This document evaluates a film project and summarizes what was learned from creating a preliminary task and full project. It discusses how planning, filming, editing, use of technologies, and addressing the audience improved. Key lessons included more detailed storyboards, increased use of props, lighting techniques to portray characters, incorporating genre codes through close-ups and cuts, and understanding software and format constraints. The full project was more successful at creating tension and achieving the psychological thriller genre.
Our media product uses and develops some conventions of real action films. The camera shots during the chase scene are short and varied, adding pace and urgency, which is conventional. We also incorporate non-diegetic music to enhance tension. However, we challenge some conventions by keeping the identities of characters mysterious until halfway through to build suspense, and by having a smaller protagonist chased by larger characters, rather than the other way around.
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 filmed at various locations and uploaded it to YouTube.
- They chose to make a paranormal thriller due to limited resources and felt their opening sequence met the genre's requirements through suspenseful elements.
- An audience survey found that most viewers were engaged by the film and wanted to know more about the characters.
- The evaluation identifies strengths like varied shots and effective sound, and weaknesses to potentially improve like certain shots.
Overall the evaluation
The film "Hoodz" portrays two groups of teenage boys from rival gangs. It was inspired by films like Kidulthood and Adulthood that depict urban youth culture. The film uses conventions like stereotypical costumes, locations, and behaviors to represent this culture. Through filming in dark areas at night and including intimidating and rebellious actions, the film aims to feel realistic while challenging some conventions by including a musical score. The filmmakers learned about technologies like cameras, editing software, and creating a musical score through making this film.
The document discusses a media product created by the author that uses the conventions of British social realism. The product contrasts two characters from different social classes rather than documenting a single person. It represents the present rather than the past. The opening sequence uses naturalistic techniques like costumes, locations and camerawork to draw in the audience. The author learned new skills in editing software, sound mixing, and creating logos and soundtracks.
This document summarizes an evaluation of a student's media product, which was a 2-3 minute opening to a thriller film. The student discusses how their opening used conventions of the thriller genre like mystery and intrigue. They analyzed films like "Abduction" and "The Room" that inspired their concept of using social media and an abusive ex-boyfriend storyline. The student discusses distributing their film to independent film festivals and companies. They aimed to attract a young female audience by representing urban teenage experiences and addressing online safety issues. The student reflects on learning camera equipment, lighting, sound, and editing software through creating this opening sequence.
Question 1: In what ways does your media product use, develop or challenge fo...marshy264
Our media production "SKATE" uses various elements of thriller genre conventions to reinforce that it is a thriller film. These include character names and costumes that reference other thrillers, as well as props like a bike, skateboard, and car that are associated with stereotypes of reckless teenagers. Sounds were also used diegetically to represent characters and foreshadow events, challenging the genre's usual use of non-diegetic sound. The film was set in a local park and cafe that would be familiar to the target demographic and enabled the use of props, mirroring locations from other thrillers.
The document discusses the decisions made regarding distribution of a student media production called "The Longing". It was decided that the film would be produced by independent companies BBC Films and distributed by Pathé. These companies were chosen because they have experience with technological convergence and cross-media marketing. The document also compares "The Longing" to the social realism film "This is England", noting some ways the production could have been improved such as through more research on target audiences and holding actor auditions. Web 2.0 and social media would be key in marketing the film through its distribution phase.
The document discusses the student's opening sequence project for a media production. It summarizes how the opening sequence develops conventions of British social realism by contrasting two characters and documenting the present rather than the past. It represents different social groups through the characters' ages, social classes, and lifestyles. The student learned new skills in editing software, sound mixing, and logo design through completing the project.
Our media product uses and develops some conventions of real action films. The camera shots during the chase scene are short and varied, adding pace and urgency, which is conventional. We also incorporate non-diegetic music to enhance tension. However, we challenge some conventions by keeping the identities of characters mysterious until halfway through to build suspense, and by having a smaller protagonist chased by larger characters, rather than the other way around.
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 filmed at various locations and uploaded it to YouTube.
- They chose to make a paranormal thriller due to limited resources and felt their opening sequence met the genre's requirements through suspenseful elements.
- An audience survey found that most viewers were engaged by the film and wanted to know more about the characters.
- The evaluation identifies strengths like varied shots and effective sound, and weaknesses to potentially improve like certain shots.
Overall the evaluation
The film "Hoodz" portrays two groups of teenage boys from rival gangs. It was inspired by films like Kidulthood and Adulthood that depict urban youth culture. The film uses conventions like stereotypical costumes, locations, and behaviors to represent this culture. Through filming in dark areas at night and including intimidating and rebellious actions, the film aims to feel realistic while challenging some conventions by including a musical score. The filmmakers learned about technologies like cameras, editing software, and creating a musical score through making this film.
