The document contains planning details for an opening film sequence. It includes a timeline, genres, target audiences, characters, locations, risks, and a script. Meetings were held to discuss ideas and drafts of indoor and outdoor scenes were filmed on the weekends. Precise preparation was made for equipment, costumes, permissions and safety.
The document outlines an assignment for an opening sequence to a psychological thriller film, including details on the target audience, narrative structure, and conventions used to create mystery and suspense around a girl being stalked by an unknown character. Enigmas are established about the stalker's identity and motive to intrigue the audience and drive them to continue watching to find the answers.
This document discusses elements that will help in producing a documentary, including narrative theory and techniques used in documentaries. It analyzes the opening of the documentary "Ready, Steady, Drink" which effectively uses mis-en-scene, camerawork, sound, and editing to introduce the topic of binge drinking. Notes are provided on documentary genres, narrative structures, and theorists. Potential topics for the group's documentary are brainstormed, with teen pregnancy selected as it remains under-discussed and relevant to their target audience.
The document provides guidance for evaluating different horror film blogs and setting targets for good blogging practice. It lists some horror blogs that may be interesting to review. The reviewer is asked to consider what constitutes good blogging practice, how the listed blogs could be improved, and what targets they could set themselves to achieve a good blog for a coursework assignment. The reviewer is instructed to complete the task, upload their findings with hyperlinks to the blogs reviewed, and bullet point what practices they will use. They are also to upload a meeting exercise.
Here are some key points about genre conventions and audience expectations:
- Genres create expectations that guide how audiences interpret and make sense of media texts. They provide familiar patterns and structures.
- Understanding genres allows audiences to follow the narrative progression and anticipate certain plot developments, characters, themes based on conventions of that genre.
- In mysteries and crime dramas, one convention is the use of red herrings - false clues that point to innocent suspects before the real culprit is revealed at the end. This builds suspense.
- Buckingham's research found children tended to discuss similar genres together, showing genres influence how media is grouped and sequenced in the mind.
- Neale defines genres as "sets of expectations"
The document discusses how the student's soap opera trailer project called "FRESHERS" uses conventions of real soap operas by including stereotypical characters, locations, costumes, lighting and music to move the storyline along in a concise trailer. Examples are provided of how conventions were employed from other soaps like Skins and specific shots from the student's trailer are analyzed for their conformity or challenging of conventions.
night, when dark
The trailer for Dark Shadows conforms to several horror genre conventions. It features an old, and foreboding
creepy house, shadows, witches brewing potions at night, and stereotypical images of vampires events often occur
and witches. It also establishes the two main characters and time period of the late 1700s. The in the horror genre.
trailer uses these familiar horror elements and a popular actor, Johnny Depp, to attract audiences It establishes the
to what appears to be a traditional gothic supernatural story. main characters
and late 1700s
time period.
The document provides questions for each member of a group to answer about their media production project. The questions cover various topics such as how their project used or developed conventions from real media, how it represented social groups, what institutions might distribute it, who the target audience is, how they engaged their audience, what they learned about technologies, and what they learned from the preliminary task to the full project. Each group member must answer each question in a different format, such as a video extra, PowerPoint, or blog post with images, to provide visual and designed responses.
The document outlines an assignment for an opening sequence to a psychological thriller film, including details on the target audience, narrative structure, and conventions used to create mystery and suspense around a girl being stalked by an unknown character. Enigmas are established about the stalker's identity and motive to intrigue the audience and drive them to continue watching to find the answers.
This document discusses elements that will help in producing a documentary, including narrative theory and techniques used in documentaries. It analyzes the opening of the documentary "Ready, Steady, Drink" which effectively uses mis-en-scene, camerawork, sound, and editing to introduce the topic of binge drinking. Notes are provided on documentary genres, narrative structures, and theorists. Potential topics for the group's documentary are brainstormed, with teen pregnancy selected as it remains under-discussed and relevant to their target audience.
The document provides guidance for evaluating different horror film blogs and setting targets for good blogging practice. It lists some horror blogs that may be interesting to review. The reviewer is asked to consider what constitutes good blogging practice, how the listed blogs could be improved, and what targets they could set themselves to achieve a good blog for a coursework assignment. The reviewer is instructed to complete the task, upload their findings with hyperlinks to the blogs reviewed, and bullet point what practices they will use. They are also to upload a meeting exercise.
Here are some key points about genre conventions and audience expectations:
- Genres create expectations that guide how audiences interpret and make sense of media texts. They provide familiar patterns and structures.
- Understanding genres allows audiences to follow the narrative progression and anticipate certain plot developments, characters, themes based on conventions of that genre.
- In mysteries and crime dramas, one convention is the use of red herrings - false clues that point to innocent suspects before the real culprit is revealed at the end. This builds suspense.
- Buckingham's research found children tended to discuss similar genres together, showing genres influence how media is grouped and sequenced in the mind.
- Neale defines genres as "sets of expectations"
The document discusses how the student's soap opera trailer project called "FRESHERS" uses conventions of real soap operas by including stereotypical characters, locations, costumes, lighting and music to move the storyline along in a concise trailer. Examples are provided of how conventions were employed from other soaps like Skins and specific shots from the student's trailer are analyzed for their conformity or challenging of conventions.
night, when dark
The trailer for Dark Shadows conforms to several horror genre conventions. It features an old, and foreboding
creepy house, shadows, witches brewing potions at night, and stereotypical images of vampires events often occur
and witches. It also establishes the two main characters and time period of the late 1700s. The in the horror genre.
trailer uses these familiar horror elements and a popular actor, Johnny Depp, to attract audiences It establishes the
to what appears to be a traditional gothic supernatural story. main characters
and late 1700s
time period.
