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SaraThe document discusses existing documentaries that could inspire the style of a planned documentary, including Sex Education Vs. Porn on Channel 4 and Autistic Me on BBC 3. Sex Education Vs. Porn incorporates interactive elements like quizzes and expert interviews in an accessible style without embarrassment. Autistic Me uses constant camera movement and a narrator in place of a presenter to discuss its topic in a relaxed way. The document analyzes the styles of these shows to incorporate recognizable branding, accessibility, and cinematic techniques into its own planned documentary.
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In what ways does your media product use
This document discusses the filmmaking conventions used in the documentary "Catfish" and how the student's documentary draws from and challenges some of those conventions. The student watched "Catfish" to study its filming techniques and presentation style in order to make their own documentary recognizable to audiences. Some conventions they adopted from "Catfish" include handheld camera work, filming themselves to introduce subjects, and using images to illustrate discussion points. However, they chose not to use Skype interviews since they could conduct in-person interviews. The student also discusses experimenting with different camera angles and positions during interviews. Their documentary aims to fully visualize locations through editing and provide a variety of media like historical photos to explain the events.
In what ways does your media product use
This document discusses how the media product, a documentary about the Coventry Blitz of 1940, uses and challenges documentary conventions. It examines conventions from the documentary "Catfish" like handheld cameras, interviews, and B-roll footage. While some of these were adopted, like interviews and B-roll, other conventions were not, such as video calls. The documentary aims to enhance visuals and provide information through different methods than just long clips, like facts from websites. It challenges conventions by not relying on one narrator and keeping the audience engaged with varied presentations of information on the Coventry Blitz.
Evaluation - Harry Hemingway-McGhee & Megan O'Connor
This is the presentation for our Evaluation - Radio Programme and Directors Commentary are on the blog www.productionscartel.wordpress.com
Evaluation Question 1
The documentary closely follows conventions of other documentaries studied through formatting of interviews and inclusion of titles identifying subjects. It also uses cutaways and vox pops, as is common. The print ad resembles other Channel 4 ads through use of image, slogan, logo, and scheduling in the bottom corner. The radio trailer anchors to the documentary through shared voiceover and music, gives clips to preview the documentary, and includes broadcast details at the end, conforming to radio trailer conventions.
Media studies good grilling
The document discusses several TV program listings and articles that promote different shows in various ways:
1) "Good Grilling" promotes master chefs answering food-related questions to attract audiences interested in cooking tips.
2) "Films listings" uses colors to indicate which films are playing each day and date to simply present film options for different audiences.
3) "Our big fat guilty secret" prominently features an image to promote a reality show about big fat gypsy weddings.
4) "Monday choices" targets different audiences with documentaries and films/dramas, using vocabulary appropriate for each program. Images are also included to engage viewers beyond just text.
5) Promoting
Fixing mistakes review
Our research process involved watching different types of documentaries to understand effective techniques. We watched documentaries that used archival footage without voiceovers to convey their message, as shown in documentaries about Tupac and Biggie. Using real footage grabs audience attention, especially at the beginning. Grabbing early attention is essential for a successful documentary.
We also watched documentaries like Apology Line and Pong to understand how to make a short documentary. Apology Line uses voiceovers throughout, which helps understanding but can lose interest. Voiceovers are most effective when paired with relevant visuals.
Our documentary on the origins of the Lewis Chessmen effectively achieved its educational aim through interviews and footage explaining the origins. Shots
Media Evaluation - Limbo
This document summarizes what was learned from constructing a media product. It discusses how techniques like jump cuts, 180 degree rules, and fragmented narratives were used. It represents a target audience of ages 12 and up without focusing on specific social groups. A small independent distributor would be most likely to distribute the product. The intended audience is from the UK due to language and themes. Elements like sci-fi concepts, genre, violence, and English themes were used to attract the audience. Learning included filming techniques, editing, use of effects, and applying theory to a real product through teamwork and time management.