The document discusses a media product created by the author that uses the conventions of British social realism. The product contrasts two characters from different social classes rather than documenting a single person. It represents the present rather than the past. The opening sequence uses naturalistic techniques like costumes, locations and camerawork to draw in the audience. The author learned new skills in editing software, sound mixing, and creating logos and soundtracks.
This document summarizes an evaluation of a student's media product, which was a 2-3 minute opening to a thriller film. The student discusses how their opening used conventions of the thriller genre like mystery and intrigue. They analyzed films like "Abduction" and "The Room" that inspired their concept of using social media and an abusive ex-boyfriend storyline. The student discusses distributing their film to independent film festivals and companies. They aimed to attract a young female audience by representing urban teenage experiences and addressing online safety issues. The student reflects on learning camera equipment, lighting, sound, and editing software through creating this opening sequence.
Question 1: In what ways does your media product use, develop or challenge fo...marshy264
Our media production "SKATE" uses various elements of thriller genre conventions to reinforce that it is a thriller film. These include character names and costumes that reference other thrillers, as well as props like a bike, skateboard, and car that are associated with stereotypes of reckless teenagers. Sounds were also used diegetically to represent characters and foreshadow events, challenging the genre's usual use of non-diegetic sound. The film was set in a local park and cafe that would be familiar to the target demographic and enabled the use of props, mirroring locations from other thrillers.
The document discusses the decisions made regarding distribution of a student media production called "The Longing". It was decided that the film would be produced by independent companies BBC Films and distributed by Pathé. These companies were chosen because they have experience with technological convergence and cross-media marketing. The document also compares "The Longing" to the social realism film "This is England", noting some ways the production could have been improved such as through more research on target audiences and holding actor auditions. Web 2.0 and social media would be key in marketing the film through its distribution phase.
The document discusses the student's opening sequence project for a media production. It summarizes how the opening sequence develops conventions of British social realism by contrasting two characters and documenting the present rather than the past. It represents different social groups through the characters' ages, social classes, and lifestyles. The student learned new skills in editing software, sound mixing, and logo design through completing the project.
This document is the opening to a thriller film called "Eye Spy" created by students. It establishes the characters of two girls, Eva and Katie, and introduces a possessed boy who begins following them. The opening ends on a cliffhanger with one girl being chased and possessed. The students aimed to quickly engage the audience with the plot, characters, and tension typical of the thriller genre.
The document discusses how the media product represents particular social groups and genres. It aims to portray a lower social class through representations of violence, crime, and substance abuse. Characters are dressed in tracksuits and casual clothing to portray this class and create recognizable stereotypes. The opening sequence uses techniques from other films like fast-paced editing and certain shots to attract its target audience of 18 year olds interested in crime/gangster genres.
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.
The filmmaker challenged and developed conventions of real media in their short film "Promise". They developed the narrative from "The Fault in Our Stars" by evolving the protagonist Ellie from Hazel. They also developed the use of technology like texting between characters. However, they challenged typical short film narratives by using a more complex storyline and multiple locations. They also challenged the sexualization of female protagonists by portraying Ellie in an innocent light as she deals with her illness. Overall, the filmmaker researched conventions of short films and genres like romance dramas to both develop and challenge conventions in their own short film.
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.
The document discusses the conventions of the social realism genre that the filmmakers aimed to adhere to or challenge in their opening sequence. It examines the locations, actors, music, plot, characters, and other elements used and whether they followed genre conventions. It also analyzes how well the opening sequence established the narrative, explored social issues, and represented various classes. While several conventions were followed, the document notes some areas where conventions could have been better addressed or challenged, such as through editing choices, representations of gender and class, and consideration of crime genre conventions.
The document discusses creating a TV segment and accompanying website for a science fiction drama show. It summarizes the intentions for the projects, including creating an engaging story, interesting characters, and sense of tension. Feedback indicated the projects met these goals and were well-received, with positive comments on the story, characters, and website design. The document also discusses genre conventions, representation, advertising strategies, and ensuring the projects aligned with the intended science fiction drama genre.
This document summarizes a group project evaluating a film opening sequence. It introduces the two main characters, Isobel and James, and discusses how they were inspired by other films. It also discusses how the sequence represents a feminine "chic flick" genre through its bright colors, costumes, and focus on Isobel's career aspirations. The document considers what company might distribute the film based on similar movies and target audiences. It describes gathering feedback from the target audience and how the sequence aimed to attract and intrigue viewers. Finally, it reflects on the technological and filmmaking skills learned through creating the opening sequence.
The document discusses the student's media studies coursework, including a teaser trailer for a horror film and accompanying ancillary tasks like posters and a magazine cover.
The student used typical conventions for a horror genre teaser trailer, including quick shots, blood, and an ominous setting. Feedback was positive, though some felt the trailer could have shown the killer (a little girl) more.
