do so, the author researched openings of other thrillers to understand typical elements like camerawork, editing, sound, and mise-en-scene. They shot in low-key lighting rather than complete darkness and added a night storm sound effect to create suspense.
3) The author also discusses distributing the film through Universal Studios due to their openness to different genres and ability to attract large audiences through major horror film franchises. They believe Universal would be the perfect company to distribute the low-budget film.
Media cw 2
The document discusses the production of a psychological thriller media product called "Ellipsis" created by the author and their group for their media studies evaluation. Some key points:
- The film challenges conventions by starting in the middle of the story to create intrigue rather than a standard beginning, middle, end structure.
- The target audience is older teens aged 16-17 to match the characters and subject matter. However, it may also appeal to adults interested in the genre or understanding youth.
- Filming taught the author new skills with technology like iMovie and Canon cameras. Blogging and online research were also learning experiences.
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Evaluation -Mariyah
Our media product uses conventions of real thrillers such as contrasts between light and darkness, isolated locations for attacks, and serial killers. However, it also challenges conventions through an uneven camera style and "raw" feel to draw in audiences interested in narratives over visuals. An independent film institution would likely distribute our product to its target audience of middle-class adults aged 24-44 interested in psychological themes. We have focused on appropriate themes and locations to attract this audience. The digital technologies used made the product possible and easy to edit on a limited budget. Overall we have learned to film more footage and be creative with effects.
Evaluation
The target audience for the student's media project is 18-28 year-olds. Through research including questionnaires and focus groups, the student found that this age group is most interested in drama films and representation of adolescents. The combination of the student's teaser trailer, film poster, and magazine cover effectively promoted the film to this target audience by maintaining consistency in message and featuring the main actresses. However, feedback indicated the teaser trailer was longer than typical. For future projects, the student would improve time management and reduce excess footage during filming.
Evaluation
The target audience for the student's media project is 18-28 year-olds. Through research including questionnaires and focus groups, the student found that this age group is most interested in drama films and representation of adolescents. The combination of the student's teaser trailer, film poster, and magazine cover effectively promoted the film to this target audience by maintaining consistency in message and featuring the main actresses. However, feedback indicated the teaser trailer was longer than typical. For future projects, the student would improve time management and reduce excess footage during filming.
Evaluation
The document evaluates the media product by discussing how it uses and develops conventions of the horror genre through quick cuts and a suspenseful soundtrack. While it contains typical horror aspects like ghosts, it also challenges conventions by featuring young actors rather than adults. It represents lower class boys and suggests they would accept desperate jobs. It would likely be distributed on public sites like YouTube rather than in cinemas due to its low budget. The target audience is seen as teens and young adults who would relate to the teen characters and content. Horror elements and advertising could attract this audience. Through constructing the product, the creator learned about editing software, camera angles, and film conventions. They also improved their skills in areas like location selection and splitting capabilities
Drews Movie Evaluation
The document discusses the process of creating a horror film for a class project. It begins by outlining how the film follows some common horror conventions like using silence and music to build tension. It then describes some of the less conventional aspects, like filming at night with ambient noise. The document reflects on lessons learned from creating a preliminary project and improving upon it for the final film, particularly in planning shots, exploring different techniques, and taking more time to edit professionally. Overall, the author feels they gained valuable experience and learning about filmmaking and technology through completing this project.
Evaluation
My media product is a thriller film that incorporates conventions from other genres such as building tension with mysterious music and angled shots. It challenges conventions by changing them throughout and using no dialogue to focus on sounds. The film represents typical social groups for the genre like teenage girls and develops conventions by keeping the plot simple. A major Hollywood studio could distribute it online since it is similar to other popular films in its conventions and techniques. The target audience is 12-25 year olds of both genders as the characters and style would appeal to them. Various camera techniques like point of view shots keep the audience engaged. Through the process, I learned how to use equipment and editing software effectively to create visual effects that add suspense and mystery.
Evaluation – media
The document provides an evaluation of Josh Fry's media project. It discusses how the project uses and challenges conventions of real media through its title placement and camera techniques. It compares the stalker character to the film "The One Hour Photo" and discusses differences in their stalking styles. The project would likely be distributed online given its low budget and target 15+ age rating. The target audience is teenagers who would enjoy the implied tension, and the project aims to appeal to them through use of a younger cast in a relationship. Josh has learned about using technologies like Mac, video cameras, and editing software through constructing this project.
