Friday, 28 April 2017
Sunday, 23 April 2017
Evaluation- Question 7
Looking back at your preliminary task, what do you feel you have learnt in the progression form it to the full product?
Saturday, 22 April 2017
Evaluation- Question 6
What have you learnt about technologies from the process of constructing your product?
Friday, 21 April 2017
Evaluation- Question 4 + 5
Who would be the audience for your media product? How did you attract/ address your audience?
Thursday, 20 April 2017
Wednesday, 19 April 2017
Tuesday, 18 April 2017
Evaluation- Question 1
How does your product use, develop or challenge forms and conventions of real media products?
Wednesday, 12 April 2017
Evaluation 7- Script
Since our preliminary task in September, we have improved our skills in various areas of media from filming and editing, to organisation and time management.
The first major improvement was the camerawork included in our final film. Our earlier work consisted of very basic shot types, such as mid shots and close ups, whereas we utilised more impressive shots, such as money and low angle for our final product. Our camera movements also improved, becoming much smoother and more steady than those of our preliminary task. Over the year, I have become a lot more aware of impressive shots and movements and actively look out for them when consuming media products. A particular style which I would love to explore, is the use of long takes, capturing all of the scene in a smooth, uninterrupted shot- a technique continually employed by Damien Chazelle in the musical numbers of La La Land.
Editing skills were another part of media which we really developed, by becoming much more aware of techniques such as match on action and sequencing. When creating our storyboards we were much less familiar of the types of shots which work well in a sequence, however at the time of which we started filming, our knowledge had dramatically increased, and were able to make decisions and change shot types without hesitation. This ultimately allowed for us to work quicker as we could eliminate shots that wouldn't work without the need for re-shooting.
As for our time management, we took considerably longer than other groups to complete our filming. However, we got into the habit of creating shooting schedules and pre-planning what we would do on each day. Unfortunately, we only started using plans halfway through filming, and arguably, we could've been much more time efficient had we carried this out from the start. In our preliminary, time management wasn't really an issue, as it was a much shorter task so could all be done in one afternoon. Creating schedules and working to a plan is something we can utilise in A2, when creating our music videos.
The first major improvement was the camerawork included in our final film. Our earlier work consisted of very basic shot types, such as mid shots and close ups, whereas we utilised more impressive shots, such as money and low angle for our final product. Our camera movements also improved, becoming much smoother and more steady than those of our preliminary task. Over the year, I have become a lot more aware of impressive shots and movements and actively look out for them when consuming media products. A particular style which I would love to explore, is the use of long takes, capturing all of the scene in a smooth, uninterrupted shot- a technique continually employed by Damien Chazelle in the musical numbers of La La Land.
Editing skills were another part of media which we really developed, by becoming much more aware of techniques such as match on action and sequencing. When creating our storyboards we were much less familiar of the types of shots which work well in a sequence, however at the time of which we started filming, our knowledge had dramatically increased, and were able to make decisions and change shot types without hesitation. This ultimately allowed for us to work quicker as we could eliminate shots that wouldn't work without the need for re-shooting.
As for our time management, we took considerably longer than other groups to complete our filming. However, we got into the habit of creating shooting schedules and pre-planning what we would do on each day. Unfortunately, we only started using plans halfway through filming, and arguably, we could've been much more time efficient had we carried this out from the start. In our preliminary, time management wasn't really an issue, as it was a much shorter task so could all be done in one afternoon. Creating schedules and working to a plan is something we can utilise in A2, when creating our music videos.
Tuesday, 11 April 2017
Evaluation 6- Script
Over the course of the year we discovered a lot about different technologies, from pre-production to post production.
During our preliminary task, we used a Panasonic HDC-SD90 to film, and used editing software iMovie 9 to edit. Through GCSE Media, I used Adobe Premiere Pro, so our prelim proved useful as it allowed for us to get comfortable with using a different software, and aware of it's various features, before editing our final film.
