The document discusses creating a documentary about an inspirational character named Levi who changed his life from bad to good. It describes using an observational documentary style to observe Levi's life, with interviews of Levi and his youth worker. Feedback on a screening was positive, though some felt there were too many photos at the end. The document concludes that the documentary is successful in telling Levi's story in an engaging way.
This document provides an evaluation of Adam Lepard's film production project (FMP). It summarizes his initial research ideas, subject research, audience research, proposal, problem solving, experiments, pre-production, production, editing, and aesthetic qualities. His original idea was a horror film set at a house party exploring themes of love and fate. However, due to restrictions from the coronavirus pandemic, he had to film with his family and create an alternate one-scene production. Through extensive planning and experimentation, he was able to effectively produce a horror scene on a limited budget. The evaluation reflects on both the successes and areas for improvement in his project.
This document provides guidance for an FMP (Final Major Project) on researching influential practitioners in one's chosen medium or style. It instructs the reader to research at least 3 influential people by collecting their work, beliefs, approaches, and what they have said about the medium. Images should be included to illustrate topics. Books and Google Books should be used for research, and references should be in Harvard style. The reader is advised to branch out into representation theory if their product will represent a social group. Research should build on prior theory work and help define the direction of one's work.
This document provides guidance for an FMP (Final Major Project) on researching influences and practitioners in one's chosen medium or style. It instructs the reader to research at least 3 influential people in their field through books, images, and their works, beliefs, and approaches. Details like biographies, philosophies, and what they've said about the medium should be collected. Images should also be included to illustrate topics. Proper referencing using the Harvard style is emphasized. The goal is to contextualize one's own work and direction within the relevant practitioners and contemporaries in their chosen field.
This document discusses the filmmaker's research and production process for their documentary project. Some key points:
- The filmmaker researched different documentary styles from films like "A Beautiful Struggle" and directors Lucy Walker and Asif Kapadia to inform their presentation.
- Challenges included technical issues during filming requiring rescheduling, and not finding enough relevant photos to accompany some interview segments.
- Successes included smoothly syncing audio during post-production using clapper boards, and receiving positive feedback that the story was told effectively while complementing it with music.
- Overall the intentions of telling the story well were met, though more graphics/images could have enriched it further. Clear roles
Danielle chose to create a film opening sequence for her media project instead of a magazine to challenge herself more. She worked independently to push herself further without relying on others. Working alone allowed her flexibility to film whenever she wanted. Through this project, she learned new filmmaking and editing software. Her film was inspired by romantic thrillers and includes elements like flashbacks and music to attract both female and male audiences.
The document discusses the process of creating a thriller film project for a media studies course. The author researched techniques used in kidnapping thriller films like Taken in order to authentically portray the genre. Inspiration was drawn from specific scenes and shots in films like Rabies and Hostage. The target audience for the film is males aged 18-30, and it explores themes of revenge and crime. Distribution options considered include YouTube and television due to the low budget. The author reflects on lessons learned about planning, shooting, editing, and overcoming challenges during the project.
The student learned a great deal about gritty realism films from their preliminary task to completing their full film project. Through research on films like "Bullet Boy", "Green Street", and "Adulthood", the student found that gritty realism films tell intense stories that reflect real life situations, despite their low budgets. The student also realized these films have simple opening sequences showing clips that leave audiences wanting more, without special effects. To create an authentic gritty realism film, the student used a basic camera and edited the film themselves without help, learning new technology like iMovie in the process.
The document provides context and influences for a student's film and media production project on weightlifting. It discusses wanting to create an educational documentary following their life as a student athlete over 2.5 months, showing training, diet, and transformation. Sources of inspiration are cited, including other YouTubers documenting weightlifting journeys. Some limitations around editing skills are addressed, as well as hopes that the project motivates viewers and earns a distinction grade. The student considers documenting their student athlete lifestyle, exploring modern concepts of masculinity, or discussing how modern society promotes weakness, as potential synopses.
This document provides an evaluation of Adam Lepard's film production project (FMP). It summarizes his initial research ideas, subject research, audience research, proposal, problem solving, experiments, pre-production, production, editing, and aesthetic qualities. His original idea was a horror film set at a house party exploring themes of love and fate. However, due to restrictions from the coronavirus pandemic, he had to film with his family and create an alternate one-scene production. Through extensive planning and experimentation, he was able to effectively produce a horror scene on a limited budget. The evaluation reflects on both the successes and areas for improvement in his project.
This document provides guidance for an FMP (Final Major Project) on researching influential practitioners in one's chosen medium or style. It instructs the reader to research at least 3 influential people by collecting their work, beliefs, approaches, and what they have said about the medium. Images should be included to illustrate topics. Books and Google Books should be used for research, and references should be in Harvard style. The reader is advised to branch out into representation theory if their product will represent a social group. Research should build on prior theory work and help define the direction of one's work.
