Wednesday 31 March 2010

Group Meeting 3: Titles


After discussions on title’s we arranged to use a blue hand written style font. By doing this we avoided any stereotypical nuisance. After comparing notes from each group members independent study on viewing the opening sequence of the film, we established Romantic Comedies tend to include the two main characters names, the name of the distributor, the name of the production company and the name of the film. With this in mind we included exactly that information throughout the opening sequence, by doing this we feel we have met the conventions of an opening sequence to a Romantic Comedy film.

Tuesday 30 March 2010

Post 7: What have you learnt about technologies from the process of constructing this product?


1) This is a photograph of the camera I used for my filming; all scenes were filmed with the camera shown.
2) Throughout the project we used “Blogger” to show our course work, the website enables us to upload pictures, videos and textual analysis of the work we covered. Using blogger benefits both us and teachers as they are able to mark our work scheme online.
3) 3 is a photograph of the editing suit we used throughout the whole project. On the editing suite we used a specific program to edit and finalise our project. The program used allowed us to successfully export our work and capture our filming.
4) The headphones were used to listen to my project, by using headphones this ensured I could hear the sound of my film properly and could make edits sufficiently.
5) I used the scanner to scan on my story boards and logging document to demonstrate them onto my blogger.
6) This is a photograph of the mini hand held cameras, we used these to film our audience feedback. Once the feedback was filmed we could upload the posts straight to blogger and evaluate them on there.

Before studying for media I had no idea how to use the technology handed to me, I was clueless. After many lessons I know can confidently say I know how to use a camera and can begin to edit my footage. I have developed knowledge on how the variety of shots available when filming and can correctly identify a jump cut and crossing the 180 degree line.

1) The first image is of the DVD “Mean Girls” I used Mean Girls to work out timings for the opening sequence. I analysed the titles they used and at what times throughout the project they appeared to use them. They worked as a clear guideline for my opening sequence.
2) The second image is of a USB memory stick, I often used this to transfer my work from the school computer to my laptop at home. This enabled me to complete my work well before the deadline.
3) The third image is a print screen of youtube. I used youtube a lot whilst analysing different films opening sequences as it enabled me to watch the titles and pause when necessary. The main problem is that we are unable to use youtube on the school computers so I had to continue my studies at home.
4) The penultimate image is a screen grab from the website “Unsigned band webs” we used this website to query for music requests to suit the opening sequence of our films
5) The final image is of “Google”. Throughout the whole project google was very helpful as we could search anything to assist our studies. We were often linked to Wikipedia or Ask Jeeves allowing us to eventually gain the correct information.

Wednesday 24 March 2010

Wednesday 17 March 2010

Post 8: Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?

1. Throughout the “Main Task” I have developed a variety of skills; these skills have benefited the project in the best way possible. With both the main task and the prelim task we explored the use of the 180° rule. The 180° rule gives a guideline whilst making the films. If the camera appears to pas over the imaginary axis connecting the two subjects, it is called crossing the line and would be wrong. Throughout the “main task” project we successfully didn’t cross the imaginary axis and sufficiently kept to all guidelines.

The diagram above shows the 180° rule.

2. During filming of the “main task” we attempted to use a variety of different shots to benefit us for marking and to enable the film to look a much better quality. During the last scene of the film we used a selection of shot reverse shots during conversation. Due to the film cutting too quickly at the end, through no fault but our own, we had to cut out the last bit of dialogue. This has resulted in us having fewer shots, after much deliberation as a group we saw no problem with this as it now looks better at the end.

3. After the “Ped” scene we originally were going to have another scene which consisted of the girls in the school toilets talking. After filming the remainder of the scenes and editing them, we didn’t think it would be beneficial to film the extra scene. With such a fitted time span, filming an extra scene that wasn’t necessarily needed didn’t seem worth it at the time. To come to this decision we had a selection of group discussions and all agreed that it wouldn’t be needed.

Post 6: How did you attract/address your audience?

After editing the opening sequence to our film we played it to a variety of audience, including our target audience as well as those older and younger. In class we played our project and then recorded the feedback and posted it to our blogs. To avoid any bias comments we also took the project home and played to a selection of 10 different viewers and compared the results through a questionnaire.

Whilst making the film production we had to be aware of the BBFC guide lines. The BBFC is a legal scheme used to classify films for selective viewers. After consideration as to what rating our film would suit we came to the conclusion that a “12” or “12A” would be appropriate. The guidelines state that strong language such as f*** or s*** have to be uncommon where as moderate language such a ‘bitch’ or ‘twat’ are allowed, but obviously to an extent. It is likely that the remainder of the film would include words like ‘bitch’ as the project is based around events that take place at a school. Characters are aged 16-17 years old and light swearing, including words indicated above would be common and hardly surprising. Even though this may be a stereotypical statement, it is best to avoid the case of claiming the wrong certificate.

