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The document provides an analysis of a student's media evaluation project on a thriller film they created. The film was about a young couple where the girl is stalked home by a strange man, leading to a sudden death. To make the thriller seem realistic, the student examined techniques from films like "Collateral" and "The Game." They aimed to represent young people in relationships and target their audience of the same age range. Through making the project, the student learned how to use technologies like iMovie, GarageBand, and cameras and felt more confident in their skills.
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Evaluation
Our media product uses conventions typical of real thriller films, such as a dark mis-en-scene that creates suspense and mystery. It also mirrors real thrillers in its plot about uncovering a dark secret through clues. While our film represents some stereotypes conventionally seen in thrillers, it also challenges expectations by portraying a middle-class black family. As a psychological thriller with a similar style to films like Se7en, it would be well-suited for distribution by a company like New Line Cinema.
Evaluating main task (media)
My media product is the opening scene of a thriller film. It was burned onto a DVD to be sold online or in stores. The film has a professional look with editing, sound, and transitions. It also has a menu for choosing the main task or preliminary task. The film represents stereotypical social groups - the innocent blonde female protagonist and sinister antagonist in black. Independent film companies and British film institutions like Universal Studios, Optimum Releasing, and Soda Pictures may distribute the film. The target audience is ages 15 and over due to mild violence. Learning experiences included using cameras, lighting, editing software, and continuity between shots.
Evaluation
The media technologies used in construction and research included Premiere Pro for editing the teaser trailer, Photoshop, and Survey Monkey. Planning involved developing the concept and storyline. YouTube was used for inspiration from other trailers. SlideShare, WordPress and Prezi were used to present research. Google, PowerPoint and Survey Monkey were used for additional research, creating a mood board, and gathering audience feedback. The teaser trailer, magazine cover, and poster complement each other through style and theme, portraying the story of betrayal between two characters.
Evaluation
The student used various media technologies at different stages of their project. In the construction and research stage, they used Premier Pro for editing their teaser trailer, and conducted primary and secondary research using survey monkey and photo-shop. In the planning stage, they developed the concept and story for their teaser trailer by discussing ideas with their team. They used youtube to research similar trailers for inspiration, and slideshare, wordpress and prezi to present their work. For their research, they used google to find information, photos and storylines, and survey monkey to capture audience feedback. They felt the combination of their teaser trailer and ancillary texts like posters were effective as they complemented each other in style and theme, portray
AS Media Evaluation
The document discusses the student's crime thriller media product titled "In The Frame". It summarizes how the student used, developed, and challenged conventions of the crime thriller genre in their product. Specifically, it discusses how they used conventions like dark colors, mysterious music, and not showing the antagonist's face to create ambiguity. It also explains how they challenged conventions by having the setting in a normally safe and busy area rather than a dark alley. The student reflects on what they learned about camerawork, editing, sound, and other technologies through creating this product. They felt they gained skills and understanding of the filmmaking process.
'Playground' Evaluation
Our media product challenges conventions by presenting teenage girls and teachers in a negative light. We imply that teenage girls are weak and vulnerable and that a teacher takes inappropriate interest in a student. This differs from other works where teachers are presented positively and girls are strong. We aimed to attract a young audience through casting teenagers and choosing the teen horror/thriller genre. Through making this product, we learned how to use film cameras, edit with effects and sound, and distribute online. The process has helped us improve our filmmaking skills and confidence with technologies.
'Playground' evaluation
The document discusses the opening sequence of a student film and how it was influenced by and compares to the opening of another teen horror film called "Tormented." Some key points of comparison include:
- The opening features a similar female character in a school setting like "Tormented."
- The titles are simpler than "Tormented" to fit the slightly more serious tone.
- The costume and setting differ from "Tormented" to indicate the main character has been in danger.
- The editing and use of jump cuts for tension are similar to "Tormented."
