Stage 1 of media coursework evaluation
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The document outlines the research and planning for a thriller movie opening sequence. It discusses researching thriller films like The Shining, The Ring, and Psycho for inspiration on conventions. Specific shots from The Shining and The Ring were analyzed for creating tension. Locations were researched using Google Earth and friends' opinions on scary areas. Soundtracks by bands like Tool and Metallica were considered to find fast-paced, tense music.
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The document discusses the planning and production process for a student film opening sequence. It describes researching horror conventions, analyzing other film openings, planning shots and storyboards. Location scouting, risk assessments, call sheets and a shooting schedule were made. Footage was edited into a rough cut, and feedback was gathered. Titles, sounds and a final cut were completed. The opening sequence utilized a range of shots and horror elements successfully to create tension and engage audiences.
Evaluation | Question 1
The document discusses research done for a post-apocalyptic film opening title sequence. It summarizes:
1) The title sequence was influenced by other apocalyptic films like The Walking Dead and Zombie Land in terms of its decayed, worn-down look.
2) Conventions for crediting actors, music, directors, and production companies were followed.
3) Research was done on title sequences and shots used in films like The Walking Dead to determine camera movements, music style, and locations that would fit the apocalyptic theme.
Evaluation 4
The student used several media technologies throughout the construction, research, planning, and evaluation stages of their film project. In pre-production, they used a Nikon camera to visually present characters effectively on screen and conducted research on thriller conventions. They edited the film title in iMovie to be red based on research on thriller color schemes. Premium Beat was used to find music that reflected the storyline and characters. In post-production, Vimeo was used to upload and post the trailer online, and comments on Vimeo provided feedback on audience expectations.
Question one final version 2
The document summarizes the film opening created by the student, which aimed to subvert stereotypes about superheroes. It cast a South Asian actor in the lead role of the superhero instead of the typical white male. The opening used a flashback to show the origin of the superhero's powers as a child, with a transition to the present. However, some aspects of the opening were confusing, such as unclear connections between scenes. The student discusses challenges in developing the soundtrack and titles to follow film conventions.
Question one final version 2
The document summarizes the filmmakers' process in developing the opening of their action film. They aimed to subvert stereotypes by casting an Asian actor as the superhero rather than a white actor. They included a flashback to establish the superhero's backstory and origin of powers. However, the transitions between the flashback and present were confusing. They also included many unanswered questions and enigmas that could not be resolved within the short two-minute opening. The filmmakers worked on sound design, music, and titles that followed conventions of action films like Hulk.
Ashlie Bowes Foundation Production Evaluation
This document summarizes and evaluates a film project created by students named Ashlie, Elliot, Emily and Mark. It discusses the film concepts they used, including horror film cliches. It describes their target audience as younger teenagers interested in horror spoofs. It also reviews the film editing process, challenges of location audio, and overall evaluation of the project as having good ideas and editing despite some issues with acting skills, lighting and separating audio tracks.
Evaluation question 1 (1)
The document discusses the media production of a teaser trailer, titled "Shutterbug", created by the author's group. It examines the research and development of the teaser trailer, including choosing film influences like "The Zodiac" for its genre and style. It also details the camerawork, editing, sound design, and poster/magazine design of "Shutterbug", explaining how they drew from conventions of real media and adapted them for their project.
Evaluation of film opening
Our film opening represents a group of teenagers to portray innocence before violence occurs. We used teenagers to challenge horror film tropes and create something different. The film starts the group in a safe location that will gradually become unsafe, leaving a victim alone and harmed. Horror appeals broadly but especially to teenagers and young adults as a way to metaphorically face real-life fears. We used Final Cut Pro software to edit footage, lighting, titles and pacing. GarageBand allowed us to add voiceovers, music and sound effects to enhance the quality. Learning from prior tasks helped us include different shot types and illustrate necessary elements in our opening.
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The document discusses the planning and production process for a student film opening sequence. It describes researching horror conventions, analyzing other film openings, planning shots and storyboards. Location scouting, risk assessments, call sheets and a shooting schedule were made. Footage was edited into a rough cut, and feedback was gathered. Titles, sounds and a final cut were completed. The opening sequence utilized a range of shots and horror elements successfully to create tension and engage audiences.
