Evaluation
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The document discusses a group's psychological thriller film opening sequence that challenges genre conventions. Unlike typical thrillers that involve killers or kidnappings, the main character Hannah is bullied and tormented until she turns on her bullies. The opening uses various shots and flashbacks to introduce Hannah's situation without revealing too much of the plot. The social groups represented are teenagers, bullies, loners, and popular kids at school. The intended audience is 15+ due to minor violence and language.
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Evaluation
Our film uses conventions of the thriller genre, including establishing the vulnerability of the young female protagonist. However, it challenges expectations by keeping the antagonist's identity and gender uncertain. This blurring of genres was intended to introduce elements of horror and suspense.
We targeted our film towards young adults based on audience research. To promote it, we created fliers and used social media to raise awareness and intrigue about the upcoming screening.
Through making this film, we improved our skills in camerawork, editing with iMovie, and choosing appropriate locations to make the final product more polished and professional compared to our initial task.
Media Evaluation
The document discusses the process of creating a thriller opening sequence media project. It describes learning experiences at each stage including preliminary tasks, planning, filming, editing, receiving feedback, and addressing target audiences. Key lessons included practicing shot types, researching other thrillers, dealing with technical limitations, understanding how to effectively edit scenes together, and using feedback to improve the project. The social groups represented and technologies used are also analyzed.
Paranoia
The document discusses the production of a student thriller film opening. It describes design choices made to challenge thriller conventions, such as setting it in the suburbs rather than a forest. It discusses the representation of various social groups in the opening, including the main character and extras of different ages and abilities. It also covers the intended audience, potential distributors, and how editing and sound were used to attract audience attention and create an unsettling tone.
Burgess field’ evaluation
The document provides an evaluation of a media project titled "Burgess Field" created by Amy Madgwick. It discusses how the project used and developed conventions of horror films through techniques like handheld camera work and realistic filming locations. It also challenged conventions by revealing the killer earlier than typical. Feedback was gathered through an online survey, and changes were made based on responses, such as using a red font color. A variety of new media technologies were used at different stages of the project, including Picasa for photo editing, Adobe Photoshop for image creation, Blogger for research and evaluation, and iMovie for sound effects.
Charlie Potter - Evaluation
1) The document provides an analysis of a student media project that aims to challenge conventions of the thriller genre through the use of mysterious characters, suspenseful scenes and plot twists.
2) It represents typical social groups for the genre, with stereotypical portrayals of aggressive male and passive female characters.
3) A major Hollywood studio could potentially distribute the project, as thrillers are popular and similar previous films like Se7en and Silence of the Lambs found box office success.
Media evaluation complete 1.30 am!!
Through constructing their media piece, the student learned several important lessons. They learned that lighting, location scouting, and editing software skills are essential. They also learned to allow more time for certain steps like finding music. For future projects, the student would do more location test shoots, manage their time better with a schedule, and do additional research on film genres and conventions. Overall, the process helped the student improve their media production skills and identify mistakes to avoid in the future.
Media evaluation
The document discusses the evaluation of a title sequence created for a film noir thriller film called "Forever". It describes the creative choices made in developing the title sequence, including using a simple black and white style with faded text based on research of films like "Se7en". Music was incorporated using copyright-free piano music to set an intriguing tone. Shadows and low-key lighting were used to emulate the film noir style. Feedback from the target audience of 15+ was positive, saying the title sequence was engaging and made them want to watch the full film.
Hs eval
- The document is a student's analysis of their film title sequence, discussing elements like the title, setting, costumes, camerawork, editing, story, genre, character introductions, and special effects.
- It also includes sections on how the media product represents social groups, what type of media institution might distribute it, who the target audience is, and what the student has learned about technologies and the filmmaking process.
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Evaluation
Our film uses conventions of the thriller genre, including establishing the vulnerability of the young female protagonist. However, it challenges expectations by keeping the antagonist's identity and gender uncertain. This blurring of genres was intended to introduce elements of horror and suspense.
We targeted our film towards young adults based on audience research. To promote it, we created fliers and used social media to raise awareness and intrigue about the upcoming screening.
