Evaluation part 5
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The document discusses questions about addressing an audience, learning about technologies through constructing a product, and reflecting on improvements from a preliminary task to the full product. It also lists aspects of a preliminary task that could be improved such as the story, characters, narrative structure, and technological skills for presenting these elements through filming and editing.
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Using conventions
This document provides guidance on answering exam questions about using conventions from real media texts in your own work. It emphasizes showing how your understanding of conventions has developed over time through various projects. It recommends discussing both technical conventions as well as symbolic conventions related to narrative, representation, themes and messages. Students are advised to structure their answer with an introduction about the projects, paragraphs discussing skills and examples from early and later projects, and a conclusion. The document also contains advice on analyzing other students' work and planning essay answers.
Research and planning
This document discusses the importance of research and planning skills for media coursework. It provides examples of the types of research skills developed over the past two years, including textual analysis, audience research, and use of blogs. Various research and planning methods are described, along with their advantages and disadvantages. The document also discusses how to organize research materials, planning materials, and the presentation of research on blogs. Finally, it addresses how research and planning has informed practical work and how those skills have improved from AS to A2 levels.
Post Production
Post production involves editing raw footage and transforming it into a finished media product using software. The document discusses the post production process for several of the student's projects during their AS and A2 courses. This included editing prelims and thriller openings in Final Cut Pro at AS level. At A2, post production consisted of editing footage and audio in Final Cut Pro, manipulating photographs in Photoshop, and assembling text and graphics in Photoshop and Wix. The document prompts the student to reflect on the post production skills and software used for their projects, and how their skills have progressed from iMovie to Final Cut Pro to more advanced use of software like Photoshop.
2013 yr 9 ass tk essay on an issue
The document provides instructions for a Year 9 assessment task requiring students to write an essay analyzing an issue presented in a documentary studied in class. Students must choose one documentary, identify an issue it explores, and discuss how the documentary composer uses techniques to present their point of view on that issue. Students are to plan their essay in dot points before the due date and hand in the plan with their completed essay. The essay should be a minimum of one page and include an introduction, at least two body paragraphs using a "WHY" structure, and a conclusion. Students will be marked based on their understanding of the issue and techniques, and the structure and language used in their essay composition.
Coursework evaluation
This document provides guidance for students on their G324 Evaluation, which is worth 20% of their coursework grade. It outlines the evaluation questions that must be answered, including how students used forms and conventions, the effectiveness of combining their main product with ancillary texts, what they learned from audience feedback, and how they used new media technologies. It encourages students to engage with technology in their evaluation and provides examples of assessment approaches, such as a filmed PowerPoint, audio commentary, or creating another film. Students are asked to create a plan and timeline for their evaluation.
"No turning back" Project marking rubric
The document provides a marking rubric for the No Turning Back Project that evaluates visual and written content on a scale from A to E. Visual content is assessed on the sophistication and effectiveness of visual choices, while written content is assessed on the appropriateness and control of language used. An A grade reflects sophisticated and seamless use of elements, while an E grade signifies limited and disconnected use of elements with many errors.
Writing a WHY paragraph- "Go back to where you came from" documentary
This scaffold can assist students to organise their ideas when writing an analytical paragraph on a documentary (created for the "No Turning back" project)
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This planning sheet is designed to scaffold students' writing on their essay on the series"Go back to where you came from".
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Using conventions
This document provides guidance on answering exam questions about using conventions from real media texts in your own work. It emphasizes showing how your understanding of conventions has developed over time through various projects. It recommends discussing both technical conventions as well as symbolic conventions related to narrative, representation, themes and messages. Students are advised to structure their answer with an introduction about the projects, paragraphs discussing skills and examples from early and later projects, and a conclusion. The document also contains advice on analyzing other students' work and planning essay answers.
