The document provides an evaluation of a 4-day film shooting schedule by Melson.Fernandes. Each day is summarized, including shooting an opening sequence on day 1 using limited space, lighting setup and night drama scenes on day 2, redoing some shots on day 3, and staying late on the last day of filming. The preliminary tasks of storyboarding, scripting, and planning the location and shot list helped the filmmakers stay on schedule and learn skills that aided the main production. Overall the document evaluates the film shoot and what was learned from preliminary planning.

1. EVALUATION
By Melson.Fernandes

2. Time line
Shooting Schedule Summary
Day 1 February 16th 2013 we were going to use in our opening
sequence and how we can use the
limited space to our advantage.
Day 2 February 17th 2013 started the evening of by getting the
lighting done as our TV drama is
about a teenager who is revising for
an exam at night
Day 3 February 18th 2013 In our third day of filming we had to
redo some other shots as they did not
come out as well as we expected
Day 4 February 19 2013 As this was our last day of filming we
decided to stay an extra 30minutes
more rather than leaving at our normal
time of 9pm.

3. In what ways does your media product use, develop or challenge forms
and conventions of real media products?
In our Film we can really relate to other films as we have;
•Credits
•Display of the Main Character, when the main focus in the scene
reveals him/her.
•Voiceover to guide the audience and help through the story.
•The right set of location which will create the atmosphere and
personality of the main character.
•Props – like the objects and clothing the main character wears can
describe a lot about him/her.

4. How is it related to “Teen”
Convention ?
 Voiceover being recited at the start (No dialog used) –
This makes the audience feel like if they were in the
characters shoes & the sounds creates the atmosphere
to be realistic .
 The audience can focus more upon what is being shown
then what they hear.
 Teen having to deal with problems , full of boredom &
lazy.
 Music – fast pace beat to it, which makes it more teen

5. Does our character relate to other
character with the same genre?
 Independent – Only actor/Character in the scene.
 Appealing teen character.
 (Lazy) The characters personality is very common to
other teens.
 Playful- always finding stuff to do.

6. Does our actor fit into the genre and
comedy?
 Appealing character.
 Teen.
 Clothing- the top doesn’t match the shorts showing
unorganised/unprepared person ( too lazy to find the
correct clothing).
 Face impression creates humour.

7. Does our media product look
professional?
 Music – Original ( recorded at a studio ) & flows correctly
with sequence.
 Leaves the audience with a cliff hanger (Kind of).
 Dialogue (voiceover) – Slowly telling the story line to the
audience.
 Editing – Fast pace, each shot flowing together
smoothly.
 Credits – in the same flow and all the same fonts/effects.

8. Research & planning
Script
Storyboard

9. Research & Planning
Location- We
compared two
different location
of rooms. And
decided to shoot
Props – mess on the table creates a at this location ,
convention of a teens being the reason is that
unorganized. it looks like what
a typical teen
would stay in.
Costume – Very dull, plain, top and
shorts don’t match showing a very
typical teen unorganized.

10. How does your media product represent particular social groups?
 The two main social groups that were represented in our media
product was teenagers and males, Not because the main character
was a male.
 It is because both Social group combined makes a unique
combination of stereotype, which are lazy, unprepared, Always
complaining, and aggressive.
 We chose these social groups because the character we’re trying
to portrait has all these qualities in him.
 Also nowadays many students act similar to this character,
therefore this will be very appealing for teenagers as audience.

11. How does your media product represent particular social groups?
 The benefits to this chosen social groups are that many
students lives (stereotype) in the same situation or face
these problems every now and then, therefore trying to
attracting audience will be easier.
 And because of that many students work hard and focus
in school, which sounds like a Counter-stereotype of a
teenagers but however different generation new
changes.

12. What kind of media institution might distribute your media product and
why?
 I personally think that the type of media institutions that
would distribute our media product would be companies
such as The Warner Brothers, Summit entertainment
and 20 century fox.
 This is because many of the films these companies have
produced were mostly teen and comedy.
 No matter the genre this video can attract anyone
because all teenagers act and reacts the same way, the
way we portrayed it on the video.

13. What kind of media institution might distribute your media product and
why?
 Since it is a mute video everyone can watch it from different
ethnicity.
 Therefore because we made it in England doesn’t mean it will
attract only the people or teenagers of England but anyone across
the world.
Distribution - I believe that our film would be first shown in the
UK and generally advertised using billboards and the internet.
Our film would firstly be shown in a cinema then follow dates
would be released to DVD’s and available online using sites to
buy movies.

14. Who would be the audience for your media product?
 The main audience we are targeting are the teenagers, Teenagers
who are in the exam situation.
 Normally teenagers are from 14-19 but our audience can be any of
that age.
 But however there are different type of teenagers not the age but
the personality type, ones that complete all their work and always
focus on their task. Which normally are called the “geeks”.
 Males is the gender type of audience that we’re trying to target
because again it relates to the character and because if you
compare males and females, Females tend to do more work and
not that lazy as males are.