Evaluation | Question 1
The document discusses research done for a post-apocalyptic film opening title sequence. It summarizes:
1) The title sequence was influenced by other apocalyptic films like The Walking Dead and Zombie Land in terms of its decayed, worn-down look.
2) Conventions for crediting actors, music, directors, and production companies were followed.
3) Research was done on title sequences and shots used in films like The Walking Dead to determine camera movements, music style, and locations that would fit the apocalyptic theme.
Evaluation 4
The student used several media technologies throughout the construction, research, planning, and evaluation stages of their film project. In pre-production, they used a Nikon camera to visually present characters effectively on screen and conducted research on thriller conventions. They edited the film title in iMovie to be red based on research on thriller color schemes. Premium Beat was used to find music that reflected the storyline and characters. In post-production, Vimeo was used to upload and post the trailer online, and comments on Vimeo provided feedback on audience expectations.
Question one final version 2
The document summarizes the film opening created by the student, which aimed to subvert stereotypes about superheroes. It cast a South Asian actor in the lead role of the superhero instead of the typical white male. The opening used a flashback to show the origin of the superhero's powers as a child, with a transition to the present. However, some aspects of the opening were confusing, such as unclear connections between scenes. The student discusses challenges in developing the soundtrack and titles to follow film conventions.
Question one final version 2
The document summarizes the filmmakers' process in developing the opening of their action film. They aimed to subvert stereotypes by casting an Asian actor as the superhero rather than a white actor. They included a flashback to establish the superhero's backstory and origin of powers. However, the transitions between the flashback and present were confusing. They also included many unanswered questions and enigmas that could not be resolved within the short two-minute opening. The filmmakers worked on sound design, music, and titles that followed conventions of action films like Hulk.
Ashlie Bowes Foundation Production Evaluation
This document summarizes and evaluates a film project created by students named Ashlie, Elliot, Emily and Mark. It discusses the film concepts they used, including horror film cliches. It describes their target audience as younger teenagers interested in horror spoofs. It also reviews the film editing process, challenges of location audio, and overall evaluation of the project as having good ideas and editing despite some issues with acting skills, lighting and separating audio tracks.
Evaluation question 1 (1)
The document discusses the media production of a teaser trailer, titled "Shutterbug", created by the author's group. It examines the research and development of the teaser trailer, including choosing film influences like "The Zodiac" for its genre and style. It also details the camerawork, editing, sound design, and poster/magazine design of "Shutterbug", explaining how they drew from conventions of real media and adapted them for their project.
Evaluation of film opening
Our film opening represents a group of teenagers to portray innocence before violence occurs. We used teenagers to challenge horror film tropes and create something different. The film starts the group in a safe location that will gradually become unsafe, leaving a victim alone and harmed. Horror appeals broadly but especially to teenagers and young adults as a way to metaphorically face real-life fears. We used Final Cut Pro software to edit footage, lighting, titles and pacing. GarageBand allowed us to add voiceovers, music and sound effects to enhance the quality. Learning from prior tasks helped us include different shot types and illustrate necessary elements in our opening.
Evaluation
The document discusses how the media product, a music video, uses and develops conventions of existing punk bands like the Sex Pistols, Ramones, Clash, and Joy Division. It shows performance shots of the lead singer singing to an audience, similar to punk band performances, though the shots for this video were filmed in a greenroom rather than for a live audience. Other conventions used include the stereotypical punk personas of being lazy, messy, drinking and smoking. Shots from the film "Control" about Joy Division were also referenced to link the audience to the product. The music video relates the lyrics and enhances the narrative through various camera angles and editing techniques.
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The document discusses the opening sequence for a student film project titled "Music Lesson from Hell." It is aimed at music lovers, teenagers, and teachers. The opening sequence shows the morning before a challenging music lesson between a geek music teacher and unruly student, who eventually become friends. Students conducted research through questionnaires to understand audience preferences and tested the script with friends/relatives to engage the target demographic. While technology limitations affected camerawork quality, students are proud of their storyline, music selection, research, and editing skills. They aim to distribute on TV and YouTube and hope to continue improving opening sequence techniques.