Through making this film, we improved our skills in camerawork, editing with iMovie, and choosing appropriate locations to make the final product more polished and professional compared to our initial task.
Media Evaluation
The document discusses the process of creating a thriller opening sequence media project. It describes learning experiences at each stage including preliminary tasks, planning, filming, editing, receiving feedback, and addressing target audiences. Key lessons included practicing shot types, researching other thrillers, dealing with technical limitations, understanding how to effectively edit scenes together, and using feedback to improve the project. The social groups represented and technologies used are also analyzed.
Paranoia
The document discusses the production of a student thriller film opening. It describes design choices made to challenge thriller conventions, such as setting it in the suburbs rather than a forest. It discusses the representation of various social groups in the opening, including the main character and extras of different ages and abilities. It also covers the intended audience, potential distributors, and how editing and sound were used to attract audience attention and create an unsettling tone.
Burgess field’ evaluation
The document provides an evaluation of a media project titled "Burgess Field" created by Amy Madgwick. It discusses how the project used and developed conventions of horror films through techniques like handheld camera work and realistic filming locations. It also challenged conventions by revealing the killer earlier than typical. Feedback was gathered through an online survey, and changes were made based on responses, such as using a red font color. A variety of new media technologies were used at different stages of the project, including Picasa for photo editing, Adobe Photoshop for image creation, Blogger for research and evaluation, and iMovie for sound effects.
Charlie Potter - Evaluation
1) The document provides an analysis of a student media project that aims to challenge conventions of the thriller genre through the use of mysterious characters, suspenseful scenes and plot twists.
2) It represents typical social groups for the genre, with stereotypical portrayals of aggressive male and passive female characters.
3) A major Hollywood studio could potentially distribute the project, as thrillers are popular and similar previous films like Se7en and Silence of the Lambs found box office success.
Media evaluation complete 1.30 am!!
Through constructing their media piece, the student learned several important lessons. They learned that lighting, location scouting, and editing software skills are essential. They also learned to allow more time for certain steps like finding music. For future projects, the student would do more location test shoots, manage their time better with a schedule, and do additional research on film genres and conventions. Overall, the process helped the student improve their media production skills and identify mistakes to avoid in the future.
Media evaluation
The document discusses the evaluation of a title sequence created for a film noir thriller film called "Forever". It describes the creative choices made in developing the title sequence, including using a simple black and white style with faded text based on research of films like "Se7en". Music was incorporated using copyright-free piano music to set an intriguing tone. Shadows and low-key lighting were used to emulate the film noir style. Feedback from the target audience of 15+ was positive, saying the title sequence was engaging and made them want to watch the full film.
Hs eval
- The document is a student's analysis of their film title sequence, discussing elements like the title, setting, costumes, camerawork, editing, story, genre, character introductions, and special effects.
- It also includes sections on how the media product represents social groups, what type of media institution might distribute it, who the target audience is, and what the student has learned about technologies and the filmmaking process.
Media Product Evaluation
The document provides an analysis of a student's media product which is a thriller film opening. It discusses how the opening challenges conventions of the genre by beginning with instant action rather than setting shots. It also notes that the first character introduced seems to be the antagonist, challenging the convention of introducing the protagonist first. The document discusses how the product represents males as both strong and weak. It proposes that the film would appeal to a 15-21 male audience and that production companies like Paramount Pictures or Hammer Film Productions might distribute it due to similarities to films they have previously distributed. The student reflects on having learned new camera, editing, and animation skills through constructing the product.
Evaluation!!
Jessica learned several lessons through constructing her media studies final piece. She learned about the importance of lighting, location scouting, managing time, and researching genre conventions. Some specific lessons included double checking camera settings between shots, practicing editing software, and allowing more time for all elements like finding music. Overall the process helped her gain skills for future media productions.
Evaluation ‘commitment’
This document summarizes a student's evaluation of their media product, which was an opening scene for a thriller/horror film. The student learned that planning, research, and storyboarding were important for a smooth production. They improved their filming and editing skills between their preliminary task and final product. Their opening incorporated conventions like a male killer and used camera angles to appeal to a target male audience. The student believes a major studio could distribute the film if expanded into a full feature.