Accompanying tasks like posters and magazines also featured these conventions to create a consistent brand identity. Feedback noted the clear brand image across tasks but felt one poster could include more.
Media technologies helped at all stages, from research/planning using YouTube, blogs and Google to production using editing software and cameras to evaluation by gathering
The document summarizes an opening film sequence project created by the author for a media studies class. It introduces the psychological thriller film's main characters and gives insight without revealing too much of the story. The author's roles included costume and makeup. Testing with audiences found the non-chronological order and focus on teenage trauma/suicide kept viewers engaged. The project aimed to attract a target British 15-25 year old audience through stereotypical characters and settings they could relate to.
The document discusses the student's media studies coursework, including a teaser trailer for a horror film and accompanying ancillary tasks like posters and a magazine cover.
The student used typical conventions for a horror genre teaser trailer, including brief glimpses of actors, blood, and an ominous setting. Feedback was gathered from peers via a survey. The trailer and ancillary tasks were designed to have consistent branding elements like the use of a main character, colors, font, and taglines related to the film's woods setting and childlike elements. Media technologies like YouTube, blogs, and editing software were used for research, production, and gathering audience feedback evaluations.
As foundation portfolio media Evaluationharrodian1234
This document summarizes an evaluation of an AS Foundation media portfolio. It discusses how the media product uses and challenges conventions of real movies. It examines how exterior shots were used to conform to horror movie conventions while interior shots aimed to disturb audiences. The document also considers how the product represents certain social groups through clues in a character's apartment and how different distribution institutions may share the product. It analyzes the intended demographics and psychographics of the target audience and how different elements were designed to appeal to and identify with this audience. Finally, it reflects on technologies learned through the planning and filming process like using online maps to scout locations and improving camera skills.
The document provides an evaluation of a media product created by the author. It discusses how the product used and challenged conventions of real media. It examines the use of exterior shots, transitions, storyline, and costumes to conform to genre conventions. It also discusses how the introduction of multiple short scenes, handheld camerawork, and realistic storyline presented challenges. The document considers the audience for the product, including demographics and psychographics, and how the product aimed to attract its intended audience. It reflects on what was learned about planning, locations, costumes, lighting, research, and editing through the process of creating the media product.
Alice Ward learnt several things from audience feedback on her project. First, elements of witchcraft in the story were noticed, showing the supernatural theme came across well. Second, small details like a face in the background of the poster were appreciated, showing her focus on editing was effective. Third, she learned the trailer succeeded in building intrigue and suspense as intended.
The filmmaker challenged and developed conventions of other media in their short film PROMISE. They based the film on the romance drama genre and took inspiration from films like The Fault in Our Stars for the narrative and use of technology. However, they challenged typical portrayals of females by making the protagonist Ellie modestly dressed and focusing on her illness rather than sexualization. They also developed the characters' lives to reflect popular culture with extensive texting scenes. Throughout production, the filmmakers worked to balance conventions like limited characters and locations with a complex narrative to engage audiences.
The student created a 2 minute TV segment and accompanying website for a production company. They conducted research on audiences and production to understand requirements. Feedback indicated the TV segment and website met goals of an engaging story, interesting characters, and easy to use website. The website effectively communicated the science fiction drama genre through its dark tones and references to weapons and invasion. The TV segment similarly established the genre through its visuals and characters carrying weapons. Relationships between characters promoted the value of friendship amid the apocalyptic setting. Advertising would utilize conventional billboards and unconventional real-life projections to engage audiences familiar with similar science fiction genres.
Lily Sutherland evaluated her crime thriller media product. She explored how it used and challenged conventions of real crime thrillers. It used suspense music and followed some conventions but challenged stereotypes about protagonists. It featured a female protagonist in a public setting during daylight hours rather than isolated and at night. The antagonist remained faceless. Through research and the editing process, Lily learned how to achieve visual effects like vignettes and the importance of match-on-action editing.
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.
1) The document discusses the costume, camera work, titles, and target audience of a student's opening media sequence for a horror film. The costumes were plain to focus on the storyline rather than appearances. Camera work used common shots like close-ups to create tension. Titles were simple white text to not distract from the sequence.
2) The target audience is described as neurotic teenagers and young adults due to the dark, sinister themes and nighttime setting of the horror genre. The main character's age and urban setting aim to relate to international viewers.
3) Reflecting on creating the opening media sequence, the student learned about using video equipment and editing software as well as improving filming and storytelling
1) The document discusses the costume, camera work, titles, and target audience of a student's opening media sequence for a horror film. The costumes were plain to focus on the storyline rather than outfits. Camera work used common shots like close-ups to create tension. Titles were simple white text to not distract from the sequence.
2) The target audience is described as neurotic teenagers and young adults due to the horror genre and sinister themes. The setting of a nighttime urban environment also aims for international relatability.
3) Reflecting on creating the sequence, the student learned about using film equipment and editing software as well as improving filming and storytelling techniques compared to their preliminary work.
