Meeting and breaking conventions a222
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The filmmakers had a low budget as students without large funding. They planned to distribute the film through YouTube and independent film festivals since they could only afford independent cinemas. They kept costs down by using few locations, a small cast, and a scripted non-improvisational approach. They focused on character over action to stand out from other post-apocalyptic films and added effects to engage audiences with the virus storyline.
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Production diary
This production diary details a student's work on a group film project. Over the course of 13 entries, the student documents changing their individual print article task to join a group film project, developing the story and script, filming scenes in various locations, editing early versions in iMovie, rewriting the script and storyboarding new scenes after determining the first edit did not make sense, and completing filming and editing the final version of the film.
Evaluation question seven
The document reflects on what was learned from an initial preliminary task to the final product.
There was improvement in filming and editing skills using Adobe Premier. Fonts, titles, and sound were also better incorporated to enhance the narrative and set the genre. Special effects were not included but would have further improved the quality for the target audience of young urban males. More planning and research was done for the opening to better introduce the story, characters, and genre compared to the simplistic preliminary task.
Media evaluation q3 rahena
The document discusses the advantages and disadvantages of making a low-budget film. It was decided to work with the smaller distribution company 21 Century Chien due to the film's low budget. This limited their access to equipment, actors, and marketing worldwide. However, it allowed them complete creative control over casting, editing, and distribution locally. Overall, the low budget meant tradeoffs in production quality but more independence and simplicity in the filmmaking process.
AS Media Evaluation
The document discusses the planning and production process for a two-week film project by a group. They began by outlining scenes, locations, and costumes. Brainstorming and a spider diagram were used to develop ideas for characters, plots, storylines, and securing actors. This planning allowed them to successfully use camera techniques like match-on-action shots. Group discussions allowed all members to provide input and develop a clear storyboard and achievable goals without conflict. Their film aimed to show teenagers that a life without crime opens more opportunities than one with crime. While they achieved their original ideas, improvements like using microphones and better time management could have enhanced the project.
Audience feedback from our Pitch
The audience provided feedback on the film pitch that suggested some changes be made to improve the story and filmmaking approach. Based on this feedback, the filmmakers decided to scrap some ideas like frequent flashbacks and reduce the number of actors. They also chose to modify shots at the beginning and simplify the plot. However, many original aspects were kept as well. The location and music choices required no changes according to the feedback.
Eval7
The document reflects on what the author has learned from their preliminary task to their full opening sequence product. They discuss improvements in their filming and editing skills in Adobe Premier. They also learned more about using fonts and titles to set the genre and attract audiences. Additionally, they discovered the importance of sound design and how it can enhance the atmosphere and narrative. While their preliminary did not include special effects, they feel adding them would have further improved the opening sequence. Finally, they note that the story and genre were clearer in the opening sequence compared to the preliminary task, due to increased planning and research.
Ilford Powerpoint
The Henley College
AS Media Studies production unit evaluation presentation for 'Ilford' by:-
Josh Corrie
Ed Cooper
Ed Lercorgne
Andy Young
Technologies
Martha Robb used various technologies to research and create her creative critical reflection project on film title sequences. She analyzed title sequences on websites like Art of the Title and YouTube to understand techniques. She also watched films on Netflix like Stranger Things and Taken to analyze their openings and gather ideas. Martha conducted research on Scoop-It and Pinterest and used Google Forms to gather audience feedback. She filmed her project using a Canon camera and edited it with Final Cut Pro. Martha documented her process through blogging and used tools like Google Maps, Word, and Photoshop to plan, organize and design materials for her project.
Recommended
Production diary
This production diary details a student's work on a group film project. Over the course of 13 entries, the student documents changing their individual print article task to join a group film project, developing the story and script, filming scenes in various locations, editing early versions in iMovie, rewriting the script and storyboarding new scenes after determining the first edit did not make sense, and completing filming and editing the final version of the film.
Evaluation question seven
The document reflects on what was learned from an initial preliminary task to the final product.
There was improvement in filming and editing skills using Adobe Premier. Fonts, titles, and sound were also better incorporated to enhance the narrative and set the genre. Special effects were not included but would have further improved the quality for the target audience of young urban males. More planning and research was done for the opening to better introduce the story, characters, and genre compared to the simplistic preliminary task.
Media evaluation q3 rahena
The document discusses the advantages and disadvantages of making a low-budget film. It was decided to work with the smaller distribution company 21 Century Chien due to the film's low budget. This limited their access to equipment, actors, and marketing worldwide. However, it allowed them complete creative control over casting, editing, and distribution locally. Overall, the low budget meant tradeoffs in production quality but more independence and simplicity in the filmmaking process.
AS Media Evaluation
The document discusses the planning and production process for a two-week film project by a group. They began by outlining scenes, locations, and costumes. Brainstorming and a spider diagram were used to develop ideas for characters, plots, storylines, and securing actors. This planning allowed them to successfully use camera techniques like match-on-action shots. Group discussions allowed all members to provide input and develop a clear storyboard and achievable goals without conflict. Their film aimed to show teenagers that a life without crime opens more opportunities than one with crime. While they achieved their original ideas, improvements like using microphones and better time management could have enhanced the project.
Audience feedback from our Pitch
The audience provided feedback on the film pitch that suggested some changes be made to improve the story and filmmaking approach. Based on this feedback, the filmmakers decided to scrap some ideas like frequent flashbacks and reduce the number of actors. They also chose to modify shots at the beginning and simplify the plot. However, many original aspects were kept as well. The location and music choices required no changes according to the feedback.
Eval7
The document reflects on what the author has learned from their preliminary task to their full opening sequence product. They discuss improvements in their filming and editing skills in Adobe Premier. They also learned more about using fonts and titles to set the genre and attract audiences. Additionally, they discovered the importance of sound design and how it can enhance the atmosphere and narrative. While their preliminary did not include special effects, they feel adding them would have further improved the opening sequence. Finally, they note that the story and genre were clearer in the opening sequence compared to the preliminary task, due to increased planning and research.
