Camera set up diagrams
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This document contains sketches and notes planning the camera setup, actors, props, and locations for shooting a teaser trailer. It outlines 5 different locations - Caddington streets, Eve's bedroom, a school classroom, an alleyway, and Caddington park. For each location, it notes that a camera on a tripod will be used and lists the main actor and any props. Crew roles of camera operator and director are also identified for one location.
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Presentation1
This document evaluates the progress made from a preliminary task to a final thriller film project. It summarizes that the final thriller improved upon continuity editing techniques and utilized better sound quality without external microphones. Shot quality greatly increased due to using a tripod rather than handheld filming. Image quality also saw massive improvements from selecting better lighting and locations, and editing the thriller in black and white.
Smoke of the past order of credits
This SlideShare is a short presentation explaining the order of the credits in our film noir `Smoke of the Past`.
CIU10 Resume experience
Grant Paragreen is a 47-year-old audio professional from Croydon, NSW seeking experience in postproduction and audio. He has worked on the animation Day N Night, the short film Get Out assisting with audio duties, and the short film The Water Curtain assisting with dialogue editing, ADR, foley, and sound effects. He also has experience recording musicians in both studio and live settings. His objective is to improve his audio skills on a daily basis and take on any opportunities in the industries of animation, film, television, and music.
Parveer Mahal
Evaluation question 7
Looking back at your preliminary task, what do you fell you have learnt in the progression from it to the finished product?
Evaluation Project Progresion
The student learned significant lessons when progressing from their preliminary task to the full production. Specifically, they learned how to effectively use camera techniques like lighting and angles to improve shot quality. They also learned how to properly edit clips together without background noise or jumps. Additionally, they learned to consider natural circumstances and genre conventions to make the final piece more authentic and clearly within the intended genre. Overall, every aspect of the production improved dramatically from the preliminary to final version.
Question 7 Looking back at your preliminary task, what do you feel you have l...
The document discusses the improvements made to video production techniques in a group project from a preliminary task to a thriller film. Some key points covered include experimenting more with effects, transitions, and editing shots to better tell the story. Music and sound effects were added to create atmosphere. Camera shots like high angles, point of view, and long shots were utilized to add emphasis and tension. Mise-en-scene elements like the antagonist's black clothing were used to convey meaning. Titles were added through photos and sound effects to introduce the film.
Pre production
The document outlines the pre-production process for a TV commercial, including:
1) The creative team responsible for writing, editing, art direction, sound design, and visual effects.
2) Storyboards and scripts are developed to flesh out the story arc before casting begins for the main characters and supporting roles.
3) A production schedule is set with checkpoints for casting, location scouting, promotions testing, and video reviews.
4) A budget is allocated with funds for advertising, studio rental, props, and talent pay.
5) Rehearsals with the cast are scheduled before filming to ensure everyone is prepared.
Question 7 2
The document discusses the differences in approach between the filmmaker's preliminary task and main film opening task. For the preliminary task, there was little planning, research, or attention to conventions. However, for the film opening the filmmaker learned from this and put extensive effort into planning, researching conventions, finding suitable locations and actors, choosing an appropriate soundtrack, and considering elements like lighting and titles. This level of planning improved the quality of the final film opening product.
Recommended
Presentation1
This document evaluates the progress made from a preliminary task to a final thriller film project. It summarizes that the final thriller improved upon continuity editing techniques and utilized better sound quality without external microphones. Shot quality greatly increased due to using a tripod rather than handheld filming. Image quality also saw massive improvements from selecting better lighting and locations, and editing the thriller in black and white.
Smoke of the past order of credits
This SlideShare is a short presentation explaining the order of the credits in our film noir `Smoke of the Past`.
CIU10 Resume experience
Grant Paragreen is a 47-year-old audio professional from Croydon, NSW seeking experience in postproduction and audio. He has worked on the animation Day N Night, the short film Get Out assisting with audio duties, and the short film The Water Curtain assisting with dialogue editing, ADR, foley, and sound effects. He also has experience recording musicians in both studio and live settings. His objective is to improve his audio skills on a daily basis and take on any opportunities in the industries of animation, film, television, and music.