Evaluation Question 7
The document discusses the progression from the preliminary task to the final task of a film project. It describes how the preliminary task involved an interrogation scene filmed with limited shots. For the main task, most of the film was shot in black and white to make the color red stand out. More precise editing and effects were used. Audience research was also conducted to inform the final task, which featured a greater variety of shots, sounds, and actors to involve the public.
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This document summarizes a creative critical reflection project by Nikoleta Wu and Ada Dzamic for their media studies class. They created an opening film sequence about a music teacher dreading a music lesson with a typical teenager. Through their research and planning, they aimed to represent stereotypes in a comedic way and examine the elements of an effective opening sequence. Their target audience was music lovers, teenagers, and teachers. They are proud of their work developing characters, incorporating music, and following film techniques in their opening sequence.
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Bradley Barnes' production diary details work on font, filming permissions, music, and sound for a film opening over the course of two weeks. Research was conducted into suitable fonts for the title and uncopyrighted music. Filming in a public alleyway was determined to not require permission. Research into thriller sound conventions provided ideas for sound design. Music was chosen to set the tone and pace for different scenes in the opening.
Evaluation question 1
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The document analyzes the production of a student documentary project about ghost hunting. It describes the research conducted on existing ghost hunting documentaries and horror films to understand common techniques. These included the use of night vision cameras, which the students emulated using green lighting. It also details the filming process, including the shots used for different scenes. Post-production involved adding a voiceover to improve flow. Overall feedback was positive, praising the script and adherence to documentary conventions regarding characters and roles.
Media Evaluation Question 3
From audience feedback on their pop music video, the filmmakers learned:
1) Their use of close-ups, performance shots, and varied shot types and styles was effective for the chosen song and genre of targeting teenagers and young adults.
2) Shots like the zooming close-up of the singer in bed matched the beat of the music and linked the visuals and audio well.
3) Their use of different settings, lighting, and colors represented a pop video style and the storyline fit the lyrics.
Unit 2, task 8
The group produced a short horror film called "Extreme Sports" to meet the brief of making a film in the horror genre. Each group member had specific roles in pre-production such as writing the script, creating a storyboard, and planning shot types. During production, various shots were filmed including scenes where the character Josh slowly walks down stairs to meet his "new friends" to build suspense. In post-production, the group edited the film, added sound effects and music. Though there were challenges like unsteady camera work, the group was able to successfully complete the film and meet the requirements of the brief through collaboration and planning in pre-production, production and post-production.
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The document provides an evaluation of the film "Hoodz" created by Marcus Chippra and other students. It discusses how the film portrays stereotypes of teenage gangs based on research from other films. It also covers the filmmaking process, including researching costumes and locations, creating the musical score, and targeting the film towards an audience of urban teenagers aged 14-21. The evaluation reflects on the learning experience of creating the film and using various filmmaking technologies.
Evaultion
The research done before filming helped the student understand different camera angles, sound effects, and mise-en-scene techniques to use. Pre-production included a storyboard, treatment, call sheet, and location recce. Filming involved the student acting as a main character while others directed and operated cameras. Feedback on the short film was mixed, praising editing and music but noting a confusing storyline and audio delay. Feedback on the horror-themed poster was also mixed, with positive comments on imagery matching the film's theme but negatives around font readability and page size.
What makes a good film opening
The opening credits or main title sequence of a film are considered very important as they are the first images audiences see and help set expectations. These sequences, usually around 2-3 minutes, are meant to outline the filmmaker's intentions and provide context or backstory. A graphic artist said that opening titles should condense the film into a single concept or metaphor. When evaluating an opening sequence, one should consider the film language techniques used, cinematography, mise-en-scene, sound, titles and graphics. It should also provide clues about the narrative, characters, genre, and reflect and sell the film's overall content and themes.
Draft 3 Feedback
The document summarizes audience feedback on a draft of an original television spot (OTS) and plans for the next draft. Key points:
- The audience liked the improved tone, music choice/syncing, credits, genre classification, and removal of opera music. They also liked the slow reveal of the face, cinematic shots establishing the dental surgery setting, and close-up syringe shots.
