Evaluation
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The document discusses the process of creating a teen horror film for a media studies assignment. It addresses representing social groups in media, potential film distributors, attracting the target teenage audience, technologies used in filming and editing, and how the opening uses horror film conventions. Research was conducted on teen horror films and genres. Technologies like cameras, tripods, iMovie, Final Cut Pro, GarageBand, and iDVD were used to film, edit, add sound, and burn the DVD. The film was informed by conventions of the horror genre but aimed to be unique.
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Colin slideshow
The document summarizes the research, planning, production, and reception of a short film project. It discusses researching 15 short films and developing a storyline about stereotyping. Planning was informed by researching audience interests and film posters/reviews. Filming logistics required changing plans to focus on one actor instead of multiple. Technology like blogs, slideshare, and editing software supported different stages. Audience feedback via questionnaires was positive overall but suggested the film could have been longer with smoother editing in places.
Question 4
The blogger summarized how they used various new media technologies at different stages of their film project. They used Blogger to organize research and share information. Rotten Tomatoes and IMDb provided feedback on similar films to help plan their film. Celtex helped make their script more professional. Social media helped advertise the film. Adobe Photoshop Elements created the film poster. Premier Pro edited all the footage and added credits/effects. Free music websites provided soundtracks. A zoom recorder captured dialogue. Cameras on tripods stabilized shots during filming.
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.
Question 4
Millie England used new media technologies at various stages of her short film project. She used a blog to keep people updated on the group's progress and research. YouTube was used for genre research and to eventually post the finished film. Google Forms allowed the group to create and receive feedback from a questionnaire. Photoshop was utilized to design the film poster. Audio was recorded using a Zoom recorder and edited in Premier Pro, including adding sound effects and music to create a radio trailer. Throughout the project, the group learned skills like film editing, poster design, and creating audio promotions using various software programs.
Critical reflection
The document discusses a horror film project that both uses and challenges common horror film conventions. It uses suspenseful music and foreshadowing of a character killing their partner, challenging the norm by having the female be the "murderer" rather than the male. This represents the social issue of males often being portrayed as the abuser in relationships. The film would appeal to teen audiences by depicting a typical teen relationship with a twist, and would be distributed on Netflix to attract young adult viewers. The production skills of the group developed through learning to film, edit, and integrate the necessary hardware, software, and internet platforms to complete the project.
evaluation
Our media product opens like a typical teen horror film to attract our target audience of teenagers. We set the scene of teenagers on a remote holiday without parents to build tension. Our 'Demon' character is modeled after the little girl from 'The Ring' but with modern teen clothing. Our production company is Avalon and distributor is Mordred. As a 15-rated horror film, it cannot include discriminatory, offensive or sexual content but can have strong threats and menace. Through constructing this product, I have learned about editing software, cameras, shots, sound design and analysis of film techniques.
Evaluation of Media Coursework
The document summarizes a student's media coursework project creating a thriller film. It discusses how the film uses conventions of the thriller genre, represents social groups through stereotypical characters, would be distributed through small independent film companies, and aims to appeal to a young male audience. The student also reflects on what they learned about film technologies and skills through completing the project.
Evaluation
- The document discusses a media product created by the author - a 2 minute film opening in the action genre. It included establishing shots, chase scenes filmed from a variety of camera angles, and credits placed next to characters.
- Both the protagonist and antagonist were portrayed as dominant through body language and facial expressions. The protagonist's dominance came from superpowers while the antagonist murdered a previous protagonist.
- The intended audience for the action film opening was 12-25 year olds, targeting younger audiences given the all-female cast. Editing transitions and camera work helped attract and engage the audience.
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Colin slideshow
The document summarizes the research, planning, production, and reception of a short film project. It discusses researching 15 short films and developing a storyline about stereotyping. Planning was informed by researching audience interests and film posters/reviews. Filming logistics required changing plans to focus on one actor instead of multiple. Technology like blogs, slideshare, and editing software supported different stages. Audience feedback via questionnaires was positive overall but suggested the film could have been longer with smoother editing in places.
Question 4
The blogger summarized how they used various new media technologies at different stages of their film project. They used Blogger to organize research and share information. Rotten Tomatoes and IMDb provided feedback on similar films to help plan their film. Celtex helped make their script more professional. Social media helped advertise the film. Adobe Photoshop Elements created the film poster. Premier Pro edited all the footage and added credits/effects. Free music websites provided soundtracks. A zoom recorder captured dialogue. Cameras on tripods stabilized shots during filming.
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.