Evaluation questions
The document discusses lessons learned from completing a preliminary media project and creating a full media product. It reflects on improving framing, planning the genre, and ensuring smooth transitions. It also addresses attracting the target young adult audience through relatable music, fashion, and technology. The response discusses sticking to thriller conventions like lack of dialogue but changing the protagonist to a teenager. It describes learning to use camera and editing software through practice and research. Representing social groups through characters with jobs/income and including diverse ethnic backgrounds is also mentioned.
Evaluation Q4
The student used various new media technologies throughout the different stages of creating their 5 minute film project. They set up a blog on Blogger for the group to collaborate and share work. IMDB and Celtx were used for research and scriptwriting. Photoshop was used to create graphics and Free Music websites provided legal music and sound effects. Equipment like a zoom recorder, camera on a tripod, and Premiere Pro for editing were also utilized. Lastly, audience feedback was gathered through a questionnaire video uploaded to YouTube to help evaluate the film.
Jade Parsley AS Media Evaluation
The document is a media evaluation submitted by Jade Parsley. It consists of 7 paragraphs summarizing how their media product used or challenged conventions of real media, represented social groups, might be distributed, targeted audiences, attracted audiences, technologies learned from the process, and progression from their preliminary task. The media product was influenced by the films Strangers on a Train and Sky Captain and the World of Tomorrow. It could be distributed as a 3 part thriller drama series on ITV targeting middle-aged audiences. The evaluation reflects on technical challenges encountered and skills developed in angles, effects, and setting since the preliminary task.
Question 1
Lunar Productions created a trailer, poster, and magazine for their horror film "Crow's Field". In the trailer, they used conventions like filters, titles, and musical score while challenging conventions like not including a voiceover. On the poster, they included the film title, credits, and a main image featuring contrasts and symbolism. Overall, Lunar Productions aimed to use conventions to attract audiences while also developing conventions like ambiguous release dates to maintain mystery.
Media evaluation
This document contains the responses to questions about a media evaluation project. It summarizes a thriller film created by the student that incorporates conventions of the psychological thriller genre, such as using settings and shots to build mystery and suspense. It represents main characters as young, white males of middle-class backgrounds and explores themes of paranoia. The student thinks the film would appeal to a male audience and would be suited to broadcast on Channel 4 due to its style. Through the project, the student learned new filming and editing skills and the importance of storyboarding.
Media evaluation
The document discusses a student's media production of a thriller film opening. It reflects on how the production used conventions from real thriller films in aspects like costumes, locations, and lighting. The student aimed to represent teenagers as the main social group. The most likely distribution method would be straight-to-DVD or television due to the low-budget nature of the production. The intended audience was identified as males aged 15-18 based on research of similar films' audiences. Through the production, the student learned about challenges of filming in low light, the importance of shot types and camera movements, and skills in editing software. Feedback on a rough cut helped fine tune the final product.
Evaluation
The document discusses the student's media product which is a psychological thriller film opening titled "Leyla". It uses conventions of the genre like flashbacks and an unfamiliar setting. It challenges expectations by being filmed in light scenes and having an unexpected female villain. The opening represents teenagers realistically and portrays the main character as vulnerable. New Line Cinema would be a suitable distributor. The target audience is teenagers who can relate to the main character. It aims to attract its target audience through its realistic portrayal of teenage life and an engaging storyline. The student has learned advanced filming and editing skills through making this product.
Lullaby Evaluation
- The document discusses Leanne James' evaluation of creating a promotion package for a British horror film, including a teaser trailer, film poster, and magazine front cover.
- Feedback was gathered from classmates on draft versions of the materials. Revisions were made based on this feedback, such as changing images, text positioning, and colors.
- By connecting elements like a doll across the different promotional materials, it helps tell the film's story and stick in the audience's mind. The materials are intended to complement each other in selling the film.
Evaluation
The document discusses the student's media product which is a film opening for a thriller. It uses conventions like flashbacks and dim lighting to set the tone. The main character is a male teenager to appeal to that age group. The film could be distributed by a major studio. Through filming and editing, the student learned about using cameras, shots, and iMovie to construct the product and felt they improved significantly from their preliminary task.
