Question 7
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The author reflects on improvements made from their preliminary film task to the final product. They learned to use a tripod and proper camera for more stable shots with clearer images. Angles are better as less space appears above character's heads. Titles, music, and credits were added and timed more carefully to avoid a rushed feel. Overall, technical skills like camerawork and quality improved, while storytelling elements strengthened the final film.
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Question 7
The author reflects on improvements made from their preliminary task to the final product. They learned to use a tripod and proper camera for more stable shots with clearer images. Angles are better by not leaving extra space above character's heads. The importance of titles, music, and credit timing was realized, as these elements can make the video feel rushed if not done correctly.
Question 7
The author reflects on improvements from their preliminary task to the final product of a film assignment. In the preliminary task, they executed a match on action correctly but had difficulty positioning an actor. In the final product, they included close-ups of phone screens to show text messages. The author also discusses improving camera stability by using a tripod, achieving better angles, and ensuring titles and credits are properly timed.
Preliminary Evaluation
The document provides a self-evaluation of the author's preliminary film project. The author was pleased with their first attempt at filmmaking but identified several areas for improvement. These included using a tripod instead of handheld shots, switching to manual focus, creating a detailed storyboard and shot list to avoid breaking rules like the 180 degree line. While proud of telling a clear story, the author aims to take on more complex scripts that allow for creative elements like music and sound. Overall, the preliminary project served as valuable practice and the author will focus on applying the technical lessons for stronger films going forward.
Media evaluation
The actors performed well given their experience with A-level drama. However, the filming had issues because footage wasn't properly checked to ensure it was sufficient and usable. While the music fit the tone, audio quality of the actors was compromised by the small cameras. Lighting was inconsistent due to needing to re-shoot on different days. Though editing used various angles and cuts appropriately, the task would benefit next time from a firm filming schedule, ensuring all needed footage is captured, and using a camera microphone to improve audio quality.
Prelim evaluation
The document summarizes the learning and skills developed from a preliminary evaluation exercise. It discusses learning about continuity editing techniques like the 180-degree rule. It also developed skills in editing with Premiere, like creating sound bridges between clips. Feedback received noted the good use of camera angles and quality of editing. To improve, it would focus on mastering white balance to have consistent colors across footage.
Preliminary task evaluation[1]
The document provides a preliminary evaluation of a task to recreate Britney Spears' music video. It notes strengths like thorough planning and consistent costumes. Weaknesses included rotating actors which hurt continuity, and difficulties with lip syncing looking natural and matching the song tempo during editing. The evaluation suggests that rehearsal and a more suitable setting could have improved the naturalness of dancing and lip syncing.
Preliminary task evaluation
The document summarizes the strengths, weaknesses, and areas for improvement of a class project to recreate the music video for a Brittany Spears song. The strengths included thorough planning, constant referencing of the original video, and class participation. Weaknesses were rotating actors which hurt continuity, and difficulties with lip syncing looking natural. The video could have been improved by rehearsing to make lip syncing and dancing more natural, and recreating a more similar setting to the original music video.
Evaluation question 7
The document provides an evaluation of improvements made from a preliminary editing task to the final production. Six key areas are discussed:
1) Proper use of the 180 degree rule, mise-en-scene, match on action, focus pull, shot reverse shot, and camera work improved the continuity and professionalism of the final product compared to the preliminary task.
2) Lighting was used more effectively to set the proper mood, with dark colors creating an evil feeling in the opening sequence and cloudy outdoor lighting suiting a thriller genre.
3) Unwanted items were removed from shots and the shots were better organized and planned in the final version after learning mistakes made in the preliminary task.
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Question 7
The author reflects on improvements made from their preliminary task to the final product. They learned to use a tripod and proper camera for more stable shots with clearer images. Angles are better by not leaving extra space above character's heads. The importance of titles, music, and credit timing was realized, as these elements can make the video feel rushed if not done correctly.
Question 7
The author reflects on improvements from their preliminary task to the final product of a film assignment. In the preliminary task, they executed a match on action correctly but had difficulty positioning an actor. In the final product, they included close-ups of phone screens to show text messages. The author also discusses improving camera stability by using a tripod, achieving better angles, and ensuring titles and credits are properly timed.
