The document outlines a group project in which four individuals collaborated to create a two-minute opening sequence for a feature film titled 'Eat,' focusing on a young girl's struggle with anorexia. Each member contributed different skills, such as acting, editing, directing, and writing, and the group discussed the film's social relevance, target audience, and production techniques, including camera work and sound editing. The final product aimed to address themes of social realism and was structured to emotionally engage mid-aged teenagers and their parents.

1. Foundation Portfolio Evaluation Thomas Connick, Arran Wilcox, Chloe Fowler and Rosanna Ling

2. Introduction We have been set the task of creating a two minute opening sequence to a feature film.

3. Initial story ideas Hide – Thriller/Spy movie about double crossing secret agents. People Watching – Drama about a teenage boy’s infatuation with a famous role model. EAT. – Social Realism about a young girl’s struggle with anorexia. School Life – Drama/Social Realism about a boy’s struggle to cope with modern school life.

4. Final chosen story: EAT. We decide to choose the story EAT. because: It was the most realistic and socially relevant story to create It was the simplest story to recreate, and yet still had a powerful narrative. It created opportunities for using varied and interesting shots when filming.

5. Our Roles Within The Group Thomas Connick: Actor, Co-Editor and Sound Designer Arran Wilcox: Editor Chloe Fowler: Director, Camera Operator Rosanna Ling: Actress

6. Thomas Connick I found the filming to be an interesting and educational experience. During filming, I: Acted as a main character, which was not the role I initially wanted, but I feel I worked effectively and to the best of my ability. Suggested edits to the script, and allowed my house to be used as the setting for our picture. As well as this, I edited the film with Arran. During this, my participation included; Finding a suitable piece of music to be played over the top of the production. I eventually chose “Terms” by Radio Ballet, as I felt it represented our piece well, and was a very emotional piece. Cutting the shots together with Arran to create an interesting opening for a feature film, and cutting the aforementioned music together in order to fit within the time frame.

7. Arran Wilcox My role within the group was to edit our opening sequence. Working with Tom, we created a good strong opening sequence. Using various different editing techniques such as “quick-cuts” and creating a “montage” of different foods to show emotion and feeling in our characters.

8. Rosie Ling Within our group, my main role was to act, although this was not the role I particularly wanted, due to the lack of other roles within the group, this was the part I was left to play. I also filmed a section of the film, where Tom is featured in the bathroom. Along with Chloe, I wrote up the production meetings, as Tom and Arran edited the film.

9. Chloe Fowler Within the group I wrote the original story and screenplay for our groups production. I also filmed most of the storyline parts to the film, especially when Rosie and Tom were acting. When filming I directed the set. Alongside Rosie, I wrote up the production meetings.

10. In what ways does your media product use, develop or challenge forms and conventions of real media productions? Our production represents the same conventions as other media productions such as “Dead Man’s Shoes”, “Green Street” and “Billy Elliot”. They represent the same genre as ours, social realism.

11. How does your media production represent a particular social classes? Our media production represents the primary social class. Primary social class is within the family.

12. What kind of media institution might distribute your media product and why? Our media product would be distributed by “Independent Film”. They specialise in distributing films, which are low budget independent films from the UK.

13. Who would be the audience for your media product? Our target audience for our final piece, would be mid-aged teenagers who appeal to the storyline. also a wider audience we would appeal to parents who are in the middle divorce, and there children are finding it hard to cope with.

14. How did you attract/address your audience? By using a teenager actor, it makes our audience relate to our film. The subject matter in our film address an audience because it is mostly common in societies Using a male with a eating disorder was a contrast to the norm. Helping attracting males as well as females for our target audience. The soundtrack we used adds emotion to our film, which aids the storyline. The music is the type of music our target audience would listen to.

15. What have you learnt about technologies from the process of constructing this product? We used a semi-professional camera to shoot our sequence. We used adobe premier elements 3.0 to edit our film. We found that it was easy to use and we could get the task done.

16. Constructing our opening sequence. We began our opening sequence with the idea of “quick-cuts”. We gathered all our footage which was specific to food and we made four different montages to place within our opening sequence. we then added in various different clips of Tom preparing for his day. These were placed at different times between the montages. Adding the music into the production we cut the music so that when we had the fast quick clips of food the music would not play because it did not fit with the pace of the clips. We then added in credits which would slowly fade into the clips which were also slow paced as well.

17. Framing, Camera Positions, Camera Movements Most of the food shots, were filmed through the point of view of the sister character. Using a high angle gave dominance to Rosie’s character and that she gad the choice of what she eats, this was a contrast to Tom’s character who had problems with food. We experimented with a range of camera framing and shots, especially when Tom puts the apple in the bin, this took many shots to show range within our sequence and showed different meanings.

18. Lighting For our lighting, we ensured that the work was original and naturally lit, by filming the piece during the day, while it was sunny. This gave the piece a natural, “morning” feel.

19. Mise-en-scene The Mise-en-scene when filming, was based in Tom’s house. Setting most of the opening sequence in the kitchen, a family area, we were able to communicate with the audience which tells them the social group.

20. Editing and Continuity Editing We had to edit the music so that it would flow with the rolling film. We faded the mu8sic out when the fast montage of food appeared because we wanted the sound of the food to be the focus. The second scene we edited the sequence so that it looks like one whole flowing sequence.

21. Montages We made four different montages within our opening sequence. These different montages all consisted with various food products being prepared and made. Each montage should different emotions and made a feeling for the audience so they could understand Tom’s character.

22. Sound The production featured many diegetic noises, such as the food, which portrayed the feelings and emotions of the characters. The dialogue told us a bit of the background of the characters. As well as this, there was non-diegetic music, which added emotion and brought the production together.

23. Overall summary Overall, our opening sequence was professionally put together and completed within the time allowed. We had some disagreements how we could convey our narrative. But overall we worked well within our group creating a strong emotional opening sequence.