The document discusses the process of creating a media product for a college assignment. It describes how the group chose to follow conventions of teen drama genre films by using simple shots and storylines about teenagers. However, they also wanted to challenge conventions by focusing on a typical teenage girl rather than wealthy American youth. They also did not show alcohol, drugs, or cigarettes to avoid portraying all youth negatively. The group decided to distribute their film through Film4 because of its young target audience on channels like E4. They chose 12-20 year olds as their target to attract more viewers and address relevant issues through their narrative.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. In what ways does your media product use, develop, challenge forms and conventions of real media products? For our media product, after watching many different teen drama genre films we decided to follow most of the conventions to make our film just as successful as the other films. We followed things such as simple shots to keep realism and storylines based on teenagers. However we decided to develop conventions of media products by having the film based on a typical teenage girl instead of either the rich and American youth. By doing this we hoped to get a message across to our target audience. As a group we also challenged conventions of most teenage media products in the market. Most products based on the youth of today portray all of them to be bad people and suggest they all drink, smoke and do drugs. We wanted to show that this is not true at all. To do this we did not show any alcohol, drugs or cigarettes in it, and just showed the girl facing normal troubles of her home life.
3. How does your media product represent particular social groups? Our media product is based on the youth of today and targeted to youths. So the main social group we are representing is youth. We wanted to represent two completely different types of young people within our opening sequence. First is our main character who we wanted to come appear lonely and an outcast from everyone else. We did this by using only two friends of the main character in the film. However the character did not really belong in a particular social group, she was more just the average college girl with some normal problems, but not so normal luck. We did not want to follow convention of most television shows who show the youth social group and give an over exaggerated representation of youth and also show they are all bad as they do drugs, smoke and drink. We wanted to show as we said a typically normal college student. However we did want to show that there can be some horrible youth out there, but they are a very small minority. We represented this at the end of the opening sequence when she finds a letter in her college locker that brings Siobhan to her knees in tears.
4. What kind of media institution might distribute your media product and why? Through research and questionnaires we decided distribute our media product through Film4. As they are a British company our film would obviously be seen in Britain first which would be good as the narrative is about typical British teens, therefore attracting our target audience. However the main reason we decided on the company is because of its young target audience. Film4 is owned by channel 4 who own channels such as E4. E4 we found out in our audience research is the channel that most teenage and young people like to watch, and Film4 productions are quite often shown on there. So by producing our film under the channel 4 brand we can get it shown to our teenage target audience. Through our film research we found that one of the films we viewed was produced by Film4. We really enjoyed their opening sequence and used some of their techniques within our film; also we discovered that the film was very successful so this encouraged us more to use Film4 as we know that the film will be distributed well. We also discovered into further research that Film4 productions have helped to create many other British teenage films which went on to be very successful.
5. Who would be the main audience for your media product? The group decided our target audience is from ages 12-20, the youth. We chose this as our target audience because we ourselves are their age and believe that we could make the film that little bit more successful as we may know more about what the youth of today would like to see. The other choice behind choosing this age range for our target audience is that young people tend to have more time to watch films then anyone else. Also as they are still young they have more imagination than adults to like a wider variety of films also are more intelligent than children to understand meanings behind the narratives of films. So by choosing 12-20 year olds as our target audience we give ourselves a wider variety of genres and ideas to play with and can attract more people. However audience research afterwards helped to narrow down the choices of genre.
6. How did you attract/address your audience? From audience research drama was one of the most popular genres that our target audience like so we decided to have this genre for our film to attract the audience. Through research into teen dramas we found out that most of these films are based on the normal lives of teenage children but all have a twist to it. So we decided to adopt this to our film. We used young actors of the same age to attract the audience as they maybe can relate to the characters they are playing. The use of location which was the college also would attract the audience as everyone between that age range would be in education or just finished, so by having this as the main location they can relate it to their own lives. To keep the film feel dramatic to attract the audience to want to watch more we have the main character Siobhan have something very bad and unordinary happen to her. The use of varied camera shots helped to keep the audience interested however we kept some simple to make it more naturalistic so they can relate it to their lives. Finally we wanted to address the audience and educate them as well as entertain them, so behind the narrative is the message, be careful who you trust.
7. What have you learnt about technologies from the process of constructing this product? During the construction process none of our group really had much experience with cameras, however the preliminary task helped us to gain confidence then in main task we built up on our skills. We learnt to how to use the camera and tripod for smooth panning shots, how to zoom in fast and slow and many more shots such as tilts and medium shots. We also learnt how to edit on movie maker for the first time. We learnt how to download our movie onto Movie Maker and learnt basic editing skills. We taught ourselves how to incorporate shot transitions such as fades, cuts, cross fades and cut to black. We also learnt how to add in sound to our film, from this we then learnt how to blend one music track into another and how to make it sound like it fades away into the background. We discovered how to do other things such as colour brighteners to make the shots and scene run more smoothly one after the other. We hope to develop our skills more in the advance task and hopefully use Adobe Premiere editing software.