Question 4
Millie England used new media technologies at various stages of her short film project. She used a blog to keep people updated on the group's progress and research. YouTube was used for genre research and to eventually post the finished film. Google Forms allowed the group to create and receive feedback from a questionnaire. Photoshop was utilized to design the film poster. Audio was recorded using a Zoom recorder and edited in Premier Pro, including adding sound effects and music to create a radio trailer. Throughout the project, the group learned skills like film editing, poster design, and creating audio promotions using various software programs.
Critical reflection
The document discusses a horror film project that both uses and challenges common horror film conventions. It uses suspenseful music and foreshadowing of a character killing their partner, challenging the norm by having the female be the "murderer" rather than the male. This represents the social issue of males often being portrayed as the abuser in relationships. The film would appeal to teen audiences by depicting a typical teen relationship with a twist, and would be distributed on Netflix to attract young adult viewers. The production skills of the group developed through learning to film, edit, and integrate the necessary hardware, software, and internet platforms to complete the project.
evaluation
Our media product opens like a typical teen horror film to attract our target audience of teenagers. We set the scene of teenagers on a remote holiday without parents to build tension. Our 'Demon' character is modeled after the little girl from 'The Ring' but with modern teen clothing. Our production company is Avalon and distributor is Mordred. As a 15-rated horror film, it cannot include discriminatory, offensive or sexual content but can have strong threats and menace. Through constructing this product, I have learned about editing software, cameras, shots, sound design and analysis of film techniques.
Evaluation of Media Coursework
The document summarizes a student's media coursework project creating a thriller film. It discusses how the film uses conventions of the thriller genre, represents social groups through stereotypical characters, would be distributed through small independent film companies, and aims to appeal to a young male audience. The student also reflects on what they learned about film technologies and skills through completing the project.
Evaluation
- The document discusses a media product created by the author - a 2 minute film opening in the action genre. It included establishing shots, chase scenes filmed from a variety of camera angles, and credits placed next to characters.
- Both the protagonist and antagonist were portrayed as dominant through body language and facial expressions. The protagonist's dominance came from superpowers while the antagonist murdered a previous protagonist.
- The intended audience for the action film opening was 12-25 year olds, targeting younger audiences given the all-female cast. Editing transitions and camera work helped attract and engage the audience.
Chris Pass Evaluation
The document discusses the evaluation of a student's advanced media portfolio. It summarizes the ways the student's trailer, DVD cover, and poster use and challenge conventions of real media products. The student aims to make the products conventional by taking inspiration from real examples, but also includes some unconventional elements. Audience feedback helped the student improve their poster. The student used various media technologies like a video camera, editing software, and websites to construct, research, plan, and evaluate their media portfolio.
Media Evaluation - Russell Denny
The document discusses the media product created by the candidate, including how it uses conventions of real media, challenges they faced finding copyright-free music, and how it represents social groups. The candidate also discusses distributing the product through an independent cinema, targeting a male audience aged 15-70, how they attracted this audience, what technologies were used, and what was learned between the preliminary task and full product.
Media studies powerpoint
- The group is pleased with their final film product, feeling it looks very professional with a range of shots.
- They chose to make a film opening sequence over a music magazine. They scouted a location and divided roles - one as camera operator, three as actors.
- To make the film seem more like a British film, they studied films like "Kidulthood" and "28 Days Later" for clothing styles and kept the costumes natural looking.
Bradley Merle Foundation Portfolio Evaluation
Our media project used editing software, makeup, costumes, and on-scene effects to develop conventions of real media products. Editing software allowed us to convey emotions through lighting and add effects like gun muzzle flashes. Makeup, costumes, and effects represented "zombie" characters and helped communicate the producer's message. The project could be distributed by movie studios in cinemas or on YouTube to attract audiences interested in horror, thriller, and zombie themes. I learned about using editing and effects software, and the importance of camera angles, effects, and avoiding inappropriate acting moments.
Media
The document discusses attracting and addressing a target audience for a film product. It identifies the target audience as "Townies" ages 11-16, as teenagers are more likely to go to the cinema than other age groups. It describes using relatable actors, setting the film in a household setting typical for older teenagers, and incorporating rebellious personalities and music to appeal to teenagers. The film also uses tension and serious moods inspired by films like Final Destination that are popular among older teenagers.
Media slideshow according to jack
The document provides feedback on a student media project creating a trailer, poster, and magazine cover to advertise a film. The feedback was generally positive, praising elements like the graphics, music choice, voiceover, and links between the different pieces. Some negative feedback noted issues like rooms being too dark or a clock shot being too short. The document also describes how the students used various media technologies in their project, including computers, cameras, and editing software, and notes how technology has advanced significantly in the last decade.