Ilford Powerpoint
The Henley College
AS Media Studies production unit evaluation presentation for 'Ilford' by:-
Josh Corrie
Ed Cooper
Ed Lercorgne
Andy Young
Technologies
Martha Robb used various technologies to research and create her creative critical reflection project on film title sequences. She analyzed title sequences on websites like Art of the Title and YouTube to understand techniques. She also watched films on Netflix like Stranger Things and Taken to analyze their openings and gather ideas. Martha conducted research on Scoop-It and Pinterest and used Google Forms to gather audience feedback. She filmed her project using a Canon camera and edited it with Final Cut Pro. Martha documented her process through blogging and used tools like Google Maps, Word, and Photoshop to plan, organize and design materials for her project.
Question 2 evaluation
This document summarizes how a film represents social groups through its use of stereotypes, locations, characters, camerawork, sound, and editing. The film focuses on the stereotype of disability, with the main character being disabled. It uses typical motor sport film locations like a racetrack and garage. Through props and clothing, the one main character subverts stereotypes of youth to represent the difficulties of being disabled. The camerawork, sound design, and editing aim to construct a reading that conveys the character's emotions and experience of becoming disabled through flashbacks and symbolic techniques.
Question 7
The student learned several important lessons from their preliminary task to the full film product. They improved their filming technique, using less shaky shots and more professional locations. They also upgraded their equipment from school cameras to better quality gear. For editing, they found iMovie easier to use than Premiere Pro. Regarding sound, they incorporated more original effects and balanced levels better. Collaboration in their group improved as they distributed roles well and stuck to a schedule. Finally, they added an ident for the full product but feel it could have been more distinctive through additional elements like unique sound or animation.
Question 1 evaluation
The document discusses how the opening of a student-made motor sport film uses and challenges conventions of the genre. It uses conventional titles and credits, but an unconventional protagonist who is disabled. Locations like the race track are conventional. Costumes subvert stereotypes to show how the protagonist has changed. Camera work uses standard establishing and tracking shots. Editing contrasts fast-paced flashbacks with slower present-day scenes to convey a change in the protagonist's life. Overall the narrative draws on conventions like settings but also subverts expectations through the protagonist's disability.
Drafting analysis
This document summarizes the drafting process of a student film project. It went through 10 drafts based on feedback received. Early drafts focused on a single point of view but audience feedback suggested showing more camera angles. Later drafts worked to improve scary elements, film in darker settings, add characters and a storyline, and finalize the ending. The final draft received positive feedback but could have benefited from better sound quality.
Rahil chauhary evaluation
The document provides an evaluation of the student's media product sequence. It summarizes that the sequence draws similarities to the films Robocop and Kick Ass in its storylines about a nerdy kid who is bullied and turns into a cyborg. The sequence represents teenage social groups and features a character of Indian origin to promote diversity. Small UK distribution companies are recommended to start. Teenagers are identified as the target audience. Lessons learned include allowing the end product to change from initial plans and the importance of preparation and camera skills like different shots.
Question 1 will sack media studies
The document discusses how the filmmaker's trailer challenges conventions of the genre. While most trailers use establishing shots and green title screens, the filmmaker's trailer opens immediately on a conversation to introduce the main character in a less predictable way. Scenes were filmed in a living room made to look like a church since permission to film in a real church was denied. Effects like increased frame rate and flashing red were used to portray inhuman movement and demonic power in a stylistic choice inspired by other exorcism films and trailers. The trailer also lacks a narration to give a more personal feel and doesn't reference other films since it was the filmmaker's first production.
Evaluation Question 3
The document summarizes feedback received on various drafts and versions of a film trailer, magazine, and poster created by the document's author. Key points learned from audience feedback include needing to add more context to the trailer and balance focus across characters, improve timing of transitions with music, and use bolder colors and layouts to make elements like titles and prices more noticeable. Constructive criticism was applied to further refine the works based on target demographics and industry conventions.
Maintask evaluation
This document discusses the ways in which a media project challenges or conforms to conventions of the horror genre. It features an all-female cast which challenges the typical male-dominated casts but fails to include ethnic diversity due to casting issues. While it includes some common horror elements like eerie music, it avoids a romantic subplot. The intended audience is both male and female due to the female protagonists. Distribution could occur at independent film festivals. In creating the project, the filmmakers learned skills with equipment, editing software, and the importance of continuity.
Accused Powerpoint Presentation
The Henley College
AS Media Studies production unit evaluation presentation for 'Accused' by:-
Ryan Crawford
Paul Websell
Jade Williams
Question 3
The filmmakers received feedback on their film from an audience questionnaire and video interviews. The audience found the story line confusing but liked the overall idea. To address this, the filmmakers simplified the plot. They also posted a rough cut online and received feedback to make the story clearer, such as adding voiceovers. After completing the final cut while implementing this feedback, they posted it online again and received a positive comment, showing their improvements addressed the audience's initial concerns.
Editors journal
Kiren Anandji served as both the cinematographer and editor for a film directed by Sara Anandji. As cinematographer, Kiren was able to share Sara's vision and ensure there was no miscommunication in post-production about the shots taken. As editor, Kiren had creative freedom to assemble the first cut without interruptions for a quicker pace of work. Potential problems like inconsistent lighting were addressed through extensive color correcting. Transitions like cuts and fades were used appropriately. Sound levels from outdoor filming needed adjustments, and effects were added to a voiceover for continuity. Kiren worked efficiently from home by setting goals for each editing session.
