Planning 15/20 Production 45/20 Evaluation 19/20 79/100 B
Tuesday 9 December 2008
Friday 28 November 2008
Evaluation
In conclusion, I will answer the following questions to asses the failures and successes of my task and recollect what I've learnt from the task in terms of software and hardware.
In what ways does your media product use, develop or challenge forms and conventions of real media products?
My media product uses conventions from all three things that are required for this task - match-on-action, 180 degree rule maintenance and use of shot/reverse shot. In many ways it does not really challenge these conventions, but the fact that the target audience is aimed at the class and not a more wide-spread audience means that the content differs from anything that would normally contain these conventions: soaps, 'who'dunnits' and dramas for example.
I implicated my match-on-action in two places in my film. Both times was when I opened a door. These scenes required three shots taken one after the other - The initial pan that follows me to the door, a close-up of my hand turning the handle, and the shot from inside the building showing me entering. The first shot acts as an establishing shot, telling the audience "The following scene will take place in the media hut", thus, instantly the audience expect to see a certain kind of content portrayed - probably something work related, like the thing I ended up doing. The second shot, extreme close up of the door handle, emphasises the action and therefore our attention is attracted to it, enhancing the extent to which the audience pays attention. The final scene completes the illusion of continuation, a single framed shot containing mostly the door (as it is the focus) and background, which arguably adheres to the mise-en-scene of what one would expect to see in a media class (noises of film and shots of children). Thus, it is clear that here I have adhered to match-on-action accurately, in the latter example wherein I left Johnny for some unknown reason, the same ideas are apparent - shot 1 is to establish, 2 is to emphasise and 3 is to continuate.
The scene of dialogue between me and Johnny is where the other two conventions come in, we show evidence of shot/reverse shot, the camera focuses (ideally, it would have been a shallow focus, given we had had better camera skills) on each individual when it comes to their turn to talk. Thus, it must be established to make the scene realistic that Character A is on one side, and Character B is on the other. To do this, we simply took the camera shots from the (as much as we could make it ) same place every time we switched angles. To adhere the convention of the sort of over-the-shoulder type shot seen most commonly in soaps, we simply placed the camera on a tripod behind the person who wasn't talking. This meant that the person who was talking was always on the same side, a differing one to the other - this subtle principal is simple but crucial to maintain the illusion of a sustained dialogue between two characters.
How does your media product represent particular social groups?
My product represents teenagers by using their language, e.g. "sound", "be right back" and "alright?" - This helps those watching, the students in the class, interact and associate themselves more easily with those on the screen. Furthermore the use of costume, School Uniform, represents a typical Vic-Stereotyped Student, and therefore the actions that are taking place in the shots are not too over the top or extreme, as they must apply to a wide demographic of types of people. Furthermore and finally, the setting of the scene (The Media Hut) is associated with Victoria College, and thus, is represented accordingly.
What kind of media institution might distribute your media product and why?
Ideally Victoria College, but that's not a media institution. It could be used in a soap like Hollyoaks that sometimes follows the life of students, as it's relevant in that respect, but some things would most likely have to be changed to make the illusion of being a soap more realistic. Things like costume, setting etc - But the content itself is valid for this use.
What have you learnt about technologies from the process of constructing this product?
I have familiarised myself with the software iMovie, I have learnt how to add sounds, transitions ranging from dissolves to crossfades, Voiceovers and furthermore how to move them into believable positions in the roll so that they match the voice. This means that I am able to take footage ranging from any quality and put it together, via editting, to make it into something truly aesthetically pleasing and fun to watch - it's all in the editting!
In what ways does your media product use, develop or challenge forms and conventions of real media products?
My media product uses conventions from all three things that are required for this task - match-on-action, 180 degree rule maintenance and use of shot/reverse shot. In many ways it does not really challenge these conventions, but the fact that the target audience is aimed at the class and not a more wide-spread audience means that the content differs from anything that would normally contain these conventions: soaps, 'who'dunnits' and dramas for example.