Parveer Mahal
Evaluation question 7
Looking back at your preliminary task, what do you fell you have learnt in the progression from it to the finished product?
Evaluation Project Progresion
The student learned significant lessons when progressing from their preliminary task to the full production. Specifically, they learned how to effectively use camera techniques like lighting and angles to improve shot quality. They also learned how to properly edit clips together without background noise or jumps. Additionally, they learned to consider natural circumstances and genre conventions to make the final piece more authentic and clearly within the intended genre. Overall, every aspect of the production improved dramatically from the preliminary to final version.
Question 7 Looking back at your preliminary task, what do you feel you have l...
The document discusses the improvements made to video production techniques in a group project from a preliminary task to a thriller film. Some key points covered include experimenting more with effects, transitions, and editing shots to better tell the story. Music and sound effects were added to create atmosphere. Camera shots like high angles, point of view, and long shots were utilized to add emphasis and tension. Mise-en-scene elements like the antagonist's black clothing were used to convey meaning. Titles were added through photos and sound effects to introduce the film.
Pre production
The document outlines the pre-production process for a TV commercial, including:
1) The creative team responsible for writing, editing, art direction, sound design, and visual effects.
2) Storyboards and scripts are developed to flesh out the story arc before casting begins for the main characters and supporting roles.
3) A production schedule is set with checkpoints for casting, location scouting, promotions testing, and video reviews.
4) A budget is allocated with funds for advertising, studio rental, props, and talent pay.
5) Rehearsals with the cast are scheduled before filming to ensure everyone is prepared.
Question 7 2
The document discusses the differences in approach between the filmmaker's preliminary task and main film opening task. For the preliminary task, there was little planning, research, or attention to conventions. However, for the film opening the filmmaker learned from this and put extensive effort into planning, researching conventions, finding suitable locations and actors, choosing an appropriate soundtrack, and considering elements like lighting and titles. This level of planning improved the quality of the final film opening product.
Question 7
The document discusses the differences in approach between the filmmaker's preliminary task and main film opening task. For the preliminary task, there was little planning, research, or attention to conventions. However, for the film opening the filmmaker learned from this experience. They placed a strong emphasis on planning, research, evaluating other films, finding suitable locations and actors, selecting an appropriate soundtrack, and considering lighting and other technical elements. This extensive preparation led to a higher quality final product that better followed film genre conventions.
Looking back at our preliminary task, what do I feel we have learnt from then...
The document compares two film projects, Invasion and Sanctus, and analyzes improvements between them. It notes that editing, transitions, soundtracks and effects were much stronger in Sanctus. Camera work was the strongest aspect of Invasion while the soundtrack was its weakness. Mistakes were also made in Invasion with shadows and background noise. Overall, massive improvements were made in Sanctus in editing, camera shots using better equipment, focus on characters' clothing and props, and use of soundtrack.
Question 7
The document compares the student's process for their preliminary task and film opening task. For the preliminary task, there was little planning, research, or attention to conventions. For the film opening, the student learned from this and put extensive effort into planning, research, casting, editing, sound, lighting, and following genre conventions. This resulted in a much higher quality final product for the film opening task.
Question 7 9
The document compares the student's process for their preliminary task and film opening task. For the preliminary task, there was little planning, unfamiliarity with techniques, and a rushed process. For the film opening, the student did extensive research, planning, and practice of techniques. This included researching locations, sound, lighting, titles and more to create a high quality product that followed horror film conventions. The increased planning and practice of techniques resulted in a major improvement from the preliminary task.
Reflection of preliminary task
1) The student fulfilled the criteria of the preliminary task by filming and editing under 2 minutes a video of a character opening a door using proper filming techniques like matching eyelines and match cuts.
2) They learned that filming during school hours without other students present worked best and that ensuring continuity of costumes between shots was important. Organizing actors and dealing with errors took time.