Lewis underwood’s as media evaluation
1. The document provides a self-evaluation of a student media project intended as the opening for a thriller film. The student reflects on how their project developed conventions of the thriller genre and represented social groups.
2. They chose to primarily represent teenagers and included props suggesting a teenage party to set the scene. The main character is a white female meant to relate to the target audience.
3. They analyze that a small British film company or TV movie producer like ITV might distribute their project, as the plot and style seems suited for television.
Question 7
The document discusses what the author learned from their preliminary task to their full film production. They learned important lessons about effective communication within their group through using messaging to coordinate better. They also learned to improve casting, research, planning, use of social media, mise-en-scene, and editing skills. Specifically for editing, they learned techniques like using black and white for flashbacks and improving sound design. Overall, experiencing challenges in their preliminary task helped them identify areas for improvement and apply those lessons to create a stronger final film.
Evaluation pdf
The document summarizes the student's horror film project. It discusses how the film follows horror film conventions through its establishing shot, lighthearted scene, and scary climax. It also notes that the main characters are a normal young couple, representing typical horror film protagonists. The document then evaluates how the film represents social groups through the female victim, technologies used in filming and editing, and the student's contributions in planning, casting, and scriptwriting.
Last three questions
The student learned a lot about filmmaking techniques from their preliminary task to the full product. They received useful feedback on their preliminary task that helped them focus on important elements like camera angles and shot timing for the full product. They also learned skills like achieving match-on-action and not breaking the 180 degree rule. While the preliminary task was less professional, it helped them understand what was needed for a good grade and to plan the full product more effectively.
Media evaluation
The document summarizes the opening sequence of a student horror film project. It discusses challenges to horror film conventions through an immediately tense opening. Lighting and camera techniques were used to build suspense without revealing the killer. Youth characters were chosen to avoid assumptions and generate more mystery until the ending. Learning experiences included improving camerawork, editing, and using free online resources to add sound effects and titles.
Media presentation evaluation
The student group created an opening sequence for their horror film called "Abomination". They were inspired by the film "Hitcher" and used conventions of the horror genre like mysterious locations, dark costumes, and a sense of innocence in the young female character. The group filmed with a video camera and edited in Final Cut Pro, adding effects like color correction and freeze frames. Their goal was to intrigue the audience with an unconventional style that differed from other openings and left viewers wanting more.
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Media Product Evaluation
The document provides an analysis of a student's media product which is a thriller film opening. It discusses how the opening challenges conventions of the genre by beginning with instant action rather than setting shots. It also notes that the first character introduced seems to be the antagonist, challenging the convention of introducing the protagonist first. The document discusses how the product represents males as both strong and weak. It proposes that the film would appeal to a 15-21 male audience and that production companies like Paramount Pictures or Hammer Film Productions might distribute it due to similarities to films they have previously distributed. The student reflects on having learned new camera, editing, and animation skills through constructing the product.
Evaluation!!
Jessica learned several lessons through constructing her media studies final piece. She learned about the importance of lighting, location scouting, managing time, and researching genre conventions. Some specific lessons included double checking camera settings between shots, practicing editing software, and allowing more time for all elements like finding music. Overall the process helped her gain skills for future media productions.
Evaluation ‘commitment’
This document summarizes a student's evaluation of their media product, which was an opening scene for a thriller/horror film. The student learned that planning, research, and storyboarding were important for a smooth production. They improved their filming and editing skills between their preliminary task and final product. Their opening incorporated conventions like a male killer and used camera angles to appeal to a target male audience. The student believes a major studio could distribute the film if expanded into a full feature.
Evaluation questions
The document discusses lessons learned from completing a preliminary media project and creating a full media product. It reflects on improving framing, planning the genre, and ensuring smooth transitions. It also addresses attracting the target young adult audience through relatable music, fashion, and technology. The response discusses sticking to thriller conventions like lack of dialogue but changing the protagonist to a teenager. It describes learning to use camera and editing software through practice and research. Representing social groups through characters with jobs/income and including diverse ethnic backgrounds is also mentioned.