- Similar creepy music was used to build tension like in "Tormented."
my evaluation
Our media product challenges some conventions by using jump cuts unconventionally and representing teachers and teenage girls in a negative light. It develops conventions through a continuous editing style similar to "Tormented" and using dark, creepy music also like "Tormented." We would want our product to be distributed by a major company like Warner Brothers to reach a wide teenage audience attracted by the teen horror genre. Through constructing this product, we have learned how to use technologies like film cameras, editing software, and online distribution platforms.
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Evaluation
Our media product uses conventions typical of real thriller films, such as a dark mis-en-scene that creates suspense and mystery. It also mirrors real thrillers in its plot about uncovering a dark secret through clues. While our film represents some stereotypes conventionally seen in thrillers, it also challenges expectations by portraying a middle-class black family. As a psychological thriller with a similar style to films like Se7en, it would be well-suited for distribution by a company like New Line Cinema.
Evaluating main task (media)
My media product is the opening scene of a thriller film. It was burned onto a DVD to be sold online or in stores. The film has a professional look with editing, sound, and transitions. It also has a menu for choosing the main task or preliminary task. The film represents stereotypical social groups - the innocent blonde female protagonist and sinister antagonist in black. Independent film companies and British film institutions like Universal Studios, Optimum Releasing, and Soda Pictures may distribute the film. The target audience is ages 15 and over due to mild violence. Learning experiences included using cameras, lighting, editing software, and continuity between shots.
Evaluation
The media technologies used in construction and research included Premiere Pro for editing the teaser trailer, Photoshop, and Survey Monkey. Planning involved developing the concept and storyline. YouTube was used for inspiration from other trailers. SlideShare, WordPress and Prezi were used to present research. Google, PowerPoint and Survey Monkey were used for additional research, creating a mood board, and gathering audience feedback. The teaser trailer, magazine cover, and poster complement each other through style and theme, portraying the story of betrayal between two characters.
Evaluation
The student used various media technologies at different stages of their project. In the construction and research stage, they used Premier Pro for editing their teaser trailer, and conducted primary and secondary research using survey monkey and photo-shop. In the planning stage, they developed the concept and story for their teaser trailer by discussing ideas with their team. They used youtube to research similar trailers for inspiration, and slideshare, wordpress and prezi to present their work. For their research, they used google to find information, photos and storylines, and survey monkey to capture audience feedback. They felt the combination of their teaser trailer and ancillary texts like posters were effective as they complemented each other in style and theme, portray
AS Media Evaluation
The document discusses the student's crime thriller media product titled "In The Frame". It summarizes how the student used, developed, and challenged conventions of the crime thriller genre in their product. Specifically, it discusses how they used conventions like dark colors, mysterious music, and not showing the antagonist's face to create ambiguity. It also explains how they challenged conventions by having the setting in a normally safe and busy area rather than a dark alley. The student reflects on what they learned about camerawork, editing, sound, and other technologies through creating this product. They felt they gained skills and understanding of the filmmaking process.
'Playground' Evaluation
Our media product challenges conventions by presenting teenage girls and teachers in a negative light. We imply that teenage girls are weak and vulnerable and that a teacher takes inappropriate interest in a student. This differs from other works where teachers are presented positively and girls are strong. We aimed to attract a young audience through casting teenagers and choosing the teen horror/thriller genre. Through making this product, we learned how to use film cameras, edit with effects and sound, and distribute online. The process has helped us improve our filmmaking skills and confidence with technologies.
'Playground' evaluation
The document discusses the opening sequence of a student film and how it was influenced by and compares to the opening of another teen horror film called "Tormented." Some key points of comparison include:
- The opening features a similar female character in a school setting like "Tormented."
- The titles are simpler than "Tormented" to fit the slightly more serious tone.
- The costume and setting differ from "Tormented" to indicate the main character has been in danger.
- The editing and use of jump cuts for tension are similar to "Tormented."
- Similar creepy music was used to build tension like in "Tormented."
my evaluation
Our media product challenges some conventions by using jump cuts unconventionally and representing teachers and teenage girls in a negative light. It develops conventions through a continuous editing style similar to "Tormented" and using dark, creepy music also like "Tormented." We would want our product to be distributed by a major company like Warner Brothers to reach a wide teenage audience attracted by the teen horror genre. Through constructing this product, we have learned how to use technologies like film cameras, editing software, and online distribution platforms.