Assignment 1 draft 2
The documentary "Transgender: Pakistan's Open Secret" explores the discrimination faced by transgender people in Pakistan through interviews and footage. It shows how they are ostracized in the religious society and unable to work respectable jobs without rights. The narrator Juliet Stevenson further investigates their struggles. Expert interviews were used to understand the government's perspective while maintaining anonymity for safety. A sense of realism was created through handheld camerawork filming the realities transgender people face like having to engage in sex work.
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In what ways does your media product use
This document discusses the filmmaking conventions used in the documentary "Catfish" and how the student's documentary draws from and challenges some of those conventions. The student watched "Catfish" to study its filming techniques and presentation style in order to make their own documentary recognizable to audiences. Some conventions they adopted from "Catfish" include handheld camera work, filming themselves to introduce subjects, and using images to illustrate discussion points. However, they chose not to use Skype interviews since they could conduct in-person interviews. The student also discusses experimenting with different camera angles and positions during interviews. Their documentary aims to fully visualize locations through editing and provide a variety of media like historical photos to explain the events.
In what ways does your media product use
This document discusses how the media product, a documentary about the Coventry Blitz of 1940, uses and challenges documentary conventions. It examines conventions from the documentary "Catfish" like handheld cameras, interviews, and B-roll footage. While some of these were adopted, like interviews and B-roll, other conventions were not, such as video calls. The documentary aims to enhance visuals and provide information through different methods than just long clips, like facts from websites. It challenges conventions by not relying on one narrator and keeping the audience engaged with varied presentations of information on the Coventry Blitz.
Evaluation - Harry Hemingway-McGhee & Megan O'Connor
This is the presentation for our Evaluation - Radio Programme and Directors Commentary are on the blog www.productionscartel.wordpress.com
Evaluation Question 1
The documentary closely follows conventions of other documentaries studied through formatting of interviews and inclusion of titles identifying subjects. It also uses cutaways and vox pops, as is common. The print ad resembles other Channel 4 ads through use of image, slogan, logo, and scheduling in the bottom corner. The radio trailer anchors to the documentary through shared voiceover and music, gives clips to preview the documentary, and includes broadcast details at the end, conforming to radio trailer conventions.
Media studies good grilling
The document discusses several TV program listings and articles that promote different shows in various ways:
1) "Good Grilling" promotes master chefs answering food-related questions to attract audiences interested in cooking tips.
2) "Films listings" uses colors to indicate which films are playing each day and date to simply present film options for different audiences.
3) "Our big fat guilty secret" prominently features an image to promote a reality show about big fat gypsy weddings.
4) "Monday choices" targets different audiences with documentaries and films/dramas, using vocabulary appropriate for each program. Images are also included to engage viewers beyond just text.
5) Promoting
Fixing mistakes review
Our research process involved watching different types of documentaries to understand effective techniques. We watched documentaries that used archival footage without voiceovers to convey their message, as shown in documentaries about Tupac and Biggie. Using real footage grabs audience attention, especially at the beginning. Grabbing early attention is essential for a successful documentary.
We also watched documentaries like Apology Line and Pong to understand how to make a short documentary. Apology Line uses voiceovers throughout, which helps understanding but can lose interest. Voiceovers are most effective when paired with relevant visuals.
Our documentary on the origins of the Lewis Chessmen effectively achieved its educational aim through interviews and footage explaining the origins. Shots
Media Evaluation - Limbo
This document summarizes what was learned from constructing a media product. It discusses how techniques like jump cuts, 180 degree rules, and fragmented narratives were used. It represents a target audience of ages 12 and up without focusing on specific social groups. A small independent distributor would be most likely to distribute the product. The intended audience is from the UK due to language and themes. Elements like sci-fi concepts, genre, violence, and English themes were used to attract the audience. Learning included filming techniques, editing, use of effects, and applying theory to a real product through teamwork and time management.