Research and planning
This document discusses the importance of research and planning skills for media coursework. It provides examples of the types of research skills developed over the past two years, including textual analysis, audience research, and use of blogs. Various research and planning methods are described, along with their advantages and disadvantages. The document also discusses how to organize research materials, planning materials, and the presentation of research on blogs. Finally, it addresses how research and planning has informed practical work and how those skills have improved from AS to A2 levels.
Post Production
Post production involves editing raw footage and transforming it into a finished media product using software. The document discusses the post production process for several of the student's projects during their AS and A2 courses. This included editing prelims and thriller openings in Final Cut Pro at AS level. At A2, post production consisted of editing footage and audio in Final Cut Pro, manipulating photographs in Photoshop, and assembling text and graphics in Photoshop and Wix. The document prompts the student to reflect on the post production skills and software used for their projects, and how their skills have progressed from iMovie to Final Cut Pro to more advanced use of software like Photoshop.
2013 yr 9 ass tk essay on an issue
The document provides instructions for a Year 9 assessment task requiring students to write an essay analyzing an issue presented in a documentary studied in class. Students must choose one documentary, identify an issue it explores, and discuss how the documentary composer uses techniques to present their point of view on that issue. Students are to plan their essay in dot points before the due date and hand in the plan with their completed essay. The essay should be a minimum of one page and include an introduction, at least two body paragraphs using a "WHY" structure, and a conclusion. Students will be marked based on their understanding of the issue and techniques, and the structure and language used in their essay composition.
Coursework evaluation
This document provides guidance for students on their G324 Evaluation, which is worth 20% of their coursework grade. It outlines the evaluation questions that must be answered, including how students used forms and conventions, the effectiveness of combining their main product with ancillary texts, what they learned from audience feedback, and how they used new media technologies. It encourages students to engage with technology in their evaluation and provides examples of assessment approaches, such as a filmed PowerPoint, audio commentary, or creating another film. Students are asked to create a plan and timeline for their evaluation.
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The document provides a marking rubric for the No Turning Back Project that evaluates visual and written content on a scale from A to E. Visual content is assessed on the sophistication and effectiveness of visual choices, while written content is assessed on the appropriateness and control of language used. An A grade reflects sophisticated and seamless use of elements, while an E grade signifies limited and disconnected use of elements with many errors.
Writing a WHY paragraph- "Go back to where you came from" documentary
This scaffold can assist students to organise their ideas when writing an analytical paragraph on a documentary (created for the "No Turning back" project)
Planning sheet for Documentary Essay writing
This planning sheet is designed to scaffold students' writing on their essay on the series"Go back to where you came from".
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This document provides guidance for students on an evaluation assignment. It outlines the four questions to be answered in the evaluation, including how the student's media product uses or challenges conventions. It describes the assessment criteria focusing on use of technology, understanding of conventions and feedback. It advises students to use a range of presentation methods and technologies for the evaluation. Students are instructed to set up audience research now to collect feedback to address one of the evaluation questions.
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grade response
This document discusses areas for improvement in final major project (FMP) development. It identifies that the author needs to strengthen their skills in analyzing problems, research, and planning. The document proposes going into more detail when researching and explaining how research will help planning, and adding more details to proposals and why certain planning approaches were chosen.
A2 Evaluation Question 3 Audience
1) The document discusses evaluating audience feedback and what can be learned from it.
2) It provides examples of evidence of audience feedback, such as summarizing questionnaire results, Wallwisher comments, and focus group interviews with video/audio elements.
3) The key question is about what has been learned from audience feedback, including the product's strengths and weaknesses, how effectively the target audience was appealed to, and what could potentially be changed based on that feedback.
Answering question 1 a
The document provides advice for answering exam questions about developing skills and creative practice in media production. It outlines five key areas that may be covered: digital technology, research and planning, conventions of real media, post-production, and creativity. Students are advised to prepare examples from their work to demonstrate how their skills developed over multiple projects. Questions may require discussing two combined areas, so students need to consider various pairings.
