Thursday, 23 May 2013
Monday, 6 May 2013
Evaluation activity 3
What kind of media institution company might distribute your media company and why?
Distributors ideally get the product they have chosen to promote and the product into the cinema, exhibitions and film festivals. Later on the product will be promoted to be sold through DVD's and so on. Distributors help market a product using a range of techniques.
The distribution company that I think would distribute my film would be paramount pictures this is mainly because they have distributed a lot of films aimed at teenagers and children. Some of which are School of rock, Mean girls, Freaky Friday to name a few. These movies have all been successful.
These are the movies I mentioned that have been distributed by paramount.
Distributors ideally get the product they have chosen to promote and the product into the cinema, exhibitions and film festivals. Later on the product will be promoted to be sold through DVD's and so on. Distributors help market a product using a range of techniques.
The distribution company that I think would distribute my film would be paramount pictures this is mainly because they have distributed a lot of films aimed at teenagers and children. Some of which are School of rock, Mean girls, Freaky Friday to name a few. These movies have all been successful.
These are the movies I mentioned that have been distributed by paramount.
Evaluation activity 7
Looking back at your preliminary task (the continuity
editing task), what do you feel you have learnt in the progression from
it to full product?
Unfortunately my preliminary task was wiped off the computers when the college system was shut down. However I will explain the different camera shots, angles and continuity aspects me and my group used. The storyline was about a women who comes home from work to find her house in a mess and her partner not have done anything about it for the whole day whilst she went to work and he stayed home
The establishing shot we used was of the women walking up the stairs a long shot is used. There is then a medium shot of her about to open the door, then a close up shot of her actually opening the door. Match on action was then used to show her going through the door she is then on the other side of the door and is inside the house. She then switches on the light switch and eye line match was used to show her switch on the light and then look at the light turn on. The next shot was of her looking at her partner and a shot reverse shot is used to show what is looking at. There is then a shot long shot of her walking up to her partner they begin to argue in the middle of the room the 180 degree rule is used during there dialogue exchange. He then grabbed her to sit down and they continue arguing then shot reverse shot is used again when he explains what he had been doing all day to show the objects that he is showing her.
During the process of making the pleminary task I learnt an awful lot about how matching shots together correctly are very vital and important in making a sequence make sense to the audience. For example the one aspect of continuity editing which was hard to get right was match on action because it need to be cut at the right parts for it to flow and match together.We had to film this many times to get rit right and for it to make sense when the lady came through the door.
Unfortunately my preliminary task was wiped off the computers when the college system was shut down. However I will explain the different camera shots, angles and continuity aspects me and my group used. The storyline was about a women who comes home from work to find her house in a mess and her partner not have done anything about it for the whole day whilst she went to work and he stayed home
The establishing shot we used was of the women walking up the stairs a long shot is used. There is then a medium shot of her about to open the door, then a close up shot of her actually opening the door. Match on action was then used to show her going through the door she is then on the other side of the door and is inside the house. She then switches on the light switch and eye line match was used to show her switch on the light and then look at the light turn on. The next shot was of her looking at her partner and a shot reverse shot is used to show what is looking at. There is then a shot long shot of her walking up to her partner they begin to argue in the middle of the room the 180 degree rule is used during there dialogue exchange. He then grabbed her to sit down and they continue arguing then shot reverse shot is used again when he explains what he had been doing all day to show the objects that he is showing her.
During the process of making the pleminary task I learnt an awful lot about how matching shots together correctly are very vital and important in making a sequence make sense to the audience. For example the one aspect of continuity editing which was hard to get right was match on action because it need to be cut at the right parts for it to flow and match together.We had to film this many times to get rit right and for it to make sense when the lady came through the door.
Evaluation activity 6
What have you learnt about technologies from the process of constructing this product?