Question 3 - Evaluation
Our media product, a short film opening, would be suitable for distribution on YouTube or film festival websites due to its low budget production values. While too short for cinema release or DVD, our film could find an audience on video sharing sites and in small film festivals given its limited scope and use of basic equipment. We chose to publish on YouTube for its ease of uploading and broad audience reach.
Media studies powerpoint fin
1) The group is pleased with their final film product, feeling it looks very professional with a range of shots.
2) They chose to make a film opening sequence over a music magazine. They scouted locations and divided roles, with the author as camera operator.
3) Though there are some negatives like poor lighting in a few shots and unclear ending, the author feels the film is realistic with a good range of shots and editing, fast-paced music, and different lighting.
Evaluation questions
The document discusses how the media production group used and developed conventions of real media genres in their mystery/thriller trailer. They researched conventions like editing techniques and soundtracks used in movie trailers like Inception. Their trailer used conventions like fade to black cuts and syncing visuals with music to build tension. They also challenged conventions by using a non-white lead actor to diversify typical genres. The group felt their trailer effectively used key conventions seen in real media to engage audiences.
Evaluation Question 6
The student learned about various technologies through constructing a film opening project. In the research and planning stage, they used YouTube to find inspiration from similar films, Google to search for sites and find props, and IMDB to research the genre's box office performance. During construction, they used a HD camcorder, steady cam setup instead of a tripod for unique angles, and a computer to edit the film. Their editing software was Movie Studio Platinum, and they used Photoshop for titles. For evaluation, they created presentations using Blogger, PowerPoint, YouTube, and Prezi. Overall, the technologies helped with research, construction, editing, and evaluation of the film opening.
4 Creative Critical Reflection
The document describes how the author used various online tools and resources to research and create their film project. They used websites like Art of the Title, Netflix, and YouTube to find inspiration from title sequences in other films. Scoop.it was used to collect research articles and trailers related to their film themes. Google Forms and Piktochart helped with audience research and creating infographics. Final Cut Pro was the editing software used to assemble the footage. Other software like Photoshop, Blogger, Canva, and online resources helped with additional aspects of pre-production, post-production and promotion.
Evaluation question 6
The document discusses what the student learned about technologies through constructing a media product. It describes using a non-school camera that provided high quality images but was difficult to keep steady. Permission was obtained to film at a train station, though the public occasionally looked at the camera. Editing software from previous tasks helped with editing. Tripods, microphones, and phone recordings enhanced audio and video quality. Blogger centralized planning, research, and work, and YouTube provided film examples and a platform to upload drafts. Prezi and Scribd supported presentation and planning.
4 Creative Critical Reflection
The document discusses how the author used various online tools and resources to research and create an opening title sequence for a film project. They used websites like Art of the Title, Netflix, and YouTube to find inspiration and analyze title sequences in different genres. Scoop.it was used to collect relevant research articles and trailers. Google forms, Piktochart and Final Cut Pro were utilized to conduct audience research, design infographics for social media, and edit the footage.
Q4 media
The document discusses the various technologies used during the planning, research, construction, and evaluation of a student film project. Microsoft Word was used for planning and outlining. YouTube was used for research on horror films and filmmaking techniques. IMDB and Google were used to research popular horror films and gather ideas. Survey Monkey was used to survey audiences. Final Cut Pro was used for film editing. Blogspot and SlideShare were used to create an online portfolio and receive feedback.
Q4 media
The document discusses the various technologies used during the planning, research, construction, and evaluation of a student film project. Microsoft Word was used for planning and outlining. YouTube was used for research on horror films and filmmaking techniques. IMDB and Google were used to research popular horror films and find inspiration. Survey Monkey was used to survey audiences. Final Cut Pro was used for film editing. Blogspot and SlideShare were used to create an online portfolio and receive feedback.
4 critical creative reflection
The document discusses the various digital tools and online resources the author used in creating their project. They researched title sequences on Art of the Title and watched films on Netflix to gain inspiration. Scoop.it was used to collect relevant articles and trailers. YouTube provided filmmaking tutorials. A Canon camera was used to film footage, and Final Cut Pro to edit. Google Maps, documents and a blog tracked planning details. Photoshop and Canva helped design marketing assets like certificates and logos. Overall the author leveraged online media to inform all stages of project development.