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.
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.
- They chose to make a paranormal thriller due to limited resources and felt they achieved the genre well through suspenseful elements.
- 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
This document is the opening to a thriller film called "Eye Spy" created by students. It establishes the characters of two girls, Eva and Katie, and introduces a possessed boy who begins following them. The opening ends on a cliffhanger with one girl being chased and possessed. The students aimed to quickly engage the audience with the plot, characters, and tension typical of the thriller genre.
The document discusses how the media product represents particular social groups and genres. It aims to portray a lower social class through representations of violence, crime, and substance abuse. Characters are dressed in tracksuits and casual clothing to portray this class and create recognizable stereotypes. The opening sequence uses techniques from other films like fast-paced editing and certain shots to attract its target audience of 18 year olds interested in crime/gangster genres.
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.
The filmmaker challenged and developed conventions of real media in their short film "Promise". They developed the narrative from "The Fault in Our Stars" by evolving the protagonist Ellie from Hazel. They also developed the use of technology like texting between characters. However, they challenged typical short film narratives by using a more complex storyline and multiple locations. They also challenged the sexualization of female protagonists by portraying Ellie in an innocent light as she deals with her illness. Overall, the filmmaker researched conventions of short films and genres like romance dramas to both develop and challenge conventions in their own short film.
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.
The document discusses the conventions of the social realism genre that the filmmakers aimed to adhere to or challenge in their opening sequence. It examines the locations, actors, music, plot, characters, and other elements used and whether they followed genre conventions. It also analyzes how well the opening sequence established the narrative, explored social issues, and represented various classes. While several conventions were followed, the document notes some areas where conventions could have been better addressed or challenged, such as through editing choices, representations of gender and class, and consideration of crime genre conventions.
The document discusses creating a TV segment and accompanying website for a science fiction drama show. It summarizes the intentions for the projects, including creating an engaging story, interesting characters, and sense of tension. Feedback indicated the projects met these goals and were well-received, with positive comments on the story, characters, and website design. The document also discusses genre conventions, representation, advertising strategies, and ensuring the projects aligned with the intended science fiction drama genre.
This document summarizes a group project evaluating a film opening sequence. It introduces the two main characters, Isobel and James, and discusses how they were inspired by other films. It also discusses how the sequence represents a feminine "chic flick" genre through its bright colors, costumes, and focus on Isobel's career aspirations. The document considers what company might distribute the film based on similar movies and target audiences. It describes gathering feedback from the target audience and how the sequence aimed to attract and intrigue viewers. Finally, it reflects on the technological and filmmaking skills learned through creating the opening sequence.
The document discusses the student's media studies coursework, including a teaser trailer for a horror film and accompanying ancillary tasks like posters and a magazine cover.
The student used typical conventions for a horror genre teaser trailer, including quick shots, blood, and an ominous setting. Feedback was positive, though some felt the trailer could have shown the killer (a little girl) more.
Accompanying tasks like posters and magazines also featured these conventions to create a consistent brand identity. Feedback noted the clear brand image across tasks but felt one poster could include more.
Media technologies helped at all stages, from research/planning using YouTube, blogs and Google to production using editing software and cameras to evaluation by gathering
The document summarizes an opening film sequence project created by the author for a media studies class. It introduces the psychological thriller film's main characters and gives insight without revealing too much of the story. The author's roles included costume and makeup. Testing with audiences found the non-chronological order and focus on teenage trauma/suicide kept viewers engaged. The project aimed to attract a target British 15-25 year old audience through stereotypical characters and settings they could relate to.
The document discusses the student's media studies coursework, including a teaser trailer for a horror film and accompanying ancillary tasks like posters and a magazine cover.
The student used typical conventions for a horror genre teaser trailer, including brief glimpses of actors, blood, and an ominous setting. Feedback was gathered from peers via a survey. The trailer and ancillary tasks were designed to have consistent branding elements like the use of a main character, colors, font, and taglines related to the film's woods setting and childlike elements. Media technologies like YouTube, blogs, and editing software were used for research, production, and gathering audience feedback evaluations.
As foundation portfolio media Evaluationharrodian1234
This document summarizes an evaluation of an AS Foundation media portfolio. It discusses how the media product uses and challenges conventions of real movies. It examines how exterior shots were used to conform to horror movie conventions while interior shots aimed to disturb audiences. The document also considers how the product represents certain social groups through clues in a character's apartment and how different distribution institutions may share the product. It analyzes the intended demographics and psychographics of the target audience and how different elements were designed to appeal to and identify with this audience. Finally, it reflects on technologies learned through the planning and filming process like using online maps to scout locations and improving camera skills.