This document provides guidance for an FMP (Final Major Project) on researching influences and practitioners in one's chosen medium or style. It instructs the reader to research at least 3 influential people in their field through books, images, and their works, beliefs, and approaches. Details like biographies, philosophies, and what they've said about the medium should be collected. Images should also be included to illustrate topics. Proper referencing using the Harvard style is emphasized. The goal is to contextualize one's own work and direction within the relevant practitioners and contemporaries in their chosen field.
This document discusses the filmmaker's research and production process for their documentary project. Some key points:
- The filmmaker researched different documentary styles from films like "A Beautiful Struggle" and directors Lucy Walker and Asif Kapadia to inform their presentation.
- Challenges included technical issues during filming requiring rescheduling, and not finding enough relevant photos to accompany some interview segments.
- Successes included smoothly syncing audio during post-production using clapper boards, and receiving positive feedback that the story was told effectively while complementing it with music.
- Overall the intentions of telling the story well were met, though more graphics/images could have enriched it further. Clear roles
Danielle chose to create a film opening sequence for her media project instead of a magazine to challenge herself more. She worked independently to push herself further without relying on others. Working alone allowed her flexibility to film whenever she wanted. Through this project, she learned new filmmaking and editing software. Her film was inspired by romantic thrillers and includes elements like flashbacks and music to attract both female and male audiences.
The document discusses the process of creating a thriller film project for a media studies course. The author researched techniques used in kidnapping thriller films like Taken in order to authentically portray the genre. Inspiration was drawn from specific scenes and shots in films like Rabies and Hostage. The target audience for the film is males aged 18-30, and it explores themes of revenge and crime. Distribution options considered include YouTube and television due to the low budget. The author reflects on lessons learned about planning, shooting, editing, and overcoming challenges during the project.
The student learned a great deal about gritty realism films from their preliminary task to completing their full film project. Through research on films like "Bullet Boy", "Green Street", and "Adulthood", the student found that gritty realism films tell intense stories that reflect real life situations, despite their low budgets. The student also realized these films have simple opening sequences showing clips that leave audiences wanting more, without special effects. To create an authentic gritty realism film, the student used a basic camera and edited the film themselves without help, learning new technology like iMovie in the process.
The document provides context and influences for a student's film and media production project on weightlifting. It discusses wanting to create an educational documentary following their life as a student athlete over 2.5 months, showing training, diet, and transformation. Sources of inspiration are cited, including other YouTubers documenting weightlifting journeys. Some limitations around editing skills are addressed, as well as hopes that the project motivates viewers and earns a distinction grade. The student considers documenting their student athlete lifestyle, exploring modern concepts of masculinity, or discussing how modern society promotes weakness, as potential synopses.
The document provides an evaluation of Harry Morton's proposal, contextual research, experiments, problem solving, planning, and production posters and trailer for his film project. Some key points:
- The proposal generated initial ideas for the FMP and identified research topics that informed the research document. It outlined the planned tone, camera techniques, and practical effects.
- Contextual research examined films by directors like Tarantino and Nolan that influenced aspects of the project like camerawork, practical effects, and plot twists. Film theories were found to be too complex to incorporate.
- Experiments conducted at home with limited equipment and software were not very practical but informed one element in the final film.
- The
This document provides a weekly reflection from Harry T. Docwra over their first 6 weeks in a film studies course. Some key events summarized:
In week 1, Harry presented on the Classic Hollywood era and found the workload overwhelming. In week 2, Harry began planning a social media video discussing delays of the film The New Mutants. By week 3, Harry completed planning documents and started research for the video project. Harry filmed footage for the project in week 4 but wishes technical aspects went smoother. Harry contributed to a group presentation on narrative forms in weeks 5-6 and continues editing their social media video to meet the 2-3 minute runtime.
The student evaluated their group's media coursework project of creating an opening sequence for a supernatural thriller film. They felt the final product looked professional due to the use of different shots, editing effects, and acting. While there were some challenges around scheduling and limited resources, the student was overall very pleased with how the film turned out and felt it accomplished the goals of an opening sequence by introducing characters and leaving on a cliffhanger.
Harry T. Docwra conducted research on shot compositions and lighting techniques from 4 horror/psychological films to utilize in his own work. He analyzed his research and identified common features like independent projects and similar aspect ratios. He also noted specific shots and imagery he would replicate, like a character positioning from "Us" to symbolize differences between characters in his film. Docwra also analyzed responses from audience questionnaires and interviews to understand preferences and appeal to his target viewers, such as including suspense, minor jump scares, and relatable teenage issues.
The documentary film "The Elderly Haven" profiles elderly residents of a retirement home. It interviews the residents to understand their daily lives, problems, and perspectives now that their children have left them at the home. The film aims to educate young people about respecting and caring for their elders. It also encourages families to visit elderly relatives in retirement homes and donate to support them.
Harriet Smith outlines her plans for creating a video essay reviewing the documentary "The Social Dilemma" about the negative impacts of social media, including writing a script, recording audio narration, and editing footage from the documentary's trailer with her commentary. She considers the equipment, techniques, and health and safety aspects of her project, which will analyze how the documentary addresses its theme and appeals to its target demographic. Harriet's goal is to create a concise video essay in 1-2 minutes that provides insight into the documentary and sparks discussion about social media's effects.