Before filming began, we created a storyboard animation, as a way of getting an idea of what our final product may look like, if the storyboard is followed. To create this, we used editing app CuteCutPRO for iPad, rather that iMovie in school. By using this technology we were able to again further our editing skills and learn to adapt our skills to various software, rather then becoming familiar only with iMovie.
However for our final film, we did use iMovie as it allows us to use much more advanced features than Premiere Pro or CuteCut. A particular advantage to this software was the superior features of sound editing, which allowed for us to test out a multitude of sound effects in order to find the desired one, and alter the fading in and out to become more gradual. As well as this, the ability to layer sounds was exceptionally useful, as our opening features music alongisde diegetic sounds from the room, and we were able to easily adjust the volume of clips for both to be heard.
Throughout filming, we relied heavily on Apple products, and their ability to efficiently share files between themselves. During the first day of filming, we made the decision to film entirely on an iPhone 6, rather than the Panasonic HDC-SD90 from the prelim. This decision stemmed from the fact that the camera was not picking up the shots of the text messages very well, as this was vital to the plot line, we deemed it imperative that the were easily seen. By using an iPhone we were able to use Rachel's MacBook Pro to review our footage, and created our own personal 'video village'. Synchronisation between the phone and the mac allowed for us to back up our footage, as we dismissed the use of an SD card after deciding to not use the camera.
An attribute from Apple which we utilised was 'Airdrop', a feature that allows for iOS and mac devices to instantly share selected files wirelessly, rather than waiting for devices to sync. We'd never used this feature before, and discovered it when transferring a post-production feedback video from an iPhone to an iMac without access to a wire.
During our preliminary task, we used a Panasonic HDC-SD90 to film, and used editing software iMovie 9 to edit. Through GCSE Media, I used Adobe Premiere Pro, so our prelim proved useful as it allowed for us to get comfortable with using a different software, and aware of it's various features, before editing our final film.
Before filming began, we created a storyboard animation, as a way of getting an idea of what our final product may look like, if the storyboard is followed. To create this, we used editing app CuteCutPRO for iPad, rather that iMovie in school. By using this technology we were able to again further our editing skills and learn to adapt our skills to various software, rather then becoming familiar only with iMovie.
However for our final film, we did use iMovie as it allows us to use much more advanced features than Premiere Pro or CuteCut. A particular advantage to this software was the superior features of sound editing, which allowed for us to test out a multitude of sound effects in order to find the desired one, and alter the fading in and out to become more gradual. As well as this, the ability to layer sounds was exceptionally useful, as our opening features music alongisde diegetic sounds from the room, and we were able to easily adjust the volume of clips for both to be heard.
Throughout filming, we relied heavily on Apple products, and their ability to efficiently share files between themselves. During the first day of filming, we made the decision to film entirely on an iPhone 6, rather than the Panasonic HDC-SD90 from the prelim. This decision stemmed from the fact that the camera was not picking up the shots of the text messages very well, as this was vital to the plot line, we deemed it imperative that the were easily seen. By using an iPhone we were able to use Rachel's MacBook Pro to review our footage, and created our own personal 'video village'. Synchronisation between the phone and the mac allowed for us to back up our footage, as we dismissed the use of an SD card after deciding to not use the camera.
An attribute from Apple which we utilised was 'Airdrop', a feature that allows for iOS and mac devices to instantly share selected files wirelessly, rather than waiting for devices to sync. We'd never used this feature before, and discovered it when transferring a post-production feedback video from an iPhone to an iMac without access to a wire.
Monday, 10 April 2017
Evaluation 4/5- Script
The target audience for UFO is children between the ages of 8 and 14, and would therefore have a certification of a PG upon distribution. We asked members of the audience from the showcase evening the rating they think would be suitable, and the results came back as 5/7 suggestions for a rating of PG, whilst the other 2 argued for a 12.