Assignment 1 draft 2
The documentary "Transgender: Pakistan's Open Secret" explores the discrimination faced by transgender people in Pakistan through interviews and footage. It shows how they are ostracized in the religious society and unable to work respectable jobs without rights. The narrator Juliet Stevenson further investigates their struggles. Expert interviews were used to understand the government's perspective while maintaining anonymity for safety. A sense of realism was created through handheld camerawork filming the realities transgender people face like having to engage in sex work.
Q1
We were tasked with creating a 5 minute documentary opening on a chosen topic, as well as a radio trailer and magazine article to promote it. Extensive research was conducted into the topic, audience, and documentary genres and conventions. The documentary argues whether being gay is innate or learned, matching the expository mode of presenting arguments and addressing the viewer directly. Various techniques were used effectively, such as establishing shots, interviews following rules of thirds, close-ups during voiceovers, and archive footage in a montage to introduce the topic. Reconstructions were also used innovatively. The documentary follows conventions while challenging some, such as using dramatizations.
Evaluation question one
The document discusses the process of creating a 5-minute documentary introduction, radio trail, and TV listings article as part of an A2 coursework task. It outlines the research and planning done to understand conventions of the documentary genre, including watching examples and analyzing techniques used. Elements like interviews, reconstructions, voiceovers and actual footage were included. Camera shots, sound design, narrative structure, and ensuring pieces followed industry conventions were also focuses of the process.
Codes and conventions of documentary arquam
1) The document discusses various techniques used in documentaries such as exposition, voiceovers, archival footage, interviews with experts, background music, text inserts, visual coding, vox pops, inserts, and statistics.
2) It explains how each technique will be implemented in the filmmakers' own documentary, such as using facts/figures, a knowledgeable narrator, footage they cannot obtain themselves, interviews with two experts, background music, on-screen captions, setting based on topic, opinions from the public, detail-providing video clips, and numerical evidence.
3) The filmmakers aim to persuade the audience of their viewpoint and keep their attention using these established documentary techniques.
Codes and conventions of documentary arquam
The document discusses various techniques used in documentaries to persuade audiences and convey information. These include:
1) Using facts, figures, and expert interviews to back up and authenticate the filmmaker's message.
2) Incorporating a voiceover for commentary and to establish the narrator as knowledgeable.
3) Including archival footage, background music, captions, and visual elements like mise-en-scene to provide context and keep audiences engaged.
4) Gathering opinions from the public through vox pops and statistics to represent different viewpoints and support arguments.
Question 1 Evaluation
This document discusses how a student media project used and challenged conventions of real media products in developing a documentary and promotional materials.
The student created a 5-minute opening to a documentary about knife crime along with a TV listing guide and radio trailer. They researched documentary styles and incorporated common conventions like archive footage and reconstructions. However, they used a female narrator instead of the typical male voice to represent women affected by knife crime.
The TV listing followed a magazine layout but placed the title differently and included an underline and review. The radio trailer opened with an audio clip and sad music to grab attention, then provided statistics and a positive conclusion with inspiring music like real trailers. Overall, the project agreed with many
In what ways does your media product use
The document compares the conventions used in the author's documentary to those used in the film "Supersize Me". Some conventions that both documentaries followed include using an opening title, vox pops from the general public, expert interviews in mid shots slightly to one side, facts and statistics, and background music. However, the author notes ways their documentary could be improved, such as making the title more graphic, interviewing a more diverse range of people, and being more creative with sounds. Overall, following conventions helped make their documentary seem professional for their target audience.
Question 1
The document discusses how the student's media documentary product uses and develops conventions of real documentaries. It examines several existing documentaries like Supersize Me and Miley: The Movement to identify conventions around shots, interviews, music, statistics, presenters/narrators, and more. The student incorporates many of these real conventions into their own documentary, magazine spread, and radio trailer while also challenging some conventions, like using their own survey statistics rather than online sources. The document analyzes how their multi-media product compares to real examples and ensures continuity across formats.
