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Gabriel Kelly and Molly York were co-producers and co-directors of the production, with Gabriel handling additional roles like production manager, casting director, and camera operator. Molly was the location manager and script supervisor. In post-production, Gabriel was the assistant film editor and handled animation and visual effects, while Molly was the head film editor.
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Evaluation Question 7
In their preliminary exercise, the group filmed a simple conversation between two people seated at a table using shot-reverse shot techniques and the 180-degree rule. Their full film was more technically complex, incorporating close-ups, match cuts, eye line matches, and non-diegetic music. Going from the preliminary to the full film, the group massively improved their filming and editing skills, taking more risks with techniques for their film and including freeze frames and dissolves for better scene transitions.
Evaluation Question Seven
George Johnson reflects on the progression from the preliminary task to the final product. The preliminary exercise showcased basic elements like match-on-action and the 180-degree rule. For the final feature, more elaborate edits were achieved, like attaching two scenes in an unbroken transition. The finished film "Do Not Pass Go" is a vast improvement with more complex transitions, appropriate camera angles, non-diegetic sound, and a better storyline, demonstrating the group's development of filmmaking skills.
Evaluation Question 6
During the production of a media project, the document discusses several technologies used at different stages:
- Blogger and search engines were used in pre-production for research, planning scripts, and creating logos in Photoshop.
- A Panasonic HD camera and voice recorder were used in production to capture high quality audio and video. Adobe Premier Pro edited the film.
- YouTube uploaded the finished film, and Microsoft Word and PowerPoint documented the filmmaking process.
Question 6
The document discusses technologies used in creating a two minute film opening. A Panasonic camcorder, tripod, gorilla pod, and flip camera were used to film footage. A tripod was essential for stable shots, like one where the camera was in a river. IMovie software allowed editing clips together on a timeline with options like audio and lighting adjustments. Google images provided inspiration for locations, characters, and plots. A blog on Blogger documented research and preparation. A handheld microphone was used to rerecord dialogue of better audio quality than original clips, through a technique called Foley.
Media Studies A Level: What Do you feel you have learnt in the progression fr...
Media Studies A Level: What Do you feel you have learnt in the progression fr...rquinnhacamediastudies
The document discusses the improvements made in planning and production between a preliminary task and full product film. For the full product, the author's group conducted more extensive research on film genres and characters to influence their horror film. They created storyboards and analyzed other horror films to establish conventions. Camerawork was also improved through the use of close-up shots and establishing character locations first. Editing quality improved through using features in iMovie and Final Cut Pro to enhance effects and add fitting music.Question4
The student used various new media technologies throughout the research, planning, and production stages of creating a film, poster, and viral advertisement. During research, the student used YouTube to analyze existing products and SlideShare to share research findings. Blogger was used to document research. Planning utilized Google Docs, Google Forms, and Google Maps. Production was aided by cameras, tripods, zoom recorders, Final Cut Express, GarageBand, and Photoshop. These technologies helped improve the quality and professionalism of the finished media products.
Evaluation Question Six
George learned about various technologies used during the filmmaking process. He created a Blogger profile to organize and document the group's work. He researched crime and comedy films using Google to inform the writing of their film. During production, the group used a Panasonic HD camera for high quality video and a voice recorder for clear audio. They edited the film using Adobe Premiere Pro, which allowed for easy editing and smooth transitions. After filming, they uploaded the video to YouTube and used PowerPoint, Word, and their blog on SlideShare to document and describe the filmmaking process.
Q7) looking back at your prelim task
The document discusses the progression of the author's skills in using Adobe Premiere from initial tasks to their final film opening project. Their first task involved adding video effects to an animal dancing video. Subsequent tasks included editing film sequences to match timings and filming original content. For their preliminary task, they learned to vary transition lengths. The author notes that planning is most important, as for their final project they conducted research to select an audience and ensure their film met content criteria.
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Evaluation Question 7
In their preliminary exercise, the group filmed a simple conversation between two people seated at a table using shot-reverse shot techniques and the 180-degree rule. Their full film was more technically complex, incorporating close-ups, match cuts, eye line matches, and non-diegetic music. Going from the preliminary to the full film, the group massively improved their filming and editing skills, taking more risks with techniques for their film and including freeze frames and dissolves for better scene transitions.