Evaluation Q4
The student used various new media technologies throughout the different stages of creating their 5 minute film project. They set up a blog on Blogger for the group to collaborate and share work. IMDB and Celtx were used for research and scriptwriting. Photoshop was used to create graphics and Free Music websites provided legal music and sound effects. Equipment like a zoom recorder, camera on a tripod, and Premiere Pro for editing were also utilized. Lastly, audience feedback was gathered through a questionnaire video uploaded to YouTube to help evaluate the film.
Jade Parsley AS Media Evaluation
The document is a media evaluation submitted by Jade Parsley. It consists of 7 paragraphs summarizing how their media product used or challenged conventions of real media, represented social groups, might be distributed, targeted audiences, attracted audiences, technologies learned from the process, and progression from their preliminary task. The media product was influenced by the films Strangers on a Train and Sky Captain and the World of Tomorrow. It could be distributed as a 3 part thriller drama series on ITV targeting middle-aged audiences. The evaluation reflects on technical challenges encountered and skills developed in angles, effects, and setting since the preliminary task.
Question 1
Lunar Productions created a trailer, poster, and magazine for their horror film "Crow's Field". In the trailer, they used conventions like filters, titles, and musical score while challenging conventions like not including a voiceover. On the poster, they included the film title, credits, and a main image featuring contrasts and symbolism. Overall, Lunar Productions aimed to use conventions to attract audiences while also developing conventions like ambiguous release dates to maintain mystery.
Media evaluation
This document contains the responses to questions about a media evaluation project. It summarizes a thriller film created by the student that incorporates conventions of the psychological thriller genre, such as using settings and shots to build mystery and suspense. It represents main characters as young, white males of middle-class backgrounds and explores themes of paranoia. The student thinks the film would appeal to a male audience and would be suited to broadcast on Channel 4 due to its style. Through the project, the student learned new filming and editing skills and the importance of storyboarding.
Media evaluation
The document discusses a student's media production of a thriller film opening. It reflects on how the production used conventions from real thriller films in aspects like costumes, locations, and lighting. The student aimed to represent teenagers as the main social group. The most likely distribution method would be straight-to-DVD or television due to the low-budget nature of the production. The intended audience was identified as males aged 15-18 based on research of similar films' audiences. Through the production, the student learned about challenges of filming in low light, the importance of shot types and camera movements, and skills in editing software. Feedback on a rough cut helped fine tune the final product.
Evaluation
The document discusses the student's media product which is a psychological thriller film opening titled "Leyla". It uses conventions of the genre like flashbacks and an unfamiliar setting. It challenges expectations by being filmed in light scenes and having an unexpected female villain. The opening represents teenagers realistically and portrays the main character as vulnerable. New Line Cinema would be a suitable distributor. The target audience is teenagers who can relate to the main character. It aims to attract its target audience through its realistic portrayal of teenage life and an engaging storyline. The student has learned advanced filming and editing skills through making this product.
Lullaby Evaluation
- The document discusses Leanne James' evaluation of creating a promotion package for a British horror film, including a teaser trailer, film poster, and magazine front cover.
- Feedback was gathered from classmates on draft versions of the materials. Revisions were made based on this feedback, such as changing images, text positioning, and colors.
- By connecting elements like a doll across the different promotional materials, it helps tell the film's story and stick in the audience's mind. The materials are intended to complement each other in selling the film.
Evaluation
The document discusses the student's media product which is a film opening for a thriller. It uses conventions like flashbacks and dim lighting to set the tone. The main character is a male teenager to appeal to that age group. The film could be distributed by a major studio. Through filming and editing, the student learned about using cameras, shots, and iMovie to construct the product and felt they improved significantly from their preliminary task.
Lewis underwood’s as media evaluation
1. The document provides a self-evaluation of a student media project intended as the opening for a thriller film. The student reflects on how their project developed conventions of the thriller genre and represented social groups.
2. They chose to primarily represent teenagers and included props suggesting a teenage party to set the scene. The main character is a white female meant to relate to the target audience.
3. They analyze that a small British film company or TV movie producer like ITV might distribute their project, as the plot and style seems suited for television.