'Playground' Evaluation
Our media product challenges conventions by representing social groups in negative ways. We present teenage girls as weak and vulnerable and imply they could be taken advantage of by teachers. Teachers are shown in a negative light by suggesting they are "perverted" and "interested" in students. However, our genre of teen horror/thriller aims to attract a young audience similar to the film "Tormented." Through making our opening sequence, we have learned how to use filmmaking technologies like cameras, editing software, and sound effects to construct sequences and tell stories.
Powerpoint evaluation
Our media product challenges conventions by presenting teenage girls and teachers in a negative light. We imply teenage girls are weak and vulnerable and that a teacher has an inappropriate connection with a student. This differs from other works like Tormented that portray strong, confident teenage girls and kind teachers. We would want our product to be distributed by a major company like Warner Brothers to reach a wide teenage audience across different regions. Through constructing this product, we have learned how to use film cameras, editing software, and technologies like YouTube to be creative and bring our ideas to life.
'Playground' Evaluation
Our media product challenges conventions by representing social groups in negative ways. We present teenage girls as weak and vulnerable and imply they could be taken advantage of by teachers. Teachers are shown in a negative light by suggesting they are "perverted" and "interested" in students. However, our genre of teen horror/thriller would appeal to a wide teenage audience, as seen in the similar film "Tormented." We aimed to attract this young audience through casting teenage actors and choosing this popular genre. Through making our media product, we have learned how to use technologies like cameras, editing software, and online platforms to produce and distribute a film.
Evaluation.
The document discusses the construction of a media product and what was learned throughout the process. It describes using conventions like titles, music and camera techniques to engage the audience. Specifically, it discusses using a close-up of a gun to draw the audience in and using a phone call at the end of the opening to leave them with questions. The document reflects on learning how to use editing software, add transitions and incorporate different angles to convey meaning. Overall, it addresses progressing from an initial task to developing a more complex full product and storyboard.
Advanced portfolio evaluation
The document discusses the production of a trailer, magazine, and poster to promote the film "Finders Keepers." Research focused on the surrealist works of Michel Gondry and Tim Burton's "Alice in Wonderland." Planning involved storyboarding the trailer. Adobe Premiere and Photoshop were used to construct the trailer, magazine, and poster. PowerPoint was used to evaluate the projects. Audience feedback confirmed the target audience was reached and the narrative and emotional response goals were achieved through an effective combination of the media products.
Question 1
The student aimed to create a film poster that conformed to conventions of real media products. They analyzed psychological thriller posters to understand conventions around color schemes, images, taglines and layout. Their poster places actor names at the top, uses a 70% main image, features characters' faces without revealing the entire plot, and includes the same billing block and title as the trailer. While drawing inspiration from the Donnie Darko poster, the student sought to portray both main characters and make the title bold and crisp. They believe their final poster effectively promotes the film while adhering to typical poster conventions.
Evaluation questions
The document discusses evaluation questions about a media project. It summarizes that the author learned about proper editing techniques, improved teamwork skills, and how to use a camera with different shot types through working on the preliminary task and full project. It also discusses distributing the project through Summit Entertainment due to their experience with psychological thrillers, targeting an audience of teenagers and those up to age 55, addressing the audience through a main character similar in age to teenagers, and representing different social classes and ethnic backgrounds through the characters. The author learned how to use technologies like Tumblr, SlideShare, and ScriptBuddy as well as cameras, editing software, Facebook, and mobile phones in the process of constructing the project.
Question 1 evaluation
Our media product uses some common thriller conventions such as including a protagonist who faces challenges from an antagonist whose identity is hidden. However, it also challenges conventions in some ways. The lighting is well-lit rather than dim to reflect the protagonist's desire for a stress-free life. Close-ups are used sparingly rather than frequently. The environment is a busy area but it was filmed at a time when it was not very busy, challenging the typical busy urban setting of many thrillers.