Evaluation Question Seven
George Johnson reflects on the progression from the preliminary task to the final product. The preliminary exercise showcased basic elements like match-on-action and the 180-degree rule. For the final feature, more elaborate edits were achieved, like attaching two scenes in an unbroken transition. The finished film "Do Not Pass Go" is a vast improvement with more complex transitions, appropriate camera angles, non-diegetic sound, and a better storyline, demonstrating the group's development of filmmaking skills.
Evaluation Question 6
During the production of a media project, the document discusses several technologies used at different stages:
- Blogger and search engines were used in pre-production for research, planning scripts, and creating logos in Photoshop.
- A Panasonic HD camera and voice recorder were used in production to capture high quality audio and video. Adobe Premier Pro edited the film.
- YouTube uploaded the finished film, and Microsoft Word and PowerPoint documented the filmmaking process.
Question 6
The document discusses technologies used in creating a two minute film opening. A Panasonic camcorder, tripod, gorilla pod, and flip camera were used to film footage. A tripod was essential for stable shots, like one where the camera was in a river. IMovie software allowed editing clips together on a timeline with options like audio and lighting adjustments. Google images provided inspiration for locations, characters, and plots. A blog on Blogger documented research and preparation. A handheld microphone was used to rerecord dialogue of better audio quality than original clips, through a technique called Foley.
Media Studies A Level: What Do you feel you have learnt in the progression fr...
Media Studies A Level: What Do you feel you have learnt in the progression fr...rquinnhacamediastudies
The document discusses the improvements made in planning and production between a preliminary task and full product film. For the full product, the author's group conducted more extensive research on film genres and characters to influence their horror film. They created storyboards and analyzed other horror films to establish conventions. Camerawork was also improved through the use of close-up shots and establishing character locations first. Editing quality improved through using features in iMovie and Final Cut Pro to enhance effects and add fitting music.Question4
The student used various new media technologies throughout the research, planning, and production stages of creating a film, poster, and viral advertisement. During research, the student used YouTube to analyze existing products and SlideShare to share research findings. Blogger was used to document research. Planning utilized Google Docs, Google Forms, and Google Maps. Production was aided by cameras, tripods, zoom recorders, Final Cut Express, GarageBand, and Photoshop. These technologies helped improve the quality and professionalism of the finished media products.
Evaluation Question Six
George learned about various technologies used during the filmmaking process. He created a Blogger profile to organize and document the group's work. He researched crime and comedy films using Google to inform the writing of their film. During production, the group used a Panasonic HD camera for high quality video and a voice recorder for clear audio. They edited the film using Adobe Premiere Pro, which allowed for easy editing and smooth transitions. After filming, they uploaded the video to YouTube and used PowerPoint, Word, and their blog on SlideShare to document and describe the filmmaking process.
Q7) looking back at your prelim task
The document discusses the progression of the author's skills in using Adobe Premiere from initial tasks to their final film opening project. Their first task involved adding video effects to an animal dancing video. Subsequent tasks included editing film sequences to match timings and filming original content. For their preliminary task, they learned to vary transition lengths. The author notes that planning is most important, as for their final project they conducted research to select an audience and ensure their film met content criteria.
Q2- Areas of success
The group worked effectively at each stage of producing their film "Finding Toby". In the planning stage, they created a clear plan and storyboard. They managed their time well, scheduling filming and editing sessions. As a group, they collaborated well and helped each other learn new skills in filming techniques, editing software, and improving the overall quality of the film. Their varied shots and use of effects during editing made the finished film an overall success.
Evaluation question 7
The document discusses the key lessons learned from the preliminary task to the full product. For the preliminary task, there was little planning which resulted in issues like not enough camera angles and shaky footage. However, for the full product extensive planning was done around booking equipment, scheduling filming dates, and writing scripts. This improved the quality of filming which now used a professional HD camera on a tripod rather than a handheld camera. Editing also improved significantly by using Final Cut Pro instead of iMovie, allowing for more advanced editing techniques and options.
Evaluation question 7
The document discusses the key lessons learned from the preliminary task to the full product. For the preliminary task, there was little planning which resulted in issues like not enough camera angles and shaky footage. However, for the full product extensive planning was done around booking equipment, scheduling filming dates, and writing scripts. This improved the quality of filming. Other improvements included using a higher quality HD camera and microphone rather than a handheld camera. For editing, using Final Cut Pro instead of iMovie provided more advanced editing tools that enhanced the overall film.