During the opening sequence moderate language isn’t used, but there is reference to a sexual nature as it is clear that the relationship between “Freddy” and “Charlotte” will progress. The “12” or “12A” certificate also mentions that dangerous behaviour (for example suicide or self-harming) may be present, but should not dwell on in detail. Weapons should not be exposed in certified “12” or “12A” productions and the use of drugs must be infrequent and not glamorised.

With our opening sequence we addressed our appropriate audiences by using characters from the same stereotype. All the characters that appeared to be in the film were students from our school. After much deliberation as a group over whom we should choose, we eventually made a decision. The actors selected ion the remaining bunch stood out to be well suited for the roles given. When in the process of deciding what actors would work well together we looked at the relationships they appeared to have with each other and whether they would suit the roles of the characters designed. The characters selected convientley had a strong relationship and all were close friends. After happily choosing the actors and summarising a personal profile of the characters they had to act like we decided to make a few amendments to the specific characters and the scenes presented to them in the begining. We changed some of the dialogue chosen for the boys and cut out the final scene for the girls. After making this decision we recognized it would benefit us as a group more and allow more suspense for the audience as to what will happen to them next! The location we used was at our school, this focused on the plot of the film well as the events that take place were the happenings of students. It was not only easier for filming, but also allowed us to change any filming if needs be, which thankfully we didn’t need to! The topics the film focuses are stereotypically events that all teenagers are going through, so by using actors from that age category they can relate to the issues raised.

Post 5: Who would be the audience for your media product





There will always be a gap in the market for Romantic Comedy films, with a constant plead from audiences for “Chick Flicks” it would be no surprise if a new romance based film would make it big. With romantic comedy films being very popular and after much deliberating we discussed whether making another romantic comedy film would be beneficial to us as distributors. The basic plot of a romantic comedy is that two protagonists, stereotypically a man and a woman, meet and go through the stages of romance together. Studies show that teenagers aged between 14-17 year of age enjoy watching romantic comedies as they can relate to the lives of the characters presented to them. The storyline may appear to be cliché and cheesy, but teen girls love that!

This is Samantha Biggerstaff; she is 16 years old and lives in Kings Langley. Samantha is photographed wearing her school uniform which appears to be smart clothes/office like wear. She enjoys spending time with her friends, shopping and watching films. Samantha enjoys films like Mean Girls, 10 things I hate about you, Princesses Diaries, House Bunny and Sex and The City. She enjoys watching the films at the cinema and then in a later date buying them on DVD and watching them in her friends company. TV programs that appeal to Samantha and her friends include Hollyoaks, Skins, Friends, Once Tree Hill and the occasional reality TV show. Samantha listens to a variety of music including what’s in the charts to local bands that often play in local venues such as the Railway Club – Watford. I think our film would appeal to Samantha, as she is stereotypically a girly girl who enjoys movies from this genre.

Post 4: What kind of media institution might distribute your media product and why?

Before deciding a media institution that would be ideal for our project, we had to insure we had a clear understanding on what a “Media Institution” actually is.. A media institution is an established, often profit based organisation that deals in the creation and distribution of advertising, entertainment and information services.

After comparing a variety of media institutions, personally I believe if we were to distribute our project it would be most successful if realised with “Sony”. Sony picture is the television and film production unit of Japanese multinational technology. Its group sales in 2008 were reported to be of $7.2 billion. Mario Gabelli, a popular investor suggested that the equally popular Paramount Pictures should merge with Sony Pictures Entertainment, Universal Studios or another movie studio.. Depending mainly on the consolidation in the industry.

In comparison to our British based romantic comedy “The Meeting” Sony Pictures Entertainment have also distributed popular films of the same genre such as recently released “Dear John” with popular actor Channing Tatum. The film is a Romatic Comedy based in America involving two characters falling in and out of love .. The story line can be compared nicely to “The Meeting” due to it being the same genre and released by the same distribution company.

The star power of a film has a great involvement for it success with audiences, films with a higher star power are more likely to appeal to a wider audience and attract more views. Throughout preparation for filming “The Meeting” we assured the characters we chose to act were popular and well liked by the potential audience. This encouraged the films success and gained positive feedback.

Post 3: How does your media product represent particular social groups?



Our media production successfully represents our particular social group as the characters appear to be in appropriate costume. Comparing both the images shown, both characters appear to be wearing school uniform and the location is easily established. Throughout “The Meeting” both Charlotte and Freddy are dressed smart to fit the conventions of the film. In comparison the image of the girls from “Princess Diaries” it helps identify the characters better as they are wearing school uniform. Due to our characters studying in sixth form we failed to do this and recognise the fact it would benefit us more if they were in a matching school uniform.

Opposing this idea the characters still remain to look smart and fit the genre of the film and will appeal to our selected target audience. Charlotte is dressed in smart clothes, but after watching the remainder of the opening sequence it is obvious that she successfully stands more than her friends. Her bag is large and implies its filled with books for her studies during school, her clothes are brighter colours and she walks slightly in front of her friends dominating her from the others and indicating importance, which to an extend remains true. This creates a positive impression and connotes well with the dialogue spoken in the last scene of the opening sequence “What the smart one?”


