The document discusses the student's media production project. It includes questions about how the project uses or challenges conventions of real media, how it represents social groups, what type of institution might distribute it, who the target audience is, how the audience is addressed, what technologies were learned, and reflections on improvements from the preliminary work. The student provides thoughtful answers discussing their creative choices and what they learned about filmmaking techniques.

1. Question one :
In what ways does your media product use, develop or
challenge forms and conventions of real media products?
My production logo showed some similarities to a real media
company as it had movement, a jingle and the name of the
company looking professional and simple, its also easy to read.
Everything about the logo applies to the genre of my media
product which is horror based.
My media product includes the names and job titles/roles of the
people involved in creating the media product, this is similar to
real media products. I have also put the names of the actors &
the name of the characters, this introduces them at the start so
the audience know who is who.

2. Question two.
How does your media product represent particular
social groups?
The social groups represented is for females aged between 15
and 17, so girls who are still in education. Teenage girls who
enjoy dramas and a given something to watch that they have to
think about and look further into. Teenage girls who like a sense
of truth in a film (e.g. in my movie, its shows that stalking can happen).

3. Question three:
What kind of media institution might distribute your
media product and why?
The media institution that would distribute my media
product would be independent film companies such as,
fox search light pictures. This is because it would be low
cost to make and fox search light pictures specialise in
independent films. I think they would produce this
because of its intendant and different story line.

4. Question four:
Who would be the audience for your media product?
• The audience for my media product would be
females around the ages of 15+, I would choose
this type of audience as it would fit well with the
theme and setting of the movie of a young girl
that is of the same age as the audience and the
first scene is at a school. I picked this type of
audience as I think it would be successful as a lot
of females around this age would be able to
empathise with the character as they are of the
same age and situation (school) so they would
automatically be able to apply their own
experiences with the characters.

5. Question five.
How I addressed my audience.
 In my opening sequence, I addressed my audience by choosing a specific genre of
film and a specific type of music that both fitted in well together to make a good
feeling of horror. I then thought about who would enjoy this film and based it on
Horror film lovers. I also choose to address my audience as a film specific to
females, this because girls who would watch this film would find it more real and
relatable, as the actor is still at school as the viewers would be and understand
how a girl feels and how girls can act. I also wanted to keep my ages range for the
movie to a (15-20 and upwards) as this is the ages of people who can related best.
 I also used an actress that was 17 years old and people from 15 upwards could
relate to her being around the same ages, this meaning the audience could
connect and empathise with the character.
 I think I attracted my audience due to my character choice

6. Question Six:
What have you learnt about technologies from the
process of constructing this product?
• Whilst I was making my film, I got to use different computer
programs such as; Sony Vegas and Celtx. These programmes
helped me a lot to make my final video.
• On Sony Vegas, I learnt how to cut down my clips, music and
sounds to be able to fit them in perfectly along side my film
footage.
• On Celtx, I learnt how to prepare and write scripts and what a
script needs to consist of.

7. Question Seven:
Looking back at the preliminary task,
what do you feel you have learnt in
the progression from it to the full
product?

8. Answer:
 Looking back at my preliminary tasks and comparing it with my finish product, I can
see that I have learnt a lot about continuity editing, I have learnt to cut parts of a
video out and still be able to make it continuous and a clear piece of footage. I have
managed to do this is my movie as I had to be able to cut out my camera orders that
I was shouting out, also I had to at some points cut out parts of the clip where one of
the actors looked directly into the camera at the end of a clip.
 Also I have learnt how to put a song track or sound effect to play in time with my
videos, in my preliminary task, I had no music or sound effects on top of the video
which was good in some ways due to the story line, which was supposed to seem
awkward and make the audience think and see it was an awkward situation, but
looking back know I feel it could have been a good idea to experiment with a some
music, sounds effects or a backing track.
 However in my movie I put a horror sound effect to Song Vegas so I could play the
clips and the sound effect at the same time, I feel the sounds effect made the clips
seem scarier and at some points helped to build up some suspense.
 I have also learnt how to render videos, this means to convert a Sony Vegas project
into a Windows Movie. Rendering means to put all the separate clips together and
compact them so that they can be shown as a video output. Rendering makes the
video look more real and shows it in a better quality.

9. Costume:
Looking back at my mise-en-scene for my preliminary task and my movie is:
 Costume: in my preliminary task, the outfits weren’t planned, and we just
wore the clothes we wore on the day to film in, this could have been an
issue if we had wanted to re-film something on another day, as there
would have been a slim chance of us coming in wearing the exact same
clothes. However in my opening sequence, I set out a plan for what I
wanted my actors to be wearing and how I wanted them to look and come
across, this time I had a choice of what I wanted them to wear but I didn’t
have the choice in my preliminary task as we never discussed as a group
what the costumes were going to be.

10. Lighting:
• Lighting: in my preliminary task, there was two lightings used, these were,
a bright lit up class room and the darker corridor outside the class room, I
didn’t really vary the lighting in my preliminary task, but in comparison to
my opening sequence, you can see that I have managed to capture
multiple lightings, this is due to shooting in different areas, open area near
school, closed and covered woods, 3 different parts of a room in a house
and looking at someone from the inside of the house to the outside. I
didn’t used 3 point lighting at any point, this is because, at the time there
wasn’t any scenes where I felt a character needed to be in 3 point light as
the actors looked well enough lit up for the scenes. I used both low key
and high key lighting in my clip, my low key lighting didn’t work as well as I
thought it would in my opening sequence, I was trying to film a door
creaking open and it was pretty dark but from my feedback I have noticed
people thought this scene was way too dark and needed to be lit up a little
more. Also the high key lighting was shown in the first clip, outside the
school, this shot was very bright in comparison with the other shots and
the lighting in them.

11. Actors & makeup.
• Actors: the difference between my preliminary task and my opening
sequence, I was able to pick who I wanted to play my characters in my
opening sequence and do what I wanted them to do and say whereas
in my preliminary task, I was put into a group and had to use
everyone’s ideas not just mine. The actors I picked matched the
description of what I wanted them to look like.
• Makeup: again the difference between the preliminary task and my
opening sequence was the point of me being able to choose what I
wanted my actors make up to look like, however in my preliminary
task, I was the only girl in my group and they don’t wear makeup,
where as I already had makeup on from the morning of the preliminary
task.

12. Props:
• Props: in my preliminary task, we used minimal props, this was due to
the storyline of the scene, and we wanted to make the scene
minimalistic so show the awkwardness between the two actors. So the
only props we only used were a table and two chairs. Whereas in my
opening sequence, I chose for my actors to have more props involved
to make it look more realistic. The props I used were handbags, an
umbrella, a coffee mug, a spoon, a tin and a kettle. These items are the
popular things you would find in a household. And also the use of the
umbrella and handbags look very normal and casual, so it gives of the
impression of the norm.

13. Setting:
• Setting: I have learnt to use a variety of different settings, in my
preliminary task, the shots were filmed mainly in the classroom, apart
from a few second scene where we have a actor walking up the stairs
then it goes straight to the classroom scene and it remains that way
throughout the scene. e.g. school, house, and woods. Whereas in my
preliminary task I only used 2 settings one of which was only used in
the video for a couple of seconds.