G325 Q1 B INTRO
This document provides guidance for answering a question applying theoretical concepts related to media studies to a student's coursework productions. It lists various concepts that could be applied, including representation, audience, narrative, genre, and media language. For each concept, it gives examples of relevant theorists and terminology. It emphasizes choosing a concept and applying it to specific examples from the student's coursework, while also discussing the concept's usefulness. The document advises outlining the concept, applying it to various production elements, and evaluating how well it relates to the work. It aims to help students structure their answer to earn high marks.
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This document provides guidance for Section A of the G325: Critical Perspectives in Media A2 exam. It discusses the two compulsory questions in Section A. Question 1(a) requires students to evaluate their skills development across productions from Foundation to Advanced Portfolios, focusing on specific production practices. Question 1(b) requires students to analyze one production in relation to a media concept. The document lists common concepts and practices that have been asked about in past exams. It provides examples of previous questions, mark schemes, and tips for answering Question 1(a) and 1(b) at different levels. The purpose is to help students understand the requirements and prepare for the theoretical evaluation section of the exam.
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This document provides guidance and questions for a controlled assessment task to prepare students for upcoming summer exams. It outlines areas students should focus on, including preparation for exam questions on how their media product uses or challenges conventions. It provides marks for planning, construction, research carried out so far, including analysis of similar media, audience research, and marketing/institutional research. Students are asked two questions focusing on how their research has influenced planning decisions and how useful new media technologies have been for research and planning.
The Evaluation 2016
This document outlines the requirements for a 4-question media evaluation worth 20 marks. Students must answer questions about how their media product used or challenged conventions, the effectiveness of combining elements, what they learned from audience feedback, and how they used technology. They are assessed on their understanding, analysis, skills, and communication. Sample questions and guidance are provided on what examiners are looking for in responses.
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The document provides guidance on how to structure a response for a question about improving skills in areas like digital technology, creativity, research and planning, and post-production. It recommends choosing 3-4 key parts of a skill area and discussing your skill level in Year 12, how it limited your work, and how your skill level improved in Year 13 and benefited your work. It also suggests addressing any problems encountered and how they affected your work.
A2 media summer 2015 booklet revised
This document outlines a course of study for advanced portfolio development in media production. Over four weeks, students will conduct research and planning for promotional materials for a music or film project. They will analyze similar existing products, research target audiences, and develop planning documents for their own promotional package and ancillary products. The document provides assessment criteria for evaluating students' research and planning work, as well as their technical skills in video production. It details weekly homework and tasks focused on genre research, audience analysis, concept development, and pre-production planning.
Evaluation part 3
The document discusses representing a social group in a film character. It says they didn't want to be too stereotypical in their portrayal and wanted to challenge expectations by showing that characters other than ditsy ones can be targets of brutal attacks or deaths in films. It aims to avoid only portraying certain character types in a limited way.
Opening sequence analysis
The Ring is a horror film about a mysterious videotape that seems to cause the death of anyone who watches it within a week. It follows the conventions of the genre by featuring an alone female victim who is contacted by the killer via technology. The journalist must investigate to solve the mystery of the deadly tape.