How did you use new media technologies in
Jamie Smith used several new media technologies in the production of a short film. Adobe Premier Pro was used to edit footage and add sound effects and music. Adobe Photoshop and Illustrator were used to design the film poster. Blogger allowed the group to collaborate and record research. Google Forms provided a way to get audience feedback on the storyline. Celtx was used to write the script in a proper format. A camera, tripod, and zoom recorder were also used to capture footage and sounds. Overall, the technologies enhanced skills in editing, camerawork, research, planning, and gaining audience feedback.
Update on narrative
The group decided to change the opening of their narrative by scrapping a scene showing the protagonist punching a wall as a child in frustration over his parents arguing. While this scene was initially included to show the protagonist's rough background, it was cut due to issues with the dark location and lack of planning for filming it. Instead, the group will open with just a training montage and frequent title cards, emulating the simple but effective opening of "Raging Bull" that establishes the film is about boxing.
Sound journal
The document discusses the role of sound in film and the sound design process for a student film project. It covers dividing roles for working on diegetic and non-diegetic elements, recording dialogue with the actor, balancing sound levels in editing, choosing scores to set emotion, and using sound effects to add realism. Overall, sound was a key component and the filmmakers took precautions during filming and put in significant time and effort to maximize the sound design's potential.
Media Conclusion
The group had some arguments early on about workload distribution, but resolved them for the project's benefit. Their research indicated a market gap for films with female protagonists appealing to ages 16-25. The project's strengths included thorough research and effective scene switching between video camera and present footage. A weakness was a lack of varied shots, as audience feedback noted. Overall, the group worked well together by distributing tasks, though some last-minute tasks caused disagreements. The author is pleased with the final film given the limited time frame.
Film person’s journal
Kiren and Sara divided camerawork responsibilities for their short film. They worked well as a team and completed all necessary shots using a variety of camera angles and techniques. During filming, some shots were out of focus or unnecessary, so they refilmed two scenes. While challenges occurred, their teamwork and creativity led to a successful final production, and the experience will help them improve for their next project.
What have you learned from your audience feedback?
The document discusses audience feedback received on a film trailer created by the author's class. It provides details on:
- The target audience for the film (15-24 year old males) based on similar films.
- Positive feedback from a rough cut screening by classmates, praising editing and soundtrack. Criticisms included lack of titles and pace of editing.
- Changes made in response like adding titles and smoothing cuts. Black screens were kept to build tension.
- Final feedback on the YouTube trailer was mainly positive, though some still found the narrative unclear, which was an acceptable outcome as ambiguity was intended.
As media evaluation
The document summarizes the planning and production process for a preliminary media assessment task by Dilara Tasdelen's group. They initially planned to do a project on domestic violence but found it too complex, so they changed it to a simpler conversation between two students. This helped them focus on practicing recording and editing skills in Adobe Premiere Pro. While their final product differed greatly from the original proposal, they saw the process as effective for learning camera operation, software skills, and collaboration.
Children’s film evaluation
The document analyzes and summarizes a student's film opening sequence project for a fantasy/adventure genre film. It provides feedback on the strengths and weaknesses in different elements of the opening, including camera work, soundtrack, characters, and editing. Overall, the sequence is deemed of high quality and professional standard, though there is still room for improvement, such as incorporating more shots and special effects. The student effectively set up key characters and settings to capture audience attention.
Evaluation greg
Planning helped in the production stage of the film trailer by creating a production proposal outlining the film's genre and goals, a mind map of key ideas and themes, and a step outline listing achievable ideas and shots. This planning allowed the team to effectively translate ideas to camera and know exactly what to film. Both students contributed equally to planning, production such as camerawork and acting roles suited to their skills, and post-production including editing and sound effects. Technical elements like composition, shot types, sound, editing, and mise-en-scene were effectively used but could be improved with more time and practice, especially with the editing software. Skills in editing and knowledge of the editing software need improvement before beginning their
dennis-brown-resume (1)
Dennis P. Brown has over 20 years of experience as an audio engineer and audio visual technician. He has worked in corporate settings providing technical support for multimedia events and troubleshooting equipment issues. Brown also founded his own AV production company supporting events in the tri-state area. Currently, he works as a senior multimedia technician providing technical support operations for large venues and quality assurance of internal systems. Brown has various industry certifications and a bachelor's degree in communication.
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Question 2 evaluation
This document summarizes how a film represents social groups through its use of stereotypes, locations, characters, camerawork, sound, and editing. The film focuses on the stereotype of disability, with the main character being disabled. It uses typical motor sport film locations like a racetrack and garage. Through props and clothing, the one main character subverts stereotypes of youth to represent the difficulties of being disabled. The camerawork, sound design, and editing aim to construct a reading that conveys the character's emotions and experience of becoming disabled through flashbacks and symbolic techniques.
Question 7
The student learned several important lessons from their preliminary task to the full film product. They improved their filming technique, using less shaky shots and more professional locations. They also upgraded their equipment from school cameras to better quality gear. For editing, they found iMovie easier to use than Premiere Pro. Regarding sound, they incorporated more original effects and balanced levels better. Collaboration in their group improved as they distributed roles well and stuck to a schedule. Finally, they added an ident for the full product but feel it could have been more distinctive through additional elements like unique sound or animation.
Question 1 evaluation
The document discusses how the opening of a student-made motor sport film uses and challenges conventions of the genre. It uses conventional titles and credits, but an unconventional protagonist who is disabled. Locations like the race track are conventional. Costumes subvert stereotypes to show how the protagonist has changed. Camera work uses standard establishing and tracking shots. Editing contrasts fast-paced flashbacks with slower present-day scenes to convey a change in the protagonist's life. Overall the narrative draws on conventions like settings but also subverts expectations through the protagonist's disability.
Drafting analysis
This document summarizes the drafting process of a student film project. It went through 10 drafts based on feedback received. Early drafts focused on a single point of view but audience feedback suggested showing more camera angles. Later drafts worked to improve scary elements, film in darker settings, add characters and a storyline, and finalize the ending. The final draft received positive feedback but could have benefited from better sound quality.
