How did you attract:address your audience?
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The document summarizes how the film opening addressed its target audience of teenagers. It used tension and unease created through lighting and camera angles to set the mood of a teen drama genre. Short clips showed the protagonist Aubrey in an intoxicated state and unable to focus. Feedback indicated that using teenage actors made the film more relatable. After receiving criticism about lighting and color, outdoor shots were brightened and indoor shots were warmed to feel more homely. The film employed Todorov's theory of disrupting equilibrium through Aubrey and Carol's argument and Aristotle's structure of beginning, middle, and end through Aubrey's journey from the street to arguing and running away.
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Evaluation question 1
The document summarizes the conventions used in the opening of the student's film project. It includes displaying the distribution and production companies, as well as listing the main actor. Shots were filmed at the student's house to establish setting. Lighting and sound effects like a slowed down lullaby were used to set the thriller genre. Blood was also included in a creative way to indicate to the audience this is a horror thriller.
AS Media Studies - Evaluation Question 1
This document discusses how the media product draws inspiration from real media forms and conventions in three ways:
1) It opens with a slow zoom shot inspired by a James Bond film to draw the audience in. This was altered to suit their location.
2) Extreme close-ups of the actor's eyes and mouth were used before revealing his face, like in Sherlock Holmes, to build mystery.
3) A voiceover technique from Hot Fuzz was adapted to provide insights into the main character's thoughts and personality through audible inner monologue.
AS Media - Evaluation Question 1
This document discusses how the media product draws inspiration from real media forms and conventions in three ways:
1) It opens with a slow zoom shot inspired by a James Bond film to draw the audience into the action. This shot was altered to suit their location.
2) It was also inspired by Sherlock Holmes films using close-ups and shots that don't reveal the character's face at first to build mystery.
3) A voiceover technique from Hot Fuzz was adapted to provide insights into the main character's thoughts and skills to quickly engage the audience. Several techniques were drawn from and adapted to fit the genre and abilities.
Q5 evaluation
The document summarizes a student film project aimed at creating suspense and tension through the use of camera techniques and props. Shaky and blurred camera shots along with close-ups were used to build tension, inspired by the film "Se7en." Eerie music was chosen to accompany the scenes. The main actor wore a suit and plastic bag over the head to remain anonymous. Props like knives and hammers were included to imply potential death or murder. Based on its similarities to existing thriller films like "Se7en" but smaller production scale, the students believe their film is more likely to be considered a cult film shown on specialty channels initially before potentially partnering with larger companies.
Evaluation Question 1
The document discusses various aspects of planning and production for a thriller film. It describes choosing to record original glass smashing and door knock sounds rather than using pre-existing sounds. It also discusses filming the movie in an off-campus apartment to give a realistic home setting. Iconography used includes a mask and bloody note left at the door to build tension. Lighting is discussed as being important to convey mood, with an example given of top lighting from Psycho. Determining a target age rating of 15 was important to make the content viewable and legal.
How did you attract/ address your audience?
The document discusses how the filmmakers addressed their target audience of teenagers throughout the filmmaking process. They conducted surveys and peer assessments of teenagers to inform design decisions in areas like sound, narrative, location, character, and costume. For example, based on feedback, they included many original diegetic sounds and left the villain's identity unknown to create mystery and engage their target audience.
Question 1 evaluation coursework
This document analyzes the opening title sequences of two films: the student's own horror film "Learning to Die" and the movie "The Cabin in the Woods". It examines both openings through a nine frame structure showing different shots. For the student's film, each shot is described in terms of establishing setting, characters, and creating suspense and isolation to engage the audience. Common horror film techniques like slow build up, the unknown, and vulnerability of characters are discussed. The analysis then compares techniques used in "The Cabin in the Woods", such as dark colors, mystery of plot, and sense of realism, that also aim to heighten fear.
Evaluation question 1 final
This document discusses conventions of psychological thriller films and how the creator's media product incorporates and challenges some of these conventions. It summarizes that psychological thrillers commonly involve a main character battling their own mind and issues with identity. The document then discusses how the media product uses some conventions of real thrillers, like incorporating stereotypical features and music to set the scene. However, it also challenges conventions by shooting outdoors in daylight rather than at night and having the main character break the fourth wall.
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Evaluation question 1
The document summarizes the conventions used in the opening of the student's film project. It includes displaying the distribution and production companies, as well as listing the main actor. Shots were filmed at the student's house to establish setting. Lighting and sound effects like a slowed down lullaby were used to set the thriller genre. Blood was also included in a creative way to indicate to the audience this is a horror thriller.
AS Media Studies - Evaluation Question 1
This document discusses how the media product draws inspiration from real media forms and conventions in three ways:
1) It opens with a slow zoom shot inspired by a James Bond film to draw the audience in. This was altered to suit their location.
2) Extreme close-ups of the actor's eyes and mouth were used before revealing his face, like in Sherlock Holmes, to build mystery.
3) A voiceover technique from Hot Fuzz was adapted to provide insights into the main character's thoughts and personality through audible inner monologue.
AS Media - Evaluation Question 1
This document discusses how the media product draws inspiration from real media forms and conventions in three ways:
1) It opens with a slow zoom shot inspired by a James Bond film to draw the audience into the action. This shot was altered to suit their location.
2) It was also inspired by Sherlock Holmes films using close-ups and shots that don't reveal the character's face at first to build mystery.
3) A voiceover technique from Hot Fuzz was adapted to provide insights into the main character's thoughts and skills to quickly engage the audience. Several techniques were drawn from and adapted to fit the genre and abilities.
Q5 evaluation
The document summarizes a student film project aimed at creating suspense and tension through the use of camera techniques and props. Shaky and blurred camera shots along with close-ups were used to build tension, inspired by the film "Se7en." Eerie music was chosen to accompany the scenes. The main actor wore a suit and plastic bag over the head to remain anonymous. Props like knives and hammers were included to imply potential death or murder. Based on its similarities to existing thriller films like "Se7en" but smaller production scale, the students believe their film is more likely to be considered a cult film shown on specialty channels initially before potentially partnering with larger companies.