Draft3 part 3
Here are some style and formatting ideas for titling and credits in our opening sequence:
- Plain white or light gray text on a solid black background
- Text appears slowly, line by line, to build suspense
- Minimalist font in all capital letters for a serious, unsettling tone
- Accompanied by unsettling ambient music with no lyrics to avoid distraction
- Music starts quietly and gets gradually louder as more text appears
- Credits fade in and out slowly rather than cutting abruptly to the scenes
This simple, ominous style would set the mood for a psychological thriller and intrigue viewers without taking attention away from the unfolding story. Focusing on typography and sound design keeps the opening credits
Inspirational scenes
The document provides information about the 2006 horror film The Grudge 2, which continues the story of a supernatural curse that fills victims with rage before passing to another. In Tokyo, a young woman is exposed to the same curse that afflicted her sister, and a group of unrelated people work to uncover the
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Dokumen tersebut merupakan analisis pengaruh beberapa indikator makroekonomi Indonesia yaitu Produk Domestik Bruto (PDB), inflasi, suku bunga (BI rate), dan nilai tukar rupiah terhadap indeks harga saham gabungan sektor keuangan di Bursa Efek Indonesia pada periode 2007-2011. Analisis dilakukan menggunakan data bulanan dan metode regresi berganda untuk mengetahui pengaruh variabel-variabel bebas secara individual maupun bersama-sama
Evaluation part 4
The target audience for the media product is teenage females aged 15-30 years old who use social media and are located in the UK. The document discusses selecting a BBFC rating of 15 for the film, which allows depictions of violence, sexual content, and strong language but not graphic or dangerous behavior that could be copied. The sequence aims to follow BBFC guidelines by avoiding strong language, not dwelling on dangerous behavior, and not including sexual activity or discrimination.
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The document provides guidance for a media evaluation assignment worth 20% of students' coursework grade. It outlines four questions students must answer in their evaluation, focusing on how their media product used or challenged conventions, the synergy between the main product and ancillary texts, learning from audience feedback, and use of new media technologies. It recommends approaches like a filmed PowerPoint presentation or audio commentary that engage with technology. Students will receive feedback and are instructed to create a plan and timeline for their evaluation.
Introduction to A2 Evaluation
This document provides guidance for students on an evaluation assignment. It outlines the four questions to be answered in the evaluation, including how the student's media product uses or challenges conventions. It describes the assessment criteria focusing on use of technology, understanding of conventions and feedback. It advises students to use a range of presentation methods and technologies for the evaluation. Students are instructed to set up audience research now to collect feedback to address one of the evaluation questions.
Proposal Music Video
This proposal outlines a music video project for an audience aged 10-35 of all genders and social statuses. The student has learned Premiere Pro and Photoshop skills over the year and wants to create an EDM music video incorporating animation and editing clips to the song beat. Research will identify a suitable song and animation creation in Photoshop. No filming is needed as clips are already collected. The student will edit clips in Premiere Pro and evaluate the final work by analyzing strengths and areas for improvement.
A2 evaluation 4 technology
This document provides guidance on evaluating one's use of technology throughout a coursework project. It prompts the student to identify different technologies used in the research, planning, production, and evaluation stages. For each technology, the student should explain what it allowed them to do and the benefits. Examples of technologies include using social media for audience research, creating an animatic for planning, and using video editing software for production and evaluation. The document advises using specific examples and media from the student's own work to support the points made.
Advanced production evaluation
The document provides guidance for a 20-mark evaluation assignment consisting of four questions about a media production project. It must address how the media product used or challenged conventions; the effectiveness of combining the main product with ancillary texts; what was learned from audience feedback; and how media technologies were used in various stages. The assessment criteria evaluate skills in technology use, understanding of forms and conventions, role of new media, audience feedback, and ability to communicate. According to examiners, stronger evaluations combined analysis with presentation and fully addressed all questions in the most appropriate format, while weaker ones were brief, presented as essays, or did not properly answer questions.
Advanced Portfolio Research
This document outlines the research objectives and requirements for an Advanced Portfolio project. Students must complete research into relevant products in their genre and their target audience. This includes analyzing 3 music videos or trailers, 2 similar products for each ancillary task, and conducting a questionnaire, focus group, and interviews on their target audience. All research is due to be uploaded to blogs by July 19th except the first 3 video analyses which are due by July 11th. The document provides details on the content and presentation methods required for each piece of research.
grade response
This document discusses areas for improvement in final major project (FMP) development. It identifies that the author needs to strengthen their skills in analyzing problems, research, and planning. The document proposes going into more detail when researching and explaining how research will help planning, and adding more details to proposals and why certain planning approaches were chosen.