Rahil chauhary evaluation
The document provides an evaluation of the student's media product sequence. It summarizes that the sequence draws similarities to the films Robocop and Kick Ass in its storylines about a nerdy kid who is bullied and turns into a cyborg. The sequence represents teenage social groups and features a character of Indian origin to promote diversity. Small UK distribution companies are recommended to start. Teenagers are identified as the target audience. Lessons learned include allowing the end product to change from initial plans and the importance of preparation and camera skills like different shots.
Question 1 will sack media studies
The document discusses how the filmmaker's trailer challenges conventions of the genre. While most trailers use establishing shots and green title screens, the filmmaker's trailer opens immediately on a conversation to introduce the main character in a less predictable way. Scenes were filmed in a living room made to look like a church since permission to film in a real church was denied. Effects like increased frame rate and flashing red were used to portray inhuman movement and demonic power in a stylistic choice inspired by other exorcism films and trailers. The trailer also lacks a narration to give a more personal feel and doesn't reference other films since it was the filmmaker's first production.
Evaluation Question 3
The document summarizes feedback received on various drafts and versions of a film trailer, magazine, and poster created by the document's author. Key points learned from audience feedback include needing to add more context to the trailer and balance focus across characters, improve timing of transitions with music, and use bolder colors and layouts to make elements like titles and prices more noticeable. Constructive criticism was applied to further refine the works based on target demographics and industry conventions.
Maintask evaluation
This document discusses the ways in which a media project challenges or conforms to conventions of the horror genre. It features an all-female cast which challenges the typical male-dominated casts but fails to include ethnic diversity due to casting issues. While it includes some common horror elements like eerie music, it avoids a romantic subplot. The intended audience is both male and female due to the female protagonists. Distribution could occur at independent film festivals. In creating the project, the filmmakers learned skills with equipment, editing software, and the importance of continuity.
Accused Powerpoint Presentation
The Henley College
AS Media Studies production unit evaluation presentation for 'Accused' by:-
Ryan Crawford
Paul Websell
Jade Williams
Question 3
The filmmakers received feedback on their film from an audience questionnaire and video interviews. The audience found the story line confusing but liked the overall idea. To address this, the filmmakers simplified the plot. They also posted a rough cut online and received feedback to make the story clearer, such as adding voiceovers. After completing the final cut while implementing this feedback, they posted it online again and received a positive comment, showing their improvements addressed the audience's initial concerns.
Editors journal
Kiren Anandji served as both the cinematographer and editor for a film directed by Sara Anandji. As cinematographer, Kiren was able to share Sara's vision and ensure there was no miscommunication in post-production about the shots taken. As editor, Kiren had creative freedom to assemble the first cut without interruptions for a quicker pace of work. Potential problems like inconsistent lighting were addressed through extensive color correcting. Transitions like cuts and fades were used appropriately. Sound levels from outdoor filming needed adjustments, and effects were added to a voiceover for continuity. Kiren worked efficiently from home by setting goals for each editing session.
How did you use new media technologies in
Jamie Smith used several new media technologies in the production of a short film. Adobe Premier Pro was used to edit footage and add sound effects and music. Adobe Photoshop and Illustrator were used to design the film poster. Blogger allowed the group to collaborate and record research. Google Forms provided a way to get audience feedback on the storyline. Celtx was used to write the script in a proper format. A camera, tripod, and zoom recorder were also used to capture footage and sounds. Overall, the technologies enhanced skills in editing, camerawork, research, planning, and gaining audience feedback.
Update on narrative
The group decided to change the opening of their narrative by scrapping a scene showing the protagonist punching a wall as a child in frustration over his parents arguing. While this scene was initially included to show the protagonist's rough background, it was cut due to issues with the dark location and lack of planning for filming it. Instead, the group will open with just a training montage and frequent title cards, emulating the simple but effective opening of "Raging Bull" that establishes the film is about boxing.
Sound journal
The document discusses the role of sound in film and the sound design process for a student film project. It covers dividing roles for working on diegetic and non-diegetic elements, recording dialogue with the actor, balancing sound levels in editing, choosing scores to set emotion, and using sound effects to add realism. Overall, sound was a key component and the filmmakers took precautions during filming and put in significant time and effort to maximize the sound design's potential.
Media Conclusion
The group had some arguments early on about workload distribution, but resolved them for the project's benefit. Their research indicated a market gap for films with female protagonists appealing to ages 16-25. The project's strengths included thorough research and effective scene switching between video camera and present footage. A weakness was a lack of varied shots, as audience feedback noted. Overall, the group worked well together by distributing tasks, though some last-minute tasks caused disagreements. The author is pleased with the final film given the limited time frame.
Film person’s journal
Kiren and Sara divided camerawork responsibilities for their short film. They worked well as a team and completed all necessary shots using a variety of camera angles and techniques. During filming, some shots were out of focus or unnecessary, so they refilmed two scenes. While challenges occurred, their teamwork and creativity led to a successful final production, and the experience will help them improve for their next project.
What have you learned from your audience feedback?
The document discusses audience feedback received on a film trailer created by the author's class. It provides details on:
- The target audience for the film (15-24 year old males) based on similar films.
- Positive feedback from a rough cut screening by classmates, praising editing and soundtrack. Criticisms included lack of titles and pace of editing.
- Changes made in response like adding titles and smoothing cuts. Black screens were kept to build tension.
- Final feedback on the YouTube trailer was mainly positive, though some still found the narrative unclear, which was an acceptable outcome as ambiguity was intended.
As media evaluation
The document summarizes the planning and production process for a preliminary media assessment task by Dilara Tasdelen's group. They initially planned to do a project on domestic violence but found it too complex, so they changed it to a simpler conversation between two students. This helped them focus on practicing recording and editing skills in Adobe Premiere Pro. While their final product differed greatly from the original proposal, they saw the process as effective for learning camera operation, software skills, and collaboration.