3) Through the editing process, the student learned how to upload footage, organize clips, trim clips, adjust audio and video, and export the final video, making editing an easier and more important skill for future tasks.
Preliminary task evaluation
The group worked well together and completed the task on deadline to a good standard given their experience level. They filmed various techniques as required and the editing flowed well together, though the audio quality was occasionally low and the sound got slightly out of sync in places during editing. They used different camera techniques like tripods and steady cams and storyboarded and filmed multiple shots for flexibility in editing to polish the film. While sound quality needed improvement, the preliminary task went better than expected overall.
Taskk7
The document compares the filmmaking techniques used in a preliminary project and a subsequent thriller project. It notes that the thriller incorporated more advanced camerawork like handheld shots, more locations, costumes, props, developed characters, and editing techniques like transitions, effects, and three editing programs. The document discusses the improved cinematography, mise-en-scene, editing, sound, and teamwork in creating the thriller compared to the preliminary project.
Evaluation of practise task
The student discusses the benefits of editing over camera movements for their practice task. Editing allowed them to create a smooth narrative through match cuts and remove unwanted footage. It also enabled more professional-looking shots through zooms. The camerawork was steady but not perfectly paced as they were still learning. The narrative is clear enough without voiceover. They focused on basic camera techniques like panning and framing. Natural props and costumes were used to create realistic sets. Background music set the mood initially to complement the limited script.
Question 7
The document compares the filmmaker's process for a preliminary short film task versus their main film opening task. For the preliminary, there was little planning, research, or attention to conventions. However, for the main opening they spent significant time: 1) researching horror film conventions, 2) planning locations, costumes, sounds, and story, 3) finding suitable actors through casting, 4) choosing an appropriate soundtrack, 5) using professional editing software, and 6) implementing lighting, titles, and sounds that fit genre conventions. This extensive planning and research resulted in a higher quality final product.
As film evaluation editing.
The document summarizes the editing process for a crime scene sequence. The editor used establishing shots of the college and crime scene to set the scene. A voiceover was added throughout to explain events. Short clips and jump cuts were used to build tension. Footage was color corrected and slowed to appear like CCTV. Match cuts maintained continuity to reinforce the CCTV footage illusion.
Set up
The studio at Falmouth University had good lighting facilities and equipment which was useful for filming. As the actress attends the university and studies photography, she knew how to operate the equipment. They planned green and red contrasting lighting, using colored gels over the lights. By adjusting the light strength, different shadows and amounts of each color on the actress could be created until a good combination was found. The studio included speakers and a TV that played the song and displayed lyrics to help with accurate lip syncing during filming.
Editing
The document summarizes the editing process for a short film. Footage was uploaded to Final Cut Pro and organized into sequences. Music was produced separately and added to accompany the editing and storyline. The music was tailored specifically for different scenes involving a girl and thugs to match their respective tones. Tools in Final Cut Pro were used to cut and overlap footage, music, and sounds together into the finished short film.
Editing
The document summarizes the editing process for a short film. Footage was uploaded to Final Cut Pro and organized into sequences. Music was produced separately and added to accompany the editing and storyline. The music was tailored specifically for different scenes involving a girl and thugs to match the tone. Tools in Final Cut Pro were used to cut and overlap footage, music, and sounds together into the finished short film.
Location Ideas
The document discusses potential filming locations for a horror media production. It proposes five locations: a park, an alleyway, the village of Caddington, a student's bedroom, and a school classroom. For each location, it evaluates the suitability, risks, accessibility, and necessary permissions. The preferred park is in Caddington due to lighting. The alleyway would be in Caddington for safety. Shots of daily life would take place in the quiet village of Caddington. A team member's friend agreed to the use of her bedroom. Their school granted permission to film in an empty classroom.
Media ancillary research task 1
The document contains information about several films including their titles, taglines, actors, release dates, websites and social media pages. Details are repeated for multiple films and include elements like the film title, tagline, billing block, release date, website or social media pages and sometimes also include a critic review or actor's name.