The research summary provides 3 key things I learned from reviewing documentary videos about how to film interviews for my video on how lockdown has affected different people. I learned new ways to film interviews rather than just screen recordings. The research also gave me ideas for using background music and how to personally address the viewer to describe people's feelings about lockdown. I learned what types of questions to ask people being interviewed about their experiences during lockdown.
The student learned important filmmaking skills and techniques through preliminary tasks and their full film project. They gained experience with shooting rules, shot types, and basic editing. Planning and working with a group were also challenges that helped the student learn. While the first shoot of the film lacked planning, the second was improved by applying lessons from mistakes. Overall, the student learned strong planning and preparation are essential for successful filmmaking.
This document summarizes Edan Burrows' final media production project evaluation. It discusses the research, planning, time management, technical qualities, aesthetic qualities, audience appeal, and peer feedback sections of the evaluation. The research involved investigating similar ideas and conducting a questionnaire. Planning addressed fonts, colors, mood boards, and schedules. Time management discussed finishing early. Technical qualities focused on lighting and color correction. Aesthetic qualities analyzed strengths like creativity and weaknesses like lack of internet aspect. Audience appeal assessed target age range. Peer feedback provided suggestions to improve lighting and add background information.
Max created a TV soap advert aimed at teenagers combining elements of popular shows Skins and Hollyoaks. He wrote a scene about an unexpected pregnancy between characters Sean and Kate and filmed it with friends. Max used standard soap filming techniques like close-ups and establishing shots. He added tension-building music and flash clips. Feedback from friends influenced making the storylines more realistic. Cast member Kate provided script alterations. Max learned about combining pre-production and post-production technologies.
The document provides details about a documentary being produced about graffiti in Leeds. It discusses pre-production elements like the topic, purpose, intended audience, and platforms for distribution. Risks associated with filming include visiting private property or abandoned buildings for shots. Interviews will follow COVID guidelines. The production schedule outlines filming and location visits over several days, with editing taking place over multiple lessons. A low budget is planned to cover travel and potential interview costs. Health and safety protocols will be followed during filming.
This document contains a strengths, weaknesses, and improvements analysis of the various stages of creating a horror film trailer project, including research, existing products, audience research, planning, locations, style sheets, titles, time management, and more. Some key strengths identified are that the research helped inform trailer elements and target audience, and planning helped ensure all elements were considered. Weaknesses included the limited scope of some research and locations not working out as planned. Improvements would be gathering more data, considering additional ideas, and allowing more filming time. In general, the document reflects on what went well and could be improved at each stage of the project.
- In the first week of college, the student brainstormed ideas for a project on social media and researched potential films to reference.
- In week two, the student conducted scene analyses of films and evaluated their techniques while still deciding on a project idea.
- By week three, the student chose to create a video essay, finished planning and scheduling to prepare for production.
1) The document summarizes a student's film project on the gangster genre titled "All About Money".
2) The student was influenced by the opening scenes of the films "Snatch" and "Goodfellas" and aimed to use similar techniques like freeze frames to introduce characters.
3) Through the process, the student learned about using camera and editing software, and feels their skills improved from their preliminary task to the final project.
The document discusses the production of a documentary about teenagers and the stereotypes they face. It focuses on how the documentary uses conventions of real media products like Channel 4 documentaries. These include using a variety of shots, characters with titles, colors, lighting and information. Feedback was gathered from others to improve the documentary. A range of media technologies were used in researching and constructing the documentary.
1) The document summarizes the process of creating a title sequence for a sci-fi horror TV show aimed at teenagers. It discusses planning, filming locations, props, editing, visual and sound effects, and legal considerations.
2) It describes finding the construction process difficult but enjoyable, with many ideas changed through planning and filming. Working in pairs allowed for feedback but required a lot of work in a short time.
3) The final product fulfilled the brief of appealing to teenagers with action, violence, and an engaging storyline. Strong points were editing and title sequence, weak points were acting and basic setting.
The document provides details about Grace Gilbert's planning and preparation for her final project. She will create a short documentary exploring how beauty standards have changed over different centuries through interviews with people of different generations and genders. Due to COVID-19 restrictions, she will send interview questions and instructions to participants and have them film their responses. She provides the interview questions, instructions for participants, and discusses considerations around ethics, color scheme, sound, and developing a script outline given the participatory nature of the project.
The document discusses how the student used media technologies in producing their documentary project. They researched existing documentaries to plan their production about a serial killer. They used websites like Google, Netflix, and YouTube to research and watch clips. Planning involved writing ideas, creating a storyboard and animatic. Filming used a digital and still camera. Post-production used Adobe Premiere. Ancillary tasks included a poster made in Photoshop and a magazine interview made in Publisher. Feedback was gathered through a showcase and the student made changes like adding transitions and a microphone. The documentary incorporated conventions like handheld shots while also challenging some by not featuring the subject and using cross-cutting in interviews.