Evaluation - Question 7
In our preliminary task, we learned the importance of planning, as thorough planning allowed us to include a variety of shots and improve the quality and professionalism of our work. We also improved on avoiding mistakes during filming and ensuring proper timing of shots. For our main task, we used a more experienced actress and further developed the setting to make it more relatable. Overall, we learned from our mistakes and were able to create a higher quality final piece through more planning and attention to detail.
Evaluation question 6
Planning involved researching psychological thrillers using Wikipedia and YouTube to understand characteristics of the genre that could influence their own film's storyline and production. In pre-production, the group used Celtex and StoryboardThat software to write their script and plan shots, which helped visualize the film and bring researched elements to life. During production, a handheld Panasonic camera was best for point-of-view shots but made filming scenes with the whole group difficult. Adobe Premier Pro was intimidating at first but allowed adding effects to achieve a scary tone.
Analysis of preliminary task
1) The document analyzes the pre-production, production, and post-production stages of a preliminary film task.
2) During pre-production, planning the script was difficult but specifying needed aspects like character movements helped.
3) Production went smoothly with few retakes needed, though handheld camera work lacked stability and characters improvised lines.
4) Post-production editing was easy since the editor knew their vision, but precise timing of clips and uploading issues prolonged the process.
Evaluation question 7
The document discusses the improvements made from the preliminary task to the final thriller task. It notes that continuity editing, continuity, sound quality, shot quality, and image quality all improved. Specifically, it mentions the inclusion of match on action, eyeline match and 180 degree rule in the preliminary task. It also notes better maintained settings, costumes, props and actors in the thriller. Sound quality improved by removing background noise. Shot quality benefited from a steadier camcorder and tripod. Image quality was helped by better lighting conditions in the thriller locations.
Media, Problems which have occurred!
One issue Grace and I had over the summer was that our footage lacked a narrative structure as it was filmed in an unusual environment. The weather also posed challenges as some planned footage couldn't be filmed when it was raining or dark. Additionally, footage filmed in large crowds was of lower quality due to movement making it difficult to capture stable shots.
Construction
Aaron Gomez was involved in the hardware production aspects of constructing the trailer, film poster, and magazine cover. For the trailer, he ensured proper lighting and use of lighting gels. For the poster and cover, he helped set up backgrounds and lighting to achieve red and blue tones. He also edited scenes and titles for the trailer, and created photo shop credit blocks for the poster.
Evaluation Q7
The document summarizes what the group learned between their preliminary task and full 2-minute film opening. They filmed a continuity exercise demonstrating shot/reverse shot and the 180-degree rule. For the opening, they applied skills in cinematography, editing, and following filmmaking rules learned. They improved lighting, stabilized camera shots, and expanded editing skills like color correction and effects. Overall, the group progressed significantly from the initial task by applying lessons to film more advanced shots and create a polished 2-minute opening.
Q2 Areas of success
The group worked well together, with clear communication about filming and editing schedules. Their acting and angles during filming exceeded expectations. While initially indecisive in planning, they agreed on an idea and carefully planned each scene. With a tight deadline, one member's editing skills helped complete the film on time. The finished video uploaded to YouTube and the group is proud of their accomplished work.
Job roles - UPDATE
The document outlines various job roles for a short film project. Lauren took on the roles of director and cameraperson since she is responsible and had a creative vision for the film as well as experience operating the camera. Stevie also served as director and handled location/set design since it was her apartment being used, as well as catering to keep the talent fed. Niamh also filled the director role given her contributions to the film ideas, and was a cameraperson due to her experience with that camera.
Evaluation zoe
Planning was helpful for the production stage by creating a production proposal, mind map, and shot list. The planning documents outlined the film's genre, ideas, and achievable scenes to film. During production, tasks were split equally between planning, filming, and editing. The individual brought different skills, with one more comfortable acting and the other knowledgeable about composition. Technical elements like camera shots, sound, editing, mise en scene, and location were effectively used but could be improved with more time. Key skills to improve for A2 productions include developing editing skills and knowledge of the Adobe Premier Elements software.