Question 7
The document discusses what the author learned from their preliminary task to their full film production. They learned important lessons about effective communication within their group through using messaging to coordinate better. They also learned to improve casting, research, planning, use of social media, mise-en-scene, and editing skills. Specifically for editing, they learned techniques like using black and white for flashbacks and improving sound design. Overall, experiencing challenges in their preliminary task helped them identify areas for improvement and apply those lessons to create a stronger final film.
Evaluation pdf
The document summarizes the student's horror film project. It discusses how the film follows horror film conventions through its establishing shot, lighthearted scene, and scary climax. It also notes that the main characters are a normal young couple, representing typical horror film protagonists. The document then evaluates how the film represents social groups through the female victim, technologies used in filming and editing, and the student's contributions in planning, casting, and scriptwriting.
Last three questions
The student learned a lot about filmmaking techniques from their preliminary task to the full product. They received useful feedback on their preliminary task that helped them focus on important elements like camera angles and shot timing for the full product. They also learned skills like achieving match-on-action and not breaking the 180 degree rule. While the preliminary task was less professional, it helped them understand what was needed for a good grade and to plan the full product more effectively.
Media evaluation
The document summarizes the opening sequence of a student horror film project. It discusses challenges to horror film conventions through an immediately tense opening. Lighting and camera techniques were used to build suspense without revealing the killer. Youth characters were chosen to avoid assumptions and generate more mystery until the ending. Learning experiences included improving camerawork, editing, and using free online resources to add sound effects and titles.
Media presentation evaluation
The student group created an opening sequence for their horror film called "Abomination". They were inspired by the film "Hitcher" and used conventions of the horror genre like mysterious locations, dark costumes, and a sense of innocence in the young female character. The group filmed with a video camera and edited in Final Cut Pro, adding effects like color correction and freeze frames. Their goal was to intrigue the audience with an unconventional style that differed from other openings and left viewers wanting more.
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- They chose to make a paranormal thriller due to limited resources and felt their opening sequence met the genre's requirements through suspenseful elements.
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Overall the evaluation
Smc Media Studies Self Evaluation
The document summarizes an evaluation of a media studies self-evaluation project by Joel Duxbury. The project involved creating an opening sequence for a paranormal thriller film with a group. Key details include:
- The group created a 3-minute opening sequence that was uploaded to YouTube.
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- Feedback from a questionnaire showed the target audience was ages 15+ and more male-oriented. Viewers were engaged by the story and effects.
- Strengths included varied shots and effective sound, while weaknesses could be improved scenes of characters by a window and running down an alley
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Our group chose to do a crime genre film for our main task media project. We decided to challenge conventions by having a young female victim who was obeying the law, to subvert expectations and raise awareness. The victim is drunk, increasing her vulnerability. We represented youth through stereotypes of technology and alcohol use seen in other media. Our attacker wears a hoodie to create mystery and put viewers in the victim's perspective. Based on our research of crime dramas shown on ITV, we think ITV would be a suitable channel to describe our film to our target audience of 16-45 year olds.
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- The product challenges conventions by starting in the middle of the story to create intrigue rather than a standard beginning, middle, end structure.
- The target audience is older teens aged 16-17 to match the characters and subject matter. However, it may also appeal to adults interested in the genre or understanding youth.
- Filming taught the author new skills with technology like iMovie and Canon cameras. Blogging and online research were also learning experiences.
Media cw 2
The document discusses the production of a psychological thriller media product called "Ellipsis" created by the author and their group for their media studies evaluation. Some key points:
- The film challenges conventions by starting in the middle of the story to create intrigue rather than a standard beginning, middle, end structure.
- The target audience is older teens aged 16-17 to match the characters and subject matter. However, it may also appeal to adults interested in the genre or understanding youth.
- Filming taught the author new skills with technology like iMovie and Canon cameras. Blogging and online research were also learning experiences.
Evauation
The document summarizes an evaluation of a media opening sequence project. It discusses the ways the opening sequence uses and develops conventions from real media products. It represents different social groups through costume, shots, and character reveals. The target audience is females aged 14-22 and the film could be distributed by a major Hollywood studio due to its individual storyline and potential for success and revenue. The student learned skills like camerawork, editing, sound mixing, and using technology like blogs through constructing this media product.