The document provides an evaluation of a media product created by the author. It discusses how the product used and challenged conventions of real media. It examines the use of exterior shots, transitions, storyline, and costumes to conform to genre conventions. It also discusses how the introduction of multiple short scenes, handheld camerawork, and realistic storyline presented challenges. The document considers the audience for the product, including demographics and psychographics, and how the product aimed to attract its intended audience. It reflects on what was learned about planning, locations, costumes, lighting, research, and editing through the process of creating the media product.
Alice Ward learnt several things from audience feedback on her project. First, elements of witchcraft in the story were noticed, showing the supernatural theme came across well. Second, small details like a face in the background of the poster were appreciated, showing her focus on editing was effective. Third, she learned the trailer succeeded in building intrigue and suspense as intended.
The filmmaker challenged and developed conventions of other media in their short film PROMISE. They based the film on the romance drama genre and took inspiration from films like The Fault in Our Stars for the narrative and use of technology. However, they challenged typical portrayals of females by making the protagonist Ellie modestly dressed and focusing on her illness rather than sexualization. They also developed the characters' lives to reflect popular culture with extensive texting scenes. Throughout production, the filmmakers worked to balance conventions like limited characters and locations with a complex narrative to engage audiences.
The student created a 2 minute TV segment and accompanying website for a production company. They conducted research on audiences and production to understand requirements. Feedback indicated the TV segment and website met goals of an engaging story, interesting characters, and easy to use website. The website effectively communicated the science fiction drama genre through its dark tones and references to weapons and invasion. The TV segment similarly established the genre through its visuals and characters carrying weapons. Relationships between characters promoted the value of friendship amid the apocalyptic setting. Advertising would utilize conventional billboards and unconventional real-life projections to engage audiences familiar with similar science fiction genres.
Lily Sutherland evaluated her crime thriller media product. She explored how it used and challenged conventions of real crime thrillers. It used suspense music and followed some conventions but challenged stereotypes about protagonists. It featured a female protagonist in a public setting during daylight hours rather than isolated and at night. The antagonist remained faceless. Through research and the editing process, Lily learned how to achieve visual effects like vignettes and the importance of match-on-action editing.
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.
1) The document discusses the costume, camera work, titles, and target audience of a student's opening media sequence for a horror film. The costumes were plain to focus on the storyline rather than appearances. Camera work used common shots like close-ups to create tension. Titles were simple white text to not distract from the sequence.
2) The target audience is described as neurotic teenagers and young adults due to the dark, sinister themes and nighttime setting of the horror genre. The main character's age and urban setting aim to relate to international viewers.
3) Reflecting on creating the opening media sequence, the student learned about using video equipment and editing software as well as improving filming and storytelling
1) The document discusses the costume, camera work, titles, and target audience of a student's opening media sequence for a horror film. The costumes were plain to focus on the storyline rather than outfits. Camera work used common shots like close-ups to create tension. Titles were simple white text to not distract from the sequence.
2) The target audience is described as neurotic teenagers and young adults due to the horror genre and sinister themes. The setting of a nighttime urban environment also aims for international relatability.
3) Reflecting on creating the sequence, the student learned about using film equipment and editing software as well as improving filming and storytelling techniques compared to their preliminary work.
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.
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.
- They chose to make a paranormal thriller due to limited resources and felt they achieved the genre well through suspenseful elements.
- 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
The document discusses the conventions used in horror genre media products and whether the student's media product met these conventions. It addresses conventions related to genre, institutions, forms, and technical elements. The student believes their opening sequence met many conventions such as using social issues, mystery, realism, and vulnerable female victims. They also note ways they could have improved, such as adding more unrealism or subtle foreshadowing.
The document summarizes how the media product meets various conventions of horror genre films. It discusses using relatable locations, flashbacks, an orchestral score, everyday character appearances, references to social issues, lack of weapons, and low-key lighting. It explains how the opening sequence incorporates these elements to set up the narrative and introduce the protagonist's turmoil in a way that will engage the target audience.
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.
The document summarizes the media product created by the student, which is a trailer for a teen slasher film called "Silent Screams". The trailer challenges some horror genre conventions by keeping the villain's identity ambiguous and revealing very little about the plot or characters. Audience feedback gathered through an online survey helped shape the trailer to meet target viewers' expectations, such as having a mysterious male villain and female victims. The students used various media technologies for production, editing, and evaluation, including digital cameras, iPhones, Mac computers, and online platforms like Survey Monkey and Weebly.
This document evaluates the media production techniques used in the student's opening horror sequence. It discusses the use of camerawork like establishing shots and handheld shots to create an unsettling atmosphere. Editing techniques like slow motion and cutting were used similarly to horror films. The costume portrayed the main character as young and innocent to emphasize her possession. Titles and credits were included to draw the audience in. Props like fake blood and candles created a dark, mysterious ambience.