Preliminary Evaluation
The document provides a self-evaluation of the author's preliminary film project. The author was pleased with their first attempt at filmmaking but identified several areas for improvement. These included using a tripod instead of handheld shots, switching to manual focus, creating a detailed storyboard and shot list to avoid breaking rules like the 180 degree line. While proud of telling a clear story, the author aims to take on more complex scripts that allow for creative elements like music and sound. Overall, the preliminary project served as valuable practice and the author will focus on applying the technical lessons for stronger films going forward.
Media evaluation
The actors performed well given their experience with A-level drama. However, the filming had issues because footage wasn't properly checked to ensure it was sufficient and usable. While the music fit the tone, audio quality of the actors was compromised by the small cameras. Lighting was inconsistent due to needing to re-shoot on different days. Though editing used various angles and cuts appropriately, the task would benefit next time from a firm filming schedule, ensuring all needed footage is captured, and using a camera microphone to improve audio quality.
Prelim evaluation
The document summarizes the learning and skills developed from a preliminary evaluation exercise. It discusses learning about continuity editing techniques like the 180-degree rule. It also developed skills in editing with Premiere, like creating sound bridges between clips. Feedback received noted the good use of camera angles and quality of editing. To improve, it would focus on mastering white balance to have consistent colors across footage.
Preliminary task evaluation[1]
The document provides a preliminary evaluation of a task to recreate Britney Spears' music video. It notes strengths like thorough planning and consistent costumes. Weaknesses included rotating actors which hurt continuity, and difficulties with lip syncing looking natural and matching the song tempo during editing. The evaluation suggests that rehearsal and a more suitable setting could have improved the naturalness of dancing and lip syncing.
Preliminary task evaluation
The document summarizes the strengths, weaknesses, and areas for improvement of a class project to recreate the music video for a Brittany Spears song. The strengths included thorough planning, constant referencing of the original video, and class participation. Weaknesses were rotating actors which hurt continuity, and difficulties with lip syncing looking natural. The video could have been improved by rehearsing to make lip syncing and dancing more natural, and recreating a more similar setting to the original music video.
Evaluation question 7
The document provides an evaluation of improvements made from a preliminary editing task to the final production. Six key areas are discussed:
1) Proper use of the 180 degree rule, mise-en-scene, match on action, focus pull, shot reverse shot, and camera work improved the continuity and professionalism of the final product compared to the preliminary task.
2) Lighting was used more effectively to set the proper mood, with dark colors creating an evil feeling in the opening sequence and cloudy outdoor lighting suiting a thriller genre.
3) Unwanted items were removed from shots and the shots were better organized and planned in the final version after learning mistakes made in the preliminary task.
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Question 1
The document is an evaluation of a genre film opening by the author Alicem Meter. It summarizes that the genre of gangster films usually involves violence and weapons like guns or knives. The author's opening used a gun as a prop and featured good versus evil binaries like other gangster movies. To develop their own opening, the author analyzed the openings of RockNRolla, Gangster No. 1, and Lawless to see what conventions they did not want to replicate, such as animated or dialogue-light openings. The author was influenced by universal openings and the dark lighting of the Godfather opening scene and chose an unexpected location of a shop stock room for their first scene.
Question 7
The document discusses the learning and progress the author has made from their preliminary media task to their final opening title sequence. In their preliminary task, the author struggled with filming, editing, sound, and other technical aspects since it was their first piece. They have since learned better camera techniques, how to use editing software like Premiere Pro, the importance of things like mise-en-scene, script writing and storyboarding. The author feels they have gained important skills and knowledge over the past year that allowed them to create a higher quality final project.
Presentation2 question 7
This document reflects on the improvements made from the author's preliminary film to their final title sequence project. The preliminary film lacked skills and planning, and had dull music and unexciting filming locations. However, it served as a useful starting point for learning basics. In contrast, the title sequence demonstrated improved camera skills, editing with transitions and effects, use of props, location filming, garage band skills to add sound effects and music, and motion graphics. Overall the author learned a great deal about the filmmaking process and how to improve quality through practical experience across multiple projects.
