Evaluation | Question 2: How particular social groups are represented

How particular social groups are represented

A stereotype is a group of qualities assigned to groups of people, and they can be positive or negative. They can be related to race, gender, sexuality etc. Some common stereotypes, especially addressed in film, include women being weak, teenagers being in gangs and unattractive people cast as villains.

In our film opening, we are introduced to three characters - one protagonist and two antagonists. Our protagonist conforms to stereotypes, as she can be viewed as weak, as she is often alone and is upset and jealous of the two antagonists. She feels as though she isn't good enough, and this is a stereotypical and common view that main female characters believe in popular teen films.

The two antagonists - myself and Monique - don't conform to stereotypical views of girls, as they are confident and aren't weak. However, they do conform to stereotypical views of teenagers. In their introduction, we see them steal clothes from a shop, which comes from stereotypical views that all teenagers misbehave and "are up to no good".

Q6 What have you learnt about technologies from the process of constructing this product

Evaluation | Question 7: What have you learnt in the progression from your prelim to your full production?

What have you learnt in the progression from your prelim to your full production?

Earlier in the assessment, our group made a preliminary film introduction, inspired by the famous 1980s The Breakfast Club. We all came together to come up with camera shots, costumes, editing and music. 

First of all, I think, from this preliminary film, our group have definitely become closer, and we understand eachother a lot more. We know eachother' strengths and weaknesses. For example, Diana played the protagonist as the group agreed that she was the best actress amongst the four of us. We learnt these because of the amount of time we had to spend together during the development of Love Yourz, which was spent in class and out of college. 

My editing skills have also improved vastly, in my opinion. When we made our pre-lim, I didn't feel very confident using Final Cut Pro, but I used it as my chance to gain experience. Since making the pre-lim, I have learnt to improve pace in an opening by shortening segments and getting rid of clips that aren't necessary to a plot. Also, I learnt how important it is to film clips multiple times. We didn't do that originally with our prelim, so the footage wasn't as good as it could've been.

Also, at the very start of my AS Media course, I was required to create a preliminary sequence, as this allowed us to get to know the equipment and software such as Final Cut Pro, to edit, and ClipGrabber, which was used to find sound effects. My group for this consisted of Taja, from Group 23, and Matthew, from Group 25. Since the very  first preliminary sequence, I have grown a lot in my abilities to not only work in a group, but also in filming and editing.

Q7 Progress from prelim

Q5 Evaluation - How did you attract/address your audience?

The main way of attracting our target audience, was accessing them via social networking sites they appeared to be common with, such as Twitter, Instagram and Flickr. By connecting with the audience in this way we were able to inform them about the progress of the production and therefore begin to build anticipation and buzz. When a buzz is created, trailers tend to go viral, and that means that a wide audience is accessed. This meant that when it came to premiering our final product, we had a confirmed audience and fan group that had initially followed us online. When premiering our film in a cinema in Islington, 110 media students attended.We then left it to word of mouth with the intention that buzz would spread this way.  This, and the use of Youtube and Vimeo were our main ways of addressing the audience. I believe that this did accumulate some buzz as later that night our film peaked at 70 views.

Our film also attracted a secondary audience.I feel as though this audience was attracted to our humourous take on a quite serious genre of films. Also, the use of popular music in our production could attract an audience of music lovers.

Q3 Evaluation - What kind of media institution would distribute our media product? Why?

Q4&5 Who would be your target audience and how did you attract/address your audience

Q2 How does your media product represent particular social groups

Q6 Evaluation - What have you learnt about technologies from the process of constructing this product?

In the production stages of creating our film we mainly used Garageband, Motion and Final cut pro to edit the rough cuts we had collected on the dv camera.

Motion was used specifically to create the titles for the film. Using a preset theme that allowed the titles to roll in, I was able to create titles that were compatible with final cut pro and could be inserted and laid on top of our footage. Motion was also used to create the most important title, the name of the film and was used to be able to control how !and each title was displayed. 

Garage band was used to manage all sound that could be heard in our title sequence. All natural sound that we wanted to keep such as the laughing of the girls was removed from the footage and enhanced and editied using garage band. A song that we felt reflected a mood we wanted to convey was imported into garage band and edited to make fit exactly. We finally used garage band to mix the peices of music we created with the pre made sounds and result in a final, well edited soundtrack. 

Final cut pro was the most significant (after the camera) technology used by group 24. Final cut allowed us to remove any unnecessary footage, order all useful frames and create a professional product. On final cut pro we were able to edit the rough cuts toheyher, and then enhance these clips using effects and filters. Finally, we used this software to collaborate our sound and footage to create the full product. After adding the production and distribution logos on to the beginning of the film, again using final cut pro, the product was complete. Through final cut pro we were then able to watch the product as a whole and adapt where necessary. 

These three technologies were extremely useful in creating our product as they were all compatible with each other and meant that each section we created could be imported on to the next software in order to leave us with a successful product as a whole. 

Using Motion To Create Titles

Features of Motion:

(Template editor for Final Cut Pro)

Final Cut Pro includes a library featuring titles, transitions, effects and generators. Open any of these templates in Motion for further to customise your footage, then publish your modified template to Final Cut Pro by saving it. The new template is available for use.