A2 Evaluation Question 3 Audience
1) The document discusses evaluating audience feedback and what can be learned from it.
2) It provides examples of evidence of audience feedback, such as summarizing questionnaire results, Wallwisher comments, and focus group interviews with video/audio elements.
3) The key question is about what has been learned from audience feedback, including the product's strengths and weaknesses, how effectively the target audience was appealed to, and what could potentially be changed based on that feedback.
Answering question 1 a
The document provides advice for answering exam questions about developing skills and creative practice in media production. It outlines five key areas that may be covered: digital technology, research and planning, conventions of real media, post-production, and creativity. Students are advised to prepare examples from their work to demonstrate how their skills developed over multiple projects. Questions may require discussing two combined areas, so students need to consider various pairings.
G325 Q1 B INTRO
This document provides guidance for answering a question applying theoretical concepts related to media studies to a student's coursework productions. It lists various concepts that could be applied, including representation, audience, narrative, genre, and media language. For each concept, it gives examples of relevant theorists and terminology. It emphasizes choosing a concept and applying it to specific examples from the student's coursework, while also discussing the concept's usefulness. The document advises outlining the concept, applying it to various production elements, and evaluating how well it relates to the work. It aims to help students structure their answer to earn high marks.
Exam section A 2016
This document provides guidance for Section A of the G325: Critical Perspectives in Media A2 exam. It discusses the two compulsory questions in Section A. Question 1(a) requires students to evaluate their skills development across productions from Foundation to Advanced Portfolios, focusing on specific production practices. Question 1(b) requires students to analyze one production in relation to a media concept. The document lists common concepts and practices that have been asked about in past exams. It provides examples of previous questions, mark schemes, and tips for answering Question 1(a) and 1(b) at different levels. The purpose is to help students understand the requirements and prepare for the theoretical evaluation section of the exam.
Controlled Assessment A2 - Research & PLANNING
This document provides guidance and questions for a controlled assessment task to prepare students for upcoming summer exams. It outlines areas students should focus on, including preparation for exam questions on how their media product uses or challenges conventions. It provides marks for planning, construction, research carried out so far, including analysis of similar media, audience research, and marketing/institutional research. Students are asked two questions focusing on how their research has influenced planning decisions and how useful new media technologies have been for research and planning.
The Evaluation 2016
This document outlines the requirements for a 4-question media evaluation worth 20 marks. Students must answer questions about how their media product used or challenged conventions, the effectiveness of combining elements, what they learned from audience feedback, and how they used technology. They are assessed on their understanding, analysis, skills, and communication. Sample questions and guidance are provided on what examiners are looking for in responses.
Structure for Section A Question 1
The document provides guidance on how to structure a response for a question about improving skills in areas like digital technology, creativity, research and planning, and post-production. It recommends choosing 3-4 key parts of a skill area and discussing your skill level in Year 12, how it limited your work, and how your skill level improved in Year 13 and benefited your work. It also suggests addressing any problems encountered and how they affected your work.
A2 media summer 2015 booklet revised
This document outlines a course of study for advanced portfolio development in media production. Over four weeks, students will conduct research and planning for promotional materials for a music or film project. They will analyze similar existing products, research target audiences, and develop planning documents for their own promotional package and ancillary products. The document provides assessment criteria for evaluating students' research and planning work, as well as their technical skills in video production. It details weekly homework and tasks focused on genre research, audience analysis, concept development, and pre-production planning.
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Evaluation part 3
The document discusses representing a social group in a film character. It says they didn't want to be too stereotypical in their portrayal and wanted to challenge expectations by showing that characters other than ditsy ones can be targets of brutal attacks or deaths in films. It aims to avoid only portraying certain character types in a limited way.
Opening sequence analysis
The Ring is a horror film about a mysterious videotape that seems to cause the death of anyone who watches it within a week. It follows the conventions of the genre by featuring an alone female victim who is contacted by the killer via technology. The journalist must investigate to solve the mystery of the deadly tape.