Evaluation Task 7
Looking back at your preliminary task, you feel you have greatly improved your skills in camera work, editing, and continuity from your initial task to your final product. When filming the preliminary task, you struggled with shaky camera movements but overcame this for the final product. Your editing skills vastly improved from initial difficulties using Premiere to learning how to properly time cuts. Your camera skills expanded from learning new shots and techniques. Continuity was an issue initially but was handled well in the final product. You also came to better understand the importance of the 180 degree rule and shot/reverse shot technique through this process.
Question 7
In my preliminary task, I had limited camera equipment and shot options. For my final product, I had access to multiple lenses allowing more creative shots. I also improved my framing and incorporated some camera movement and zooming shots. While my editing skills did not greatly improve, practicing in my preliminary task prepared me well. I also learned to add basic visual effects that enhanced my final product. Overall, having more equipment options and practicing key filmmaking skills allowed me to produce a higher quality final product.
Q7
The document summarizes the student's learning from their preliminary task to their full product thriller film. They discuss improvements in their camera work, editing skills, and use of software like Final Cut Pro. They analyzed successes and challenges of both their preliminary task and full thriller film. Overall, they felt they improved their skills and learned from mistakes, and enjoyed gaining experience with cameras, editing, and other technologies.
Untitled presendkkdmmtation
1) The document discusses the technologies and skills the author learned in creating a film project, including learning to use Premiere Pro for editing.
2) The author details how they gained skills using Premiere Pro over the course of the project, from basic skills like arranging clips to more advanced skills like adjusting audio levels and transitions.
3) The author also discusses using a Canon DSLR camera, tripod, and lights for filming, and notes both benefits like image quality but also challenges like the camera's microphone picking up too much background noise.
Evaluation 7
The document compares the student's preliminary film project to their final thriller product. It notes that the preliminary had limited planning time, while the final product benefited from weeks of pre-production planning. This allowed for improved organization, filming, and editing. While some shots and elements were carried over, the student aimed to improve focus, sound, and flow based on lessons from the preliminary experience. The preliminary also helped develop editing skills that enhanced the quality of the final thriller opening.
Question 7
The author learned valuable skills from their preliminary film task that helped with their full film production. In the preliminary task, they learned basics of camera operation, shots, and basic editing. While editing was initially confusing, it became easier with practice. However, the full production required more advanced planning, research, editing skills, and took much more time and effort than the preliminary task. Overall, the preliminary task helped provide foundational skills and experience but the full production was significantly more complex.
What have i learnt
1) For their prelim project, the author's group did little planning and research before filming and everyone was new to using the camera equipment, which led to problems during filming.
2) Their filming skills improved for the final project, as they planned locations, costumes, and storyboarded their film in advance. Their camerawork was better with different shot types.
3) The author's editing skills were not very developed for the prelim but improved for the final project, where they learned to use Final Cut Pro more effectively and add motion graphics.
Prelim evaluation
Originally, the filmmaker planned to create a hostage situation set in a car, but later changed the script to be about a businesswoman holding her sister hostage. While filming, the filmmaker focused on incorporating shots like shot reverse shot and match on action shots. The biggest challenge was following the 180 degree rule, which caused some confusion at the end. Overall, the filmmaker was pleased with the filming and editing skills improved since their last media project, but would spend more time ensuring the 180 degree rule was followed properly for clarity if redoing the project.
Prelim evaluation
1) The document describes the filmmaker's original idea for their preliminary film project, which involved a hostage situation in a car.
2) They then decided to create a new script about a businesswoman keeping her sister hostage after realizing the original plan would not be as effective.
3) While filming, the filmmaker focused on incorporating different shots like shot reverse shot but struggled with following the 180 degree rule, which caused some confusion at the end.
Prelim evaluation
1) The document describes the filmmaker's original idea for their preliminary film project, which involved a hostage situation in a car.
2) They then decided to create a new script about a businesswoman keeping her sister hostage after realizing the original plan would not be as effective.
3) While filming, the filmmaker focused on incorporating different shots like shot reverse shot but struggled with following the 180 degree rule, which caused some confusion at the end.