Final evaluation
The document provides feedback from audiences on a student-produced documentary, listings page, and radio trailer about peer pressure and branding influences on teenagers. The feedback was generally positive, praising the interviews, transitions, captions, and topic. However, audiences noted that sound balancing was inconsistent, with background noise making some interviews difficult to understand. They also felt the radio trailer's background music was too quiet and the voiceover too monologue-like. The student learned to better balance sounds and that promotion through social media instead of radio may better reach their target teenage audience.
Final evaluation
The document summarizes Sarah Zadran's final media evaluation for her coursework documentary on the pressures teenagers face from fashion brands. The 5-minute documentary uses several conventions of real documentaries, including interviews with experts, a Channel 4 ident, voiceovers, and background music. It also produced a listings page and radio trailer for the documentary following conventions like those found in real media products to promote the documentary.
Final evaluation
The document summarizes Sarah Zadran's final media evaluation for her coursework documentary on the pressures teenagers face from fashion brands. The 5-minute documentary uses several conventions of real documentaries, including interviews with experts, a Channel 4 ident, voiceovers, and background music. It also produced a listings page and radio trailer for the documentary following conventions like those found in real media products to promote the documentary.
Question 1
The document discusses how the student's media product follows conventions of real documentaries while also challenging some conventions. The documentary is in the expository mode and uses techniques like voiceover, statistics on screen, and music to advance its argument. It follows conventions from the documentary "Supersize Me" but challenges some, like using a handheld camera at times and a cube transition. The magazine spread is modeled after Radio Times and uses images and pull quotes but challenges conventions with bright colors. The radio trailer is inspired by Capital FM and uses rhetorical questions to engage listeners within the standard 20-40 second length.
Ellie Hanif Evaluation Question 1
The document analyzes the media product's use of documentary conventions. It discusses how the product studied documentaries like "Supersize Me" to understand conventions around camera shots, sound, interviews, facts and statistics. It aimed to use conventions like these while also developing some, such as opening with a montage and using clips from shows. Some conventions were purposefully not used, such as reconstructions, as they did not fit the topic. Overall the document evaluates how the media product successfully utilized many documentary conventions to create an engaging and informative piece.
Media Eval
The document summarizes a student group's documentary on whether cannabis should be legalized. It discusses the documentary's title and how it follows a rhetorical question format to explore different perspectives on the issue. It then analyzes the documentary in relation to various documentary modes proposed by documentary theorist Bill Nichols, finding it fits best within the expository mode. The document also discusses the target market segmentation and decision to air it on Channel 4. It concludes by comparing stylistic elements like shot types, interviews, and archive footage used to conventions in other documentaries.
media eval 2
The document summarizes how a student group produced a 5-minute documentary on legalizing cannabis as part of a media project. It also included a radio trailer and magazine spread advertising the documentary. The documentary takes an expository approach using rhetorical questions, statistics, and interviews to argue both sides of legalizing cannabis. It targets younger, lower-income viewers and aims to air on Channel 4 due to its audience. Conventions like shot types, cutaways, and expert interviews were used to engage audiences, as seen in other similar documentaries.
Final evaluation
The document discusses Sarah Zadran's final media evaluation project which was a 5-minute documentary on peer pressure and brands among teenagers. To develop realism, the documentary followed several codes and conventions of real media including: using Channel 4 branding, including interviews with experts and teenagers, using flashing images in montages, and background music. The listings page and radio trailer also used conventions from real media examples to advertise the documentary and make it seem professional.
Final evaluation
The document summarizes Sarah Zadran's media evaluation of a documentary, listings page, and radio trailer they produced about peer pressure and branding among teenagers. Feedback from their target audience was generally positive but identified some areas for improvement, particularly with sound balancing in interviews. Sarah learned that promoting media across different platforms can be effective, but choosing the right promotion methods is important to reach the target audience.