Target audience research feedback
The document summarizes interviews with people about what elements of film posters influence their decisions to watch a movie. It finds that the main image should captivate viewers and reflect the film's themes. Posters should include the protagonist and hints of opposing forces. Dark colors like red and black are expected for horror posters. Facial expressions can portray emotions that suggest a character's role. Including background imagery, tags and social media links provides more context about the plot.
Film Poster Production
Danielle Duffy created the first draft of a film poster using Photoshop and InDesign. In Photoshop, she adjusted the levels and tones of the main image, erased the white background and added sinister text messages. She then exported the image into InDesign to add additional elements like the title, billing block and logo to create a layout that followed her red and white color scheme. While she was pleased with the overall result, she noted some weaknesses like difficulty optimizing some areas of the image in Photoshop.
Location recce sheet
The document provides location recce sheets for 4 potential filming locations for scenes in a horror film. Location 1 is an unnamed park in Caddington that would work well for scenes where the protagonist is alone in the park at night. Location 2 is streets in Caddington village that would work for daytime and nighttime scenes of the protagonist walking. Location 3 is an alleyway in Caddington that could provide eerie shots of the protagonist encountering an unknown presence. Location 4 is the protagonist's bedroom and outside of her house in Luton that would work for an anxious phone call scene and leaving the house. The document assesses the lighting, noise levels, hazards and suitability of each location.
Risk assessment
This risk assessment summarizes the hazards and safety measures for filming scenes over four locations for an A2 horror teaser trailer between 3-7pm on November 5th and 9am-1pm on November 10th in Caddington Village. Key hazards addressed include the crew being robbed, tripping, disrupting residents or students, and falling. Safety measures include staying together, having phones to call police, wearing proper footwear, acting professionally to not disturb others, and choosing well-lit areas. The document was prepared by Danielle Duffy and certified by all crew members.
Shot Log: School location
This shot log summarizes footage taken on October 11th for the production "Eve" directed by Abi, Danielle and Grace. It includes 29 shots taken of scenes with the protagonist Eve in a computer room. The shots include establishing shots of the exterior, mid shots of Eve at the computer, close ups of the computer screen and mouse, and shots of Eve reacting to an email. Most shots were of good quality however some were too bright, out of focus, or included unwanted background imagery. The best shots for inclusion in the final product were noted.
Call sheet template filming day two updated
This call sheet provides production details for a student film shoot taking place on Monday, January 5th. The shoot will involve scenes filmed in a park, alleyway, and street between 3:45pm and 6pm. The director is Abigail Bacon, with Grace Crawford as first assistant director. Four students will be involved in the shoot - Abigail Bacon, Grace Crawford, Danielle Duffy, and Mark Bacon, playing the roles of Eve, Jess, a shadow figure, and another figure. Travel and safety information is included for the student crew.
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Question 7
The document discusses the differences in approach between the filmmaker's preliminary task and main film opening task. For the preliminary task, there was little planning, research, or attention to conventions. However, for the film opening the filmmaker learned from this experience. They placed a strong emphasis on planning, research, evaluating other films, finding suitable locations and actors, selecting an appropriate soundtrack, and considering lighting and other technical elements. This extensive preparation led to a higher quality final product that better followed film genre conventions.
Looking back at our preliminary task, what do I feel we have learnt from then...
The document compares two film projects, Invasion and Sanctus, and analyzes improvements between them. It notes that editing, transitions, soundtracks and effects were much stronger in Sanctus. Camera work was the strongest aspect of Invasion while the soundtrack was its weakness. Mistakes were also made in Invasion with shadows and background noise. Overall, massive improvements were made in Sanctus in editing, camera shots using better equipment, focus on characters' clothing and props, and use of soundtrack.
Question 7
The document compares the student's process for their preliminary task and film opening task. For the preliminary task, there was little planning, research, or attention to conventions. For the film opening, the student learned from this and put extensive effort into planning, research, casting, editing, sound, lighting, and following genre conventions. This resulted in a much higher quality final product for the film opening task.