Evaluation Question 1
The document discusses various aspects of planning and production for a thriller film. It describes choosing to record original glass smashing and door knock sounds rather than using pre-existing sounds. It also discusses filming the movie in an off-campus apartment to give a realistic home setting. Iconography used includes a mask and bloody note left at the door to build tension. Lighting is discussed as being important to convey mood, with an example given of top lighting from Psycho. Determining a target age rating of 15 was important to make the content viewable and legal.
How did you attract/ address your audience?
The document discusses how the filmmakers addressed their target audience of teenagers throughout the filmmaking process. They conducted surveys and peer assessments of teenagers to inform design decisions in areas like sound, narrative, location, character, and costume. For example, based on feedback, they included many original diegetic sounds and left the villain's identity unknown to create mystery and engage their target audience.
Question 1 evaluation coursework
This document analyzes the opening title sequences of two films: the student's own horror film "Learning to Die" and the movie "The Cabin in the Woods". It examines both openings through a nine frame structure showing different shots. For the student's film, each shot is described in terms of establishing setting, characters, and creating suspense and isolation to engage the audience. Common horror film techniques like slow build up, the unknown, and vulnerability of characters are discussed. The analysis then compares techniques used in "The Cabin in the Woods", such as dark colors, mystery of plot, and sense of realism, that also aim to heighten fear.
Evaluation question 1 final
This document discusses conventions of psychological thriller films and how the creator's media product incorporates and challenges some of these conventions. It summarizes that psychological thrillers commonly involve a main character battling their own mind and issues with identity. The document then discusses how the media product uses some conventions of real thrillers, like incorporating stereotypical features and music to set the scene. However, it also challenges conventions by shooting outdoors in daylight rather than at night and having the main character break the fourth wall.
Question 1
This document discusses how the media product of a student film thriller draws from and challenges conventions of the thriller genre. It summarizes the individual research members conducted on the thriller film "Taken", analyzing its camera work, editing, sound, and mise-en-scene. Though the student film uses elements like a flashback and non-diegetic music similarly to "Taken", it develops these conventions with different contextual uses that challenge thriller genre expectations. Specifically, the music in the student film conveys sadness rather than impending danger, and the film portrays hitmen as emotionally complex humans rather than "heartless".
Evaluation question 1
Our media product uses and challenges conventions of real thriller films and trailers. We used black and white color, close-up and over-the-shoulder camera shots, and suspenseful music and sounds to create tension and intrigue, mimicking techniques of professional thrillers. All of our technical choices around camera work, editing, sound, and genre conventions were meant to attract and engage audiences in the way real thriller openings do. The product was influenced by films like "Taken" and aimed to tell the story of two girls being stalked in a park.
Evaluation task 1 slideshow Carla
This document discusses how the student's media product was influenced by and compares to several thriller films that involve children in disturbing situations. Specifically, it mentions using a creepy child on a slide to mirror the scary child trope from Orphan. It also draws comparisons between its opening scene of an unfriendly child on a swing to the tension created in fun places in other films. Further comparisons are made between its portrayal of children playing with family and threats that arise, similar to The Children and Paranormal Activity 2. It finishes by noting similarities in video effects to SAW and basic title fonts to The Last Exorcism Part II.
Evaluation question 1
The document discusses the forms and conventions of thriller films, including lighting, camera angles, editing, and sound. It notes that thrillers generally use dark, low lighting and focus more on close-ups for psychological thrillers or longer shots for action thrillers. The student's media project conformed to these conventions by using dark, low lighting; a variety of shots including close-ups and point-of-view; fades to black in editing; and ominous music to build tension. By following the typical codes and conventions of thrillers, the student aimed to effectively engage the audience in the thriller genre.
Question 1 as
The document summarizes the student's process in creating a film introduction for a psychological horror film. They conducted research by watching films like Psycho, The Shining, and Donnie Darko to inspire ideas. The group settled on the theme of mental illness after considering different horror genres and themes. Specifically, they were interested in portraying schizophrenia. Elements from the researched films influenced aspects of their introduction, such as setting it primarily in a house to make the audience uncomfortable, and focusing on a character decaying due to mental illness. While their introduction did not strongly challenge conventions, it developed ideas and influences from other media into its own psychological horror theme and story.
Where It All Began - AS Level Media Studies - Critical Analysis
The document provides details about a 2-minute film opening project for an AS Level Media Studies course. It discusses how the film challenges conventions by telling a story about prosopagnosia (face blindness) and Stockholm syndrome. It describes the opening scene's structure, shots, lighting, and representation of unheard social issues. It then discusses how the film would engage audiences, be distributed online, and how the production skills of the student team developed throughout making the project. The student used various hardware, software, and online tools in creating the film.
Opening credit analysis of Panic Room
We analysed the opening credits of 'Panic Room', we analysed the billing of the characters names within the movie, and also when the film title itself appears.
Theoretical research
This document discusses several narrative theories that will influence the production's final piece. It summarizes Todorov's narrative theory which establishes an equilibrium that is disrupted by an obstacle for characters to overcome. It also discusses Propp's character types that commonly appear in narratives, such as the hero and villain. The document states that understanding narrative theory will help structure the production's thriller genre storytelling.
Evaluation task 1
The document discusses how the media product of a film called "The Playground" uses and develops conventions from several other films. It references how "The Playground" shares similarities in its use of vulnerable children in danger like in "The Children", employs video effects like low-quality home videos similar to "SAW", features basic title fonts akin to "The Last Exorcism Part II", centers around threatening a young boy's safety as in "Paranormal Activity 2", and subverts expectations of childhood innocence in parks through its portrayal of a creepy girl on a slide mirroring "Orphan".
Treatment
The document summarizes a treatment created for a horror film project. It includes key elements like the synopsis, title ("Possession"), characters (Caitlyn, Katy, Adam), film influences (Sinister, Insidious, The Awakening), locations, and application of film theories (Todorov's theory of beginning, middle, end). It also describes developing the production team logo through multiple drafts to make it eye-catching and recognizable to the target young adult audience.