I have learnt alot whilst creating my film opening, Firstly I learnt how to use a professional camera safely and effectively and all the in and outs of a camera, for example the different settings like auto and manual and zooming in and out. I have also learnt how to use a tripod to effectively stabilise the camera whilst filming also maneuvering the tripod to pan up and down and side to side and also using different levels of the tripod. With that being said I have also learnt how to edit footage that had being recorded with the camera using final cut pro on the Apple mac computers. Using final cut pro opened my eyes to the many different effects and features of editing and how much effort goes into editing sequences that are successful. Prior to me being an AS media student I used to watch movies and tv programmes blinded to how much work and effort movie makers and film editors put in to make a film, doing this media course has opened my eyes to how much work goes in and how long it takes to create a successful sequence. Using final cut pro helped me to explore the different effects I can use in my sequence, final cut pro has been used in big movies such as X-Men Origins. Using final cut pro was a big task having to maneuver and play around with software that had been used by big movie makers that had created such successful movies. I can now experiment with different edits, sound effects and transitions. During the process of filming there was various issues with the computers, the college systems shut down and students work that was saved on there college user accounts where wiped off. But as I only just began filming I did not have a lot of clips but the clips I had filmed was on the computer and had been wiped off but luckily for me I had backed it up on the hard drive and my usb so I was able to get back my work and edit it.
Above are pictures of me on the Apple Mac and using the tripod and camera and final cut pro.
Evaluation activity 4
who would be the audience for your media product?
I feel the audience for my media product would mainly be teenagers but the age range would be between 12 to 35. I feel as if this age range will appreciate my film opening more as my it reaches out to this age group. As the characters in the film are the same age.
People who would watch my movie would most probably be girls, they would be girls from all different backgrounds and they would probably listen to hip hop, pop, and mainstream music. This is because my film opening is an urban teen film and it mainly deals with girl problems although bullying is a male and female problem my film opening tackles from a female perspective.
Below is an real life example of someone who would watch my film.
Name: Ashley Alawayo
Age: 17
College: Wood house
Subjects taken: Economics, Maths, Biology and Psychology
Music: Hip Hop, R&B, Pop and Soul
Favourite movie: Mean girls
Favourite Tv programme: Hollyoaks
Clothes Brands: Primark, H&M, Topshop, River Island
Ashley would watch my teen movie as she herself is a teen and would be able to identify with some of the problems tackled in my film. The characters in my film are of the same age bracket as she is so again she would also identify with that. My film relates to Ashley as she is may be going through some of the issues raised and the film my have brought to light why she might be facing. The mise-en-scene like clothing would be another thing she could relate to as my characters are dressed like modern teenagers in clothes she would wear.
I feel the audience for my media product would mainly be teenagers but the age range would be between 12 to 35. I feel as if this age range will appreciate my film opening more as my it reaches out to this age group. As the characters in the film are the same age.
People who would watch my movie would most probably be girls, they would be girls from all different backgrounds and they would probably listen to hip hop, pop, and mainstream music. This is because my film opening is an urban teen film and it mainly deals with girl problems although bullying is a male and female problem my film opening tackles from a female perspective.
Below is an real life example of someone who would watch my film.
Name: Ashley Alawayo
Age: 17
College: Wood house
Subjects taken: Economics, Maths, Biology and Psychology
Music: Hip Hop, R&B, Pop and Soul
Favourite movie: Mean girls
Favourite Tv programme: Hollyoaks
Clothes Brands: Primark, H&M, Topshop, River Island
Ashley would watch my teen movie as she herself is a teen and would be able to identify with some of the problems tackled in my film. The characters in my film are of the same age bracket as she is so again she would also identify with that. My film relates to Ashley as she is may be going through some of the issues raised and the film my have brought to light why she might be facing. The mise-en-scene like clothing would be another thing she could relate to as my characters are dressed like modern teenagers in clothes she would wear.
Evaluation activity 2
How does your media product represent particular social groups?
looking at my film opening I would say that my film represents teenagers aged 13 -19 and the struggles they may face at this particular stage in their lives like falling out with friends, exam stress, boyfriend/girlfriend troubles fitting in and bullying. The character Chloe in my film represents young girls who have been bullied or are being bulllied. A character that is similar to mine would be 'Georgia Nicolson' from 'Angus thongs and perfect snogging' I am comparing my character to her because they are both deal with a teen problems and coming of age. My character is also similar to her because they both struggle with being accepted for who they are, the character of 'Georgia' cares what people think of her and would do anything to fit in with the crowd and tries to imitate what people her age are doing. My character is unconfident and that is why she is a subject to bullying because she does nt know how to stand up for herself. My character is a 16 year old secondary school student, whereas the character in angus thong and perfect snogging is a 14 year old secondary school student. Although there is an age gap between them they still face the same problems at this age and are in the same stage in their life at which they are still growing. 12 to 17 year olds will like my movie because its about teenage problems and they can relate to it because they may face the same topic I brought up in my film opening which is bullying. 18 to 25 year olds would also be be able to relate to it because they are still young and may have also went through a teenage problem of the sort, or even if they haven't gone through a similar teenage problem nd might want to watch it because they want to know what younger teenagers go through.