Evaluation
The media product represents unconventional social groups by featuring a female teenager as the killer, challenging typical thriller conventions. It would be well-suited for distribution by Icon Film Distribution UK, a British company known for horror and thriller films. The target audience is primarily adults and older teenagers, as the R-rated film has inappropriate content for younger viewers. Feedback on specific elements was gathered through surveys shared on Facebook to engage the target audience.
Planning brief
The planning brief outlines a documentary titled "Love @ First Click" about online dating. It will be 5 minutes long and examine both the pros and cons of online dating through interviews with people who have used dating sites. The target audience is ages 15-55. Areas of research include how online dating works and statistics on its use in the UK. Testing will involve a post-questionnaire and uploading the documentary online to assess feedback. Time management and availability of equipment and interview subjects are noted as potential resource constraints.
Creative critical reflection aslevel
The document discusses the process of creating the opening scene for a suspense film project. It describes conducting research on popular film genres and choosing to focus on suspense. Details are provided on conventions used in the opening, such as quick cuts, non-diegetic sounds, and black and white flashbacks to build suspense. The target audience is described as ages 16-30. Skills learned through the project included using camera techniques, editing software, and researching online resources.
Media Evaluation Work
The document discusses the distribution and release of a film. It describes how films are typically released through one media channel at a time through "release windows", while a simultaneous release makes a film available on multiple channels like cinema and the internet at once. It also discusses the target 15-21 year old audience for a teen drama/thriller film similar to "Elephant" and the plan to first release it in cinemas and on DVD, then online if it sells well.
Evaluation
The document summarizes the evaluation of a media product created by the student. The student aimed to challenge conventions by creating an ambiguous teaser trailer that leaves viewers guessing. While the trailer follows some conventions like the "final girl" theory, it also challenges conventions by not fully revealing the plot. The student created an interactive film blog that is more viral than a traditional website. Feedback was gathered throughout to improve the products. A variety of software like Final Cut Pro and Dreamweaver were used.
What's hot (12)
Similar to As media studies coursework film opening evaluation
Media evaluation
Jasmine Williams evaluated her A2 media project short film and ancillary texts. She was inspired by films like "Meet the Parents" and "500 Days of Summer" but her film took on more of a "video diary" feel. Feedback from audiences and tutors helped improve the film during the editing process when files were corrupted. Mac books and software like Photoshop, Final Cut Pro, and Tumblr were used extensively in the research, planning, filming, and editing stages. Overall, Jasmine is happy with the project and feels she has gained valuable computing and media production skills over the past year.
Trailer evaluation
The document discusses audience feedback from a film trailer created by the author. A questionnaire was used to collect feedback from 56 viewers. The main findings were that the trailer appeared confusing, with 21 viewers claiming confusion. However, the majority (35 viewers) said they would be interested in watching the full film. Most viewers identified similarities between the author's trailer and the films "Taken" and "Taken 2". The author concludes the trailer was partially successful in generating interest in the full film.
Final Cut On The Run Evaluation
Sarah-Jane Creek evaluated the viewing of the opening sequence of her film "On The Run" by having two people, Gracia and Ashley, watch it. She observed and recorded their facial expressions and reactions. Gracia and Ashley seemed to enjoy the opening sequence, laughing at parts intended to be comedic. Sarah-Jane used this viewing to get feedback on how the target teenage audience responded to the opening of her comedy/action film about three teenage boys who rob a bank.
Evaluation
The document discusses a student film project that aims to depict the comic adventures of girls unable to stay away from boys. The messy opening titles are meant to suggest the story will be chaotic. Stereotypes are used to represent how people initially prejudge those they do not know personally. The film is aimed at teenage audiences to potentially send positive or negative messages. Screen Gems is proposed as a suitable distributor as it has released similar romantic comedies in the past. Through constructing this project, the student has learned editing skills, how to use cameras and computers, and researched using the web. Continuity editing skills have also improved from preliminary tasks.
Final Piece Evaluation
Our media piece uses some conventions of thriller films like having a dark antagonist but also challenges conventions by having a female protagonist. It represents both male and female genders but not a wide range of social groups. The piece could be distributed by independent film festivals or distributors due to its low budget. The target audience would be both men and women between classes B to E who seek escapism. We promoted it through social media and targeting film festivals. Through making this piece, I learned new filming and editing techniques like color correction and using a camera stabilizer. My skills in directing, planning, and organizing production improved from the preliminary task.