(Familiar Interface)

The Motion interface is easy to use with Final Cut Pro.  The filters you can use have filters that include on-screen controls for so you can change the effect directly.

(Parameter Rigs)

Rigs let you adjust colour for example with a single control — a slider, pop-up menu or tickbox. For example, change the colours of all the objects in your project in a single step, or apply a complicated logo to a scene with a click.

We didn't use all of these features for our title sequence, however I thought it was interesting to learn about all the features of the program. 

All this research was gathered from the Apple website.

Q4 Evaluation - Who would be the audience for your media product?

Teen movies have always been made to appeal to a teen audience, therefore the themes and subject matters reflect those those of which teenagers would care about and have interest in. Our youth drama, Love Yourz has a wide audience. The demographics of the audience specific to the sub-genre our film falls into are primarily Londoners aged between 16-19. The target audience is of all ethnicities as all ethnicities are represented and would mainly appeal to females because of the mainly female cast, however the subject matters involved in our production may also attract males as they reflect London for the youths of today. The income for the target audience is anywhere between E and A on the demographics scale as the movie shows economically struggling teenagers that steal in order to maintain their stylish image. Audiences of all incomes would be drawn to watch this as some will be able to relate and others who can't relate will feel as though they have gained am insight into a life much different from their own. The demographics of the audience mirror the demographics of the characters and we believe this is effective in attracting the target audience and they will feel as though they can relate to the protagonists.
The unique selling point for our film is the fact that it takes a humourous take on a genre of films that are often very serious and sometimes scary. We felt that the target audience for this unique selling point is both males and females between the ages of 16 and 19 as this audience would be used to having depressing, negative films aimed towards them. By making a film that in some ways challenges the stereotypes of what films in this genre should be like, we have expanded the amount of people who would watch it.
The secondary audience for our film would be youmg adults, film critics and film festival goers. This is because our film has been produced on an independent production company and therefore the majority of the audience would view it at film festivals and not cinemas.

Q6. Technologies Used to Construct our Product

More about my experience with Final Cut Pro:

Q1 In what ways does your media product use, develop or challenge conventions

Q5. Attracting/Addressing our Audience

                              

                               

                                  

Q7. Progression from Preliminary to Final Product

                                       

                                                                   

                                                 

Presentation

Q7 Evaluation - What have you learnt in the progression from your prelim to your full product?

Q2 - How particular social groups are represented

Q4. Audience for our Media Product

CLICK HERE

Q1 Evaluation - Conventions of Teen Drama title sequences

Conventions of Teen Drama title sequences

            Teen dramas – productions with a major focus on teenage characters, tackle often trivial issues from the perspective of a teenager. They are commonly based on the interests of teenagers such as first loves, rebellion, conflicts with parents and alienation.

            The main sub-genres of teen dramas are High School Dramas and Youth Dramas. High school dramas often revolve around girls and include mainly female protagonists. The characters are of high school age and the film includes sexual themes and crude humour. Youth dramas are set in cities and tend to include characters from all social groups in order to reflect reality in cities such as London.

                In terms of micro features, High school dramas tend to utilise editing techniques such as slow motion, which can be seen in mean girls at several points within the title sequence and beginning scenes. Also, close ups are often used in the title sequences for high school dramas as they allow small differences between people such as the use of make up to be identified. They are often shot in locations established with young people such as schools/ colleges and parties. Costumes of students are often very similar in order to create cliques that are easily identifiable to the audience. Non diegetic sound is used a lot in high school dramas as pop music is laid over the moving image to create the fun high school atmosphere.

               In youth dramas, the micro features used vary slightly because of the large amount of themes that can be portrayed. They are a majority of the time, set in dark, urban, city like settings. Costume is very ordinary and plain as the aim of the film is to replicate extraordinary events in the lives of normal people. All shots are used in the title sequences of youth dramas as the location has to be established as well as the characters being introduced. Diegetic street like sounds are used to enhance the realism, however foley sounds are also added to enhance the natural sounds. This can be seen in the title sequence of Kidulthood.

Q3. Institution That Will Distribute Our Product

         
Q3. Media Institution Distributing Our Product - Kizoa Video Maker

Q2. Evaluation - Social Groups in Teen Dramas

         


                

Q1 Evaluation - Forms and Conventions of title sequences

Q1. Evaluation - Forms & Conventions

Editing | 2nd March 2015 - Jess production diary

On the 2nd March, Diana and I worked through our three hour lesson, and through lunch to finish editing our final cut. As Monique was working on titles and blogging, and Nana was ill, we had to ask Donna occasionally for tips and advice.

We wanted the opening to be quite fast paced, as to add anticipation for the shoplifting scene, so we had to chop a lot of the clips down. We also decided to slow down the clip where Monique and I walk into the shop, as an 'homage' to Mean Girls, and the moment the 'Plastics' walk down the corridor.

Thanfully, the rest of the group enjoyed the final cut. We hope to work on the soundtrack with Nana and then the titles with Monique, in the following week.