The document provides questions for each member of a group to answer about their media production project. The questions cover various topics such as how their project used or developed conventions from real media, how it represented social groups, what institutions might distribute it, who the target audience is, how they engaged their audience, what they learned about technologies, and what they learned from the preliminary task to the full project. Each group member must answer each question in a different format, such as a video extra, PowerPoint, or blog post with images, to provide visual and designed responses.
The document provides research inspiration for an opening film sequence from real film openings. It discusses the openings of Se7en, Zombieland, and To Kill a Mockingbird, noting techniques like montage style credits, ambiguous introductions of characters/plots, and titles integrated into the scenes. Inspiration is also drawn from the openings of Sucker Punch and films like Phone Booth that introduce an unknown villain. The document explores conventions of psychological thrillers and considers themes of identity, death, and the mind for the sequence. It also covers locations, characters, titles/credits, and music for the project.
The opening credits for the film Panic Room are 2 minutes and 35 seconds long and feature the film's title and main cast against a backdrop of animated text placed on buildings in silver font. The Hangover opening credits are 3 minutes and 42 seconds featuring a teaser of what happened in Las Vegas and the main cast's names above pictures of the city in white bold font. Both summaries provide the style, length, and key details of the opening credits sequences for the two films being analyzed in the document.
The document provides information for an assignment on researching film opening sequences. It discusses inspiration from real film openings including Se7en, Zombieland, and To Kill a Mockingbird. Genres and conventions for psychological thrillers are outlined. Potential locations, characters, actors, costumes, titles, music, and production details are proposed for consideration in developing an original opening sequence.
This document outlines the changes made to drafts of a documentary, ancillary newspaper article, and advertisement across four drafts and a final draft. For the documentary, changes included shortening the intro montage, adding and removing experiments, and changing the focus from a series to a single episode. The newspaper article went through changes like adjusting the primary image, modifying the title and text, and improving graphics. Finally, the advertisement saw alterations such as replacing the image to feature social media hashtags, adding UK statistics, and standardizing the channel logo placement.
The document outlines an assignment on the impact of social media on identity. It includes a topic on social media's positive or negative impact on gender identity, with subtopics on differences between males and females, gender issues in the media, and examples. A basic plan by Rosalin Zein is presented for an episode on social media and gender, covering subtopics on differences in male and female social media usage and portrayal of gender in the media.
This document contains an assignment to plan a social media episode exploring the impact of gender. It includes the names of four students assigned to the topic. The episode will focus on how social media affects gender identity, covering age, gender, and technological convergence. It outlines the basic plan and detailed plans for three subtopics: comparing male and female social media usage and potential reinforcement of stereotypes; portrayal and sexism in gender in the media; and examples of gender issues.
The document provides details for an opening sequence for a film. It would start with a girl lying on the floor breathing heavily, then use flashbacks and voice over narration to show her past struggles of abuse, homelessness, and seeking help. The sequence would end with her back on the floor. It explores using different settings, a montage style, and following Todorov's narrative structure theory to develop the character's journey from her current state through recognizing and attempting to repair past disequilibriums.
The document discusses several films including The Pursuit of Happyness, Sucker Punch, Blood Diamond, and Source Code. For each film, the document provides 1-2 sentences summarizing elements like the drama, emotion, suspense, and themes around corruption and struggle that are portrayed. It also includes potential structures and conventions for an opening film sequence, discussing settings, flashbacks, and narration to set up the protagonist's backstory and journey.
This document discusses ways to distribute and market a horror film called "The Cultists" produced by the author and their group. It suggests showing the film at international film festivals to gain recognition, then pursuing a distribution deal with a small independent film distributor that specializes in horror films. The film challenges gender stereotypes by having female cult members and a male victim, and represents various social groups through its working class, multi-ethnic characters. By using suspenseful music and camera techniques, the film opens in a way that develops conventions from movies like "Zombie Land" and "Psycho" to hook the audience.
This document provides an evaluation framework for analyzing a media product, including how it develops or challenges conventions of real media products, how it represents social groups, what type of media institution might distribute it, who the target audience is, how the audience is attracted and addressed, what was learned about technologies from constructing the product, and what was learned from the preliminary task to the full product. The evaluation consists of 7 questions that analyze various aspects of the media product at different levels of detail.
This document contains planning details for a short film, including:
1. A timeline that outlines 8 scenes moving between present time conversations and flashbacks of stalking.
2. Inspiration taken from films like Hard Candy, Misery, and The Social Network that involve themes of obsession, manipulation, and social media.
3. Analysis of genre conventions like mystery, mental instability, and unclear identities common in psychological thrillers.
4. Considerations for the target audience of 15-25 year olds interested in social media and how the film constructs suspense through its editing, music, and genre conventions.
The document discusses the student's media production project on representing social groups. It addresses how the media product represents vulnerable black women and dishonest black men. The student explains that the target audience is 16-24 year olds and that BBC 3 would be a suitable distributor. The student also discusses the technologies learned like Final Cut Pro and camera equipment. Overall, the preliminary task helped the student better organize and feel more comfortable with the full media production project.
AS Level Media Studies - CREATIVE CRITICAL REFLECTION (Film Opening Task)ManasaShivashankar
- The document is a critical review by Manasa Shivashankar of their film project titled "The Dark Past" for their AS Level Media Studies course.
- It discusses how the film uses conventions from other media like the television show "Pretty Little Liars" and how it represents social issues like bullying.