Children’s film evaluation
The document analyzes and summarizes a student's film opening sequence project for a fantasy/adventure genre film. It provides feedback on the strengths and weaknesses in different elements of the opening, including camera work, soundtrack, characters, and editing. Overall, the sequence is deemed of high quality and professional standard, though there is still room for improvement, such as incorporating more shots and special effects. The student effectively set up key characters and settings to capture audience attention.
Evaluation greg
Planning helped in the production stage of the film trailer by creating a production proposal outlining the film's genre and goals, a mind map of key ideas and themes, and a step outline listing achievable ideas and shots. This planning allowed the team to effectively translate ideas to camera and know exactly what to film. Both students contributed equally to planning, production such as camerawork and acting roles suited to their skills, and post-production including editing and sound effects. Technical elements like composition, shot types, sound, editing, and mise-en-scene were effectively used but could be improved with more time and practice, especially with the editing software. Skills in editing and knowledge of the editing software need improvement before beginning their
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Dennis P. Brown has over 20 years of experience as an audio engineer and audio visual technician. He has worked in corporate settings providing technical support for multimedia events and troubleshooting equipment issues. Brown also founded his own AV production company supporting events in the tri-state area. Currently, he works as a senior multimedia technician providing technical support operations for large venues and quality assurance of internal systems. Brown has various industry certifications and a bachelor's degree in communication.
Resume
This document is a resume for DaShawn Grady that outlines his education, awards, certifications, and work experience in information technology. He is currently enrolled in the Year Up program at Northern Virginia Community College, where he is completing coursework in IT and business. Grady has worked as a Junior NOC Engineer for The Signature Group and as a Desktop Support Technician for CGI Federal, where his responsibilities included providing remote technical support, troubleshooting issues, and assisting users. His skills include Microsoft Office, Windows operating systems, networking, hardware installation, and technical support.
Current Resume 0616
Caryn Castle is seeking a customer service role where she can help customers achieve their goals. She has over 25 years of experience in customer support roles including as a help desk agent, executive IT consultant, and technical support analyst. Her experience spans various industries and she has supported a wide range of software, hardware, and operating systems. She also has experience managing customer relationship systems and ticket management platforms.
Where campaign would be placed in the market
This document discusses the three main stages of film production: production, distribution, and exhibition. It focuses on an independent sci-fi film and how it would utilize production companies like Warp Films and distributors like Vertigo Films at each stage. For production, it describes planning cast, timing, and targeting the genre and audience. Distribution involves marketing through posters, radio, and online platforms to promote the film's small target audience. Exhibition plans to debut the film in independent London cinemas and film festivals to build publicity before possible wider distribution.
Question 4
This document describes the target audience for an independent film that explores abusive relationships. The primary audience is classified as class A-B, aged 18-45, of any race but most actors are white. The audience is intended to be sophisticated and not interested in mainstream blockbusters, but rather films that discuss challenging issues. The secondary audience is classified as class C2-E who are attracted by the gore or storyline. The film raises issues relevant for both men and women and sexuality is not a factor. Feedback from the target audience on YouTube was positive, though they had some questions about the depiction of heaven. Given the graphic violence and depiction of suicide, the film is deemed appropriate for an 18 certification.
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Cameron Frederiksen is seeking an internship in mechanical engineering. He has experience in design engineering through projects with SAE and as an intern at A&A Manufacturing. At SAE, he designed a gas tank housing and helped with fundraising. As an intern, he designed and assembled models using Autodesk software and performed reverse engineering. Frederiksen also has fabrication experience from his time at Delta T Construction, where he operated machinery and trained new employees. He is currently pursuing a Bachelor of Science in Mechanical Engineering from the University of Wisconsin-Milwaukee.
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Final Questionnaire
The document summarizes the responses to a questionnaire about elements for a psychological horror film sequence. Key findings included that respondents preferred low-key lighting, close-ups and establishing shots, lack of sound and contrapuntal music, an ordinary dressed female protagonist who is clairvoyant, and locations at a school and woods. Death was also a popular iconography choice. The document concludes with what elements the filmmakers plan to include based on the questionnaire responses, such as lighting, shots, sound design, character, locations, and death.
اصول و مبانی تبلیغات- MBA-جلسه سوم
این فایل جلسه سوم از درس اصول و مبانی تبلیغات است که دوره ام بی ای توسط اینجانب علیجاه شهربانویی تدریس می گردد. برای اطلاعات بیشتر درباره مدرس به سایت های زیر مراجعه بفرمایید
http://alijah.work/
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Question 2 V2
This document discusses how the media product uses and develops conventions of real thriller films. It examines conventions like POV shots, sound techniques, editing styles, and character archetypes. Research was conducted on thriller openings, directors, and subgenres. Based on this, the film employs mysteries like an anonymous stalker kidnapping a girl. Conventions like tense music, silence, and jump cuts were utilized to create suspense as the film follows typical thriller tropes and genres like mystery thrillers to engage audiences. Unconventional techniques were avoided to maintain expectations of the thriller format.
Evaluation 7
The document reflects on the learning from a preliminary film task to the final product. It discusses improvements in camera work, sound, editing, titles/credits. Key lessons included practicing different shot types, storyboarding the final product, using better equipment, adding sound/music, including more advanced editing techniques like cuts and jump cuts, and making professional-looking opening and closing titles. The overall final product demonstrated a significant improvement from the preliminary task.
Leilaadamkelly evaluation
Our film is a crime/thriller that focuses on a criminal. It uses conventions like suspense, danger and flashbacks to build up the story. The main characters are Steven, a mysterious and sinister man portrayed as having power over others, and Sara, a vulnerable teenage girl. The opening sequence is inspired by Se7en and uses repetitive shots and horror-like titles to set the genre.