2010 evaluation questions
This document outlines the seven evaluation questions for an AS film studies assignment. The questions examine how the student's media product compares to real films in its use of conventions, representation of social groups, target audience, and how it attracted audience attention. It provides examples of the type of responses expected for each question, including analyzing shots, comparing characters, explaining distribution choices, and demonstrating technical skills progression. The assignment also requires adding audience feedback and reflections.
Evaluation AS Media
Nathan Doherty evaluated his opening sequence for a romantic comedy film. He aimed to follow genre conventions but also make it unique. He included realistic credits and establishing shots of the landscape. By analyzing other rom-com openings, he was able to create a conventional opening himself. The sequence represented teenage girls and couples as the target audience. Elements like a love song, strong female character, and pink/red colors appealed to this group. Nathan believes cinemas, DVD/streaming services, and sites like Netflix would distribute the film. Teenage girls and couples are the target audience. Bright colors and music in the opening grab attention. Through this project, Nathan learned new editing skills in iMovie like crossfading and adjusting
Media cw 2
The document discusses the production of a psychological thriller media product called "Ellipsis" created by the author and their group for their media studies evaluation. Some key points:
- The product challenges conventions by starting in the middle of the story to create intrigue rather than a standard beginning, middle, end structure.
- The target audience is older teens aged 16-17 to match the characters and subject matter. However, it may also appeal to adults interested in the genre or understanding youth.
- Filming taught the author new skills with technology like iMovie and Canon cameras. Blogging and online research were also learning experiences.
AS Media Studies. Movie Evaluation- Foundation portfolio
1) The document discusses the film opening created by the author for their creative portfolio. They aimed to develop and challenge conventions of the horror thriller genre while also using established conventions.
2) To do so, the author researched openings of other thrillers to understand typical elements like camerawork, editing, sound, and mise-en-scene. They shot in low-key lighting rather than complete darkness and added a night storm sound effect to create suspense.
3) The author also discusses distributing the film through Universal Studios due to their openness to different genres and ability to attract large audiences through major horror film franchises. They believe Universal would be the perfect company to distribute the low-budget film.
Media cw 2
The document discusses the production of a psychological thriller media product called "Ellipsis" created by the author and their group for their media studies evaluation. Some key points:
- The film challenges conventions by starting in the middle of the story to create intrigue rather than a standard beginning, middle, end structure.
- The target audience is older teens aged 16-17 to match the characters and subject matter. However, it may also appeal to adults interested in the genre or understanding youth.
- Filming taught the author new skills with technology like iMovie and Canon cameras. Blogging and online research were also learning experiences.
Creative critical reflection
Maaz Tabrez created a suspense film for a class project. They followed conventions of the genre like using low key lighting and non-diegetic sound to create suspense. The film addresses the social issue of kidnapping and violence. If distributed commercially, Maaz would partner with Warner Bros due to their success in the suspense genre. Through the project, Maaz developed skills like camera angles, lighting techniques, editing, and integrating technologies like movie making software, online sound effects, and creating a blog to share their work.
Teaser trailer evaluation
The document discusses Jordan Baldock's use of various social media and online platforms to promote a film project. Twitter, YouTube, and Facebook were utilized to share updates, release the film, and collect feedback. Both positive and negative feedback was received around elements like camera angles, sound, and video quality. The feedback helped identify ways to improve if the project was repeated.
Final evaluation
The document provides an evaluation by Olivia Marr of a media studies project. It discusses how her film, poster, and review used and developed conventions of real media products in the social realism genre. It describes getting feedback from peers during the planning and production stages and how this helped shape her work. Finally, it includes a table evaluating how different software like iMovie, Serif Page Plus, and DaFont were used at different stages and how helpful they were.
Evaluation of Media Coursework
The document summarizes a student's media coursework project creating a thriller film. It discusses how the film uses conventions of the thriller genre, represents social groups through stereotypical characters, would be distributed through small independent film companies, and aims to appeal to a young male audience. The student also reflects on what they learned about film technologies and skills through completing the project.
Evaluation of main task
- The document discusses Moriah Johnson's evaluation of their main task to plan an opening sequence for a film. They researched other films' openings, planned with their group by developing ideas and choosing one concept. They conducted focus groups to determine the target audience. The findings helped shape their film to appeal to younger viewers. Their experience planning preliminarily helped them address challenges for the main task. Their final product represented a social group through features like ethnicity, age, and stereotypes.