- It also covers how the film engaged audiences, how it would be distributed as a real media text, and how the production skills of the author developed throughout making the project.
This document contains planning details for a short film, including:
- A timeline of story events involving a main character stalking and filming a second character on social media and in public.
- Inspiration taken from real films involving themes of obsession, manipulation, and social media.
- Discussion of conventions for the psychological thriller genre, including mystery, flashbacks, and tense music.
- Consideration of the target audience for the film, focusing on those interested in social media and technology.
- Details for filming locations and shots involving interactions between the main and secondary characters.
- Information on the actors cast in the roles of the stalker and victim characters.
- Props and costumes planned for the characters
This document contains planning details for an assignment involving a short film. It includes a timeline of story events, proposed shots, inspiration from real films involving themes of stalking and manipulation, conventions of the psychological thriller genre, descriptions of target audiences, proposed locations, and details of the main characters and their costumes. The story involves a character stalking and filming another character through social media and in public without their consent.
This document outlines the planning for a psychological thriller film opening sequence. It includes details on the genre, timeline, storyboard, script, shotlist, inspirational films, conventions, target audience, locations, actors/characters, costume/props, and a BBFC rating of 15. The purpose is to excite and thrill the audience while presenting enigmas. The timeline involves a character uploading photos to a computer and sending suspicious emails. Conventions from films like Se7en and The Woman in Black are used to create suspense. Locations were chosen to suit different scenes.
Assignment 6 simple film narrative structure analysisChelseaFashole
The document provides an analysis of the narrative structure of the film The Social Network. It breaks the film into three acts:
Act 1 establishes Mark Zuckerberg creating Facebook after a breakup. Act 2 moves between past and present lawsuits against Zuckerberg. Act 3 focuses on conflicts as Facebook expands, including Eduardo getting cut out.
The analysis explains that the film uses an unconventional, non-linear structure that jumps between time zones to keep the audience engaged. This challenges audience expectations of chronological storytelling.
Assignment 6 simple film narrative structure analysisChelseaFashole
The document provides an analysis of the narrative structure of the film "The Social Network". It breaks the film into three acts:
Act 1 establishes Mark Zuckerberg creating Facebook after a breakup. Act 2 moves between past and present lawsuits against Zuckerberg. Act 3 focuses on past conflicts as Facebook expands, with settlements ultimately made.
The analysis explains how the film uses a non-linear structure, jumping between time zones, to keep the audience engaged as they seek to understand the full story. This challenges audience expectations of chronological storytelling.
The document discusses how the media product represents various social groups through its characters. It focuses on age, gender, social class, and ethnicity. For age, most actors are teenagers or young adults to subvert expectations. Females outnumber males and are portrayed as innocent through white clothing. Social class is represented through the teenagers' working class clothing and behaviors in one scene. Ethnic diversity is limited, with only one black actor as a zombie to show that a pandemic can affect anyone. Locations and lighting are also used to convey meaning about characters and danger.
The document discusses how the media product represents various social groups through its characters. It focuses on age, gender, social class, and ethnicity. For age, most actors are teenagers or young adults to subvert expectations. Females outnumber males and are portrayed as innocent through white clothing. Social class is represented through the teenagers' working class clothing and behaviors in one scene. Ethnic diversity is limited, with only one black actor as a zombie to show that a pandemic can affect anyone. Locations and lighting are also used to convey meaning about the characters and social norms.
This document summarizes the process of creating a short film about deafness awareness. The group conducted research on deafness, reviewed similar films to identify conventions, and considered representation and target audiences. They decided on a storyline where the main character becomes deaf after an attack to bring awareness to challenges of living with disabilities. Advanced technology like DSLR cameras and editing software allowed professional-quality production. Ancillary materials like a poster further promoted the film's educational message.
The document discusses a media presentation project created by Abdul Rafae and Waleed Zamaan Khan. They engaged in various activities to develop their skills in areas like camera angles, video editing software, and using different cameras. Their inspiration was the horror movie Insidious. They conducted research through questionnaires and interviews to understand what their target 16-21 year old audience wanted. Their video aims to represent the fears and social issues explored in horror movies.
The document provides research inspiration for an opening film sequence from real film openings. It discusses the openings of Se7en, Zombieland, and To Kill a Mockingbird, noting techniques like montage style credits, ambiguous introductions of characters/plots, and titles integrated into the scenes. Inspiration is also drawn from the openings of Sucker Punch and films like Phone Booth that introduce an unknown villain. The document explores conventions of psychological thrillers and considers themes of identity, death, and the mind for the sequence. It also covers locations, characters, titles/credits, and music for the project.
The opening credits for the film Panic Room are 2 minutes and 35 seconds long and feature the film's title and main cast against a backdrop of animated text placed on buildings in silver font. The Hangover opening credits are 3 minutes and 42 seconds featuring a teaser of what happened in Las Vegas and the main cast's names above pictures of the city in white bold font. Both summaries provide the style, length, and key details of the opening credits sequences for the two films being analyzed in the document.
The document provides information for an assignment on researching film opening sequences. It discusses inspiration from real film openings including Se7en, Zombieland, and To Kill a Mockingbird. Genres and conventions for psychological thrillers are outlined. Potential locations, characters, actors, costumes, titles, music, and production details are proposed for consideration in developing an original opening sequence.
This document outlines the changes made to drafts of a documentary, ancillary newspaper article, and advertisement across four drafts and a final draft. For the documentary, changes included shortening the intro montage, adding and removing experiments, and changing the focus from a series to a single episode. The newspaper article went through changes like adjusting the primary image, modifying the title and text, and improving graphics. Finally, the advertisement saw alterations such as replacing the image to feature social media hashtags, adding UK statistics, and standardizing the channel logo placement.