Critical evaluation q4
The student used new media technologies extensively in creating their film. Research was conducted online using websites like the BBFC and IMDB to plan genres and classification. A blog was created to document the filmmaking process. Advanced equipment like a high quality camera and tripod were used to film. Audio was recorded separately with a zoom recorder for flexibility. Photoshop and a DSLR were used to design a professional film poster. Final Cut Express was the primary editing software to construct the film, applying effects and layering audio. The technologies were vital to the planning, production, and promotion of the film.
Evaluation #6
The document discusses what the author has learned about various filmmaking techniques from their preliminary project to their full film product. They learned to use shots more intentionally and explain their meaning. They gained experience with editing software like iMovie and After Effects. They learned the importance of camera movement rules, risk assessments, narrative structure, and continuity in filmmaking. Completing the preliminary project helped them improve in applying these concepts for their larger final film.
Student Film Permission
1. Universal Film & TV Licensing is granting Gabriel Kelly permission to use the Tame Impala track "Why Won't They Talk To Me?" free of charge for a student educational project in the UK.
2. The permission is limited to non-theatrical use on college premises for students, parents, tutors and examiners.
3. Kelly must have purchased the track through normal retail channels and only use the copy for the described project without further permission.
Jimi Hendrix Digipak Analysis
The Jimi Hendrix 'Are You Experienced' digipak uses psychedelic design elements and bold colors to represent the album's genre. On the front panel, a distorted fish-eye lens image of Hendrix fits the trippy psychedelic style. Bold yellow and purple colors are used to create a happy, chilled vibe. The back panel switches to black and white for a more serious, dramatic feel. Hendrix is positioned centrally on the images to connect him to the album title. Overall, the disjointed and retro design across the panels aims to immerse the audience in the psychedelic experience of Hendrix's music and target fans of that genre.
Shooting schedule
The document contains a shooting schedule listing various shots needed for a film project on specific dates in November and December. It provides descriptions of over 50 shots ranging from close-ups to wide shots of a girl running, sitting at a desk, interacting with others, and opening a chest. Each shot lists the location, what will be captured, and which actors and crew are needed to film it.
Construction of mise en-scene
The document discusses plans for constructing the mise-en-scene for a music video to depict isolation and a psychedelic aesthetic. Several locations were chosen and modified to illustrate themes and focus attention on the main character. Specific lighting, props, and extras were used to transform settings like a desk area and dark room into scenes that establish the desired mood and genre without lyrics. Planning focused on careful framing, natural lighting, and post-production color correction to create a dream-like and eye-catching mise-en-scene.
Intertextuality
Intertextuality refers to how one creative work is influenced by or references another work through similar styles, characters, or elements. This creates a sense of familiarity for audiences by linking the new work to the existing one. Examples given include Robbie Williams' music video for "You Know Me" referencing Alice in Wonderland through costumes and visuals, and Madonna's "Material Girl" video mimicking the style and clothing from the film Gentlemen Prefer Blondes. The document also states that the creators of an upcoming project will take inspiration from the dream-like music videos of Tame Impala, clever transitions of Childish Gambino and Miike Snow videos, animation in Harry Potter, and use of a
Laura mulvey
Women are often portrayed in one of two ways in music videos: the virgin or the whore. The virgin is innocent and not associated with men, while the whore is highly sexualized through clothing, poses, and camera angles. Examples given are The Neighbourhood's "Afraid" depicting a crying woman, and Robin Thicke's "Blurred Lines" showing women as objects for the male gaze. Traditional gender roles present women as passive objects that advance the male narrative. However, artists like Taylor Swift and Kesha have seen success challenging these traditions by giving women more active roles.
Intertextual referencing
Intertextuality refers to relationships between texts, where one text makes references to other texts through allusions or direct citations. Julia Kristeva coined the term to describe how an audience's understanding of a text is influenced by codes from other texts. There are three types of intertextual references: obligatory, optional, and accidental. Genres often contain intertextual references through conventions that reference prior works in that genre. Music videos frequently use intertextuality, making references through settings, costumes, and homages to other works, such as Goldfish's references to nerd culture, Madonna's homage to Marilyn Monroe, and Iggy Azalea's recreation of the film "Clueless".