Media Evaluation
The document summarizes the media evaluation of a short film project by Alex Frost. It discusses several ways the short film uses conventions of real media products, such as setting the scene in the opening and using black and white for a "flash forward" scene to create a film noir effect. It also describes how mise-en-scene was used to develop the setting and character. The document then discusses how the film represented the social group of a stereotypical teenage girl through her clothing, behavior, and isolation. It suggests the film would be a good fit for smaller independent film companies and film festivals, and that the target audience is 15-25 year olds interested in thrillers.
Evaluation
The document discusses the construction of a media product and what was learned throughout the process. It describes using techniques like camera angles, editing, music and titles to develop genres and attract audiences. The progression from the preliminary task to the full product taught the use of these techniques to create meaning and interest for viewers. Overall, the author learned how to use software like Photoshop and Premiere Pro for editing, as well as how elements like mise en scène affect the overall feel of a film.
Evaluation.
The document discusses the construction of a media product and what was learned throughout the process. It describes using conventions like titles, music and camera techniques to engage the audience. Specifically, it discusses using a close-up of a gun to draw the audience in and using a phone call at the end of the opening to leave them with questions. The document reflects on learning how to use editing software, add transitions and incorporate different angles to convey meaning. Overall, it addresses progressing from an initial task to developing a more complex full product and storyboard.
Media main task evaluation blog
Jamaal sesay discusses their media product which was an action thriller film. They incorporated conventions of the genre such as fast-paced editing and music to maintain intensity during a chase scene. They represented their characters as grown men to seem more serious and athletic. The target audience was identified as teenagers who enjoy action and violence. Technologies learned include using a tripod, storyboarding software, challenges of equipment batteries, and editing software to craft fluid shots and sound editing. Overall the progression from preliminary to full product provided experience in shot-taking, planning, and editing to engage audiences.
Media evaluation krishan
The document provides an evaluation of GrayWolf Entertainment's opening scene for a teen comedy media coursework project. It describes the planning, research, production, and evaluation process undertaken by the 4-person team. Key aspects included determining conventions of the teen comedy genre, creating a storyboard and script, filming with various camera shots, and gathering audience feedback to improve the final draft. The use of technology such as iMovie for editing and a Panasonic camera for filming is also discussed.
Amy Gallacher Media Evaluation
Our media product uses conventions such as titles, sound, camerawork and editing to engage the audience in the story and characters. It develops these forms by using original music from different genres. It challenges expectations by featuring a female lead in an action genre typically dominated by male leads.
Evaluation
Priyanka Chawla evaluated her group's psychological thriller media product titled "Chance." She found that it closely followed the codes and conventions of the genre but challenged some, like not using a black and white filter. Through research, Priyanka became familiar with audience expectations. She represented typical stereotypes like dominant male characters and analyzed how editing, sound, mise-en-scene, and more enhanced this. Priyanka believed Warner Bros. would be a good distributor due to similar thrillers they have released. Through surveys, she found the target audience was males 15 and over. Priyanka attracted the audience through an unusual female protagonist, the title, and familiar conventions. She learned filming, editing, and
Meida evaluation
The student evaluated their group's media coursework project of creating an opening sequence for a supernatural thriller film. They felt the final product looked professional due to the use of different shots, editing effects, and acting. While there were some challenges around scheduling and limited resources, the student was overall very pleased with how the film turned out and felt it accomplished the goals of an opening sequence by introducing characters and leaving on a cliffhanger.
Meida evaluation
The student evaluated their group's media coursework project of creating an opening sequence for a supernatural thriller film. They felt the final product looked professional due to the use of different shots, editing effects, and acting. While there were some challenges around scheduling and limited resources, the student was overall very pleased with how the film turned out and felt it accomplished the goals of an opening sequence by introducing characters and leaving on a cliffhanger.
Beth's Media Evaluation
The student produced a teaser trailer, poster, and magazine cover for a horror film called "Circus" for a media production assessment. In creating the media texts, the student used conventions from real horror films and trailers to make their teaser trailer appear authentic. They received feedback that said the editing and mise-en-scene were successful but the mystery was not subtle enough and the lighting in one scene needed improvement. The student learned how to use iMovie and Photoshop in constructing the media products and researched conventions online using sites like YouTube and IMDB.
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