The document outlines an assignment on the impact of social media on identity. It includes a topic on social media's positive or negative impact on gender identity, with subtopics on differences between males and females, gender issues in the media, and examples. A basic plan by Rosalin Zein is presented for an episode on social media and gender, covering subtopics on differences in male and female social media usage and portrayal of gender in the media.
This document contains an assignment to plan a social media episode exploring the impact of gender. It includes the names of four students assigned to the topic. The episode will focus on how social media affects gender identity, covering age, gender, and technological convergence. It outlines the basic plan and detailed plans for three subtopics: comparing male and female social media usage and potential reinforcement of stereotypes; portrayal and sexism in gender in the media; and examples of gender issues.
The document provides details for an opening sequence for a film. It would start with a girl lying on the floor breathing heavily, then use flashbacks and voice over narration to show her past struggles of abuse, homelessness, and seeking help. The sequence would end with her back on the floor. It explores using different settings, a montage style, and following Todorov's narrative structure theory to develop the character's journey from her current state through recognizing and attempting to repair past disequilibriums.
The document discusses several films including The Pursuit of Happyness, Sucker Punch, Blood Diamond, and Source Code. For each film, the document provides 1-2 sentences summarizing elements like the drama, emotion, suspense, and themes around corruption and struggle that are portrayed. It also includes potential structures and conventions for an opening film sequence, discussing settings, flashbacks, and narration to set up the protagonist's backstory and journey.
This document discusses ways to distribute and market a horror film called "The Cultists" produced by the author and their group. It suggests showing the film at international film festivals to gain recognition, then pursuing a distribution deal with a small independent film distributor that specializes in horror films. The film challenges gender stereotypes by having female cult members and a male victim, and represents various social groups through its working class, multi-ethnic characters. By using suspenseful music and camera techniques, the film opens in a way that develops conventions from movies like "Zombie Land" and "Psycho" to hook the audience.
This document provides an evaluation framework for analyzing a media product, including how it develops or challenges conventions of real media products, how it represents social groups, what type of media institution might distribute it, who the target audience is, how the audience is attracted and addressed, what was learned about technologies from constructing the product, and what was learned from the preliminary task to the full product. The evaluation consists of 7 questions that analyze various aspects of the media product at different levels of detail.
This document contains planning details for a short film, including:
1. A timeline that outlines 8 scenes moving between present time conversations and flashbacks of stalking.
2. Inspiration taken from films like Hard Candy, Misery, and The Social Network that involve themes of obsession, manipulation, and social media.
3. Analysis of genre conventions like mystery, mental instability, and unclear identities common in psychological thrillers.
4. Considerations for the target audience of 15-25 year olds interested in social media and how the film constructs suspense through its editing, music, and genre conventions.
The document discusses the student's media production project on representing social groups. It addresses how the media product represents vulnerable black women and dishonest black men. The student explains that the target audience is 16-24 year olds and that BBC 3 would be a suitable distributor. The student also discusses the technologies learned like Final Cut Pro and camera equipment. Overall, the preliminary task helped the student better organize and feel more comfortable with the full media production project.
AS Level Media Studies - CREATIVE CRITICAL REFLECTION (Film Opening Task)ManasaShivashankar
- The document is a critical review by Manasa Shivashankar of their film project titled "The Dark Past" for their AS Level Media Studies course.
- It discusses how the film uses conventions from other media like the television show "Pretty Little Liars" and how it represents social issues like bullying.
- It also covers how the film engaged audiences, how it would be distributed as a real media text, and how the production skills of the author developed throughout making the project.
This document contains planning details for a short film, including:
- A timeline of story events involving a main character stalking and filming a second character on social media and in public.
- Inspiration taken from real films involving themes of obsession, manipulation, and social media.
- Discussion of conventions for the psychological thriller genre, including mystery, flashbacks, and tense music.
- Consideration of the target audience for the film, focusing on those interested in social media and technology.
- Details for filming locations and shots involving interactions between the main and secondary characters.
- Information on the actors cast in the roles of the stalker and victim characters.
- Props and costumes planned for the characters
This document contains planning details for an assignment involving a short film. It includes a timeline of story events, proposed shots, inspiration from real films involving themes of stalking and manipulation, conventions of the psychological thriller genre, descriptions of target audiences, proposed locations, and details of the main characters and their costumes. The story involves a character stalking and filming another character through social media and in public without their consent.
This document outlines the planning for a psychological thriller film opening sequence. It includes details on the genre, timeline, storyboard, script, shotlist, inspirational films, conventions, target audience, locations, actors/characters, costume/props, and a BBFC rating of 15. The purpose is to excite and thrill the audience while presenting enigmas. The timeline involves a character uploading photos to a computer and sending suspicious emails. Conventions from films like Se7en and The Woman in Black are used to create suspense. Locations were chosen to suit different scenes.
Assignment 6 simple film narrative structure analysisChelseaFashole
The document provides an analysis of the narrative structure of the film The Social Network. It breaks the film into three acts:
Act 1 establishes Mark Zuckerberg creating Facebook after a breakup. Act 2 moves between past and present lawsuits against Zuckerberg. Act 3 focuses on conflicts as Facebook expands, including Eduardo getting cut out.
The analysis explains that the film uses an unconventional, non-linear structure that jumps between time zones to keep the audience engaged. This challenges audience expectations of chronological storytelling.