Kiran Hothi G321 Evaluation
The document discusses a horror film media product created by the author and their group to fit within horror film conventions but also challenge typical conventions. They drew inspiration from films like Scream and Blair Witch Project. While including typical horror elements like violence and screaming, they also used an original storyline and filming style like Blair Witch Project to make their film unique. Their target audience was teenagers and young adults, so they featured young adult characters and settings teenagers could relate to. Overall, the author feels they successfully created an entertaining horror film that challenged conventions through planning, research, and use of new technology like iMovie.
Audience feedback
The document contains feedback from multiple viewers on a video product. Viewers liked that the video was short and to the point but noted issues with the narration audio sounding unnatural. Specifically, the narration was noted to be poorly rendered, too bass boosted, and recorded separately from the filming. To improve, the creator would need to fix audio pitching in the narration and include more details about the film itself.
Question 6 media
Jordan Bunning discusses the various technologies used to create an opening sequence for a film project. Blogger was used to document progress, and taught the importance of keeping track of the production process. YouTube provided research on other opening sequences to gather techniques, and also supplied royalty-free music, sound effects and stock footage. The editing software Serif MoviePlus X5 was used to trim clips, add transitions, and implement sound and titles. Sound design was crucial for immersion, and a voiceover with music was chosen over royalty-free sound effects. A Canon EOS 600D camera captured high quality HD video and audio that benefited the opening sequence.
The horror film
Horror is a genre that uses explicit violence and gore to frighten viewers, emerging in the late 19th century with films like Frankenstein and Nosferatu. As technology advanced in the 1950s, horror shifted from gothic themes to concerns more relevant to modern audiences, dividing into films about Armageddon and demonic possession. One famous example is The Exorcist from 1973, about a teenager possessed by an entity where her mother seeks priests for help.
The Horror Film
Horror is a genre that uses explicit violence and gore to frighten viewers, emerging in the late 19th century with films like Frankenstein and Nosferatu. As technology advanced in the 1950s, horror shifted from gothic themes to concerns more relevant to modern audiences, dividing into films about Armageddon and demonic possession. One example is The Exorcist in 1973, about a girl possessed by an entity where priests try to save her, becoming one of the most profitable horror films ever made.
Questionnaire Results
The document summarizes the results of a questionnaire given to 20 people to gather feedback on ideas for a music video. Most people were familiar with the band Simple Plan but not the specific song "Your Love is a Lie." Most expressed interest in alternative rock music and had seen Simple Plan videos before. Suggestions for the video included having a narrative that matches the lyrics, costumes fitting the genre, and potentially including speed changes as a special effect. Respondents preferred if the video directly linked to the song's story and most felt actors should dress casually in styles like jeans and t-shirts.
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Chris Pass Evaluation
The document discusses the evaluation of a student's advanced media portfolio. It summarizes the ways the student's trailer, DVD cover, and poster use and challenge conventions of real media products. The student aims to make the products conventional by taking inspiration from real examples, but also includes some unconventional elements. Audience feedback helped the student improve their poster. The student used various media technologies like a video camera, editing software, and websites to construct, research, plan, and evaluate their media portfolio.
Media Evaluation - Russell Denny
The document discusses the media product created by the candidate, including how it uses conventions of real media, challenges they faced finding copyright-free music, and how it represents social groups. The candidate also discusses distributing the product through an independent cinema, targeting a male audience aged 15-70, how they attracted this audience, what technologies were used, and what was learned between the preliminary task and full product.
Media studies powerpoint
- The group is pleased with their final film product, feeling it looks very professional with a range of shots.
- They chose to make a film opening sequence over a music magazine. They scouted a location and divided roles - one as camera operator, three as actors.
- To make the film seem more like a British film, they studied films like "Kidulthood" and "28 Days Later" for clothing styles and kept the costumes natural looking.
Bradley Merle Foundation Portfolio Evaluation
Our media project used editing software, makeup, costumes, and on-scene effects to develop conventions of real media products. Editing software allowed us to convey emotions through lighting and add effects like gun muzzle flashes. Makeup, costumes, and effects represented "zombie" characters and helped communicate the producer's message. The project could be distributed by movie studios in cinemas or on YouTube to attract audiences interested in horror, thriller, and zombie themes. I learned about using editing and effects software, and the importance of camera angles, effects, and avoiding inappropriate acting moments.
Media
The document discusses attracting and addressing a target audience for a film product. It identifies the target audience as "Townies" ages 11-16, as teenagers are more likely to go to the cinema than other age groups. It describes using relatable actors, setting the film in a household setting typical for older teenagers, and incorporating rebellious personalities and music to appeal to teenagers. The film also uses tension and serious moods inspired by films like Final Destination that are popular among older teenagers.