- Areas for improvement included pointless lighting of an office, inconsistent lighting of syringe shots, and inconsistent/improved text fading and placement. The audience also felt more blood was needed.
- For the next draft, the creators will improve text fading/placement, add a revealing mirror shot with blood, improve
Assignment 59: Draft 1 Audience Feedback & Targets
The document summarizes audience feedback on a student film project about a killer dentist. It notes that the audience liked the original idea, authentic props and costumes, and sound effects. However, they disliked the camera idea, action-oriented intro, and unclear genre. The audience recommended slow motion shots and more violent scenes. For the next draft, the students will remove the camera idea, add more violence, improve the pacing, include more slow motion, and modify the intro to focus on horror.
Evaluation 1
Our film "Day Aht' In Sheff" uses, develops, and challenges conventions of films about football hooligan culture. Through mise-en-scene elements like the main character's clothing and a bag implying drugs, we aim to portray the character as a football hooligan from the beginning. Loud, high tempo rock music plays over scenes to represent the characters as loud and rowdy. Fast-paced editing with jump cuts matches the rhythm of the music to show the passage of time while maintaining flow. The simple title sequence also fits conventions of similar films in the genre.
Draft 2 feedback
This document summarizes audience feedback from a test screening of Draft 2 of a horror film sequence. The audience liked the idea of using a syringe and the new intro but wanted improvements. They preferred the new credits and text but had some concerns. The opera music was intriguing but needed work. The audience disliked the abrupt tone change between songs and felt the second song was too intense. They wanted small text improvements and clearer establishing shots to identify the setting as a dentist's office. For Draft 3, the filmmakers will make adjustments to the credits, return to using a lab coat, add darker fake blood, make shots more obviously identify the setting, and use diegetic opera music to avoid confusion and enhance creepiness.
Evaluation question 5
The document discusses how the filmmakers addressed their target audience. They researched similar motorsport films to understand audience appeal. They conducted audience testing through focus groups and questionnaires to get feedback on different sections of the film. Their opening scene aims to make the audience feel empathy for the main character. They want viewers to feel like a "friend" to him by the end. The filmmakers hope to convey that people should never give up, no matter the circumstances.
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Planning their film production involved several steps for the students. Initially they considered multiple plot options before choosing a simpler genre that was easier to film. They created a storyboard mapping out potential filming locations found using Google Earth. Students scouted locations near where they lived and further away, taking photos to review. They collated photos and chose the best shots to add to the storyboard. Finally, they created a timetable assigning who would film what shots where and when to successfully organize the production.
Stage 1.
The document outlines the plans for an opening sequence to a thriller movie. It discusses researching similar thriller films like The Shining, The Ring, and Psycho for inspiration on camera techniques, shots, and building tension. Locations were chosen by researching areas online and asking friends about scary places. The soundtrack will be fast-paced and tense, drawing from bands like Tool and Metallica to reflect the genre. The goal is to create an effective opening that sets the atmosphere and conveys the genre to the target audience.
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The document discusses how the media product, a music video, uses and develops conventions of existing punk bands like the Sex Pistols, Ramones, Clash, and Joy Division. It shows performance shots of the lead singer singing to an audience, similar to punk band performances, though the shots for this video were filmed in a greenroom rather than for a live audience. Other conventions used include the stereotypical punk personas of being lazy, messy, drinking and smoking. Shots from the film "Control" about Joy Division were also referenced to link the audience to the product. The music video relates the lyrics and enhances the narrative through various camera angles and editing techniques.
AS Media Studies Creative Critical Reflection
The document discusses the opening sequence for a student film project titled "Music Lesson from Hell." It is aimed at music lovers, teenagers, and teachers. The opening sequence shows the morning before a challenging music lesson between a geek music teacher and unruly student, who eventually become friends. Students conducted research through questionnaires to understand audience preferences and tested the script with friends/relatives to engage the target demographic. While technology limitations affected camerawork quality, students are proud of their storyline, music selection, research, and editing skills. They aim to distribute on TV and YouTube and hope to continue improving opening sequence techniques.
Evaluation Question 7
The document discusses the progression from the preliminary task to the final task of a film project. It describes how the preliminary task involved an interrogation scene filmed with limited shots. For the main task, most of the film was shot in black and white to make the color red stand out. More precise editing and effects were used. Audience research was also conducted to inform the final task, which featured a greater variety of shots, sounds, and actors to involve the public.