The document discusses various codes and conventions commonly used in documentaries, including voiceovers, real footage, interviews, titles/text, sound, and set ups. It then analyzes how the creator of a sample documentary followed these conventions through the use of interviews, clips, titles, and voiceovers to structure the discussion of different topics. The analysis provides examples of how different production elements were used to examine activism in the digital age.
The document discusses how the student used various media technologies at different stages of creating an advanced media portfolio project. During the research and planning stage, the student created a blog to organize work and used YouTube to analyze existing horror movie trailers. Footage was filmed using a digital camcorder and tripod. iMovie was used to edit the trailer and Adobe Photoshop Elements was used to create promotional materials like a movie poster. Feedback from test audiences was positive overall, praising the editing, effects, and music. The student learned about the role of technology in media production and how skills develop with experience using various technologies.
The document discusses the codes and conventions commonly used in documentaries, including voiceovers, real footage, interviews, titles/text, sound, set ups, and visual coding. It then analyzes the student's own documentary project, noting their use of a voiceover, real footage, sound/music, and credits to conform to documentary conventions. The student reflects on their time management, adherence to the brief, skills developed, and incorporation of feedback throughout the project.
The document discusses the codes and conventions of documentaries, including voiceovers, real footage, interviews, titles/text, sound, set ups, and visual coding. It then analyzes the creator's documentary, noting its use of a voiceover, real footage, sound, and lack of interviews. Feedback was gathered throughout the process and considerations were made for the client and target audience. Key lessons included improved time management, feedback implementation, and technical skills.
The document provides an evaluation of Harry Morton's proposal, contextual research, experiments, problem solving, planning, and production posters and trailer for his film project. Some key points:
- The proposal generated initial ideas for the FMP and identified research topics that informed the research document. It outlined the planned tone, camera techniques, and practical effects.
- Contextual research examined films by directors like Tarantino and Nolan that influenced aspects of the project like camerawork, practical effects, and plot twists. Film theories were found to be too complex to incorporate.
- Experiments conducted at home with limited equipment and software were not very practical but informed one element in the final film.
- The
This document provides a weekly reflection from Harry T. Docwra over their first 6 weeks in a film studies course. Some key events summarized:
In week 1, Harry presented on the Classic Hollywood era and found the workload overwhelming. In week 2, Harry began planning a social media video discussing delays of the film The New Mutants. By week 3, Harry completed planning documents and started research for the video project. Harry filmed footage for the project in week 4 but wishes technical aspects went smoother. Harry contributed to a group presentation on narrative forms in weeks 5-6 and continues editing their social media video to meet the 2-3 minute runtime.
The student evaluated their group's media coursework project of creating an opening sequence for a supernatural thriller film. They felt the final product looked professional due to the use of different shots, editing effects, and acting. While there were some challenges around scheduling and limited resources, the student was overall very pleased with how the film turned out and felt it accomplished the goals of an opening sequence by introducing characters and leaving on a cliffhanger.
Harry T. Docwra conducted research on shot compositions and lighting techniques from 4 horror/psychological films to utilize in his own work. He analyzed his research and identified common features like independent projects and similar aspect ratios. He also noted specific shots and imagery he would replicate, like a character positioning from "Us" to symbolize differences between characters in his film. Docwra also analyzed responses from audience questionnaires and interviews to understand preferences and appeal to his target viewers, such as including suspense, minor jump scares, and relatable teenage issues.
The documentary film "The Elderly Haven" profiles elderly residents of a retirement home. It interviews the residents to understand their daily lives, problems, and perspectives now that their children have left them at the home. The film aims to educate young people about respecting and caring for their elders. It also encourages families to visit elderly relatives in retirement homes and donate to support them.
Harriet Smith outlines her plans for creating a video essay reviewing the documentary "The Social Dilemma" about the negative impacts of social media, including writing a script, recording audio narration, and editing footage from the documentary's trailer with her commentary. She considers the equipment, techniques, and health and safety aspects of her project, which will analyze how the documentary addresses its theme and appeals to its target demographic. Harriet's goal is to create a concise video essay in 1-2 minutes that provides insight into the documentary and sparks discussion about social media's effects.
The research summary provides 3 key things I learned from reviewing documentary videos about how to film interviews for my video on how lockdown has affected different people. I learned new ways to film interviews rather than just screen recordings. The research also gave me ideas for using background music and how to personally address the viewer to describe people's feelings about lockdown. I learned what types of questions to ask people being interviewed about their experiences during lockdown.
The student learned important filmmaking skills and techniques through preliminary tasks and their full film project. They gained experience with shooting rules, shot types, and basic editing. Planning and working with a group were also challenges that helped the student learn. While the first shoot of the film lacked planning, the second was improved by applying lessons from mistakes. Overall, the student learned strong planning and preparation are essential for successful filmmaking.