According to the British Board of Film Classification, PG rated films "should not unsettle a child aged around eight or older", and should be given consideration by parents before being shown to anyone younger. The BBFC lays out a set of guidelines and regulations regarding topics such as drugs, violence, language and other behaviours and how they must be presented in each certification. By comparing the across the different ratings, we can argue that our film would fall under a PG, as there would be no content of which would order a rating of a 12/12A.
As the nature of the plot revolves heavily around UFOs, it could be argued that younger children may be affected by it; however, we do believe that those over the age of 8 would not be distressed, and would understand the plot line.
In order to ensure our film would appeal to our intended audience, we asked 20 people of ages 8-14 what their preferred genre of film was. The results were conclusive as comedy being the most popular genre, with sci-fi and rom-coms also receiving high numbers of votes. Horror films however, were massively unapproved of and received only 1 vote.
The content of our product was also important when addressing the needs of our audience. As comedy was favoured, our main aim was to make the story lighthearted, achieved by the use of our clumsy character. It was also imperative that we avoided any frightening content, as to not harm our audience, and keep it within the limitations of a PG rated film. Another feature common to PG films is the use of an older character, particularly seen in the works Disney. As our target audience is likely to be impressionable, it was important the protagonist was a friendly, likeable character, and someone who could be seen as a role model, in order to adhere to the BBFC guidelines of imitable behaviour. The use of an upbeat, happy song was also employed to appeal to our marketed, by immediately bringing a youthful feel to the opening, engaging with the interests of our intended audience.
Sunday, 9 April 2017
Evaluation 3- Script
Media products, such as films and television programmes, can be distributed by independent distributors, or distribution subsidiaries of large conglomerates.
By looking at the genre, plot and audience of some already established media products, I have been able to determine which type of institution would be best to distribute UFO.
The following films are somehow similar to ours, and have been distributed by some of the largest names in film, including Universal and Disney. From these examples it could be argued that UFO would be best suited to conglomerate distribution.
As the target audience for our film is 8-14 year olds, well known names in the media industry would be best to distribute our product. Indie films tend to be aimed towards older audiences, whilst large conglomerates are seen as trusted and recognised by parents, and therefore perform better in the market of kids films, as proved by high grossers 'Beauty and The Beast' and 'Shrek 2'.
By looking at the genre, plot and audience of some already established media products, I have been able to determine which type of institution would be best to distribute UFO.
The following films are somehow similar to ours, and have been distributed by some of the largest names in film, including Universal and Disney. From these examples it could be argued that UFO would be best suited to conglomerate distribution.
As the target audience for our film is 8-14 year olds, well known names in the media industry would be best to distribute our product. Indie films tend to be aimed towards older audiences, whilst large conglomerates are seen as trusted and recognised by parents, and therefore perform better in the market of kids films, as proved by high grossers 'Beauty and The Beast' and 'Shrek 2'.
Saturday, 8 April 2017
Evaluation 2- Script
Our product represents the social groups of teenagers, geeks and nerds.
Typically teenagers are portrayed in a negative light with common stereotypes being that they are lazy, rebellious, antisocial, rude or disrespectful. In UFO we have challenged his representation by showing our main character to be adventurous, intelligent, sociable and passionate about what he loves. In some ways our protagonist could be seen as antisocial, given that he spends a lot of time alone in his garage turned den, but this is out of determination to alien hunting, rather than wanting to be alone.
Although we mainly challenged the representation of teenagers, our protagonist conforms to many of the stereotypes of a geek or nerd. They are often seen to be intelligent, with a particular interest in maths or science; fans or Star Wars and Doctor Who; and technologically minded- all of which are displayed through our opening.
Our unique way of presenting our titles represents how our character could be seen as 'different' from other teenagers; something that was picked up on by a member of the audience at the showcase evening, who's feedback mentioned how the "creative ways of introducing names fit the whole nerdy style".
Typically teenagers are portrayed in a negative light with common stereotypes being that they are lazy, rebellious, antisocial, rude or disrespectful. In UFO we have challenged his representation by showing our main character to be adventurous, intelligent, sociable and passionate about what he loves. In some ways our protagonist could be seen as antisocial, given that he spends a lot of time alone in his garage turned den, but this is out of determination to alien hunting, rather than wanting to be alone.