Media Evaluation
The document summarizes the media evaluation of a short film project by Alex Frost. It discusses several ways the short film uses conventions of real media products, such as setting the scene in the opening and using black and white for a "flash forward" scene to create a film noir effect. It also describes how mise-en-scene was used to develop the setting and character. The document then discusses how the film represented the social group of a stereotypical teenage girl through her clothing, behavior, and isolation. It suggests the film would be a good fit for smaller independent film companies and film festivals, and that the target audience is 15-25 year olds interested in thrillers.
Evaluation activity 3
Through questionnaires and social media, the filmmakers contacted their target audience of males and females aged 15-35 to gather feedback and improve their drama production. This market research helped them appeal to more viewers. While editing was tedious with no prior experience, the filmmaker spent many hours on it and the final product showed the effort. Additionally, the well-received marketing posters effectively linked to the film's themes. Focus group feedback on the strongest bathroom scene and areas to improve will help with future projects.
AS Level Media Studies - CREATIVE CRITICAL REFLECTION (Film Opening Task)
This is my Creative Critical Reflection for my 2-minute Film Opening Task entitled "Maya" for the CIE AS Level Media Studies coursework.
Evaluation
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As media studies coursework film opening evaluation
- 1. AS Media Studies Coursework - Film Opening Evaluation Tasmia Khan
- 2. Ways in which my media product uses, develops, and challenges forms and conventions of real media products? (i.e. of film openings) • Our film opening challenges the convention of romantic comedies in that within the genre, alot of corny cliched lines are used to create a setting of romance combined with tragedy which creates comedy. • We got inspiration for the idea of the film opening from Friends with Benefits starring Mila Kunis and Justin Timberlake Screenshot from ‘Friends with Benefits’ – Emma Stone plays the deadly ex girlfriend
- 3. How my media product represents particular social groups • The film opening of Heartbreakers represents are certain sub group of society that consists of females yearning to break free from their male defined relationships in order to become independent and detach themselves from a romantically profiled lifestyle to which they feel they must be subservient to. The breaking off of relationships is alluding to their new found self sufficiency and sovereignty. • The groups represented in Heartbreakers are solely based around a young age bracket of 18 – 27 years
- 4. The kind of media institution(s) that could distribute my media product • If my media product was to be distributed I would say it could be done by Dreamworks. Studios as they have distributed some of the biggest alternative romantic comedies around such as I Love You, Man (2009) and She's the Man (2006) which would be important as Heartbreakers is not a usual romantic comedy. • Our film could also be globalised through digital media like websites and merchandise like posters etc.
- 5. The audience for my media product • The target audience for our media product would be 18 – 27. This would be because tumultous and short lived relationships are usually most common amongst this young age range . • There would also be scenes of a mild sexual nature, so would fit out 12 classified rating perfectly, whilst 18+ people could still enjoy it.
- 6. What I have learnt about technologies from the process of constructing this product • 1) Flipcams – I really enjoyed using a flipcam as it enabled me to film a self portraited vlog style excerpt with ease, and I could easily carry it around and film scenes onlooking onto other people. • 2) Final Cut Express – This program took a while to get the hang of but once I knew how to use it, it was an efficient tool for cutting and placing effects on our film opening • 3 – MoviePlus X6 – This was a more simpler program than Final Cut Express and I found the crossfade indicator on the timeline whilst editing useful. There were some issues with saving the file everytime I made a change, but that was soon amended by keeping all files on a hard drive.
- 7. What have I learnt? Focusing on the preliminary task, I feel I have learnt a great deal about filming because I felt it would be a very fluid activity to get done, which was not the case at all. We had to constantly correct our shots because they were too long or close up and re film parts because of echoes of sound or interference in the background. Editing made me learn alot, too – sometimes an excerpt I felt I had painstakingly filmed had to be cast aside because it didn’t fit in with the rest of the film or didn’t flow well. I have gained confidence technology wise, as I feel on a basic level I can edit and film in the future, which I quite enjoyed. My favourite part of AS Media has been setting up and adding to the online blog – I really enjoyed the diary-esque feel of updating it regularly and felt it was a very modern way to account the studies and activities rather than classically taking notes.