AS Media Studies Creative Critical Reflection
This document summarizes a creative critical reflection project by Nikoleta Wu and Ada Dzamic for their media studies class. They created an opening film sequence about a music teacher dreading a music lesson with a typical teenager. Through their research and planning, they aimed to represent stereotypes in a comedic way and examine the elements of an effective opening sequence. Their target audience was music lovers, teenagers, and teachers. They are proud of their work developing characters, incorporating music, and following film techniques in their opening sequence.
Pd w11
Bradley Barnes' production diary details work on font, filming permissions, music, and sound for a film opening over the course of two weeks. Research was conducted into suitable fonts for the title and uncopyrighted music. Filming in a public alleyway was determined to not require permission. Research into thriller sound conventions provided ideas for sound design. Music was chosen to set the tone and pace for different scenes in the opening.
Evaluation question 1
This document summarizes how the media product, a short zombie film, uses and develops conventions of the zombie genre. It establishes zombies infecting others and having deteriorated physical features as conventions it follows. It describes researching other zombie films and TV shows to inform the plot and characters. Shots like close-ups of zombies were used to build suspense. Sounds, settings, and costumes were employed to make the film feel realistic and enhance the viewing experience for the audience. Iconic zombie features were incorporated, and typography was kept simple with subtle variations to hint that something is amiss.
Media Evaluation
The document analyzes the production of a student documentary project about ghost hunting. It describes the research conducted on existing ghost hunting documentaries and horror films to understand common techniques. These included the use of night vision cameras, which the students emulated using green lighting. It also details the filming process, including the shots used for different scenes. Post-production involved adding a voiceover to improve flow. Overall feedback was positive, praising the script and adherence to documentary conventions regarding characters and roles.
Media Evaluation Question 3
From audience feedback on their pop music video, the filmmakers learned:
1) Their use of close-ups, performance shots, and varied shot types and styles was effective for the chosen song and genre of targeting teenagers and young adults.
2) Shots like the zooming close-up of the singer in bed matched the beat of the music and linked the visuals and audio well.
3) Their use of different settings, lighting, and colors represented a pop video style and the storyline fit the lyrics.
Unit 2, task 8
The group produced a short horror film called "Extreme Sports" to meet the brief of making a film in the horror genre. Each group member had specific roles in pre-production such as writing the script, creating a storyboard, and planning shot types. During production, various shots were filmed including scenes where the character Josh slowly walks down stairs to meet his "new friends" to build suspense. In post-production, the group edited the film, added sound effects and music. Though there were challenges like unsteady camera work, the group was able to successfully complete the film and meet the requirements of the brief through collaboration and planning in pre-production, production and post-production.
Evaluation Of Media Film
The document provides an evaluation of the film "Hoodz" created by Marcus Chippra and other students. It discusses how the film portrays stereotypes of teenage gangs based on research from other films. It also covers the filmmaking process, including researching costumes and locations, creating the musical score, and targeting the film towards an audience of urban teenagers aged 14-21. The evaluation reflects on the learning experience of creating the film and using various filmmaking technologies.
Evaultion
The research done before filming helped the student understand different camera angles, sound effects, and mise-en-scene techniques to use. Pre-production included a storyboard, treatment, call sheet, and location recce. Filming involved the student acting as a main character while others directed and operated cameras. Feedback on the short film was mixed, praising editing and music but noting a confusing storyline and audio delay. Feedback on the horror-themed poster was also mixed, with positive comments on imagery matching the film's theme but negatives around font readability and page size.
What makes a good film opening
The opening credits or main title sequence of a film are considered very important as they are the first images audiences see and help set expectations. These sequences, usually around 2-3 minutes, are meant to outline the filmmaker's intentions and provide context or backstory. A graphic artist said that opening titles should condense the film into a single concept or metaphor. When evaluating an opening sequence, one should consider the film language techniques used, cinematography, mise-en-scene, sound, titles and graphics. It should also provide clues about the narrative, characters, genre, and reflect and sell the film's overall content and themes.