Question 7 9
The document compares the student's process for their preliminary task and film opening task. For the preliminary task, there was little planning, unfamiliarity with techniques, and a rushed process. For the film opening, the student did extensive research, planning, and practice of techniques. This included researching locations, sound, lighting, titles and more to create a high quality product that followed horror film conventions. The increased planning and practice of techniques resulted in a major improvement from the preliminary task.
Reflection of preliminary task
1) The student fulfilled the criteria of the preliminary task by filming and editing under 2 minutes a video of a character opening a door using proper filming techniques like matching eyelines and match cuts.
2) They learned that filming during school hours without other students present worked best and that ensuring continuity of costumes between shots was important. Organizing actors and dealing with errors took time.
3) Through the editing process, the student learned how to upload footage, organize clips, trim clips, adjust audio and video, and export the final video, making editing an easier and more important skill for future tasks.
Preliminary task evaluation
The group worked well together and completed the task on deadline to a good standard given their experience level. They filmed various techniques as required and the editing flowed well together, though the audio quality was occasionally low and the sound got slightly out of sync in places during editing. They used different camera techniques like tripods and steady cams and storyboarded and filmed multiple shots for flexibility in editing to polish the film. While sound quality needed improvement, the preliminary task went better than expected overall.
Taskk7
The document compares the filmmaking techniques used in a preliminary project and a subsequent thriller project. It notes that the thriller incorporated more advanced camerawork like handheld shots, more locations, costumes, props, developed characters, and editing techniques like transitions, effects, and three editing programs. The document discusses the improved cinematography, mise-en-scene, editing, sound, and teamwork in creating the thriller compared to the preliminary project.
Evaluation of practise task
The student discusses the benefits of editing over camera movements for their practice task. Editing allowed them to create a smooth narrative through match cuts and remove unwanted footage. It also enabled more professional-looking shots through zooms. The camerawork was steady but not perfectly paced as they were still learning. The narrative is clear enough without voiceover. They focused on basic camera techniques like panning and framing. Natural props and costumes were used to create realistic sets. Background music set the mood initially to complement the limited script.
Question 7
The document compares the filmmaker's process for a preliminary short film task versus their main film opening task. For the preliminary, there was little planning, research, or attention to conventions. However, for the main opening they spent significant time: 1) researching horror film conventions, 2) planning locations, costumes, sounds, and story, 3) finding suitable actors through casting, 4) choosing an appropriate soundtrack, 5) using professional editing software, and 6) implementing lighting, titles, and sounds that fit genre conventions. This extensive planning and research resulted in a higher quality final product.
As film evaluation editing.
The document summarizes the editing process for a crime scene sequence. The editor used establishing shots of the college and crime scene to set the scene. A voiceover was added throughout to explain events. Short clips and jump cuts were used to build tension. Footage was color corrected and slowed to appear like CCTV. Match cuts maintained continuity to reinforce the CCTV footage illusion.
Set up
The studio at Falmouth University had good lighting facilities and equipment which was useful for filming. As the actress attends the university and studies photography, she knew how to operate the equipment. They planned green and red contrasting lighting, using colored gels over the lights. By adjusting the light strength, different shadows and amounts of each color on the actress could be created until a good combination was found. The studio included speakers and a TV that played the song and displayed lyrics to help with accurate lip syncing during filming.
Editing
The document summarizes the editing process for a short film. Footage was uploaded to Final Cut Pro and organized into sequences. Music was produced separately and added to accompany the editing and storyline. The music was tailored specifically for different scenes involving a girl and thugs to match their respective tones. Tools in Final Cut Pro were used to cut and overlap footage, music, and sounds together into the finished short film.
Editing
The document summarizes the editing process for a short film. Footage was uploaded to Final Cut Pro and organized into sequences. Music was produced separately and added to accompany the editing and storyline. The music was tailored specifically for different scenes involving a girl and thugs to match the tone. Tools in Final Cut Pro were used to cut and overlap footage, music, and sounds together into the finished short film.