Filming | 17th February 2015 - Jess Production diary

We decided to meet in Dalston again, as we would only be filming in and around the Glassworks shop in Dalston. However, on the way to the shop I started to feel really ill, and I was worried this would affect the filming, as I had started throwing up. I decided to push through and we finished filming on the 17th February.

We first filmed Monique and myself walking into the shop, and we filmed this multiple times, which would make the editing process easier. In order for me to get home earlier to feel better, we filmed my parts first, and then Diana-only shots last.

We then filmed the shoplifting scenes - first the stuffing of the bag in the store, and then again in the changing room. These parts were quite difficult, as the floor was quite uneven, making the stabilising of the camera quite difficult. Also, the changing room was quite small, so having two people along with a camera was quite difficult.

Finally, I filmed the 'escaping' part, where I leave the store, and Monique is chased after. After I went home, the group filmed parts that included the texting scene, and Diana's reactions to the theft.

Filming | 16th February 2015 - Jess Production diary

We decided to finish filming during the half term, as we would then have at least four days to finish everything, without distractions of college or work. We agreed to meet on the 16th February at Liverpool Street Station, as it was quite easy for all of us to get to. It was also close to any transportation needed to get to our filming locations, which were Dalston and Shoreditch.

We got the bus to Shoreditch, where we looked out for graffiti we liked. Walking down the high street, me and Diana noticed graffiti that read 'Shoplifters Welcome', which we thought would work perfectly. We then set up the camera, and filmed Monique and myself walking, from different angles and shots. This would allow us to sort out match cuts.

 We then walked down to Brick Lane, where we spotted a beauty salon with the sign 'Love Yourself', so we also filmed us walking past this. We thought this quote worked well for two reasons - our title 'Love Yourz' and the message we wanted to show in this film.

We wanted to get as many shots of me and Monique as we could, so we filmed shots of me and her linking arms, or us laughing. However, it soon started raining. We wanted the weather to remain consistent, as it wouldn't make sense otherwise. We decided to make use of our time, and find a new shop to film in. In order to do this, we went to Dalston and asked around three clothing shops if we could film in their shop. To our delight, Glassworks in Dalston allowed us to film in their shop!

Finally, we planned what we would film the next day, and parted ways.

Jess Christmas work

Ferris Bueller's Day Off

Sub-genre: Comedy

List the title credits and the order they appear in:

1. Paramount Pictures presents
2. A John Hughes film (writer)
3. Matthew Broderick in (main character)
4. Ferris Bueller's Day Off (title)
5. (Cast names)
6. Co-starring
7. Music score by
8. Casting by
9. Costume Designer
10. Edited by
11. Production Designer
12. Director of Photography
13. Executive Producer
14. Produced by
15. Written and directed by

What 'type' or category of title sequence does the film have? Black background with blue text, and then discreet text over a moving image

Who is the producer? Is it a mainstream or independent production? John Hughes and Tom Jacobson, and it is a mainstream production.

What storylines or plots are introduced in the film's opening? How are these developed in the rest of the film? Ferris wants to have the day off of school so he fakes an illness. This is developed in the rest of his film, as he has a very eventful day off school and doesn't get caught.

Who are the main characters? The only main character featured in the opening sequence, is Ferris Bueller. His name is constantly repeated throughout the opening sequence by the minor characters, such as his parents and his sister.

What social groups are we introduced to in the film's opening sequence? We see a white middle class family. There is very little diversity throughout the film. One stereotype that the film conforms to is that the brother and sister can't stand eachother.

How do the teen/youth characters interact with adults? Ferris tends to follow authority when confronted, but his main 'rebellion' is him skipping school. He also has a lot of respect for his parents. This may not be expected in a teen film, as a lot of teen films tend to focus on 'teen angst'.

Camera: We see mostly mid-shots in the film, as this frames the characters well. Ferris breaks the fourth wall a lot, so this shot is perfect for when he addresses the camera/audience. There are also a lot of establishing shots, as Ferris and his friends visit a lot of different places, and so the establishing shots allow the audience to make sense of the locations.

Editing: The editing in the film is very fast-paced for the most part, but there are occasions where it is slow down quite a lot. For example, when Cameron, Ferris' best friend, goes underwater in a moment of madness, there is use of slow motion.

Sound: The soundtrack for the film is very famous, especially for its famous 'Twist and Shout' scene. The film features a lot of music from the 1980s, which is fitting for the time it was made. 

Mise-en-scene: Some key locations from the film include the parade, the high school that the teenagers attend, Ferris' house and the police station.

16th Feb - Filming Day!

Pictures from today:

   
Kizoa slideshow: Pictures - Slideshow

Our filming today was successful. We managed to get shots that reflected our title sequence. For example, we found graffiti near brick lane that said "shoplifters welcome", this links in with the storyline behind our title sequence. 

We also found a sign that said "Love Yourself", this, once again ties in with the title of project "Love Yourz". 

Previously, we were struggling to find permission from a shop to film in their premises, However, today we got permission to film in a small boutique that is ideal for our title sequence.

Final Editing of soundtrack