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Q2- Areas of success
The group worked effectively at each stage of producing their film "Finding Toby". In the planning stage, they created a clear plan and storyboard. They managed their time well, scheduling filming and editing sessions. As a group, they collaborated well and helped each other learn new skills in filming techniques, editing software, and improving the overall quality of the film. Their varied shots and use of effects during editing made the finished film an overall success.
Evaluation question 7
The document discusses the key lessons learned from the preliminary task to the full product. For the preliminary task, there was little planning which resulted in issues like not enough camera angles and shaky footage. However, for the full product extensive planning was done around booking equipment, scheduling filming dates, and writing scripts. This improved the quality of filming which now used a professional HD camera on a tripod rather than a handheld camera. Editing also improved significantly by using Final Cut Pro instead of iMovie, allowing for more advanced editing techniques and options.
Evaluation question 7
The document discusses the key lessons learned from the preliminary task to the full product. For the preliminary task, there was little planning which resulted in issues like not enough camera angles and shaky footage. However, for the full product extensive planning was done around booking equipment, scheduling filming dates, and writing scripts. This improved the quality of filming. Other improvements included using a higher quality HD camera and microphone rather than a handheld camera. For editing, using Final Cut Pro instead of iMovie provided more advanced editing tools that enhanced the overall film.
Evaluation - Question 7
In our preliminary task, we learned the importance of planning, as thorough planning allowed us to include a variety of shots and improve the quality and professionalism of our work. We also improved on avoiding mistakes during filming and ensuring proper timing of shots. For our main task, we used a more experienced actress and further developed the setting to make it more relatable. Overall, we learned from our mistakes and were able to create a higher quality final piece through more planning and attention to detail.
Evaluation question 6
Planning involved researching psychological thrillers using Wikipedia and YouTube to understand characteristics of the genre that could influence their own film's storyline and production. In pre-production, the group used Celtex and StoryboardThat software to write their script and plan shots, which helped visualize the film and bring researched elements to life. During production, a handheld Panasonic camera was best for point-of-view shots but made filming scenes with the whole group difficult. Adobe Premier Pro was intimidating at first but allowed adding effects to achieve a scary tone.
Analysis of preliminary task
1) The document analyzes the pre-production, production, and post-production stages of a preliminary film task.
2) During pre-production, planning the script was difficult but specifying needed aspects like character movements helped.
3) Production went smoothly with few retakes needed, though handheld camera work lacked stability and characters improvised lines.
4) Post-production editing was easy since the editor knew their vision, but precise timing of clips and uploading issues prolonged the process.
Evaluation question 7
The document discusses the improvements made from the preliminary task to the final thriller task. It notes that continuity editing, continuity, sound quality, shot quality, and image quality all improved. Specifically, it mentions the inclusion of match on action, eyeline match and 180 degree rule in the preliminary task. It also notes better maintained settings, costumes, props and actors in the thriller. Sound quality improved by removing background noise. Shot quality benefited from a steadier camcorder and tripod. Image quality was helped by better lighting conditions in the thriller locations.
Media, Problems which have occurred!
One issue Grace and I had over the summer was that our footage lacked a narrative structure as it was filmed in an unusual environment. The weather also posed challenges as some planned footage couldn't be filmed when it was raining or dark. Additionally, footage filmed in large crowds was of lower quality due to movement making it difficult to capture stable shots.
Construction
Aaron Gomez was involved in the hardware production aspects of constructing the trailer, film poster, and magazine cover. For the trailer, he ensured proper lighting and use of lighting gels. For the poster and cover, he helped set up backgrounds and lighting to achieve red and blue tones. He also edited scenes and titles for the trailer, and created photo shop credit blocks for the poster.
Evaluation Q7
The document summarizes what the group learned between their preliminary task and full 2-minute film opening. They filmed a continuity exercise demonstrating shot/reverse shot and the 180-degree rule. For the opening, they applied skills in cinematography, editing, and following filmmaking rules learned. They improved lighting, stabilized camera shots, and expanded editing skills like color correction and effects. Overall, the group progressed significantly from the initial task by applying lessons to film more advanced shots and create a polished 2-minute opening.