Media slideshow according to jack
The document provides feedback on a student media project creating a trailer, poster, and magazine cover to advertise a film. The feedback was generally positive, praising elements like the graphics, music choice, voiceover, and links between the different pieces. Some negative feedback noted issues like rooms being too dark or a clock shot being too short. The document also describes how the students used various media technologies in their project, including computers, cameras, and editing software, and notes how technology has advanced significantly in the last decade.
Question 3 - Evaluation
Our media product, a short film opening, would be suitable for distribution on YouTube or film festival websites due to its low budget production values. While too short for cinema release or DVD, our film could find an audience on video sharing sites and in small film festivals given its limited scope and use of basic equipment. We chose to publish on YouTube for its ease of uploading and broad audience reach.
Media studies powerpoint fin
1) The group is pleased with their final film product, feeling it looks very professional with a range of shots.
2) They chose to make a film opening sequence over a music magazine. They scouted locations and divided roles, with the author as camera operator.
3) Though there are some negatives like poor lighting in a few shots and unclear ending, the author feels the film is realistic with a good range of shots and editing, fast-paced music, and different lighting.
Evaluation questions
The document discusses how the media production group used and developed conventions of real media genres in their mystery/thriller trailer. They researched conventions like editing techniques and soundtracks used in movie trailers like Inception. Their trailer used conventions like fade to black cuts and syncing visuals with music to build tension. They also challenged conventions by using a non-white lead actor to diversify typical genres. The group felt their trailer effectively used key conventions seen in real media to engage audiences.
Evaluation Question 6
The student learned about various technologies through constructing a film opening project. In the research and planning stage, they used YouTube to find inspiration from similar films, Google to search for sites and find props, and IMDB to research the genre's box office performance. During construction, they used a HD camcorder, steady cam setup instead of a tripod for unique angles, and a computer to edit the film. Their editing software was Movie Studio Platinum, and they used Photoshop for titles. For evaluation, they created presentations using Blogger, PowerPoint, YouTube, and Prezi. Overall, the technologies helped with research, construction, editing, and evaluation of the film opening.
4 Creative Critical Reflection
The document describes how the author used various online tools and resources to research and create their film project. They used websites like Art of the Title, Netflix, and YouTube to find inspiration from title sequences in other films. Scoop.it was used to collect research articles and trailers related to their film themes. Google Forms and Piktochart helped with audience research and creating infographics. Final Cut Pro was the editing software used to assemble the footage. Other software like Photoshop, Blogger, Canva, and online resources helped with additional aspects of pre-production, post-production and promotion.
Evaluation question 6
The document discusses what the student learned about technologies through constructing a media product. It describes using a non-school camera that provided high quality images but was difficult to keep steady. Permission was obtained to film at a train station, though the public occasionally looked at the camera. Editing software from previous tasks helped with editing. Tripods, microphones, and phone recordings enhanced audio and video quality. Blogger centralized planning, research, and work, and YouTube provided film examples and a platform to upload drafts. Prezi and Scribd supported presentation and planning.
4 Creative Critical Reflection
The document discusses how the author used various online tools and resources to research and create an opening title sequence for a film project. They used websites like Art of the Title, Netflix, and YouTube to find inspiration and analyze title sequences in different genres. Scoop.it was used to collect relevant research articles and trailers. Google forms, Piktochart and Final Cut Pro were utilized to conduct audience research, design infographics for social media, and edit the footage.
Q4 media
The document discusses the various technologies used during the planning, research, construction, and evaluation of a student film project. Microsoft Word was used for planning and outlining. YouTube was used for research on horror films and filmmaking techniques. IMDB and Google were used to research popular horror films and gather ideas. Survey Monkey was used to survey audiences. Final Cut Pro was used for film editing. Blogspot and SlideShare were used to create an online portfolio and receive feedback.
Q4 media
The document discusses the various technologies used during the planning, research, construction, and evaluation of a student film project. Microsoft Word was used for planning and outlining. YouTube was used for research on horror films and filmmaking techniques. IMDB and Google were used to research popular horror films and find inspiration. Survey Monkey was used to survey audiences. Final Cut Pro was used for film editing. Blogspot and SlideShare were used to create an online portfolio and receive feedback.