15. Who would be the audience for your media product?
 Therefore male is a perfect gender audience for this media product
for the reason that it will attract males even more.
 The Secondary audience will be adults, the reason is that adults
can watch it and relate it to their teenage life, this can help attract
many adults even if it’s not a adult type of audience media product.
This is our typical Target
audience.

16. Survey for our audience?
 What do you prefer drama or comedy?
 What do you look for in a film?
 What is your Favourite teen Drama movie?
 What is your Favourite Teen Comedy movie?

17. Feedback
 Getting the feedback from our audience gave us more detailed idea
of the things we needed in our media product.
 Based on our questions we got feed back on what type of genre
they wanted.
 We asked number of people for feedback therefore we decided to
go with the result with the most frequent answers E.G Teen Drama
was the most favourite type of movie from the survey.
 In general getting audience feedback was very useful as we were
able to tell what our audience precisely wanted to see. This would
help us as this appeals to our target audience therefore more
people would come to watch our media product.

18. How did you attract/address your audience?
 There were many mise-en-scene used to appeal our audience. Like
the main one was the props laying on the table where many shots
were taken.
 The table was a mess showing the character has no intend to clean
the mess, which is a stereotype of teenagers being lazy.
 Lighting was used on every shot as it was a dark room therefore the
light was there to reveal the hidden clues, just like how we
Introduced the main character by beaming light on to his face,
revealing his character.
 The light itself creates professional looking shot which can appeal
allot of audience showing that we took a lot of care while shooting.

19. How did you attract/address your audience?
 The visual environment was a small room which is meant to be the
students room.
 Again appealing the audience the reason could be that the room
looks similar to the audience or something that they can relate to.
 The theory just came up automatically because it’s the most
common situation for all teenagers, the reason is that the more
things the audience can relate it to themselves they’ll enjoy it even
more. Therefore relating it to our audience was our main theory.

20. What have you learnt about technologies from the process of
constructing this product?
 While we did the shooting I've learnt many things about camera’s , how to
use it and how it works. Even though I was a actor, I still understood the
basic skill needed to work your way around cameras.
 In our group we used a DSLR camera to record. Recording in high
definition will give the professional results, this is why camera’s matters.
 For Editing I mostly use windows and windows applications, using MAC’s
was something new too for me.
 It took time while I read through the shortcuts and tricks on developing a
good quality and professional looking video.

21. What have you learnt about technologies from the process of
constructing this product?
 Apart from camera, there were a lot of light use in many shots. Getting the
lights on the correct positions was critical and had to be accurate.
 There were times that we had to re-do the shot just because a light
problem. The light plays huge part for cameras, just how you need light for
your eyes. It similarly works the same for cameras. Therefore I learnt a lot
about lights and how to use it.
 Working front of the camera was also something new for me, as I haven't
done drama before. Therefore at first I found it difficult, after few shots and
rehearsals I got the hang of it. But still it’s some hard work to be an actor.
 Because I was mostly acting, I think I still need to brush up my skills on
handling a camera, learning how to take different camera angle shots will
help me learn a lot.

22. What have you learnt about technologies from the process of
constructing this product?
 i-Movie – For editing Audience survey, Audience feed back for rough cut,
Bloopers. (How to use different effects, How to cut shots together to make them
flow)
 Camera – For filming We learnt different techniques such as; (How films make cross-
cutting or shot-reverse shots )
 Tri-pod – getting different angles .
 After effects / Photoshop – For bumper editing, Title intro.
 Social Networking Sites such as;
 Face-book
 YouTube & Word-press
 These sites helped us promote the film and helped us find out what our
audience want to see.

23. Preliminary Task
 For our preliminary task we had to plan out our tasks correctly form the
start. This would allow us not to make any mistakes and lose valuable time
on correcting them. Overall we completed the following tasks:
 Storyboard
 Script
 Setting/Location
 Shot-List

24. Looking back at your preliminary task, what do you feel you have learnt
in the progression from it to the full product?
 The planning and preparation of our preliminary task, we shaped up
a list of the stage instructions, script for the actor and a storyboard
of the clip.
Story-Board Script

25. Looking back at your preliminary task, what do you feel you have learnt
in the progression from it to the full product?
 Doing this wouldn’t waste our time and be precise on our filming
and deadlines for our shooting schedules we made.
 On the other hand due to so many re-takes we possibly will have
gone over the time limit of filming, because our actors kept messing
up and getting distracted. But in general we were capable to get the
task done in 3 or less hours.
 Doing the Preliminary task I have learnt many things, therefore i
could use theses skills on the main media product.

26. Skills learnt from preliminary task
 Different camera shots – Close up, Ariel view ( of a room ) , over the
shoulder shot, POV etc.
 We used a professional camera for high quality.
 Tripods to avoid unsteadiness of hand held camera
 High angle/low angle – to define the status of characters
 Learning how to record voice over with out the background noise.

27. Links
 Blog
 Preliminary task
 Main Task