Final evaluation
The document discusses Sarah Zadran's final media evaluation project which was a 5-minute documentary on peer pressure and brands among teenagers. To develop realism, the documentary followed several codes and conventions of real media including: using Channel 4 branding, including interviews with experts and teenagers, using flashing images in montages, and background music. The listings page and radio trailer also used conventions from real media examples such as multiple images, bold titles, and a presenter's voice.
Final evaluation
The document summarizes Sarah Zadran's media evaluation of a documentary, listings page, and radio trailer they produced about peer pressure and branding among teenagers. Feedback from their target audience was generally positive but identified some areas for improvement, particularly with sound balancing in interviews. Sarah learned that promoting media across different platforms can be effective, but choosing the right promotion methods is important to reach the target audience.
Final evaluation
The document summarizes Sarah Zadran's media evaluation of a coursework documentary project on peer pressure and teenage fashion brands. The 5-minute documentary was produced to resemble Channel 4 documentaries, using conventions like interviews, a Channel 4 ident, and background music. A listings page was also produced following conventions like images, bold titles, and columns. The radio trailer was designed to advertise the documentary using conventions from other radio spots like a presenter's voice.
Final evaluation
The document discusses Sarah Zadran's final media evaluation project which was a 5-minute documentary on peer pressure and brands among teenagers. To develop realism, the documentary followed several codes and conventions of real media including: using Channel 4 branding, including interviews with experts and teenagers, using flashing images in montages, and background music. The listings page and radio trailer also used conventions from real media examples such as multiple images, bold titles, and a presenter's voice.
Planning
First, the team brainstormed ideas and created a mood board and production checklist. They conducted a survey to shape their documentary topic. Research included YouTube videos, existing documentaries, and newspapers. The team used software like Adobe Illustrator, Photoshop, and Final Cut Pro to edit footage from cameras and construct graphics, adjust lighting, and edit the documentary. They evaluated the documentary by distributing it on Facebook to their target audience and displaying it on YouTube for online viewing and sharing.
Planning, construction,
The document outlines the planning and production process for a documentary video. It discusses conducting research through surveys, internet searches, and YouTube videos to determine the topic. Various software like Adobe Illustrator, Photoshop, and Final Cut Pro were used to construct graphics, edit images, and assemble the video. Footage was captured using cameras and edited on a Mac by reviewing footage and adding music to scenes.
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Similar to Existing product
Q1
We were tasked with creating a 5 minute documentary opening on a chosen topic, as well as a radio trailer and magazine article to promote it. Extensive research was conducted into the topic, audience, and documentary genres and conventions. The documentary argues whether being gay is innate or learned, matching the expository mode of presenting arguments and addressing the viewer directly. Various techniques were used effectively, such as establishing shots, interviews following rules of thirds, close-ups during voiceovers, and archive footage in a montage to introduce the topic. Reconstructions were also used innovatively. The documentary follows conventions while challenging some, such as using dramatizations.
Evaluation question one
The document discusses the process of creating a 5-minute documentary introduction, radio trail, and TV listings article as part of an A2 coursework task. It outlines the research and planning done to understand conventions of the documentary genre, including watching examples and analyzing techniques used. Elements like interviews, reconstructions, voiceovers and actual footage were included. Camera shots, sound design, narrative structure, and ensuring pieces followed industry conventions were also focuses of the process.
Codes and conventions of documentary arquam
1) The document discusses various techniques used in documentaries such as exposition, voiceovers, archival footage, interviews with experts, background music, text inserts, visual coding, vox pops, inserts, and statistics.
2) It explains how each technique will be implemented in the filmmakers' own documentary, such as using facts/figures, a knowledgeable narrator, footage they cannot obtain themselves, interviews with two experts, background music, on-screen captions, setting based on topic, opinions from the public, detail-providing video clips, and numerical evidence.
3) The filmmakers aim to persuade the audience of their viewpoint and keep their attention using these established documentary techniques.
Codes and conventions of documentary arquam
The document discusses various techniques used in documentaries to persuade audiences and convey information. These include:
1) Using facts, figures, and expert interviews to back up and authenticate the filmmaker's message.