This document summarizes Edan Burrows' final media production project evaluation. It discusses the research, planning, time management, technical qualities, aesthetic qualities, audience appeal, and peer feedback sections of the evaluation. The research involved investigating similar ideas and conducting a questionnaire. Planning addressed fonts, colors, mood boards, and schedules. Time management discussed finishing early. Technical qualities focused on lighting and color correction. Aesthetic qualities analyzed strengths like creativity and weaknesses like lack of internet aspect. Audience appeal assessed target age range. Peer feedback provided suggestions to improve lighting and add background information.
Max created a TV soap advert aimed at teenagers combining elements of popular shows Skins and Hollyoaks. He wrote a scene about an unexpected pregnancy between characters Sean and Kate and filmed it with friends. Max used standard soap filming techniques like close-ups and establishing shots. He added tension-building music and flash clips. Feedback from friends influenced making the storylines more realistic. Cast member Kate provided script alterations. Max learned about combining pre-production and post-production technologies.
The document provides details about a documentary being produced about graffiti in Leeds. It discusses pre-production elements like the topic, purpose, intended audience, and platforms for distribution. Risks associated with filming include visiting private property or abandoned buildings for shots. Interviews will follow COVID guidelines. The production schedule outlines filming and location visits over several days, with editing taking place over multiple lessons. A low budget is planned to cover travel and potential interview costs. Health and safety protocols will be followed during filming.
This document contains a strengths, weaknesses, and improvements analysis of the various stages of creating a horror film trailer project, including research, existing products, audience research, planning, locations, style sheets, titles, time management, and more. Some key strengths identified are that the research helped inform trailer elements and target audience, and planning helped ensure all elements were considered. Weaknesses included the limited scope of some research and locations not working out as planned. Improvements would be gathering more data, considering additional ideas, and allowing more filming time. In general, the document reflects on what went well and could be improved at each stage of the project.
- In the first week of college, the student brainstormed ideas for a project on social media and researched potential films to reference.
- In week two, the student conducted scene analyses of films and evaluated their techniques while still deciding on a project idea.
- By week three, the student chose to create a video essay, finished planning and scheduling to prepare for production.
1) The document summarizes a student's film project on the gangster genre titled "All About Money".
2) The student was influenced by the opening scenes of the films "Snatch" and "Goodfellas" and aimed to use similar techniques like freeze frames to introduce characters.
3) Through the process, the student learned about using camera and editing software, and feels their skills improved from their preliminary task to the final project.
The document discusses the production of a documentary about teenagers and the stereotypes they face. It focuses on how the documentary uses conventions of real media products like Channel 4 documentaries. These include using a variety of shots, characters with titles, colors, lighting and information. Feedback was gathered from others to improve the documentary. A range of media technologies were used in researching and constructing the documentary.
1) The document summarizes the process of creating a title sequence for a sci-fi horror TV show aimed at teenagers. It discusses planning, filming locations, props, editing, visual and sound effects, and legal considerations.
2) It describes finding the construction process difficult but enjoyable, with many ideas changed through planning and filming. Working in pairs allowed for feedback but required a lot of work in a short time.
3) The final product fulfilled the brief of appealing to teenagers with action, violence, and an engaging storyline. Strong points were editing and title sequence, weak points were acting and basic setting.
The document provides details about Grace Gilbert's planning and preparation for her final project. She will create a short documentary exploring how beauty standards have changed over different centuries through interviews with people of different generations and genders. Due to COVID-19 restrictions, she will send interview questions and instructions to participants and have them film their responses. She provides the interview questions, instructions for participants, and discusses considerations around ethics, color scheme, sound, and developing a script outline given the participatory nature of the project.
The document discusses how the student used media technologies in producing their documentary project. They researched existing documentaries to plan their production about a serial killer. They used websites like Google, Netflix, and YouTube to research and watch clips. Planning involved writing ideas, creating a storyboard and animatic. Filming used a digital and still camera. Post-production used Adobe Premiere. Ancillary tasks included a poster made in Photoshop and a magazine interview made in Publisher. Feedback was gathered through a showcase and the student made changes like adding transitions and a microphone. The documentary incorporated conventions like handheld shots while also challenging some by not featuring the subject and using cross-cutting in interviews.
The document discusses various codes and conventions commonly used in documentaries, including voiceovers, real footage, interviews, titles/text, sound, and set ups. It then analyzes how the creator of a sample documentary followed these conventions through the use of interviews, clips, titles, and voiceovers to structure the discussion of different topics. The analysis provides examples of how different production elements were used to examine activism in the digital age.
The document discusses how the student used various media technologies at different stages of creating an advanced media portfolio project. During the research and planning stage, the student created a blog to organize work and used YouTube to analyze existing horror movie trailers. Footage was filmed using a digital camcorder and tripod. iMovie was used to edit the trailer and Adobe Photoshop Elements was used to create promotional materials like a movie poster. Feedback from test audiences was positive overall, praising the editing, effects, and music. The student learned about the role of technology in media production and how skills develop with experience using various technologies.