I implicated my match-on-action in two places in my film. Both times was when I opened a door. These scenes required three shots taken one after the other - The initial pan that follows me to the door, a close-up of my hand turning the handle, and the shot from inside the building showing me entering. The first shot acts as an establishing shot, telling the audience "The following scene will take place in the media hut", thus, instantly the audience expect to see a certain kind of content portrayed - probably something work related, like the thing I ended up doing. The second shot, extreme close up of the door handle, emphasises the action and therefore our attention is attracted to it, enhancing the extent to which the audience pays attention. The final scene completes the illusion of continuation, a single framed shot containing mostly the door (as it is the focus) and background, which arguably adheres to the mise-en-scene of what one would expect to see in a media class (noises of film and shots of children). Thus, it is clear that here I have adhered to match-on-action accurately, in the latter example wherein I left Johnny for some unknown reason, the same ideas are apparent - shot 1 is to establish, 2 is to emphasise and 3 is to continuate.
The scene of dialogue between me and Johnny is where the other two conventions come in, we show evidence of shot/reverse shot, the camera focuses (ideally, it would have been a shallow focus, given we had had better camera skills) on each individual when it comes to their turn to talk. Thus, it must be established to make the scene realistic that Character A is on one side, and Character B is on the other. To do this, we simply took the camera shots from the (as much as we could make it ) same place every time we switched angles. To adhere the convention of the sort of over-the-shoulder type shot seen most commonly in soaps, we simply placed the camera on a tripod behind the person who wasn't talking. This meant that the person who was talking was always on the same side, a differing one to the other - this subtle principal is simple but crucial to maintain the illusion of a sustained dialogue between two characters.
How does your media product represent particular social groups?
My product represents teenagers by using their language, e.g. "sound", "be right back" and "alright?" - This helps those watching, the students in the class, interact and associate themselves more easily with those on the screen. Furthermore the use of costume, School Uniform, represents a typical Vic-Stereotyped Student, and therefore the actions that are taking place in the shots are not too over the top or extreme, as they must apply to a wide demographic of types of people. Furthermore and finally, the setting of the scene (The Media Hut) is associated with Victoria College, and thus, is represented accordingly.
What kind of media institution might distribute your media product and why?
Ideally Victoria College, but that's not a media institution. It could be used in a soap like Hollyoaks that sometimes follows the life of students, as it's relevant in that respect, but some things would most likely have to be changed to make the illusion of being a soap more realistic. Things like costume, setting etc - But the content itself is valid for this use.
What have you learnt about technologies from the process of constructing this product?
I have familiarised myself with the software iMovie, I have learnt how to add sounds, transitions ranging from dissolves to crossfades, Voiceovers and furthermore how to move them into believable positions in the roll so that they match the voice. This means that I am able to take footage ranging from any quality and put it together, via editting, to make it into something truly aesthetically pleasing and fun to watch - it's all in the editting!
Thursday 27 November 2008
Questionnaire
Above are some specimen question/answer graphs related to the task and the possible viewers. If this was the general public watching, and not the class, the answers would evidently be different. I believe that these questions (although the data was... borrowed) are relevant to the task and the answers make sense in reference to how much the general public actual knows about what goes on behind the scenes in the shows they watch.
Sunday 23 November 2008
Target Audience
As with all things in media, a target audience is necessary. However, due to the fact that this is a cumpolsary task and my imagination of situations where this scene could take place being awful, the target audience here is Mr. Winn - the class, at a stretch.
The reason why the target audience for this feature could be the class is that we share a common task, we're all doing the same thing at the same time. Thus, the end product of this film project would not be at all suitable to show to someone, an old lady for example, who likes soaps - as this project has nothing at all to do with anything associated with television drama. However, the humour that can be used in our tasks, our costume (uniform most likely), dialect (teen slang) and in most cases the setting of our projects are the same.
