Thursday, 2 April 2009
Further Audience Feedback
Now that we have completed our film, we selected 6 people to watch it and tell us what they thought of it. We then recorded this on film, asking them questions of which they made comments on, as to what they thought of the film, for example, "Was the narrative easy to identify?" This can then be added to the audience feedback we received from other students who weren't interviewed, giving us an overall and also a diverse conclusion as to how successful our final product was by using the feedback that we collected.
Links to Our Final Product/Preliminary Task
The link to the thriller production 'A-Level Media Thriller'. http://www.youtube.com/watch?v=rVMtkeGbmwE
Above is the link to our final media product, of which we were able to get audience feedback from viewers who have watched our film. This therefore will result in our group being able to make further improvements if we were to make the film again.
The link to our firts media product 'A-Level Medai (First Product). http://www.youtube.com/watch?v=gQ_jpOYqoZg
Above, is a link to our preliminary task, in order to show the progession and stages made in order to complete our final film. This therefore shows a distinct contrast from the early stages of the task and therefore allows us to identify the process we went through as a group to complete our final product.
By Ellie Hayden
Above is the link to our final media product, of which we were able to get audience feedback from viewers who have watched our film. This therefore will result in our group being able to make further improvements if we were to make the film again.
The link to our firts media product 'A-Level Medai (First Product). http://www.youtube.com/watch?v=gQ_jpOYqoZg
Above, is a link to our preliminary task, in order to show the progession and stages made in order to complete our final film. This therefore shows a distinct contrast from the early stages of the task and therefore allows us to identify the process we went through as a group to complete our final product.
By Ellie Hayden
Thursday, 5 March 2009
The Process After Filming...
I have created and finished a powerpoint presentation, showing the progression of our media product, referring to the evaluation and therefore deconstructing our final film, in order to seek improvements to be made, as well as showing the stages towards our final product.
I have also updated our storyboard, referring to camera shots, as well as sound and also the narrative. All that is left to complete is adding still pictures to our storyboard, in order to show visually the progression, resulting in our end product.
Referring to our audience feedback, we are still waiting for audiences to comment on our film which has been posted on youtube. Once this has been achieved, we will all post a link onto the blog site of our final product, as well as our preliminary task, of which we also uploaded onto youtube as part of the planning process to our final product. We will then incorporate this feedback, from both films, into our powerpoint presentation, showing we have taking into consideration the opinions of our target audience.
By Ellie Hayden
I have also updated our storyboard, referring to camera shots, as well as sound and also the narrative. All that is left to complete is adding still pictures to our storyboard, in order to show visually the progression, resulting in our end product.
Referring to our audience feedback, we are still waiting for audiences to comment on our film which has been posted on youtube. Once this has been achieved, we will all post a link onto the blog site of our final product, as well as our preliminary task, of which we also uploaded onto youtube as part of the planning process to our final product. We will then incorporate this feedback, from both films, into our powerpoint presentation, showing we have taking into consideration the opinions of our target audience.
By Ellie Hayden
Sunday, 22 February 2009
Our Final Product Contin...
We are now at the end of the editing stage, incorporating sound and adding effects such as black and white and experimenting with fade ins and outs in order to make our film similar to that of a real media product. Due to the fact that it has been half term, we have been unable to finish editing, however, we have been able to get audience feedback, by showing our final product to different types of audiences and recording their comments, of which we will include in our powerpoint presentation.
We have also come up with a name for our final product, which we discussed as a group, after jotting down a variety of names and voted on which would fit the genre of our product best.
On our first day back we will finish off the editing, adding titles and adding the name of the final product. We will also record audience feedback in order to meet the requirements of our coursework task.
By Ellie Hayden
We have also come up with a name for our final product, which we discussed as a group, after jotting down a variety of names and voted on which would fit the genre of our product best.
On our first day back we will finish off the editing, adding titles and adding the name of the final product. We will also record audience feedback in order to meet the requirements of our coursework task.