Evaluation
The document discusses how the opening sequence of a media product uses conventions of real genres and forms. It establishes antagonists and protagonists through costuming and characterization. The genre of thriller/horror was chosen based on audience preferences. Tension and mystery are built through enigma codes and juxtaposition. The sequence aims to position the audience to dislike the antagonist and sympathize with the vulnerable child protagonist. Dark and enclosed settings are used to emphasize the protagonist's trapped state.
Evaluatio questio1
The document discusses conventions used in the film poster for "Kidnap" and how the author applied or challenged some of those conventions in their own film poster. Specifically:
1) They replicated the use of red and white text and colors from "Kidnap" to represent danger/violence and purity for their thriller genre.
2) They used a large title font at the top of the poster, like "Kidnap", but added a red splatter to represent violence in their crime thriller.
3) Dark colors like black were used instead of light colors to create more mystery and danger, while still using red and white text to portray the narrative in a similar way.
4)
Construction of film poster
The document describes the process of creating an inspirational film poster. The creator looked at existing professional film posters for inspiration on design elements. Key aspects taken from other posters included using a long shot image like in "Precious", similar clothing and background as in "Ill Manors", and color scheme like "Legend". The chosen image for the poster shows the character alone to convey facing problems independently. Text elements like the title, tagline, credits and logos were strategically placed around the central image.
Questions on trailer
The document provides an analysis of the trailer for the film "Orphan". It summarizes that the trailer builds suspense by not revealing the film's title until near the end. It ensures viewers will remember the title. The trailer also introduces the unknown stars through images to build familiarity without naming them. Finally, the trailer is deemed more effective at attracting an audience than the poster through its use of mystery, excitement, shots and sound.
Evaluation question 1
The document discusses how the author created an effective title sequence for their thriller film that sets up suspense and engages the audience. Key elements discussed include establishing the narrative and genre through shots of a crying girl in the woods; using close-ups, jump cuts and camera work to build tension; introducing the protagonist and antagonist; setting the scene through lighting, location and genre-appropriate title placement; and employing special effects and music to further create suspense. The sequence is analyzed frame-by-frame to convey how various cinematic techniques were employed to captivate viewers from the start.
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Este documento presenta las bases de un concurso de fotografía sobre los carnavales de Yecla de 2012. Los participantes deben enviar hasta 3 fotos siguiendo unos requisitos. Las fotos se publicarán en Facebook para que los amigos voten. Habrá premios para la foto más divertida, de grupo y mejor disfraz. El fallo se hará el 5 de marzo contando los 'me gusta' y comentarios.
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2 b epe 222 prelims activity 1
This document provides guidelines for creating a group poster for an educational technology class. It specifies that the poster must be 13 by 19 inches, durable to be posted all semester, and made using recycled materials that cost less than 100php. The poster needs to easily represent the group, be easy to hang on the wall without falling, and have at least one 3D part while limiting text to 10 words. The deadline to post the posters in the classroom is before 4pm today. The next activity will involve individual tasks with instructions to be emailed.
Audience Research
This document outlines the research stage for a thriller genre short film called "Debbie and Theranda". It provides demographics on the target audience which is 16-21 year old students in Britain from mixed ethnic backgrounds making less than £10,000. It also lists psychographic questions to better understand preferences for thriller film elements, settings, last film watched and traits of the main character. The stages of audience consultation are outlined which include using questionnaires during the research stage and storyboards during the planning stage. Examples of demographic data from successful thriller films Side Effects and Saw are also presented which align with the target demographics.
ITV Be Research
ITV Be is a new channel launched by ITV focused on programming and advertising targeting female audiences. ITV Be's advertising campaign uses stereotypical depictions of attractive women to appeal to aspirational desires of other women rather than heterosexual male desires. The advertising strategy focuses heavily on digital platforms like YouTube, social media, and websites which are commonly used by younger audiences. A consistent pink color scheme and focus on lifestyle programming featuring celebrities are used across all advertising to clearly brand ITV Be as a channel for young women.