For example, if I were to say to my Character B "Hello old chap, what do you think about the terrible situation involving the economy?" in a manner that was serious and overly not funny, (that is to say, how I said "old chap" avoiding sounding like a stereotypical toff) the target audience would be peeved to say the least. Thus, it is a necessity to do everything one can in order to better adhere to the niche Vic/beaulieu audience we are. So, instead of saying the prior phrase, a much more suited quip would be something like "Hey, you done any blogging?" Although the idea is a bit weak, the point is that the use of language is much more teen-based, and thus those that see it interact with the content in a much more personal level, arguably enjoying it more than if I had said something "proper".
As my story boards will show (to be uploaded in a later post), the setting of my project is simply someone asking how much work on Blogger the other has done. Although this isn't the most original, funny or ingenious idea it does adhere to its target audience. The fact that both characters are wearing a Victoria College uniform, the setting is Mr. Winn's room and the PC's are even recognisable firmly suggests to the audience that this is more for teenagers/teachers marking than for those who are not studying Media Studies.
To conclude, I have decided to pick the class as my target audience, as all that is needed to give the illusion of this audience is already there, ready to be taken advantage of. Furthermore, seeing as the example given to us could be argued to have been by teachers for teachers, the same thing is being done here. A film project by teenagers, for teenagers studying media!
The reason why the target audience for this feature could be the class is that we share a common task, we're all doing the same thing at the same time. Thus, the end product of this film project would not be at all suitable to show to someone, an old lady for example, who likes soaps - as this project has nothing at all to do with anything associated with television drama. However, the humour that can be used in our tasks, our costume (uniform most likely), dialect (teen slang) and in most cases the setting of our projects are the same.
For example, if I were to say to my Character B "Hello old chap, what do you think about the terrible situation involving the economy?" in a manner that was serious and overly not funny, (that is to say, how I said "old chap" avoiding sounding like a stereotypical toff) the target audience would be peeved to say the least. Thus, it is a necessity to do everything one can in order to better adhere to the niche Vic/beaulieu audience we are. So, instead of saying the prior phrase, a much more suited quip would be something like "Hey, you done any blogging?" Although the idea is a bit weak, the point is that the use of language is much more teen-based, and thus those that see it interact with the content in a much more personal level, arguably enjoying it more than if I had said something "proper".
As my story boards will show (to be uploaded in a later post), the setting of my project is simply someone asking how much work on Blogger the other has done. Although this isn't the most original, funny or ingenious idea it does adhere to its target audience. The fact that both characters are wearing a Victoria College uniform, the setting is Mr. Winn's room and the PC's are even recognisable firmly suggests to the audience that this is more for teenagers/teachers marking than for those who are not studying Media Studies.
To conclude, I have decided to pick the class as my target audience, as all that is needed to give the illusion of this audience is already there, ready to be taken advantage of. Furthermore, seeing as the example given to us could be argued to have been by teachers for teachers, the same thing is being done here. A film project by teenagers, for teenagers studying media!
Friday 14 November 2008
Research into similar Media texts
The first film we looked at as a class was the Matrix. The scene was taking place when Neo goes into a mansion, yet to see Morpheus for the first time.
We can draw upon their use of match-on-action of the camera shot opening of the door to compare to what we will use when it comes to making our own films, here the effect is used to emphasise the importance of this first encounter, furthermore, the extreme close-up of the door-knob builds suspense.
We can see good implimentation of shot/reverse shot when Neo converses with Morpheus, and although they are not standing, we will have to do practically the exact same thing when it comes to our turn. This leads us onto our next principle of the 180 degree rule wherein we watch someone have a conversation. Our mind establishes that Character A is on the left handside of the screen, and Character B is on the right. If this line is overstepped (the camera passes the invisible line), the whole illusion is broken and we begin to question the validity of what's happening in the film, making watching the whole thing a lot less enjoyable. Thus, we will have to be very careful when we start to film to have our actors sit in the same positions, but more importantly keep the respective camera angle the same in order to tie in with the rule.
The second film we watched was Terminator. The scene involved the Terminator conversing with a police man who refuses to let the Terminator into the station when he hears that the Terminator wishes to see Sarah Connor. We see evidence of shot/reverse shot with the 180 degree rule when the two have the conversation, and then a lot of match-on-action when Terminator crashes the car into the building. The fact that there are lots of shots gives the scene the sense of fast-paced action (which there obviously is) and makes the scene more appealing.