By Ellie Hayden
Sunday, 25 January 2009
Our Final Media Product
Since completing our preliminary task, we have now started on our final product. We have storyboarded several ideas, which we noted down on paper, each of us writing down new ideas as we continued to discuss what we were going to film.
Finally, we came up with a plot and therefore, we were able to start thinking about different types of camera angles and shots we could use in order to meet up to the specificiation given by the exam board.
We started by filming a trial product, in order to see if our storyline was effective and powerful. However, after a week or so of filiming, we recognised the storyline needed to be more intriguing, therefore, we went back and noted down more storylines, and eventually came up with one which we were all happy with and all had contributed to.
From completing the preliminary task, we were already more confident in using more technical equipment, such as the tri-pod, and we were also confident in using different types of camera shots, therefore, we began our filming process in Weybridge Park. We have filmed over half of our final product already, making sure we had several diverse shots, in order for us to choose the best shots when coming to editing in order to make sure we produce the best product possible. We have also included the required shots, such as shot/reverse shot, as well as various other shots in order to create variety within the product.
We have also started to think about audience feedback and have asked several pupils from Heathside 6th Form of their preferences of what elements they like to see within a thriller, for example, one said, "a thriller must have suspense and tension and has to have some element of mystery. i personally like a film that leaves me wanting to know more." These types of comments are things we have taken into account when filiming, and hopefully, once completed, we will be able to create a powerpoint, showing audience feedback and the way in which we have tried to achieve and rise to audiences expectations.
The next stage to completing our final product is to start on the editing, and also to get further audience feedback. This is something which is vital in order to produce a successful product.
By Ellie Hayden
Finally, we came up with a plot and therefore, we were able to start thinking about different types of camera angles and shots we could use in order to meet up to the specificiation given by the exam board.
We started by filming a trial product, in order to see if our storyline was effective and powerful. However, after a week or so of filiming, we recognised the storyline needed to be more intriguing, therefore, we went back and noted down more storylines, and eventually came up with one which we were all happy with and all had contributed to.
From completing the preliminary task, we were already more confident in using more technical equipment, such as the tri-pod, and we were also confident in using different types of camera shots, therefore, we began our filming process in Weybridge Park. We have filmed over half of our final product already, making sure we had several diverse shots, in order for us to choose the best shots when coming to editing in order to make sure we produce the best product possible. We have also included the required shots, such as shot/reverse shot, as well as various other shots in order to create variety within the product.
We have also started to think about audience feedback and have asked several pupils from Heathside 6th Form of their preferences of what elements they like to see within a thriller, for example, one said, "a thriller must have suspense and tension and has to have some element of mystery. i personally like a film that leaves me wanting to know more." These types of comments are things we have taken into account when filiming, and hopefully, once completed, we will be able to create a powerpoint, showing audience feedback and the way in which we have tried to achieve and rise to audiences expectations.
The next stage to completing our final product is to start on the editing, and also to get further audience feedback. This is something which is vital in order to produce a successful product.
By Ellie Hayden
Thursday, 4 December 2008
Evaluation
-Once we had finished our final film, we evaluated what we had produced in order to conclude this piece of work.
1) In what ways does your media product use, develop or challenge forms and conventions of real media products?
Our media product develops conventions of real media products due to the fact that the mis-en-scene used within our product reflects the genre of our product, for example, to address who one of the main characters, they appear to be dressed in a shirt and tie, representing a well educated, wise man of which audiences can easily identify. The clear dialogue and way in which it is conveyed to audiences represents that of a real media product also.
In addition, the fact that we set the text in a quiet, reserved room reflects the mood of the situation, therefore relating typical conventions of a media product.
However, we challenged forms and conventions of real media products due to our camera positioning in one of the scenes. The camera could have been moved down to insure the main characters were the vocal point of the shot, however, due to the fact that the conversation of the characters was of a serious nature, we reflected this by using a blank, plain wall behind them of which was made evident to audiences. This challenges the expectations of a typical media product.