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Question 1
The document is an evaluation of a genre film opening by the author Alicem Meter. It summarizes that the genre of gangster films usually involves violence and weapons like guns or knives. The author's opening used a gun as a prop and featured good versus evil binaries like other gangster movies. To develop their own opening, the author analyzed the openings of RockNRolla, Gangster No. 1, and Lawless to see what conventions they did not want to replicate, such as animated or dialogue-light openings. The author was influenced by universal openings and the dark lighting of the Godfather opening scene and chose an unexpected location of a shop stock room for their first scene.
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Принципові засади розвитку системи охорони здоров"я
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Similar to Question 7
Question 7
The document discusses the learning and progress the author has made from their preliminary media task to their final opening title sequence. In their preliminary task, the author struggled with filming, editing, sound, and other technical aspects since it was their first piece. They have since learned better camera techniques, how to use editing software like Premiere Pro, the importance of things like mise-en-scene, script writing and storyboarding. The author feels they have gained important skills and knowledge over the past year that allowed them to create a higher quality final project.
Presentation2 question 7
This document reflects on the improvements made from the author's preliminary film to their final title sequence project. The preliminary film lacked skills and planning, and had dull music and unexciting filming locations. However, it served as a useful starting point for learning basics. In contrast, the title sequence demonstrated improved camera skills, editing with transitions and effects, use of props, location filming, garage band skills to add sound effects and music, and motion graphics. Overall the author learned a great deal about the filmmaking process and how to improve quality through practical experience across multiple projects.
Evaluation Task 7
Looking back at your preliminary task, you feel you have greatly improved your skills in camera work, editing, and continuity from your initial task to your final product. When filming the preliminary task, you struggled with shaky camera movements but overcame this for the final product. Your editing skills vastly improved from initial difficulties using Premiere to learning how to properly time cuts. Your camera skills expanded from learning new shots and techniques. Continuity was an issue initially but was handled well in the final product. You also came to better understand the importance of the 180 degree rule and shot/reverse shot technique through this process.
Question 7
In my preliminary task, I had limited camera equipment and shot options. For my final product, I had access to multiple lenses allowing more creative shots. I also improved my framing and incorporated some camera movement and zooming shots. While my editing skills did not greatly improve, practicing in my preliminary task prepared me well. I also learned to add basic visual effects that enhanced my final product. Overall, having more equipment options and practicing key filmmaking skills allowed me to produce a higher quality final product.
Q7
The document summarizes the student's learning from their preliminary task to their full product thriller film. They discuss improvements in their camera work, editing skills, and use of software like Final Cut Pro. They analyzed successes and challenges of both their preliminary task and full thriller film. Overall, they felt they improved their skills and learned from mistakes, and enjoyed gaining experience with cameras, editing, and other technologies.
Untitled presendkkdmmtation
1) The document discusses the technologies and skills the author learned in creating a film project, including learning to use Premiere Pro for editing.
2) The author details how they gained skills using Premiere Pro over the course of the project, from basic skills like arranging clips to more advanced skills like adjusting audio levels and transitions.
3) The author also discusses using a Canon DSLR camera, tripod, and lights for filming, and notes both benefits like image quality but also challenges like the camera's microphone picking up too much background noise.
Evaluation 7
The document compares the student's preliminary film project to their final thriller product. It notes that the preliminary had limited planning time, while the final product benefited from weeks of pre-production planning. This allowed for improved organization, filming, and editing. While some shots and elements were carried over, the student aimed to improve focus, sound, and flow based on lessons from the preliminary experience. The preliminary also helped develop editing skills that enhanced the quality of the final thriller opening.
Question 7
The author learned valuable skills from their preliminary film task that helped with their full film production. In the preliminary task, they learned basics of camera operation, shots, and basic editing. While editing was initially confusing, it became easier with practice. However, the full production required more advanced planning, research, editing skills, and took much more time and effort than the preliminary task. Overall, the preliminary task helped provide foundational skills and experience but the full production was significantly more complex.
What have i learnt
1) For their prelim project, the author's group did little planning and research before filming and everyone was new to using the camera equipment, which led to problems during filming.
2) Their filming skills improved for the final project, as they planned locations, costumes, and storyboarded their film in advance. Their camerawork was better with different shot types.
