Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?

Overall what was successful about your preliminary task ?


     

Creativity- The scenario that I had to work to was a character opens a door, crosses a room and sits down in a chair opposite another character, then the character will make a few exchanges of conversation/dialogue. My scenario that me and my partner worked to was an smoking addict and a councillor.The smoking addict had an appointment to see her councillor in a polyclinic. Our idea which we had adapted from the brief was unique and creative as our locations that we recorded in where out of the box as typically everyone shoots their task in school but me and my partner wanted to be different by having one of our locations being at Loxford Polyclinic in Barking, my partners house in Goodmayes and the school Chadwell Heath Academy. At 0:12 you see the Polyclinic. 

Digital Technology- We had used a digital camera to shoot the task, we were able to make sure we had used all the appropriate media camera language in our task such as rules of thirds, 180 degree rule, match on action and shot reverse shot. This was very successful as we had included all of these key media language skills into our task. A strength of our exercise was that we were able to included all the shots we needed at 0:24 we show a match on action 

 rule of thirds at 0:43.

Rules of third in opening sequence 

Planning- 

On the film I was making, I worked with Jaya, our group was successful as we both had good skills including acting to bring to this project, we had individual skills which we could make use of in the film, such operating the camera and directing. We developed the scenario by thinking of a unique idea, instead of a commonly used one. To bring us to this idea we brain stormed ideas onto a piece of paper and decided which one would be more realistic to shoot within a given time period and how we can include the key media language skills into it. In class we had also watched videos on YouTube which showed us the rules of third or a match on action etc 

 For part of our research we had created storyboards which was quite useful as it was a guide to how and what shots we would film. It reminded us how to film the shots and the positioning of the camera if it should be pan or tilt. As we filmed we changed around a couple of shots, for example the long shot we change to an establishing shot and we also added shots in, for example we added a over shoulder shot so that we can see the opposite person's reaction. As well as that we added close ups, so you could see the persons facial expression or a specific part of someone this gives you information of the person maybe feeling. We used a variety of shots including high angle, low angle, establishing shot and so on. The storyboard was basically a draft and we could find areas of our film which we would improve or drop. 

The parts that were unsuccessful of this task was that I wasn't able to increase my knowledge of editing on Imovie I feel as if I didn't get properly demonstrated to edit and I had never edited before so it was all new whilst on the other hand it was familiar to my peers. Our time management during the production was weak as we had forgotten to take the camera home for the weekend so we had only little time to shoot everything to a certain standard before the deadline. I feel that because my editing skills were not sharp that if they were the task would of been more better. The acting I wasn't too proud of but I feel in my open sequence that the acting has improved. 

I have developed my skills through out the main coursework as I have been able to edit more efficiently as I have gained experience from doing this exercise. There is a contrast in editing and acting between our film, acting is important as it enhances the verisimilitude. By doing editing exercises I have developed my editing skills and i don't find it too complicated anymore. 

My targets for the next year would be to be able to manage time more better instead of leaving all my work to the last minute and to be able to edit more precisely if I do anymore editing exercises and develop on my media language skills.  

What have you learnt about technologies from the process of constructing this product?

Vox pop- 

Credits created on LiveType from Da Font.

Evaluation- How did you attract/address your audience?

How does your media product represent particular social groups?

In our film we had represented the working class as conforming to typical stereo types that shows how the working class are portrayed the younger generation of the working class. The characters in our film are teenagers we had used dominant ideologies of them such as being rebellious and having an attitude as Jade in our film is represented of having an attitude this was established through a shot reverse shot which consisted of dialogue she says ' you know what I don't need this' she doesn't answer the question and responds as if she is not bothered as most teenagers are. 

Our film only shows two females and one male, the two females Jade and Becca who you see towards the ending of the open sequence is denoted as strong at first and with an attitude but as the film progresses we see that she is not strong but vulnerable and weak as she is abused as it is implicated she is abused violently by her boyfriend Dan. Again here we conformed to dominant stereotypes of women being weak and less dominant in comparison to males. 

Mise en scene- Through the conventional mise en scene of a British Social Realism film were able to represent the social groups of the working class and teenagers. The costumes that the characters wore were cheap, not glamourous and plain as denoted. This connotes to the audience that they may not be able to afford more extravagant clothes as they don't possess the money afford better clothes. The colours of the costumes are black which is a miserable dark colour which could connote to the audience that the characters are hiding something. We had also used conventional locations that would be used for a BSR setting, are opening sequence was set in Forest Gate in an estate which is quiet iconic as in BSR an estate is a home for one of the characters in films such as 'Kidulthood' and 'Fish Tank', where the main characters live. 

Expressionism- The lighting in the opening sequence is low key and artificial as we were inside this lighting worked best with the situation. This lighting reflects the mood and atmosphere of our film and the characters the lighting was low key and the characters are miserable because they live a sad mundane life. The lighting is low key throughout our production, the low light showed shadows and therefore this made the situation more dramatic and created enigma and mystery this gave of a very negative representation. In contrast tob high key bright light which gives of an positive representation of the characters and situation. In addition to this the lighting can also reflect British weather of being cold rainy and miserable as it typically is it reinforces the dominant ideology of rubbish British weather. The colour design we had used was grey and dull to represent British peoples life, no success just failures. 

Sound- The sound in our film represented the working class as the diegetic sound was very important to portray  our themes to the audience they were able to understand what is happening through the noise from behind the door the audience can connote what is happening that Jade is being abused by her boyfriend, Jade was crying out in pain and saying 'No !'. Through the dialogue at 0:51 in our film the audience can establish the relationship between Jade and Dan, through the shot reverse shot we were able to see who is the most dominant character in the relationship. This represented teenagers as being agressive and angry. The soundtrack in our film was originally composed to enhance the emotional tone for the film, as depressing and sad which could connote to the audience something bad may happen, however the soundtrack does not build up to any key moments in the film to give not give anything away. We had also used synchronous sound whilst becca is banging on the door to create verisimilitude. 

Editing-  We had decided to use continuity editing to enhance the verisimilitude as the themes that are established in our film our serious and realistic the continuity editing was vital it would make the situation more accurat and believable. We had used a jump cut in our film at 1:50 to speed up time and to show the character has a confused state of mind. Also we had used a dissolve as a transition to show the next scene and to show that the day is over, a match on action was used at the end and this also showed the contrast between the two areas, which strengthened the verisimilitude which most BSR use. We had also used cross-cutting to build up tension and show suspense. 

Camera- We had used a range of shots, mide shots, close ups which represented each characters mood, for instance we had used a close up on Becca's face, from her expression we could tell that she was upset and scared and confused also it could implicate that she was depressed as most teenagers are at this age she was troubled. We had used a tilt to on Becca to show the characters position and her body language which could connote the audience how she is feeling. We had used a hand held postion for the camera to create a rough jerky look and a sense of disorientation. At the start of the film we see Jade walking up the stairs to the flat this was a high angle shot to present Jade as weak and vulnerable as she actually is in the film. 

Typography- Our film contained a lot of graphics which consists of the cast and crew, we had looking at some BSR credits and tried to apply the right amount or a rough amount of credits that they had. For the film Tyrannosaur they had all the actors names in order of their role in the film, which is what we had done for our production. We had followed the conventions of BSR films and included the production companies first and then the director. 

the protagonist

In Bullet Boy they had done the same idea of the actors who play the most important role at the start. 

Evaluation - In what ways does your media product use, develop or challenge forms and conventions of real media products?

What impact did the media institution Film4 have on each production stage and why?

Evaluation- Who would be the audience for your product?