2) How does your media product represent particular social groups?
Within our media product, because we wanted to portray an older, wise character talking to a young child with apparent authority, we used the mis-en-scene to recognise the differences between social groups. For example, the male character was wearing a shirt and tie which represented the fact that he was a more mature character, contrasting to the child who was casually dressed, which is expected of a child in real life situations. The maturity shown through the dialect of the elder character also made it evident of the different social groups between the two characters, because of the child’s vulnerability and naïve nature that was portrayed through the use of acting and also represented by what the actress was wearing.
3) What kind of media institution might distribute your media product and why?
The type of institution or media product would be aimed at is possibly a film or could even be considered to be a soap or TV drama. This type of product could be seen on TV early evening, aimed at older teenagers due to the fact that they can relate to the situations that occur. It could also be seen as similar to something like ‘Hollyoaks’, due to the continuation of storylines or also could be seen as a ‘chick-flick’ film, due to the realism of which could be expected to happen to teenagers.
4) Who would be the audience for your media product?
The audience are media product is aimed it is teenagers, aged between 13-17 years old, of both genders due to the fact that the storyline, a parent having something important to tell them appeals to children of that age and also it is something they can relate to.
Furthermore, the fact that the child enters the sequence on the phone is something typically seen within today’s society, therefore making audiences of this age group feel accustomed and understanding towards what they are going to watch, for the reason that they have potentially been in that situation at some point in their lives, therefore they can identify with the storyline.
5) How did you attract/address your audience?
In order to attract audiences, we included minimal dialogue and used maximum expressions on the actor’s faces to create mystery and tension to ensure the product was appealing and powerful. We also left the end on a cliff-hanger, by the parent stating, “I’ve got something I need to tell you.”, which leaves audiences wanting to know more and curious about what will happen next.
We also used different camera shots and angles, such as over-the-shoulder shots and close-ups to create dramatic pauses and also to vary the technical aspects of the product to ensure it is interesting and keeps audiences intrigued. We also kept the media text succinct to ensure that the product didn’t become boring.
6) What have you learnt about technologies from the process of constructing this product?
By constructing this product, I have been able to experience using a video recorder which is something I have never done before. I have also experimented with diverse shots, such as panning shots and over-the-shoulder shots, which I thought would be too challenging for me to do, however, was able to create effective shots which I was pleased with. I have also learnt how to use a tripod correctly and have also become more knowledgeable about what a good shot entails and that there are a variety of shots that can be used within one product.
I have effectively uploaded our product from the recorder to the computer, as well as editing the product on the Apple Mac computer by cutting parts of the product to ensure each sequence flows from one scene to the next and is of a high quality. I found this complex at first, but the more I practised, the easier it became, therefore by the end I was able to edit efficiently and effectively.
1) In what ways does your media product use, develop or challenge forms and conventions of real media products?
Our media product develops conventions of real media products due to the fact that the mis-en-scene used within our product reflects the genre of our product, for example, to address who one of the main characters, they appear to be dressed in a shirt and tie, representing a well educated, wise man of which audiences can easily identify. The clear dialogue and way in which it is conveyed to audiences represents that of a real media product also.
In addition, the fact that we set the text in a quiet, reserved room reflects the mood of the situation, therefore relating typical conventions of a media product.
However, we challenged forms and conventions of real media products due to our camera positioning in one of the scenes. The camera could have been moved down to insure the main characters were the vocal point of the shot, however, due to the fact that the conversation of the characters was of a serious nature, we reflected this by using a blank, plain wall behind them of which was made evident to audiences. This challenges the expectations of a typical media product.
2) How does your media product represent particular social groups?