Draft 3 Feedback
The document summarizes audience feedback on a draft of an original television spot (OTS) and plans for the next draft. Key points:
- The audience liked the improved tone, music choice/syncing, credits, genre classification, and removal of opera music. They also liked the slow reveal of the face, cinematic shots establishing the dental surgery setting, and close-up syringe shots.
- Areas for improvement included pointless lighting of an office, inconsistent lighting of syringe shots, and inconsistent/improved text fading and placement. The audience also felt more blood was needed.
- For the next draft, the creators will improve text fading/placement, add a revealing mirror shot with blood, improve
Assignment 59: Draft 1 Audience Feedback & Targets
The document summarizes audience feedback on a student film project about a killer dentist. It notes that the audience liked the original idea, authentic props and costumes, and sound effects. However, they disliked the camera idea, action-oriented intro, and unclear genre. The audience recommended slow motion shots and more violent scenes. For the next draft, the students will remove the camera idea, add more violence, improve the pacing, include more slow motion, and modify the intro to focus on horror.
Evaluation 1
Our film "Day Aht' In Sheff" uses, develops, and challenges conventions of films about football hooligan culture. Through mise-en-scene elements like the main character's clothing and a bag implying drugs, we aim to portray the character as a football hooligan from the beginning. Loud, high tempo rock music plays over scenes to represent the characters as loud and rowdy. Fast-paced editing with jump cuts matches the rhythm of the music to show the passage of time while maintaining flow. The simple title sequence also fits conventions of similar films in the genre.
Draft 2 feedback
This document summarizes audience feedback from a test screening of Draft 2 of a horror film sequence. The audience liked the idea of using a syringe and the new intro but wanted improvements. They preferred the new credits and text but had some concerns. The opera music was intriguing but needed work. The audience disliked the abrupt tone change between songs and felt the second song was too intense. They wanted small text improvements and clearer establishing shots to identify the setting as a dentist's office. For Draft 3, the filmmakers will make adjustments to the credits, return to using a lab coat, add darker fake blood, make shots more obviously identify the setting, and use diegetic opera music to avoid confusion and enhance creepiness.
Evaluation question 5
The document discusses how the filmmakers addressed their target audience. They researched similar motorsport films to understand audience appeal. They conducted audience testing through focus groups and questionnaires to get feedback on different sections of the film. Their opening scene aims to make the audience feel empathy for the main character. They want viewers to feel like a "friend" to him by the end. The filmmakers hope to convey that people should never give up, no matter the circumstances.
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Assignment 59: Draft 1 Audience Feedback & Targets
Assignment 59: Draft 1 Audience Feedback & Targets
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Planning their film production involved several steps for the students. Initially they considered multiple plot options before choosing a simpler genre that was easier to film. They created a storyboard mapping out potential filming locations found using Google Earth. Students scouted locations near where they lived and further away, taking photos to review. They collated photos and chose the best shots to add to the storyboard. Finally, they created a timetable assigning who would film what shots where and when to successfully organize the production.
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The document outlines the plans for an opening sequence to a thriller movie. It discusses researching similar thriller films like The Shining, The Ring, and Psycho for inspiration on camera techniques, shots, and building tension. Locations were chosen by researching areas online and asking friends about scary places. The soundtrack will be fast-paced and tense, drawing from bands like Tool and Metallica to reflect the genre. The goal is to create an effective opening that sets the atmosphere and conveys the genre to the target audience.
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The document discusses the creative choices made in developing the narrative, mise-en-scene, editing, camerawork, special effects, and sound design for a student thriller film project. Inspiration was drawn from films like "Double Jeopardy" and the BBC series "The Missing" in constructing a narrative centered around jealousy. Two contrasting locations of a house and garage were used to film scenes with different lighting and aesthetics. Editing and camera techniques like increased speed shots and close-ups were employed to build tension, as seen in influences like "The Missing" and "The Conjuring." Titling was placed before the main title as in "The Missing." Music was carefully selected to set different moods for
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The document provides details about a horror film title sequence called "Hypnosis" that was created for a media assignment. It describes the content and meaning behind elements in the title sequence, which introduces mysterious man in the woods holding a knife and shows the destruction of photos representing how each character dies. The document also discusses how the title sequence draws from conventions of the horror genre through its use of mystery, tension, blood, and fire while also trying to challenge conventions through its use of daylight filming.