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Looking back at our preliminary task, what do I feel we have learnt from then...
Looking back at our preliminary task, what do I feel we have learnt from then...
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Location Ideas
The document discusses potential filming locations for a horror media production. It proposes five locations: a park, an alleyway, the village of Caddington, a student's bedroom, and a school classroom. For each location, it evaluates the suitability, risks, accessibility, and necessary permissions. The preferred park is in Caddington due to lighting. The alleyway would be in Caddington for safety. Shots of daily life would take place in the quiet village of Caddington. A team member's friend agreed to the use of her bedroom. Their school granted permission to film in an empty classroom.
Media ancillary research task 1
The document contains information about several films including their titles, taglines, actors, release dates, websites and social media pages. Details are repeated for multiple films and include elements like the film title, tagline, billing block, release date, website or social media pages and sometimes also include a critic review or actor's name.
Target audience research feedback
The document summarizes interviews with people about what elements of film posters influence their decisions to watch a movie. It finds that the main image should captivate viewers and reflect the film's themes. Posters should include the protagonist and hints of opposing forces. Dark colors like red and black are expected for horror posters. Facial expressions can portray emotions that suggest a character's role. Including background imagery, tags and social media links provides more context about the plot.
Film Poster Production
Danielle Duffy created the first draft of a film poster using Photoshop and InDesign. In Photoshop, she adjusted the levels and tones of the main image, erased the white background and added sinister text messages. She then exported the image into InDesign to add additional elements like the title, billing block and logo to create a layout that followed her red and white color scheme. While she was pleased with the overall result, she noted some weaknesses like difficulty optimizing some areas of the image in Photoshop.
Location recce sheet
The document provides location recce sheets for 4 potential filming locations for scenes in a horror film. Location 1 is an unnamed park in Caddington that would work well for scenes where the protagonist is alone in the park at night. Location 2 is streets in Caddington village that would work for daytime and nighttime scenes of the protagonist walking. Location 3 is an alleyway in Caddington that could provide eerie shots of the protagonist encountering an unknown presence. Location 4 is the protagonist's bedroom and outside of her house in Luton that would work for an anxious phone call scene and leaving the house. The document assesses the lighting, noise levels, hazards and suitability of each location.
Risk assessment
This risk assessment summarizes the hazards and safety measures for filming scenes over four locations for an A2 horror teaser trailer between 3-7pm on November 5th and 9am-1pm on November 10th in Caddington Village. Key hazards addressed include the crew being robbed, tripping, disrupting residents or students, and falling. Safety measures include staying together, having phones to call police, wearing proper footwear, acting professionally to not disturb others, and choosing well-lit areas. The document was prepared by Danielle Duffy and certified by all crew members.
Shot Log: School location
This shot log summarizes footage taken on October 11th for the production "Eve" directed by Abi, Danielle and Grace. It includes 29 shots taken of scenes with the protagonist Eve in a computer room. The shots include establishing shots of the exterior, mid shots of Eve at the computer, close ups of the computer screen and mouse, and shots of Eve reacting to an email. Most shots were of good quality however some were too bright, out of focus, or included unwanted background imagery. The best shots for inclusion in the final product were noted.
Call sheet template filming day two updated
This call sheet provides production details for a student film shoot taking place on Monday, January 5th. The shoot will involve scenes filmed in a park, alleyway, and street between 3:45pm and 6pm. The director is Abigail Bacon, with Grace Crawford as first assistant director. Four students will be involved in the shoot - Abigail Bacon, Grace Crawford, Danielle Duffy, and Mark Bacon, playing the roles of Eve, Jess, a shadow figure, and another figure. Travel and safety information is included for the student crew.
Call sheet template filming day four UPDATED
The document provides production details for a student film shoot taking place on December 11th. It lists the production team contacts, filming locations in Caddington Park and alleyway, and two cast members. A preliminary schedule is given starting at 3:30pm and ending at 6pm. Health and safety precautions are noted around clothing, environment, and finishing before dark. Travel details are provided for the four crew members walking to and from the locations.