4 critical creative reflection
The document discusses the various digital tools and online resources the author used in creating their project. They researched title sequences on Art of the Title and watched films on Netflix to gain inspiration. Scoop.it was used to collect relevant articles and trailers. YouTube provided filmmaking tutorials. A Canon camera was used to film footage, and Final Cut Pro to edit. Google Maps, documents and a blog tracked planning details. Photoshop and Canva helped design marketing assets like certificates and logos. Overall the author leveraged online media to inform all stages of project development.
Kiran Hothi G321 Evaluation
The document discusses a horror film media product created by the author and their group to fit within horror film conventions but also challenge typical conventions. They drew inspiration from films like Scream and Blair Witch Project. While including typical horror elements like violence and screaming, they also used an original storyline and filming style like Blair Witch Project to make their film unique. Their target audience was teenagers and young adults, so they featured young adult characters and settings teenagers could relate to. Overall, the author feels they successfully created an entertaining horror film that challenged conventions through planning, research, and use of new technology like iMovie.
Audience feedback
The document contains feedback from multiple viewers on a video product. Viewers liked that the video was short and to the point but noted issues with the narration audio sounding unnatural. Specifically, the narration was noted to be poorly rendered, too bass boosted, and recorded separately from the filming. To improve, the creator would need to fix audio pitching in the narration and include more details about the film itself.
Question 6 media
Jordan Bunning discusses the various technologies used to create an opening sequence for a film project. Blogger was used to document progress, and taught the importance of keeping track of the production process. YouTube provided research on other opening sequences to gather techniques, and also supplied royalty-free music, sound effects and stock footage. The editing software Serif MoviePlus X5 was used to trim clips, add transitions, and implement sound and titles. Sound design was crucial for immersion, and a voiceover with music was chosen over royalty-free sound effects. A Canon EOS 600D camera captured high quality HD video and audio that benefited the opening sequence.
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The horror film
Horror is a genre that uses explicit violence and gore to frighten viewers, emerging in the late 19th century with films like Frankenstein and Nosferatu. As technology advanced in the 1950s, horror shifted from gothic themes to concerns more relevant to modern audiences, dividing into films about Armageddon and demonic possession. One famous example is The Exorcist from 1973, about a teenager possessed by an entity where her mother seeks priests for help.
The Horror Film
Horror is a genre that uses explicit violence and gore to frighten viewers, emerging in the late 19th century with films like Frankenstein and Nosferatu. As technology advanced in the 1950s, horror shifted from gothic themes to concerns more relevant to modern audiences, dividing into films about Armageddon and demonic possession. One example is The Exorcist in 1973, about a girl possessed by an entity where priests try to save her, becoming one of the most profitable horror films ever made.
Questionnaire Results
The document summarizes the results of a questionnaire given to 20 people to gather feedback on ideas for a music video. Most people were familiar with the band Simple Plan but not the specific song "Your Love is a Lie." Most expressed interest in alternative rock music and had seen Simple Plan videos before. Suggestions for the video included having a narrative that matches the lyrics, costumes fitting the genre, and potentially including speed changes as a special effect. Respondents preferred if the video directly linked to the song's story and most felt actors should dress casually in styles like jeans and t-shirts.
Foundation portfolio evaluation
The document summarizes the conventions of horror/slasher films and how the student's opening film sequence adhered to and challenged some of these conventions. It discusses having a vulnerable victim being chased by a disguised killer. It also describes how the student's film used music, camera techniques, editing, and other elements to create tension and establish the horror genre while also subverting some expectations like using a female killer.
Evaluation
The document discusses the process of creating a teen horror film for a media studies assignment. It addresses representing social groups in media, potential film distributors, attracting the target teenage audience, technologies used in filming and editing, and how the opening uses horror film conventions. Research was conducted on teen horror films and genres. Technologies like cameras, tripods, iMovie, Final Cut Pro, GarageBand, and iDVD were used to film, edit, add sound, and burn the DVD. The film was informed by conventions of the horror genre but aimed to be unique.
Analysis of Audience Research Questionnaire
The document analyzes the results of a questionnaire about music video audiences. It discusses 10 questions asked about respondents' gender, age, music video viewing habits, preferred genres, opinions on video elements, and favorite videos. The most useful findings were that illustration videos are more popular than disjuncture videos, and Michael Jackson's "Thriller" was a commonly cited favorite for its excitement and constant activity. Overall, the questionnaire provided insights into what audiences look for in music videos.