Tracks of Damantion- Evaluation question 1
The document discusses the opening title sequence of a student horror film called "Tracks of Damnation". It summarizes the key decisions made regarding various technical and stylistic elements of the opening, including: choosing a font and title design that evokes horror films; including typical opening credits about the director, actors, etc.; having the antagonist wear a mask and black clothes to conceal their identity; using different shots and editing techniques to build suspense and tension; and employing a voiceover of a radio report to set up the narrative without dialogue. The purpose was to develop and challenge conventions of real horror film openings through creative choices informed by research.
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Evaluation question 1- improved
Evaluation question 1- improved
In what ways does your media product use, develop or challenge forms and conventions of real media products?
IMPROVED VERSION.
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The document summarizes a student media project creating a title sequence for a horror film called "Hypnosis". The students researched existing title sequences to understand effective techniques. Their sequence introduces a mysterious man walking in the woods holding a knife. Footage shows photos of friends being destroyed, representing how each character dies. The students aimed to convey mystery and intrigue rather than directly showing the narrative. They used short clips, blood/fire imagery, and unsettling typography and editing to set an ominous tone for the genre.
Question 7
The document discusses the process of planning and filming a horror opening sequence for a class project. The students analyzed horror films like Nightmare on Elm Street 3 and The Orphan to understand effective openings. They created a storyboard and plot diagram to plan camera angles, sounds, and scenes. The opening sequence was filmed using a variety of shots and includes titles and credits to set up the horror theme and fulfill the assignment requirements. The students feel they improved in using specific shots and creating a successful product that meets the brief of a horror or film noir opening.
Question 1 - In what ways does your media product use, develop or challenge f...
The document discusses the creative choices made in developing the opening sequence for a film called "Trailblazer." It describes selecting a bold font inspired by Watchmen to grab viewers' attention. Settings were chosen to feel modern like a headquarters, and costumes represented each character's personality. Camerawork aimed for smooth continuity while incorporating shaky cam for realism. Editing was crucial to fit the sequence at under two minutes while maintaining engagement. The overall genre was a science fiction/superhero blend to appeal to teenagers. Inspiration was drawn from films like Inception and The Avengers to challenge conventions.
Media evaluation
The document discusses the forms and conventions used in the thriller genre of film. It describes several key elements of thrillers including the narrative focus on characters with psychological problems, deaths of close characters, settings that are dark and poorly lit, camera shots like close-ups that build tension, fast-paced editing, and sound effects that create an ominous atmosphere. It then discusses how the described student media project incorporated several of these thriller conventions in its narrative, camera work, editing, sound, and special effects to represent the genre.
Evaluation 1
1) The document discusses the filmmaker's use of various techniques in creating the opening of their thriller film, including camera shots, locations/mise-en-scene, editing, sound, narrative, and titles. Close-ups, panning shots, two filming locations, sped up footage, soundtrack choices, and a photo montage narrative device were some of the techniques utilized.
2) Inspiration was drawn from films like "The Missing" in the use of montage and title sequencing. Conventions of the thriller genre were both followed and subverted through creative choices in lighting, sound, and other elements.
3) Fine-tuning the editing and sound design was an intensive process to achieve the un
Question 5 – how did you attract/address your target audience?
The document discusses how the target audience of teenage girls and boys was addressed in the opening of a horror film about demonic possession. It used relatable and mysterious main characters, stereotypical possessed characters, dark lighting and gory scenes, juxtaposition of pacing and jump cuts to create tension, and audience research found popularity in films like The Conjuring about demonic possession. The opening left questions unanswered to engage the audience and make them want to watch more.
Question 1 - Danny McGinn
The media project aimed to create a horror/thriller film that used and developed conventions of the genre. It used conventions like graphic blood and the color red to identify the genre and create intrigue. It challenged conventions by presenting the opening nightmare sequence in daylight rather than darkness. The narrative presented a confusing opening scene before a calming period, and camera work and editing created continuity between shots. Sound was used to suggest events were dreams rather than reality. Mise-en-scene and setting in the woods created familiarity with the genre. Inspiration was drawn from films like Insidious, It, Halloween, and Paranormal Activity.