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This call sheet provides production details for a student film shoot taking place on October 31st. It includes the unit call time, weather forecast, production contacts, shooting locations and synopses, cast and crew lists with call and wrap times, production requirements, preliminary schedule, health and safety notes, and travel plans for the key crew members. The shoot will take place at two homes and on the street and involve filming two scenes of the main character Eve leaving home and walking alone at night.
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Shot Log- Caddington Location
This document is a shot log from the film production of "Eve" detailing various shots taken on 12/11/16 by directors Abi, Danielle and Grace. It provides information on 27 shots including descriptions, quality ratings, notes on usability and potential edits. The best shots for inclusion in the final film are noted as having good focus and framing, effective acting and stable camerawork despite some having slightly grainy quality. Shots considered unusable lacked focus, had corrupted footage or failed camerawork.
Shot log filming day two
This shot log documents footage taken on 05/11/2016 at Caddington Park for the horror teaser trailer production. It includes 17 shots of usable footage of characters Eve and the antagonist that involve Eve on a swing, finding a note, running away and entering an alley frightened. The log notes lighting, camera stability and actor performance issues with some shots making them unusable. The best shots capture both characters and Eve's scared reactions.
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The shot log documents footage shot on 31/10/16 for the production "Eve" directed by Abi, Danielle and Grace. It includes 27 shots filmed at Kira's home of Eve appearing distressed and hurriedly leaving her house and walking down the street. The quality of the video and usability is rated for each take, with notes on focus, framing, acting and required edits. The best takes are identified to be used in the final cut.
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This document discusses common stereotypes around gender, age, ethnicity, disability, sexuality, regional identity, social class, and their representations in TV shows. For gender, it describes stereotypes of males being strong and in control while females are submissive caregivers. It analyzes how a TV show portrays the receptionist as appealing to attract males. For age, it lists stereotypes like teenagers being irresponsible and the elderly being helpless. It shows how a TV show uses camerawork to portray a protective parent and confident older boyfriend. Overall, the document outlines many stereotypes and analyzes examples of their portrayals in television drama through techniques like mise-en-scene, camerawork, sound, and dialogue.
Film case study research
Lucasfilm produced Rogue One with a $200 million budget that earned $155 million in its US opening weekend. It was widely distributed internationally in theaters, IMAX, 2D and 3D formats with marketing through posters, trailers, websites and social media targeting Star Wars fans, including actors Felicity Jones, Diego Luna and Alan Tudyk.
Social Class
The document discusses social class structure in the UK, dividing classes into upper, middle, and working classes. It provides stereotypes associated with each class, such as manners, education, income, housing, and manner of dress. Examples are given of TV characters from each class, like the unkempt and angry Frank from Shameless representing the working class, and the formally dressed aristocratic men from Downton Abbey representing the upper class. The document also discusses how those in higher classes traditionally have more power and influence over media representations that shape public perceptions of different classes.
TV Drama Research
Coronation Street is a British soap opera that dramatizes the daily lives of residents in a working class town. It features complex storylines involving relationships, crimes, and mental health issues. The characters are diverse and represent different ages, backgrounds, and abilities. Though dramatic events keep viewers engaged, the show aims to realistically portray common issues faced by audiences.
Representation theories
The document summarizes Stuart Hall's theories on representation and stereotypes in media. It discusses four aspects of representation: re-presentation, being representative of types, purpose of media creation, and audience responses. It also examines how stereotypes legitimize inequality, how representations have become "hyperreal", and the concepts of dominant/subordinate types and ideological readings of texts.
All about me and films
The document discusses the author's film watching habits over the past year, including films watched alone and with family/friends, using cinema, laptop and streaming services to watch, learning about new releases through trailers and friends, and consuming films at home and in cinema. The author decides which films to watch by searching for genres, watching trailers, and considering ratings, reviews, storylines and featured stars.