2) Incorporating a voiceover for commentary and to establish the narrator as knowledgeable.
3) Including archival footage, background music, captions, and visual elements like mise-en-scene to provide context and keep audiences engaged.
4) Gathering opinions from the public through vox pops and statistics to represent different viewpoints and support arguments.
Question 1 Evaluation
This document discusses how a student media project used and challenged conventions of real media products in developing a documentary and promotional materials.
The student created a 5-minute opening to a documentary about knife crime along with a TV listing guide and radio trailer. They researched documentary styles and incorporated common conventions like archive footage and reconstructions. However, they used a female narrator instead of the typical male voice to represent women affected by knife crime.
The TV listing followed a magazine layout but placed the title differently and included an underline and review. The radio trailer opened with an audio clip and sad music to grab attention, then provided statistics and a positive conclusion with inspiring music like real trailers. Overall, the project agreed with many
In what ways does your media product use
The document compares the conventions used in the author's documentary to those used in the film "Supersize Me". Some conventions that both documentaries followed include using an opening title, vox pops from the general public, expert interviews in mid shots slightly to one side, facts and statistics, and background music. However, the author notes ways their documentary could be improved, such as making the title more graphic, interviewing a more diverse range of people, and being more creative with sounds. Overall, following conventions helped make their documentary seem professional for their target audience.
Question 1
The document discusses how the student's media documentary product uses and develops conventions of real documentaries. It examines several existing documentaries like Supersize Me and Miley: The Movement to identify conventions around shots, interviews, music, statistics, presenters/narrators, and more. The student incorporates many of these real conventions into their own documentary, magazine spread, and radio trailer while also challenging some conventions, like using their own survey statistics rather than online sources. The document analyzes how their multi-media product compares to real examples and ensures continuity across formats.
Final evaluation
The document provides feedback from audiences on a student-produced documentary, listings page, and radio trailer about peer pressure and branding influences on teenagers. The feedback was generally positive, praising the interviews, transitions, captions, and topic. However, audiences noted that sound balancing was inconsistent, with background noise making some interviews difficult to understand. They also felt the radio trailer's background music was too quiet and the voiceover too monologue-like. The student learned to better balance sounds and that promotion through social media instead of radio may better reach their target teenage audience.
Final evaluation
The document summarizes Sarah Zadran's final media evaluation for her coursework documentary on the pressures teenagers face from fashion brands. The 5-minute documentary uses several conventions of real documentaries, including interviews with experts, a Channel 4 ident, voiceovers, and background music. It also produced a listings page and radio trailer for the documentary following conventions like those found in real media products to promote the documentary.
Final evaluation
The document summarizes Sarah Zadran's final media evaluation for her coursework documentary on the pressures teenagers face from fashion brands. The 5-minute documentary uses several conventions of real documentaries, including interviews with experts, a Channel 4 ident, voiceovers, and background music. It also produced a listings page and radio trailer for the documentary following conventions like those found in real media products to promote the documentary.
Question 1
The document discusses how the student's media product follows conventions of real documentaries while also challenging some conventions. The documentary is in the expository mode and uses techniques like voiceover, statistics on screen, and music to advance its argument. It follows conventions from the documentary "Supersize Me" but challenges some, like using a handheld camera at times and a cube transition. The magazine spread is modeled after Radio Times and uses images and pull quotes but challenges conventions with bright colors. The radio trailer is inspired by Capital FM and uses rhetorical questions to engage listeners within the standard 20-40 second length.
Ellie Hanif Evaluation Question 1
The document analyzes the media product's use of documentary conventions. It discusses how the product studied documentaries like "Supersize Me" to understand conventions around camera shots, sound, interviews, facts and statistics. It aimed to use conventions like these while also developing some, such as opening with a montage and using clips from shows. Some conventions were purposefully not used, such as reconstructions, as they did not fit the topic. Overall the document evaluates how the media product successfully utilized many documentary conventions to create an engaging and informative piece.