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'Playground' Evaluation
Our media product challenges conventions by representing social groups in negative ways. We present teenage girls as weak and vulnerable and imply they could be taken advantage of by teachers. Teachers are shown in a negative light by suggesting they are "perverted" and "interested" in students. However, our genre of teen horror/thriller aims to attract a young audience similar to the film "Tormented." Through making our opening sequence, we have learned how to use filmmaking technologies like cameras, editing software, and sound effects to construct sequences and tell stories.
Powerpoint evaluation
Our media product challenges conventions by presenting teenage girls and teachers in a negative light. We imply teenage girls are weak and vulnerable and that a teacher has an inappropriate connection with a student. This differs from other works like Tormented that portray strong, confident teenage girls and kind teachers. We would want our product to be distributed by a major company like Warner Brothers to reach a wide teenage audience across different regions. Through constructing this product, we have learned how to use film cameras, editing software, and technologies like YouTube to be creative and bring our ideas to life.
'Playground' Evaluation
Our media product challenges conventions by representing social groups in negative ways. We present teenage girls as weak and vulnerable and imply they could be taken advantage of by teachers. Teachers are shown in a negative light by suggesting they are "perverted" and "interested" in students. However, our genre of teen horror/thriller would appeal to a wide teenage audience, as seen in the similar film "Tormented." We aimed to attract this young audience through casting teenage actors and choosing this popular genre. Through making our media product, we have learned how to use technologies like cameras, editing software, and online platforms to produce and distribute a film.
Evaluation.
The document discusses the construction of a media product and what was learned throughout the process. It describes using conventions like titles, music and camera techniques to engage the audience. Specifically, it discusses using a close-up of a gun to draw the audience in and using a phone call at the end of the opening to leave them with questions. The document reflects on learning how to use editing software, add transitions and incorporate different angles to convey meaning. Overall, it addresses progressing from an initial task to developing a more complex full product and storyboard.
Advanced portfolio evaluation
The document discusses the production of a trailer, magazine, and poster to promote the film "Finders Keepers." Research focused on the surrealist works of Michel Gondry and Tim Burton's "Alice in Wonderland." Planning involved storyboarding the trailer. Adobe Premiere and Photoshop were used to construct the trailer, magazine, and poster. PowerPoint was used to evaluate the projects. Audience feedback confirmed the target audience was reached and the narrative and emotional response goals were achieved through an effective combination of the media products.
Question 1
The student aimed to create a film poster that conformed to conventions of real media products. They analyzed psychological thriller posters to understand conventions around color schemes, images, taglines and layout. Their poster places actor names at the top, uses a 70% main image, features characters' faces without revealing the entire plot, and includes the same billing block and title as the trailer. While drawing inspiration from the Donnie Darko poster, the student sought to portray both main characters and make the title bold and crisp. They believe their final poster effectively promotes the film while adhering to typical poster conventions.
Evaluation questions
The document discusses evaluation questions about a media project. It summarizes that the author learned about proper editing techniques, improved teamwork skills, and how to use a camera with different shot types through working on the preliminary task and full project. It also discusses distributing the project through Summit Entertainment due to their experience with psychological thrillers, targeting an audience of teenagers and those up to age 55, addressing the audience through a main character similar in age to teenagers, and representing different social classes and ethnic backgrounds through the characters. The author learned how to use technologies like Tumblr, SlideShare, and ScriptBuddy as well as cameras, editing software, Facebook, and mobile phones in the process of constructing the project.
Question 1 evaluation
Our media product uses some common thriller conventions such as including a protagonist who faces challenges from an antagonist whose identity is hidden. However, it also challenges conventions in some ways. The lighting is well-lit rather than dim to reflect the protagonist's desire for a stress-free life. Close-ups are used sparingly rather than frequently. The environment is a busy area but it was filmed at a time when it was not very busy, challenging the typical busy urban setting of many thrillers.