Title Development for our A2 media production
This document discusses the use of titles in a teaser trailer for a media production titled "Eve". It explains how titles can be used to convey the film title, production logo, narrative details, credits, release date, and social media/website information. The document provides examples of titles from other films and presents initial experiments with titles for the "Eve" production in Adobe After Effects. It justifies design choices and considers how to effectively convey necessary information through the use of titles.
Location recce sheet
The document provides location recce sheets for several filming locations for a horror scene and film. The main locations considered are Caddington Park, Caddington Village streets, an alleyway in Caddington, and the protagonist's bedroom. Each location is assessed for its suitability based on lighting, noise levels, potential hazards, and overall appropriateness for the intended scenes. Caddington Park is selected as the primary location due to its spacious area, lighting from lamp posts, and suitability for filming scenes of the protagonist alone on a swing at night when she notices a mysterious figure.
Youth types
Michael Brake's theory divides youth into four types: respectable youth who conform to rules and avoid trouble; delinquent youth who engage in illegal activities; cultural rebels who are nonconformists interested in art and music; and politically militant youth involved in protests. Respectable youth are often portrayed as bullied for being idealistic, while delinquent youth are depicted as trouble-making and lower class in media like Kidulthood. Cultural rebels from the 1960s are shown as independent and enjoying recreational drugs and long hair. Politically militant youth protesting rising fees are unfairly portrayed in some media as uniformly violent despite peaceful intentions of many.
Representation of age
The document analyzes a video clip that portrays a power dynamic between teachers and students based on their ages. A middle-aged male teacher mocks and exerts authority over two teenage boys after they damaged a school camera. He condescendingly reports the incident to a younger female teacher. The analysis suggests the clip legitimizes inequality by showing teachers believe they can act disrespectfully toward students and assert their power over them and other teachers based on age differences.
Social class
The document analyzes the representation of a lower-class family in a television drama through the use of camerawork, mise-en-scene, editing, and sound. It discusses how shaky zooms and a messy home filled with beer cans reinforce stereotypes of instability and irresponsibility. However, the family's laughter and enduring love despite struggles presents a somewhat positive portrayal. Fast editing emphasizes the father's aggression, though continuity editing aims for realism. Swearing exhibits informality, though the father's education challenges full conformity to stereotypes.
Regional Identity Doc Martin
This document analyzes how regional identity, specifically between Londoners and South Westerners, is represented in the TV drama Doc Martin through various film techniques. It discusses how the cinematography, editing, sound, and mise-en-scene portray South Westerners as laid-back and friendly through relaxed shots and dialogue, contrasting with Londoner Doc Martin who is portrayed as more stressed, short-tempered, and looking down on others through dialogue and interactions. The analysis suggests this fits stereotypes of English regions and social classes.
Social class
The document defines social class as the way society is divided into lower, middle, and upper classes based on factors like occupation, education, income, and mannerisms. It then provides stereotypes and examples for each class. The working class is divided into skilled and unskilled, and stereotypes include poor manners and hygiene. The middle class is divided into lower and upper, and stereotypes include being well-educated and owning homes. The upper class is considered the elite due to inherited wealth and education, and stereotypes portray them as posh and superior.
Film case study observations
This document provides summaries of 6 films: Spectre, Paddington, Guardians of the Galaxy, '71, Mockingjay, and The Theory of Everything. Each summary includes the genre, key themes, style, target audience, and potential audience size. The films range from action thrillers like Spectre to family films like Paddington to biopics like The Theory of Everything.
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Camera set up diagrams
- 1. Camera set up diagram sketches By Danielle as a part of planning for our teaser trailer
- 2. Location: Caddington streets Camera + tripod Eve (Actor) Feather (Prop)
- 3. Location: Eve’s bedroom Camera + tripod Eve (Actor)Danielle (camera operator) Abi (director) Phone (Prop)
- 4. Location: School classroom Camera + tripod Ellie (Actor)
- 5. Location: Alleyway Camera + tripod Eve (Actor)
- 6. Location: Caddington park Camera Eve (Actor)