Media Eval
The document summarizes a student group's documentary on whether cannabis should be legalized. It discusses the documentary's title and how it follows a rhetorical question format to explore different perspectives on the issue. It then analyzes the documentary in relation to various documentary modes proposed by documentary theorist Bill Nichols, finding it fits best within the expository mode. The document also discusses the target market segmentation and decision to air it on Channel 4. It concludes by comparing stylistic elements like shot types, interviews, and archive footage used to conventions in other documentaries.
media eval 2
The document summarizes how a student group produced a 5-minute documentary on legalizing cannabis as part of a media project. It also included a radio trailer and magazine spread advertising the documentary. The documentary takes an expository approach using rhetorical questions, statistics, and interviews to argue both sides of legalizing cannabis. It targets younger, lower-income viewers and aims to air on Channel 4 due to its audience. Conventions like shot types, cutaways, and expert interviews were used to engage audiences, as seen in other similar documentaries.
Final evaluation
The document discusses Sarah Zadran's final media evaluation project which was a 5-minute documentary on peer pressure and brands among teenagers. To develop realism, the documentary followed several codes and conventions of real media including: using Channel 4 branding, including interviews with experts and teenagers, using flashing images in montages, and background music. The listings page and radio trailer also used conventions from real media examples to advertise the documentary and make it seem professional.
Final evaluation
The document summarizes Sarah Zadran's media evaluation of a documentary, listings page, and radio trailer they produced about peer pressure and branding among teenagers. Feedback from their target audience was generally positive but identified some areas for improvement, particularly with sound balancing in interviews. Sarah learned that promoting media across different platforms can be effective, but choosing the right promotion methods is important to reach the target audience.
Final evaluation
The document discusses Sarah Zadran's final media evaluation project which was a 5-minute documentary on peer pressure and brands among teenagers. To develop realism, the documentary followed several codes and conventions of real media including: using Channel 4 branding, including interviews with experts and teenagers, using flashing images in montages, and background music. The listings page and radio trailer also used conventions from real media examples such as multiple images, bold titles, and a presenter's voice.
Final evaluation
The document summarizes Sarah Zadran's media evaluation of a documentary, listings page, and radio trailer they produced about peer pressure and branding among teenagers. Feedback from their target audience was generally positive but identified some areas for improvement, particularly with sound balancing in interviews. Sarah learned that promoting media across different platforms can be effective, but choosing the right promotion methods is important to reach the target audience.
Final evaluation
The document summarizes Sarah Zadran's media evaluation of a coursework documentary project on peer pressure and teenage fashion brands. The 5-minute documentary was produced to resemble Channel 4 documentaries, using conventions like interviews, a Channel 4 ident, and background music. A listings page was also produced following conventions like images, bold titles, and columns. The radio trailer was designed to advertise the documentary using conventions from other radio spots like a presenter's voice.
Final evaluation
The document discusses Sarah Zadran's final media evaluation project which was a 5-minute documentary on peer pressure and brands among teenagers. To develop realism, the documentary followed several codes and conventions of real media including: using Channel 4 branding, including interviews with experts and teenagers, using flashing images in montages, and background music. The listings page and radio trailer also used conventions from real media examples such as multiple images, bold titles, and a presenter's voice.
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Planning
First, the team brainstormed ideas and created a mood board and production checklist. They conducted a survey to shape their documentary topic. Research included YouTube videos, existing documentaries, and newspapers. The team used software like Adobe Illustrator, Photoshop, and Final Cut Pro to edit footage from cameras and construct graphics, adjust lighting, and edit the documentary. They evaluated the documentary by distributing it on Facebook to their target audience and displaying it on YouTube for online viewing and sharing.