Evaluation of Student Made Trailers
This document evaluates six student-made film trailers from different genres that were created for an A-Level Media course. For each trailer, the author provides a list of strengths and weaknesses, and compares elements like cinematography, editing, plot, and how well each trailer represents its genre. The longest and most detailed evaluations are for trailers in the thriller, rom-com, real-life drama, and horror genres. Overall, the author found the trailers showed varying levels of quality in areas like filming, sound, storyline development, and use of conventions, with some trailers excelling more than others at drawing the audience in and representing their genre.
Evaluation of student made trailers
The document provides an evaluation of six student-made film trailers from different genres including horror, thriller, drama, and rom-com. The evaluator analyzed each trailer's strengths and weaknesses, and compared aspects like cinematography, plot development, and how elements like music and lighting were used. Overall, the "Paralysis" horror trailer was found to be the most effective at building tension without giving too much of the plot away, leaving viewers wanting more. Key strengths across trailers included appropriate length, quality of filming, and use of conventions like credits and calls to action. Areas for improvement included plot pacing, sound mixing, and maximizing trailer time.
Evaluation 1
This document discusses the conventions of short films and how the author's media product conformed to or challenged several conventions. It notes that the film used only one main character to allow for character development within the short time frame. It incorporated a plot twist, was limited by a low budget that restricted equipment and locations, and was under 30 minutes in length, conforming to standard short film conventions. The film began in a relatable setting and introduced a situation to engage viewers, as is typical for short films.
Q7: looking back at preliminary.
The document discusses improvements made from a preliminary film project to the final production. It identifies several areas where the filmmakers' skills and the quality of the final product improved, including: more careful planning and drafting; better framing of shots; use of more advanced editing software; more creative typography and idents; incorporation of camera movements; improved sound design; and more consideration of lighting and color grading. The progression allowed the filmmakers to create a final product that was better planned, executed, and received.
Conventions of a thriller opening evaluation
The document evaluates the success of a film opening in meeting thriller conventions such as introducing the titles and actors, building suspense by keeping the antagonist hidden and introducing them without fully revealing them, using low lighting to create tension and a sense of unknown, and varying camera angles to create tension and show the stalker's obsession. It argues that the film opening was quite successful in meeting conventions required for any film as well as those specific to thrillers like building suspense and introducing the antagonist and bad guy.
Q7
The author reflects on what was learned from the preliminary task compared to the full film product. For the preliminary task, the team was limited in resources and unable to include sound, an effective storyline, multiple locations, or different characters. However, the preliminary task helped assess initial ideas and bring the team together. For the full film opening, more resources and elements were used to create a storyline and characters that relate to society and the target audience.
Section one – conventions of short films
The document discusses several conventions of short films, including that they are typically 40 minutes or less, have low budgets from independent producers, small casts for financial reasons, and simple narratives due to time constraints. Some key conventions mentioned are including a twist in the narrative, targeting a niche audience through online distribution, using creative techniques like editing and camerawork, conveying a single emotion through close-ups, and relying more on imagery than dialogue due to limited time and cast size. Examples are provided for each convention discussed.
Evaluation1
The document discusses an AS Media evaluation for a group project creating a horror film opening. It summarizes the key conventions and techniques used from real horror films, both those included (e.g. blackout scenes, not showing the villain) and not included (e.g. no dialogue, no false scares). It also addresses target audience, distribution opportunities, and what was learned about technologies through the project process.
Film documentary and tv documentary
This document discusses techniques used in TV and film documentaries that could inspire the creator's own work. It provides examples from several documentaries and analyzes shots, camera angles, voiceovers, transitions and other elements. The creator indicates techniques they may incorporate, such as establishing shots to set a location, mid shots to show relationships, voiceovers to enhance visuals, and edited footage to shift between topics clearly. Overall the document examines documentary filmmaking methods to help improve the creator's skills.
Codes and conventions of short films
The document discusses conventions for short films, noting that they have limited time (5-15 minutes) to develop a small number (2-3) of characters and storylines without exploring background details. Due to low budgets, short films typically use 1-2 locations and have a "twist" to make the brief storyline more intriguing.
Question 7 looking back at your preliminary task,what do you feel you have l...
The student learned several important lessons when progressing from their preliminary film task to the full film product. For the preliminary task, they used basic equipment which produced a low quality, half minute film with poor editing and planning. However, it helped them learn better filming, editing, planning and teamwork skills. For the full product, they applied these lessons to plan more thoroughly, use higher quality equipment, improve their editing skills, and strengthen team communication. The end result was a much higher quality film that showed the effects of practicing and learning from their earlier mistakes.
Media evaluation q1
Our film challenges conventions of real media by telling a story about a teenage girl who sends explicit photos that get leaked online. We use non-professional teenage actors and film techniques like close-ups, flashbacks and voiceovers to realistically portray how she deals with the consequences. The costumes, environments and opening establishing shot aim to reflect the isolation and vulnerability of the main character within the social realism genre.
Key elements for planning
The document outlines key elements to consider when planning a student film trailer project. It discusses planning dialogue, music, editing, camerawork, costumes/props, and locations. Voiceovers, diegetic dialogue, and incidental music are identified as important elements. The students will record voiceovers professionally and rehearse dialogue. Transitional effects and text will be used in editing. Shots including close-ups and tracking shots will be explored. Costumes will distinguish character groups and a few props like a symbol will be featured. Interior sets will be built while following exterior filming schedules.
A2 media (1)
The document discusses feedback received from focus groups on the filmmaker's original film "Arboretum" and subsequent film "The Week". The focus groups provided both positive and negative feedback on "Arboretum", criticizing the lack of close-ups which failed to create a connection between the audience and protagonist. For "The Week", the focus groups suggested adding more diegetic and non-diegetic sounds to hold audience interest. Based on this, the filmmakers added a documentary-style voiceover and non-linear narrative. When presented again, the focus groups felt these additions made the film more interesting. Overall, the document emphasizes that the focus groups were vital to the filmmaking process and helping appeal to the target audience.