Freddy’s characteristics are established through the costume he wears throughout our specific project; he is, just like Charlotte, equally shown to wear smart clothes to establish the location of the film and represent the remainder of the story line. Freddy has a bike helmet and stands with his friends by, what we assume are their own personal bikes. In comparison to the character of Patrick in “10 things I hate about you” Freddy dresses just as smart and fits the codes and conventions of a student at school. The uniform Heath Ledger wears appears to be more casual, but as an audience you can easily establish that he attends a high school. Both male characters from “10 things I hate about you” and “The meeting” are represented as popular boys with a lot of friends. The representation from Freddy’s friends appears to be slightly negative as at first they don’t necessarily believe who he “has been talking too recently”. Comparing both opening sequences Heath Ledger isn’t presented to the audiences as much as Freddy in our production of “The meeting” this questions the dominance of the character and weather the affect they will have on the remainder of the production.

Post 2: In what ways does your media product use, develop or challenge forms and conventions of real media products?

Post 1: Audience Feedback

Personally I found watching audiences feedback on our rough cuts very helpful and has enabled to make a few changes which will hopefully benefit our project. After watching all of the audience feed back we established that it would be beneficial if we were to edit our titles. The feed back suggested that the font of our titles didn’t fit the genre of the film and they appeared to not have enough spacing between the names. We resolved this problem by adjusting the font and creating more spacing between the letters which then allowed them to become more readable.

We appeared to have a lot of positive feedback about the camera work which was good; a lot of the groups recognized the genre successfully. The encouraging feedback we did have told us that the establishing shots worked well and allowed the audiences to understand who the characters are and the roles they play fulfilling conventions of an opening sequence.

The main problem for us is that the diegetic sound between the characters is too quiet meaning that the audiences at this stage fail to recognise what they are actually saying. This can be adjusted through editing, but in future we need to ensure that the characters speak much louder especially when we are recording sound in the cameras without additional microphones. When filming there was a large distance from the cameras and characters, in future this should be avoided as it resulted in problems with editing and our footage.

Some groups noticed a jump cut in our filming, we came to the conclusion that this has occurred due to our choice of shot sizes and is just an unfortunate event. We have continued to keep this in our film, as even though it is a jump cut it is separated by a title sequence and at this later stage can not be resolved. This problem has risen due to the choice of camera position and the shot we wanted. We wanted to show shot reverse shot between characters and with the camera at this angle it couldn’t be avoided without a jump cut. In future we will think about the positioning of the camera a lot more, avoiding this problem.

In future we have learnt that the longer you film a certain shot it is more useful, as you then have a lot of camera time for editing benefits. We need to make certain we don’t cut too quickly and ensure actors stay in character until someone says cut.







By creating a questionnaire it will be enable me to collect feedback from audiences and summarise my final project. Below i have shown an example of a blank questionnaire which i handed out to a variety of people for feedback. I handed my questionnaire to my specific target audience as well as friends parents. I avoided asking family members as they could be bias towards my project. Summarising the feedback successfully our project suits our target audience of teenagers aged between 14-17 years of age who are interested in romantic comedy films.


The feedback from the questionnaires remained positive the whole way through the survey. Everybody who viewed the project correctly said that it was a romantic comedy film and also commented saying it was an opening sequence. Enough conversation between characters was used to ensure that it wasn’t confused with a trailer. Even though our film is a “Romantic Comedy” the comedy part of the film isn’t as visible as we wanted. In the sequence presented to the audiences there wasn’t any comedy present, this is due to use cutting out the final dialogue between the boys. As mentioned before, this couldn’t be avoided as we cut the camera too soon. With such positive feedback, it is obvious that we have successfully made an opening sequence to a film in which the audience can identify correctly. The only technical comments appeared to be those referring to the dialogue first spoken by the girls walking through the schools gates, they are unfortunately too quiet. During editing we tried our best to correct this, but it appears it was due to the angle and the distance from the actors to the camera crew. In future it is obvious that when pulling off a shot with the extreme distance we had, we need to ensure the characters talk a lot louder and the background noise isn’t as loud this. We could also use an external microphone boom or a body microphone.

Monday 15 March 2010

Wednesday 10 March 2010

Research into other film’s time continuity


After summarising the data I recorded from the Romantic Comedy film “Mean Girls” I analysed the timing they used in their opening sequence. I used the data I recorded to select the specific time codes for our opening sequence of film “The Meeting”. The titles presented from the example shown include the majority of the main cast and crew and then later other actors on screen and off screen names are superimposed over visual. After 4 minutes and 55 seconds the opening sequence technically comes to and due to the film title appearing and the remainder of the movie continuing. This was difficult for us to apply to our film due to the opening sequence having to only be a specific 2 minutes long. Knowing this we will allow the main two actors as well as the production company name to be named in the opening sequence, this will unfortunately excluded the other characters and after recognising this factor we came to the conclusion that are less significant and would appear in the credits as is conventional.