Assignment 6 simple film narrative structure analysisChelseaFashole
The document provides an analysis of the narrative structure of the film "The Social Network". It breaks the film into three acts:
Act 1 establishes Mark Zuckerberg creating Facebook after a breakup. Act 2 moves between past and present lawsuits against Zuckerberg. Act 3 focuses on past conflicts as Facebook expands, with settlements ultimately made.
The analysis explains how the film uses a non-linear structure, jumping between time zones, to keep the audience engaged as they seek to understand the full story. This challenges audience expectations of chronological storytelling.
The document discusses how the media product represents various social groups through its characters. It focuses on age, gender, social class, and ethnicity. For age, most actors are teenagers or young adults to subvert expectations. Females outnumber males and are portrayed as innocent through white clothing. Social class is represented through the teenagers' working class clothing and behaviors in one scene. Ethnic diversity is limited, with only one black actor as a zombie to show that a pandemic can affect anyone. Locations and lighting are also used to convey meaning about characters and danger.
The document discusses how the media product represents various social groups through its characters. It focuses on age, gender, social class, and ethnicity. For age, most actors are teenagers or young adults to subvert expectations. Females outnumber males and are portrayed as innocent through white clothing. Social class is represented through the teenagers' working class clothing and behaviors in one scene. Ethnic diversity is limited, with only one black actor as a zombie to show that a pandemic can affect anyone. Locations and lighting are also used to convey meaning about the characters and social norms.
This document summarizes the process of creating a short film about deafness awareness. The group conducted research on deafness, reviewed similar films to identify conventions, and considered representation and target audiences. They decided on a storyline where the main character becomes deaf after an attack to bring awareness to challenges of living with disabilities. Advanced technology like DSLR cameras and editing software allowed professional-quality production. Ancillary materials like a poster further promoted the film's educational message.
The document discusses a media presentation project created by Abdul Rafae and Waleed Zamaan Khan. They engaged in various activities to develop their skills in areas like camera angles, video editing software, and using different cameras. Their inspiration was the horror movie Insidious. They conducted research through questionnaires and interviews to understand what their target 16-21 year old audience wanted. Their video aims to represent the fears and social issues explored in horror movies.
The document discusses a media presentation project created by Abdul Rafae and Waleed Zamaan Khan. They engaged in various activities to develop their skills in areas like camera angles, video editing software, and using different cameras. Their inspiration was the horror movie Insidious. They conducted research through questionnaires and interviews to understand what their target audience of 16-21 year olds wanted. Their video aims to represent the fears and social issues explored in horror movies.
This document provides lesson materials on the concept of representation for a media studies exam preparation. It includes two lessons on representation, with the second focusing on planning an essay question applying representation to a coursework production. The lessons define representation, discuss its importance, and provide examples of how it can be analyzed in media texts. Key theories and theorists on representation such as Laura Mulvey, Richard Dyer, and David Buckingham are outlined. Students are guided in identifying representational concepts in their own work and planning a structured essay applying representation theory.
The document discusses passive and active consumption of media. Passive consumption is when audiences accept media messages without questioning. The hypodermic needle model suggests audiences will passively believe what they are told. Active consumption is when audiences engage more critically with media. The uses and gratifications theory holds that people seek out media to fulfill needs like information and entertainment. Reception theory says messages can be interpreted differently based on individual factors. Spectatorship looks at each viewer's unique relationship to films. The document also provides examples and analyses of these concepts.
The document discusses how the filmmaker represents teenagers in their opening horror sequence. It notes that teenagers are commonly portrayed in stereotypical ways in horror films, such as wearing hoodies and jeans. The filmmaker aims to represent teenagers in a stereotypical manner through elements like costumes, lighting, location, and limited dialogue to build suspense. However, the filmmaker wants to avoid offensive stereotypes that have been criticized in other films, such as certain racial or gender stereotypes. The document provides context on the filmmaker's target audience and how they aim to appeal to them while portraying social groups in a responsible manner without crude stereotyping.
The document discusses how the filmmaker's media product represents various social groups. It represents teenagers by including a teenage protagonist to allow the target audience to relate to her experiences. It depicts the teenager and adults realistically through their costumes and roles in the story. While teenagers are often portrayed negatively, the film depicts the teenager as innocent and in need of help, while portraying the adults negatively when they do not believe her. It also represents women through the stereotypical portrayal of the female protagonist as weak and helpless to appeal to audiences' expectations. Finally, it subverts expectations by depicting a child as dangerous and evil to make the film more frightening.
The document discusses how the filmmaker's media product represents various social groups. It represents teenagers by featuring a teenage protagonist to allow the target audience to relate to her experiences. It depicts the teenager and adults realistically through their costumes and roles in the story. While teenagers are often portrayed negatively, the film depicts the teenager as innocent and in need of help, while portraying the adults negatively when they do not believe her. It also represents women through the stereotypical portrayal of the female protagonist as weak and helpless to appeal to audiences' expectations. Finally, it subverts expectations by presenting a child as dangerous to make the film more frightening.
This document outlines the changes made to drafts of a documentary, ancillary newspaper article, and advertisement across four drafts and a final draft. For the documentary, changes included shortening the intro montage, adding and removing experiments, and changing the focus from a series to a single episode. The newspaper article went through changes like adjusting the primary image, modifying the title and text, and improving graphics. Finally, the advertisement saw alterations such as replacing the image to feature social media hashtags, adding UK statistics, and standardizing the channel logo placement.