Audience
The document discusses how the filmmakers attracted and addressed their audience through their creative choices. They used young actors to make the film more relatable to younger viewers and involve older audiences who may worry about the young actors' safety. Ordinary back road locations were chosen to create a sense of realism that audiences could relate to. Eye-catching camera shots and effects, like having antagonists appear from nowhere, were employed to hook viewers' attention throughout the thriller.
Are you alone
The document summarizes a student film project titled "Are You Alone?". It was a 2.5 minute horror film opening created by the student and their group for a class. The opening scene involved a couple watching a scary movie who receive a mysterious phone call. The girlfriend then disappears and the boyfriend investigates strange noises, finding her injured. The summary discusses each group member's roles in directing, acting, editing and designing. It also analyzes how the opening used conventions of the horror genre while adding humor, and differentiated itself from other films through its daytime filming.
Similar products ( documentaries)
The document provides summaries of techniques used in various documentaries that could inspire the creation of the author's own documentary. Techniques mentioned include the use of establishing shots to set the location, close-ups during interviews, voiceovers to engage the audience and explain topics, and editing techniques like cuts and transitions to switch between topics clearly. Various documentaries are analyzed for effective use of sound, camera angles, visuals to illustrate points, and storytelling techniques.
Similar to Meeting and breaking conventions a222 (20)
Question 7 looking back at your preliminary task,what do you feel you have l...
Question 7 looking back at your preliminary task,what do you feel you have l...
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What technologies did we use during planning and evaluation stages a22222222
The document discusses various technologies used during the planning and evaluation stages of a project. It summarizes the software used, including Prezi for mind maps, Emaze to creatively present information from PowerPoint, and Microsoft for documents. YouTube, Final Cut Pro, and Powtoon helped make videos more interesting. Wordpress allowed blogging progress. Survey Monkey gathered audience feedback. These technologies helped make presentations more appealing, organized content for audiences, and created brand awareness through creativity, meeting AIDA goals.
Technologies used to create three products a2222222
The filmmakers had difficulties with unwanted focus changes during long takes that made shots blurry and picked up distracting sounds on the audio. Time constraints prevented them from manually adjusting camera settings, so the camera controlled focus automatically at times. As a result, some shots lacked quality and the intended auteur style could not be fully realized.
Where campaign would be placed in the market a2222
The document discusses various stages of film production and distribution for an independent film. It describes planning the production, including casting, scheduling, and considering genre and audience. It proposes partnering with independent production and distribution companies Warp Films and Vertigo Films for funding, marketing, and distribution assistance. Various marketing strategies are proposed, including radio, posters, online promotion, and soundtrack release. Distribution is suggested through independent cinemas, film festivals, and digital platforms like Netflix and Amazon to target their sophisticated audience.
Form (independent film) conventions a222
Independent films typically have low budgets due to directors wanting creative control. They have limited distribution, small casts and locations, minimal effects and action, improvised scripts, and protagonists with unique qualities. While early films shocked audiences with their realism, most now associate shocking cinema with graphic violence and sexual content. The document discusses how one film's ending could have been more shocking if the relationship revealed was made more obvious and emotional for audiences.
Textual analysis film evaluation a2222
This document discusses the use of various camera shots and techniques in a film to convey meaning and emotion. It analyzes several scenes containing medium shots, close-ups, and long shots that help show fear, anger, loss of control, intensity of a virus taking effect, and the breakdown of a relationship between two characters as one must kill the other infected by the virus. The document examines how lighting, angles, shot composition, and sound effects contribute to the narratives and meanings crafted through the camerawork.
Textual analysis film evaluation a2222
This document analyzes various shots from a film and what they connote about the characters and story. It discusses how medium close ups create anxiety by not showing what threats exist. Medium long shots connote that a character is being watched or that they are in danger. Medium shots show characters working together out of eagerness to survive but could foreshadow demise. Facial expressions and positioning within shots connote emotions like anger, fear, and loss of control as the story progresses and characters succumb to threats.
Genre research a2
This document discusses the post-apocalyptic genre for a film project. It explores the history of post-apocalyptic films from the 1920s focusing on nuclear war-related films of the 1950s. Common post-apocalyptic film types include virus/zombie outbreaks and nuclear disasters. The document considers how this genre fits the project story and allows for creativity. It also discusses hybridizing the genre with horror and thriller elements later in the film.
Audience theories a2
This document discusses how a film about societal issues could engage a sophisticated audience. It would appeal to their fears about problems like global warming, technology, and diseases. As these issues affect everyone globally and influence politics and economics, the film would generate discussion among the audience. Viewing the film would provide entertainment but also make the issues feel urgent to address. The cumulative effects of post-apocalyptic films could legitimize these real-world fears to sophisticated viewers and motivate them to spread the message to others.
Narrative theories a2
This document summarizes several narrative theories that could inform the creation of a short film. It discusses:
- Propp's character roles of villain, hero, and helper that will be applied to the virus, Ryan, and Jane.
- Todorov's concept of equilibrium, disequilibrium, and new equilibrium, though a new equilibrium will not be established.
- Barthes' idea of enigma codes that will challenge sophisticated viewers.
- Levi-Strauss's binary oppositions of natural vs unnatural and good vs evil that will be themes.
- Field's three-act structure will not fully apply due to the short length.
- Kubrick's idea of seven
Genre theory a2
Genre theory proposes that genres are created through repetition and recognition by audiences of certain conventions, leading audiences to develop expectations of what a genre contains. To keep audiences interested, producers will maintain some conventional elements of a genre but also add new or different elements to prevent boredom, through a concept known as hybridity, where a media product combines genres. Genres provide guidelines for producers and help market media products by appealing to proven popular genres and audience expectations.