Within our media product, because we wanted to portray an older, wise character talking to a young child with apparent authority, we used the mis-en-scene to recognise the differences between social groups. For example, the male character was wearing a shirt and tie which represented the fact that he was a more mature character, contrasting to the child who was casually dressed, which is expected of a child in real life situations. The maturity shown through the dialect of the elder character also made it evident of the different social groups between the two characters, because of the child’s vulnerability and naïve nature that was portrayed through the use of acting and also represented by what the actress was wearing.
3) What kind of media institution might distribute your media product and why?
The type of institution or media product would be aimed at is possibly a film or could even be considered to be a soap or TV drama. This type of product could be seen on TV early evening, aimed at older teenagers due to the fact that they can relate to the situations that occur. It could also be seen as similar to something like ‘Hollyoaks’, due to the continuation of storylines or also could be seen as a ‘chick-flick’ film, due to the realism of which could be expected to happen to teenagers.
4) Who would be the audience for your media product?
The audience are media product is aimed it is teenagers, aged between 13-17 years old, of both genders due to the fact that the storyline, a parent having something important to tell them appeals to children of that age and also it is something they can relate to.
Furthermore, the fact that the child enters the sequence on the phone is something typically seen within today’s society, therefore making audiences of this age group feel accustomed and understanding towards what they are going to watch, for the reason that they have potentially been in that situation at some point in their lives, therefore they can identify with the storyline.
5) How did you attract/address your audience?
In order to attract audiences, we included minimal dialogue and used maximum expressions on the actor’s faces to create mystery and tension to ensure the product was appealing and powerful. We also left the end on a cliff-hanger, by the parent stating, “I’ve got something I need to tell you.”, which leaves audiences wanting to know more and curious about what will happen next.
We also used different camera shots and angles, such as over-the-shoulder shots and close-ups to create dramatic pauses and also to vary the technical aspects of the product to ensure it is interesting and keeps audiences intrigued. We also kept the media text succinct to ensure that the product didn’t become boring.
6) What have you learnt about technologies from the process of constructing this product?
By constructing this product, I have been able to experience using a video recorder which is something I have never done before. I have also experimented with diverse shots, such as panning shots and over-the-shoulder shots, which I thought would be too challenging for me to do, however, was able to create effective shots which I was pleased with. I have also learnt how to use a tripod correctly and have also become more knowledgeable about what a good shot entails and that there are a variety of shots that can be used within one product.
I have effectively uploaded our product from the recorder to the computer, as well as editing the product on the Apple Mac computer by cutting parts of the product to ensure each sequence flows from one scene to the next and is of a high quality. I found this complex at first, but the more I practised, the easier it became, therefore by the end I was able to edit efficiently and effectively.
Monday, 20 October 2008
After filming
We have now completed are filming with minimum difficulty. Our filming didn't take long to film and we were able to work quickly and effectively as a group.
Whilst Hester Gorry and Josh Hammond began editing, Leanne Cryer and I began working on the presentation, showing the stages to our product.
We will then swap roles so everyone gets the chance to edit.
We nearly had to begin filming again as we misplaced our tape where all our work was saved, however, managed to recover the filming we'd already edited on the Apple Mac computer.
Leanne and I also began to start evaluating our work, by planning answers for the questions provided, in order to show the stages and also explain the audience our film is aimed at. Evaluating our work enables us to see further improvements which we can make to our film when editing, therefore, when it is our turn to edit, we will be able to improve our film further to make it the best it can be.
Whilst Hester Gorry and Josh Hammond began editing, Leanne Cryer and I began working on the presentation, showing the stages to our product.
We will then swap roles so everyone gets the chance to edit.
We nearly had to begin filming again as we misplaced our tape where all our work was saved, however, managed to recover the filming we'd already edited on the Apple Mac computer.
Leanne and I also began to start evaluating our work, by planning answers for the questions provided, in order to show the stages and also explain the audience our film is aimed at. Evaluating our work enables us to see further improvements which we can make to our film when editing, therefore, when it is our turn to edit, we will be able to improve our film further to make it the best it can be.
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