Draft3 part 3
Here are some style and formatting ideas for titling and credits in our opening sequence:
- Plain white or light gray text on a solid black background
- Text appears slowly, line by line, to build suspense
- Minimalist font in all capital letters for a serious, unsettling tone
- Accompanied by unsettling ambient music with no lyrics to avoid distraction
- Music starts quietly and gets gradually louder as more text appears
- Credits fade in and out slowly rather than cutting abruptly to the scenes
This simple, ominous style would set the mood for a psychological thriller and intrigue viewers without taking attention away from the unfolding story. Focusing on typography and sound design keeps the opening credits
Inspirational scenes
The document provides information about the 2006 horror film The Grudge 2, which continues the story of a supernatural curse that fills victims with rage before passing to another. In Tokyo, a young woman is exposed to the same curse that afflicted her sister, and a group of unrelated people work to uncover the
Unitech unihomes-3-noida
Unitech Unihomes 3 in Sector 113 Noida offers 1, 2, and 3 bedroom apartments with amenities like a clubhouse, sports facilities, swimming pool, and more. It enjoys great connectivity to locations in NCR due to its proximity to the FNG Expressway. The development has a premium access road, green belts on two sides, and proposed retail and commercial areas nearby.
Sidang Thesis
Dokumen tersebut merupakan analisis pengaruh beberapa indikator makroekonomi Indonesia yaitu Produk Domestik Bruto (PDB), inflasi, suku bunga (BI rate), dan nilai tukar rupiah terhadap indeks harga saham gabungan sektor keuangan di Bursa Efek Indonesia pada periode 2007-2011. Analisis dilakukan menggunakan data bulanan dan metode regresi berganda untuk mengetahui pengaruh variabel-variabel bebas secara individual maupun bersama-sama
Evaluation part 4
The target audience for the media product is teenage females aged 15-30 years old who use social media and are located in the UK. The document discusses selecting a BBFC rating of 15 for the film, which allows depictions of violence, sexual content, and strong language but not graphic or dangerous behavior that could be copied. The sequence aims to follow BBFC guidelines by avoiding strong language, not dwelling on dangerous behavior, and not including sexual activity or discrimination.
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Evaluation part 2
The document discusses the representation of different social groups in a thriller film. Specifically, it focuses on representing a young, successful female journalist as a "nerd" in order to subvert stereotypes. Key points made include choosing a female over a male for the nerd role, showing that women can be intelligent and independent rather than vulnerable, and using technology and text messages as part of the plot rather than physical violence. The character's home, clothing, and behavior are meant to portray her as organized, well-spoken, and hard-working rather than the typical helpless victim that is stereotypically portrayed in the genre.
As evaluation question
Our media product represents particular social groups in the following ways:
1. It features a young woman as the main character who receives threatening messages and photos on her phone, representing the social group of young females who are potential victims.
2. The villain wears dark clothes and a hood, hiding their identity, representing criminals who aim to instill fear and remain anonymous.
3. A newspaper article about a crime is shown on a computer screen, representing journalists who report on crimes in the modern era using digital technology.
Draft 4 part 5
The document discusses several theories that are being used in the creation of a psychological thriller film opening sequence. It summarizes Todorov's theory of narrative structure, Propp's theory of character roles, and Levi-Strauss's concept of binary oppositions. It then provides details on the target 15-18 year old audience for the film and considers the BBFC standards for a 15 rating. Potential inspiring UK distribution companies are also discussed, with Revolver Entertainment selected for its experience distributing similar thriller films.
Draft 4 part 4
The document discusses ways to create enigma or mystery in storytelling such as using appropriate camera shots and lighting to withhold information or employing time manipulation techniques like flashbacks. It also provides examples of how to construct a 5 point overview of both an opening scene and the overall film, with the opening scene involving a teenage girl receiving a mysterious envelope and the film overview centering around a woman haunted by the spirit of her unborn child.