Although we mainly challenged the representation of teenagers, our protagonist conforms to many of the stereotypes of a geek or nerd. They are often seen to be intelligent, with a particular interest in maths or science; fans or Star Wars and Doctor Who; and technologically minded- all of which are displayed through our opening.
Our unique way of presenting our titles represents how our character could be seen as 'different' from other teenagers; something that was picked up on by a member of the audience at the showcase evening, who's feedback mentioned how the "creative ways of introducing names fit the whole nerdy style".
Friday, 7 April 2017
Evaluation 1- Script
Our opening to UFO uses, develops and challenges many forms and conventions of real media products, particularly through factors such as titles, sound and genre.
By opening with a title sequence, we automatically conform to a convention as the vast majority of films feature opening titles. However, the way in which we have presented our titles develops upon the generic form, as we have opted for a more creative style, similar to that of the 2004 comedy Napoleon Dynamite. Our titles were too placed on various objects around the room, and shown when the protagonist approached or interacted with the object, Through these factors, we really developed the convention of title sequences, which typically see names and roles typed and laid over a shot. As well as developing the titles, we also challenged the order in which they tend to appear, and the length of time for which they are shown for, in order to fit with the verisimilitude, and the idea that they are being shown whilst in use by the protagonist.
The use of music throughout an opening is a trait seen in a large number of films and, although we followed this convention, our music was diegetic, rather than conforming to the typical use of non-diegetic sound. Whilst we developed the type of sound used, we challenged the conventions of diegetic sound towards the end of the opening- after our character takes off his headphones for the sound to lower, we allowed for it to gradually get louder as the action takes place, in order for the sense of rush and urgency to be presented to the audience. Another feature we considered was the absence of dialogue, a convention commonly explored in modern cinema. As only one character is met in our opening, we decided on excluding the use of any dialogue, conforming to the modern convention. However, we did develop this and used text messages, rather than conversation, as a way of communication to introduce a second character, and give more depth to the plot.
Our use of bright colours, highkey lighting and a clumsy character followed the typical forms and conventions associated with a comedy. Feedback from members of the audience at the showcase evening suggests that the music, mise-en-scene, editing, and actor were all effective in creating a product of the comedy genre, largely due to conforming to the relative conventions.
By opening with a title sequence, we automatically conform to a convention as the vast majority of films feature opening titles. However, the way in which we have presented our titles develops upon the generic form, as we have opted for a more creative style, similar to that of the 2004 comedy Napoleon Dynamite. Our titles were too placed on various objects around the room, and shown when the protagonist approached or interacted with the object, Through these factors, we really developed the convention of title sequences, which typically see names and roles typed and laid over a shot. As well as developing the titles, we also challenged the order in which they tend to appear, and the length of time for which they are shown for, in order to fit with the verisimilitude, and the idea that they are being shown whilst in use by the protagonist.
The use of music throughout an opening is a trait seen in a large number of films and, although we followed this convention, our music was diegetic, rather than conforming to the typical use of non-diegetic sound. Whilst we developed the type of sound used, we challenged the conventions of diegetic sound towards the end of the opening- after our character takes off his headphones for the sound to lower, we allowed for it to gradually get louder as the action takes place, in order for the sense of rush and urgency to be presented to the audience. Another feature we considered was the absence of dialogue, a convention commonly explored in modern cinema. As only one character is met in our opening, we decided on excluding the use of any dialogue, conforming to the modern convention. However, we did develop this and used text messages, rather than conversation, as a way of communication to introduce a second character, and give more depth to the plot.
Our use of bright colours, highkey lighting and a clumsy character followed the typical forms and conventions associated with a comedy. Feedback from members of the audience at the showcase evening suggests that the music, mise-en-scene, editing, and actor were all effective in creating a product of the comedy genre, largely due to conforming to the relative conventions.
Tuesday, 4 April 2017
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