Treatment
The document summarizes a film treatment created by the author and their team for a horror film project. The treatment included key elements like the synopsis, title, characters, locations, film influences that inspired the project, and how they applied common horror film theories. It also described designing elements like the production logo, film poster, and ensuring the treatment appealed to their target young adult audience and incorporated frightening scenes and elements fitting for a psychological horror genre. The goal of the treatment was to concisely present all relevant information about the proposed horror film concept.
Ancillary task two
The document discusses the development of a film poster for a horror film called "Contagion" about the spreading of a virus. The poster aims to use symbolic imagery rather than starring personas. It shows someone lighting tissues on fire to represent the spreading infection, drawing from the film's trailer song "Ring Around the Roses." Testing different images, the poster depicts tissues ablaze in a forest setting with the film title in bold red letters at the bottom against a dark background. Feedback on taglines preferred "BLESS YOU!" as it implies the viewer may already be infected.
Evaluation questions final
This document discusses the conventions used in a student's media project and how they develop or challenge conventions of real media. It examines the use of titling, mise-en-scene including costumes, lighting, and camera shots. For the opening scene, a titling image was used instead of a background based on conventions from the film Misery. Costumes were used to portray the main character as young, insecure, and vulnerable. Low key lighting conveyed feelings of fear. Over the shoulder shots were used to show the relationship between characters and draw comparisons to their use in The Ring.
Evaluation question 1.pptx final
This document discusses conventions of psychological thriller films and how the student's media product utilizes and challenges some of these conventions. It begins by outlining key elements of psychological thrillers, such as the main character undergoing an internal battle and issues with their identity. It then examines how the student's film opening incorporates conventions like typical thriller music but challenges conventions by being shot during the day rather than at night. The document also discusses the student's use of sound effects and natural lighting to build tension, as well as their use of a female lead rather than a male lead as seen in many thrillers.
codes and conventions
The document discusses how the media product "The Finding" both conforms to and challenges conventions of horror films. It follows conventions like using low-key lighting and disequilibrium, but also challenges them by leaving the story in disequilibrium and having no dialogue. Editing techniques like parallel editing were inspired by films like "Silence of the Lambs" to create tension. The lack of speech and unconventional editing kept the audience engaged without revealing crucial information and followed the hermeneutic code.
How can we apply film techniques to information needs?
A little presentation about how film techniques can be applied to information needs. What does a film tell us just by looking at it?
Evaluation Question 1
The document discusses various elements of planning and production for a student thriller film. It addresses the use of original audio recordings for sounds, filming at an off-campus apartment location for realism, and inclusion of symbolic iconography like a blood-stained note and pumpkin to convey meaning and themes. Consideration is also given to lighting styles, appropriate target audiences, and drawing from conventions of the thriller genre.
Evaluation 5
The document discusses how the film attracts and addresses its target teenage audience. It uses a slow, tense ambient music over simple footage of a man walking through a building to create intrigue and a sense that something ominous is about to happen. This music leaves the audience engaged and wanting to know more about the mysterious main character, Mark. The film is also built around the idea of "enigma" or mystery, like how Emily came to be tied up and what Mark says to make her scream, which keeps the audience watching to find the answers. It aims to make the audience feel uncomfortable and threatened by not fully understanding Mark or the situations. Leaving questions unanswered at the end further frustrates the audience in a way that keeps
Who would be the audience for your media product?
The document discusses the target audience for a media product. The primary audience is teenagers aged 15-22, mostly female, who can relate to the rebellious main character. Psychographic research found the film's themes of teenage problems and popular song choices would appeal to this group. Feedback confirmed teenagers most positively received and enjoyed the opening. The secondary audience may be older parents who relate to the strict mother character. The document provides demographic and psychographic profiles of the primary target audiences.
Evaluation question two
The document discusses the representation of characters in a film opening. The main protagonist is portrayed as highly skilled in combat and determined in hunting down an important target. The only other character, the villain, is intimidating due to wearing a mask and size, leaving their identity and motives a mystery. While the protagonist's motives are unclear, the villain is negatively represented through stereotypical traits of being scary and likely to commit immoral acts. The document argues that only the villain has been stereotyped so far, as not enough is known about the protagonist, and stereotyping can oversimplify villains who may be characterized by intellect rather than physical traits.
Question 4
Our target audience is teenage boys age 15 and up who enjoy action and comedy. They would appreciate the high speed chases and special effects in our R-rated movie but also understand the banter-style comedy. The ideal viewer likes films with violence and swearing but is also open to comedy. Those interested in hobbies like parkour or Grand Theft Auto video games would likely relate best to the characters.
Question 2
The document discusses how a media product represents particular social groups. It focuses on a film targeted at males aged 16-28 of all races and backgrounds. Survey results show most males prefer action films while females prefer romance and comedy. The film includes a multi-ethnic cast and subverts the stereotype of a male gang leader by having a respected female in that role. It aims to represent social groups through inclusion of diverse actors and challenging stereotypes.
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Question 1
This document discusses how the media product of a student film thriller draws from and challenges conventions of the thriller genre. It summarizes the individual research members conducted on the thriller film "Taken", analyzing its camera work, editing, sound, and mise-en-scene. Though the student film uses elements like a flashback and non-diegetic music similarly to "Taken", it develops these conventions with different contextual uses that challenge thriller genre expectations. Specifically, the music in the student film conveys sadness rather than impending danger, and the film portrays hitmen as emotionally complex humans rather than "heartless".
Evaluation question 1
Our media product uses and challenges conventions of real thriller films and trailers. We used black and white color, close-up and over-the-shoulder camera shots, and suspenseful music and sounds to create tension and intrigue, mimicking techniques of professional thrillers. All of our technical choices around camera work, editing, sound, and genre conventions were meant to attract and engage audiences in the way real thriller openings do. The product was influenced by films like "Taken" and aimed to tell the story of two girls being stalked in a park.