Evaluation
The document discusses how the opening sequence of a media product uses conventions of real genres and forms. It establishes antagonists and protagonists through costuming and characterization. The genre of thriller/horror was chosen based on audience preferences. Tension and mystery are built through enigma codes and juxtaposition. The sequence aims to position the audience to dislike the antagonist and sympathize with the vulnerable child protagonist. Dark and enclosed settings are used to emphasize the protagonist's trapped state.
Evaluatio questio1
The document discusses conventions used in the film poster for "Kidnap" and how the author applied or challenged some of those conventions in their own film poster. Specifically:
1) They replicated the use of red and white text and colors from "Kidnap" to represent danger/violence and purity for their thriller genre.
2) They used a large title font at the top of the poster, like "Kidnap", but added a red splatter to represent violence in their crime thriller.
3) Dark colors like black were used instead of light colors to create more mystery and danger, while still using red and white text to portray the narrative in a similar way.
4)
Construction of film poster
The document describes the process of creating an inspirational film poster. The creator looked at existing professional film posters for inspiration on design elements. Key aspects taken from other posters included using a long shot image like in "Precious", similar clothing and background as in "Ill Manors", and color scheme like "Legend". The chosen image for the poster shows the character alone to convey facing problems independently. Text elements like the title, tagline, credits and logos were strategically placed around the central image.
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Evaluation question 1
The document discusses how the author created an effective title sequence for their thriller film that sets up suspense and engages the audience. Key elements discussed include establishing the narrative and genre through shots of a crying girl in the woods; using close-ups, jump cuts and camera work to build tension; introducing the protagonist and antagonist; setting the scene through lighting, location and genre-appropriate title placement; and employing special effects and music to further create suspense. The sequence is analyzed frame-by-frame to convey how various cinematic techniques were employed to captivate viewers from the start.
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This document provides guidelines for creating a group poster for an educational technology class. It specifies that the poster must be 13 by 19 inches, durable to be posted all semester, and made using recycled materials that cost less than 100php. The poster needs to easily represent the group, be easy to hang on the wall without falling, and have at least one 3D part while limiting text to 10 words. The deadline to post the posters in the classroom is before 4pm today. The next activity will involve individual tasks with instructions to be emailed.
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This document outlines the research stage for a thriller genre short film called "Debbie and Theranda". It provides demographics on the target audience which is 16-21 year old students in Britain from mixed ethnic backgrounds making less than £10,000. It also lists psychographic questions to better understand preferences for thriller film elements, settings, last film watched and traits of the main character. The stages of audience consultation are outlined which include using questionnaires during the research stage and storyboards during the planning stage. Examples of demographic data from successful thriller films Side Effects and Saw are also presented which align with the target demographics.
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The document summarizes the media evaluation of a student's media thriller project. It discusses how the project used conventions from films like "Collateral" and "The Game" as influences. It was aimed at a younger audience of couples to show the drama of a relationship threatened by a stalker. In creating characters, the student drew from the character of the girlfriend in "Taken" who also finds herself stalked. Through the process, the student learned skills with tools like Garageband, iMovie and using camera angles to build tension.
Media powerpoint
The document provides an analysis of the student's media project which was a thriller film. It discusses how the film used conventions from other thriller films. It represents a relationship similar to the one in the film "Taken" with a protective boyfriend and girlfriend who is being stalked. The film would be distributed to 15 year olds and older due to some violent scenes. It was aimed at younger audiences to portray the relationship and stalking storyline. The student learned skills like using iMovie, Garageband and camera equipment to film and edit the thriller. They felt they improved their editing and adding of effects from the preliminary task to the full product.
Evaluation – media
This document contains a student's responses to evaluation questions about a media project they created. The student discusses how their project challenged conventions by placing the title at the end, and used camera techniques like quick cuts to build tension. They represent a youth stalker culture and compare it to the film "The One Hour Photo." The project would be distributed online and targeted at teenagers. The student learned filming techniques and how to use editing software in creating their thriller opening.