Media Studies - Final Task Evaluation
The document summarizes key frames from a student horror film opening and analyzes how they develop and challenge conventions of the horror genre for a teen audience. It discusses 9 frames in detail that set up characters, location, and sense of isolation/vulnerability. Frames include an establishing shot of a house, an over-the-shoulder shot of girls on Facebook, a figure approaching a window, titles introducing the film and a flashback, a bloody hand grabbing a knife, a high-angle shot of a vulnerable victim, a blurred close-up suggesting a character's thoughts, and a final shot of an apparently dead girl. The document also compares one of the film's female victims to a character from Scream to
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The student produced a teaser trailer, poster, and magazine cover for a horror film called "Circus" for an A-Level media project. They researched conventions from films like Saw and Black Swan to develop an effective teaser trailer that incorporated tension-building techniques. Feedback indicated that the editing and mise-en-scene were successful but the mystery was not subtle enough. The group used iMovie, Photoshop, blogs, and websites to research, plan, and construct their media products for the project.
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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
This document contains an evaluation of a student film opening project. It discusses how the opening uses film conventions like building tension. It represents teenagers realistically and addresses relevant social issues like knife crime. The students learned skills like camerawork, editing in Final Cut Express, and constructing an engaging narrative across different media. They improved at integrating titles, sound, and credits into their project from their preliminary task to the final opening.
Evaluation
This document contains an evaluation of a student film opening project. It discusses how the opening uses film conventions like building tension. It represents teenagers realistically and addresses relevant social issues like knife crime. The students learned new technologies like iMovie and Final Cut Express in constructing the project. They improved at skills like camerawork, editing, and adding titles/music. Overall, the project was a learning experience that taught valuable skills for working in film.
Evaluation
This document contains an evaluation of a student film opening project. It discusses how the opening uses film conventions like building tension. It represents teenagers realistically and addresses relevant social issues like knife crime. The students learned new technologies like iMovie and Final Cut Express in constructing the project. They improved at skills like camerawork, editing, and adding titles/music. Overall, the project was a learning experience that taught valuable skills for creating professional-looking media.
Evaluation
This document contains an evaluation of a student film opening project. It discusses how the opening uses film conventions like building tension. It represents teenagers realistically and addresses issues like knife crime. The students learned skills like camerawork, editing in Final Cut Express, and adding titles, music and effects to build atmosphere. They improved at integrating media and gained experience making a more polished full project compared to their preliminary task.
Media Foundation Portfolio Evaluation
This document contains an evaluation of a student film opening project. It discusses how the opening uses film conventions like building tension. It represents teenagers realistically and addresses issues like knife crime. The students learned skills like camerawork, editing in Final Cut Express, and adding titles, music and effects to build atmosphere. They improved at integrating media and gained experience making a more polished full project compared to their preliminary task.
Media Foundation Portfolio Evaluation
This document contains an evaluation of a student film opening project. It discusses how the opening uses film conventions like building tension. It represents teenagers realistically and addresses relevant social issues like knife crime. The students learned new technologies like iMovie and Final Cut Express in constructing the project. They improved at skills like camerawork, editing, and adding titles/music. Overall, the project was a learning experience that taught valuable skills for working in film.
Evaluation
This document contains an evaluation of a student film opening project. It discusses how the opening uses film conventions like building tension. It represents teenagers realistically and addresses relevant social issues like knife crime. The students learned skills like camerawork, editing in Final Cut Express, and constructing an engaging narrative across different media. They improved at integrating titles, sound, and credits into their project from their preliminary task to the final opening.
Evaluation
This document contains an evaluation of a student film opening project. It discusses how the opening uses film conventions like building tension. It represents teenagers realistically and addresses relevant social issues like knife crime. The students learned new technologies like iMovie and Final Cut Express in constructing the project. They improved at skills like camerawork, editing, and adding titles/music. Overall, the project was a learning experience that taught valuable skills for working in film.
Media evaluations keval
The document provides an evaluation of a media product created by Keval Patel and their group. It summarizes the planning, production, and intended audience of a 2-minute opening scene for a teen drama/horror film. Key details include research conducted with the target teenage audience, conventions and similarities to other teen films, stereotypes addressed in the characters, and feedback received on a rough cut from the audience. The evaluation covers the filmmaking process from planning and research to final editing and intended distribution.
Media evaluations keval
The document provides an evaluation of a media studies project creating a product to appeal to teenagers. It summarizes the planning, production timeline, research conducted, conventions and stereotypes used, audience feedback received, and strengths and weaknesses identified. The planning included surveys of the target audience of 15+ to determine the desired genre of a teen-drama-horror hybrid. Conventions like costume and camera shots were employed while stereotypes of Indian teens were subverted. Audience feedback on the rough cut suggested improvements to the reshoots and sound. The strengths included editing, camera work, and music while weaknesses were organization, time scheduling, and planning.