Evaluation task 1 slideshow Carla
This document discusses how the student's media product was influenced by and compares to several thriller films that involve children in disturbing situations. Specifically, it mentions using a creepy child on a slide to mirror the scary child trope from Orphan. It also draws comparisons between its opening scene of an unfriendly child on a swing to the tension created in fun places in other films. Further comparisons are made between its portrayal of children playing with family and threats that arise, similar to The Children and Paranormal Activity 2. It finishes by noting similarities in video effects to SAW and basic title fonts to The Last Exorcism Part II.
Evaluation question 1
The document discusses the forms and conventions of thriller films, including lighting, camera angles, editing, and sound. It notes that thrillers generally use dark, low lighting and focus more on close-ups for psychological thrillers or longer shots for action thrillers. The student's media project conformed to these conventions by using dark, low lighting; a variety of shots including close-ups and point-of-view; fades to black in editing; and ominous music to build tension. By following the typical codes and conventions of thrillers, the student aimed to effectively engage the audience in the thriller genre.
Question 1 as
The document summarizes the student's process in creating a film introduction for a psychological horror film. They conducted research by watching films like Psycho, The Shining, and Donnie Darko to inspire ideas. The group settled on the theme of mental illness after considering different horror genres and themes. Specifically, they were interested in portraying schizophrenia. Elements from the researched films influenced aspects of their introduction, such as setting it primarily in a house to make the audience uncomfortable, and focusing on a character decaying due to mental illness. While their introduction did not strongly challenge conventions, it developed ideas and influences from other media into its own psychological horror theme and story.
Where It All Began - AS Level Media Studies - Critical Analysis
The document provides details about a 2-minute film opening project for an AS Level Media Studies course. It discusses how the film challenges conventions by telling a story about prosopagnosia (face blindness) and Stockholm syndrome. It describes the opening scene's structure, shots, lighting, and representation of unheard social issues. It then discusses how the film would engage audiences, be distributed online, and how the production skills of the student team developed throughout making the project. The student used various hardware, software, and online tools in creating the film.
Opening credit analysis of Panic Room
We analysed the opening credits of 'Panic Room', we analysed the billing of the characters names within the movie, and also when the film title itself appears.
Theoretical research
This document discusses several narrative theories that will influence the production's final piece. It summarizes Todorov's narrative theory which establishes an equilibrium that is disrupted by an obstacle for characters to overcome. It also discusses Propp's character types that commonly appear in narratives, such as the hero and villain. The document states that understanding narrative theory will help structure the production's thriller genre storytelling.
Evaluation task 1
The document discusses how the media product of a film called "The Playground" uses and develops conventions from several other films. It references how "The Playground" shares similarities in its use of vulnerable children in danger like in "The Children", employs video effects like low-quality home videos similar to "SAW", features basic title fonts akin to "The Last Exorcism Part II", centers around threatening a young boy's safety as in "Paranormal Activity 2", and subverts expectations of childhood innocence in parks through its portrayal of a creepy girl on a slide mirroring "Orphan".
Treatment
The document summarizes a treatment created for a horror film project. It includes key elements like the synopsis, title ("Possession"), characters (Caitlyn, Katy, Adam), film influences (Sinister, Insidious, The Awakening), locations, and application of film theories (Todorov's theory of beginning, middle, end). It also describes developing the production team logo through multiple drafts to make it eye-catching and recognizable to the target young adult audience.
Treatment
The document summarizes a film treatment created by the author and their team for a horror film project. The treatment included key elements like the synopsis, title, characters, locations, film influences that inspired the project, and how they applied common horror film theories. It also described designing elements like the production logo, film poster, and ensuring the treatment appealed to their target young adult audience and incorporated frightening scenes and elements fitting for a psychological horror genre. The goal of the treatment was to concisely present all relevant information about the proposed horror film concept.
Ancillary task two
The document discusses the development of a film poster for a horror film called "Contagion" about the spreading of a virus. The poster aims to use symbolic imagery rather than starring personas. It shows someone lighting tissues on fire to represent the spreading infection, drawing from the film's trailer song "Ring Around the Roses." Testing different images, the poster depicts tissues ablaze in a forest setting with the film title in bold red letters at the bottom against a dark background. Feedback on taglines preferred "BLESS YOU!" as it implies the viewer may already be infected.
Evaluation questions final
This document discusses the conventions used in a student's media project and how they develop or challenge conventions of real media. It examines the use of titling, mise-en-scene including costumes, lighting, and camera shots. For the opening scene, a titling image was used instead of a background based on conventions from the film Misery. Costumes were used to portray the main character as young, insecure, and vulnerable. Low key lighting conveyed feelings of fear. Over the shoulder shots were used to show the relationship between characters and draw comparisons to their use in The Ring.
Evaluation question 1.pptx final
This document discusses conventions of psychological thriller films and how the student's media product utilizes and challenges some of these conventions. It begins by outlining key elements of psychological thrillers, such as the main character undergoing an internal battle and issues with their identity. It then examines how the student's film opening incorporates conventions like typical thriller music but challenges conventions by being shot during the day rather than at night. The document also discusses the student's use of sound effects and natural lighting to build tension, as well as their use of a female lead rather than a male lead as seen in many thrillers.
codes and conventions
The document discusses how the media product "The Finding" both conforms to and challenges conventions of horror films. It follows conventions like using low-key lighting and disequilibrium, but also challenges them by leaving the story in disequilibrium and having no dialogue. Editing techniques like parallel editing were inspired by films like "Silence of the Lambs" to create tension. The lack of speech and unconventional editing kept the audience engaged without revealing crucial information and followed the hermeneutic code.
How can we apply film techniques to information needs?
A little presentation about how film techniques can be applied to information needs. What does a film tell us just by looking at it?
Evaluation Question 1
The document discusses various elements of planning and production for a student thriller film. It addresses the use of original audio recordings for sounds, filming at an off-campus apartment location for realism, and inclusion of symbolic iconography like a blood-stained note and pumpkin to convey meaning and themes. Consideration is also given to lighting styles, appropriate target audiences, and drawing from conventions of the thriller genre.
