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.

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.

Update on filming

- Were given a brief to create an opening sequence of a film, containing some form of dialogue, as well as the opening of a door and the exchange between reverse-shot-reverse.
-Made a short film and edited it to practise using the editing software.
-Had our first group meeting, planning and discussing the plot and locations for our film.
-Brain-stormed ideas.
-Discussed when and how we were going to film- for example, after school, during the evening.
-Listened to others ideas- everyone contributed to the plot.
-Started to talk about actors used to shoot the film.


We have began shooting our film. Within our group, we have all taken it in turns to film and act, experimenting with different camera shots and angles, as well as focusing closely on mis-en-scene and the surroundings where we have shot.
Our filming allowed me to become familiar with different types of shots such as a panning shot, which i have never had experience doing before.
Our group worked well and efficiently to ensure the best possible and techincal filming.