Film opening evaluation
The document provides an analysis of a 2 minute 30 second film opening created for a media studies assignment. It summarizes the techniques used, including flashbacks without narrative context to hint the main character is not who he appears. It discusses the target audience as adults aged 18-30 interested in thrillers and psychological drama. Distribution through Twisted Pictures is chosen for its experience with disturbing content similar to what is depicted.
Media question 1
The document discusses the creative choices made in developing the opening sequence of a student thriller film. It analyzes the use of narrative, mise-en-scene, editing techniques, camera work, special effects, and sound to establish tension, mystery, and unease as is typical in the thriller genre. Inspiration was drawn from films like "Double Jeopardy" and TV shows like "The Missing" to set up intriguing plot elements and visual styles that would engage audiences.
Film opening evaluation
The document provides an analysis of a 2 minute 30 second film opening created for a media studies assignment. It uses flashbacks and lighting changes to hint that the main character is a killer and build mystery and tension. The film is intended to appeal to audiences who enjoy psychological thrillers through its unsettling editing style, atmospheric music, and unique camerawork that follows the character. The document discusses the film's representation of gender, its target adult audience, and the technical skills the creators learned in planning, filming, and editing the project.
Film opening evaluation
The document provides an analysis of a 2 minute 30 second media product created by the student. It summarizes the key techniques used in the opening sequence including flashbacks showing death scenes, changing lighting, and unsettling editing with quick flashes and loud bangs during flashbacks. It also discusses the target audience as adults aged 18-30 who enjoy thrillers and psychological films. Skills learned during the project included planning, camera work, editing techniques like sound design, and creating a dark mysterious atmosphere through mise-en-scene and lighting.
Media Studies AS Evaluation
The document summarizes the student's process in creating a 2-minute opening title sequence for a horror thriller film. The student researched conventions of the genre to understand typical elements like title display times. Their initial title design used a red effect but they changed it to be more mysterious based on research. They learned animation techniques in After Effects. While their establishing shot initially broke conventions by using a close-up, research helped them structure the sequence better by sticking to genre norms.
Evaluation Part 1
The document discusses the use of conventions in the creation of a trailer for a media production project. It summarizes that the trailer borrows conventions from other thriller trailers, such as using dark lighting when the female character is held hostage. It also challenges some conventions, like starting the trailer with a calm scene rather than immediate suspense. Editing techniques like jump cuts and fast pacing were used to build suspense. Camera shots focused on characters' emotions. Mise-en-scene established settings and used props and clothing relevant to the storyline. Sound also helped build tension throughout the trailer.
Evaluation part 1
The document discusses the use of conventions in the creation of a media trailer. It examines how the trailer uses conventions from other thriller genres, such as mysterious music, isolated settings, and vulnerable female characters. It also discusses how the trailer challenges some conventions, such as starting calmly rather than with immediate suspense. The document analyzes the trailer's use of editing techniques, camera work, mise-en-scene, and sound to create suspense and engage audiences in typical thriller style. It provides examples from the trailer to illustrate its use and challenging of real media conventions.
Question 1
1. The document discusses the filmmakers' process in developing the opening scene of their thriller film to engage audiences. They aimed to include exciting, memorable conventions like unexpected events early on that were inspired by successful films.
2. Through research and audience feedback, the filmmakers incorporated some conventions like a female in distress but avoided cliches. They used camera techniques like close-ups and over-the-shoulder shots to build mystery, suspense and engage emotions as seen in films like Psycho and Halloween.
3. The opening scene and titles underwent several revisions based on test audiences and comparisons to similar films to create intrigue, fit the genre better and appeal more to their target demographic. Music choices also evolved
Similar to Stage 1 of media coursework evaluation (20)
Question 1 - In what ways does your media product use, develop or challenge f...
Question 1 - In what ways does your media product use, develop or challenge f...
Question 5 – how did you attract/address your target audience?
Question 5 – how did you attract/address your target audience?
Stage 1 of media coursework evaluation
- 1. Outlining the brief and research into similar texts and target audiences.