The student learned various production and post-production technologies through constructing this project. Planning was done using blogger, while production utilized a Nikon camera and editing was done in Adobe Premiere. Overall, the student felt their skills and the project
The document discusses what the creator has learned about technologies in constructing their media product. Some of the main lessons include:
- Learning more in-depth camera skills like the 180 degree rule for filming shots that flow together. This took several reshoots to master.
- Upgrading equipment from a low quality camcorder to a higher quality DSLR for the final product.
- Learning that reshoots would be needed due to problems in editing like missing props, changing weather, and audio issues.
- Gaining experience filming and editing in the thriller genre to create intended effects on the viewer by following or challenging conventions.
Our preliminary task involved filming a character opening a door, crossing a room, and sitting in a chair opposite another character to exchange dialogue. The genre chosen was crime. This challenges conventions by having a young victim rather than a vulnerable elderly victim typically seen. It represents youth culture by being filmed in the early morning to depict stereotypes of young people drinking until late. The media institution that would show our media product is ITV due to its high budget crime dramas like "The Bill". The intended audience is 15-19 year olds and elements like alcohol and phones were incorporated to attract this age group. Learning points included using handheld camera sparingly and improving dialogue scene editing.
Our media product uses and develops conventions of the crime thriller genre. We used darker colors and settings like a public area to challenge stereotypes about protagonists and locations of crime. For sound, we used tense music as well as sped up sound effects to create mystery. In editing, we included foreshadowing of characters and events through shots of the protagonist's life and fades between clips. This was meant to confuse the audience and follow the investigative conventions of thrillers. We represented teenagers realistically through our protagonist by giving her relatable attitudes, reactions, and fashion choices to appeal to our target age group audience.
The document discusses how the media product challenges conventions of crime thriller genres in its opening sequence. Specifically, it explores how the mise-en-scene, camera, editing, sound, and setting challenge typical conventions. For example, the protagonist is presented in darker colors rather than feminine pastels, and the setting is an open space rather than a confined, dark area. Overall, the document analyzes how the media product develops and challenges conventions to create something unique and original.
The media product incorporated thriller conventions such as a protagonist and antagonist. Mystery and suspense were developed by not showing the antagonist's face. The thriller investigated a person's mindset and themes of death. It was influenced by films such as Se7en and The Watcher, incorporating elements like music, quick cuts, and stalking victims. The antagonist was portrayed as mentally ill, and gender roles represented males as dominant and females as victims.
Luke Mayes - Foundation Production Portfolio - EvaluationMayesV1
The document discusses the production of a student's media project for their Foundation course. It includes:
- An analysis of how the film used conventions of the thriller genre like editing, iconography, and setting.
- Representation of social groups like middle-aged men, upper-class men, and wives to create character types and tension.
- Suggestions that the film could be distributed by Hollywood or television studios due to its style and opportunities for branding.
- The intended audience of 15-25 year olds and how scenes like the motorbike and poisoning attract both male and female viewers.
- Lessons learned about camerawork, scheduling challenges, and improving editing skills over the course
The document discusses the forms and conventions used in the opening of thriller films. It analyzes how the student media project both conformed to and challenged these conventions through elements like narrative, mise-en-scene, camera work, editing, sound, and titles. Key ways the project developed conventions included subverting expectations by revealing the apparent victim was actually the killer. Audience feedback found this twist to be an interesting surprise, though some felt confused.
The document discusses a student's media studies coursework evaluating a teaser trailer they created for a horror film project. It covers the typical conventions used in horror trailers and how the student incorporated these into their teaser trailer. It also discusses how they developed ancillary tasks including a magazine cover and film posters to create a consistent brand identity and reinforce the film's image. The student analyzes how effective the combination of these materials was at constructing a strong brand. Finally, it discusses how the student gathered audience feedback on the project through various methods.
The document summarizes an opening film sequence project created by the author for a media studies class. It introduces the psychological thriller film's main characters and gives insight without revealing too much of the story. The author's roles included costume and makeup. Testing with audiences found the non-chronological order and focus on teenage trauma/suicide kept viewers engaged. The project aimed to attract a target audience of 15-25 year old white British viewers through stereotypical characters and settings they could relate to.
4. In What Ways Does Our Film Use Forms And Conventions Of Real Media Products? Mise-en-Scene: Ed’s bedroom is displayed as dark, dingy, dangerous, uninviting and isolated (all conventions of a psychological thriller film) There are beer cans, a line of sugar to look like cocaine, and a lighter all used within the mise-en-scene in various shots; this represents alcoholism, drug use, and pyromaniac tendencies. Polaroid photographs are used as a motif throughout ‘Absent are the Saints’. These are used as a method of reflection of the memories shared with Alice, and Ed’s obsession with her. Polaroid photos were used as opposed to regular 6’’x4’’ prints similarly to ‘Memento’ by Christopher Nolan.