Evaluation
This document evaluates the media product "We All Fall Down" and discusses its use of horror conventions, potential distribution pathways, opportunities for merchandise, and lessons learned about technologies during the construction process. It summarizes the film's inspiration from movies like The Orphan and Seven, and describes how its conventions identify it as a horror/psycho thriller genre. Hollywood studios are identified as potential distributors given the commercial success of similar films. Opportunities for sequels, costumes, toys, and video games are also discussed. The challenges of filming with an HD camera, organizing shoots, using new editing software, and file conversions are evaluated.
As Media Project Evaluation
This document summarizes a student's media project evaluation. It discusses how the project used and challenged conventions of the thriller genre through elements like setting, flashbacks, and characters. It also addresses how the project represented social groups through its main characters, how it could be distributed by a small production company, and its target audience of ages 15 and up of both genders. Finally, it discusses what technologies were used in constructing the project, including camera equipment, editing software, audio recording software, and finding suitable online music.
Evaluation
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.
Evaluation
Our media product uses horror conventions like isolation, gas masks, the supernatural, and fear of death to define itself as a horror film. It takes inspiration from films like The Orphan which also features warped children. We aim to distribute the film through Hollywood studios as it targets fans of similar psycho-thriller films like The Orphan. Through the process, we learned about technologies like cameras, hard drives, editing software, and sound design programs and overcame challenges with file formats, project organization, and software skills.
Evaluation
Our media product uses horror conventions like isolation, gas masks, the supernatural, and fear of death to define itself as a horror film. It takes inspiration from films like The Orphan which also features warped children. We aim to distribute the film through Hollywood studios as it targets fans of similar psycho-thriller films like The Orphan. Throughout production, the group learned how to use software like Final Cut Express, LiveType, Photoshop, and GarageBand to construct the film, though some programs like LiveType and converting between file formats proved challenging initially.
Taylor and Hattie evaluation
The document summarizes the process of creating a horror film opening for a class project. It discusses how the opening uses conventions of the horror genre like featuring a teenage protagonist and tense music. It represents teenagers through the actress's clothing. The target audience is teenagers and young adults. Various techniques were used to attract this audience, like following conventions and focusing on a character being followed. Through this project, the students learned how to use video editing software and filming equipment.
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Evaluation
- 1. Our media evaluation Lizz parry Matthew Johns Matthew Earl
- 2. How does your media represent particular social groups All media products represent a particular group of some sort. Our horror opening represents teenagers. We were told that our horror film had to appeal to a teen audience as the certificate is 15, we also did some background research looking into different horror openings. The trend we noticed throughout the majority of films was that there were mainly female victims, this is most probably because females tend to seem more vulnerable than males. The one film in particular that stood out of our group was “the curse of Lizzie Borden”. This film has the typical ideas of the genre, with the teenage girl as the victim. We took a character from our own opening and compared them to the character in this film. There are many similarities to these characters however many differences too as we tried to make our film more unique
- 3. What kind of company might distribute your film and why AS a group we discussed what kind of media institution may want to distribute our media product. We feel as though going with a company that specializes in the horror genre. Twisted pictures does exactly that and has a reasonable budget for doing so. Twisted pictures is most famous for creating horror productions they especially gained wide attention through the film saw Distributing with this company gives the advantage of using cgi and expensive upgraded technology. Things that can give the film a better quality making more people want to watch it. Most films done by this institution have been successful such as these http://www.idb.com/company/co0137447/ However if this film was not a success then the institution would make no profit and having a higher or lower budget wouldn't have made a difference . As well as Twisted Pictures our film could be distributed by warp films as they have produced many low budget yet successful films such as “four lions” and “this is England”. Although this institution do not produce films within the horror genre if this film was to be the first film of that genre proced by them it may stand out to the other media products they have distributed.
- 5. How did you attract your audience? Before we started to make our film we thoroughly researched the genre by watching existing horror films, 2 of the films we watched were “jeepers creepers” and “dead wood”, the reason that we chose to watch these films is that both of them have the same certificate as our we will be, this certificate is 15, and therefore these films have a large relevance to the teenage market at which we are aiming. We then incorporated themes and ideas into our film so we could make it appropriate for our target audience, within our film we used facebook, facebook is a social networking site that allows people to contact each other, we included it because its primary users are teenagers and therefore this relates well to them.
- 7. In what ways does your film opening use, develop or challenge forms and conventions of real film openings?