Q2 Areas of success
The group worked well together, with clear communication about filming and editing schedules. Their acting and angles during filming exceeded expectations. While initially indecisive in planning, they agreed on an idea and carefully planned each scene. With a tight deadline, one member's editing skills helped complete the film on time. The finished video uploaded to YouTube and the group is proud of their accomplished work.
Job roles - UPDATE
The document outlines various job roles for a short film project. Lauren took on the roles of director and cameraperson since she is responsible and had a creative vision for the film as well as experience operating the camera. Stevie also served as director and handled location/set design since it was her apartment being used, as well as catering to keep the talent fed. Niamh also filled the director role given her contributions to the film ideas, and was a cameraperson due to her experience with that camera.
Evaluation zoe
Planning was helpful for the production stage by creating a production proposal, mind map, and shot list. The planning documents outlined the film's genre, ideas, and achievable scenes to film. During production, tasks were split equally between planning, filming, and editing. The individual brought different skills, with one more comfortable acting and the other knowledgeable about composition. Technical elements like camera shots, sound, editing, mise en scene, and location were effectively used but could be improved with more time. Key skills to improve for A2 productions include developing editing skills and knowledge of the Adobe Premier Elements software.
Critical evaluation q4
The student used new media technologies extensively in creating their film. Research was conducted online using websites like the BBFC and IMDB to plan genres and classification. A blog was created to document the filmmaking process. Advanced equipment like a high quality camera and tripod were used to film. Audio was recorded separately with a zoom recorder for flexibility. Photoshop and a DSLR were used to design a professional film poster. Final Cut Express was the primary editing software to construct the film, applying effects and layering audio. The technologies were vital to the planning, production, and promotion of the film.
Evaluation #6
The document discusses what the author has learned about various filmmaking techniques from their preliminary project to their full film product. They learned to use shots more intentionally and explain their meaning. They gained experience with editing software like iMovie and After Effects. They learned the importance of camera movement rules, risk assessments, narrative structure, and continuity in filmmaking. Completing the preliminary project helped them improve in applying these concepts for their larger final film.
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Student Film Permission
1. Universal Film & TV Licensing is granting Gabriel Kelly permission to use the Tame Impala track "Why Won't They Talk To Me?" free of charge for a student educational project in the UK.
2. The permission is limited to non-theatrical use on college premises for students, parents, tutors and examiners.
3. Kelly must have purchased the track through normal retail channels and only use the copy for the described project without further permission.
Jimi Hendrix Digipak Analysis
The Jimi Hendrix 'Are You Experienced' digipak uses psychedelic design elements and bold colors to represent the album's genre. On the front panel, a distorted fish-eye lens image of Hendrix fits the trippy psychedelic style. Bold yellow and purple colors are used to create a happy, chilled vibe. The back panel switches to black and white for a more serious, dramatic feel. Hendrix is positioned centrally on the images to connect him to the album title. Overall, the disjointed and retro design across the panels aims to immerse the audience in the psychedelic experience of Hendrix's music and target fans of that genre.
Shooting schedule
The document contains a shooting schedule listing various shots needed for a film project on specific dates in November and December. It provides descriptions of over 50 shots ranging from close-ups to wide shots of a girl running, sitting at a desk, interacting with others, and opening a chest. Each shot lists the location, what will be captured, and which actors and crew are needed to film it.
Construction of mise en-scene
The document discusses plans for constructing the mise-en-scene for a music video to depict isolation and a psychedelic aesthetic. Several locations were chosen and modified to illustrate themes and focus attention on the main character. Specific lighting, props, and extras were used to transform settings like a desk area and dark room into scenes that establish the desired mood and genre without lyrics. Planning focused on careful framing, natural lighting, and post-production color correction to create a dream-like and eye-catching mise-en-scene.
Intertextuality
Intertextuality refers to how one creative work is influenced by or references another work through similar styles, characters, or elements. This creates a sense of familiarity for audiences by linking the new work to the existing one. Examples given include Robbie Williams' music video for "You Know Me" referencing Alice in Wonderland through costumes and visuals, and Madonna's "Material Girl" video mimicking the style and clothing from the film Gentlemen Prefer Blondes. The document also states that the creators of an upcoming project will take inspiration from the dream-like music videos of Tame Impala, clever transitions of Childish Gambino and Miike Snow videos, animation in Harry Potter, and use of a
Laura mulvey
Women are often portrayed in one of two ways in music videos: the virgin or the whore. The virgin is innocent and not associated with men, while the whore is highly sexualized through clothing, poses, and camera angles. Examples given are The Neighbourhood's "Afraid" depicting a crying woman, and Robin Thicke's "Blurred Lines" showing women as objects for the male gaze. Traditional gender roles present women as passive objects that advance the male narrative. However, artists like Taylor Swift and Kesha have seen success challenging these traditions by giving women more active roles.