5. In What Ways Does Our Film Challenge Forms And Conventions Of Real Media Products? Audience Themes Most psychological thriller films follow a narrative, whereas ‘Absent are the Saints’utilises montage-style editing. This was done to create an active audience whereby they use their own ideas and imagination from the range of shots that have been shown. This can add to suspense and tension as it plays on humans’ innate fear of the unknown. Location The church used in our film is presented in a negative way which opposes the general stereotypical view that churches are a place of sanctity and purity.
6. How Does Our Media Product Represent Particular Social Groups? Ed is a stereotypical male youth and this is established by the use of costume (hoody and jeans). Within society, teenaged boys wearing this attire are immediately labelled as negative influences on the community. This point is reinforced within ‘Absent are the Saints’ as he is an alcoholic, a drug user and an obsessive psychopath. Alice is a typical teenaged female who is a vulnerable victim within our film. Within society, girls are portrayed as being less of a threat in comparison to men who are aggressive, due to the higher levels of testosterone.
7. Who Would Be The Audience For Our Media Product? We decided that our film was most closely suited to a certificate rating 15, due to the nature of the suspense and tension featured within it. Additionally, the idea that ‘Absent are the Saints’ included the use of drugs, knife crime, blood, psychological illnesses and such contributed to this decision. We felt that our product was a little too gory and brutal to be a certificate 12 as it may cause distress in an audience that was too young to deal with the mental illness that is displayed within our antagonist, Ed. However, if we had opted for an 18, this would mean a more narrow target audience rather unnecessarily.
8. Who Would Be The Audience For Our Media Product? ‘Absent are the Saints’ is not targeted specifically towards either males or females. For example, a romantic comedy would be far more suited towards girls and women, whereas science-fiction would probably be more appealing to males; psychological thrillers, on the other hand, often attract both genders very successfully. The audience for our media product would largely be those who have an interest in thrillers and enjoy being active when watching films. This is due to the concept of the montage editing employed throughout ; it requires the viewers to use their imagination and thoughts to piece together the aspects that are not given to them.
9. How Did We Attract Our Audience? Our film was based on a young male and female character; by using young people to star in our production, this would attract younger people to want to watch it because they would be able to relate to it. Due to our film being certified as a 15, it would appeal to anyone of this age and older. Additionally, a film based predominantly on relationships would result in the attraction of a teenaged audience as love and romance is a key theme associated with this social group. This extreme case of a relation gone totally wrong would be exciting for most people over the age of 15.
10. How Did We Address Our Audience? We addressed the audience by increasing the involvement that they had in our media product. For example, the use of montage editing results in the idea that they have to be active and use their own thoughts and interpretations to piece together key scenes. Another way in which we addressed our audience was through the use of stereotypes that were portrayed within our media product. Teenagers can easily relate to these and therefore, it may well increase their enjoyment of our film. The main stereotype which was represented within ‘Absent are the Saints’ is the negative associations of young males in society today.
11. What Have We Learnt About Technologies From The Process Of Constructing This Product? How to apply good framing to our shots, including the rule of thirds horizontally and vertically, even if they were not captured appropriately. This was achieved through the use of the ‘cage’ tool on final cut express, the editing software on apple Macs. Additionally we learnt that we must remain on one Mac computer to edit the whole of our filming as it would not be possible to continue after transferring the files across to a different Mac. This caused problems, as we were not the only group who needed to use this computer and the computer was at school, so any editing needed to be completed at school, within appropriate hours. As a result we needed effective time management.
12. What Have We Learnt About Technologies From The Process Of Constructing This Product? Live type files can be transferred and utilised on different computers however, with final cut express, it can only be used on an Apple Mac. Consequently, creating the credits had to be done at school (no one in our group owned an Apple Mac). Through the use of live type software to create the credits and titles and including them in the final product, we learnt how to apply different text formats, effects and speeds at which the transitions progressed. Further aspects of editing that we learnt included the ability to change the contrast, brightness and overall colour to alter the atmosphere of the shot, such as to darken the shot to create a sense of tension, in conjunction with psychological thrillers.
13. What Have We Learnt About Technologies From The Process Of Constructing This Product? On the other hand, effects could not be applied as effectively to make the scene appear lighter. Therefore our original intention to film late at night resulted in unusable footage, forcing us to re-film much of our work. The LCD screen on the camcorder when played back showed our filming to be much lighter. However, when captured on the Mac it was less clear. From this we learnt, during re-filming, to film the outside shots during lighter conditions.
14. What Have We Learnt About Technologies From The Process Of Constructing This Product? We developed upon our understanding of how to use the lights from our preliminary task, our aim being to create the best effects to represent the male as a schizophrenic. This was done by the light casting shadows across his face as though he has a split personality. Additionally we learnt how manipulating the lighting was only possible when filming inside, due to the requirement of a power source in the mains. However, there were motion sensitive lights already at the graveyard site which we effectively incorporated into our filming such as in the low angled hand-held shot of Alice as she walks under the light above the church door entrance.