looking at my film opening I would say that my film represents teenagers aged 13 -19 and the struggles they may face at this particular stage in their lives like falling out with friends, exam stress, boyfriend/girlfriend troubles fitting in and bullying. The character Chloe in my film represents young girls who have been bullied or are being bulllied. A character that is similar to mine would be 'Georgia Nicolson' from 'Angus thongs and perfect snogging' I am comparing my character to her because they are both deal with a teen problems and coming of age. My character is also similar to her because they both struggle with being accepted for who they are, the character of 'Georgia' cares what people think of her and would do anything to fit in with the crowd and tries to imitate what people her age are doing. My character is unconfident and that is why she is a subject to bullying because she does nt know how to stand up for herself. My character is a 16 year old secondary school student, whereas the character in angus thong and perfect snogging is a 14 year old secondary school student. Although there is an age gap between them they still face the same problems at this age and are in the same stage in their life at which they are still growing. 12 to 17 year olds will like my movie because its about teenage problems and they can relate to it because they may face the same topic I brought up in my film opening which is bullying. 18 to 25 year olds would also be be able to relate to it because they are still young and may have also went through a teenage problem of the sort, or even if they haven't gone through a similar teenage problem nd might want to watch it because they want to know what younger teenagers go through.Evaluation activity 1
In what ways does your media product use, develop or challenge forms
and conventions of real media products? (i.e. of film openings)
Title
The
name of my film opening is 'What Goes Around Comes Around' from my title it is
following the codes and conventions of a teen bullying movie as
it does link with teenagers and school. My film title is similar to the popular film "LOL". My film title is similar to "LOL" because like this title the genre of the film is unknown people do not yet know what the film is about just from the title as there is not yet a particular link between the title and the film.The typical names of teen movies have a clue in the name as to what the movie is about for example Mean girls, Kidulthood and 17 again, From the name "kidulthood" we can tell that it will be about some kind of growth from being a kid to an adult by breaking up the name kid-ult-hood. This relates to teenagers because it is a stage which all teenagers go through.
Character Introduction
The main character in my film opening Chloe is introduced when she is walking home from school she is alone and is walking slow which symbolises her having no friends and actually being alone. The second character Ashley is introduced when she presses the button for the lift but her face is not fully shown yet. She is then properly introduced when she shouts "Oi you". The audience will wonder what is going on and will be puzzled as to why she is shouting at Chloe. This is typical of a teen film opening as they sometimes use voice overs to explain what is going on and to create tension.
Story
My film opening is about a girl who was bullied in secondary school, she was traumatised by this and because of this she then becomes a bully herself when she becomes a little older. My film opening follows the codes and conventions of a teen movie because they are usually representative of teenagers themselves and the problems they face at this age and my film opening does this.
Genre
The genre of my film opening is coming of age/teen film codes and conventions of the teen film genre change depending on the cultural context of the film, but they can include proms, alcohol, illegal substances, high school, parties, relationships, social groups and cliques, and pop-culture. Teen films are a film genre targeted at teenagers and young adults in which the plot is based upon the special interests of teenagers, such as coming of age (growing up), first love, rebellion, conflict with parents, and alienation. Often these normally serious subject matters are presented in a glossy, stereotyped or trivialised way that appeal to the teen audience. American teen movies often skim over the characters who are minorities like working class teenagers.
My film opening was developed to show the struggles of teenagers at the age of 16 and up wards, I wanted to show how challenging it is to be a teenager and picked a specific issue that teenagers of today which is bullying.
Title font and style
When creating my titles I looked at various fonts and matched them to my film opening and the font I choose matched my film opening well as it goes with the name What goes around comes around. The font of my titles is a handwriting style font, this was chosen because the film is about a girl in secondary school who gets bullied. The handwriting represents her school age. This follows the conventions of a teen film as it is in handwriting text matches the films narrative.
Setting/Location
The location of my film opening is set in a block of flat which goes against the conventions of a teen movie being set in secondary schools, or containing characters that are of secondary school age. I done this because it was already of obvious that she was of secondary school age as she is in uniform. Another reason this was done was because psychical bullying normally takes place outside schools which represents real a real life bullying scenario.