Evaluation - Presentation
The student created a thriller film with their group for a media project. They had to plan extensively and film a preliminary 2 minute scene to practice techniques like camera angles and character dialogue. From this experience, they improved their full product by correcting mistakes. They applied conventions of the thriller genre like fast pacing between scenes, scary music, and a plot twist. Their film represents young adults and features a stalker threatening a teenage girl. The student believes their 15-rated film would be suitable for distribution. They aimed it at teenagers familiar with relationships and used that storyline tension. Through the process, the student learned about film technologies and editing software.
Evaluation
The document discusses how new media technologies were used at various stages of creating a horror film marketing package, including a teaser trailer, poster, and magazine cover. Research was conducted online using Google. Photoshop was used to design the magazine cover and edit photos. A digital camera was used to take production stills. Final Cut Pro was used to edit the teaser trailer. Blogger was used to share work online. SlideShare was used to publish a presentation. Throughout the process, technologies helped with construction, research, planning, and sharing of the project.
Beth's Media Evaluation
The student produced a teaser trailer, poster, and magazine cover for a horror film called "Circus" for a media production assessment. In creating the media texts, the student used conventions from real horror films and trailers to make their teaser trailer appear authentic. They received feedback that said the editing and mise-en-scene were successful but the mystery was not subtle enough and the lighting in one scene needed improvement. The student learned how to use iMovie and Photoshop in constructing the media products and researched conventions online using sites like YouTube and IMDB.
Beth's Evaluation
The student produced a teaser trailer, poster, and magazine cover for a horror film called "Circus" for an A-Level media project. They researched conventions from films like Saw and Black Swan to develop an effective teaser trailer that incorporated tension-building techniques. Feedback indicated that the editing and mise-en-scene were successful but the mystery was not subtle enough. The group used iMovie, Photoshop, blogs, and websites to research, plan, and construct their media products for the project.
Evaluation
The document discusses a group's psychological thriller film opening sequence that challenges genre conventions. Unlike typical thrillers that involve killers or kidnappings, the main character Hannah is bullied and tormented until she turns on her bullies. The opening uses various shots and flashbacks to introduce Hannah's situation without revealing too much of the plot. The social groups represented are teenagers, bullies, loners, and popular kids at school. The intended audience is 15+ due to minor violence and language.
Beth's Evaluation
The student produced a teaser trailer, poster, and magazine cover for a horror film called "Circus" for an A-Level media project. They researched conventions from films like Saw and Black Swan to develop an effective teaser trailer that incorporated tension-building techniques. Feedback from other students praised the editing but noted some lighting issues in one scene. The group learned how to use iMovie and Photoshop software for the project and tracked their progress using a blog.
Media Evaluation
The document discusses the process of creating a thriller opening sequence media project. It describes learning experiences at each stage including preliminary tasks, planning, filming, editing, receiving feedback, and addressing target audiences. Key lessons included practicing shot types, researching other thrillers, dealing with technical limitations, understanding how to effectively edit scenes together, and using feedback to improve the project. The social groups represented and technologies used are also analyzed.
MeEvaluation
The document summarizes the creation of a teaser trailer and ancillary texts for a student media production project. It discusses how the teaser trailer and poster use conventions of real media products in their genre while also attempting to challenge conventions. Audience feedback was gathered at various stages and incorporated to improve the products for the target audience. New media technologies like photo editing, video editing, and web design software were used to construct and evaluate the ancillary texts.
Evaluation – media
The document provides an evaluation of Josh Fry's media project. It discusses how the project uses and challenges conventions of real media through its title placement and camera techniques. It compares the stalker character to the film "The One Hour Photo" and discusses differences in their stalking styles. The project would likely be distributed online given its low budget and target 15+ age rating. The target audience is teenagers who would enjoy the implied tension, and the project aims to appeal to them through use of a younger cast in a relationship. Josh has learned about using technologies like Mac, video cameras, and editing software through constructing this project.
Chlos Presentation
This document summarizes a student's media evaluation of a group project to create promotional materials for a fictional film called "Circus." The group created a teaser trailer, film poster, and magazine cover. The student analyzes how each product uses or challenges conventions of real media. Audience feedback was positive but suggested improvements to lighting and mystery. The student learned new editing skills in iMovie and used research and blogger for planning.