3) The author's editing skills were not very developed for the prelim but improved for the final project, where they learned to use Final Cut Pro more effectively and add motion graphics.
Prelim evaluation
Originally, the filmmaker planned to create a hostage situation set in a car, but later changed the script to be about a businesswoman holding her sister hostage. While filming, the filmmaker focused on incorporating shots like shot reverse shot and match on action shots. The biggest challenge was following the 180 degree rule, which caused some confusion at the end. Overall, the filmmaker was pleased with the filming and editing skills improved since their last media project, but would spend more time ensuring the 180 degree rule was followed properly for clarity if redoing the project.
Prelim evaluation
1) The document describes the filmmaker's original idea for their preliminary film project, which involved a hostage situation in a car.
2) They then decided to create a new script about a businesswoman keeping her sister hostage after realizing the original plan would not be as effective.
3) While filming, the filmmaker focused on incorporating different shots like shot reverse shot but struggled with following the 180 degree rule, which caused some confusion at the end.
Prelim evaluation
1) The document describes the filmmaker's original idea for their preliminary film project, which involved a hostage situation in a car.
2) They then decided to create a new script about a businesswoman keeping her sister hostage after realizing the original plan would not be as effective.
3) While filming, the filmmaker focused on incorporating different shots like shot reverse shot but struggled with following the 180 degree rule, which caused some confusion at the end.
Evaluation powerpoint
This document summarizes a student's experience filming a short video clip using continuity techniques for class. The student learned how to properly use a video camera and editing software. Time management was challenging, but the finished product came together well. Areas for improvement include better time planning and experimenting more with editing features. While some continuity techniques were successfully used, others like the 180 degree rule were difficult to include. The student evaluated their positive contribution to group roles and workflow.
Evaluation 7
In this document, the author reflects on the process of creating a preliminary video project and subsequent final video project. For the preliminary project, the author did not properly consider composition or the influence of camera shots. However, in the final project the author learned more techniques and was able to apply rules of composition, experiment with different shot types, address lighting and sound editing challenges, and add effective titles through wire framing. The author identifies several areas of improvement between the preliminary and final projects due to knowledge gained throughout the process.
Evaluation
Emma created a horror film trailer for her final major project. She reviewed the technical quality of the footage, sound editing, and overall sequence. While pleased overall, she noted lighting and color could be improved. Her skills with editing software like After Effects and Premier Pro grew through the project. Though some shots changed, her original intentions for story, characters, and theme remained intact. She managed her time well with a production schedule. Audience feedback was positive about the professional quality, suspense, and desire to see the full film. For future projects, Emma would improve lighting, acting, and allow more filming time.
Evaluation question 6
The document discusses the various technologies the author learned through constructing a media product. They learned how to use an SLR camera, Mac computer, and editing software like iMovie and Premiere Pro. YouTube was useful for researching film techniques. The author improved at skills like shot framing and planning an efficient filming schedule. Using a microphone and dead cat during recording was challenging but improved the narration. Maintaining a blog to organize work was a key learning, providing an efficient way to receive feedback and inspiration. Overall the author feels they have gained substantial knowledge of media technologies and skills over the first six months of their course.
Question 7
The document discusses what was learned from creating a preliminary task and final film project. It describes improvements in camera skills, continuity, and acting. More planning was required for the final film, including schedules, storyboards, and costume/location planning. Different camera angles were used to represent characters. Editing the final film was easier since the software was now familiar and more planning had been done. Overall, comparing the preliminary and final projects shows the growth and improvements that occurred.
Look back at your preliminary task, what do you feel you have learnt in the p...
The student learned several lessons from completing their preliminary task that helped improve their main project. They realized framing and focus needed better accuracy. Sound quality improved by using a microphone. Filming in a quiet countryside setting worked better than a school for their thriller genre film. Organizing actors quickly to avoid delays and meet deadlines was also important. Overall, the preliminary task helped them identify areas to focus on for a higher quality final product.
