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?

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. 

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.

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

Q2 - How particular social groups are represented

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.

Q1 Evaluation - Forms and Conventions of title sequences

Creating animated title

This is a short video created again by Camtasia showing the creating of an animated title usiong Motion

28 - Reflection

     

In terms of the costumes, I feel as though each characters clothing is successful in showing the divide and differences between characters, however I feel as though the costumes for each character could further present the attitude they are trying to portray. Introducing a colour scheme for each separate group could create these ideas - popular girls and a lonely girl, to wear in order to further promote the idea of binary opposites. This has been done successfully in mean girls where the popular girls commonly wear shades of pink so the audience automatically identify them as a collective.

Furthermore, our costumes could have been further developed with the use of dramatic make up, and less noticable props that help the audiences understanding of the significant difference between the two character types, without necessarily making the themes too obvious.

The Conventional Order of Titles in a Teen Title Sequence

 the conventional order of title sequences in teen movies goes as such: 

·      Production company name / Production company title

·      Distribution company identity / distribution company title

·      Actor 1 (star of the film)

·      Film title

·      Actor 2

·      Actor 3

·      Costume

·      Music by

·      Edited by

·      Production Designer

·      Director of Photography

·      Written by

·      Director 

 The titles for the movie are done, most often in an order of who is deemed the most relevant in the production and promotion of the movie. 

I

Final Costumes

Diana - The Outsider:

Jess and Monique

Monique: