Meida q2
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The main character in the opening sequence is a stalker, chosen because he builds tension throughout. The social groups targeted are teens and young adults of any class, gender, or sex. The film depicts a man seeking revenge after being bullied by a woman as a youth, showing male dominance. A frame showing half the faces of the stalker and another character builds tension, as the stalker's intentions are unclear, and a shot of him alone indicates this is personal and he is up to something that increases fear about what he will do.
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How does your media product represent particular social groups? evaluation qu...
The document discusses how different social groups are represented in the author's film. It represents teens, males, and a triad group. Teens are represented by casting teen actors and having them dress casually. Males are represented through casting male actors and including props like guns that appeal to males. The triad bad guys are the antagonists represented by a group of three people working as a team. These various social groups are part of a conflict between good and evil in the film.
Evaluation question 2
The document discusses the characters in a film and how their social class and hierarchy is portrayed through costume design and camera shots. There are a total of 8 characters played by one actor. Character 1, who appears briefly, wears expensive clothing to indicate he was upper class. Character 2 and 3, the roommate and main character, wear similar but not identical dark clothing to show they are working class but different people. Character 4 wears normal office clothes to portray an average social status. The boss is shown as the most powerful through having his employees sit while he stands, only allowing them to speak when spoken to, establishing his dominance over their social group.
Question 2
The document discusses the representation of characters in a film opening. Each character's clothing and appearance establishes their social class and role to the audience. Some characters fulfill stereotypes about their race or gender, while others break stereotypes, such as using female characters to conduct torture instead of only male characters. The bosses are portrayed as superior through their body language and positioning looking down on tortured characters. Different characters represent different social classes through costume, behavior, and how they are framed in shots.
Question 2 eval q
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Evaluation question 2
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Question 2
The document discusses representation of social groups in media products. It focuses on how the film represents high school teenagers, different races, and ages. In the title sequence, it portrays high school girls and also may include forensic scientists and teachers. The sequence includes Ugandan, White, and Somali girls to represent London's multicultural environment. It aims to represent the main character as the victim who lost her friend, while another girl is portrayed as mean by grabbing the photo. Overall, the document argues the characters were shown in a positive way to challenge stereotypes about teenagers often presented in media.
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Question 2
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Question 2
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2) It depicts the girl's relationship with her abusive boyfriend through a montage with differing moods set by lighting and editing.
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Question 2
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Question 2
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Evaluation Question 2
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2) In the film opening, the main character Joel is represented as being part of the underclass social group through aspects like his living situation and lack of possessions.
3) While gender stereotypes often show males as protectors and females as needing protection, the film challenges this by depicting the female character Bonnie as protecting the vulnerable male character Joel.
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Evaluation q2
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The document analyzes character representations in film through shots from four different scenes. In the first scene about three girls, shot 1 establishes them as innocent through smiling and playing. Shot 2 shows a change as their expressions look trance-like. In shots about a family, the wife is portrayed as kind and caring. Another scene introduces a mysterious woman holding a knife in the dark. A final scene shows a baby crying in a bath without seeing its face, distancing the audience's sympathy. Overall the document examines how first shots aim to give audiences initial impressions about characters.
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Evaluation Question 2
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Q2 evaluation
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Q2 evaluation re draft
The document discusses the filmmaker's choices in creating their thriller film. They chose to use a 19-year-old white female protagonist to appeal to a wide audience and follow thriller conventions. Locations like a dark garage and plain white house were used to create a creepy atmosphere and reflect the idea of people being controlled in society. Shots from the antagonist's point of view and a black and white filter in the basement were intended to make viewers relate to both characters and show the protagonist's vulnerability. Through these creative decisions, the filmmaker aimed to represent and comment on various social groups and influences in society.
As media
The document discusses how a media product represents various social groups. It describes choosing to represent the middle class in a post-apocalyptic film opening. The main character is a normal, everyday citizen who bravely survives a natural disaster. Most rich people would evacuate, so the film shows the courage of the poor and middle class who are left behind. The character's clothes, mannerisms and posture instantly signal he is middle class, not wealthy or impoverished. His strength and willingness to help others also represent positive aspects of the middle class social group.
Evalation 2
This document discusses how a media product represents social groups through its characters. It analyzes stills from films to inspire the design of characters in its own horror film about a group of college students. The main character, Taylor, is portrayed as fashionable and the focus of attention. His friend Sam acts as his follower and seeks to gain status by bullying weaker students. The film aims to appeal to teenage and young adult audiences who will relate to the characters' lives as students and their activities like house parties.
Question 2
This document summarizes how the film represents teenagers in its opening sequence. Specifically, it represents teenagers through the costumes, props, and behaviors of the actors. The costumes include casual jeans, branded clothes, and Converse to appear stereotypically teenage. One actor uses a smartphone to also appear stereotypically reliant on technology. The behaviors include slouching stances but agility during chases. Eye contact is limited to imply fear, lacking confidence, and immaturity common among teenagers.
Question 2 done
The document discusses representation of social groups in media. It notes that stereotypical roles in social groups include the mean, pretty leader for girls and the powerful, controlling man for guys. However, the film opening features some countertypes, including a female detective who works alone rather than in a team as is typical. It also features a Muslim female forensic expert, rather than the usual male forensic. While the dead girl in the opening reinforces the stereotype of vulnerable females, overall the film aims to represent different social groups through countertypical characters.
HOW DOES YOUR MEDIA PRODUCT REPRESENT PARTICULAR SOCIAL GROUPS?
The document discusses how different social groups are represented in a student film project. Female characters are portrayed as fearful victims through the use of close-up shots showing facial expressions of being lost and helpless. Male characters are more commonly villains or antagonists, and the film represents the male character as psychotic and unpredictable through his calm demeanor while disposing of evidence. Younger female characters are shown as naive through childlike clothing, while the older male character dominates scenes and uses weapons. The black male is immediately portrayed as immoral through props suggesting murder, while the white female is depicted as vulnerable through close-up shots where she appears lost and confused in crowds.
Question two
Katie Jackson and Michael Shelton are portrayed as stereotypical characters for the thriller genre through their use of stereotypes, costumes, makeup, and props. Katie, the female protagonist, is portrayed as vulnerable and weak through her blonde hair, minimal makeup, and use of a dog prop. Michael, the male antagonist, is portrayed as mysterious and strange through his use of a hat and dark clothing. Overall, the characters conform to stereotypes about gender roles expected in the thriller genre.
Thriller Opening Sequence Evaluation
The document provides an analysis and evaluation of Declan McKenna's thriller opening sequence titled "Cry for Help." It summarizes the techniques used in the opening, including hiding the characters' faces initially to build mystery, using handheld camera shots to build tension, and including a character looking in a mirror to reflect on events. It discusses how these techniques draw from conventions of real thriller films. Audience feedback was positive, describing the opening as dramatic and tense, finding the soundtrack appropriate, and agreeing the opening established tension and did not remind them of any specific film. Overall, 95% of the audience felt the opening was successful as a thriller.
Question 2 evaluation
This is my second evaluation question for my media product, looking at how social groups are represented in my film opening.
How does your media product represent particular social groups?
The document discusses the filmmaker's opening sequence for a horror/action thriller. They chose to represent the main characters (a young girl and male kidnapper) through stereotypes to make the genre recognizable to audiences. The young girl is portrayed as helpless and overpowered by the male, upholding stereotypes. Her appearance and reactions closely match the actress in the film "Taken." The male kidnapper is kept anonymous through dark clothing and not showing his face, also stereotypical of a "bad guy." Research showed audiences relate to and expect these types of stereotypes in openings to build tension and engage viewers.
Representation of social groups within our film evaluation
1) The document discusses the representation of social groups in the opening sequence of a film. It introduces a young, middle-class British woman as the main character who is portrayed as victimized.
2) Camera angles, close-ups, and dialogue are used to convey the sense that the character is vulnerable and in need of help. However, little information is given about her or other characters.
3) The character's portrayal draws on typical representations in the psychological thriller genre, such as mentally ill characters who are initially confused but later gain strength. However, the film avoids portraying mental illness as villainous.
4) While the opening leaves many details ambiguous, it suggests themes of mentally ill people being taken
Evalutation question
The document discusses how gender, class, status, and age are represented in the media product's opening title sequence. The sequence follows the life of Emily, a young female who is abandoned as a baby and grows up in an orphanage where she is tormented before becoming a serial killer. While the sequence lacks many human characters, it positively features a female in the leading role. However, Emily is initially victimized, a common negative female portrayal. The sequence hints that Emily comes from a lower-class background through her torn clothing but also shows her strength in trying to escape abuse. Younger characters are portrayed positively through Emily's hardship but overwhelmingly negatively as she becomes possessed.
Evaluation- Question 2
The document discusses how the media product represents social groups through the characters in the film opening. There is a female protagonist who is asleep in bed, representing feminine stereotypes of being well-behaved. There is also a male antagonist who is holding a knife and looking distressed in the mirror, challenging stereotypes that males don't care about appearance but conforming to ideas of being more reckless. Both teenage characters are presented differently, with the female seen as sensible but also potentially lazy, while the male challenges stereotypes of suicidal individuals usually being female but also represents stereotypes of depressed gothic teenagers.