This document outlines the changes made to drafts of a documentary, ancillary newspaper article, and advertisement across four drafts and a final draft. For the documentary, changes included shortening the intro montage, adding and removing experiments, and changing the focus from a series to a single episode. The newspaper article went through changes like adjusting the primary image, modifying the title and text, and improving graphics. Finally, the advertisement saw alterations such as replacing the image to feature social media hashtags, adding UK statistics, and standardizing the channel logo placement.
This document contains two ancillary texts from a magazine spread and newspaper advert. The magazine spread discusses whether social media is creating an online epidemic by enabling messages to spread quickly on a wide scale, using the recent events in Sochi and treatment of the LGBT community in Russia as an example. The newspaper advert promotes a new documentary series that will examine whether social media promotes acceptance.
This document discusses location planning for a film assignment. It lists several potential filming locations and provides details about each such as what shots would be filmed there, how to get to the location, and proposed filming dates/times. Locations not being used such as Westfield, Whiteleys and Hyde Park are explained. Potential risks associated with each location are assessed along with measures to prevent harm while filming.
This document provides location scouting notes for a documentary film project. It maps out and evaluates four potential filming locations - Trafalgar Square, Westfield Shopping Centre, Camden Town, and Convent of Jesus and Mary school. For each location, it lists pros and cons in terms of available space, lighting, background noise levels, ability to conduct interviews, and permission requirements. The best option may be the Convent of Jesus and Mary school due to easy filming access and quiet spaces available after school hours.
This document contains a list of photo records for a draft 2 of something ancillary. The list includes the names Chelsea, Rosie, Russ, and Marisha. The document provides a high-level list of names but no other context or details.
This document provides feedback on an A2 coursework assignment evaluating example documentary material. The summary identifies issues with an overly long introduction, background sound levels that made the presenter difficult to hear at times, and an excessive use of found footage rather than original material. It also notes problems with volume control, missing captions, inappropriate costume choice, and inconsistent framing cutting people's heads off at times. The feedback aims to improve the realism, engagement, production quality, and overall effectiveness of the documentary material.
This document outlines the shot list for a documentary, including 17 shots in the montage, intro, and development sections. The shots consist of interviews, presentations with an iPad, archival footage, experiments watching videos on an iPad, and public interviews. Locations include mid shots, close ups, long shots, and angles including low, high, and over the shoulder. Props include an iPad and videos being watched. The shots provide visuals to develop the documentary's themes through interviews, presentations, experiments, and archival footage.
This document contains two ancillary texts from a magazine spread and newspaper advert. The magazine spread discusses whether social media is creating an online epidemic by enabling messages to spread quickly on a wide scale, as seen with discussions around events in Sochi and LGBT rights in Russia. The newspaper advert promotes a new documentary series that will examine whether social media promotes acceptance.
This document outlines a timeline for a presentation on the impact of social media on LGBT issues and identity. It includes sections on introducing LGBT issues in Russia, discussing the power of social media, examining the impact of social media on sexual identity through examples, interviews with the general public on their views of LGBT communities and exposure to social media material on the topic, and an experiment showing people videos related to LGBT issues and measuring their reactions. It also briefly mentions including celebrity perspectives after a break.
This document contains assignments from four students - Chelsea, Rosalin, Russ, and Marisha - analyzing magazine and newspaper advertisements. Chelsea analyzed ads from Timeout, Metro, and other publications. Rosalin discussed ads from Exposed, The Brighton Source, Total Film, and SFX magazines. Russ summarized a magazine spread ad design. Marisha analyzed ads focusing on design elements like headlines, images, and text layout. The students also provided information on the publications and reasons for choosing them.
This document contains assignments from four students (Chelsea, Rosalin, Russ, and Marisha) analyzing magazines and newspaper advertisements. Each student was asked to analyze 3 magazines or newspapers. They commented on design elements like headlines, images, fonts, and placement of information. Elements like channel logos, graphics, and scheduling information were discussed. Students also provided information on why they chose their publication and specs about advertisement sizes and costs.
This document outlines assignments for four students - Chelsea Fashole-Luke, Rosalin Zein, Russ Monocillo, and Marisha Inoke - to create moodboards for a double page spread and newspaper advertisement. It provides feedback on Rosie and Russ's initial moodboard concepts. For the double page spread, Rosie's layout was praised for its minimalism and unconventional placement of headlines. Russ proposed using graphics as borders around text and incorporating social media icons and logos. For the newspaper ad, Rosie's was noted as having interesting photography and a simplistic layout. Russ was advised that their vibrant color scheme could distract from the text.
This document analyzes the layout and design of two magazine spreads - a double page magazine spread and a newspaper advertisement. It describes the placement, size, color and effects used for the primary images, headlines, body text, folios, bylines, captions and other design elements. It examines how visual hierarchy is created and how color schemes and graphics are used to effectively communicate information to the reader.
This document analyzes the design elements of a double page magazine spread. It describes the primary image showing two men working on laptops. It also summarizes the placement, size, color and other details of the headline, stand first, body text, folios, color scheme, byline, caption, and effects like the mirror effect and folios used on the page. The analysis provides a thorough breakdown of the visual hierarchy and design choices made in the magazine layout.
1) The document outlines basic episode plans for a podcast on how social media influences identity. It includes potential topics such as age, gender, sexuality, and ethnicity.
2) For the episode on age, the plan is to discuss how age influences social media usage and representation. It will look at different age groups online and stereotypes associated with each group.
3) The gender episode plan examines representations in media, issues in the workplace, and comparisons of how males and females use social media. It will consider if usage reinforces or challenges stereotypes.
This document contains a list of 4 names: Chelsea Fashole Luke, Rosalin Zein, Russ Monocillo, and Marisha Inoke. It is labeled "Assignment 27: Shot list" suggesting it is a roster of some kind related to an assignment involving photography or filming.