The third and last example I am using is from the 'OCR Media Studies' CD, the example they give us for this task. In this scene the camera primarily follows a teacher walking down a corridor, opening a door, crossing a room and then sitting down to talk to his colleague. The establishing shot (if you can call it that) shows the audience the setting of the about-to-take-place scene, due to the aspects of mise-en-scene incorporated, in this instance background and character costume. The camera then displays a match-on-action sequence where the same person supposedly doing the same continuous action of walking to a door and opening it, as it changes angle and zooms in on the hand on the door. The fact that these are two distinct shots, taken at different times is important because they are put together in a way that makes the audience believe that what is being portrayed is one action. The match-on-action is continued up until the scene where the camera is on the other side of the door, as it shows the last shot of the continued action. Following all of this we can see another establishing shot in wide-midshot, letting those watching know arguably where the other person in the conversation is going to be. The reason why this is so crucial is that this shot immediately tells our brains that the person seen secondly is on the left hand side of the room (and of the screen in the conversation) whereas the other is on the right. As previously mentioned, all this ties in with the 180 degree rule. The last thing that is neccesary is the conversation, an initial shot of Character A talking to B, the second shot showing Character B's reaction and then if neccesary the same sequence is repeated. This principle is done here in this way, showing a very simple exchange of dialogue with the respective characters on their respective sides.
We can draw upon their use of match-on-action of the camera shot opening of the door to compare to what we will use when it comes to making our own films, here the effect is used to emphasise the importance of this first encounter, furthermore, the extreme close-up of the door-knob builds suspense.
We can see good implimentation of shot/reverse shot when Neo converses with Morpheus, and although they are not standing, we will have to do practically the exact same thing when it comes to our turn. This leads us onto our next principle of the 180 degree rule wherein we watch someone have a conversation. Our mind establishes that Character A is on the left handside of the screen, and Character B is on the right. If this line is overstepped (the camera passes the invisible line), the whole illusion is broken and we begin to question the validity of what's happening in the film, making watching the whole thing a lot less enjoyable. Thus, we will have to be very careful when we start to film to have our actors sit in the same positions, but more importantly keep the respective camera angle the same in order to tie in with the rule.
The second film we watched was Terminator. The scene involved the Terminator conversing with a police man who refuses to let the Terminator into the station when he hears that the Terminator wishes to see Sarah Connor. We see evidence of shot/reverse shot with the 180 degree rule when the two have the conversation, and then a lot of match-on-action when Terminator crashes the car into the building. The fact that there are lots of shots gives the scene the sense of fast-paced action (which there obviously is) and makes the scene more appealing.
The third and last example I am using is from the 'OCR Media Studies' CD, the example they give us for this task. In this scene the camera primarily follows a teacher walking down a corridor, opening a door, crossing a room and then sitting down to talk to his colleague. The establishing shot (if you can call it that) shows the audience the setting of the about-to-take-place scene, due to the aspects of mise-en-scene incorporated, in this instance background and character costume. The camera then displays a match-on-action sequence where the same person supposedly doing the same continuous action of walking to a door and opening it, as it changes angle and zooms in on the hand on the door. The fact that these are two distinct shots, taken at different times is important because they are put together in a way that makes the audience believe that what is being portrayed is one action. The match-on-action is continued up until the scene where the camera is on the other side of the door, as it shows the last shot of the continued action. Following all of this we can see another establishing shot in wide-midshot, letting those watching know arguably where the other person in the conversation is going to be. The reason why this is so crucial is that this shot immediately tells our brains that the person seen secondly is on the left hand side of the room (and of the screen in the conversation) whereas the other is on the right. As previously mentioned, all this ties in with the 180 degree rule. The last thing that is neccesary is the conversation, an initial shot of Character A talking to B, the second shot showing Character B's reaction and then if neccesary the same sequence is repeated. This principle is done here in this way, showing a very simple exchange of dialogue with the respective characters on their respective sides.
Subscribe to:
Posts (Atom)