2
This document discusses how different social groups are represented in the media product. It focuses on representation of age, gender, and ethnicity. For age, it notes that the target audience and characters are 15+ teenagers so viewers can relate to them. It shows teenagers smoking and drinking to portray typical behavior but also show consequences. For gender, it represents males as more masculine and dominant through fighting and confrontation scenes, though it challenges conventions by making the male the victim. Females are shown as more vulnerable. For ethnicity, it aims to represent many ethnicities to appeal to diverse audiences, challenging the white-dominated norms of slasher films.
Evaluation - Question 2
The document discusses how the media product represents social groups through the characters in the film opening. There is a male and female teenager portrayed in different ways. The female protagonist is asleep in bed, representing teenagers as lazy but also possibly hard-working. The male protagonist is shown holding a knife and looking distressed in the mirror, challenging stereotypes of male teenagers as careless and not caring about appearance, but conforming to the stereotype of suicidal teenagers being overemotional. Both characters represent contemporary issues around gender and mental illness in teenagers.
Evaluation question2
The document discusses how the media product represents social groups and challenges stereotypes. It notes that in the opening scene, a male character is portrayed vulnerably to challenge stereotypes. Both male and female news reporters are shown as equals through camera angles. The rest of the film would feature females in lead roles to portray them as stronger. Young people are shown as laid back at first, challenging stereotypes of them being thrill-seeking. Men are portrayed as vulnerable through a dream sequence, challenging the stereotype of them being superior. No parents are present to show the characters are alone and vulnerable without guidance.
Evaluation question 2
Shown within this powerpoint is how my media product represents particular social groups. I have discussed and evaluated my film opening to be able to consider the issues involved.
Question 2
This document discusses how a film title and opening sequence represents the social group of young adults aged 18-24. Costumes like jeans, tops, and folders were used to depict this age group. Props like phones, household items, and folders were included because they are relatable items used daily by 18-24 year olds. The sales girl character, though inexperienced, pushes products in an arrogant stereotypical way associated with teenagers and young adults. Overall, the film aims to create a true representation of attitudes and styles of the target 18-24 age group through acting and visual elements.
Similar to Meida q2 (20)
HOW DOES YOUR MEDIA PRODUCT REPRESENT PARTICULAR SOCIAL GROUPS?
HOW DOES YOUR MEDIA PRODUCT REPRESENT PARTICULAR SOCIAL GROUPS?
How does your media product represent particular social groups?
How does your media product represent particular social groups?
Representation of social groups within our film evaluation
Representation of social groups within our film evaluation
More from kirstyswifty
Titles and effects
Titles and Effects were experimented with for a title sequence including different fonts. Effects like a blur and 'old-fashioned' tint were also tested, with the tint being kept to represent flashbacks as it was deemed effective.
Evidence of development
This document contains 3 brief notes about photo editing: "Removing Blur" likely refers to editing a photo to reduce or eliminate blurriness, "Lightening Café Shot" means adjusting the exposure or brightness of a photo taken in a café, and "Evidence of Development 3" seems to indicate that this relates to a third stage of photo editing work.
Initial ideas for title sequence
The group discussed ideas for a thriller-style title sequence with a revenge theme, drawing inspiration from films like Strangers, Taken, and The Final. They settled on a typical revenge scenario that would be familiar to them so they could work to their full potential. One member came up with the overall storyline along with another group member, but all members contributed their own input.
Character research
A character is someone portrayed in a TV show or film that acts as a different person. Characters can be based on real people or be fictional. Without characters, there would be no one to watch in TV shows or movies. Certain types of characters are suited to different genres, like evil characters work well for horror and funny characters for comedies. Characters help guide audiences through stories, explain plots, and raise themes for readers or viewers to consider.
Distibuion research
The document discusses the main distribution companies but notes that there are many more companies beyond those mentioned. It does not provide any names of companies or further details about distribution companies. The brevity of the information makes it difficult to extract more than a high-level summary in a single sentence.
Initial ideas for title sequence
The group discussed ideas for a thriller-style title sequence with a revenge theme, drawing inspiration from films like Strangers, Taken, and The Final. They settled on a typical revenge scenario that would be familiar to them so they could work to their full potential. One member came up with the overall storyline along with another group member, but all members contributed their own input.