This document lists 4 names - Chelsea Fashole Luke, Rosalin Zein, Russ Monocillo, and Marisha Inoke. It appears to be an assignment related to a script with these 4 people.
This document provides details for a costume and props assignment for a presenter named Russ Monocillo. It includes proposed costumes before and after shots, and lists ideas and sources for props including an iPad, iPhone, paper clipboards, and computer. The group will use props they already have, buy inexpensive options online, or borrow from the school library. The goal is to have props and a professional but casual costume that are not distracting for interviews.
This document provides a timeline and structure for an episode of a documentary about social media's influence on social groups and sexuality. The episode will begin with a 2-minute montage introducing the topic and showing statistics on social media usage. A 1-minute introduction will outline how the episode will examine social media's portrayal of celebrities, ordinary people, and supportive campaigns. The 2-minute development section will focus on sexuality, looking at the impact on celebrities, everyday people through case studies, and online campaigns and groups. Presenters will provide commentary and context throughout, with public interviews also included.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Assignment 16 planning
1. Assignment 16:
Planning
Rosalin Zein – 7479
Laura Cuk – 7341
Chelsea Fashole-Luke – 7357
2. Timeline
Close up of friend Close up shots of Online convo – we
request icon things around the don’t see who or what Back to the Close up of mouse clicking
room is being said conversation, planning log out and exit
to meet up
Someone on their
Facebook. Flashback of seeing the girl Flashback of
Another flashback –
through the window mysterious person
when they pass each
watching girl
other on the street
reading at café
3. Genre and Purpose
Thriller
Psychological thriller
The purpose is to excite and thrill the audience
while presenting enigmas that they could try to
solve as the film progresses.
4. Genre and conventions
Conventions you are applying in Use/develop or challenge? Similarities/differences to real films
opening sequence HOW? (annotated pictures)
WHY?
1. Mystery
2. Stalking
3.
5. Genre and conventions
Conventions you are applying in Use/develop or challenge? Similarities/differences to real films
opening sequence HOW? (annotated pictures)
WHY?
1.
2.
6. Genre and conventions
Conventions you are Use/develop or challenge? Similarities/differences to
applying in opening HOW? real films
sequence WHY? (annotated pictures)
1. Incorporates elements of Use – There is mysterious Seven
mystery and drama character who’s identity is
hidden.
Why? To create suspense
within the audience.
2. The music used within Use – To create a A woman in black
the film is usually high suspenseful and dark
pitched and eerie atmosphere.
How? We will find
background music which
fits the description.
7. Target Audience (A)
Primary Secondary Explanation
Age 15+ 25+ The main characters are teenagers.
Adults will be able to educate
young people on the dangers of
social media.
Gender Female Male Typically aimed at females,
although males could benefit from
the message of the sequence.
Race/ethnicity Western culture Eastern Europeans Issues typically represented in the
western culture.
To buy into the western culture.
Social class Working class Middle class It is part of the leisure activities,
whereas middle class would
attempt to take part in the
activities of the upper class.
8. Target Audience (A): continued
Primary Secondary Explanation
Interests/hobbies Social networking, Stalking, The main interests
computing, socialising, presented in the
technology opening sequence are
related to the social
network generation.
Social group Internet junkies, social The ‘McDonalds These people will be
networkers, generation’ attracted to the
conventions of the
film, including the
presence of digital
technology.
Sexuality heterosexual Homosexual The sexuality of the
characters are
hidden/ambiguous
Profession/role Students, Parents, teachers, These people will be
mentors, student able to benefit and
guidance counsellors, learn from the
message.
9. Target Audience (B)
• Why would your target audience be interested in you film because of the idea/plot?
Our target audience will be interested in our film because it would relate to their daily lives (e.g
social networking and the character going about her life) and this would make it more
thrilling/suspenseful.
• Why would your target audience be interested in your film because of the form (how the
film is constructed= editing, transitions, music, etc)?
Our target audience would be interested in the music as it would create another level to the
suspenseful atmosphere already constructed by the film itself.
• Why would your target audience be interested in your film because of the genre &
conventions?
Our target audience would be interested because the film does reinforce some conventions
however it also develops them – so they might like to see how we have changed the genres
conventions to make the film more exciting for them to watch.
11. Uses/ Gratifications
Information Entertainment Personal identity Integration & social
interaction
• Learning, self education • Emotional release • Identifying with valued • Gaining insight into
• Escaping/ being diverted other circumstances of others;
from problems social empathy.
• Finding a basis for
conversation and social
interaction
12. BBFC and film rating
• To understand what BBFC and film ratings were we researched it and found the official site.
• We found the different types of ratings which are U, PG, 12A, 12, 15, 18 and R18.
13. BBFC Rating
• For our opening sequence we decided to go
for the BBFC rating of a 15.
• We chose this rating as it fits in with our target
audience as they would be around the age of
16 and above.
14. Narrative Style/Structure
• Non-linear.
• Beginning of story.
• Establishes the story and characters.
• Flashbacks and flash forwards.
• Enigmas created.
16. Narrative theory
Levi Strauss:
- opposition: one innocent character, one
mysterious character
Barthes:
- Enigma code
- Symbolic code
- Semantic code
17. Enigmas
Enigmas created How Why
Who is this stalker? The identity will be To draw the audience interest.
masked/hidden.
Why are they stalking this girl? Clues may be shown but, answers So that the audience can make
will not be given. assumptions on who this character
may be.