Evaluation 5
The document discusses how the film attracts and addresses its target teenage audience. It uses a slow, tense ambient music over simple footage of a man walking through a building to create intrigue and a sense that something ominous is about to happen. This music leaves the audience engaged and wanting to know more about the mysterious main character, Mark. The film is also built around the idea of "enigma" or mystery, like how Emily came to be tied up and what Mark says to make her scream, which keeps the audience watching to find the answers. It aims to make the audience feel uncomfortable and threatened by not fully understanding Mark or the situations. Leaving questions unanswered at the end further frustrates the audience in a way that keeps
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Where It All Began - AS Level Media Studies - Critical Analysis
Where It All Began - AS Level Media Studies - Critical Analysis
How can we apply film techniques to information needs?
How can we apply film techniques to information needs?
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Who would be the audience for your media product?
The document discusses the target audience for a media product. The primary audience is teenagers aged 15-22, mostly female, who can relate to the rebellious main character. Psychographic research found the film's themes of teenage problems and popular song choices would appeal to this group. Feedback confirmed teenagers most positively received and enjoyed the opening. The secondary audience may be older parents who relate to the strict mother character. The document provides demographic and psychographic profiles of the primary target audiences.
Evaluation question two
The document discusses the representation of characters in a film opening. The main protagonist is portrayed as highly skilled in combat and determined in hunting down an important target. The only other character, the villain, is intimidating due to wearing a mask and size, leaving their identity and motives a mystery. While the protagonist's motives are unclear, the villain is negatively represented through stereotypical traits of being scary and likely to commit immoral acts. The document argues that only the villain has been stereotyped so far, as not enough is known about the protagonist, and stereotyping can oversimplify villains who may be characterized by intellect rather than physical traits.
Question 4
Our target audience is teenage boys age 15 and up who enjoy action and comedy. They would appreciate the high speed chases and special effects in our R-rated movie but also understand the banter-style comedy. The ideal viewer likes films with violence and swearing but is also open to comedy. Those interested in hobbies like parkour or Grand Theft Auto video games would likely relate best to the characters.
Question 2
The document discusses how a media product represents particular social groups. It focuses on a film targeted at males aged 16-28 of all races and backgrounds. Survey results show most males prefer action films while females prefer romance and comedy. The film includes a multi-ethnic cast and subverts the stereotype of a male gang leader by having a respected female in that role. It aims to represent social groups through inclusion of diverse actors and challenging stereotypes.
Audience survey
The target audience for the media production "Because of Them" would primarily be females aged 16-18 based on survey results. Most of the audience would identify as feminists or believe in equality between men and women. They enjoy drama films and would watch "Because of Them" with their mother, wife, or friends. Key aspects like the characters, setting, and background music stood out to the audience from the film opening.
Q6- What have learnt about technologies from the process of constructing this...
This document summarizes the various technologies used to create a product and what was learned from using each technology. Software like Adobe Premiere, Prezi, Blogger, Emaze, PowerPoint, Photoshop and Survey Monkey were used. Skills like video editing, presentation creation, blog design, survey development and image editing were developed. Areas for improvement included making transitions smoother, being more creative with layouts, ensuring posts are in the right order and making content easier to find. A camera, tripod, phone and various online sharing platforms were also utilized.
Question 2 correct
The document describes three main characters - Erin Blake, Isla Hall, and Amber Hocart - in a teen drama film. Erin is the shy, quiet main character who prefers the indoors. Isla is outgoing and popular, contrasting with Erin. Amber is a daydreamer who provides comic relief. The characters were constructed based on research from films like Gone Girl and represent teenage life and friendship positively. Their costumes highlight their personalities while challenging stereotypes about teens and girls.
Question 2
This document discusses the target audience for a media product about a bank robbery committed by a gang of British teenagers. It is aimed at males aged 16-28 of all backgrounds. Research shows this group prefers action and thriller genres. The film will feature a racially diverse cast, including white British main characters and actors of other ethnicities in supporting roles. It will include stereotypical portrayals of white British gang members, subverting expectations by making the empowered female leader. A variety of camera shots and angles will be used to add dynamism. Costumes will consist of typical gang attire like masks, black jackets and jeans to help the characters blend in during scenes.
Question 2
The document discusses the target audience for a media product that is a film about a bank robbery committed by a gang of British teenagers aged 16-28. Survey results showed that the target male audience prefers action and thriller genres while females prefer romance and comedy. The film includes a diverse cast and stereotypical gang clothing like ski masks, black jackets and jeans. Shots from various camera angles will be used to add variety and suspense.
How did you attract and address your audience?
The document discusses targeting a 15-30 year old audience for a horror/mystery film opening. It aimed for this age range as younger viewers may find shots disturbing and older viewers would be less interested. The opening appealed to its target audience by using techniques from the similar film "The Lovely Bones," like a creepy field setting and props like blood common in the genre. Feedback from a questionnaire of 50 target viewers showed most would watch it again and continue watching, enjoying the ending drama and props, showing the target audience approach succeeded. Suggested improvements included adding more clues and drama to increase tension.
Question 4
Our media project targets teenage boys age 15 and up, as the film has a 15 BBFC rating. It is an action comedy film that would appeal to older teenage males through its banter and focus on high speed chases, special effects, mild swearing, and blood. The ideal viewer would enjoy those elements along with understanding the comedy, and would have hobbies like parkour or Grand Theft Auto that allow them to relate to the characters.
Film openings 2
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Film openings 1
This document discusses key elements to analyze in film openings including genre, narrative, character, atmosphere, and setting. It recommends investigating what film openings actually look like and what you need to know about titles. The document suggests starting with general film openings and homing in on specific ones to make research focused and relevant, and notes the influence of graphic designer Saul Bass on film title sequences.