A2 level media evaluation
The document discusses the production of a teaser trailer, poster, and website for a film project. It describes how viral marketing techniques were used in the website and social media to promote the film without explicitly mentioning it. Feedback was gathered from the target audience throughout the process, which informed major changes to improve the idea and quality. New media technologies like YouTube, Dreamweaver, and video editing software were used to construct, research, and evaluate the project.
Evaluation.
The document summarizes the key things the author learned from creating a 3-minute thriller film for a media studies course. The author learned about including suspense and twists to engage the audience, as well as techniques like camera angles, editing, and using technology like iMovie. The author also realized how much preparation and effort goes into crafting each part of a film. By researching thriller conventions, the author gained an understanding of what makes an effective thriller and how to attract the intended target audience.
Taylor and Hattie evaluation
The document summarizes the process of creating a horror film opening for a class project. It discusses how the opening uses conventions of the horror genre like featuring a teenage protagonist and tense music. It represents teenagers through the actress's clothing. The target audience is teenagers and young adults. Various techniques were used to attract this audience, like following conventions and focusing on a character being followed. Through this project, the students learned how to use video editing software and filming equipment.
alex media studies powepoint
The document summarizes the opening sequence of a thriller film called "The Decoy". It discusses several aspects of creating the sequence, including challenging conventions, avoiding cliches, building tension without revealing plot details, and following conventions of the spy/thriller genre. Technology use and lessons learned are also summarized. The production team wanted the sequence to suggest modern issues and get questions from audiences that would be answered later in the film.
Media Evaluation
The document summarizes the media evaluation of a short film project by Alex Frost. It discusses several ways the short film uses conventions of real media products, such as setting the scene in the opening and using black and white for a "flash forward" scene to create a film noir effect. It also describes how mise-en-scene was used to develop the setting and character. The document then discusses how the film represented the social group of a stereotypical teenage girl through her clothing, behavior, and isolation. It suggests the film would be a good fit for smaller independent film companies and film festivals, and that the target audience is 15-25 year olds interested in thrillers.
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Evaluation powerpoint
- 1. AS Media Evaluation By Emma Barranger Candidate Number: 9289
- 2. What’s is my project about? We had to make a thriller about a young couple in love who spending time together but when its time for them to leave each other, suddenly the girl starts to get followed home by a strange man who seemed to be stalking her all the way which leads into a sudden death. We made this thriller to be about young people so that it can be aimed at young people in our audience.
- 3. In what ways does your media product use, develop or challenge forms, visuals and conventions of real media products? We looked into two films called the “collateral” and “the game” we watched and researched both films so that we could understand know what we have to do make a thriller and also add into a thriller. We also compared the two films and starting to picking out parts in the films which we could use in our thriller. We also showed each other our ideas and spoke about which parts we enjoyed most in the film. To make it a typical thriller we wanted to look in a variety or films and see which effects and scenes were used very commonly.
- 4. How does your media product represent particular social groups? To create our characters I modeled some of the characteristics from the prototypes we used in the original concepts.
- 5. What kind of media institution might distribute your media product and why?
- 6. Who would be the audience for your media product? When we making our thriller we wanted our audience to be aimed at the same age range of us so that they could get a look at the thriller and see if it effected our age range of not.
- 7. How did you attract/address your audience? When we were developing our thriller we wanted it to be aimed at couples and people in relationships and also friendships. As we were deciding what audience we wanted it be in front of we wanted to see who it would effect more which ended up being a younger generation.
- 8. What have you learnt about technologies from process of constructing this product? We used a variety of equipment and the technologies that we had learned and have showed us how to explore the different technologies when filming and when editing. I have learned how to use Blogger, Imovie, Garageband, Tripod and a camera since making my thriller.. I feel very confident on how to use each technology and equipment.
- 9. Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product? When looking back and seeing my preliminary I have learned different techniques like how to use macs application like Garageband, Imovie. This application really taught me how to edit our thriller and how to make music out only a beat. I also learnt how to do a variety of camera angles and also new the way the camera works.