Draft 4 part 3
The document discusses techniques for creating suspense, tension, and anxiety in a psychological thriller opening sequence involving two characters, Nia and Kylie, with Nia as the shy main character exhibiting strange and disturbing behavior that Kylie witnesses along with her children. Key props include a baby doll, laptop, letter, and notepad to advance the plot and develop Nia's paranoid and mentally unstable state of mind.
Draft 4 part 3
The document discusses techniques for creating suspense, tension, and anxiety in a psychological thriller opening sequence involving two characters, Nia and Kylie, with Nia as the shy main character exhibiting strange and disturbing behavior that Kylie witnesses along with her children. Key props include a baby doll, laptop, letter, and notepad to advance the plot and develop Nia's paranoid and mentally unstable state of mind.
Draft 4 part 2
The document provides information about themes and techniques for a film project on revenge. It discusses researching revenge through movies like "Dead Silence" and "Law Abiding Citizen" which depict acts of painful murder and torture for past wrongs. Examples are given of a woman being murdered for laughing at a doll, and a man revealing his identity as he tortures and kills his daughter and wife's murderer in 48 pieces. Suffering is also discussed as a theme through the movie "The Pursuit of Happiness" which shows a man becoming homeless with his young son, sleeping without blankets in a train station.
Assignment 16 draft 4
The document provides details about an opening sequence assignment for a psychological thriller film. It includes three draft ideas for the opening sequence presented by different group members. The first idea involves a mother confronting her daughter which leads to an accident. The second shows two friends at school where one is intentionally hit by a car. The third involves strange letters and a creepy doll left at a girl's door. The group also discusses the genre conventions of psychological thrillers and films like Funny Games and Hard Candy that inspired their work. It outlines the style of titling and credits they will use and includes three examples of music that could be used in different parts of the opening sequence.
Assignment 16draft 3
This document provides draft ideas for the opening sequence of a group psychological thriller film project. It includes 3 potential opening sequences proposed by group members: 1) the main character having an argument with her mother and friend; 2) a friend being intentionally hit by a car; and 3) a creepy doll left at a girl's door. The group chose the psychological thriller genre for its focus on mystery and mind games. Films like Funny Games, Hard Candy, and Child's Play provided inspiration for their sequence through suspenseful scenes, character interactions, and isolated settings.
Draft 3 part 2 before 2
Our chosen theme is revenge. The document discusses research on revenge themes in movies like Dead Silence and Law Abiding Citizen where characters inflict painful murder and torture as retaliation for past wrongs. It provides examples of clips where a man is tortured and killed for his past behavior in Dead Silence, and another man tortures and kills his daughter and wife's murderer by cutting him into 48 pieces in Law Abiding Citizen. The document also discusses themes of suffering shown in Pursuit of Happiness where a man becomes homeless with his young son, having to sleep with no blankets or pillows in a train station.
Draft 3 part 2
The document provides details about the opening sequence of a film, including descriptions of the two main characters, Nia and Kylie, and their actors. Nia is described as shy, lonely, quiet, and mentally disturbed. Kylie is a friend of Nia's who worries about her behavior but lives nearby and greets her. The sequence will film interactions between the characters both inside and outside of a house from different camera angles and shots.
Assignment 16 draft 2
This document discusses ideas for the opening sequence of a group psychological thriller presentation. It includes two initial ideas from members Paula and Mickella. Paula's idea involved a girl having an argument with her mother and friend before being hit by a car. Mickella's involved a girl witnessing her friend being run over by a car. The group chose psychological thriller as their genre. They discussed conventions of the genre and were inspired by the films Funny Games and Hard Candy, analyzing characterizations and shots. They selected revenge and suffering as themes for their opening sequence.