What is their connection with the Hints may be given as to who this To create enigmas and get the
girl? mystery person is to the girl. audience on the edge of their
seats.
What’s the motive? The motive will not be shown or In order for the audience to want
told in the opening sequence. to continue watching the film.
23. Locations
LOCATION NAME HOW TO GET THERE ACCESS TO LOCATION PHOTOS OF LOCATION
& (open/close/public) (REAL – show all different
WHAT FOR angles!)
1. Name of location: 18 bus towards Sudbury. Closed – it is indoors
Laura’s house
Used for (which scene):
-Facebook conversation
-Looking out the window
2. Name of location: 18 bus towards Euston. Open / Public – Outdoors.
-Bayswater (Cafe) 328/31 towards bayswater.
-Bayswater road.
Used for (which scene):
-Used for cafe scene
-Crossing paths
24. Risk Assessments
TASKS POSSIBLE RISK INVOLVED IN TASKS ACTIONS TO PREVENT HARM TO
HEALTH OR SAFETY
Filming in unknown location Easily get lost Visit the location before filming –
know your way around location.
Travelling to filming locations Forgetting items on the bus Make sure we have everything
(walk/bike/bus/tube/car etc) before getting of the bus/train
Interviewing people for filming
Filming underage (below 16) people May not want to be filmed Get parental/guardian consent
before filming.
Filming anyone May not want to be filmed Ask the individual for their consent
before filming
25. Risk assessment: continued
TASKS POSSIBLE RISK INVOLVED IN TASKS ACTIONS TO PREVENT HARM TO
HEALTH OR SAFETY
Health of group members when Group may become unwell Make sure to bring with them a
filming jacket and clothes to keep warm.
(ex in cold weather, filming for
extended hours etc)
Interviewing the public for filming
Interviewing an expert for filming
Types of areas (how safe are they) Area might not be safe with the Make sure the area we are filming in
equipment. gives space.
Time of day Later time = darker = bad lighting for Make sure we filming earlier so that
filming the lighting it good.
Using technology ( filming) May be stolen Make sure we go to areas where this
equipment May be damaged is less likely to happen.
Always have the equipment within
our sight.
26. Music/ Sounds
• Sound of typing
• Sound of mouse clicking
• Sound of people going about their business
• Murmur of people
• Background music throughout opening sequence.
27. OPENING SEQUENCE SCRIPT
Opening Sequence Script
Unknown person (Laura) sitting in a bedroom. On a laptop with Facebook open.
FLASHBACK (1)
Rosie in her room at her house closes window and curtain. Mysterious person
outside her house looking at Rosie’s window.
END OF FLASHBACK (1)
Rosie on her Facebook looking at photos of herself and scrolling through her
page.
FLASHBACK (2)
Rosie sitting at a café reading. Mysterious person watching from across the road.
Mysterious person is holding a camera taking photos of Rosie.
END OF FLASHBACK (2)
Online conversation between the characters. One asks the other to meet up.
Showing close up of the typing icon on the message.
FLASHBACK (3)
Characters pass each other on street. Laura turns around slightly to look at
Rosie.
END OF FLASHBACK (3)
Back to online conversation and it ends abruptly.
29. Shot list
1. Overhead shot of film title
2. Close up shot of Facebook friend request
3. Close up shot of Facebook friend request
4. Over the shoulder shot of person on Facebook - shallow focus
5. Close up shots of objects around the room
6. Shot from behind the mystery person looking up at window
7. Wide shot of girl at window
8. Another shallow focus shot of mystery person on Facebook – over the shoulder
9. Close up of mystery person saying “hey” on Facebook chat
10. Cutaway shots of pictures of girl ‘Danny’ on Facebook
11. Over the shoulder shot of mystery person looking at pictures on Facebook
12. Wide shot of girl sitting outside café
13. Side shot of mystery person across the road in phone box
14. Close up shot of person typing
15. Close up shot of screen – conversation planning on meeting up
16. Over the shoulder shot of girl walking past mystery
17. Over shoulder shot of mystery person – identity still hidden
18. Close up shot of mystery person looking at girl as they pass – slow motion (?)
19. Close up shot of computer screen “person is typing”
20. Close up shot of ‘log out’ button being clicked
21. Close up shot of exit button on computer
22. Abruptly ends as mouse clicks exit button.
30. Group meeting record
Meeting Date Time Location Details
One Thursday 21st 12:30-2:00pm Burger King, Preliminary
February Harlesden planning
Two Tuesday 26th 12:45-1:00pm Media Classroom Opening sequence
February ideas
Three Tuesday 5th March 9:50-10:20am School Common Research and
Room planning discussion
Four Wednesday 6th 3:30-5:00pm Media Classroom Opening sequence
March planning
powerpoint
Five Thursday 7th March 3:30-4:50pm Media Classroom Opening sequence
planning
powerpoint
Six Saturday 9th March 10:00am-1:40pm Laura’s House Draft 1: opening
sequence indoor
filming – part 1
Seven Sunday 10th March 3:00-4:30pm Bayswater Draft 1: opening
sequence outdoor
filming – part 2
32. Short term planning
Day and Filming what? Travel Equipment/costume/props/che
time cklists
Saturday Inside scenes: 18 bus to Camera
9th Mystery person Laura’s Tripod
March on computer house Laptop
9-11am Flashback Costumes
window scene iPads
Objects around Script
the room Storyboard
Shot list
Sunday Outside scenes: 18 bus to • Camera
10th Girl at Bayswater • Tripod
March café/mystery /whiteleys • Costumes
9-11am person across • iPad
road • Script
Characters • Storyboard
passing each • Shot list
other in the street