The document discusses the codes and conventions commonly used in documentaries, including voiceovers, real footage, interviews, titles/text, sound, set ups, and visual coding. It then analyzes the student's own documentary project, noting their use of a voiceover, real footage, sound/music, and credits to conform to documentary conventions. The student reflects on their time management, adherence to the brief, skills developed, and incorporation of feedback throughout the project.
The document discusses the codes and conventions of documentaries, including voiceovers, real footage, interviews, titles/text, sound, set ups, and visual coding. It then analyzes the creator's documentary, noting its use of a voiceover, real footage, sound, and lack of interviews. Feedback was gathered throughout the process and considerations were made for the client and target audience. Key lessons included improved time management, feedback implementation, and technical skills.
Levi Hodge created a five minute documentary called "Breakthrough Mentoring" as part of his Advanced Portfolio. He researched observational and expository documentaries to learn conventions like voiceovers, interviews, and archive footage. Levi interviewed mentors and mentees from Breakthrough Mentoring, which provides support to young people. He filmed interviews using professional equipment and included archive footage from a news story about his own experiences with mentoring. Levi took photos to make his documentary more engaging and narrated parts himself. His documentary aimed to show how mentoring services can help young people through challenges.
This document summarizes the stages of planning, research, and preparation for a student film project with restrictions of being 60 seconds and including the phrase "That wasn't supposed to happen" and a clock or watch. Over several weeks, the student learned key film terminology, analyzed example films for inspiration, developed their own idea to fit the criteria, created storyboards and mood boards, conducted audience research through surveys, and reviewed similar films for technical inspiration. This extensive planning process allowed the student to thoughtfully develop their film concept in line with the goals and audience while preparing the necessary filmmaking skills and knowledge.
The document discusses the development and research process for a media production project. It describes researching conventions from other short films, choosing a comedy genre based on audience feedback, and using techniques like close-ups and music to engage viewers. It also discusses using new media technologies like iMovie and YouTube in construction, research, and evaluation, and learning from audience feedback to improve special effects, editing, and character portrayal without dialogue.
This document discusses the filmmaker's research and production process for their documentary project. Some key points:
- The filmmaker researched different documentary styles from films like "A Beautiful Struggle" and directors Lucy Walker and Asif Kapadia to inform their presentation.
- Challenges included technical issues during filming requiring rescheduling, and not finding enough relevant photos to accompany some interview segments.
- Successes included smoothly syncing audio during post-production using clapper boards, and receiving positive feedback that the story was told effectively while complementing it with music.
- Overall the intentions of telling the story well were met, though more graphics/images could have enriched it further. Clear roles
The document discusses how the media producer used conventions from real media in their own product. They researched short films to understand conventions like shot types and applied close-ups and mid-shots. They chose comedy as their genre after considering what audiences prefer and researching a popular internet video. Background music and representations of characters also aimed to reflect society. Feedback showed they should focus more on effects, editing, and character personality over dialogue. New media like computers, cameras, and YouTube helped with production, research, and improving skills. Ancillary texts like posters were consistent with the film in look and focused on the cast.
The document provides feedback from an audience on a student's music video project. The student created a video for a love song that served as a soundtrack to the film Twilight, featuring characters Edward and Bella. While some audience members who enjoyed the film liked the concept, others who disliked the film were less interested. The student received lower marks for costumes that were meant to match the film but not stand out, and editing techniques they felt showed skill like removing sparkles around an actor. Overall the feedback showed the concept had mixed reception depending on viewers' opinions of the source film.
The student created a short film trailer about a boy dealing with the death of his best friend. Originally intending it to be a short film in black and white, he realized during production that the footage would be better suited as a trailer. He researched films like La Haine for inspiration on aesthetics and locations. Due to limitations of time, resources, and footage, he simplified the story and changed the format to a 2-4 minute trailer rather than a longer film. In the end, he was happy with the final trailer and poster, feeling they achieved his goals despite changes made throughout the process.
The document provides an evaluation of a student's media coursework project. It summarizes how the student's media product used and challenged conventions of horror film trailers, posters, and magazines. It also discusses how the student incorporated feedback into improving the project, such as speeding up some shots for increased tension. New media technologies like Photoshop, iMovies, and Blogger were used at different stages of production and to showcase the final work.
The document discusses how the media producer used, developed, and challenged conventions in their documentary. They developed on the "voice of God" convention by using a younger male voice rather than an older dominant male voice. They also included interviews and establishing shots, which follow documentary conventions. However, they challenged conventions by placing voice overs on archive footage rather than the original audio. Overall, the documentary aimed to expose the truths of street racing in a way that was not meant to be glamorous.
The document discusses how a student media project used and developed conventions of real media forms while also challenging some conventions. The project involved creating a TV documentary, radio trailer, and double page magazine spread about cyber bullying. While most conventions were followed, such as interviews and camera shots, some were challenged, like using fades between clips instead of straight cuts. Overall the goal was to make the pieces look professional while allowing some flexibility.
- The document discusses the production of a short film for a media studies assignment, focusing on applying conventions from similar genres like docu-dramas through research.