Camera work and Special effects
The camera work and editing I used follows the conventions of a teen movie because like typical teen movies I used a flashback of an incident that happened to my main character by cutting in between normal shots with a chase scene and fight scene. A camera angle I used was a canted angle of the bully coming out of the lift. I used this angle to create a mysterious distort effect and which would make the audience wonder who the person is. This creates an element of suspense because they do not see who the person straight away.
Props and costumes
The costumes my characters wore where representative of the characters personality and characteristics. For example the main character in my film opening is dressed in a school uniform which shows she is of school age and is in secondary school, the way she is dressed follows the conventions of how the main characters in teen movies dress as they would be in a school uniform, looking at English teen movies like "St Trinians" their main characters are all dressed in uniform for most of the duration of the film.
Title
The
name of my film opening is 'What Goes Around Comes Around' from my title it is
following the codes and conventions of a teen bullying movie as
it does link with teenagers and school. My film title is similar to the popular film "LOL". My film title is similar to "LOL" because like this title the genre of the film is unknown people do not yet know what the film is about just from the title as there is not yet a particular link between the title and the film.The typical names of teen movies have a clue in the name as to what the movie is about for example Mean girls, Kidulthood and 17 again, From the name "kidulthood" we can tell that it will be about some kind of growth from being a kid to an adult by breaking up the name kid-ult-hood. This relates to teenagers because it is a stage which all teenagers go through.Character Introduction
The main character in my film opening Chloe is introduced when she is walking home from school she is alone and is walking slow which symbolises her having no friends and actually being alone. The second character Ashley is introduced when she presses the button for the lift but her face is not fully shown yet. She is then properly introduced when she shouts "Oi you". The audience will wonder what is going on and will be puzzled as to why she is shouting at Chloe. This is typical of a teen film opening as they sometimes use voice overs to explain what is going on and to create tension.
Story
My film opening is about a girl who was bullied in secondary school, she was traumatised by this and because of this she then becomes a bully herself when she becomes a little older. My film opening follows the codes and conventions of a teen movie because they are usually representative of teenagers themselves and the problems they face at this age and my film opening does this.
Genre
The genre of my film opening is coming of age/teen film codes and conventions of the teen film genre change depending on the cultural context of the film, but they can include proms, alcohol, illegal substances, high school, parties, relationships, social groups and cliques, and pop-culture. Teen films are a film genre targeted at teenagers and young adults in which the plot is based upon the special interests of teenagers, such as coming of age (growing up), first love, rebellion, conflict with parents, and alienation. Often these normally serious subject matters are presented in a glossy, stereotyped or trivialised way that appeal to the teen audience. American teen movies often skim over the characters who are minorities like working class teenagers.
My film opening was developed to show the struggles of teenagers at the age of 16 and up wards, I wanted to show how challenging it is to be a teenager and picked a specific issue that teenagers of today which is bullying.
Title font and style
When creating my titles I looked at various fonts and matched them to my film opening and the font I choose matched my film opening well as it goes with the name What goes around comes around. The font of my titles is a handwriting style font, this was chosen because the film is about a girl in secondary school who gets bullied. The handwriting represents her school age. This follows the conventions of a teen film as it is in handwriting text matches the films narrative.
Setting/Location
The location of my film opening is set in a block of flat which goes against the conventions of a teen movie being set in secondary schools, or containing characters that are of secondary school age. I done this because it was already of obvious that she was of secondary school age as she is in uniform. Another reason this was done was because psychical bullying normally takes place outside schools which represents real a real life bullying scenario.
Camera work and Special effects
The camera work and editing I used follows the conventions of a teen movie because like typical teen movies I used a flashback of an incident that happened to my main character by cutting in between normal shots with a chase scene and fight scene. A camera angle I used was a canted angle of the bully coming out of the lift. I used this angle to create a mysterious distort effect and which would make the audience wonder who the person is. This creates an element of suspense because they do not see who the person straight away.
Props and costumes
The costumes my characters wore where representative of the characters personality and characteristics. For example the main character in my film opening is dressed in a school uniform which shows she is of school age and is in secondary school, the way she is dressed follows the conventions of how the main characters in teen movies dress as they would be in a school uniform, looking at English teen movies like "St Trinians" their main characters are all dressed in uniform for most of the duration of the film.
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