Independent versus mainstream film
This document discusses the differences between independent and mainstream films. Mainstream films are produced by major Hollywood studios, have large marketing budgets, star-driven narratives, and aim for mass appeal and commercial success. In contrast, independent films have limited distribution and marketing, explore challenging themes, use unconventional styles, and aim more for critical appreciation than box office returns. Gravity and The Social Network are analyzed as examples of a mainstream and independent film respectively.
The Lurking
The document provides details about the horror film "The Lurking" including the genre, characters, plot, and marketing plan. The film follows a sorority that moves into a derelict house where strange events begin to occur. It is revealed that the landlord Nick is behind the hauntings and is trying to possess the girls, as he seeks revenge for a fire that killed his family in the house decades ago. The document outlines the characters, plot points, and conclusion, as well as ideas for visual elements, sound design, and marketing of the film.
Representation
The document discusses representations of various groups in media and how stereotypes are used. It provides definitions for stereotypes, archetypes, and countertypes. Media representations are consciously constructed by producers and gatekeepers to control what audiences see. Common questions to ask about representations are who or what is represented, their depicted activities and purpose, and where they are framed. Specific examples analyzed include advertisements, magazine covers, films, and news articles. Representations are shaped by ideological and social factors like gender, ethnicity, and power dynamics.
Film openings 2
This document provides guidance for students on creating effective openings for short fiction films. It outlines a 9-step process for planning, shooting, and evaluating the film opening. The steps include researching different opening techniques, brainstorming original ideas, thorough pre-production planning, executing the shoot, editing the footage, and conducting a self-evaluation. Students are advised to thoroughly plan all aspects of the project, document their process, and avoid cliches that are too similar to popular film openings. Paying close attention to details and learning from other works will help students achieve high marks.
Preliminary Exercise - Continuity Task
This document provides instructions for a film continuity exercise involving two characters. It outlines 8 shots needed to film a scene where Character 1 opens a door, crosses a room, and sits down opposite Character 2 to have a brief conversation. The shots should demonstrate matching action, shot/reverse shot, and adhering to the 180 degree rule. It includes a storyboard layout of the shots and notes on filming the conversation over-the-shoulder to keep both characters in frame.
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Similar to How did you attract:address your audience?
1) in what ways does the media prezi
1) The document discusses how the authors of a student film ensured continuity in their psychological thriller film through careful planning of camera shots and editing. This included matching actions, obeying the 180 degree rule, and using cross-cutting to solve issues.
2) Sound continuity also presented difficulties but were addressed through editing out background noises and smoothing audio transitions between scenes.
3) The film subverts expectations by revealing the wife, not the husband, is the killer at the end, shocking the audience with this twist.
ccr presentation conventions and representations.pptx
This document summarizes a student film project titled "Our Film". It discusses the opening title sequence created for a horror/supernatural film. Comparisons are made to other films in the genre like The Exorcist and Insidious. The student explains design choices for the titles and how they challenged some conventions while keeping close to others. Theories of representation and stereotypes depicted in the sequence are also analyzed.
Slide1
Gabriel Lindsay created a video portfolio for their media studies course. They worked in a group of three to create an opening sequence for a thriller film called Immortal Beloved. Gabriel took responsibility for editing the full opening and filming/directing some scenes. They researched similar thriller films and openings to inform their work. Their opening sequence used conventions like titles, costumes, special effects, sound, music and atmosphere to effectively set up suspense and engage the target audience.
Unit g321 –
The document summarizes the development of an opening sequence for a fictional film combining fantasy and thriller genres. Key points:
- The group researched fantasy, thriller, and other genres to develop an understanding of conventions.
- They decided to combine fantasy (fairy tales) and thriller to create something unique.
- The opening reimagines Snow White with a dark, mysterious tone using quick cuts, dim lighting, and an unsettling soundtrack.
- Research of other films informed creative choices for the opening sequence.
Final Question 1
The document summarizes how the media product of a trailer, magazine cover, and film poster for a horror/thriller genre film challenge and develop conventions of real media. For the trailer, conventions like camera shots, editing, sound, characters, and locations were followed, but some elements like character outcomes were challenged. The magazine cover followed conventions like layout, masthead, and image placement, but challenged elements like text placement. The poster followed conventions like a close-up image and capital title, but challenged conventions like title placement. Overall, the media product used research of real examples to both develop and challenge typical genre conventions.
Evaluation 1
1) The document discusses the filmmaker's use of various techniques in creating the opening of their thriller film, including camera shots, locations/mise-en-scene, editing, sound, narrative, and titles. Close-ups, panning shots, two filming locations, sped up footage, soundtrack choices, and a photo montage narrative device were some of the techniques utilized.
2) Inspiration was drawn from films like "The Missing" in the use of montage and title sequencing. Conventions of the thriller genre were both followed and subverted through creative choices in lighting, sound, and other elements.
3) Fine-tuning the editing and sound design was an intensive process to achieve the un
Evalutation Question 1
The document discusses how the media product uses and develops conventions of the thriller genre. It examines conventions used in the production's filming and editing, such as fast-paced editing to create tension, the use of a vulnerable female protagonist, low-key lighting for an eerie atmosphere, and non-diegetic sound to build suspense. Research on films like American Psycho 2 and I Spit on Your Grave informed conventions applied, such as lighting, characters, and narratives featuring victimized female leads seeking justice. The production challenges conventions by obscuring the protagonist's identity and using point-of-view shots and surveillance footage aesthetics.
Evaluation Question 1
This is a AS Media presentation on Evaluation question 1 which is 'In what ways does your media product use, develop or challenge forms and conventions of real media products?'.
AS Media Studies - Evaluation, Q1
The document summarizes the process a media group took to develop the opening titles and sequence for a fictional fantasy/thriller film. They researched the conventions of different genres including fantasy, thriller, horror, action, drama, and romance. They decided to combine fantasy and thriller elements. The opening references Snow White but adds a dark twist. It uses quick cuts, dark lighting, and ominous music to set an unsettling tone. Research of other film openings informed the creative choices for this opening title sequence.