- Feedback from test audiences showed they understood the narrative and themes conveyed through visuals and music, but some found the jump between locations confusing.
- The student learned the importance of considering their target audience more deeply and ensuring the order of shots clearly conveyed the story.
The document provides an evaluation of the student's media project which included a teaser trailer, magazine cover, and movie poster. The student discusses how they used genres and conventions in their work, how effective the combination of materials was, how they targeted their audience, what they learned from feedback, and how they used digital tools. The student also reflects on what they would do differently, such as not leaving things to the last minute, potentially changing the genre, and altering their target age group and character's attire.
The document discusses a parody film trailer the author created. They analyzed the film "Contagion" and emulated aspects like emotional reactions to dramatic events. Scenes were shot close-up with intense music to exaggerate emotions for comedic effect. Multiple settings were used from countryside to skylines to mimic how diseases spread in "Contagion" in an over-the-top way. Audience feedback helped the author refine the trailer by adding elements like a question mark or another location. A variety of software like Photoshop, iMovie, and After Effects were used to create ancillary materials and professional transitions between trailer scenes.
The document discusses the student's process of researching short film conventions and applying them in their own short film and ancillary tasks. Some key points:
- The student watched various short films and researched narrative and genre conventions to inform their own film.
- Their film follows conventions like telling the story through camera/mise-en-scene rather than dialogue, and leaves the narrative on a cliffhanger rather than resolving it.
- Feedback was positive, praising how the horror/comedy genre was reflected and the consistent color theme across productions.
- New media technologies like YouTube, blogs and Google were used for research, production and self-reflection.
Question 1 in what ways does your media evalutationlouis0141
The documentary follows many conventions of the genre to appear realistic and professional to viewers. These include using a voiceover, text overlays to identify speakers, and a presenter. However, some conventions were challenged, such as not revealing interview questions or hiding victims' faces, to make the experience more realistic. Another challenge was changing the focus from the presenter to the missing girl during narration, to keep viewers engaged in the story. While most conventions were followed, these challenges helped the documentary stand out from others in the industry.
Question 1 in what ways does your media evalutation
Final evaluation of Leave I Alone
1.
2. We were required to create a documentary of our choice.
We learnt the different types of documentaries such as
Expository and Observational.
We also watched previous documentaries to understand
why each of these are different.
3. In what ways does your media product use, develop or challenge forms and
conventions of real media products?
I decided to make my documentary about an inspirational
character named Levi and about the how he has changed
his life around from bad to good.
I decided to use observational for my documentary because
I wanted to observe Levi’s life. I didn’t use expository
because I wasn’t trying to get an argument across.
4. Using forms and conventions
There are quite a few features for observational
documentaries such as fly on the wall, portable
cameras and interviews. I did not use fly on the wall in
this section however if I was creating the full
documentary I would have. I used portable cameras
because it allowed me to follow Levi around and
observe him. Again I used interviews in my
documentary because it allowed Levi to get his story
across, as well as Denise (his youth worker)
5. Developing forms and conventions
Developing forms and conventions is when you take something which is usually found
in documentaries and develop it further. My aim was to make my documentary
believable.
I used picture montages in the documentary with Levi speaking over it so that it
showed emotion in the audience. I think that by doing this is created a really good
effect. I also think that that it was a good way to make the audience feel closer to
Levi’s story.
I created the documentary based on the truth so that it was believable. However I
didn’t really develop anything else in the documentary and kept it like what you would
see in a normal observational documentary.
6. Challenging forms and conventions
One convention I challenged in my documentary was add
interview into it. I did this so that the audience could get an idea
of Levi’s background from him and also someone else. I think
that this was a good idea because my aim was to make my
documentary believable and by doing this the audience would
believe that it is the truth.
I didn’t challenge any other conventions because I wanted it to
be an accurate representation of the truth and so I used mainly
observational documentary conventions.
‘Everybody who makes film is putting their own truth on the screen’
I wanted this documentary to be the actual truth and not my side of the truth.
7. I decided to use observational for
my documentary because I wanted
to observe Levi’s life. I didn’t use
expository because I wasn’t trying
to get an argument across.
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8. How did you use media technologies in the construction and research, planning and
evaluation stages?
I got an interview with Levi himself to give the audience his story. I then
decided that I would get an interview with someone who has known Levi for a
long time to get there thoughts on how his life was and how it is now.
I used some archive footage from prom to show past moments in Levi’s life.
I recorded Levi to use as a voice over so I could put it over the footage which
had no talking.
I used a camera to take photos of Levi. Aswell as taking new photos, I also
used photos which Levi already had from when he was younger.
9. I used Garage band to create the music for the documentary. I used iMovie to edit all of
the footage for the documentary and to add the music into it, and I used iDVD to create
the actual DVD.
My first step I took when I started to make the documentary was filming the footage.