Planning, construction,
The document outlines the planning and production process for a documentary video. It discusses conducting research through surveys, internet searches, and YouTube videos to determine the topic. Various software like Adobe Illustrator, Photoshop, and Final Cut Pro were used to construct graphics, edit images, and assemble the video. Footage was captured using cameras and edited on a Mac by reviewing footage and adding music to scenes.
Consent uploaddd!!!!!
This document gives permission for photographs and film to be used for educational purposes as part of an A2 Media production. The materials can be used on websites like YouTube and Blogger but will only be accessible to authorized persons, not publicly available. It requests the name, age, email/postcode, and signature of the person giving permission.
Out of the dark script
This television program explores teenage moods, sex education, and pregnancy. It features expert advice, an interview with a teenage mother, and follows a teenage boy getting an STI test. The show begins with the host introducing the topics to be covered, including discussing life as a teenage parent with a young mother. A sex quiz for teens reveals they want more sex education in school. Later, a teenage boy named Jordan is nervous as he goes to a clinic to get tested for chlamydia. The program aims to shed light on these important issues and dispel stereotypes about teenage parents.
Out of the dark (1) script
This document provides an overview of the segments featured in an episode of the show "Out of the Dark" about teenage moods, sex, and pregnancy. The episode will explore what teenagers know about sex, their feelings on the topic, and provide them information through expert advice, an interview with a teenage mother, following a teenager getting an STI test, and a sex quiz. It aims to shed light on these subjects and dispel stereotypes, as teenage STI and pregnancy rates remain high while many teenagers want more sex education.
Plenary task
Documentary posters provide visual examples of documentary films to promote them. Effective documentary posters highlight the film's topic and convey its message in an engaging graphical design. They aim to intrigue viewers with the subject matter and compel them to watch the documentary.
Treatment and planning [automatisch opgeslagen]
The document outlines plans for a documentary aimed at raising awareness of sexual health issues among young people. It will do so through interviews with people to gauge their existing knowledge and safe practices. It will also include group discussions led by sexual health experts and presenting facts and statistics. Locations being considered are shopping centers, common rooms, clinics, and parks. Interviews will be conducted on the street in a vox pop format. Discussions will ideally be led by an expert, or researched facts will be presented for discussion. The documentary will use a non-fiction style presenting real events, issues, people and emotions to educate audiences without fictional elements.
Film noir
This document provides information about the film noir genre and conventions. It discusses key elements of film noir including low-key black-and-white visuals, cynical attitudes, themes of alienation and moral corruption. It also analyzes the use of three-point lighting and bleak settings in the film noir Psycho. Common film noir tropes are described like the "femme fatale" character and how their manipulation of men often leads to crime or murder. Analysis is given of trailers for the films The Glass Key and White Heat, focusing on their mise-en-scene, camerawork, editing, and sound design. The document concludes that a documentary cannot fully incorporate the style of a film
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Existing product
- 1. EXISTING PRODUCT RESEARCH Documnetaries
- 2. Sex Education Vs. Porn Sex Education Vs. Porn is one of the existing product that inspired us to do our documentary in the style we have planned. The presenter is very confident and gives reliable advice and is very trust worthy. The documentary style is interactive involving quizzing young people and they also include experts talking on the show. Channel 4 are known for their defining documentaries and different style of presenting and the freedom they have withing their production. Which is what we want our documentary to be like. Have a recognisable branding.
- 3. Channel 4 also is in links with YouTube to show its whole On Demand programmes on YouTube and therefore making it accessible and easier for their target audience to access. Sex Ed, has the type of qualities that we want to incorporate with our own production. Such as their type of camera works, non diagetic sounds and diagetic sounds as well as the manor of the documentary as its not embarrassing.
- 4. BBC 3 Documentaries Autistic me is a BBC 3 documentary that has a different style of presenting a documentary. They don’t have a visible presenter instead they have a narrator documenting the events. The camera movement is constantly moving which connotes the iconic style of filming and the approach to the issue of the documentary is relaxed. Although shaky camera movement may be unsettling it works in this kind of documentary and we want to incorporate this type of style into our own.