Pitch Presentation
Answer to all pitch questions and prepare to present your work to your client.10 minute presentation with scope to answer questions for 3-4 minutes. FINAL PLANNING MARK GIVEN HERE
Ensure all planning work is uploaded to blog – including pitch presentation
Your evaluation b324
The summary analyzes the student's video project portfolio for their media studies class. It describes creating a thriller film opening called "Blood Ivory" with a group. The student took responsibility for research, editing, call sheets, and small filming parts. The opening establishes the crime thriller/mystery genre through music, camerawork, locations and costumes that build suspense around illegal ivory dealing. Feedback indicated the opening successfully answered the brief by creating an engaging mystery through film techniques while bringing awareness to the topic of ivory poaching.
Treatmant for 'hidden oak'
The document outlines plans for a short thriller film opening called "Hidden Oak." It will be approximately two minutes long and filmed primarily at a house isolated in the forest. Common thriller conventions like weapons, blood, spooky music, low-key lighting, and diegetic sounds will be used. The film was influenced by techniques from "The Shining" and "Vertigo" including establishing shots, lighting contrasts, and symbolic costuming. Possible limitations include time constraints and safety in the forest. The film will explore themes of oppression, obsession, and isolation through the story of a girl trapped by an unseen captor who she attempts to escape.
Presentation1
This document discusses the conventions of the thriller genre that were incorporated into a student media project. It focuses on how the project challenged some typical conventions by not including a main protagonist and keeping the viewer guessing about the kidnapper's identity. A variety of camera shots, jump cuts, lighting effects and tension music were used to build suspense. Feedback from test viewers suggested improving the flow of the music to maintain interest. Overall, the document argues that the project successfully used and developed many conventions of the thriller genre.
Question 1
This document discusses how the media product uses and develops conventions of real thriller films. It summarizes how sound, lighting, mise en scene, editing, camera shots, location, binary opposites, and the hermeneutic code were used. For sound, tension was built through background music and sound effects. Lighting created atmosphere and mystery through shadows. Mise en scene kept the antagonist a mystery. Editing included fast pacing and point of view shots. Camera shots avoided close ups of the antagonist. The location shifted from street to dark woods. Binary opposites established good and evil characters. The hermeneutic code created mystery around the antagonist.
Evaluation Q1
The document discusses how the media product challenges and develops conventions from real media products through research. It summarizes research conducted on four video openings: Tears, The Woman in Black, Anti-Social, and conventions of horror genre openings generally. Through this research, aspects of mise-en-scene, sound, camera work, and editing were challenged or developed in the author's own opening sequence. Key ways the author's sequence differs include using identifiable locations, 3 characters including a hero, dialogue, varied shot types, and natural sounds mixed with music. Conventions like simple costumes, deserted settings, and lack of dialogue were generally followed to keep the piece genre-appropriate.
q1
This document discusses how the media product challenges and develops conventions from real media products through its use of mise-en-scene, sound, and camera work.
For mise-en-scene, the media product challenges conventions by using an identifiable location (a graveyard), including three characters rather than two, and setting it during the day rather than night.
For sound, it challenges conventions by including dialogue, and develops conventions by using changing music tempos and unsettling sounds/foley effects.
For camera work, it challenges conventions by using a mix of shots rather than just close-ups, and not revealing details of one character immediately through close-ups like a victim or villain.
Question 1
In whats ways does your media product use, develop or challenge forms and conventions of real media products?
q1
The document discusses how the author challenged and developed upon various film techniques - mise-en-scene, sound, camera work, and editing - based on their research of real horror film opening sequences, including "Tears", "The Woman in Black", and "Antisocial". Some key ways the author challenged conventions included using a graveyard setting that could be identified, including a heroic character, adding dialogue, and using a variety of shot types. The author developed elements like costumes, deserted settings, changing music tempo, and natural sounds. The goal was to create an effective yet unique horror opening sequence that fit the genre through both challenging and developing film techniques from research of real media products.
Hunted Evaluation
Gabby Gordon evaluated their opening thriller sequence for a class project. Their group chose to do a psychological thriller and make it mysterious by not revealing who the antagonist chasing the protagonist is. They filmed at night using conventions like low-key lighting, quick cuts, and varied angles. Based on feedback, they added more shots to better explain what was happening.
For research, Gordon watched thriller openers like Gone Girl to understand conventions. They looked at lighting, music, shot lengths. Their sequence was inspired by a scene from No Country For Old Men, using similar lighting, color grading, and quick cuts. They debated using voiceover vs. music. The sequence fits in Todorov's theory between disruption and repair. Their
How Research Impacted Our Ideas
- The document discusses how research influenced the development of ideas for a horror film trailer by following established narrative and character theories to give it a "professional feel". It describes applying Todorov's narrative structure theory and Propp's character roles to shape the story.
- Key horror genre conventions from the DISTINCT method were also followed to make the trailer seem authentic to the horror genre, including setting, cinematography, iconography, narrative structures, character types, and themes.
- Research into target audiences revealed female teenagers are most likely to watch horror films, so the lead was made a female and other conventions like the "Final Girl" theory were employed.
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ccr presentation conventions and representations.pptx
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Lady Gaga, whose birth name is Stefani Joanne Angelina Germanotta, was born in 1986 in New York City. She began playing piano at age 4 and experimenting with music. After being dropped by Def Jam Records, she began performing in New York clubs and collaborated with bands. In 2007, she began working as a songwriter for other artists and was signed by Akon. Her 2008 debut album The Fame, a synth-pop and dance-pop album, was a commercial success selling over 15 million copies worldwide. Lady Gaga is known for her unconventionality and experimentation with new musical ideas and images.
3 song pitch
The document discusses potential song choices and ideas for music videos for three songs:
1) "Rihanna Consideration" - Ideas include shooting the entire video in one location using colored lights, with quick cuts and effects focusing on a main performer lip syncing and dancing.
2) "Burn It Down" by Daughter - The song's tempo changes would allow for transitions, and the clear vocals would make lip syncing easier. Ideas involve playing with color grading and using strange locations.