The reason why I started with this is because it was the main part which I needed. I then
put the footage into iMovie and started to crop and edit the footage. After I had edited it
so that the footage ran through smoothly, I went on to Garageband to create music
which would be suitable for it. Then I added the music into iMovie and lined it up to
where I wanted it to be. I added transitions at the end of every clip so it separated each
clip from each other. Once I had finished creating the documentary, I exported it to iDVD,
created a suitable menu and then burned it onto a disc.
10. In my foundation portfolio, we had to create a film based on a thriller.
However in A2, we had to make a documentary. The reason why this is
different is because a thriller is a story which you can make up whereas a
documentary is meant to be based on real life events.
In my foundation portfolio, I used all new footage, I didn’t use audio
recording and I had to do less editing as we filmed it in quite big sections.
However when I was creating the documentary, I used both archive footage
and original footage, I used audio recording and I had to do more editing
because I created it with more sections.
11. How effective is the combination of your main product and ancillary texts?
I created a newspaper advert and a radio advert to promote Leave I
Alone. Before I created this I researched which channel I wanted the
documentary to be shown on and what a average advert would look
like on it. After I done this I started to create the advert using
Microsoft publisher. I created a first and second draft and then
created the final design. The aim of the advert was to give the
audience an idea about what the documentary is going to be about.
I created the radio advert using Garageband.
The radio advert links back to the documentary because I have used
actual voice recording from the documentary.
I think that the newspaper advert is quite effective because lots of
people actually read the newspaper. This will mean that when they
open it, they will actually see the advert in it. I think that it links back
to the documentary because it gives a brief idea of what it is going to
be about.
12. I used prison bars and handcuffs on the bad side to
give the intention that he could of ended up in
prison.
I used a photo which I found on Google to
put in the middle of the page. This was so
that when I added the good and bad, it
looks like its focusing around him
In this draft, I decided to put good
and bad on each side and add
objects which symbolises each
one. In my final draft I took this
out.
I used the scales
of justice on the
good side to
show how he has
changed his life
around.
13. I changed the whole layout
of the advert by adding a
transparent box down the
side.
I took more high quality photos using a
camera. I think that it gave it a better look as
in the first draft, it was pixilated.
I kept the BBC
logo and the
time and day in
the bottom right
because I think it
is out of the way
but still
noticeable.
I added a tagline into the
advert so that people has
a brief idea on what its
going to be about.
I kept the scales of justice in the advert
because I think that them alone gives
the audience the idea that he has
changed: I think it links in with the
documentary
14. I set out to create a short radio advert based on the
documentary. I had to include the day it was on and what
time.
To create the radio avert I used Garageband. I created new
voice recordings and also used voice from the documentary.
I think that it was quite successful because it gives enough
information to tell you what it is about. It was also backed up
by footage from the documentary.
15. What have you learned from your audience feedback?
I showed my newspaper advert to five
different people to find out what they
thought about it. Four of these liked it
and one didn’t. I think that by asking
other people what they would improve, it
gave me the chance to actually change the
advert so it reached the expectations of
the five people.
I did a screening of my documentary to a
few people and they all said that they
really enjoyed it and it made them want to
watch the rest of the documentary. Some
of the people said that there were a few
to many photos at the end but the
documentary itself gave them enough
information about Levi.
16. Critical Theory
The first quote which I decided related to my documentary was Bill Nichols ‘Each
change in documentary style and format has produced claims of a closer contact
of the truth’ The reason I think this quote links to mine is because I based mine
on a observational documentary rather than an expository documentary and i
think that i picked the right format to show the truth. I also think that i showed
the truth was the interviews I used. I had Levi’s story from him and then got
someone else to give their story on him. Observational documentaries get a
‘closer contact’ to the truth because you are filming as it actually happens.
The second quote I thought related to mine was Diana Tammes ‘Everybody who
makes film is putting their own truth on the screen’ Again i think this relates to
mine because everything I have put in my documentary is the truth and it is
backed up with the interviews. I also think that my documentary shows the
truth through the use of images and archive footage. These show the truth
because all of these are from the past. ‘Their own truth’ refers to the fact that
the filmmaker decides what to include. Some people may think that Levi is still a
bad person but I chose to only show the good bits about him.
The third quote I decided on was another from Bill Nichols. ‘There is a sense of
commitment or engagement with the immediate, intimate, and personal as it
occurs. This also affirms a sense of fidelity to what occurs that can pass on
events to use as if they have simply happened.’ I think that this is a good quote
to use because of the key words featured in it. One of the key words is
immediate. I think this relates to my documentary because all the footage that I
filmed was done straight away. Another key word used in the quote was
personal. I think this links to mine as I believe the documentary is quite personal
to Levi and goes into deep detail about his life.
17. Final summary
I think that my documentary is successful. I think that I added
all of the right information to give the audience a idea of
what Levi use to be like and how he is now. I also think that
the audience would find it quite interesting.
I am happy with the documentary. I believe that I have
created a documentary which many people would like to see.
I have achieved what I set out to do because I wanted to tell
Levi’s story and my opening section manages to do that in an
engaging and entertaining way.
http://www.youtube.com/watch?v=bN2okiYgAU0