Intertextual referencing
Intertextuality refers to relationships between texts, where one text makes references to other texts through allusions or direct citations. Julia Kristeva coined the term to describe how an audience's understanding of a text is influenced by codes from other texts. There are three types of intertextual references: obligatory, optional, and accidental. Genres often contain intertextual references through conventions that reference prior works in that genre. Music videos frequently use intertextuality, making references through settings, costumes, and homages to other works, such as Goldfish's references to nerd culture, Madonna's homage to Marilyn Monroe, and Iggy Azalea's recreation of the film "Clueless".
Music video
This document provides direction for filming scenes for a music video. It includes timing, camera shots, locations, and actions for various scenes. The overall story appears to be about a girl who feels isolated while wearing headphones and listening to music. She runs through various outdoor locations, has flashbacks to past events, and works on a map trying to make connections. She eventually opens an old chest and has a reaction, implying she found something significant. The document provides highly detailed instructions and timing for capturing these story elements through filmed shots and camera movements.
Shooting schedule
This is the shooting schedule to keep the group on time to get all shots finished for our media main task.
Evaluation Question 1 response
The document discusses conventions in music videos and how the student's music video project conforms to these conventions to create an effective psychedelic genre video. Specifically:
1) The video includes establishing shots, cuts on the beat of the music, and a dream-like animated sequence to show the protagonist losing control, conforming to common music video techniques.
2) Color schemes and props are used symbolically, with brighter colors representing acceptance and darker colors isolation.
3) Additional materials like the digipak and magazine ads continue the themes, use consistent colors and fonts, and feature the map to intrigue audiences and market the project like a real band.
Audience survey
The survey results showed that while age had little correlation to music taste, Tame Impala and Twenty One Pilots were commonly cited as favorite artists. The majority preferred a female protagonist. Most people only watch music videos a few times a month but would be likely to view an official Tame Impala video. Friends' suggestions were the most common way people discover new videos. Respondents felt a good narrative and creative story were important, with forest and urban settings being most popular suggested locations. Feedback on the plot ideas was mostly positive.
Question 7 transcript
1. The document discusses how a film production group improved their skills and filmmaking techniques between a preliminary task and main task focused on a romantic comedy genre.
2. They conducted research to understand their target audience and genre conventions. They introduced the main characters at the beginning and incorporated a variety of shots and angles to enhance the story.
3. Editing and post-production skills improved, allowing for smoother transitions between scenes. Shots were reduced to 1-2 seconds to create suspense. Location choices and sound editing also helped make the film more realistic and coherent.
Question 6 PowerPoint Script
The document discusses the tools and skills used to create a film title sequence. It describes using a GoPro Hero4 camera to film footage at 120 fps, learning to control camera settings, and connecting it to a phone via Bluetooth for live monitoring. Adobe Premiere Pro was used extensively for editing, while After Effects created a rain effect for the title. Some difficulties included slow Bluetooth connection and an unsteady tripod, but various skills were developed in using software and hardware for video production.
Evaluation Question 4 - Gabriel Kelly AS Media
The document discusses the results of an audience survey conducted to inform a media project targeted at ages 16-24. The survey found that over half had seen an independent film and 85% a comedy. Action and comedy were most popular. Respondents preferred an immediately engaging title sequence over one establishing context. These results confirmed the target age group was correctly chosen and informed the project's comedic and visual style.
Story board
This is the story board for our media main task music video, for Tame Impala's song "Why Won't They Talk to Me?".
Evaluation Question 6 - Gabriel Kelly AS Media
The document discusses technologies used to create a film, including a GoPro Hero 4 Silver for 120fps slow motion video recording, the GoPro app for camera control, and Adobe programs like Premier Pro for video editing, After Effects for rain effects, and Photoshop. Flash was used to create and color a logo. A Hama Star 61 slider and tripod were used for filming. YouTube and Tumblr were referenced websites. Overall the document indicates the creator gained experience using various video and design software and equipment for their film project.