15. Looking Back At Our Preliminary Task, What Do WeFeel WeHave Learnt In The Progression From It To The Full Project? Planning In our preliminary task, we failed to adhere and refer to our storyboarding. This meant that we were forced to revisit the location on numerous occasions which wasted valuable time and was very tedious. Conversely, in our main task we created detailed storyboards which we followed throughout the filming; this allowed us to be time-efficient and ensured that we captured all the shots that were required.
16. Looking Back At Our Preliminary Task, What Do WeFeel WeHave Learnt In The Progression From It To The Full Project? Planning Continued In our preliminary task, there was a great absence of props and mise-en-scene which we felt resulted in lack of effect and detail. For example, when filming inside there was no vivid evidence that it was the inside of a church. We felt that this needed alteration, therefore in our main task we utilised a range of props relating to the psychotic character of our male antagonist. These included the bloody knife, cigarettes, beer cans, the lighter and the photographs. Also in our main task, the bed-sit is smoky and dark, reflecting his negative character portrayal.
17. Looking Back At Our Preliminary Task, What Do WeFeel WeHave Learnt In The Progression From It To The Full Project? Planning Continued Prior to filming our preliminary task, we analysed a number of already-existing psychological thrillers; however, we didn’t maximise the potential ideas of codes and conventions that they presented us with. Before planning our main task, we re-analysed our textual analyses and realised the essential codes and conventions – these were included in ‘Absent are the Saints’, helping us to achieve the genre which we strived for.
18. Looking Back At Our Preliminary Task, What Do WeFeel WeHave Learnt In The Progression From It To The Full Project? Filming During the preliminary task, we realised that we did not utilise enough close up shots. As these are a code and convention of psychological thrillers this was one of the key missing links that needed to be rectified in order to make our main task more effective at fulfilling its proposed genre. In our preliminary task, mid shots were predominantly used as opposed to these close ups however, these do not display the facial expressions or emphasise objects or people enough.
19. Looking Back At Our Preliminary Task, What Do WeFeel WeHave Learnt In The Progression From It To The Full Project? Filming Continued Also, in our preliminary, there were not enough quick cuts which resulted in a film that was not successful in creating suspense. To alter this, in our main product, we used a greater number of quick cuts, for example it cuts between Alice’s feet and handheld camera work – this created a greater sense of tension. Additionally, in contrast between the preliminary and the main task, in the former there is a fixed shot of the character’s feet whereas in the latter, a pan follows the feet in a way which contributes to creating a sense of tension, due to the obtrusive editing.
20. Looking Back At Our Preliminary Task, What Do WeFeel WeHave Learnt In The Progression From It To The Full Project? Editing In our preliminary task, we used only fade-in-fade-out cuts to progress from one scene to the next. In comparison, in the main task, the majority of transitions that we used were cross-dissolves. This presented greater sophistication and also reinforced asense of schizophrenia through distortion (one of the codes and conventions of psychological thrillers). This helped us to achieve the sense of genre which we had aimed for. This style of montage editing through the use of photographs has relevance to ‘Memento’ directed by Christopher Nolan, which was one of the inspiration pieces for film.
21. Looking Back At Our Preliminary Task, What Do WeFeel WeHave Learnt In The Progression From It To The Full Project? Editing Continued Moreover, within our main task, we learnt how to alter the opacity and overlap shots. This was used when displaying the photographs lying on the coffee table and contributed to a sense of obsession because it over-exaggerated the number of pictures that he had of her (some voluntary and some involuntary because he stalked her). The music within our main task was also used very effectively because it intensified as Ed’s state of mind progressed, which can be seen through the layers of photographs put together.
22. Looking Back At Our Preliminary Task, What Do WeFeel WeHave Learnt In The Progression From It To The Full Project? In our preliminary, we showed the film in black and white to make the shadows appear more predominant and significant to comply with the codes and conventions of the psychological thriller genre. In our main task however, having tried applying this setting throughout the film, we opted to show the film in the original colour. This is because it appeared more aesthetically pleasing to the audience and the use of shadows was not so effective in showing Alice in an innocent and vulnerable light. Also, the film had to be consistent in colour or black and white, as it would not make sense if only certain shots were in black and white and the rest of the film was not.
23. Looking Back At Our Preliminary Task, What Do WeFeel WeHave Learnt In The Progression From It To The Full Project? On a day we did film by the church the weather was overcast, producing a much more appropriate setting. Whereas in our preliminary it was sunny which created great shadows, which looked even better when shown in black and white, the film would have not fitted the codes and conventions of a psychological thriller due to sunshine typically being associated with a lighter, happier atmosphere. As the weather was overcast for filming our main and we eventually chose to show it in colour, this appeared more effective in creating a darker atmosphere but not so much for the film to appear too dark in the final product.