3) "Nostalgia" by NAO - Ideas involve one main artist and two backup dancers, incorporating art, color, and creative concepts through dance, settings, outfits to create a "weird
30 second breakdown
This document provides a 30 second breakdown of a music video, describing the shots in quick succession from 0.01 to 0.31 seconds. It consists mainly of close-up and mid shots of a woman performing various actions like reading, eating, walking, dancing, and looking into candles. The breakdown allows someone to understand the visual story and progression of shots in the music video over 30 seconds.
January 2010
The document discusses an examiners report on a media studies exam question about whether media production is dominated by global institutions. The report provides advice on what students should and should not do when answering the question. It recommends that students focus on the specific question, provide facts and statistics, and compare a major institution with an independent one using case studies. The report advises against only discussing one media producer, not addressing contemporary issues, and drawing simplistic conclusions without evidence.
American honey
A teenage girl joins a traveling magazine sales crew and gets caught up in their hedonistic lifestyle as they tour the Midwest. The film stars Sasha Lane and was directed by Andrea Arnold, who cast her actors by approaching people on the street. It had a $3.5 million production budget and was filmed across several Midwestern states in the United States.
Film 4 2
Film4 is a British digital television channel owned by Channel Four Television Corporation that was launched on November 1, 1998. It has distributed several award-winning films produced with modest budgets such as 12 Years a Slave and American Honey. 12 Years a Slave had a $17.1 million budget and grossed $187.7 million worldwide, while American Honey had a mere $3.5 million budget but still grossed $1.8 million. Film4 targets a general audience for films like 12 Years a Slave that depict historical realities, while American Honey's poster suggesting freedom and lack of guidance targets a wide range of people interested in America.
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This document provides an overview of the 2014 film Dawn of the Planet of the Apes. It discusses the film's production, including the use of visual effects to depict the apes. It summarizes the film's plot, release, marketing campaign featuring a viral "Simian flu" website, and commercial performance grossing over $208 million in the US. The document also provides context on the Planet of the Apes franchise and compares the darker tone of Dawn to the previous film.
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The document outlines a proposed film project about a girl named Sophia's first day at a new school. It will be set in a modern primary school in the USA and follow Sophia as she makes a new friend, gets bullied for being new, and has a mishap in a school play. The target audience is universal, so it will avoid inappropriate content like swearing or violence and focus on drama appropriate for young children. Details like the main characters, plot points, setting, film techniques, and potential producing studio are provided.
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3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
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留信网认证的作用:
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2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：A575476】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：A575476】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
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The cherry: beauty, softness, its heart-shaped plastic has inspired artists since Antiquity. Cherries and strawberries were considered the fruits of paradise and thus represented the souls of men.
一比一原版(QUT毕业证)昆士兰科技大学毕业证成绩单如何办理
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Fashionista Chic Couture Mazes and Coloring AdventureA
Fashionista Chic Couture Maze & Coloring Adventures is a coloring and activity book filled with many maze games and coloring activities designed to delight and engage young fashion enthusiasts. Each page offers a unique blend of fashion-themed mazes and stylish illustrations to color, inspiring creativity and problem-solving skills in children.
Heart Touching Romantic Love Shayari In English with Images
Explore our beautiful collection of Romantic Love Shayari in English to express your love. These heartfelt shayaris are perfect for sharing with your loved one. Get the best words to show your love and care.
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➒➌➎➏➑➐➋➑➐➐ Dpboss Satta Matka Matka Guessing Kalyan Chart Indian Matka Satta ...➒➌➎➏➑➐➋➑➐➐Dpboss Matka Guessing Satta Matka Kalyan Chart Indian Matka
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All the images mentioned in 'See What You're Missing'
All the images mentioned in 'See What You're Missing'
My storyboard for a sword fight scene with lightsabers
My storyboard for a sword fight scene with lightsabers
In Focus_ The Evolution of Boudoir Photography in NYC.pdf
In Focus_ The Evolution of Boudoir Photography in NYC.pdf
Fed by curiosity and beauty - Remembering Myrsine Zorba
Fed by curiosity and beauty - Remembering Myrsine Zorba
storyboard: Victor and Verlin discussing about top hat
storyboard: Victor and Verlin discussing about top hat
Fashionista Chic Couture Mazes and Coloring AdventureA
Fashionista Chic Couture Mazes and Coloring AdventureA
Heart Touching Romantic Love Shayari In English with Images
Heart Touching Romantic Love Shayari In English with Images
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➒➌➎➏➑➐➋➑➐➐ Dpboss Satta Matka Matka Guessing Kalyan Chart Indian Matka Satta ...
How did you attract:address your audience?
- 1. How did you attract/address your Audience? By Holly Connell 3035, Anneka Williamson 3214, Katie Dunning 3052 and Charlotte Ellis 3060.
- 2. How did you attract/address your audience? We targeted our audience with the tension that was built throughout the film opening. The angles and lightening we used created a pathetic fallacy that creates a mood of unease. The genre of our film opening, teen drama, is relevant to our audience range as we looked up which film genre our audience, teenagers, watched the most. The short clips we used showed how intoxicated Aubrey was. It shows that her mind was distracted and could not focus.
- 3. Techniques and Feedback The other techniques made our film appealing was our mise en scene, examples we used are; actors, costumes, makeup, props, setting and lighting. The audience feedback reveals that the benefit of using teenage actors is that they are young relatable. In addition after we created our first draft we used the constructive criticism we received relating to lighting/ colour correction we changed the outside shots to be brighter so you could see Aubrey clearer also included warmer tone in the shots in house to make it feel more homely to the audience.
- 4. Narrative theory Todorov theory: This is when there is a equilibrium which is a state of normality, which is effected when a character disturbs a normality, this character is usually the protagonist (Aubrey). We used this theory through the argument between Carol and Aubrey as this disrupted the equilibrium. Aristotle theory: this is where there must be a beginning, middle and end to the narrative. We used this theory seen where Aubrey was walking through the street to the house (beginning), Aubrey and Carol’s argument (middle) and Aubrey running away (end).