Pilot qustionnaire a22222
The document analyzes the results of a questionnaire given to test audiences for an independent science fiction film. Some key findings include:
1) Audiences preferred the genre and wanted a complex narrative that doesn't follow conventions.
2) They wanted older scientist characters and a non-traditional relationship dynamic.
3) Test audiences favored a 15 rating for more graphic content and a sophisticated, non-traditional ending.
4) For posters, they preferred a dark, abstract style with iconography over imagery and wanted to know critics' reviews.
5) For radio ads, audiences wanted direct promotion with film clips, music and providing information in 30-40 second spots aired during morning programs.
Final questionnaire a2
The results of the final questionnaires were mostly positive, requiring only minor changes. For the film questionnaire, more people now want the two main characters to be in a romantic relationship compared to the pilot survey. Actors may need to be younger than originally planned. The majority also now want a tagline to entice viewers. Questions about trailer length and using voiceover had responses change enough to warrant adjustments.
Final pitch a2
The document describes scenes from a film about a married couple, Ryan and Jane, who are researching a virus in a post-apocalyptic setting. In the opening scene, Ryan searches for virus samples while wearing a hazmat suit, finds an insect, and is startled by Jane's appearance. They discuss their findings and walk back together. Later, Ryan and Jane argue while experimenting on samples, causing Jane to storm off. Ryan then discovers a cut in his hazmat suit. In a subsequent scene, Ryan is awakened by a noise and investigates in the dark, experiencing virus symptoms. He collapses and wakes to find Jane threatening him with a knife, arguing about what to do before the scene ends
Feedback from main and ancillary tasks
The document provides feedback on tasks for color grading, editing, and sound design improvements needed for the short film and ancillary materials. For the film, suggestions are made to add sound effects, tighten cuts, re-shoot unclear shots, and adjust color and audio levels. For the poster, recommendations involve resizing images and rearranging text information. For the radio ad, the voiceover is considered unsuitable and a script rewrite is proposed along with replacing an unclear audio clip.
Final questionnaire a2
The document summarizes the results of questionnaires about a film project. It found that most respondents now want the two main characters to be in a romantic relationship, unlike the initial pilot results. For the film questionnaire, only question 3 saw a major change in responses. The document also notes they may have difficulties finding actors that fit the roles but younger actors could be considered. A tagline was also deemed a good addition by most respondents for question 6.
Pilot qustionnaire and Analysis A2
This document summarizes the results of a questionnaire about audience preferences for an upcoming film. Key findings include:
1. The target audience enjoys the film's genre and is in the 26-31 age range.
2. Most people preferred a 15 rating and a complex narrative without a conventional relationship or ending.
3. For posters, most preferred a print style with dark grey and orange colors, a long shot, and iconography over imagery.
4. Radio ads should be direct, include lines from the film, background music, and air in the morning for maximum exposure.
Narrative theories a2
Narrative is the art of storytelling that we engage in daily. Stories include events shown and those implied between scenes.
Propp analyzed folk tales and identified 8 character roles and 31 functions that advance the plot. Todorov saw narratives beginning with equilibrium, being disrupted by a problem causing disequilibrium, then achieving a new equilibrium.
Barthes proposed narratives use enigma codes, puzzles the audience solves, giving pleasure. Levi-Strauss argued meaning depends on binary oppositions like good vs evil.
Syd Field described the typical 3-act Hollywood structure with setup, confrontation, and resolution phases divided by plot points turning the story. Kubrick believed only 7 memorable scenes were needed to captivate an
Genre research a2
The document discusses the post-apocalyptic genre of film. It explains that the genre revolves around disasters that destroy modern civilization. Common disasters depicted include pandemics, nuclear war, and natural disasters. The document then provides a brief history of the genre from the 1920s to current day. It notes the genre became popular in the 1970s when films drew inspiration from actual disasters. The document concludes by outlining some common subgenres like virus/zombie films and nuclear war films that involve struggles for survival in a destroyed world.
Audience t heories
This document discusses audience theories that can be applied to the audience of "Reflux", including:
1. Two step flow theory - More sophisticated audiences will understand difficult ideologies while less sophisticated audiences may just accept representations due to being passive and influenced by opinion leaders.
2. Uses and gratifications theory - The audience will be interested in seeing a non-stereotypical female character who stands up for herself rather than seeking male gratification.
3. Reception analysis - The sophisticated audience will interpret representations in a negotiated way by challenging stereotypes, while a less sophisticated audience may just accept the dominant reading.
4. Maslow's hierarchy of needs - Certain audience members could satisfy their needs for identity
Sound improvements
The document discusses various ways to improve knowledge of sound production for an A2 course. It describes taking online audio courses to learn technical skills like using microphones and editing audio. Different types of microphones are discussed, including boom microphones, label microphones, and rode microphones. The effects of location, weather, and distance on microphone choice are also covered. The document also provides an example of adding dialogue through ADR when clear audio wasn't captured initially.
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Meeting and breaking conventions a222
- 2. • We had a low budget due to us being students and independents not normally having large budgets as they are not profit driven like us. • Our distribution is limited in terms of cinemas as they would be independent cinemas however we are showing it via YouTube which means anyone can access it and will be also shown at independent film festivals which is conventional. • We also did specify on the dialogue as it is such an important part for short films but could be argued that there isn’t as much for how long it is. • We also had very little locations, as we only had two locations and also two actors which would keep costs down and reduce the organisation needed. •Our plot is conventional to independents as it focuses more on the couple compared to other post apocalyptic films who base it on action making it more unique.
- 3. • We didn’t use any interesting camera techniques and just kept it basic so that the quality and cinematography was good. • Our script was not improvisational and was create before the filming so that our actors could have time to capture the correct character for the role. • We tried to put quite a few effects into our film to create the effects of the virus and made it more existing and engaging for the audience to watch.