Distibuion research
The document discusses the main distribution companies but notes that there are many more companies beyond those mentioned. It does not provide any names of companies or further details about distribution companies. There is very little contextual information provided in the single sentence document.
Question 7
Over the course, the student learned Mac editing techniques and different camera shots that can be effective. Their editing skills improved as they tried more techniques and applied the 180-degree rule in their opening sequence, resulting in a cohesive flow with nothing looking out of place.
Media evaluation q1
The document describes 8 frames from a film depicting the story of a stalker seeking revenge. Frames 1-4 show close-up and over-the-shoulder shots of the stalker preparing weapons to build tension. Frame 5 uses an extreme close-up of the stalker's shoes to further increase tension. Frames 6-7 build tension by showing the stalker following and concentrating on his victim from a distance. Frame 8 is a long shot showing the stalker waiting in the distance for his attack, unaware to his victim.
Task 6
We used tripods to keep the camera steady and allow for different shot types like panning and tracking. Flip cameras were used to film the title sequence because the group was familiar with them and they were simple to use, transferring footage via USB. Mac laptops and computers aided editing in Final Cut Express and LiveType, taking advantage of their software capabilities.
Task 6
We used tripods to keep the camera steady and allow for different shot types like panning and tracking. Flip cameras were used to film the title sequence because the group was familiar with them and they were simple to use, transferring footage via USB. Mac laptops and computers aided editing in Final Cut Express and LiveType, taking advantage of their software capabilities.
Task 3
Distribution involves major companies sending films to cinemas around the world to make a profit. Blockbuster and Paramount Pictures are major distributors that have been in business for years and own famous films. The document discusses a thriller film that its producers believe will appeal not only to UK audiences ages 16-30 who often watch those films, but also international audiences, and therefore major distributors may be interested in distributing it globally.
Media evaluation1
The students created a title sequence for their film project intended to match the thriller genre. They used tension-building music and special effects like an old-fashioned tint for flashbacks. The title "Seek" refers to the storyline about a man seeking his old school bullies for revenge. The opening scene shows the stalker character overlooking the park in search of the bullies.
Evaluation Task 1
The students created a title sequence for their film project intended to match the thriller genre. They used tension-building music and film effects like tints to portray flashbacks. The title "Seek" was chosen to represent the storyline of a man seeking his old bullies. The opening scene shows the stalker character overlooking a park while seeking the bullies.
Evidence of progress2
This document discusses preliminary editing for an upcoming project. It outlines ten rounds of preliminary editing that were conducted to refine the work prior to final editing. The multiple rounds of preliminary editing suggest that care was taken to improve the document through iterative review and revision before entering the final stages of the editing process.
Evidence of progress
The document discusses editing video clips in Final Cut Express. The clips were exported from their original format and named. The good shots were separated from the outtakes. Finally, the shots were arranged in their intended order.
Evidence of progress
The document discusses editing video clips in Final Cut Express. The clips were exported from their original format and named. The good shots were separated from the outtakes. Finally, the shots were arranged in their intended order.
Evidence of progress
The document discusses editing video clips in Final Cut Express. The clips were exported from their original format and named. The good shots were separated from the outtakes. Finally, the shots were arranged in their intended order.
Media thriller sounds
Thriller films use music and sounds to create tension, suspense, and fear in audiences. The music helps build to climactic scary scenes by starting slow and getting faster. Common sounds include dark, eerie synthesized tones that set the mood and pace of scenes to gradually increase tension and lead to climaxes.
Media thriller sounds
Thriller films use music and sounds to create tension, suspense, and fear in audiences. The music helps build to climactic scary scenes by starting slow and getting faster. Common sounds include dark, eerie synthesized tones that set the mood and pace of scenes to gradually increase tension and suspense.
More from kirstyswifty (20)
Meida q2
- 1. I decided to use the main character in our opening sequence, the stalker. The reason why I choose this character because he really is the main tension builder of the whole opening sequence. What are the social groups represented in terms of gender, age, class, race .etc? The social groups our opening sequence is aiming for is for the teens and young adults any class type and any sex gender to. This film we created is about a male getting bullied by woman at a young ages he then seeks revenge so it could should in this film men dominance I choose this frame because it only shows half the face for both characters and by this it shows that the stalker/killer is discrete and also shows that he is not obvious on what he is intending to do, that situation helps build up tension and helps the audience not know when he will strike. By having this shot of the stalker standing alone shows that he is the only once involved and it must be personal to him on why he is going to proceed on this event. The half visual see on his face shows that the character must be up to something and it helps build but fear and tension on to what he is going to do.