Above is the final cut for our opening sequence "The Meeting".
Monday 10 May 2010
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.
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.
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.
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