Question 6
The student learned that creating a media project takes significantly more time and effort than initially expected. They discovered the challenges of filming, such as camera and lighting issues, and that editing individual clips together on Premiere Pro software was difficult. The student also learned the importance of properly naming and organizing clips, as well as regularly rendering the project file. Through this process, the student improved their skills with camera operation, video editing, use of software effects, matching clips with sound, and blog posting.
Evaluation qs7
The student learned a great deal from their preliminary continuity assignment to their final film project. In the continuity assignment, they were new to shooting and did not know how to handle the camera or take different shots. For their prelum, they learned how to properly handle the camera and take various shot types. By the time of their final shoot, the student was well-versed in using camera equipment and knew how to get all the necessary shots. While editing took a long time, they felt they had done good work on their final film compared to earlier works.
Similar to Question 7 (20)
Look back at your preliminary task, what do you feel you have learnt in the p...
Look back at your preliminary task, what do you feel you have learnt in the p...
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Question 5
The author attracted their audience to their media product through an engaging gangster storyline that appealed to viewers of the genre. They focused on a heist/hood subgenre that research showed was popular. An opening scene was shared on YouTube and got positive feedback from viewers, though some said they wanted more dialogue and thought the gun close-up was poorly done.
Question 4
The target audience for the media product would be people over 15 years old. Mainly male audiences would be targeted, as surveys found that about two-thirds of interested viewers were male. The movie would portray a misunderstood 18-year-old trying to succeed in the gangster world. Research showed that audiences preferred movies with modern visuals and a variety of crime and gangster movie genres, including classics like The Godfather and newer films like Lawless.
Question 3
Universal would be well-suited to produce and distribute the author's media product because they have a diverse catalog that includes comedies, action movies, and gangster films. Universal's wide range of genres demonstrates they would distribute a variety similar to the author's movie. The author included Universal's opening logo to represent a company that could potentially produce their film. Getting Universal actors involved could also help promote the movie on social media platforms.
Question 2
The document summarizes how social groups are represented in a media product. It represents four teenagers as gang members, perpetuating the stereotype of teenagers as troublemakers. The main character is portrayed as misunderstood and betrayed. A mafia boss character commands others but does not get physically involved himself, resembling the Godfather. Stereotypical styles of dress are used to represent the typical gangster in a black hoodie and the mafia boss in a charcoal suit.
Question 1
This document is an evaluation of the author's opening scene for a media production on gangster genre conventions. The opening uses conventions like violence and guns as props common to gangster films. It also draws on specific films for inspiration - the low lighting and dark tone of scenes from The Godfather, and the unexpected setting of a scene from The Dark Knight. The author analyzes other film openings but avoids replicating them directly. Universals' opening sequence is included as the production company associated with gangster films. The evaluation shows how the author's opening both employs and challenges gangster genre conventions through influences from referenced films.
Question 6
The document discusses the process of creating a media product and what was learned about technologies from that process. It took four attempts to film the product due to issues with the cameras and actors. Editing in Final Cut Pro took a long time to make the video look smooth. Filming with two cameras next time would make the process more efficient.
Question 5
The author created a gangster movie opening to attract their target audience who enjoyed heist and hood genres based on audience research. They showed an opening clip on YouTube which attracted some viewers who said they would watch the full movie. While the viewers generally liked the opening, some provided feedback that they wanted more character dialogue and thought the gun close-up was poorly done.
Question 4
The target audience for the media product would be people over 15 years old. While mainly appealing to males, about 35% of the audience would be female. Research found that actors and storyline are most attractive to audiences. Previous survey responses showed the most popular gangster movies were The Godfather, Lawless, Oceans 11, Pulp Fiction, Goodfellas, Takers, Captain Phillips, and Tower Heist, indicating the target audience enjoys both modern and classic gangster films across a variety of concepts.
Question 3
Universal would be well-suited to produce and distribute the author's media product because they have a diverse catalog that includes comedies, action movies, and gangster films. This variety demonstrates that Universal would handle different genres, making them a good fit for the author's unspecified movie. Additionally, using Universal's logo and securing some of their contracted actors for cameos could aid promotion through social media platforms owned by Universal.