Main Task Shot List
This document contains a list of 16 shots for a video with descriptions and durations. The shots include various outdoor activities like tripping on a rope, getting hit with a frisbee, chasing objects in the wind, an exploding marshmallow, surprise piggy backs, chucking muddy clothes into a suitcase, crashing into a table while getting a kite, a beer exploding while sitting in a camping chair, and failing to light a fire then smashing it with a stick. The majority of the shots are either wide shots or medium shots and range from 5 to 7 seconds in duration.
Todorov’s narrative theory
Todorov's narrative theory proposes that stories follow 5 stages: a initial state of equilibrium, a disruption to that order, recognizing the disruption, attempting to repair the damage, and achieving a new state of equilibrium. This common narrative structure of an introduction, conflict, and resolution is seen throughout many films and is easily recognizable.
Camera shots and angles for a horror and thriller film
This document discusses various camera shot techniques used in horror and thriller films to build suspense and tension. It describes how high angle shots make characters seem powerless, while close-ups show emotion and detail. Tracking shots establish movement and build suspense as the audience doesn't know what will be shown next. Tilt shots can simplify supernatural elements or portray the camera as a victim. Low angle shots emphasize how intimidating villains are, while point-of-view shots make the audience feel emotionally invested. Zooming and shots involving mirrors and reflections also heighten tension.
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1. The document provides a shot list and shooting schedule for scenes 4-7 of a film called "Button Basher" directed by Gabriel Kelly. It includes 29 camera shots describing the actions of a man in a kitchen as he searches desperately for a button and grows increasingly frustrated when he cannot find it.
2. In scene 4, the man destroys a sandwich and throws a clock in anger after being unable to locate the button. In scene 5, he discovers another identical kitchen through a door.
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Button Basher Final
The document is a short story that follows a man who lives in a sparse apartment. His daily routine involves waking up, eating a sandwich, and obsessively pressing a red button that appears on surfaces around the room. As the button leads him on an escalating chase, pressing it starts to take a psychological toll. He eventually finds an identical apartment through a door, realizing there may be no escape from the button's control.
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The document is a short story about a man who is obsessed with pressing a red button that appears on surfaces throughout his sparse living area. Each time he presses the button, it rewards him with a satisfying ding but then moves to a new location. The man spends his day frantically searching for and pressing the button. It leads him to feel increasing frustration, pain and despair as the button becomes harder to find and press. At the end, he discovers an identical living area next door with another person obsessively pressing a button, causing the man to question his reality.
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The document describes a man's daily routine of pressing a mysterious red button that appears in different locations around his sparse living space. Each day, the button gets more challenging to press, appearing in harder-to-reach spots. The man enjoys the game but gets increasingly frustrated as his efforts to press the button are thwarted. Finally, the button leads the man to a closet where he discovers an old Bop-It toy, bringing him joy.
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This is the second draft of my Sidney Sower script, after I received peer and tutor feedback on my first draft.
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Sidney is a 16-year-old student who has put off doing his math homework until the morning it's due. His mother hurries him to finish as she is running late. Sidney texts his friend Ricky asking to come over but sees Ricky has already messaged that he's waiting at the front door. When Sidney opens the door, his friend Ricky is soaked from the rain but offers to help Sidney with the math homework so they can make beats together instead.
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The combination of the main product and ancillary texts is effective in establishing Tame Impala's brand. The logo, designs, and themes are consistently carried over from the music video to the digipak, magazine poster, and other products. This consistency creates a recognizable style that builds loyalty among fans. In addition, references to the band's psychedelic rock genre and motifs from the music video help link all the materials to the music. The enigmatic elements of the designs further engage fans and encourage repeated engagement with the band's releases and promotions.
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Crew List
- 1. Crew List Name Position Production Gabriel Kelly Co-producer, co-director, production manager, casting director, co-director of photography, camera operator, propmaker Molly York Co-producer, co-director, location manager, script supervisor, co-director of photography, gaffer Post-Production Gabriel Kelly Assistant film editor, animator, visual effects producer Molly York Head film editor