Draft 2 part 3
This document provides information about a psychological thriller film targeted at 15-18 year olds of both genders, primarily from working class and middle class backgrounds who enjoy related interests. The 3-sentence summary is:
The document discusses targeting a psychological thriller film at 15-18 year olds of both genders from working and middle class backgrounds with interests in psychology, science, and toys. It also addresses meeting BBFC standards through avoiding dangerous behaviors, strong language, and ensuring themes of revenge (if included) would be appropriate for those aged 15+. Examples of similarly rated movies are provided and inspiration is drawn from title sequences of other thriller films.
Draft 2 part 2
The document discusses research on revenge through analyzing movies where characters enact revenge in painful, murderous ways in response to past wrongs done to them or their loved ones, as well as exploring the dictionary and internet definitions of revenge and how it relates to suffering through analyzing the film "The Pursuit of Happiness." It also provides outlines of the opening sequences and plots for revenge-focused psychological thriller films.
General research
Psychological thrillers are a sub-genre of horror and thrillers that incorporate elements related to the mind or processes of the mind. They commonly use techniques like stream of consciousness narratives, investigations, suspense, and tension to create anxiety in viewers. A successful example is Child's Play (Chucky), where the concept of a children's toy coming to life as an evil, murdering villain effectively builds suspense and mystery through its plot devices and character of Chucky. Revolver Entertainment would be a good potential distributor as they are a leading UK and Irish film distribution company that has successfully marketed a wide range of films on different budgets.
Script for preliminary task
Paula walks into her classroom feeling unwell with a hangover from drinking too much alcohol at a party the night before. Her friend Mickella notices she doesn't look well and asks what's wrong. Paula explains she has a hangover and headache from the party. Mickella offers Paula some paracetamol to help with the pain before Paula leaves for her next class.
Narrative 'individual' draft2
This document discusses narrative research and provides examples of character archetypes commonly found in stories. It analyzes the narrative plot of the movie Shrek, where Shrek falls in love with Fiona and they get married in his swamp after interrupting her wedding to Farquaad. It then lists character archetypes like the hero, sidekick, and villain. It also describes the "bad girl" archetype as confident, rebellious, wearing dark clothes and makeup and having an attractive, sexy body.
Narrative research
This document discusses different narrative theories. It begins by defining what a narrative is - the organization of story events that help the audience make sense of things. It then discusses several theorists' perspectives on narrative structure. Tzvetan Todorov viewed narratives as having an initial equilibrium, a disruption of equilibrium (problem), and a return to equilibrium (resolution). Vladimir Propp identified 7 character types commonly found in fairytales. Claude Levi-Strauss analyzed narratives in terms of binary oppositions, or contrasting themes. The document concludes by defining some common narrative terms.
Genre partner project
Science fiction is a genre of fiction dealing with imaginary but plausible settings and technology. Exploring the consequences of scientific innovations is one purpose of science fiction. The document then provides examples of science fiction films including Men in Black II, Hulk, X-Men: The Last Stand, Predator, and Jurassic Park III and discusses how each film meets the conventions of science fiction through the use of aliens, mutants, advanced technology, supernatural/fantastical elements, and impossible quests.
Pre preliminary task
The document provides information on various filmmaking techniques for shooting dialogue scenes, including the 180-degree rule, two shots, reverse shots, over-the-shoulder shots, and match on action. It also includes examples of these techniques in short film clips and evaluates preliminary task videos that demonstrate some of these essential cinematography principles for capturing conversations between characters on screen.
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Evaluation part 5
- 1. 5. How did you attract/address your audience?
- 2. 6. What have you learnt about technologies from the process of constructing this product?
- 8. 7. Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
- 10. 1. The improvements or changes in the story 2. The improvements or changes in the characters (or way they are represented 3. The improvements or changes in the narrative structure 4. The improvements or changes in the technological skills (filming/editing) to present all of the above (example developing skills in editing to present things in narrative such as matching action (editing skill) or voiceover or volume control in music to set mood etc.)