Question 2
The document summarizes how social groups are represented in the media product. Teenagers are portrayed as gang members, which is a negative stereotype created by the media. The main character, a misunderstood teenager, gets in trouble for this reason. He is dressed in a black hoodie and jeans, typical gangster attire. He quickly pulls a gun and shoots when confronted, lacking sympathy. The mafia boss runs things but does not get physical, commanding others and wearing a suit to portray the image of a mob leader.
Question 6
The document discusses what was learned from the process of creating a media product. It describes the challenges faced while filming, including issues with equipment and actors. Multiple filming attempts were needed before obtaining usable footage. Editing took a significant amount of time to make the video look polished and smooth. The process highlighted how long film productions can take and what could be improved for future projects, such as using multiple cameras.
Question 4
The document discusses the target audience for a media product. Based on research, the audience would be people over 15 years old due to some violent and strong language content. The audience would mainly be male, as suggested by a survey where most respondents were male. The movie's storyline and actors would make it attractive to teenagers in particular, as it is about an 18-year-old trying to succeed in the gangster world.
Question 3
Universal would be well-suited to produce and distribute the media product because they have a diverse catalog of movies including comedies, actions films, and dramas. Universal could help promote the product by securing actors signed to their studio to appear in the movie and use their social media platforms. The document analyzes why Universal in particular would be a good fit due to their wide range of films and ability to leverage their existing talent roster and digital promotion.
Question 2
The document summarizes how a media product represents particular social groups. Specifically, it represents teenagers as gang members through four main characters involved in gangs. This plays into the stereotype in media of teenagers being thugs who are always in trouble. The main character is portrayed as misunderstood and gets into trouble for this reason. Additionally, the main character is modeled after Jason Statham's character from The Mechanic as someone who is betrayed and seeks revenge against those who wronged him. He is dressed in typical gangster attire of a black hoodie and jeans. The character also lacks sympathy and immediately shoots another character during a confrontation, reinforcing stereotypes.
Question 1
The document is an evaluation of a genre film opening by the author. It discusses that gangster movie conventions typically involve violence and weapons like guns or knives. The author's opening used a gun as a prop and featured good vs evil binaries like other gangster films. To develop their own opening, the author analyzed the openings of RockNRolla, Gangster No. 1, and Lawless to see what to avoid - such as long title sequences or animated/non-acting openings. They ultimately chose to get straight into the action and used the Universal opening style since they produce gangster films.
Question 1
The document is an evaluation of a genre film opening by the author. It discusses that gangster movie conventions include violence and weapons like guns and knives. The author's opening used a gun as a prop and featured good vs evil binaries like other gangster films. To develop their own opening, the author analyzed the openings of RockNRolla, Gangster No. 1, and Lawless to see conventions to challenge, such as long title sequences or lack of immediate action. The author wanted to get straight into the action and used conventions from Universal, a gangster film producer, in their own opening.
Evaluation
- The document discusses the evaluation of a media product created by the author for their class. It analyzes how the product used or challenged conventions of the gangster genre. It discusses the representation of social groups in the product and who the target audience would be.
- The author describes the process of creating the product, including multiple filming attempts and learning editing skills. Challenges included unstable camera work and technical issues.
- Overall, the author learned about the time and effort required to film and edit a video product, and how to improve aspects like camera work, angles, and title sequences.
Evaluation
- The document summarizes the evaluation of a media product created by the author for their class. It discusses the conventions used, representation of social groups, intended audience, and what was learned about the filmmaking process.
- Key conventions included violence and props like guns to represent the gangster genre. Stereotypes of teenagers as gang members were represented.
- The intended audience was ages 15+ due to violent and language content. Most of the audience interested in gangster films were male.
- Several challenges were faced in filming, such as equipment issues, and editing took a long time. Learning occurred around filmmaking techniques and technologies.
Evaluation
- The document evaluates the media product by discussing how it uses and develops conventions of gangster movies through the inclusion of props like guns and portrayals of good vs evil.
- It represents teenagers negatively as gang members, drawing on stereotypes from other media. The main character is portrayed as misunderstood.
- Universal would be likely to produce and distribute the media product, as they produce a diverse range of movies including genres like gangster films.
- The intended audience would be 15+ due to violence and language, and would include both male and female viewers interested in the actors and storyline.
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